Arts Education

• Dance:
  • Creating—Anchor Standard 1: Generate and Conceptualize Artistic Ideas and Work
    • PK.DA.CR1: a. Respond in movement to a variety of sensory stimuli (e.g., music/ sound, visual, tactile). b. Find a different way to do several basic locomotor and nonlocomotor movements.
    • K.DA.CR1: a. Respond in movement to a variety of stimuli (e.g., music/sound, text, objects, images, symbols, observed dance). b. Explore different ways to do basic locomotor and nonlocomotor movements by changing at least one of the elements of dance.
    • 1.DA.CR1: a. Explore movement inspired by a variety of stimuli (e.g., music/ sound, text, objects, images, symbols, observed dance, experiences) and identify the source. b. Explore a variety of locomotor and nonlocomotor movements by experimenting with and changing the elements of dance.
    • 2.DA.CR1: a. Explore movement inspired by a variety of stimuli (e.g., music/sound, text, objects, images, symbols, observed dance, experiences) and suggest additional sources for movement ideas. b. Combine a variety of movements while manipulating the elements of dance.
    • 3.DA.CR1: a. Experiment with a variety of selfidentified stimuli (e.g., music/sound, text, objects, images, notation, observed dance, experiences) for movement. b. Explore a given movement problem. Select and demonstrate a solution.
    • 4.DA.CR1: a. Identify ideas for choreography generated from a variety of stimuli (e.g., music/sound, text, objects, images, notation, observed dance, experiences). b. Develop a movement problem and manipulate the elements of dance as tools to find a solution.
    • 5.DA.CR1: a. Build content for choreography using several stimuli (e.g., music/sound, text, objects, images, notation, observed dance, experiences, literary forms, natural phenomena, current news, social events). b. Construct and solve multiple movement problems to develop choreographic content.
    • 6.DA.CR1: a. Relate similar or contrasting ideas to develop choreography using a variety of stimuli (e.g., music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events). b. Explore various movement vocabularies to transfer ideas into choreography.
    • 7.DA.CR1: a. Compare a variety of stimuli (e.g., music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events) and make selections to expand movement vocabulary and artistic expression.\ b. Explore various movement vocabularies to express an artistic intent in choreography. Explain and discuss the choices made using genre-specific dance terminology.
    • 8.DA.CR1: a. Implement movement from a variety of stimuli (e.g., music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events) to develop dance content for an original dance study or dance.\ b. Identify and select personal preferences to create an original dance study or dance. Use genre-specific dance terminology to articulate and justify choices made in movement development to communicate intent.
    • PROF.DA.CR1: a. Explore a variety of stimuli for sourcing movement to develop an improvisational or choreographed dance study. Analyze the process and the relationship between the stimuli and the movement. b. Experiment with the elements of dance to explore personal movement preferences and strengths, and select movements that challenge skills and build on strengths in an original dance study or dance.
    • ACC.DA.CR1: a. Synthesize content generated from stimulus materials to choreograph dance studies or dances using original or codified movement. b. Apply personal movement preferences and strengths with the movement vocabulary of several dance styles or genres to choreograph an original dance study or dance that communicates an artistic intent. Compare personal choices to those made by wellknown choreographers.
    • ADV.DA.CR1: a. Synthesize content generated from stimulus material. Experiment and take risks to discover a personal voice to communicate artistic intent. b. Expand personal movement preferences and strengths to discover unexpected solutions that communicate the artistic intent of an original dance. Analyze the unexpected solutions and explain why they were effective in expanding artistic intent.
  • Creating—Anchor Standard 2: Organize and Develop Artistic Ideas and Work
    • PK.DA:CR2: a. Improvise dance that starts and stops on cue. b. Engage in dance experiences moving alone or with a partner.
    • K.DA:CR2: a. Improvise dance that has a beginning, middle, and end. b. Express an idea, feeling, or image, through improvised movement moving alone or with a partner.
    • 1.DA:CR2: a. Improvise a series of movements that have a beginning, middle, and end, and describe movement choices. b. Choose movements that express an idea or emotion, or follow a musical phrase.
    • 2.DA:CR2: a. Improvise a dance phrase with a beginning, a middle that has a main idea, and a clear end. b. Choose movements that express a main idea or emotion, or follow a musical phrase. Explain reasons for movement choices.
    • 3.DA:CR2: a. Identify and experiment with choreographic devices to create simple movement patterns and dance structures. b. Develop a dance phrase that expresses and communicates an idea or feeling. Discuss the effect of the movement choices.
    • 4.DA:CR2: a. Manipulate or modify choreographic devices to expand movement possibilities and create a variety of movement patterns and structures. Discuss movement choices. b. Develop a dance study that expresses and communicates a main idea. Discuss the reasons and effectiveness of the movement choices.
    • 5.DA:CR2: a. Manipulate or modify a variety of choreographic devices to expand choreographic possibilities and develop a main idea. Explain reasons for movement choices. b. Develop a dance study by selecting a specific movement vocabulary to communicate a main idea. Discuss how the dance communicates nonverbally.
    • 6.DA:CR2: a. Explore choreographic devices and dance structures to develop a dance study that supports an artistic intent. Explain the goal or purpose of the dance. b. Determine artistic criteria to choreograph a dance study that communicates personal or cultural meaning. Based on the criteria, evaluate why some movements are more or less effective than others.
    • 7.DA:CR2: a. Use a variety of choreographic devices and dance structures to develop a dance study with a clear artistic intent. Articulate reasons for movement and structural choices. b. Determine artistic criteria to choreograph a dance study that communicates personal or cultural meaning. Articulate how the artistic criteria serve to communicate the meaning of the dance.
    • 8.DA:CR2: a. Collaborate to select and apply a variety of choreographic devices and dance structures to choreograph an original dance study or dance with a clear artistic intent. Articulate the group process for making movement and structural choices. b. Define and apply artistic criteria to choreograph a dance that communicates personal or cultural meaning. Discuss how the criteria clarify or intensify the meaning of the dance.
    • PROF.DA:CR2: a. Collaborate to design a dance using choreographic devices and dance structures to support an artistic intent. Explain how the dance structures clarify the artistic intent. b. Develop an artistic statement for an original dance study or dance. Discuss how the use of movement elements, choreographic devices and dance structures serve to communicate the artistic statement.
    • ACC.DA:CR2: a. Work individually and collaboratively to design and implement a variety of choreographic devices and dance structures to develop original dances. Analyze how the structure and final composition informs the artistic intent. b. Develop an artistic statement that reflects a personal aesthetic for an original dance study or dance. Select and demonstrate movements that support the artistic statement.
    • ADV.DA:CR2: a. Demonstrate fluency and personal voice in designing and choreographing original dances. Justify choreographic choices and explain how they are used to intensify artistic intent. b. Craft an artistic statement that communicates a personal, aesthetic, cultural, and artistic perspective in a collection of original work.
  • Creating—Anchor Standard 3: Refine and Complete Artistic Work
    • PK.DA:CR3: Respond to suggestions for changing movement through guided improvisational experiences.
    • K.DA:CR3: Apply suggestions for changing movement through guided improvisational experiences.
    • 1.DA:CR3: Explore suggestions to change movement from guided improvisation and/or short remembered sequences.
    • 2.DA:CR3: Explore suggestions and make choices to change movement from guided improvisation and/or short remembered sequences.
    • 3.DA:CR3: Revise movement choices in response to feedback to improve a short dance study. Describe and document the differences the changes made in the movements.
    • 4.DA:CR3: Revise movement based on peer feedback and self-reflection to improve communication of artistic intent in a short dance study. Explain and document choices made in the process.
    • 5.DA:CR3: Explore through movement the feedback from others to expand choreographic possibilities for a short dance study that communicates artistic intent. Explain and document the movement choices and refinements.
    • 6.DA:CR3: Revise dance compositions using collaboratively developed artistic criteria. Document the revisions. Explain reasons for revisions and how choices made relate to artistic criteria.
    • 7.DA:CR3: a. Evaluate possible revisions of dance compositions and, if necessary, consider revisions of artistic criteria based on selfreflection and feedback of others. Explain reasons for choices and how they clarify artistic intent. b. Investigate and use a recognized system to document dance sequences (e.g., writing, a form of notation symbols, or using media technologies).
    • 8.DA:CR3: a. Revise choreography collaboratively or independently based on artistic criteria, self-reflection, and the feedback of others. Articulate the reasons for choices and revisions and explain how they clarify and enhance the artistic intent. b. Experiment with aspects of a recognized system and use the system to document one or more sections of a dance (e.g., writing, a form of notation symbols, or using media technologies).
    • PROF.DA:CR3: a. Clarify the artistic intent of a dance by manipulating choreographic devices and dance structures based on established artistic criteria and feedback from others. Analyze and evaluate impact of choices made in the revision process. b. Compare and use recognized systems to document a section of a dance (e.g., writing, a form of notation symbols, or using media technologies).
    • ACC.DA:CR3: a. Clarify the artistic intent of a dance by refining choreographic devices and dance structures, collaboratively or independently using established artistic criteria, self-reflection and the feedback of others. Analyze and evaluate impact of choices made in the revision process. b. Develop a strategy to record a dance using recognized systems of dance documentation (e.g., writing, a form of notation symbols, or using media technologies).
    • ADV.DA:CR3: a. Clarify the artistic intent of a dance by manipulating and refining choreographic devices, dance structures, and artistic criteria using selfreflection and feedback from others. Document choices made in the revision process and justify how the refinements support artistic intent. b. Document a dance using recognized systems of dance documentation (e.g., writing, a form of notation symbols, or using media technologies).
  • Performing—Anchor Standard 4: Select, Analyze, and Interpret Artistic Work for Presentation
    • PK.DA:PR4: a. Identify and demonstrate directions for moving the body in general space (e.g., forward, backwards, sideways, up, down, and turning) and finding and returning to a place in space. b. Identify speed of movement as fast or slow. Move to varied rhythmic sounds at different tempi. c. Move with opposing dynamics.
    • K.DA:PR4: a. Make still and moving body shapes that show lines (e.g., straight, bent, and curved), change levels, and vary in size (large/small). Join with others to make a formation and work with others to change its dimension. Find and return to a place in space. b. Demonstrate tempo contrasts with movements that match the tempo of the stimuli. c. Identify and apply different dynamics to movements.
    • 1.DA:PR4: a. Demonstrate locomotor and nonlocomotor movements that change body shapes, levels, and facings. Move in straight, curved, and zigzagged pathways individually and with others. Find and return to place in space. b. Relate quick, moderate and slow movements to duration in time. Recognize steady beat and move to varying tempi of steady beat. c. Demonstrate movement characteristics along with descriptive vocabulary (e.g., use adverbs and adjectives that apply to movement).
    • 2.DA:PR4: a. Demonstrate clear directionality and intent when performing locomotor and nonlocomotor movements that change body shapes, facings, and pathways in space. Identify symmetrical and asymmetrical body shapes and examine relationships between body parts. b. Identify the length of time a movement or phrase takes (e.g., whether it is long or short). Identify and move on the downbeat in duple and triple meter. Correlate metric phrasing with movement phrasing. c. Select and apply appropriate characteristics to movements (e.g., selecting specific adverbs and adjectives and apply them to movements). Demonstrate kinesthetic awareness while dancing the movement characteristics.
    • 3.DA:PR4: a. Judge spaces as distance traveled and use space three-dimensionally. Demonstrate shapes with positive and negative space. Perform movement sequences in and through space with intentionality and focus. b. Fulfill specified duration of time with improvised locomotor and nonlocomotor movements. Differentiate between “in time” and “out of time” to music. Perform movements that are the same or of a different time orientation to accompaniment. Use metric and kinesthetic phrasing. c. Change use of energy and dynamics by modifying movements and applying specific characteristics to heighten the effect of their intent.
    • 4.DA:PR4: a. Make static and dynamic shapes with positive and negative space. Perform three-dimensional movement sequences alone and with others, establishing relationships with intentionality and focus. b. Respond in movement to even and uneven rhythm in both metric and kinesthetic phrasings. Recognize and respond to tempo changes as they occur in dance and music. c. Analyze and refine phrases by incorporating a greater range of energy and dynamic changes to heighten the effect of their intent.
    • 5.DA:PR4: a. Integrate static and dynamic shapes as well as floor and air pathways into dance sequences. Establish relationships with other dancers with intentionality and focus. Convert inward focus to outward focus. b. Dance to a variety of rhythms generated from internal and external sources. Perform movement phrases that show the ability to respond to changes in time. c. Contrast bound and free flowing movements. Initiate movements from a variety of points of the body. Analyze the relationship between initiation and energy.
    • 6.DA:PR4: a. Refine partner and ensemble skills in the ability to determine distance and spatial design. Establish diverse pathways, levels, and patterns in space. Maintain focus with partner or group in near and far space. b. Use combinations of sudden and sustained timing as it relates to both the time and the dynamics of a phrase or dance work. Accurately use accented and unaccented beats in a variety of meters. c. Use the internal body force created by varying tension within one’s musculature for movement initiation and dynamic expression. Distinguish between bound and free flowing movements and appropriately apply them to dance phrases.
    • 7.DA:PR4: a. Expand movement vocabulary of floor and air pattern designs. Incorporate and modify differently designed shapes and movements from a variety of dance genres and styles for the purpose of expanding movement vocabulary. b. Vary durational approach in dance phrasing by using timing accents and variations within a phrase to add interest kinesthetically, rhythmically, and visually. c. Compare and contrast movement characteristics from a variety of dance genres or styles. Discuss specific characteristics using dance terminology and descriptive language to describe them. Determine and demonstrate what dancers must do to perform them clearly.
    • 8.DA:PR4: a. Sculpt the body in space and design body shapes in relation to other dancers, objects, and environment. Use focus during complex floor and air patterns and/or pathways. b. Analyze and select metric, kinetic, and breath phrasing and apply appropriately to dance phrases. Perform dance phrases of different lengths that use various timings within the same section. Use different tempi in different body parts at the same time. c. Direct energy and dynamics in such a way that movement is textured. Incorporate energy and dynamics to technique exercises and dance performance. Use energy and dynamics to enhance and project movements.
    • PROF.DA:PR4: a. Develop partner and ensemble skills that enable contrast while maintaining a sense of spatial design and relationship (e.g., through lifts, balance, or other means). Use space intentionally during phrases and through transitions between phrases. Establish and break relationships with others as appropriate to the choreography. b. Use syncopation and accent movements related to different tempi. Take rhythmic cues from different aspects of accompaniment. Integrate breath phrasing with metric and kinesthetic phrasing. c. Connect energy and dynamics to movements by applying them in and through all parts of the body. Develop total body awareness so that movement phrases demonstrate variances of energy and dynamics.
    • ACC.DA:PR4: a. Dance alone and with others with spatial intention. Expand partner and ensemble skills to greater ranges and skill level. Execute complex floor and air sequences with others while maintaining and breaking relationships through focus and intentionality. b. Perform dance studies and compositions that use time and tempo in unpredictable ways. Use internal rhythms and kinetics as phrasing tools. c. Initiate movement phrases by applying energy and dynamics. Vary energy and dynamics over the length of a phrase and transition smoothly out of one phrase and into the next phrase, paying close attention to its movement initiation and energy.
    • ADV.DA:PR4: a. Modulate and use the broadest range of movement in space for artistic and expressive clarity. Use inward and outward focus to clarify movement and intent. Establish and break relationships with other dancers and audience as appropriate to the dance. b. Modulate time factors for artistic interest and expressive acuity. Demonstrate time complexity in phrasing with and without musical accompaniment. Use multiple and complex rhythms (e.g., contrapuntal and/or polyrhythmic) at the same time. Work with and against rhythm of accompaniment or sound environments. c. Modulate dynamics to clearly express intent while performing dance phrases and choreography. Perform movement sequences expressively using a broad dynamic range and employ dynamic skills to establish and maintain relationships with other dancers and project to the audience.
  • Performing—Anchor Standard 5: Develop and Refine Artistic Techniques and Work for Presentation
    • PK.DA:PR5: a. Demonstrate basic full body locomotor, nonlocomotor movement, and body patterning with spatial relationships. b. Move in general space and start and stop on cue while maintaining personal space. c. Identify and move body parts and repeat movements upon request.
    • K.DA:PR5: a. Demonstrate same side and cross-body locomotor and nonlocomotor movements, body patterning movements, and body shapes. b. Move safely in general space and start and stop on cue during activities, group formations, and creative explorations while maintaining personal space. c. Move body parts in relation to other body parts and repeat and recall movements upon request.
    • 1.DA:PR5: a. Demonstrate a range of locomotor and nonlocomotor movements, body patterning, body shapes, and directionality. b. Move safely in general space through a range of activities and group formations while maintaining and changing personal space. c. Modify movements and spatial arrangements upon request.
    • 2.DA:PR5: a. Demonstrate a range of locomotor and nonlocomotor movements, body patterning, and dance sequences that require moving through space using a variety of pathways. b. Move safely in a variety of spatial relationships and formations with other dancers, sharing and maintaining personal space. c. Repeat movements, with an awareness of self and others in space. Self-adjust and modify movements or placement upon request.
    • 3.DA:PR5: a. Replicate body shapes, movement characteristics, and movement patterns in a dance sequence with awareness of body alignment and core support. b. Adjust body-use to coordinate with a partner or other dancers to safely change levels, directions, and pathway designs. c. Recall movement sequences with a partner or in group dance activities. Apply constructive feedback from teacher and selfcheck to improve dance skills.
    • 4.DA:PR5: a. Demonstrate technical dance skills (e.g., alignment, coordination, balance, core support) and movement characteristics when replicating and recalling patterns and sequences of locomotor and nonlocomotor movements. b. Execute techniques that extend movement range, build strength, and develop endurance. Explain the relationship between execution of technique, safe body-use, and healthful nutrition. c. Coordinate phrases and timing with other dancers by cueing off each other and responding to stimuli cues (e.g., music, text, or lighting). Reflect on feedback from others to inform personal dance performance goals.
    • 5.DA:PR5: a. Recall and execute a series of dance phrases using technical dance skills (e.g., alignment, coordination, balance, core support, clarity of movement). b. Demonstrate safe body-use practices during technical exercises and movement combinations. Discuss how these practices, along with healthful eating habits, promote strength, flexibility, endurance, and injury prevention. c. Collaborate with peer ensemble members to repeat sequences, synchronize actions, and refine spatial relationships to improve performance quality. Apply feedback from others to establish personal performance goals.
    • 6.DA:PR5: a. Embody technical dance skills (e.g., alignment, coordination, balance, core support, clarity of movement) to accurately execute changes of direction, levels, facings, pathways, elevations and landings, extensions of limbs, and movement transitions. b. Apply basic anatomical knowledge, proprioceptive feedback, spatial awareness, and nutrition to promote safe and healthful strategies when warming up and dancing. c. Collaborate as an ensemble to refine dances by identifying what works and does not work in executing complex patterns, sequences, and formations. Solve movement problems to dances by testing options and finding good results. Document self-improvements over time.
    • 7.DA:PR5: a. Apply bodyuse strategies to accommodate physical maturational development to technical dance skills (e.g., functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, and flexibility/range of motion). b. Utilize healthful practices and sound nutrition in dance activities and everyday life. Discuss benefits of practices and how choices enhance performance. c. Collaborate with peers to practice and refine dances. Develop group performance expectations through observation and analyses (e.g., view live or recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations).
    • 8.DA:PR5: a. Embody technical dance skills (e.g., functional alignment, coordination, balance, core support, clarity of movement, weight shifts, flexibility/range of motion) to replicate, recall, and execute spatial designs and musical or rhythmical dance phrases. b. Evaluate personal healthful practices in dance activities and everyday life including nutrition and injury prevention. Discuss choices made, the effects experienced, and methods for improvement. c. Collaborate with peers to discover strategies for achieving performance accuracy, clarity, and expressiveness. Articulate personal performance goals and practice to reach goals. Document personal improvement over time (e.g., journaling, portfolio, or timeline).
    • PROF.DA:PR5: a. Embody technical dance skills (e.g., functional alignment, coordination, balance, core support, clarity of movement, weight shifts, flexibility/range of motion) to retain and execute dance choreography. b. Develop a plan for healthful practices in dance activities and everyday life, including nutrition and injury prevention. Discuss implementation of the plan and how it supports personal performance goals. c. Collaborate with peers to establish and implement a rehearsal plan to meet performance goals. Use a variety of strategies to analyze and evaluate performances of self and others (e.g., use video recordings of practice to analyze the difference between the way movements look and how they feel to match performance with visual affect). Articulate performance goals and justify reasons for selecting particular practice strategies.
    • ACC.DA:PR5: a. Refine technical dance skills to improve performance. Dance with sensibility toward and with other dancers while executing complex spatial, rhythmic and dynamic sequences to meet performance goals. b. Apply anatomical principles and healthful practices to a range of technical dance skills for achieving fluency of movement. Follow a personal nutrition plan that supports health for everyday life. c. Plan and execute collaborative and independent practice and rehearsal processes with attention to technique and artistry informed by personal performance goals. Reflect on personal achievements.
    • ADV.DA:PR5: a. Apply mind-body principles to technical dance skills in complex choreography when performing solo, partnering, or dancing in ensemble works in a variety of dance genres and styles. Self-evaluate performances and discuss and analyze performance ability with others. b. Research healthful and safe practices for dancers and modify personal practice based on findings. Discuss how research informs practice. c. Initiate, plan, and direct rehearsals with attention to technical details and fulfilling artistic expression. Use a range of rehearsal strategies to achieve performance excellence.
  • Performing—Anchor Standard 6: Convey Meaning Through the Presentation of Artistic Work
    • PK.DA:PR6: a. Dance for others in a designated area or space. b. Use a prop as part of a dance.
    • K.DA:PR6: a. Dance for and with others in a designated space. b. Select a prop to use as part of a dance.
    • 1.DA:PR6: a. Dance for others in a space where audience and performers occupy different areas. b. Explore the use of props to enhance performance.
    • 2.DA:PR6: a. Dance for and with others in a space where audience and performers occupy different areas. b. Use limited production elements.
    • 3.DA:PR6: a. Identify the main areas of a performance space using production terminology (e.g., stage right, stage left, center stage, upstage, and downstage). b. Explore production elements for a dance performed for an audience in a designated specific performance space.
    • 4.DA:PR6: a. Consider how to establish a formal performance space from an informal setting (e.g., gymnasium or grassy area). b. Identify, explore, and experiment with a variety of production elements to heighten the artistic intent and audience experience.
    • 5.DA:PR6: a. Demonstrate the ability to adapt dance to alternative performance venues by modifying spacing and movements to the performance space. b. Identify, explore, and select production elements that heighten and intensify the artistic intent of a dance and are adaptable for various performance spaces.
    • 6.DA:PR6: a. Recognize needs and adapt movements to performance area. Use performance etiquette and performance practices during class, rehearsal, and performance. After the performance, accept notes from choreographer and make corrections as needed and apply to future performances. b. Compare and contrast a variety of possible production elements that would intensify and heighten the artistic intent of the work. Select choices and explain reasons for the decisions made using production terminology.
    • 7.DA:PR6: a. Recommend changes to and adapt movements to performance area. Use performance etiquette and performance practices during class, rehearsal, and performance. Maintain journal documenting these efforts. After the performance, accept notes from choreographer and apply corrections to future performances. b. Produce dance in a variety of venues or for different audiences and, using production terminology, explain how the production elements are handled in different situations.
    • 8.DA:PR6: a. Demonstrate leadership qualities (e.g., commitment, dependability, responsibility, and cooperation) when preparing for performances. Use performance etiquette and performance practices during class, rehearsal, and performance. After the performance, accept notes from choreographer and apply corrections to future performances. Document efforts and create a plan for ongoing improvements. b. Collaborate to design and execute production elements that would intensify and heighten the artistic intent of a dance performed on a stage, in a different venue, or for different audiences. Explain reasons for choices using production terminology.
    • PROF.DA:PR6: a. Demonstrate leadership qualities (e.g., commitment, dependability, responsibility, and cooperation) when preparing for performances. Demonstrate performance etiquette and performance practices during class, rehearsal, and performance. After the performance, accept notes from choreographer and apply corrections to future performances. Document the rehearsal and performance process and evaluate methods and strategies using dance terminology and production terminology. b. Evaluate possible designs for the production elements of a performance and select and execute the ideas that would intensify and heighten the artistic intent of the dances.
    • ACC.DA:PR6: a. Demonstrate leadership qualities (e.g., commitment, dependability, responsibility, and cooperation) when preparing for performances. Model performance etiquette and performance practices during class, rehearsal and performance. Implement performance practices to enhance projection. After the performance, accept notes from choreographer and apply corrections to future performances. Document the rehearsal and performance process and evaluate methods and strategies using dance terminology and production terminology. b. Work collaboratively to produce a dance concert on a stage or in an alternative performance venue and plan the production elements that would be necessary to fulfill the artistic intent of the dance works.
    • ADV.DA:PR6: a. Demonstrate leadership qualities (e.g., commitment, dependability, responsibility, and cooperation) when preparing for performances. Model performance etiquette and performance practices during class, rehearsal, and performance. Enhance performance using a broad repertoire of strategies for dynamic projection. Develop a professional portfolio that documents the rehearsal and performance process with fluency in professional dance terminology and production terminology. b. Work collaboratively to produce dance concerts in a variety of venues and design and organize the production elements that would be necessary to fulfill the artistic intent of the dance works in each of the venues.
  • Responding—Anchor Standard 7: Perceive and Analyze Artistic Work
    • PK.DA:RE7: a. Identify a movement in a dance by repeating it. b. Demonstrate an observed or performed dance movement.
    • K.DA:RE7: a. Find a movement that repeats in a dance. b. Demonstrate or describe observed or performed dance movements.
    • 1.DA:RE7: a. Find a movement that repeats in a dance to make a pattern. b. Demonstrate and describe observed or performed dance movements from a specific genre or culture.
    • 2.DA:RE7: a. Find movements in a dance that develop a pattern. b. Demonstrate and describe movements in dances from a variety of genres or cultures.
    • 3.DA:RE7: a. Find a movement pattern that creates a movement phrase in a dance work. b. Demonstrate and explain how one dance genre is similar to and different from another, or how one cultural movement practice is similar to and different from another.
    • 4.DA:RE7: a. Find patterns of movement in dance works that create a style or theme. b. Demonstrate and explain how dance styles differ within a genre or within a cultural movement practice.
    • 5.DA:RE7: a. Find meaning or artistic intent from the patterns of movement in a dance work. b. Describe, using basic dance terminology, the qualities and characteristics of style used in a dance from one’s own cultural movement practice. Compare them to the qualities and characteristics of style found in a different dance genre, style, or cultural movement practice.
    • 6.DA:RE7: a. Describe or demonstrate recurring patterns of movement and their relationships in a dance. b. Explain how the elements of dance are used in a variety of dance genres, styles, or cultural movement practices. Use genre-specific dance terminology.
    • 7.DA:RE7: a. Compare, contrast, and discuss patterns of movement and their relationships in a dance. b. Compare and contrast how the elements of dance are used in a variety of genres, styles, or cultural movement practices. Use genre-specific dance terminology.
    • 8.DA:RE7: a. Describe, demonstrate, and discuss patterns of movement and their relationships in dance in context of artistic intent. b. Explain how the elements of dance are used in a variety of genres, styles, or cultural movement practices to communicate intent. Use genre-specific dance terminology.
    • PROF.DA:RE7: a. Analyze recurring patterns of movement and their relationships in dance in context of artistic intent. b. Explain how dance communicates aesthetic and cultural values in a variety of genres, styles, or cultural movement practices. Use genre-specific dance terminology.
    • ACC.DA:RE7: a. Analyze dance works and provide examples of recurring patterns of movement and their relationships that create structure and meaning in dance. b. Analyze how the elements of dance are used in a variety of genres, styles, or cultural movement practices to communicate intent within a cultural context. Use genre-specific dance terminology.
    • ADV.DA:RE7: a. Analyze dance works from a variety of dance genres and styles and explain how recurring patterns of movement and their relationships create well-structured and meaningful choreography. b. Analyze and compare the movement patterns and their relationships in a variety of genres, styles, or cultural movement practices and explain how their differences impact communication and intent within a cultural context. Use genre-specific dance terminology.
  • Responding—Anchor Standard 8: Interpret Intent and Meaning in Artistic Work
    • PK.DA:RE8: Observe a movement and share impressions.
    • K.DA:RE8: Observe movement and describe it using simple dance terminology.
    • 1.DA:RE8: Select movements from a dance that suggest ideas and explain how the movement captures the idea using simple dance terminology.
    • 2.DA:RE8: Use context cues from movement to identify meaning and intent in a dance using simple dance terminology.
    • 3.DA:RE8: Select specific context cues from movement. Explain how they relate to the main idea of the dance using basic dance terminology
    • 4.DA:RE8: Relate movements, ideas, and context to decipher meaning in a dance using basic dance terminology.
    • 5.DA:RE8: Interpret meaning in a dance based on its movements. Explain how the movements communicate the main idea of the dance using basic dance terminology.
    • 6.DA:RE8: Explain how the artistic expression of a dance is achieved through the elements of dance, use of body, dance technique, dance structure, and context. Explain how these communicate the intent of the dance using genre-specific dance terminology.
    • 7.DA:RE8: Compare the meaning of different dances. Explain how the artistic expression of each dance is achieved through the elements of dance, use of body, dance technique, dance structure, and context. Use genre-specific dance terminology.
    • 8.DA:RE8: Select a dance and explain how artistic expression is achieved through relationships among the elements of dance, use of body, dance technique, dance structure, and context. Cite evidence in the dance to support your interpretation using genre-specific dance terminology.
    • PROF.DA:RE8: Select and compare different dances and discuss their intent and artistic expression. Explain how the relationships among the elements of dance, use of body, dance technique, dance structure, and context enhance meaning and support intent using genre-specific dance terminology.
    • ACC.DA:RE8: Analyze and discuss how the elements of dance, dance structure, execution of dance movement principles, and context contribute to artistic expression. Use genre-specific dance terminology
    • ADV.DA:RE8: Analyze and interpret how the elements of dance, dance structure, execution of dance movement principles, and context contribute to artistic expression across different genres, styles, or cultural movement practices. Use genre-specific dance terminology.
  • Responding—Anchor Standard 9: Apply Criteria to Evaluate Artistic Work
    • PK.DA:RE9: Find a movement in a dance that was fun to watch. Repeat it and explain why it is fun to watch and do.
    • K.DA:RE9: Find a movement that was noticed in a dance. Demonstrate the movement that was noticed and explain why it attracted attention.
    • 1.DA:RE9: Identify and demonstrate several movements in a dance that attracted attention. Describe the characteristics that make the movements interesting and talk about why they were chosen.
    • 2.DA:RE9: Observe or demonstrate dances from a genre or culture. Discuss movements and other aspects of the dances that make the dances work well and explain why they work. Use simple dance terminology.
    • 3.DA:RE9: Select dance movements from specific genres, styles, or cultures. Identify characteristic movements from these dances and describe in basic dance terminology ways in which they are similar and different.
    • 4.DA:RE9: Define and discuss the characteristics that make a dance artistic and apply those characteristics to dances observed or performed in a specific genre, style, or cultural movement practice. Use basic dance terminology.
    • 5.DA:RE9: Demonstrate and discuss the characteristics of dance that make a dance artistic and meaningful. Relate them to the elements of dance in genres, styles, or cultural movement practices. Use basic dance terminology to describe characteristics of the dance.
    • 6.DA:RE9: Discuss the characteristics and artistic intent of a dance from a genre, style, or cultural movement practice and develop artistic criteria to critique the dance using genre-specific dance terminology.
    • 7.DA:RE9: Compare artistic intent, content, and context from dances to examine the characteristics of genre, style, or cultural movement practice. Based on the comparison, refine artistic criteria using genre-specific dance terminology.
    • 8.DA:RE9: Use artistic criteria to determine what makes an effective performance. Consider content, context, genre, style, or cultural movement practice to comprehend artistic expression. Use genre-specific dance terminology.
    • PROF.DA:RE9: Analyze the artistic expression of a dance. Discuss insights using evaluative criteria and genre-specific dance terminology.
    • ACC.DA:RE9: Compare and contrast two or more dances using evaluative criteria to critique artistic expression. Consider societal values and a range of perspectives. Use genre-specific dance terminology.
    • ADV.DA:RE9: Define personal artistic preferences to critique dance. Consider societal and personal values, and a range of artistic expression. Discuss perspectives with peers and justify views.
  • Connecting—Anchor Standard 10: Synthesize and Relate Knowledge and Personal Experiences to Make Art
    • PK.DA:CN10: a. Recognize an emotion expressed in dance movement that is watched or performed. b. Observe a dance work. Identify and imitate a movement from the dance, and ask a question about the dance.
    • K.DA:CN10: a. Recognize and name an emotion that is experienced when watching, improvising, or performing dance and relate it to a personal experience. b. Observe a work of art. Describe and then express through movement something of interest about the artwork, and ask questions for discussion concerning the artwork.
    • 1.DA:CN10: a. Find an experience expressed or portrayed in a dance that relates to a familiar experience. Identify the movements that communicate this experience. b. Discuss observations from a story. Identify ideas for dance movement and demonstrate the big ideas of the story.
    • 2.DA:CN10: a. Describe, create, and/or perform a dance that expresses personal meaning and explain how certain movements express this personal meaning. b. Respond to a dance work using an inquiry-based set of questions. Create movement using ideas from responses and explain how certain movements express a specific idea.
    • 3.DA:CN10: a. Compare the relationships expressed in a dance to relationships with others. Explain how they are the same or different. b. Ask and research a question about a key aspect of a dance that communicates a perspective about an issue or event. Explore the key aspect through movement. Share movements and describe how the movements help to remember or discover new qualities in these key aspects.
    • 4.DA:CN10: a. Relate the main idea or content in a dance to other experiences. Explain how the main idea of a dance is similar to or different from one’s own experiences, relationships, ideas, or perspectives. b. Develop and research a question relating to a topic of study in school using multiple sources of references. Select key aspects about the topic and choreograph movements that communicate the information. Discuss what was learned from creating the dance and describe how the topic might be communicated using another form of expression.
    • 5.DA:CN10: a. Compare two dances with contrasting themes. Discuss feelings and ideas evoked by each. Describe how the themes and movements relate to points of view and experiences. b. Choose a topic, concept, or content from another discipline of study and research how other art forms have expressed the topic. Create a dance study that expresses the idea. Explain how the dance study expressed the idea and discuss how this learning process is similar to, or different from, other learning situations.
    • 6.DA:CN10: a. Observe the movement characteristics or qualities observed in a specific dance genre. Describe differences and similarities about what was observed to one’s attitudes and movement preferences. b. Conduct research using a variety of resources to find information about a social issue of great interest. Use the information to create a dance study that expresses a specific point of view on the topic. Discuss whether the experience of creating and sharing the dance reinforces personal views or offers new knowledge and perspectives.
    • 7.DA:CN10: a. Compare and contrast the movement characteristics or qualities found in a variety of dance genres. Discuss how the movement characteristics or qualities differ from one’s own movement characteristics or qualities and how different perspectives are communicated. b. Research the historical development of a dance genre or style. Use knowledge gained from the research to create a dance study that evokes the essence of the style or genre. Share the study with peers as part of a lecture demonstration that tells the story of the historical journey of the chosen genre or style. Document the process of research and application.
    • 8.DA:CN10: a. Relate connections found between different dances and discuss the relevance of the connections to the development of one’s personal perspectives.\ b. Investigate two contrasting topics using a variety of research methods. Identify and organize ideas to create representative movement phrases. Create a dance study exploring the contrasting ideas. Discuss how the research informed the choreographic process and deepens understanding of the topics.
    • PROF.DA:CN10: a. Analyze a dance to determine the ideas expressed by the choreographer. Explain how the perspectives expressed by the choreographer may impact one’s own interpretation. Provide evidence to support one’s analysis. b. Collaboratively identify a dance related question or problem. Conduct research through interview, research database, text, media, or movement. Analyze and apply information gathered by creating a group dance that answers the question posed. Discuss how the dance communicates new perspectives or realizations. Compare orally and in writing the process used in choreography to that of other creative, academic, or scientific procedures.
    • ACC.DA:CN10: a. Analyze a dance that is related to content learned in other subjects and research its context. Synthesize information learned and share new ideas about its impact on one’s perspective. b. Use established research methods and techniques to investigate a topic. Collaborate with others to identify questions and solve movement problems that pertain to the topic. Create and perform a piece of choreography on this topic. Discuss orally or in writing the insights relating to knowledge gained through the research process, the synergy of collaboration, and the transfer of learning from this project to other learning situations.
    • ADV.DA:CN10: a. Review original choreography developed over time with respect to its content and context and its relationship to personal perspectives. Reflect on and analyze the variables that contributed to changes in one’s personal growth. b. Investigate various dance-related careers through a variety of research methods and techniques. Select those careers of most interest. Develop and implement a Capstone Project that reflects a possible career choice.
  • Connecting—Anchor Standard 11: Relate Artistic Ideas and Works with Societal, Cultural, and Historical Context to Deepen Understanding
    • PK.DA:CN11: Show a dance movement experienced at home or elsewhere.
    • K.DA:CN11: Describe or demonstrate the movements in a dance that was watched or performed.
    • 1.DA:CN11: Watch and/or perform a dance from a different culture and discuss or demonstrate the types of movement danced.
    • 2.DA:CN11: Observe a dance and relate the movement to the people or environment in which the dance was created and performed.
    • 3.DA:CN11: Find a relationship between movement in a dance from a culture, society, or community and the culture from which the dance is derived. Explain what the movements communicate about key aspects of the culture, society, or community.
    • 4.DA:CN11: Select and describe movements in a specific genre or style and explain how the movements relate to the culture, society, historical period, or community from which the dance originated.
    • 5.DA:CN11: Describe how the movement characteristics and qualities of a dance in a specific genre or style communicate the ideas and perspectives of the culture, historical period, or community from which the genre or style originated.
    • 6.DA:CN11: Interpret and show how the movement and qualities of a dance communicate its cultural, historical, and/ or community purpose or meaning.
    • 7.DA:CN11: Compare, contrast, and discuss dances performed by people in various localities or communities. Formulate possible reasons why similarities and differences developed in relation to the ideas and perspectives important to each.
    • 8.DA:CN11: Analyze and discuss how dances from a variety of cultures, societies, historical periods, or communities reveal the ideas and perspectives of the people.
    • PROF.DA:CN11: Analyze and discuss dances from selected genres or styles and/or historical time periods and formulate reasons for the similarities and differences between them in relation to the ideas and perspectives of the peoples from which the dances originate.
    • ACC.DA:CN11: Analyze dances from several genres or styles, historical time periods, and/or world dance forms. Discuss how dance movement characteristics, techniques, and artistic criteria relate to the ideas and perspectives of the peoples from which the dances originate.
    • ADV.DA:CN11: Analyze dances from several genres or styles, historical time periods, and/or world dance forms. Discuss how dance movement characteristics, techniques, and artistic criteria relate to the ideas and perspectives of the peoples from which the dances originate, and how the analysis has expanded one’s dance literacy.
• Media Arts: (3)
  • Creating—Anchor Standard 1: Generate and Conceptualize Artistic Ideas and Work (1)
    • PK.MA:CR1: Share ideas for media artworks through guided exploration of tools, methods, and imagining.
    • K.MA:CR1: Discover and share ideas for media artworks using play and/or experimentation.
    • 1.MA:CR1: Express and share ideas for media artworks through sketching and modeling.
    • 2.MA:CR1: Explore multiple ideas for media artworks through brainstorming and improvising.
    • 3.MA:CR1: Develop multiple ideas for media artworks using a variety of tools, methods, and/or materials.
    • 4.MA:CR1: Conceive of original artistic goals for media artworks using a variety of generative methods, such as brainstorming and modeling.
    • 5.MA:CR1: Envision original ideas and innovations for media artworks using personal experiences and the work of others.
    • 6.MA:CR1: Envision original ideas and innovations for media artworks using personal experiences and/or the work of others.
      • 6.MA:CR1: Hmong American Artists
    • 7.MA:CR1: Produce a variety of ideas and solutions for media artworks through application of chosen generative methods such as concept modeling and prototyping.
    • 8.MA:CR1: Generate ideas, goals, and solutions for original media artworks through application of focused creative processes, such as divergent thinking and experimenting.
    • PROF.MA:CR1: Use identified generative methods to formulate multiple ideas, develop artistic goals, and problem solve in media arts creation processes.
    • ACC.MA:CR1: Strategically utilize generative methods to formulate multiple ideas, and refine artistic goals to increase originality in media arts creation processes.
    • ADV.MA:CR1: Integrate aesthetic principles with a variety of generative methods to fluently form original ideas, solutions, and innovations in media arts creation processes.
  • Creating—Anchor Standard 2: Organize and Develop Artistic Ideas and Work
    • PK.MA:CR2: With guidance, form ideas into plans or models for media arts productions.
    • K.MA:CR2: With guidance, use ideas to form plans or models for media arts productions.
    • 1.MA:CR2: With guidance, identify and use ideas to form plans and/or models for media arts productions.
    • 2.MA:CR2: Choose ideas to create plans and/ or models for media arts productions.
    • 3.MA:CR2: Form, share, and test ideas, plans, and/or models to prepare for media arts productions.
    • 4.MA:CR2: Discuss, test, and assemble ideas, plans, and/or models for media arts productions, considering the artistic goals and the presentation.
    • 5.MA:CR2: Develop, present, and test ideas, plans, models, and/or proposals for media arts productions, considering the artistic goals and audience.
    • 6.MA:CR2: Organize, propose, and evaluate artistic ideas, plans, prototypes, and/or production processes for media arts productions, considering purposeful intent.
    • 7.MA:CR2: Design, propose, and evaluate artistic ideas, plans, prototypes, and production processes for media arts productions, considering expressive intent and resources.
    • 8.MA:CR2: Structure and critique ideas, plans, prototypes, and production processes for media arts productions, considering intent, resources, and the presentation context.
    • PROF.MA:CR2: Apply aesthetic criteria in developing, and refining artistic ideas, plans, prototypes, and production processes for media arts productions, considering original inspirations, goals, and presentation context.
    • ACC.MA:CR2: Apply a personal aesthetic in designing, testing, and refining original artistic ideas, prototypes, and production strategies for media arts productions, considering artistic intentions, constraints of resources, and presentation context.
    • ADV.MA:CR2: Integrate a sophisticated personal aesthetic and knowledge of systems processes in proposing, forming, and testing original artistic ideas, prototypes, and production frameworks, considering complex constraints of goals, time, resources, and personal limitations.
  • Creating—Anchor Standard 3: Refine and Complete Artistic Work
    • PK.MA:CR3: a. Make and capture media arts content, freely and in guided practice, in media arts productions. b. Attempt and share expressive effects, freely and in guided practice, in creating media artworks.
    • K.MA:CR3: a. Form and capture media arts content for expression and meaning in media arts productions. b. Make changes to the content, form, or presentation of media artworks and share results.
    • 1.MA:CR3: a. Create, capture, and assemble media arts content for media arts productions, identifying basic aesthetic principles, such as pattern and repetition. b. Practice and identify the effects of making changes to the content, form, or presentation, in order to refine and complete media artworks.
    • 2.MA:CR3: a. Construct and assemble content for unified media arts productions, identifying and applying basic aesthetic principles, such as positioning and attention. b. Test and describe expressive effects in altering, refining, and completing media artworks.
    • 3.MA:CR3: a. Construct and order various content into unified, purposeful media arts productions, describing and applying a defined set of aesthetic principles, such as movement and force. b. Practice and analyze how the emphasis of elements alters effect and purpose in refining and completing media artworks.
    • 4.MA:CR3: a. Structure and arrange various content and components to convey purpose and meaning in different media arts productions, applying sets of associated aesthetic principles, such as balance and contrast. b. Demonstrate intentional effect in refining media artworks, emphasizing elements for a purpose.
    • 5.MA:CR3: a. Create content and combine components to convey expression, purpose, and meaning in a variety of media arts productions, utilizing sets of associated aesthetic principles, such as emphasis and exaggeration. b. Determine how elements and components can be altered for clear communication and intentional effects, and refine media artworks to improve clarity and purpose.
    • 6.MA:CR3: a. Experiment with multiple approaches to produce content and components for determined purpose and meaning in media arts productions, utilizing a range of associated aesthetic principles, such as point of view and perspective. b. Appraise how elements and components can be altered for intentional effects and audience, and refine media artworks to reflect purpose and audience.
    • 7.MA:CR3: a. Coordinate production processes to integrate content and components for determined purpose and meaning in media arts productions, demonstrating understanding of associated aesthetic principles, such as narrative structures and composition. b. Refine media artworks by intentionally emphasizing particular expressive elements to reflect an understanding of purpose, audience, or place.
    • 8.MA:CR3: a. Implement production processes to integrate content and stylistic conventions for determined purpose and meaning in media arts productions, demonstrating understanding of associated aesthetic principles, such as theme and unity. b. Refine media artworks, improving technical quality and intentionally accentuating stylistic elements, to reflect an understanding of purpose, audience, and place.
    • PROF.MA:CR3: a. Implement production processes, making artistically deliberate choices in content, technique, and style in media arts productions, demonstrating understanding of associated aesthetic principles, such as emphasis and tone. b. Refine media artworks, honing aesthetic quality and stylistic elements towards intentional expression and purpose.
    • ACC.MA:CR3: a. Effectively implement production processes, artistically crafting and integrating content, technique, and stylistic conventions in media arts productions, demonstrating understanding of associated aesthetic principles, such as consistency and juxtaposition. b. Refine and elaborate aesthetic elements and technical components to intentionally form impactful expressions in media artworks for specific purposes, audiences, and contexts.
    • ADV.MA:CR3: a. Synthesize content, processes, and components to express compelling purpose, story, emotion, or ideas in complex media arts productions, demonstrating mastery of associated aesthetic principles, such as hybridization. b. Intentionally and consistently refine and elaborate elements and components to form impactful expressions in media artworks, directed at specific purposes, audiences, and contexts.
  • Producing—Anchor Standard 4: Select, Analyze, and Interpret Artistic Work for Presentation
    • PK.MA:PR4: With guidance, combine different forms and content, such as image and sound, to form media artworks.
    • K.MA:PR4: With guidance, combine arts forms and media content, such as dance and video, to form media artworks.
    • 1.MA:PR4: Combine varied academic, arts, and media content in media artworks, such as an illustrated story.
    • 2.MA:PR4: Practice combining varied academic, arts, and media content into unified media artworks, such as a narrated science animation.
    • 3.MA:PR4: Practice combining varied academic, arts, and media forms and content, such as animation, music, and dance, into unified media artworks.
    • 4.MA:PR4: Demonstrate how a variety of academic, arts, and media forms and content may be mixed and coordinated into media artworks.
    • 5.MA:PR4: Create media artworks through the integration of multiple contents and forms.
    • 6.MA:PR4: Demonstrate and rationalize how integrating multiple contents and forms, such as media, narratives and performance, can support a central idea in a media artwork.
    • 7.MA:PR4: Integrate multiple contents and forms into unified media arts productions, such as an interactive video game, that convey consistent perspectives and narratives.
    • 8.MA:PR4: Integrate multiple contents and forms into unified media arts productions, such as interdisciplinary projects or multimedia theatre, that convey specific themes or ideas.
    • PROF.MA:PR4: Integrate various arts, media arts forms, and content into unified media arts productions, considering the reaction and interaction of the audience and experiential design.
    • ACC.MA:PR4: Integrate various arts, media arts forms, and academic content into unified media arts productions, such as transmedia productions, that retain thematic integrity and stylistic consistency.
    • ADV.MA:PR4: Synthesize various arts, media arts forms, and academic content into unified media arts productions, such as transdisciplinary productions, that retain artistic fidelity across platforms.
  • Producing—Anchor Standard 5: Develop and Refine Artistic Techniques and Work for Presentation
    • PK.MA:PR5: a. Use identified skills, such as manipulating tools, making choices, and sharing, in creating media artworks. b. Use identified creative skills, such as imagining, freely and in guided practice, within media arts productions.
    • K.MA:PR5: a. Identify and demonstrate basic skills, such as handling tools, making choices, and cooperating, in creating media artworks. b. Identify and demonstrate creative skills, such as performing, within media arts productions.
    • 1.MA:PR5: a. Describe and demonstrate various artistic skills and roles, such as technical steps, tool use, planning, and collaborating, in media arts productions. b. Describe and demonstrate basic creative skills, such as varying techniques, within media arts productions.
    • 2.MA:PR5: a. Enact roles to demonstrate basic ability in various identified artistic, design, technical, and soft skills, such as tool use and collaboration, in media arts productions. b. Demonstrate use of experimentation skills, such as playful practice and trial and error, within and through media arts productions.
    • 3.MA:PR5: a. Exhibit developing ability in a variety of artistic, design, technical, and organizational roles, such as making compositional decisions, manipulating tools, and group planning, in media arts productions. b. Exhibit basic creative skills, such as standard use of tools, to invent new content and solutions within and through media arts productions.
    • 4.MA:PR5: a. Enact identified roles to practice foundational artistic, design, technical, and soft skills, such as formal technique, equipment usage, and collaboration, in media arts productions. b. Practice foundational innovative abilities, such as design thinking and novel use of tools, in addressing problems within and through media arts productions.
    • 5.MA:PR5: a. Enact various roles to practice fundamental ability in artistic, design, technical, and soft skills, such as formal technique and collaboration, in media arts productions. b. Practice fundamental creative and innovative abilities, such as expanding conventions and experimental use of tools, in addressing problems within and through media arts productions.
    • 6.MA:PR5: a. Develop a variety of artistic, design, technical, and soft skills, such as invention, formal technique, production, self-initiative, and problem-solving, through performing various assigned roles in producing media artworks. b. Develop a variety of creative and innovative abilities, such as testing constraints in tool usage, in developing solutions within and through media arts productions.
    • 7.MA:PR5: a. Exhibit an increasing set of artistic, design, technical, and soft skills, such as creative problem solving and organizing, through performing various roles in producing media artworks. b. Exhibit an increasing set of creative and innovative abilities, such as adaptive tool usage and exploratory processes, in developing solutions within and through media arts productions.
    • 8.MA:PR5: a. Demonstrate a defined range of artistic, design, technical, and soft skills, such as strategizing and collaborative communication, through performing specified roles in producing media artworks. b. Demonstrate a defined range of creative and innovative abilities, such as divergent solutions and bending conventions, in developing new solutions for identified problems within and through media arts productions.
    • PROF.MA:PR5: a. Demonstrate progression in artistic, design, technical, and soft skills, as a result of selecting and fulfilling specified roles in the production of a variety of media artworks. b. Develop and refine a determined range of creative and innovative abilities, such as applications of tools, risk taking, and design thinking, in addressing identified challenges and constraints within and through media arts productions.
    • ACC.MA:PR5: a. Demonstrate effective command of artistic, design, technical, and soft skills in managing and producing media artworks. b. Demonstrate creative and innovative abilities, such as resisting closure and responsive use of failure, to effectively address sophisticated challenges within and through media arts productions.
    • ADV.MA:PR5: a. Employ mastered artistic, design, technical, and soft skills in managing and producing media artworks. b. Fluently employ creativity and innovation in formulating lines of inquiry and solutions to address complex challenges within and through media arts productions.
  • Producing—Anchor Standard 6: Convey Meaning Through the Presentation of Artistic Work
    • PK.MA:PR6: With guidance, discuss the situation and participate in presenting media artworks to an audience.
    • K.MA:PR6: With guidance, discuss the audience and share roles in presenting media artworks.
    • 1.MA:PR6: With guidance, discuss presentation conditions and audience, and perform a task in presenting media artworks.
    • 2.MA:PR6: Identify and describe presentation conditions and audience and perform task(s) in presenting media artworks.
    • 3.MA:PR6: Identify and describe the presentation conditions, audience, and results of presenting media artworks.
    • 4.MA:PR6: Explain the presentation conditions, audience response, and improvements for presenting.
    • 5.MA:PR6: Compare qualities and purposes of presentation formats, associated processes, results, and improvements for presentation of media artworks.
    • 6.MA:PR6: Analyze various presentation formats, defined processes, and results to improve the presentation of media artworks.
    • 7.MA:PR6: Evaluate various presentation formats and results to improve the presentation of media artworks for personal growth.
    • 8.MA:PR6: Design the presentation and distribution of media artworks through multiple formats and/ or contexts considering previous results on personal growth and external effects.
    • PROF.MA:PR6: Design the presentation of media artworks, considering the relationships of formats and contexts, and desired outcomes.
    • ACC.MA:PR6: Design the effective presentation and promotion of media artworks for a variety of formats and contexts, such as local exhibits, mass markets and virtual channels.
    • ADV.MA:PR6: Curate, design, and promote the presentation of media artworks for intentional impacts, through a variety of contexts, such as markets and venues.
  • Responding—Anchor Standard 7: Perceive and Analyze Artistic Work (2)
    • PK.MA:RE7: a. With guidance, explore and discuss components and messages in a variety of media artworks. b. With guidance, explore media artworks and discuss experiences.
    • K.MA:RE7: a. Recognize and share components and messages in media artworks. b. Recognize and share how a variety of media artworks create different experiences.
    • 1.MA:RE7: a. Identify components and messages in media artworks. b. With guidance, identify how a variety of media artworks create different experiences.
    • 2.MA:RE7: a. Identify and describe the components and messages in media artworks. b. Identify and describe how a variety of media artworks create different experiences.
    • 3.MA:RE7: a. Identify and describe how messages are created by components in media artworks. b. Identify and describe how various forms, methods, and styles in media artworks manage audience experience.
    • 4.MA:RE7: a. Identify, describe, and explain how messages are created by components in media artworks. b. Identify, describe, and explain how various forms, methods, and styles in media artworks manage audience experience.
    • 5.MA:RE7: a. Identify, describe, and differentiate how messages and meaning are created by components in media artworks. b. Identify, describe, and differentiate how various forms, methods, and styles in media artworks manage audience experience.
      • 5.MA:RE7: Building Community Through Public Art
    • 6.MA:RE7: a. Identify, describe, and analyze how message and meaning are created by components in media artworks. b. Identify, describe, and analyze how various forms, methods, and styles in media artworks manage audience experience.
      • 6.MA:RE7: Hmong American Artists
    • 7.MA:RE7: a. Describe, compare, and analyze the qualities of and relationships between the components and content in media artworks. b. Describe, compare, and analyze how various forms, methods, and styles in media artworks interact with personal preferences in influencing audience experience.
    • 8.MA:RE7: a. Compare, contrast, and analyze the qualities of and relationships between the components, content, and intentions in media artworks. b. Compare, contrast, and analyze how various forms, methods, and styles in media artworks manage audience experience and create intention.
    • PROF.MA:RE7: a. Analyze and describe the qualities of and relationships between the components, content, and intentions of various media artworks. b. Analyze how a variety of media artworks manage audience experience and create intention through multimodal perception.
    • ACC.MA:RE7: a. Analyze and explain the qualities of and relationships between the components, form and content, aesthetics, intentions, and contexts of a variety of media artworks. b. Analyze and explain how diverse media artworks manage audience experience and create intention and persuasion through multimodal perception.
    • ADV.MA:RE7: a. Analyze and synthesize the qualities and relationships of the components and the audience impact in a variety of media artworks. b. Examine diverse media artworks, analyzing methods for managing audience experience, creating intention and persuasion through multimodal perception, and systemic communications.
  • Responding—Anchor Standard 8: Interpret Intent and Meaning in Artistic Work
    • PK.MA:RE8: With guidance, share reactions to media artworks.
    • K.MA:RE8: With guidance, share observations regarding a variety of media artworks.
    • 1.MA:RE8: With guidance, identify the meanings of a variety of media artworks and their context.
    • 2.MA:RE8: Determine the purposes and meanings of media artworks, considering their context.
    • 3.MA:RE8: Determine the purposes and meanings of media artworks while describing their context.
    • 4.MA:RE8: Determine and explain reactions and interpretations to a variety of media artworks, considering their purpose and context.
    • 5.MA:RE8: Determine and compare personal and group interpretations of a variety of media artworks, considering their intention and context.
    • 6.MA:RE8: Analyze the intent of a variety of media artworks, using given criteria.
    • 7.MA:RE8: Analyze the intent and meaning of a variety of media artworks, using self-developed criteria.
    • 8.MA:RE8: Analyze the intent and meanings of a variety of media artworks, focusing on intentions, forms, and various contexts.
    • PROF.MA:RE8: Analyze the intent, meanings, and reception of a variety of media artworks, focusing on personal and cultural contexts.
    • ACC.MA:RE8: Analyze the intent, meanings, and influence of a variety of media artworks, based on personal, societal, historical, and cultural contexts.
    • ADV.MA:RE8: Analyze the intent, meanings and impacts of diverse media artworks, considering complex factors of context and bias.
  • Responding—Anchor Standard 9: Apply Criteria to Evaluate Artistic Work
    • PK.MA:RE9: With guidance, examine and share appealing qualities in media artworks.
    • K.MA:RE9: Share appealing qualities and possible changes in media artworks.
    • 1.MA:RE9: Identify the effective components and possible changes to media artworks, considering viewers.
    • 2.MA:RE9: Discuss the effectiveness of components and possible improvements for media artworks, considering their context.
    • 3.MA:RE9: Identify basic criteria for and evaluate media artworks and production processes, considering possible improvements and their context.
    • 4.MA:RE9: Identify and apply basic criteria for evaluating and improving media artworks and production processes, considering context.
    • 5.MA:RE9: Determine and apply criteria for evaluating media artworks and production processes, considering context, and practicing constructive feedback.
    • 6.MA:RE9: Determine and apply specific criteria to evaluate various media artworks and production processes, considering context, and practicing constructive feedback.
    • 7.MA:RE9: Develop and apply criteria to evaluate various media artworks and production processes, considering context, and practicing constructive feedback.
    • 8.MA:RE9: Evaluate media artworks and production processes with developed criteria, considering context and artistic goals.
    • PROF.MA:RE9: Evaluate media artworks and production processes at decisive stages, using identified criteria, and considering context and artistic goals.
    • ACC.MA:RE9: Form and apply defensible evaluations in the constructive and systematic critique of media artworks and production processes.
    • ADV.MA:RE9: Independently develop rigorous evaluations of, and strategically seek feedback for media artworks and production processes, considering complex goals and factors.
  • Connecting—Anchor Standard 10: Synthesize and Relate Knowledge and Personal Experiences to Make Art
    • PK.MA:CN10: a. Use personal experiences in making media artworks. b. With guidance, share experiences of media artworks.
    • K.MA:CN10: a. Use personal experiences and interests in making media artworks. b. Share memorable experiences of media artworks.
    • 1.MA:CN10: a. Use personal experiences, interests, and models in making media artworks. b. Share meaningful experiences of media artworks.
    • 2.MA:CN10: a. Use personal experiences, interests, information, and models in creating media artworks. b. Discuss experiences of media artworks, describing their meaning and purpose.
    • 3.MA:CN10: a. Use personal and external resources, such as interests, information, and models, to create media artworks. b. Identify and show how media artworks form meanings, situations, and/ or culture, such as popular media.
    • 4.MA:CN10: a. Examine and use personal and external resources, such as interests, research, and cultural understanding, to create media artworks. b. Examine and show how media artworks form meanings, situations, and/or cultural experiences, such as online spaces.
    • 5.MA:CN10: a. Access and use internal and external resources, such as interests, knowledge, and experiences, to create media artworks. b. Examine and show how media artworks form meanings, situations, and cultural experiences, such as news and events.
    • 6.MA:CN10: a. Access, evaluate, and use internal and external resources, such as knowledge, interests, and research, to create media artworks. b. Explain and show how media artworks form new meanings, situations, and cultural experiences, such as historical events.
    • 7.MA:CN10: a. Access, evaluate, and use internal and external resources, such as experiences, research, and exemplary works, to inform the creation of media artworks. b. Explain and show how media artworks form new meanings and knowledge, situations, and cultural experiences, such as learning through online environments.
    • 8.MA:CN10: a. Access, evaluate, and use internal and external resources, such as cultural and societal knowledge, research, and exemplary works, to inform the creation of media artworks. b. Explain and demonstrate how media artworks expand meaning and knowledge, and create cultural experiences, such as local and global events.
    • PROF.MA:CN10: a. Access, evaluate, and integrate personal and external resources, such as interests, research, and cultural experiences, to inform the creation of original media artworks. b. Explain and demonstrate the use of media artworks to expand meaning and knowledge, and create cultural experiences, such as learning and sharing through local and global networks.
    • ACC.MA:CN10: a. Synthesize internal and external resources, such as cultural connections, introspection, independent research, and exemplary works, to enhance the creation of compelling media artworks. b. Explain and demonstrate the use of media artworks to synthesize new meaning and knowledge in addition to reflecting and forming cultural experiences, such as new connections between themes and ideas and personal influence.
    • ADV.MA:CN10: a. Independently and proactively access relevant and qualitative resources to inform the creation of cogent media artworks. b. Demonstrate and expound on the use of media artworks to consummate new meaning, knowledge, and impactful cultural experiences.
  • Connecting—Anchor Standard 11: Relate Artistic Ideas and Works with Societal, Cultural, and Historical Context to Deepen Understanding
    • PK.MA:CN11: a. With guidance, relate media artworks and everyday life. b. With guidance, interact safely and appropriately with media arts tools and environments.
    • K.MA:CN11: a. With guidance, share ideas in relating media artworks and everyday life, such as daily activities. b. With guidance, interact safely and appropriately with media arts tools, environments, and rules.
    • 1.MA:CN11: a. Discuss and describe media artworks in everyday life, such as popular media and connections with family and friends. b. Interact safely and appropriately with media arts tools and environments, considering rules and fairness.
    • 2.MA:CN11: a. Discuss how media artworks and ideas, such as media messages and media environments, relate to everyday life and culture. b. Interact appropriately with media arts tools and environments, considering safety, rules, and fairness.
    • 3.MA:CN11: a. Identify how media artworks and ideas relate to everyday life and culture and can influence values and online behavior. b. Examine and interact appropriately with media arts tools and environments, considering safety, rules, and fairness.
    • 4.MA:CN11: a. Explain, verbally and/or in media artworks how media artworks and ideas, such as fantasy and reality and technology use, relate to everyday life and culture. b. Examine and interact appropriately with media arts tools and environments, considering ethics, rules, and fairness.
    • 5.MA:CN11: a. Research and show how media artworks and ideas relate to personal, social, and community life, such as exploring commercial and information purposes, history, and ethics. b. Examine, discuss, and interact appropriately with media arts tools and environments, considering ethics, rules, and media literacy.
    • 6.MA:CN11: a. Research and show how media artworks and ideas relate to personal life, and social, community, and cultural situations, such as personal identity, history, and entertainment. b. Analyze and interact appropriately with media arts tools and environments, considering copyright, ethics, media literacy and social media.
    • 7.MA:CN11: a. Research and demonstrate how media artworks and ideas relate to various situations, purposes, and values, such as community, vocations, and social media. b. Analyze and responsibly interact with media arts tools and environments, considering fair use and copyright, ethics, media literacy, and social media.
    • 8.MA:CN11: a. Demonstrate and explain how media artworks and ideas relate to various contexts, purposes, and values, such as democracy, environment, and connecting people and places. b. Analyze and responsibly interact with media arts tools, environments, and legal and technological contexts, considering ethics, media literacy, social media, and virtual worlds.
    • PROF.MA:CN11: a. Demonstrate and explain how media artworks and ideas relate to various contexts, purposes, and values, such as social trends, power, equality, and personal/cultural identity. b. Critically evaluate and effectively interact with legal, technological, systemic, and vocational contexts of media arts, considering civic values, media literacy, social media, virtual environments, and digital identity.
    • ACC.MA:CN11: a. Examine in depth and demonstrate the relationships of media arts ideas and works to various contexts, purposes, and values, such as markets, systems, propaganda, and truth. b. Critically investigate and proactively interact with legal, technological, systemic, and vocational contexts of media arts, considering civic values, media literacy, digital identity, and artist/audience interactivity.
    • ADV.MA:CN11: a. Demonstrate the relationships of media arts ideas and works to personal and global contexts, purposes, and values, through relevant and impactful media artworks. b. Critically investigate and strategically interact with legal, technological, systemic, cultural, and vocational contexts of media arts considering the impacts upon individuals and the community.
• Music—PK8:
  • Creating—Anchor Standard 1: Generate and Conceptualize Artistic Ideas and Work
    • PK.MU:CR1: With substantial guidance, explore and experience a variety of music.
    • K.MU:CR1: a. With guidance, explore and experience music concepts (such as beat and melodic contour). b. With guidance, generate musical ideas (such as movements or motives).
    • 1.MU:CR1: a. With limited guidance, create musical ideas (such as answering a musical question) for a specific purpose. b. With limited guidance, generate musical ideas in multiple tonalities (such as major and minor) and meters (such as duple and triple).
    • 2.MU:CR1: a. Improvise rhythmic and melodic patterns and musical ideas for a specific purpose. b. Generate musical patterns and ideas within the context of a given tonality (such as major and minor) and meter (such as duple and triple).
    • 3.MU:CR1: a. Improvise rhythmic and melodic ideas and describe connection to specific purpose and context (such as personal and social). b. Generate musical ideas (such as rhythms and melodies) within a given tonality and/ or meter.
    • 4.MU:CR1: a. Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social and cultural). b. Generate musical ideas (such as rhythms, melodies, and simple accompaniment patterns) within related tonalities (such as major and minor) and meters.
    • 5.MU:CR1: a. Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social, cultural, and historical). b. Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters, and simple chord changes.
    • 6.MU:CR1: Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms that convey expressive intent.
    • 7.MU:CR1: Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent.
    • 8.MU:CR1: Generate rhythmic, melodic, and harmonic phrases and harmonic accompaniments within expanded forms (including introductions, transitions, and codas) that convey expressive intent.
  • Creating—Anchor Standard 2: Organize and Develop Artistic Ideas and Work
    • PK.MU:CR2: a. With substantial guidance, explore favorite musical ideas (such as movements, vocalizations, or instrumental accompaniments). b. With substantial guidance, select and keep track of the order for performing original musical ideas, using iconic notation and/or recording technology.
    • K.MU:CR2: a. With guidance, demonstrate and choose favorite musical ideas. b. With guidance, organize personal musical ideas using iconic notation and/or recording technology.
    • 1.MU:CR2: a. With limited guidance, demonstrate and discuss personal reasons for selecting musical ideas that represent expressive intent. b. With limited guidance, use iconic or standard notation and/or recording technology to document and organize personal musical ideas.
    • 2.MU:CR2: a. Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent. b. Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.
    • 3.MU:CR2: a. Demonstrate selected musical ideas for a simple improvisation or composition to express intent and describe connection to a specific purpose and context. b. Use standard and/or iconic notation and/ or recording technology to document personal rhythmic and melodic musical ideas.
    • 4.MU:CR2: a. Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection to purpose and context. b. Use standard and/or iconic notation and/ or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas.
    • 5.MU:CR2: a. Demonstrate selected and developed musical ideas for improvisations, arrangements, or compositions to express intent, and explain connection to purpose and context. b. Use standard and/or iconic notation and/ or recording technology to document personal rhythmic, melodic, and two-chord harmonic musical ideas.
    • 6.MU:CR2: a. Select, organize, construct, and document personal musical ideas for arrangements and compositions within AB or ABA form that demonstrate an effective beginning, middle, and ending, and convey expressive intent. b. Use standard and/or iconic notation and/ or audio/video recording to document personal simple rhythmic phrases, melodic phrases, and two-chord harmonic musical ideas.
    • 7.MU:CR2: a. Select, organize, develop, and document personal musical ideas for arrangements, songs, and compositions within AB, ABA, or theme and variation forms that demonstrate unity and variety and convey expressive intent. b. Use standard and/or iconic notation and/ or audio/video recording to document personal simple rhythmic phrases, melodic phrases, and harmonic sequences.
    • 8.MU:CR2: a. Select, organize, and document personal musical ideas for arrangements, songs, and compositions within expanded forms that demonstrate tension and release, unity and variety, balance, and convey expressive intent. b. Use standard and/or iconic notation and/ or audio/video recording to document personal rhythmic phrases, melodic phrases, and harmonic sequences.
  • Creating—Anchor Standard 3: Refine and Complete Artistic Work
    • PK.MU:CR3.1: With substantial guidance, consider personal, peer, and teacher feedback when demonstrating and refining personal musical ideas.
    • K.MU:CR3.1: With guidance, apply personal, peer, and teacher feedback in refining personal musical ideas.
    • 1.MU:CR3.1: With limited guidance, discuss and apply personal, peer, and teacher feedback to refine personal musical ideas.
    • 2.MU:CR3.1: Interpret and apply personal, peer, and teacher feedback to revise personal musical ideas
    • 3.MU:CR3.1: Evaluate, refine, and document revisions to personal musical ideas, applying teacher-provided and collaboratively developed criteria and feedback.
    • 4.MU:CR3.1: Evaluate, refine, and document revisions to personal music, applying teacherprovided and collaboratively developed criteria and feedback to show improvement over time.
    • 5.MU:CR3.1: Evaluate, refine, and document revisions to personal music, applying teacherprovided and collaboratively developed criteria and feedback, and explain rationale for changes.
    • 6.MU:CR3.1: a. Evaluate personal work, applying teacherprovided criteria, such as application of selected elements of music and use of sound sources. b. Describe the rationale for making revisions to the music based on evaluation criteria and feedback from their teacher.
    • 7.MU:CR3.1: a. Evaluate personal work, applying selected criteria, such as appropriate application of elements of music, including style, form, and use of sound sources. b. Describe the rationale for making revisions to the music based on evaluation criteria and feedback from others (teacher and peers).
    • 8.MU:CR3.1: a. Evaluate personal work by selecting and applying criteria including appropriate application of compositional techniques, style, form, and use of sound sources. b. Describe the rationale for refining works by explaining the choices, based on evaluation criteria.
    • PK.MU:CR3.2: With substantial guidance, share revised personal musical ideas with peers.
    • K.MU:CR3.2: With guidance, demonstrate a final version of personal musical ideas to peers.
    • 1.MU:CR3.2: With limited guidance, convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.
    • 2.MU:CR3.2: Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.
    • 3.MU:CR3.2: Present the final version of personal created music to others and describe connection to expressive intent.
    • 4.MU:CR3.2: Present the final version of personal created music to others and explain connection to expressive intent.
    • 5.MU:CR3.2: Present the final version of personal created music to others that demonstrates craftsmanship and explain connection to expressive intent.
    • 6.MU:CR3.2: Present the final version of documented personal composition or arrangement, using craftsmanship and originality to demonstrate an effective beginning, middle, and ending, and convey expressive intent.
    • 7.MU:CR3.2: Present the final version of documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate unity and variety, and convey expressive intent.
    • 8.MU:CR3.2: Present the final version of documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate the application of compositional techniques for creating unity and variety, tension and release, and balance to convey expressive intent.
  • Performing—Anchor Standard 4: Select, Analyze, and Interpret Artistic Work for Presentation
    • PK.MU:PR4.1: With substantial guidance, demonstrate and state personal interest in varied musical selections.
    • K.MU:PR4.1: With guidance, demonstrate and state personal interest in varied musical selections.
    • 1.MU:PR4.1: With limited guidance, demonstrate and discuss personal interest in, knowledge about, and purpose of varied musical selections.
    • 2.MU:PR4.1: Demonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections.
    • 3.MU:PR4.1: Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context.
    • 4.MU:PR4.1: Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill.
    • 5.MU:PR4.1: Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, and context, as well as their personal and others’ technical skill.
    • 6.MU:PR4.1: Apply teacher-provided criteria for selecting music to perform for a specific purpose and/or context and explain why each was chosen.
    • 7.MU:PR4.1: Apply collaboratively developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context and, after discussion, identify expressive qualities, technical challenges, and reasons for choices.
    • 8.MU:PR4.1: Apply personally developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context, and explain expressive qualities, technical challenges, and reasons for choices.
    • PK.MU:PR4.2: With substantial guidance, explore and demonstrate awareness of musical contrasts such as high/low, loud/soft, fast/slow
    • K.MU:PR4.2: With guidance, explore and demonstrate awareness of music contrasts such as high/low, loud/soft, and same/different in a variety of music selected for performance.
    • 1.MU:PR4.2: a. With limited guidance, demonstrate knowledge of music concepts (such as beat and melodic contour) in music from a variety of cultures selected for performance. b. When analyzing selected music, read and perform rhythmic patterns using iconic or standard notation.
    • 2.MU:PR4.2: a. Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance. b. When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation.
    • 3.MU:PR4.2: a. Demonstrate understanding of the structure in music selected from a variety of cultures for performance. b. When analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic and standard notation. c. Describe how context (such as personal and social) can inform a performance.
    • 4.MU:PR4.2: a. Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and form) in music selected for performance. b. When analyzing selected music, read and perform using iconic and/or standard notation. c. Explain how context (such as personal, social, and cultural) informs a performance.
    • 5.MU:PR4.2: a. Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, form, and harmony) in music selected for performance. b. When analyzing selected music, read and perform using standard notation. c. Explain how context (such as personal, social, cultural, and historical) informs performances.
    • 6.MU:PR4.2: a. Explain how understanding the structure and the elements of music are used in music selected for performance. b. When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch, articulation, and dynamics. c. Identify how personal, social, cultural, and historical context inform performances.
    • 7.MU:PR4.2: a. Explain and demonstrate the structure of contrasting pieces of music selected for performance and how elements of music are used. b. When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch articulation, dynamics, tempo, and form. c. Identify how personal, social, cultural, and historical context inform performances and result in different musical effects.
    • 8.MU:PR4.2: a. Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each. b. When analyzing selected music, sight-read in treble, alto, or bass clef simple rhythmic, melodic, and/or harmonic notation. c. Identity how personal, social, cultural, and historical context inform performances and result in different music interpretations.
    • PK.MU:PR4.3: With substantial guidance, explore music’s expressive qualities (such as voice quality, dynamics, and tempo).
    • K.MU:PR4.3: With guidance, demonstrate awareness of expressive qualities (such as voice quality, dynamics, and tempo) that support the creators’ expressive intent.
    • 1.MU:PR4.3: With limited guidance, demonstrate and describe music’s expressive qualities (such as voice quality, dynamics, and tempo) that support the creators’ expressive intent.
    • 2.MU:PR4.3: Demonstrate understanding of expressive qualities (such as voice quality, dynamics, and tempo) and how creators use them to convey expressive intent.
    • 3.MU:PR4.3: Demonstrate and describe how intent is conveyed through expressive qualities (such as voice quality, dynamics, and tempo).
    • 4.MU:PR4.3: Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, and timbre).
    • 5.MU:PR4.3: Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, timbre, and articulation/style).
    • 6.MU:PR4.3: Perform a selected piece of music demonstrating how interpretations of the elements of music and the expressive qualities (such as articulation/style and phrasing) convey intent.
    • 7.MU:PR4.3: Perform contrasting pieces of music demonstrating interpretations of the elements of music and expressive qualities (such as articulation/style and phrasing) convey intent.
    • 8.MU:PR4.3: Perform contrasting pieces of music, demonstrating and explaining how the music’s intent is conveyed by interpretations of the elements of music and expressive qualities (such as articulation/style and phrasing).
  • Performing—Anchor Standard 5: Develop and Refine Artistic Techniques and Work for Presentation
    • PK.MU:PR5: a. With substantial guidance, practice and demonstrate what they like about their own performances. b. With substantial guidance, apply personal, peer, and teacher feedback to refine performances.
    • K.MU:PR5: a. With guidance, apply personal, teacher, and peer feedback to refine performances. b. With guidance, use suggested strategies in rehearsal to improve the expressive qualities of music.
    • 1.MU:PR5: a. With limited guidance, apply personal, teacher, and peer feedback to refine performances. b. With limited guidance, use suggested strategies in rehearsal to address interpretive challenges of music.
    • 2.MU:PR5: a. Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances. b. Apply rehearsal strategies to address identified interpretive, performance, and technical challenges of music.
    • 3.MU:PR5: a. Apply teacherprovided and collaboratively developed criteria and feedback to evaluate accuracy of ensemble performances. b. Rehearse to refine technical accuracy, expressive qualities, and identified performance challenges.
    • 4.MU:PR5: a. Apply teacherprovided and collaboratively developed criteria and feedback to evaluate accuracy and expressiveness of ensemble and personal performances. b. Rehearse to refine technical accuracy and expressive qualities, and address performance challenges.
    • 5.MU:PR5: a. Apply teacherprovided and established criteria and feedback to evaluate the accuracy and expressiveness of ensemble and personal performances. b. Rehearse to refine technical accuracy and expressive qualities to address challenges and show improvement over time.
    • 6.MU:PR5: Identify and apply teacher-provided criteria (such as correct interpretation of notation, technical accuracy, originality, and interest) to rehearse, refine, and determine when a piece is ready to perform.
    • 7.MU:PR5: Identify and apply collaboratively developed criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, and interest) to rehearse, refine, and determine when the music is ready to perform.
    • 8.MU:PR5: Identify and apply personally developed criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, variety, and interest) to rehearse, refine, and determine when the music is ready to perform.
  • Performing—Anchor Standard 6: Convey Meaning Through the Presentation of Artistic Work
    • PK.MU:PR6: a. With substantial guidance, perform music with expression. b. With substantial guidance, demonstrate performance decorum appropriate for the audience.
    • K.MU:PR6: a. With guidance, perform music with expression. b. With guidance, demonstrate performance decorum appropriate for the audience.
    • 1.MU:PR6: a. With limited guidance, perform music for a specific purpose with expression. b. With limited guidance, demonstrate performance decorum and audience etiquette appropriate for the purpose.
    • 2.MU:PR6: a. Perform music for a specific purpose with expression. b. Demonstrate performance decorum and audience etiquette appropriate for the purpose.
    • 3.MU:PR6: a. Perform music for a specific purpose with expression and technical accuracy. b. Demonstrate performance decorum and audience etiquette appropriate for the context and venue.
    • 4.MU:PR6: a. Perform music with expression, technical accuracy, and appropriate interpretation. b. Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre.
    • 5.MU:PR6: a. Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation. b. Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.
    • 6.MU:PR6: a. Perform the music, alone or with others, with technical accuracy to convey the creator’s intent. b. Demonstrate performance decorum and audience etiquette appropriate for venue and purpose.
    • 7.MU:PR6: a. Perform the music, alone or with others, with technical accuracy and stylistic expression to convey the creator’s intent. b. Demonstrate performance decorum and audience etiquette appropriate for venue, purpose, and context.
    • 8.MU:PR6: a. Perform the music, alone or with others, with technical accuracy, stylistic expression, and culturally authentic practices in music to convey the creator’s intent. b. Demonstrate performance decorum and audience etiquette appropriate for venue, purpose, context, and style.
  • Responding—Anchor Standard 7: Perceive and Analyze Artistic Work
    • PK.MU:RE7.1: With substantial guidance, state personal interests and demonstrate why they prefer some music selections over others.
    • K.MU:RE7.1: With guidance, list personal interests and experiences and demonstrate why they prefer some music selections over others.
    • 1.MU:RE7.1: With limited guidance, identify and demonstrate how personal interests and experiences influence musical selection for specific purposes.
    • 2.MU:RE7.1: Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes.
    • 3.MU:RE7.1: Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes.
    • 4.MU:RE7.1: Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.
    • 5.MU:RE7.1: Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.
    • 6.MU:RE7.1: Select music to listen to and explain the connections to specific interests or experiences for a specific purpose.
    • 7.MU:RE7.1: Select contrasting music to listen to and compare the connections to specific interests or experiences for a specific purpose.
    • 8.MU:RE7.1: Select programs of music and demonstrate the connections to an interest or experience for a specific purpose.
    • PK.MU:RE7.2: With substantial guidance, explore musical contrasts in music.
    • K.MU:RE7.2: With guidance, demonstrate how a specific music concept (such as beat or melodic direction) is used in music.
    • 1.MU:RE7.2: With limited guidance, demonstrate and identify how specific music concepts (such as beat or pitch) are used in various styles of music for a purpose.
    • 2.MU:RE7.2: Describe how specific music concepts are used to support a specific purpose in music.
    • 3.MU:RE7.2: Demonstrate and describe how a response to music can be informed by the structure, the use of the elements of music, and context (such as personal and social).
    • 4.MU:RE7.2: Demonstrate and explain how responses to music are informed by the structure, the use of the elements of music, and context (such as personal, social, and cultural).
    • 5.MU:RE7.2: Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context (such as personal, social, cultural, and historical).
    • 6.MU:RE7.2: a. Describe how the elements of music and expressive qualities relate to the structure of the pieces. b. Identify the context of music from a variety of genres, cultures, and historical periods.
    • 7.MU:RE7.2: a. Classify and explain how the elements of music and expressive qualities relate to the structure of contrasting pieces. b. Identify and compare the context of music from a variety of genres, cultures, and historical periods.
    • 8.MU:RE7.2: a. Compare how the elements of music and expressive qualities relate to the structure within programs of music. b. Identify and compare the context of programs of music from a variety of genres, cultures, and historical periods.
  • Responding—Anchor Standard 8: Interpret Intent and Meaning in Artistic Work
    • PK.MU:RE8: With substantial guidance, explore music’s expressive qualities (such as dynamics and tempo).
    • K.MU:RE8: With guidance, demonstrate awareness of expressive qualities that reflect creators’ and performers’ expressive intent.
    • 1.MU:RE8: With limited guidance, demonstrate and identify expressive qualities that reflect creators’ and performers’ expressive intent.
    • 2.MU:RE8: Demonstrate knowledge of expressive qualities and how they support creators’ and performers’ expressive intent.
    • 3.MU:RE8: Demonstrate and describe how expressive qualities (such as dynamics, tempo, and timbre) are used in performers’ personal interpretations to reflect creators’ expressive intent.
    • 4.MU:RE8: Demonstrate and explain how expressive qualities (such as dynamics, tempo, and timbre) are used in performers’ personal interpretations to reflect creators’ expressive intent.
    • 5.MU:RE8: Demonstrate and explain how expressive qualities (such as dynamics, tempo, timbre, and articulation) are used in performers’ personal interpretations to reflect creators’ expressive intent.
    • 6.MU:RE8: Describe a personal interpretation of how creators’ and performers’ application of the elements of music and expressive qualities, within genres and cultural and historical context, convey expressive intent.
    • 7.MU:RE8: Describe a personal interpretation of contrasting works and explain how creators’ and performers’ application of the elements of music and expressive qualities, within genres, cultures, and historical periods, convey expressive intent.
    • 8.MU:RE8: Support personal interpretations of contrasting programs of music and explain how creators’ and performers’ apply the elements of music and expressive qualities, within genres, cultures, and historical periods, to convey expressive intent.
  • Responding—Anchor Standard 9: Apply Criteria to Evaluate Artistic Work
    • PK.MU:RE9: With substantial guidance, talk about personal and expressive preferences in music.
    • K.MU:RE9: With guidance, apply personal and expressive preferences in the evaluation of music.
    • 1.MU:RE9: With limited guidance, apply personal and expressive preferences in the evaluation of music for specific purposes.
    • 2.MU:RE9: Apply personal and expressive preferences in the evaluation of music for specific purposes.
    • 3.MU:RE9: Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.
    • 4.MU:RE9: Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.
    • 5.MU:RE9: Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.
    • 6.MU:RE9: Select from teacher-provided criteria to evaluate musical works or performances.
    • 7.MU:RE9: Apply collaboratively developed criteria to evaluate musical works or performances.
    • 8.MU:RE9: Apply appropriate personally developed criteria to evaluate musical works or performances.
  • Connecting—Anchor Standard 10: Synthesize and Relate Knowledge and Personal Experiences to Make Art
    • PK.MU:CN10: With substantial guidance, explore how personal interests connect to creating, performing, and responding to music.
    • K.MU:CN10: With guidance, share how personal interests connect to creating, performing, and responding to music.
    • 1.MU:CN10: With limited guidance, discuss how personal interests connect to creating, performing, and responding to music.
    • 2.MU:CN10: Describe how personal interests and experiences connect to creating, performing, and responding to music.
    • 3.MU:CN10: Identify and demonstrate how personal interests, experiences, and ideas relate to creating, performing, and responding to music.
    • 4.MU:CN10: Describe and demonstrate how personal interests, experiences, ideas, and knowledge relate to creating, performing, and responding to music.
    • 5.MU:CN10: Explain and demonstrate how personal interests, experiences, ideas, and knowledge relate to creating, performing, and responding to music.
    • 6.MU:CN10: Explain and demonstrate how personal interests, knowledge, and ideas relate to choices and intent when creating, performing, and responding to music.
    • 7.MU:CN10: Relate and demonstrate how personal interests, knowledge, and ideas connect to choices and intent when creating, performing, and responding to music.
    • 8.MU:CN10: Examine and demonstrate how personal interests, knowledge, and ideas relate to choices and intent when creating, performing, and responding to music.
  • Connecting—Anchor Standard 11: Relate Artistic Ideas and Works with Societal, Cultural, and Historical Context to Deepen Understanding
    • PK.MU:CN11: With substantial guidance, explore connections between music and culture.
    • K.MU:CN11: With guidance, share connections between music and culture.
    • 1.MU:CN11: With limited guidance, discuss connections between music and culture.
    • 2.MU:CN11: Describe connections between music, society, and culture.
    • 3.MU:CN11: Identify and demonstrate connections between music and societal, cultural, and historical contexts.
    • 4.MU:CN11: Describe and demonstrate connections between music and societal, cultural, and historical contexts.
    • 5.MU:CN11: Explain and demonstrate connections between music and societal, cultural, and historical contexts.
    • 6.MU:CN11: Explain and demonstrate connections between music and societal, cultural, and historical contexts when creating, performing, and responding.
    • 7.MU:CN11: Relate and demonstrate connections between music and societal, cultural, and historical contexts when creating, performing, and responding.
    • 8.MU:CN11: Examine and demonstrate connections between music and societal, cultural, and historical contexts when creating, performing, and responding.
• Music—Harmonizing Instruments:
  • Creating—Anchor Standard 1: Generate and Conceptualize Artistic Ideas and Work
    • NOV.MU:H.CR1: Generate melodic, rhythmic, and harmonic ideas for simple melodies and chordal accompaniments for given melodies.
    • INT.MU:H.CR1: Generate melodic, rhythmic, and harmonic ideas for melodies created over specified chord progressions or AB/ABA forms and two- to three-chord accompaniments for given melodies.
    • PROF.MU:H.CR1: Generate melodic, rhythmic, and harmonic ideas for improvisations, compositions, and three-or-more chord accompaniments in a variety of patterns.
    • ACC.MU:H.CR1: Generate melodic, rhythmic, and harmonic ideas for compositions, improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies.
    • ADV.MU:H.CR1: Generate melodic, rhythmic, and harmonic ideas for a collection of compositions representing a variety of forms and styles, improvisations in several different styles, and stylistically appropriate harmonizations for given melodies.
  • Creating—Anchor Standard 2: Organize and Develop Artistic Ideas and Work
    • NOV.MU:H.CR2: Select, develop, and use standard notation or audio/ video recording to document melodic, rhythmic, and harmonic ideas for drafts of simple melodies and chordal accompaniments for given melodies.
    • INT.MU:H.CR2: Select, develop, and use standard notation and/or audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of melodies created over specified chord progressions or AB/ABA forms and two- tothree-chord accompaniments for given melodies.
    • PROF.MU:H.CR2: Select, develop, and use standard notation and audio/ video recording to document melodic, rhythmic, and harmonic ideas for drafts of improvisations, compositions, and three-or-more chord accompaniments in a variety of patterns.
    • ACC.MU:H.CR2: Select, develop, and use standard notation and audio/ video recording to document melodic, rhythmic, and harmonic ideas for drafts of compositions, improvisations, and accompaniment patterns in a variety of styles, and harmonizations for given melodies.
    • ADV.MU:H.CR2: Select, develop, and use standard notation and audio/ video recording to document melodic, rhythmic, and harmonic ideas for drafts of compositions representing a variety of forms and styles, improvisations in several different styles, and stylistically appropriate harmonizations for given melodies.
  • Creating—Anchor Standard 3: Refine and Complete Artistic Work
    • NOV.MU:H.CR3.1: Apply teacher-provided criteria to critique, improve, and refine drafts of simple melodies and chordal accompaniments for given melodies.
    • INT.MU:H.CR3.1: Apply teacher-provided criteria to critique, improve, and refine drafts of melodies created over specified chord progressions or AB/ABA forms and two- to three chord accompaniments for given melodies.
    • PROF.MU:H.CR3.1: Develop and apply criteria to critique, improve, and refine drafts of improvisations, compositions and three-ormore chord accompaniments in a variety of patterns.
    • ACC.MU:H.CR3.1: Develop and apply criteria to critique, improve, and refine drafts of compositions, improvisations, and accompaniment patterns in a variety of styles, and harmonizations for given melodies.
    • ADV.MU:H.CR3.1: Develop and apply criteria to critique, improve, and refine drafts of compositions representing a variety of forms and styles, improvisations in a variety of styles, and stylistically appropriate harmonizations for given melodies.
    • NOV.MU:H.CR3.2: Share final versions of simple melodies and chordal accompaniments for given melodies, demonstrating an understanding of how to develop and organize personal musical ideas.
    • INT.MU:H.CR3.2: Share final versions of melodies created over specified chord progressions or AB/ABA forms and two- to three- chord accompaniments for given melodies, demonstrating an understanding of how to develop and organize personal musical ideas.
    • PROF.MU:H.CR3.2: Perform final versions of improvisations, compositions, and three-or-more chord accompaniments in a variety of patterns, demonstrating technical skill in applying principles of composition/improvisation and originality in developing and organizing musical ideas.
    • ACC.MU:H.CR3.2: Perform final versions of compositions, improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies, demonstrating technical skill in applying principles of composition/improvisation and originality in developing and organizing musical ideas.
    • ADV.MU:H.CR3.2: Perform final versions of a collection of compositions representing a variety of forms and styles, improvisations in several different styles, and stylistically appropriate harmonizations for given melodies, demonstrating technical skill in applying principles of composition/improvisation and originality in developing and organizing musical ideas.
  • Performing—Anchor Standard 4: Select, Analyze, and Interpret Artistic Work for Presentation
    • NOV.MU:H.PR4.1: Describe and demonstrate how a varied repertoire of music that includes melodies and chordal accompaniments is selected, based on personal interest, music-reading skills, and technical skill, as well as the context of the performances.
    • INT.MU:H.PR4.1: Describe and demonstrate how a varied repertoire of music that includes melodies and chordal accompaniments is selected, based on personal interest, music-reading skills, technical skills and related challenges, and the context of the performances.
    • PROF.MU:H.PR4.1: Explain the criteria used when selecting a varied repertoire of music for individual or small group performances that include melodies, improvisations, and chordal accompaniments in a variety of patterns.
    • ACC.MU:H.PR4.1: Develop and apply criteria for selecting a varied repertoire of music for individual and small group performances that include melodies, improvisations, and chordal accompaniments in a variety of styles.
    • ADV.MU:H.PR4.1: Develop and apply criteria for selecting a varied repertoire for a program of music for individual and small group performances that include melodies, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.
    • NOV.MU:H.PR4.2: Identify prominent melodic and harmonic characteristics in a varied repertoire of music that includes melodies and chordal accompaniments selected for performance, using standard notation.
    • INT.MU:H.PR4.2: Identify prominent melodic, harmonic, and structural characteristics and context (social, cultural, or historical) in a varied repertoire of music that includes melodies and chordal accompaniments selected for performance, using standard notation.
    • PROF.MU:H.PR4.2: Identify and describe important theoretical and structural characteristics and context (social, cultural, or historical) in a varied repertoire of music that includes melodies, improvisations, and chordal accompaniments in a variety of patterns.
    • ACC.MU:H.PR4.2: Identify and describe important theoretical and structural characteristics and context (social, cultural, and historical) in a varied repertoire of music that includes melodies, improvisations, and chordal accompaniments in a variety of styles.
    • ADV.MU:H.PR4.2: Identify and describe important theoretical and structural characteristics and context (social, cultural, and historical) in a varied repertoire of music selected for performance programs that includes melodies, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.
    • NOV.MU:H.PR4.3: Demonstrate and describe in interpretations an understanding of the context and expressive intent in a varied repertoire of music selected for performance that includes melodies and chordal accompaniments.
    • INT.MU:H.PR4.3: Demonstrate and describe in interpretations an understanding of the context (social, cultural, or historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies and chordal accompaniments.
    • PROF.MU:H.PR4.3: Describe in interpretations the context (social, cultural, or historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, improvisations, and chordal accompaniments in a variety of patterns.
    • ACC.MU:H.PR4.3: Explain in interpretations the context (social, cultural, and historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, improvisations, and chordal accompaniments in a variety of styles.
    • ADV.MU:H.PR4.3: Explain and present interpretations that demonstrate and describe the social, cultural, or historical contexts, and an understanding of the creators’ intent in repertoire for varied programs of music that include melodies, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.
  • Performing—Anchor Standard 5: Develop and Refine Artistic Techniques and Work for Presentation
    • NOV.MU:H.PR5: Apply teacher-provided criteria to critique individual performances of a varied repertoire of music that includes melodies and chordal accompaniments selected for performance, and apply practice strategies to address performance challenges and refine the performances.
    • INT.MU:H.PR5: Apply teacher-provided criteria to critique individual performances of a varied repertoire of music that includes melodies and chordal accompaniments selected for performance, and identify practice strategies to address performance challenges and refine the performances.
    • PROF.MU:H.PR5: Develop and apply criteria to critique individual and small group performances of a varied repertoire of music that includes melodies, improvisations, and chordal accompaniments in a variety of patterns, and create rehearsal strategies to address performance challenges and refine the performances.
    • ACC.MU:H.PR5: Develop and apply criteria to critique individual and small group performances of a varied repertoire of music that includes melodies, improvisations, and chordal accompaniments in a variety of styles, and create rehearsal strategies to address performance challenges and refine the performances.
    • ADV.MU:H.PR5: Develop and apply criteria, including feedback from multiple sources, to critique varied programs of music repertoire selected for individual and small group performance, and create rehearsal strategies to address performance challenges and refine the performances.
  • Performing—Anchor Standard 6: Convey Meaning Through the Presentation of Artistic Work
    • NOV.MU:H.PR6: Perform with expression and technical accuracy individual performances of a varied repertoire of music that includes melodies and chordal accompaniments, demonstrating understanding of the audience and the context.
    • INT.MU:H.PR6: Perform with expression and technical accuracy individual performances of a varied repertoire of music that includes melodies and chordal accompaniments, demonstrating sensitivity to the audience and an understanding of the context (such as social, cultural, or historical).
    • PROF.MU:H.PR6: Perform with expression and technical accuracy, in individual and small group performances, a varied repertoire of music that includes melodies, improvisations, and chordal accompaniments in a variety of patterns, demonstrating sensitivity to the audience and an understanding of the context (social, cultural, or historical).
    • ACC.MU:H.PR6: Perform with expression and technical accuracy, in individual and small group performances, a varied repertoire of music that includes melodies, improvisations, and chordal accompaniments in a variety of styles, demonstrating sensitivity to the audience and an understanding of the context (social, cultural, and historical).
    • ADV.MU:H.PR6: Perform with expression and technical accuracy, in individual and small group performances, a varied repertoire for programs of music that includes melodies, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles, demonstrating sensitivity to the audience and an understanding of the context (social, cultural, and historical).
  • Responding—Anchor Standard 7: Perceive and Analyze Artistic Work
    • NOV.MU:H.RE7.1: Identify reasons for selecting music based on characteristics found in the music and connections to interest, purpose, or personal experience.
    • INT.MU:H.RE7.1: Explain reasons for selecting music citing characteristics found in the music and connections to interest, purpose, and context (social, cultural, or historical).
    • PROF.MU:H.RE7.1: Apply criteria to select music for specified purposes, supporting choices by citing characteristics found in the music and connections to interest, purpose, and context (social, cultural, and historical).
    • ACC.MU:H.RE7.1: Apply criteria to select music for a variety of purposes, justifying choices citing knowledge of music and specified purpose and context (social, cultural, and historical).
    • ADV.MU:H.RE7.1: Select, describe, and compare a variety of individual and small group musical programs from varied cultures, genres, and historical periods.
    • NOV.MU:H.RE7.2: Identify, citing evidence, the use of repetition, similarities, and contrasts in musical selections, and how these and knowledge of the context (social or cultural) informs the response.
    • INT.MU:H.RE7.2: Describe how elements of music are manipulated and knowledge of the context (social and cultural) informs the response.
    • PROF.MU:H.RE7.2: Compare passages in musical selections and explain how the elements of music and context (social, cultural, or historical) inform the response.
    • ACC.MU:H.RE7.2: Explain how the analysis of the structures and context (social, cultural, and historical) of contrasting music inform the response.
    • ADV.MU:H.RE7.2: Demonstrate and justify how the structural characteristics function within a variety of musical selections, and distinguish how context and creative decisions inform the response.
  • Responding—Anchor Standard 8: Interpret Intent and Meaning in Artistic Work
    • NOV.MU:H.RE8: Identify possible interpretations of the expressive intent and meaning of musical selections, referring to the elements of music, context (personal or social), and (when applicable) the setting of the text.
    • INT.MU:H.RE8: Identify and support possible interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context, and (when applicable) the setting of the text.
    • PROF.MU:H.RE8: Explain and support possible interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context (personal, social, and cultural), (when applicable) the setting of the text, and outside sources.
    • ACC.MU:H.RE8: Explain and support possible interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context (personal, social, and cultural), (when applicable) the setting of the text, and varied researched sources.
    • ADV.MU:H.RE8: Establish and justify possible interpretations of the expressive intent and meaning of musical selections by comparing and synthesizing varied researched sources, including references to examples from other art forms.
  • Responding—Anchor Standard 9: Apply Criteria to Evaluate Artistic Work
    • NOV.MU:H.RE9: Identify and describe how interest, experiences, and contexts (personal or social) affect the evaluation of music.
    • INT.MU:H.RE9: Explain the influence of experiences and contexts (personal, social, or cultural) on interest in and the evaluation of a varied repertoire of music.
    • PROF.MU:H.RE9: Develop and apply teacherprovided and established criteria based on personal preference, analysis, and context (personal, social, and cultural) to evaluate individual and small group musical selections.
    • ACC.MU:H.RE9: Apply personally developed and established criteria based on research, personal preference, analysis, interpretation, expressive intent, and musical qualities to evaluate contrasting individual and small group musical selections.
    • ADV.MU:H.RE9: Develop and justify evaluations of a variety of individual and small group musical selections based on personally developed and established criteria, personal decision making, and knowledge and understanding of context.
  • Connecting—Anchor Standard 10: Synthesize and Relate Knowledge and Personal Experiences to Make Art
    • NOV.MU:H.CN10: Describe and demonstrate how personal interests relate to choices and intent when creating, performing, and responding to music.
    • INT.MU:H.CN10: Explain and demonstrate how personal interests and knowledge relate to choices and intent when creating, performing, and responding to music.
    • PROF.MU:H.CN10: Connect and demonstrate how personal interests, knowledge, and skills relate to choices and intent when creating, performing, and responding to music.
    • ACC.MU:H.CN10: Synthesize personal interests, knowledge, skills, and contexts and how they relate to choices and intent when creating, performing, and responding to music.
    • ADV.MU:H.CN10: Integrate and interrelate how personal interests, knowledge, skills, contexts, and audience expectations connect to choices and intent when creating, performing, and responding to music.
  • Connecting—Anchor Standard 11: Relate Artistic Ideas and Works with Societal, Cultural, and Historical Context to Deepen Understanding
    • NOV.MU:H.CN11: Relate music to societal, cultural, and historical contexts when creating, performing, and responding.
    • INT.MU:H.CN11: Explain the influence of societal, cultural, and historical contexts when creating, performing, and responding.
    • PROF.MU:H.CN11: Connect and demonstrate the relationships between music and societal, cultural, and historical contexts when creating, performing, and responding.
    • ACC.MU:H.CN11: Synthesize the connections between music and societal, cultural, and historical contexts when creating, performing, and responding.
    • ADV.MU:H.CN11: Integrate and interrelate the connections between music and societal, cultural, and historical contexts when creating, performing, and responding.
• Music—Ensembles:
  • Creating—Anchor Standard 1: Generate and Conceptualize Artistic Ideas and Work
    • NOV.MU:E.CR1: Compose and improvise melodic and rhythmic ideas or motives that reflect characteristic(s) of music or text(s) studied in rehearsal.
    • INT.MU:E.CR1: Compose and improvise ideas for melodies and rhythmic passages based on characteristic(s) of music or text(s) studied in rehearsal.
    • PROF.MU:E.CR1: Compose and improvise ideas for melodies, rhythmic passages, and arrangements for specific purposes that reflect characteristic(s) of music from a variety of historical periods studied in rehearsal.
    • ACC.MU:E.CR1: Compose and improvise ideas for arrangements, sections, and short compositions for specific purposes that reflect characteristic(s) of music from a variety of cultures studied in rehearsal.
    • ADV.MU:E.CR1: Compose and improvise musical ideas for a variety of purposes and contexts.
  • Creating—Anchor Standard 2: Organize and Develop Artistic Ideas and Work
    • NOV.MU:E.CR2: a. Select and develop draft melodic and rhythmic ideas or motives that demonstrate understanding of characteristic(s) of music or text(s) studied in rehearsal. b. Preserve draft compositions and improvisations through standard notation and audio recording.
    • INT.MU:E.CR2: a. Select and develop draft melodies and rhythmic passages that demonstrate understanding of characteristic(s) of music or text(s) studied in rehearsal. b. Preserve draft compositions and improvisations through standard notation and audio recording.
    • PROF.MU:E.CR2: a. Select and develop draft melodies, rhythmic passages, and arrangements for specific purposes that demonstrate understanding of characteristic(s) of music from a variety of historical periods studied in rehearsal. b. Preserve draft compositions through standard notation and improvisations through audio recording.
    • ACC.MU:E.CR2: a. Select and develop arrangements, sections, and short compositions for specific purposes that demonstrate understanding of characteristic(s) of music from a variety of cultures studied in rehearsal. b. Preserve draft compositions through standard notation, and improvisations through audio or video recording.
    • ADV.MU:E.CR2: a. Select and develop composed and improvised ideas into draft musical works organized for a variety of purposes and contexts. b. Preserve draft musical works through standard notation and audio or video recording.
  • Creating—Anchor Standard 3: Refine and Complete Artistic Work
    • NOV.MU:E.CR3.1: Evaluate and refine draft compositions and improvisations based on knowledge, skill, and teacherprovided criteria.
    • INT.MU:E.CR3.1: Evaluate and refine draft compositions and improvisations based on knowledge, skill, and collaboratively developed criteria.
    • PROF.MU:E.CR3.1: Evaluate and refine draft melodies, rhythmic passages, arrangements, and improvisations based on established criteria, including the extent to which they address identified purposes.
    • ACC.MU:E.CR3.1: Evaluate and refine draft arrangements, sections, short compositions, and improvisations based on personally developed criteria, including the extent to which they address identified purposes.
    • ADV.MU:E.CR3.1: Evaluate and refine varied draft musical works based on appropriate criteria, including the extent to which they address identified purposes and contexts.
    • NOV.MU:E.CR3.2: Share personally developed melodic and rhythmic ideas or motives—individually or as an ensemble—that demonstrate understanding of characteristics of music or texts studied in rehearsal.
    • INT.MU:E.CR3.2: Share personally developed melodies and rhythmic passages—individually or as an ensemble—that demonstrate understanding of characteristics of music or texts studied in rehearsal.
    • PROF.MU:E.CR3.2: Share personally developed melodies, rhythmic passages, and arrangements— individually or as an ensemble—that address identified purposes.
    • ACC.MU:E.CR3.2: Share personally developed arrangements, sections, and short compositions— individually or as an ensemble—that address identified purposes.
    • ADV.MU:E.CR3.2: Share varied, personally developed musical works— individually or as an ensemble—that address identified purposes and contexts.
  • Performing—Anchor Standard 4: Select, Analyze, and Interpret Artistic Work for Presentation
    • NOV.MU:E.PR4.1: Select varied repertoire to study based on interest, music-reading skills (where appropriate), an understanding of the structure of the music, context, and the technical skill of the individual or ensemble.
    • INT.MU:E.PR4.1: Select a varied repertoire to study based on music-reading skills (where appropriate), an understanding of formal design in the music, context, and the technical skill of the individual and ensemble.
    • PROF.MU:E.PR4.1: Explain the criteria used to select a varied repertoire to study based on an understanding of theoretical and structural characteristics of the music, the technical skill of the individual or ensemble, and the purpose or context of the performance.
    • ACC.MU:E.PR4.1: Develop and apply criteria to select a varied repertoire to study and perform based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.
    • ADV.MU:E.PR4.1: Develop and apply criteria to select varied programs to study and perform based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.
    • NOV.MU:E.PR4.2: Demonstrate, using music-reading skills where appropriate, how knowledge of formal aspects in musical works inform prepared or improvised performances.
    • INT.MU:E.PR4.2: Demonstrate, using music-reading skills where appropriate, how the setting and formal characteristics of musical works contribute to understanding the context of the music in prepared or improvised performances.
    • PROF.MU:E.PR4.2: Demonstrate, using music-reading skills where appropriate, how compositional devices employed and theoretical and structural aspects of musical works impact and inform prepared or improvised performances.
    • ACC.MU:E.PR4.2: Document and demonstrate, using music-reading skills where appropriate, how compositional devices employed and theoretical and structural aspects of musical works may impact and inform prepared and improvised performances.
    • ADV.MU:E.PR4.2: Examine, evaluate, and critique, using music-reading skills where appropriate, how the structure and context impact and inform prepared and improvised performances.
    • NOV.MU:E.PR4.3: Identify expressive qualities in a varied repertoire of music that can be demonstrated through prepared and improvised performances.
    • INT.MU:E.PR4.3: Demonstrate understanding and application of expressive qualities in a varied repertoire of music through prepared and improvised performances.
    • PROF.MU:E.PR4.3: Demonstrate an understanding of context in a varied repertoire of music through prepared and improvised performances.
    • ACC.MU:E.PR4.3: Demonstrate how understanding the style, genre, and context of a varied repertoire of music influences prepared and improvised performances as well as performers’ technical skill to connect with the audience.
    • ADV.MU:E.PR4.3: Demonstrate how understanding the style, genre, and context of a varied repertoire of music informs prepared and improvised performances as well as performers’ technical skill to connect with the audience.
  • Performing—Anchor Standard 5: Develop and Refine Artistic Techniques and Work for Presentation
    • NOV.MU:E.PR5: Use self-reflection and peer feedback to refine individual and ensemble performances of a varied repertoire of music.
    • INT.MU:E.PR5: Develop strategies to address technical challenges in a varied repertoire of music and evaluate their success using feedback from ensemble peers and other sources to refine performances.
    • PROF.MU:E.PR5: Develop strategies to address expressive challenges in a varied repertoire of music, and evaluate their success using feedback from ensemble peers and other sources to refine performances.
    • ACC.MU:E.PR5: Develop and apply appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music, and evaluate their success.
    • ADV.MU:E.PR5: Develop, apply, and refine appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music.
  • Performing—Anchor Standard 6: Convey Meaning Through the Presentation of Artistic Work
    • NOV.MU:E.PR6: a. Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music. b. Demonstrate an awareness of the context of the music through prepared and improvised performances.
    • INT.MU:E.PR6: a. Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures and styles. b. Demonstrate an understanding of the context of the music through prepared and improvised performances.
    • PROF.MU:E.PR6: a. Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures, styles, and genres. b. Demonstrate an understanding of expressive intent by connecting with an audience through prepared and improvised performances.
    • ACC.MU:E.PR6: a. Demonstrate mastery of the technical demands and an understanding of expressive qualities of the music in prepared and improvised performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods. b. Demonstrate an understanding of intent as a means for connecting with an audience through prepared and improvised performances.
    • ADV.MU:E.PR6: a. Demonstrate an understanding and mastery of the technical demands and expressive qualities of the music through prepared and improvised performances of a varied repertoire representing diverse cultures,styles, genres, and historical periods in multiple types of ensembles. b. Demonstrate an ability to connect with audience members before and during the process of engaging with and responding to them through prepared and improvised performances.
  • Responding—Anchor Standard 7: Perceive and Analyze Artistic Work
    • NOV.MU:E.RE7.1: Identify reasons for selecting music based on characteristics found in the music, connection to interest, and purpose or context.
    • INT.MU:E.RE7.1: Explain reasons for selecting music citing characteristics found in the music and connections to interest, purpose, and context.
    • PROF.MU:E.RE7.1: Apply criteria to select music for specified purposes, supporting choices by citing characteristics found in the music and connections to interest, purpose, and context.
    • ACC.MU:E.RE7.1: Apply criteria to select music for a variety of purposes, justifying choices citing knowledge of the music and the specified purpose and context.
    • ADV.MU:E.RE7.1: Use research and personally developed criteria to justify choices made when selecting music, citing knowledge of the music, and individual and ensemble purpose and context.
    • NOV.MU:E.RE7.2: Identify how knowledge of context and the use of repetition, similarities, and contrasts inform the response to music.
    • INT.MU:E.RE7.2: Describe how understanding context and the way the elements of music are manipulated inform the response to music.
    • PROF.MU:E.RE7.2: Explain how the analysis of passages and understanding the way the elements of music are manipulated inform the response to music.
    • ACC.MU:E.RE7.2: Explain how the analysis of structures and contexts inform the response to music.
    • ADV.MU:E.RE7.2: Demonstrate and justify how the analysis of structures, contexts, and performance decisions inform the response to music.
  • Responding—Anchor Standard 8: Interpret Intent and Meaning in Artistic Work
    • NOV.MU:E.RE8: Identify interpretations of the expressive intent and meaning of musical works, referring to the elements of music, contexts, and (when appropriate) the setting of the text.
    • INT.MU:E.RE8: Identify and support interpretations of the expressive intent and meaning of musical works, citing as evidence, the treatment of the elements of music, contexts, and (when appropriate) the setting of the text.
    • PROF.MU:E.RE8: Explain and support interpretations of the expressive intent and meaning of musical works, citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text, and personal research.
    • ACC.MU:E.RE8: Support interpretations of the expressive intent and meaning of musical works citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text, and varied researched sources.
    • ADV.MU:E.RE8: Justify interpretations of the expressive intent and meaning of musical works by comparing and synthesizing varied researched sources, including reference to other art forms.
  • Responding—Anchor Standard 9: Apply Criteria to Evaluate Artistic Work
    • NOV.MU:E.RE9: Identify and describe the effect of interest, experience, analysis, and context on the evaluation of music.
    • INT.MU:E.RE9: Explain the influence of experiences, analysis, and context on interest in and evaluation of music.
    • PROF.MU:E.RE9: Evaluate works and performances based on personally or collaboratively developed criteria, including analysis of the structure and context.
    • ACC.MU:E.RE9: Evaluate works and performances based on research as well as personally and collaboratively developed criteria, including analysis and interpretation of the structure and context.
    • ADV.MU:E.RE9: Develop and justify evaluations of music, programs of music, and performances based on criteria, personal decisionmaking, research, and understanding of contexts.
  • Connecting—Anchor Standard 10: Synthesize and Relate Knowledge and Personal Experiences to Make Art
    • NOV.MU:E.CN10: Describe and demonstrate how personal interests relate to choices and intent when creating, performing, and responding to music.
    • INT.MU:E.CN10: Explain and demonstrate how personal interests and knowledge relate to choices and intent when creating, performing, and responding to music.
    • PROF.MU:E.CN10: Connect and demonstrate how personal interests, knowledge, and skills relate to choices and intent when creating, performing, and responding to music.
    • ACC.MU:E.CN10: Synthesize personal interests, knowledge, skills, and contexts and how they relate to choices and intent when creating, performing, and responding to music.
    • ADV.MU:E.CN10: Integrate and interrelate how personal interests, knowledge, skills, contexts, and audience expectations connect to choices and intent when creating, performing, and responding to music.
  • Connecting—Anchor Standard 11: Relate Artistic Ideas and Works with Societal, Cultural, and Historical Context to Deepen Understanding
    • NOV.MU:E.CN11: Relate music to societal, cultural, and historical contexts when creating, performing, and responding.
    • INT.MU:E.CN11: Explain the influence of societal, cultural, and historical contexts when creating, performing, and responding to music.
    • PROF.MU:E.CN11: Connect and demonstrate the relationships between music and societal, cultural, and historical contexts when creating, performing, and responding.
    • ACC.MU:E.CN11: Synthesize the connections between music and societal, cultural, and historical contexts when creating, performing, and responding.
    • ADV.MU:E.CN11: Integrate and interrelate the connections between music and societal, cultural, and historical contexts when creating, performing, and responding.
• Music—Composition and Theory:
  • Creating—Anchor Standard 1: Generate and Conceptualize Artistic Ideas and Work
    • PROF.MU:C.CR1: Describe how sounds and short musical ideas can be used to represent personal experiences, moods, visual images, and/or storylines.
    • ACC.MU:C.CR1: Describe and demonstrate how sounds and musical ideas can be used to represent sonic events, memories, visual images, concepts, texts, or storylines.
    • ADV.MU:C.CR1: Describe and demonstrate multiple ways in which sounds and musical ideas can be used to represent extended sonic experiences or abstract ideas.
  • Creating—Anchor Standard 2: Organize and Develop Artistic Ideas and Work
    • PROF.MU:C.CR2: a. Assemble and organize sounds or short musical ideas to create initial expressions of selected experiences, moods, images, or storylines. b. Identify and describe the development of sounds or short musical ideas in drafts of music within simple forms (such as one-part, cyclical, or binary).
    • ACC.MU:C.CR2: a. Assemble and organize multiple sounds or musical ideas to create initial expressive statements of selected sonic events, memories, images, concepts, texts, or storylines. b. Describe and explain the development of sounds and musical ideas in drafts of music within a variety of simple or moderately complex forms (such as binary, ternary, or rondo).
    • ADV.MU:C.CR2: a. Assemble and organize multiple sounds or extended musical ideas to create initial expressive statements of selected extended sonic experiences or abstract ideas. b. Analyze and demonstrate the development of sounds and extended musical ideas in drafts of music within a variety of moderately complex or complex forms.
  • Creating—Anchor Standard 3: Refine and Complete Artistic Work
    • PROF.MU:C.CR3.1: Identify, describe, and apply teacher-provided criteria to assess and refine the technical and expressive aspects of evolving drafts leading to final versions.
    • ACC.MU:C.CR3.1: Identify, describe, and apply selected teacherprovided or personally developed criteria to assess and refine the technical and expressive aspects of evolving drafts leading to final versions.
    • ADV.MU:C.CR3.1: Research, identify, explain, and apply personally developed criteria to assess and refine the technical and expressive aspects of evolving drafts leading to final versions.
    • PROF.MU:C.CR3.2: a. Share music through the use of notation, performance, or technology, and demonstrate how the elements of music have been employed to realize expressive intent. b. Describe the given context and performance medium for presenting personal works, and how they impact the final composition and presentation.
    • ACC.MU:C.CR3.2: a. Share music through the use of notation, solo or group performance, or technology, and demonstrate and describe how the elements of music and compositional techniques have been employed to realize expressive intent. b. Describe the selected contexts and performance mediums for presenting personal works, and explain why they successfully impact the final composition and presentation.
    • ADV.MU:C.CR3.2: a. Share music through the use of notation, solo or group performance, or technology, and demonstrate and explain how the elements of music, compositional techniques and processes have been employed to realize expressive intent. b. Describe a variety of possible contexts and performance mediums for presenting personal works, and explain and compare how each could impact the success of the final composition and presentation.
  • Performing—Anchor Standard 4: Select, Analyze, and Interpret Artistic Work for Presentation
    • PROF.MU:C.PR4.1: Identify and select specific excerpts, passages, or sections in musical works that express a personal experience, mood, visual image, or storyline in simple forms (such as one-part, cyclical, or binary).
    • ACC.MU:C.PR4.1: Identify and select specific passages, sections, or movements in musical works that express personal experiences and interests, moods, visual images, concepts, texts, or storylines in simple forms (such as binary, ternary, or rondo) or moderately complex forms.
    • ADV.MU:C.PR4.1:
    • PROF.MU:C.PR4.2: Analyze how the elements of music (including form) of selected works relate to style and mood and explain the implications for rehearsal or performance.
    • ACC.MU:C.PR4.2: Analyze how the elements of music (including form) of selected works relate to the style, function, and context, and explain the implications for rehearsal and performance.
    • ADV.MU:C.PR4.2: Analyze how the elements of music (including form) and compositional techniques of selected works relate to the style, function, and context, and explain and support the analysis and its implications for rehearsal and performance.
    • PROF.MU:C.PR4.3: Develop interpretations of works based on an understanding of the use of elements of music, style, and mood, explaining how the interpretive choices reflect the creators’ intent.
    • ACC.MU:C.PR4.3: Develop interpretations of works based on an understanding of the use of elements of music, style, mood, function, and context, explaining and supporting how the interpretive choices reflect the creators’ intent.
    • ADV.MU:C.PR4.3: Develop interpretations of works based on an understanding of the use of elements of music (including form), compositional techniques, style, function, and context, explaining and justifying how the interpretive choices reflect the creators’ intent.
  • Performing—Anchor Standard 5: Develop and Refine Artistic Techniques and Work for Presentation
    • PROF.MU:C.PR5: a. Create rehearsal plans for works, identifying repetition and variation within the form. b. Using established criteria and feedback, identify the way(s) in which performances convey the elements of music, style, and mood. c. Identify and implement strategies for improving the technical and expressive aspects of multiple works.
    • ACC.MU:C.PR5: a. Create rehearsal plans for works, identifying the form, the repetition and variation within the form, and the style and historical or cultural context of the work. b. Using established criteria and feedback, identify the ways in which performances convey the formal design, style, and historical/cultural context of the works. c. Identify and implement strategies for improving the technical and expressive aspects of varied works.
    • ADV.MU:C.PR5: a. Create rehearsal plans for works, identifying the form, the repetition and variation within the form, compositional techniques, and the style and historical or cultural context of the work. b. Using established criteria and feedback, identify the ways in which performances use compositional techniques and convey the formal design, style, and historical/cultural context of the works. c. Identify, compare, and implement strategies for improving the technical and expressive aspects of multiple contrasting works.
  • Performing—Anchor Standard 6: Convey Meaning Through the Presentation of Artistic Work
    • PROF.MU:C.PR6: a. Share live or recorded performances of works (both personal and others’) and explain how the elements of music are used to convey intent. b. Identify how compositions are appropriate for an audience or context, and how this will shape future compositions.
    • ACC.MU:C.PR6: a. Share live or recorded performances of works (both personal and others’), and explain how the elements of music and compositional techniques are used to convey intent. b. Explain how compositions are appropriate for both audience and context, and how this will shape future compositions.
    • ADV.MU:C.PR6: a. Share live or recorded performances of works (both personal and others’), and explain and/or demonstrate understanding of how the expressive intent of the music is conveyed. b. Explain how compositions are appropriate for a variety of audiences and contexts, and how this will shape future compositions.
  • Responding—Anchor Standard 7: Perceive and Analyze Artistic Work
    • PROF.MU:C.RE7.1: Apply teacher-provided criteria to select music that expresses a personal experience, mood, visual image, or storyline in simple forms (such as onepart, cyclical, binary), and describe the choices as models for composition.
    • ACC.MU:C.RE7.1: Apply teacher-provided or personally developed criteria to select music that expresses personal experiences and interests, moods, visual images, concepts, texts, or storylines in simple or moderately complex forms, and describe and defend the choices as models for composition.
    • ADV.MU:C.RE7.1: Apply researched or personally developed criteria to select music that expresses personal experiences and interests, visual images, concepts, texts, or storylines in moderately complex or complex forms, and describe and justify the choice as models for composition.
    • PROF.MU:C.RE7.2: Analyze aurally the elements of music (including form) of musical works, relating them to style, mood, and context, and describe how the analysis provides models for personal growth as composer, performer, and listener
    • ACC.MU:C.RE7.2: Analyze aurally and/or by reading the scores of musical works the elements of music (including form), compositional techniques, and procedures, relating them to style, mood, and context; and explain how the analysis provides models for personal growth as composer, performer, and listener.
    • ADV.MU:C.RE7.2: Analyze aurally and/or by reading the scores of musical works the elements of music (including form), compositional techniques, and procedures, relating them to aesthetic effectiveness, style, mood, and context; and explain how the analysis provides models for personal growth as composer, performer, and listener.
  • Responding—Anchor Standard 8: Interpret Intent and Meaning in Artistic Work
    • PROF.MU:C.RE8: Develop and explain interpretations of varied works, demonstrating an understanding of the composers’ intent by citing technical and expressive aspects as well as the style/genre of each work.
    • ACC.MU:C.RE8: Develop and support interpretations of varied works, demonstrating an understanding of the composers’ intent by citing the use of elements of music (including form), compositional techniques, and the style/genre and context of each work.
    • ADV.MU:C.RE8: Develop, justify and defend interpretations of varied works, demonstrating an understanding of the composers’ intent by citing the use of elements of music (including form), compositional techniques, and the style/genre and context of each work.
  • Responding—Anchor Standard 9: Apply Criteria to Evaluate Artistic Work
    • PROF.MU:C.RE9: a. Describe the effectiveness of the technical and expressive aspects of selected music and performances, demonstrating understanding of fundamentals of music theory. b. Describe the way(s) in which critiquing others’ work and receiving feedback from others can be applied in the personal creative process.
    • ACC.MU:C.RE9: a. Explain the effectiveness of the technical and expressive aspects of selected music and performances, demonstrating understanding of music theory as well as compositional techniques and procedures. b. Describe ways in which critiquing others’ work and receiving feedback from others have been specifically applied in the personal creative process.
    • ADV.MU:C.RE9: a. Evaluate the effectiveness of the technical and expressive aspects of selected music and performances, demonstrating understanding of theoretical concepts and complex compositional techniques and procedures. b. Describe and evaluate ways in which critiquing others’ work and receiving feedback from others have been specifically applied in the personal creative process.
  • Connecting—Anchor Standard 10: Synthesize and Relate Knowledge and Personal Experiences to Make Art
    • PROF.MU:C.CN10: Connect and demonstrate how personal interests, knowledge, and skills relate to choices and intent when creating, performing, and responding to music.
    • ACC.MU:C.CN10: Synthesize personal interests, knowledge, skills, and contexts and how they relate to choices and intent when creating, performing, and responding to music.
    • ADV.MU:C.CN10: Integrate and interrelate how personal interests, knowledge, skills, contexts, and audience expectations connect to choices and intent when creating, performing, and responding to music.
  • Connecting—Anchor Standard 11: Relate Artistic Ideas and Works with Societal, Cultural, and Historical Context to Deepen Understanding
    • PROF.MU:C.CN11: Connect and demonstrate the relationships between music and societal, cultural, and historical contexts when creating, performing, and responding.
    • ACC.MU:C.CN11: Synthesize the connections between music and societal, cultural, and historical contexts when creating, performing, and responding.
    • ADV.MU:C.CN11: Integrate and interrelate the connections between music and societal, cultural, and historical contexts when creating, performing, and responding.
• Music—Technology:
  • Creating—Anchor Standard 1: Generate and Conceptualize Artistic Ideas and Work
    • PROF.MU:T.CR1: Generate melodic, rhythmic, and harmonic ideas for compositions or improvisations using digital tools.
    • ACC.MU:T.CR1: Generate melodic, rhythmic, and harmonic ideas for compositions and improvisations using digital tools and digital resources.
    • ADV.MU:T.CR1: Generate melodic, rhythmic, and harmonic ideas for compositions and improvisations that incorporate digital tools, digital resources, and digital systems.
  • Creating—Anchor Standard 2: Organize and Develop Artistic Ideas and Work
    • PROF.MU:T.CR2: Select melodic, rhythmic, and harmonic ideas to develop into a larger work using digital tools and digital resources.
    • ACC.MU:T.CR2: Select melodic, rhythmic, and harmonic ideas to develop into a larger work that exhibits unity and variety using digital and analog tools.
    • ADV.MU:T.CR2: Select, develop, and organize multiple melodic, rhythmic, and harmonic ideas to develop into a larger work that exhibits unity, variety, complexity, and coherence using digital and analog tools, resources, and systems.
  • Creating—Anchor Standard 3: Refine and Complete Artistic Work
    • PROF.MU:T.CR3.1: Drawing on feedback from teachers and peers, develop and implement strategies to improve and refine the technical and expressive aspects of draft compositions and improvisations.
    • ACC.MU:T.CR3.1: Develop and implement varied strategies to improve and refine the technical and expressive aspects of draft compositions and improvisations.
    • ADV.MU:T.CR3.1: Develop and implement varied strategies and apply appropriate criteria to improve and refine the technical and expressive aspects of draft compositions and improvisations.
    • PROF.MU:T.CR3.2: Share compositions or improvisations that demonstrate musical and technological craftsmanship, using teacher-provided digital tools and resources in developing and organizing musical ideas.
    • ACC.MU:T.CR3.2: Share compositions and improvisations that demonstrate musical and technological craftsmanship, using teacher-provided or personally selected digital and analog tools and resources in developing and organizing musical ideas.
    • ADV.MU:T.CR3.2: Share a portfolio of musical creations representing varied styles and genres that demonstrates musical and technological craftsmanship, using personally selected digital and analog tools, resources, and systems in developing and organizing musical ideas.
  • Performing—Anchor Standard 4: Select, Analyze, and Interpret Artistic Work for Presentation
    • PROF.MU:T.PR4.1: Develop and explain the criteria used for selecting a varied repertoire of music based on interest, music reading skills, and an understanding of the performer’s technical and technological skill.
    • ACC.MU:T.PR4.1: Develop and apply criteria to select a varied repertoire to study and perform based on interest, an understanding of theoretical and structural characteristics of the music, and the performer’s technical skill using digital tools and resources.
    • ADV.MU:T.PR4.1: Develop and apply criteria to select varied programs to study and perform based on interest, an understanding of the theoretical and structural characteristics, as well as expressive challenges in the music, and the performer’s technical skill using digital tools, resources, and systems.
    • PROF.MU:T.PR4.2: Describe how context, structural aspects of the music, and digital media/tools inform prepared and improvised performances.
    • ACC.MU:T.PR4.2: Explain and demonstrate how context, theoretical and structural aspects of the music, and digital media/tools inform and influence prepared and improvised performances.
    • ADV.MU:T.PR4.2: Examine, evaluate, and critique how context, theoretical and structural aspects of the music, and digital media/tools inform and influence prepared and improvised performances.
    • PROF.MU:T.PR4.3: Demonstrate how understanding the context, expressive challenges, and use of digital tools in a varied repertoire of music influence prepared or improvised performances.
    • ACC.MU:T.PR4.3: Demonstrate how understanding the style, genre, context, and use of digital tools and resources in a varied repertoire of music influences prepared or improvised performances and performers’ ability to connect with audiences.
    • ADV.MU:T.PR4.3: Demonstrate how understanding the style, genre, context, and integration of digital technologies in a varied repertoire of music informs and influences prepared and improvised performances and their ability to connect with audiences.
  • Performing—Anchor Standard 5: Develop and Refine Artistic Techniques and Work for Presentation
    • PROF.MU:T.PR5: Identify and implement rehearsal strategies to improve the technical and expressive aspects of prepared and improvised performances in a varied repertoire of music.
    • ACC.MU:T.PR5: Develop and implement rehearsal strategies to improve and refine the technical and expressive aspects of prepared and improvised performances in a varied repertoire of music.
    • ADV.MU:T.PR5: Apply appropriate criteria as well as feedback from multiple sources and develop and implement varied strategies to improve and refine the technical and expressive aspects of prepared and improvised performances in varied programs of music.
  • Performing—Anchor Standard 6: Convey Meaning Through the Presentation of Artistic Work
    • PROF.MU:T.PR6: a. Using digital tools, demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music. b. Demonstrate an understanding of the context of music through prepared and improvised performances.
    • ACC.MU:T.PR6: a. Using digital tools and resources, demonstrate technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures, styles, and genres. b. Demonstrate an understanding of the expressive intent when connecting with an audience through prepared and improvised performances.
    • ADV.MU:T.PR6: a. Integrating digital and analog tools and resources, demonstrate an understanding and attention to technical accuracy and expressive qualities of the music in prepared and improvised performances of a varied repertoire of music representing diverse cultures, styles, genres, and historical periods. b. Demonstrate an ability to connect with audience members before performances, and engaging with and responding to them during prepared and improvised performances.
  • Responding—Anchor Standard 7: Perceive and Analyze Artistic Work
    • PROF.MU:T.RE7.1: Cite reasons for choosing music based on the use of the elements of music, digital and electronic aspects, and connections to interest or purpose.
    • ACC.MU:T.RE7.1: Select and critique contrasting musical works, defending opinions based on manipulations of the elements of music, digital and electronic aspects, and the purpose and context of the works.
    • ADV.MU:T.RE7.1: Select, evaluate, and compare a variety of musical selections based on characteristics and knowledge of the music, understanding of digital and electronic aspects, and the purpose and context of the works.
    • PROF.MU:T.RE7.2: Explain how knowledge of the structure (repetition, similarities, contrasts), technological aspects, and purpose of the music informs the response.
    • ACC.MU:T.RE7.2: Explain how an analysis of the structure, context, and technological aspects of the music informs the response.
    • ADV.MU:T.RE7.2: Demonstrate and justify how an analysis of the structural characteristics, context, and technological and creative decisions informs interest in and response to the music.
  • Responding—Anchor Standard 8: Interpret Intent and Meaning in Artistic Work
    • PROF.MU:T.RE8: Explain and support an interpretation of the expressive intent of musical selections based on treatment of the elements of music, digital and electronic features, and purpose.
    • ACC.MU:T.RE8: Connect the influence of the treatment of the elements of music, digital and electronic features, context, purpose, and other art forms to the expressive intent of musical works.
    • ADV.MU:T.RE8: Examine and cite research and multiple sources to connect the influence of the treatment of the elements of music, digital and electronic features, context, purpose, and other art forms to the expressive intent of musical works.
  • Responding—Anchor Standard 9: Apply Criteria to Evaluate Artistic Work
    • PROF.MU:T.RE9: Evaluate music using teacher-provided criteria based on analysis, interpretation, digital and electronic features, and personal interests.
    • ACC.MU:T.RE9: Apply teacher-provided or personally developed criteria to evaluate music based on analysis, interpretation, artistic intent, digital, electronic, and analog features, and musical qualities.
    • ADV.MU:T.RE9: Develop and justify the evaluation of a variety of music based on established and personally developed criteria, digital, electronic and analog features, and understanding of purpose and context.
  • Connecting—Anchor Standard 10: Synthesize and Relate Knowledge and Personal Experiences to Make Art
    • PROF.MU:T.CN10: Connect and demonstrate how personal interests, knowledge, and skills relate to choices and intent when creating, performing, and responding to music.
    • ACC.MU:T.CN10: Synthesize personal interests, knowledge, skills, and contexts and how they relate to choices and intent when creating, performing, and responding to music.
    • ADV.MU:T.CN10: Integrate and interrelate how personal interests, knowledge, skills, contexts, and audience expectations connect to choices and intent when creating, performing, and responding to music.
  • Connecting—Anchor Standard 11: Relate Artistic Ideas and Works with Societal, Cultural, and Historical Context to Deepen Understanding
    • PROF.MU:T.CN11: Connect and demonstrate the relationships between music and societal, cultural, and historical contexts when creating, performing, and responding.
    • ACC.MU:T.CN11: Synthesize the connections between music and societal, cultural, and historical contexts when creating, performing, and responding.
    • ADV.MU:T.CN11: Integrate and interrelate the connections between music and societal, cultural, and historical contexts when creating, performing, and responding.
• Theatre:
  • Creating—Anchor Standard 1: Generate and Conceptualize Artistic Ideas and Work
    • PK.TH:CR1: a. With prompting and supports, transition between imagination and reality in dramatic play or a guided drama experience. b. With prompting and supports, use nonrepresentational materials to create props, puppets, and costume pieces for dramatic play or a guided drama experience.
    • K.TH:CR1: a. With prompting and supports, invent and inhabit an imaginary elsewhere in dramatic play or a guided drama experience. b. With prompting and supports, use nonrepresentational materials to create props, puppets, and costume pieces for dramatic play or a guided drama experience.
    • 1.TH:CR1: a. Propose potential choices characters could make in a guided drama experience. b. Identify ways in which gestures and movement may be used to create or retell a story in guided drama experiences. c. Collaborate with peers to conceptualize costumes and props in a guided drama experience.
    • 2.TH:CR1: a. Propose potential new details to plot and story in a guided drama experience. b. Identify ways in which voice and sounds may be used to create or retell a story in guided drama experiences. c. Collaborate with peers to conceptualize scenery in a guided drama experience.
    • 3.TH:CR1: a. Create roles, imagined worlds, and improvised stories in a drama/ theatre work. b. Collaborate to determine how characters might move and speak to support the story and given circumstances in drama/ theatre work. c. Imagine and articulate ideas for costumes, props and sets for the environment and characters in a drama/theatre work.
    • 4.TH:CR1: a. Articulate the visual details of imagined worlds and improvised stories that support the given circumstances in a drama/theatre work. b. Imagine how a character might move and speak to support the story and given circumstances in a drama/theatre work. c. Visualize and design technical theatre elements that support the story and given circumstances in a drama/theatre work.
    • 5.TH:CR1: a. Identify physical qualities that might reveal a character’s inner traits in the imagined world of a drama/theatre work. b. Imagine how a character’s inner thoughts impact the story and given circumstances in a drama/theatre work. c. Propose design ideas that support the story and given circumstances in a drama/theatre work.
    • 6.TH:CR1: a. Identify possible solutions to staging challenges in a drama/ theatre work. b. Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work. c. Identify solutions to design challenges in a drama/theatre work.
    • 7.TH:CR1: a. Investigate multiple perspectives and solutions to staging challenges in a drama/ theatre work. b. Envision and describe a scripted or improvised character’s inner thoughts and objectives in a drama/ theatre work. c. Explain and present solutions to design challenges in a drama/ theatre work.
    • 8.TH:CR1: a. Imagine and explore multiple perspectives and solutions to staging problems in a drama/ theatre work. b. Develop a scripted or improvised character by articulating the character’s inner thoughts, objectives, and motivations in a drama/theatre work. c. Imagine and explore solutions to design challenges of a performance space in a drama/theatre work.
    • PROF.TH:CR1: a. Apply basic research to construct ideas about the visual composition of a drama/theatre work. b. Use script analysis to generate ideas about a character that is believable and authentic in a drama/ theatre work. c. Explore the impact of technical theatre elements on design choices in a drama/ theatre work.
    • ACC.TH:CR1: a. Investigate historical and cultural conventions and their impact on the visual composition of a drama/theatre work. b. Use personal experiences and knowledge to develop a character that is believable and authentic in a drama/ theatre work. c. Understand and apply technical theatre elements to design solutions for a drama/ theatre work.
    • ADV.TH:CR1: a. Synthesize knowledge from a variety of dramatic forms, theatrical conventions, and technical theatre elements to create the visual composition of a drama/theatre work. b. Integrate cultural and historical contexts with personal experiences to create a character that is believable and authentic in a drama/ theatre work. c. Create a complete design for a drama/ theatre work that incorporates all technical theatre elements.
  • Creating—Anchor Standard 2: Organize and Develop Artistic Ideas and Work
    • PK.TH:CR2: a. With prompting and supports, contribute through gestures and words to dramatic play or a guided drama experience. b. With prompting and supports, express original ideas in dramatic play or a guided drama experience.
    • K.TH:CR2: a. With prompting and supports, interact with peers and contribute to dramatic play or a guided drama experience. b. With prompting and supports, express original ideas in dramatic play or a guided drama experience.
    • 1.TH:CR2: a. Contribute to the development of a sequential plot in a guided drama experience. b. With prompting and supports, participate in group decision making in a guided drama experience.
    • 2.TH:CR2: a. Collaborate with peers to devise meaningful dialogue in a guided drama experience. b. Contribute ideas and make decisions as a group to advance a story in a guided drama experience.
    • 3.TH:CR2: a. Participate in methods of investigation to devise original ideas for a drama/theatre work. b. Compare ideas with peers and make revisions that will enhance and deepen group drama/theatre work.
    • 4.TH:CR2: a. Collaborate to devise original ideas for a drama/theatre work by asking questions about characters and plots. b. Make and discuss group decisions and identify responsibilities required to present a drama/theatre work to peers.
    • 5.TH:CR2: a. Devise original ideas for a drama/ theatre work that reflect collective inquiry about characters and their given circumstances. b. Participate in defined responsibilities required to present a drama/theatre work informally to an audience.
    • 6.TH:CR2: a. Use critical analysis to improve, refine, and evolve original ideas and artistic choices in a devised or scripted drama/theatre work. b. Contribute ideas and accept and incorporate the ideas of others in preparing or devising drama/theatre work.
    • 7.TH:CR2: a. Examine and justify original ideas and artistic choices in a drama/theatre work based on critical analysis, personal experience, and historical and cultural context. b. Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theatre work.
    • 8.TH:CR2: a. Articulate and apply critical analysis, personal experience, research, and historical and cultural context to the development of original ideas for a drama/theatre work. b. Share leadership and responsibilities to develop collaborative goals when preparing or devising drama/theatre work.
    • PROF.TH:CR2: a. Explore the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas in drama/theatre works from western or non-western theatre traditions. b. Investigate the collaborative nature of the actor, director, playwright, and designers and their interdependent roles in a drama/theatre work.
    • ACC.TH:CR2: a. Refine a dramatic concept to demonstrate a critical understanding of historical and cultural influences of original ideas applied to a drama/theatre in western or non-western theatre traditions. b. Cooperate as a creative team to make interpretive choices for a drama/theatre work.
    • ADV.TH:CR2: a. Develop and synthesize original ideas in a drama/theatre work utilizing critical analysis, historical and cultural context, research, and western or non-western theatre traditions. b. Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.
  • Creating—Anchor Standard 3: Refine and Complete Artistic Work
    • PK.TH:CR3: a. With prompting and supports, answer questions during dramatic play or a guided drama experience.
    • K.TH:CR3: a. With prompting and supports, ask and answer questions during dramatic play or a guided drama experience.
    • 1.TH:CR3: a. Contribute to the adaptation of the plot in a guided drama experience. b. Identify similarities and differences in sounds and movements in a guided drama experience. c. Collaborate to imagine multiple representations of a single object in a guided drama experience.
    • 2.TH:CR3: a. Contribute to the adaptation of dialogue in a guided drama experience. b. Use and adapt sounds and movements in a guided drama experience. c. Independently generate multiple representations of a single object in a guided drama experience.
    • 3.TH:CR3: a. Collaborate with peers to revise, refine, and adapt ideas to fit the given parameters of a drama/theatre work. b. Participate and contribute to physical and vocal exploration in an improvised or scripted drama/ theatre work. c. Refine design choices and technical theatre elements to support a devised or scripted drama/ theatre work.
    • 4.TH:CR3: a. Revise and refine an improvised or scripted drama/ theatre work through rehearsal and collaborative review. b. Develop physical and vocal exercise techniques for an improvised or scripted drama/ theatre work. c. Collaborate on solutions to design and technical theatre element problems that arise in rehearsal for a drama/theatre work.
    • 5.TH:CR3: a. Revise and refine an improvised or scripted drama/ theatre work through rehearsal, collaborative review, and reflection. b. Use physical and vocal exploration for character development in a devised or scripted drama/theatre work. c. Create innovative solutions to design and technical theatre element problems that arise in rehearsal for a drama/theatre work.
    • 6.TH:CR3: a. Receive and incorporate feedback to refine a devised or scripted drama/theatre work. b. Identify effective physical and vocal traits of characters in a drama/theatre work. c. Explore planned designs during the rehearsal process for a devised or scripted drama/theatre work.
    • 7.TH:CR3: a. Demonstrate focus and concentration in the rehearsal process to analyze and refine choices in a devised or scripted drama/theatre work. b. Develop effective physical and vocal traits of characters in an improvised or scripted drama/theatre work. c. Consider multiple planned technical theatre elements and designs during the rehearsal process for a devised or scripted drama/theatre work.
    • 8.TH:CR3: a. Practice collaboration, analysis, and reflection to refine a devised or scripted drama/theatre work. b. Refine effective physical, vocal, and physiological traits of characters in an improvised or scripted drama/theatre work. c. Implement and refine a planned design using technical theatre elements during the rehearsal process for devised or scripted drama/theatre work.
    • PROF.TH:CR3: a. Rehearse and revise a devised or scripted drama/theatre work using theatrical conventions. b. Explore physical, vocal, and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work. c. Refine design choices using technical theatre elements to support the story and emotional impact of a devised or scripted drama/theatre work.
    • ACC.TH:CR3: a. Use the rehearsal process to analyze the dramatic concept and design elements of a devised or scripted drama/theatre work. b. Use research and script analysis to revise physical, vocal, and physiological choices impacting the believability and relevance of a drama/ theatre work. c. Re-imagine and revise design choices using technical theatre elements during the course of a rehearsal process to enhance the story and emotional impact of a devised or scripted drama/theatre work.
    • ADV.TH:CR3: a. Refine, transform, and re-imagine a devised or scripted drama/theatre work using the rehearsal process to invent or re-imagine style, genre, form, and theatrical conventions. b. Synthesize ideas from research, script analysis, and context to create a performance that is believable, authentic, and relevant in a drama/theatre work. c. Apply a high level of proficiency in design using technical theatre elements to the rehearsal process to support the story and emotional impact of a devised or scripted drama/theatre work.
  • Performing—Anchor Standard 4: Select, Analyze, and Interpret Artistic Work for Presentation
    • PK.TH:PR4: a. With prompting and supports, identify characters in dramatic play or a guided drama experience.
    • K.TH:PR4: a. With prompting and supports, identify characters and setting in dramatic play or a guided drama experience.
    • 1.TH:PR4: a. Describe a story’s character actions and dialogue in a guided drama experience. b. Use body, face, gestures, and voice to communicate character traits and emotions in a guided drama experience.
    • 2.TH:PR4: a. Interpret story elements in a guided drama experience. b. Alter voice and body to expand and articulate nuances of a character in a guided drama experience.
    • 3.TH:PR4: a. Apply the elements of dramatic structure to a story and create a drama/ theatre work. b. Explore how movement and voice are incorporated into drama/theatre work.
    • 4.TH:PR4: a. Adapt the dialogue and action to change the story in a drama/theatre work. b. Make physical choices to develop a character in a drama/theatre work.
    • 5.TH:PR4: a. Describe the underlying thoughts and emotions that create dialogue and action in a drama/ theatre work. b. Use physical choices to create meaning in a drama/theatre work.
    • 6.TH:PR4: a. Identify the essential events in a story or script that make up the dramatic structure in a drama/theatre work. b. Experiment with various physical choices to communicate character in a drama/ theatre work.
    • 7.TH:PR4: a. Consider various staging choices to enhance the story in a drama/theatre work. b. Use various character objectives in a drama/ theatre work.
    • 8.TH:PR4: a. Explore different pacing to better communicate the story in a drama/theatre work. b. Use various character objectives and tactics in a drama/theatre work to overcome an obstacle.
    • PROF.TH:PR4: a. Examine how character relationships assist in telling the story of a drama/theatre work. b. Shape character choices using given circumstances in a drama/theatre work.
    • ACC.TH:PR4: a. Discover how unique choices shape believable and sustainable drama/ theatre work. b. Identify essential text information, research from various sources, and the director’s concept that influence character choices in a drama/theatre work.
    • ADV.TH:PR4: a. Apply reliable research to form unique choices for a directorial or designer concept in a drama/theatre work. b. Apply a variety of researched acting techniques as an approach to character choices in a drama/ theatre work.
  • Performing—Anchor Standard 5: Develop and Refine Artistic Techniques and Work for Presentation
    • PK.TH:PR5: a. With prompting and supports, understand that imagination is fundamental to dramatic play and guided drama experiences. b. With prompting and supports, explore and experiment with various technical theatre elements in dramatic play or a guided drama experience.
    • K.TH:PR5: a. With prompting and supports, understand that voice and sound are fundamental to dramatic play and guided drama experiences. b. With prompting and supports, explore and experiment with various technical theatre elements in dramatic play or a guided drama experience.
    • 1.TH:PR5: a. With prompting and supports, identify and understand that physical movement is fundamental to guided drama experiences. b. With prompting and supports, identify technical theatre elements that can be used in a guided drama experience.
    • 2.TH:PR5: a. Demonstrate the relationship between and among body, voice, and mind in a guided drama experience. b. Explore technical theatre elements in a guided drama experience.
    • 3.TH:PR5: a. Participate in a variety of physical, vocal, and cognitive exercises that can be used in a group setting for drama/ theatre work. b. Identify the basic technical theatre elements that can be used in drama/ theatre work.
    • 4.TH:PR5: a. Practice selected exercises that can be used in a group setting for drama/ theatre work. b. Propose the use of technical theatre elements in a drama/theatre work.
    • 5.TH:PR5: a. Choose acting exercises that can be applied to a drama/theatre work. b. Demonstrate the use of technical theatre elements in a drama/theatre work.
    • 6.TH:PR5: a. Recognize how acting exercises and techniques can be applied to a drama/ theatre work. b. Articulate how technical theatre elements are integrated into a drama/theatre work.
    • 7.TH:PR5: a. Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or drama/theatre performance. b. Choose a variety of technical theatre elements that can be applied to a design in a drama/theatre work.
    • 8.TH:PR5: a. Use a variety of acting techniques to increase skills in a rehearsal or drama/ theatre performance. b. Use a variety of technical theatre elements to create a design for a rehearsal or drama/theatre production.
    • PROF.TH:PR5: a. Practice various acting techniques to expand skills in a rehearsal or drama/ theatre performance. b. Use researched technical theatre elements to increase the impact of design for a drama/theatre production.
    • ACC.TH:PR5: a. Refine a range of acting skills to build a believable and sustainable drama/ theatre performance. b. Apply technical theatre elements and research to create a design that communicates the concept of a drama/ theatre production.
    • ADV.TH:PR5: a. Use and justify a collection of acting exercises from reliable resources to prepare a believable and sustainable performance. b. Explain and justify the selection of technical theatre elements used to build a design that communicates the concept of a drama/ theatre production.
  • Performing—Anchor Standard 6: Convey Meaning Through the Presentation of Artistic Work
    • PK.TH:PR6: With prompting and supports, engage in dramatic play or a guided drama experience and share with others.
    • K.TH:PR6: With prompting and supports, use voice and sound in dramatic play or a guided drama experience and share with others.
    • 1.TH:PR6: With prompting and supports, use movement and gestures to communicate emotions in a guided drama experience and share with others.
    • 2.TH:PR6: Contribute to group guided drama experiences and informally share with peers.
    • 3.TH:PR6: Share small-group drama/theatre work, with peers as audience.
    • 4.TH:PR6: Present a drama/ theatre work to peers as audience and reflect on performance.
    • 5.TH:PR6: Present drama/ theatre work to an audience.
    • 6.TH:PR6: Adapt a piece of literature and present it for an audience.
    • 7.TH:PR6: Create through improvisation a drama/ theatre work that will be shared with an audience.
    • 8.TH:PR6: Perform a rehearsed, scripted scene from a drama/theatre work for an audience.
    • PROF.TH:PR6: Perform a rehearsed, scripted short drama/ theatre work for a specific audience.
    • ACC.TH:PR6: Present a drama/ theatre work using creative processes that shape the production for a specific audience.
    • ADV.TH:PR6: Present a drama/theatre production for a specific audience that employs research and analysis grounded in creative perspectives of the playwright, director, designer, and dramaturgy.
  • Responding—Anchor Standard 7: Perceive and Analyze Artistic Work
    • PK.TH:RE7: With prompting and supports, recall an emotional response in dramatic play or a guided drama experience.
    • K.TH:RE7: With prompting and supports, express an emotional response to characters in dramatic play or a guided drama experience.
    • 1.TH:RE7: Recall choices made in a guided drama experience.
    • 2.TH:RE7: Recognize when artistic choices are made in a guided drama experience.
    • 3.TH:RE7: Understand and discuss why artistic choices are made in a drama/theatre work.
    • 4.TH:RE7: Identify artistic choices made in a drama/theatre work through participation and observation.
    • 5.TH:RE7: Explain personal reactions to artistic choices made in a drama/theatre work through participation and observation.
    • 6.TH:RE7: Describe and record personal reactions to artistic choices in a drama/theatre work.
    • 7.TH:RE7: Compare recorded personal and peer reactions to artistic choices in a drama/ theatre work.
    • 8.TH:RE7: Apply appropriate criteria to the evaluation of artistic choices in a drama/theatre work.
    • PROF.TH:RE7: Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic choices.
    • ACC.TH:RE7: Demonstrate an understanding of multiple interpretations of artistic criteria and how each might be used to influence future artistic choices of a drama/theatre work.
    • ADV.TH:RE7: Use historical and cultural context to structure and justify personal responses to a drama/theatre work.
  • Responding—Anchor Standard 8: Interpret Intent and Meaning in Artistic Work
    • PK.TH:RE8: a. With prompting and supports, explore preferences in dramatic play, guided drama experience, or age-appropriate theatre performance. b. With prompting and supports, name and describe characters in dramatic play or a guided drama experience. c. With prompting and supports, describe how personal emotions and choices compare to the emotions and choices of characters in dramatic play or a guided drama experience.
    • K.TH:RE8: a. With prompting and supports, identify preferences in dramatic play, a guided drama experience, or age-appropriate theatre performance. b. With prompting and supports, name and describe settings in dramatic play or a guided drama experience. c. With prompting and supports, describe how personal emotions and choices compare to the emotions and choices of characters in dramatic play or a guided drama experience.
    • 1.TH:RE8: a. Explain preferences and emotions in a guided drama experience or age-appropriate theatre performance. b. Identify causes of character actions in a guided drama experience. c. Explain or use text and pictures to describe how personal emotions and choices compare to the emotions and choices of characters in a guided drama experience.
    • 2.TH:RE8: a. Explain how personal preferences and emotions affect an observer’s response in a guided drama experience or age-appropriate theatre performance. b. Identify causes and consequences of character actions in a guided drama experience. c. Explain or use text and pictures to describe how others’ emotions and choices may compare to the emotions and choices of characters in a guided drama experience.
    • 3.TH:RE8: a. Consider multiple personal experiences when participating in or observing a drama/ theatre work. b. Consider multiple ways to develop a character using physical characteristics and prop or costume design choices that reflect cultural contexts in drama/ theatre work. c. Examine how connections are made between oneself and a character’s emotions in drama/ theatre work.
    • 4.TH:RE8: a. Compare and contrast multiple personal experiences when participating in or observing a drama/ theatre work. b. Compare and contrast the qualities of characters in a drama/theatre work through physical characteristics and prop or costume design choices that reflect cultural contexts. c. Identify and discuss physiological changes connected to emotions in drama/theatre work.
    • 5.TH:RE8: a. Justify responses based on personal experiences when participating in or observing a drama/ theatre work. b. Explain responses to characters based on cultural contexts when participating in or observing drama/theatre work. c. Investigate the effects of emotions on posture, gesture, breathing, and vocal intonation in a drama/theatre work.
    • 6.TH:RE8: a. Explain how artists make choices based on personal experience in a drama/theatre work. b. Identify cultural contexts that may influence the evaluation of a drama/theatre work. c. Identify personal aesthetics, preferences, and beliefs through participation in or observation of drama/ theatre work.
    • 7.TH:RE8: a. Identify the artistic choices made based on personal experience in a drama/theatre work. b. Describe how cultural contexts can influence the evaluation of drama/theatre work. c. Interpret how the use of personal aesthetics, preferences, and beliefs can be used to discuss drama/theatre work.
    • 8.TH:RE8: a. Recognize and share artistic choices when participating in or observing a drama/ theatre work. b. Analyze how cultural contexts influence the evaluation of a drama/ theatre work. c. Apply personal aesthetics, preferences, and beliefs to evaluate a drama/theatre work.
    • PROF.TH:RE8: a. Analyze and compare artistic choices developed from personal experiences in multiple drama/theatre works. b. Identify and compare cultural contexts and contexts that may influence the evaluation of a drama/theatre work. c. Understand how multiple aesthetics, preferences, and beliefs shape participation in and observation of a drama/theatre work.
    • ACC.TH:RE8: a. Develop detailed supporting evidence and criteria to reinforce artistic choices when participating in or observing a drama/ theatre work. b. Apply concepts from a drama/theatre work for personal realization about cultural contexts and understanding. c. Debate and distinguish multiple aesthetics, preferences, and beliefs through participation in and observation of drama/ theatre work.
    • ADV.TH:RE8: a. Use detailed supporting evidence and appropriate criteria to revise personal work and interpret the work of others when participating in or observing a drama/ theatre work. b. Use new understandings of cultures and contexts to shape personal responses to drama/ theatre work. c. Support and explain aesthetics, preferences, and beliefs to create a context for critical research that informs artistic decisions in a drama/theatre work.
  • Responding—Anchor Standard 9: Apply Criteria to Evaluate Artistic Work
    • PK.TH:RE9: a. With prompting and supports, discuss and make decisions about dramatic play or a guided drama experience.
    • K.TH:RE9: a. With prompting and supports, discuss and make decisions with others in dramatic play or a guided drama experience.
    • 1.TH:RE9: a. Build on others’ ideas in a guided drama experience. b. Compare and contrast the experiences of characters in a guided drama experience. c. Identify props and costumes that might be used in a guided drama experience.
    • 2.TH:RE9: a. Collaborate on a scene in a guided drama experience. b. Describe how characters respond to challenges in a guided drama experience. c. Use a prop or costume in a guided drama experience to describe characters, settings, or events.
    • 3.TH:RE9: a. Understand how and why groups evaluate drama/ theatre work. b. Evaluate and analyze problems and situations in a drama/theatre work from an audience perspective. c. Consider and analyze technical theatre elements from multiple drama/theatre works.
    • 4.TH:RE9: a. Develop and implement a plan to evaluate drama/ theatre work. b. Analyze and evaluate a character’s choice in a drama/theatre work from an audience perspective. c. Explore how technical theatre elements may support a theme or idea in a drama/ theatre work.
    • 5.TH:RE9: a. Develop multiple criteria to evaluate drama/theatre work. b. Analyze and evaluate a character’s circumstances in a drama/theatre work from an audience perspective. c. Assess how technical theatre elements represent the theme of a drama/theatre work.
    • 6.TH:RE9: a. Use supporting evidence and criteria to evaluate drama/theatre work. b. Identify a specific audience or purpose for a drama/theatre work. c. Identify the technical theatre elements used in a drama/theatre work to justify aesthetic choices.
    • 7.TH:RE9: a. Explain preferences, using supporting evidence and criteria, to develop a personal aesthetic to evaluate drama/theatre work. b. Identify how the intended purpose of a drama/theatre work appeals to a specific audience. c. Analyze and evaluate the aesthetics of the technical theatre elements in a drama/ theatre work.
    • 8.TH:RE9: a. Respond to a drama/ theatre work using supporting evidence, personal aesthetics, and artistic criteria. b. Assess the impact of a drama/theatre work on a specific audience. c. Differentiate the effect of technical theatre elements used in a drama/ theatre work to assess aesthetic choices.
    • PROF.TH:RE9: a. Examine a drama/ theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines. b. Formulate a deeper understanding and appreciation of a drama/theatre work by considering its specific purpose or intended audience. c. Analyze and evaluate the aesthetics and effect of the technical theatre elements in a drama/theatre work.
    • ACC.TH:RE9: a. Analyze and assess a drama/theatre work by connecting it to art forms, history, culture, and other disciplines using supporting evidence and criteria. b. Justify how a drama/theatre work communicates for a specific purpose and audience. c. Construct meaning in a drama/theatre work, considering personal aesthetics and knowledge of technical theatre elements, while respecting others’ interpretations.
    • ADV.TH:RE9: a. Research and synthesize cultural and historical information related to a drama/ theatre work to support or evaluate artistic choices. b. Compare and debate the connection between a drama/theatre work and contemporary issues that may impact audiences. c. Analyze and evaluate varied aesthetic interpretations of technical theatre elements for the same drama/theatre work.
  • Connecting—Anchor Standard 10: Synthesize and Relate Knowledge and Personal Experiences to Make Art
    • PK.TH:CN10: With prompting and supports, identify similarities between a story and personal experience in dramatic play or a guided drama experience.
    • K.TH:CN10: With prompting and supports, identify similarities between characters and oneself in dramatic play or a guided drama experience.
    • 1.TH:CN10: Identify character emotions in a guided drama experience and relate it to personal experience.
    • 2.TH:CN10: Relate character experiences to personal experiences in a guided drama experience.
    • 3.TH:CN10: Use personal experiences and knowledge to make connections to community and culture in a drama/ theatre work.
    • 4.TH:CN10: Imagine and identify the ways drama/ theatre work reflects the perspectives of a community or culture.
    • 5.TH:CN10: Explain how drama/theatre connects oneself to a community or culture.
    • 6.TH:CN10: Explain how the actions and motivations of characters in a drama/ theatre work impact perspectives of a community or culture.
    • 7.TH:CN10: Incorporate multiple perspectives and diverse community ideas in a drama/ theatre work.
    • 8.TH:CN10: Examine a community issue through multiple perspectives in a drama/theatre work.
    • PROF.TH:CN10: Investigate how cultural contexts, community ideas, and personal beliefs impact a drama/ theatre work.
    • ACC.TH:CN10: Choose and interpret a drama/theatre work to reflect or question personal beliefs.
    • ADV.TH:CN10: Collaborate on a drama/theatre work that examines a critical global issue using multiple personal, community, and cultural contexts.
  • Connecting—Anchor Standard 11: Relate Artistic Ideas and Works with Societal, Cultural, and Historical Context to Deepen Understanding
    • PK.TH:CN11.1: a. With prompting and supports, use skills and knowledge from other areas in dramatic play or a guided drama experience. b. With prompting and supports, use listening skills to participate in and observe a guided drama experience.
    • K.TH:CN11.1: a. With prompting and supports, identify skills and knowledge from other areas in dramatic play or a guided drama experience. b. With prompting and supports, use listening skills to participate in and observe a guided drama experience.
    • 1.TH:CN11.1: a. Apply skills and knowledge from different art forms and content areas in a guided drama experience. b. Use active listening skills to participate in and observe a guided drama experience.
    • 2.TH:CN11.1: a. Determine appropriate skills and knowledge from different art forms and content areas to apply in a guided drama experience. b. Use appropriate responses to react to a guided drama experience.
    • 3.TH:CN11.1: a. Identify connections to community, social issues, and other content areas in drama/theatre work. b. Identify responsible practices for creating and adapting drama/ theatre works.
    • 4.TH:CN11.1: a. Respond to community and social issues and incorporate other content areas in drama/theatre work. b. Use responsible practices for creating and adapting drama/ theatre works.
    • 5.TH:CN11.1: a. Investigate historical, global, and social issues expressed in drama/ theatre work. b. Explore the ethical responsibilities to oneself and others when observing and performing.
    • 6.TH:CN11.1: a. Identify universal themes or common social issues and express them through a drama/theatre work. b. Explore the ethical responsibilities to oneself and others when recording, posting, and sharing through the internet, social media, and other communication formats.
    • 7.TH:CN11.1: a. Incorporate music, dance, art, and/ or media arts to strengthen the meaning and conflict in a drama/ theatre work with a particular cultural, global, or historic context. b. Demonstrate ethical responsibility to oneself and others during the production process, and when recording, posting, and sharing through the internet, social media, and other communication formats.
    • 8.TH:CN11.1: a. Use different forms, styles, and genres of drama/theatre work to examine contemporary social, cultural, or global issues. b. Examine the practices, issues, and ethics of appropriation, fair use, copyright, open source, and creative commons as they apply to creating works of art and design.
    • PROF.TH:CN11.1: a. Explore how cultural, global, and historic belief systems affect creative choices in a drama/theatre work. b. Practice ethical responsibility to oneself and others during the production process and when recording, posting, and sharing through the internet, social media, and other communication formats.
    • ACC.TH:CN11.1: a. Integrate conventions and knowledge from different art forms and other disciplines to develop a cross-cultural drama/theatre work. b. Demonstrate the practices, issues, and ethics of appropriation, fair use, copyright, open source, and creative commons as they apply to creating works of art and design.
    • ADV.TH:CN11.1: a. Develop a drama/ theatre work that identifies and questions cultural, global, and historic belief systems. b. Create a drama/ theatre work that appropriately observes ethical responsibility to oneself and others and ethics of appropriation, fair use, copyright, open source, and creative commons as they apply to creating works of art and design.
    • PK.TH:CN11.2: a. With prompting and supports, identify stories that are similar to one another in dramatic play or a guided drama experience. b. With prompting and supports, tell a story in dramatic play or a guided drama experience.
    • K.TH:CN11.2: a. With prompting and supports, identify stories that are different from one another in dramatic play or a guided drama experience. b. With prompting and supports, tell a story in dramatic play or a guided drama experience.
    • 1.TH:CN11.2: a. Identify similarities and differences in stories from one’s own community in a guided drama experience. b. Collaborate on the creation of a short scene based on a fictional literary source in a guided drama experience.
    • 2.TH:CN11.2: a. Identify similarities and differences in stories from multiple cultures in a guided drama experience. b. Collaborate on the creation of a short scene based on a nonfiction literary source in a guided drama experience.
    • 3.TH:CN11.2: a. Explore how stories are adapted from literature to drama/theatre work. b. Examine how artists have historically presented the same stories using different art forms, genres, or drama/ theatre conventions.
    • 4.TH:CN11.2: a. Investigate crosscultural approaches to storytelling in drama/theatre work. b. Compare the drama/theatre conventions of a given time period with those of the present.
    • 5.TH:CN11.2: a. Analyze commonalities and differences between stories set in different cultures in preparation for a drama/theatre work. b. Identify historical sources that explain drama/theatre terminology and conventions.
    • 6.TH:CN11.2: a. Research and analyze two different versions of the same drama/theatre story to determine differences and similarities in the visual and aural world of each story. b. Investigate the time period and place of a drama/theatre work to better understand performance and design choices.
    • 7.TH:CN11.2: a. Research and discuss how a playwright might have intended a drama/ theatre work to be produced. b. Examine artifacts from a time period and geographic location to better understand performance and design choices in a drama/theatre work.
    • 8.TH:CN11.2: a. Research the story elements of a staged drama/theatre work and compare them to another production of the same work. b. Identify and use artifacts from a time period and place to develop performance and design choices in a drama/theatre work.
    • PROF.TH:CN11.2: a. Research how other theatre artists apply creative processes to tell stories in a devised or scripted drama/ theatre work, using research methods. b. Use basic research methods to better understand the social and cultural background of a drama/theatre work.
    • ACC.TH:CN11.2: a. Formulate creative choices for a devised or scripted drama/theatre work based on research about the selected topic. b. Investigate how personal beliefs and biases can affect the interpretation of research data applied in drama/theatre work.
    • ADV.TH:CN11.2: a. Justify the creative choices made in a devised or scripted drama/theatre work, based on a critical interpretation of specific data from research. b. Present and support an opinion about the social, cultural, and historical understandings of a drama/theatre work, based on critical research.
• Visual Arts: (3)
  • Creating—Anchor Standard 1: Generate and Conceptualize Artistic Ideas and Work
    • PK.VA:CR1.1: Engage in selfdirected or collaborative exploration with a variety of arts materials.
    • K.VA:CR1.1: Engage in exploration and imaginative play with various arts materials.
    • 1.VA:CR1.1: Engage collaboratively in exploration and imaginative play with various arts materials.
    • 2.VA:CR1.1: Brainstorm to generate multiple approaches to an art or design problem.
    • 3.VA:CR1.1: Elaborate on an imaginative idea.
    • 4.VA:CR1.1: Brainstorm individual and collaborative approaches to a creative art or design problem.
    • 5.VA:CR1.1: Combine ideas to generate an innovative idea for art-making.
    • 6.VA:CR1.1: Combine concepts collaboratively to generate innovative ideas for creating art.
    • 7.VA:CR1.1: Apply methods to overcome creative blocks.
    • 8.VA:CR1.1: Document early stages of the creative process visually and/or verbally in traditional or contemporary media.
    • PROF.VA:CR1.1: Use multiple approaches to begin creative endeavors.
    • ACC.VA:CR1.1: Individually or collaboratively formulate new creative problems based on students’ existing artwork.
    • ADV.VA:CR1.1: Visualize and hypothesize to generate plans for ideas and directions for creating art and design that can affect social change.
    • PK.VA:CR1.2: Engage in selfdirected, creative art-making.
    • K.VA:CR1.2: Engage collaboratively in creative art-making in response to an artistic problem.
    • 1.VA:CR1.2: Use observation and investigation in preparation for making a work of art.
    • 2.VA:CR1.2: Make art or design with various art materials and tools to explore personal interests, questions, and curiosity.
    • 3.VA:CR1.2: Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process.
    • 4.VA:CR1.2: Collaboratively set goals and create artwork that is meaningful and has purpose to the makers.
    • 5.VA:CR1.2: Identify and demonstrate diverse methods of artistic investigation to choose an approach for beginning a work of art.
    • 6.VA:CR1.2: Formulate an artistic investigation of personally relevant content for creating art.
    • 7.VA:CR1.2: Develop criteria to guide making a work of art or design to meet an identified goal.
    • 8.VA:CR1.2: Collaboratively shape an artistic investigation of an aspect of present-day life using a contemporary practice of art and design.
    • PROF.VA:CR1.2: Shape an artistic investigation of an aspect of presentday life using a contemporary practice of art or design.
    • ACC.VA:CR1.2: Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
    • ADV.VA:CR1.2: Choose from a range of materials and methods of traditional and contemporary artistic practices, following or breaking established conventions, to plan the making of multiple works of art and design based on a theme, idea, or concept.
  • Creating—Anchor Standard 2: Organize and Develop Artistic Ideas and Work (2)
    • PK.VA:CR2.1: Use a variety of artmaking tools.
    • K.VA:CR2.1: Through experimentation, build skills in various media and approaches to artmaking.
    • 1.VA:CR2.1: Explore uses of materials and tools to create works of art or design.
    • 2.VA:CR2.1: Experiment with various materials and tools to explore personal interests in a work of art or design.
    • 3.VA:CR2.1: Create personally satisfying artwork using a variety of artistic processes and materials.
    • 4.VA:CR2.1: Explore and invent art-making techniques and approaches.
    • 5.VA:CR2.1: Experiment and develop skills in multiple art-making techniques and approaches through practice.
      • 5.VA:CR2.1: Portrait of a Refugee Camp
    • 6.VA:CR2.1: Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.
      • 6.VA:CR2.1: Hmong American Artists
    • 7.VA:CR2.1: Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design.
    • 8.VA:CR2.1: Demonstrate willingness to experiment, innovate, and take risks to pursue ideas, forms, and meanings that emerge in the process of artmaking or designing.
    • PROF.VA:CR2.1: Engage in making a work of art or design without having a preconceived plan.
    • ACC.VA:CR2.1: Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
    • ADV.VA:CR2.1: Experiment, plan, and make multiple works of art and design that explore a personally meaningful theme, idea, or concept.
    • PK.VA:CR2.2: Share art materials with others.
    • K.VA:CR2.2: Identify safe and nontoxic art materials, tools, and equipment.
    • 1.VA:CR2.2: Demonstrate safe and proper procedures for using materials, tools, and equipment while making art.
    • 2.VA:CR2.2: Demonstrate safe procedures for using and cleaning art tools, equipment, and studio spaces.
    • 3.VA:CR2.2: Demonstrate an understanding of the safe and proficient use of materials, tools, and equipment for a variety of artistic processes.
    • 4.VA:CR2.2: When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
    • 5.VA:CR2.2: Demonstrate quality craftsmanship through care for and use of materials, tools, and equipment.
    • 6.VA:CR2.2: Explain environmental implications of conservation, care, and clean-up of arts materials, tools, and equipment.
    • 7.VA:CR2.2: Demonstrate awareness of ethical responsibility to oneself and others when posting and sharing images and other materials through the internet, social media, and other communication formats.
    • 8.VA:CR2.2: Demonstrate awareness of practices, issues, and ethics of appropriation, fair use, copyright, open source, and Creative Commons as they apply to creating works of art and design.
    • PROF.VA:CR2.2: Explain how traditional and nontraditional materials may impact human health and the environment and demonstrate safe handling of materials, tools, and equipment.
    • ACC.VA:CR2.2: Demonstrate awareness of ethical implications of making and distributing creative work.
    • Adv.VA:CR2.2: Demonstrate understanding of the importance of balancing freedom and responsibility in the use of images, materials, tools, and equipment in the creation and circulation of creative work.
    • PK.VA:CR2.3: Create and tell about art that communicates a story about a familiar place or object.
    • K.VA:CR2.3: Create art that represents natural and constructed environments.
    • 1.VA:CR2.3: Identify and classify uses of everyday objects through drawings, diagrams, sculptures, or other visual means.
    • 2.VA:CR2.3: Repurpose found objects to make a new artwork or design.
    • 3.VA:CR2.3: Individually or collaboratively construct representations, diagrams, or maps of places that are part of everyday life.
    • 4.VA:CR2.3: Document, describe, and represent regional constructed environments.
    • 5.VA:CR2.3: Identify, describe, and visually document places and/or objects of personal significance.
    • 6.VA:CR2.3: Design or redesign objects, places, or systems that meet the identified needs of diverse users.
    • 7.VA:CR2.3: Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas.
    • 8.VA:CR2.3: Select, organize, and design images and words to make visually clear and compelling presentations.
    • PROF.VA:CR2.3: Collaboratively develop a proposal for an installation, artwork, or space design that transforms the perception and experience of a particular place.
    • ACC.VA:CR2.3: Redesign an object, system, place, or design in response to contemporary issues.
    • ADV.VA:CR2.3: Demonstrate in works of art or design how visual and material culture defines, shapes, enhances, inhibits, and/ or empowers people’s lives.
  • Creating—Anchor Standard 3: Refine and Complete Artistic Work
    • PK.VA:CR3: Share and talk about personal artwork.
    • K.VA:CR3: Explain the process of making art while creating.
    • 1.VA:CR3: Use art vocabulary to describe choices while creating art.
    • 2.VA:CR3: Discuss and reflect with peers about choices made in creating artwork.
    • 3.VA:CR3: Discuss, reflect, and add details to enhance an artwork’s emerging meaning.
    • 4.VA:CR3: Revise artwork in progress on the basis of insights gained through peer discussion.
    • 5.VA:CR3: Use art vocabulary to describe personal choices in artmaking and in creating artist statements.
    • 6.VA:CR3: Reflect on whether personal artwork conveys the intended meaning and revise accordingly.
    • 7.VA:CR3: Reflect on and explain important information about personal artwork in an artist statement or another format.
    • 8.VA:CR3: Apply relevant criteria to examine, reflect on, and plan revisions for a work of art or design in progress.
    • PROF.VA:CR3: Apply relevant criteria from traditional and contemporary cultural contexts to examine, reflect on, and plan revisions for works of art and design in progress.
    • ACC.VA:CR3: Engage in constructive critique with peers, then reflect on, reengage, revise, and refine works of art and design in response to personal artistic vision.
    • ADV.VA:CR3: Reflect on, re-engage, revise, and refine works of art or design considering relevant traditional and contemporary criteria as well as personal artistic vision.
  • Presenting—Anchor Standard 4: Select, Analyze, and Interpret Artistic Work for Presentation
    • PK.VA:PR4: Identify reasons for saving and displaying objects, artifacts, and artwork.
    • K.VA:PR4: Select art objects for personal portfolio and display, explaining why they were chosen.
    • 1.VA:PR4: Explain why some objects, artifacts, and artworks are valued over others.
    • 2.VA:PR4: Categorize artwork based on a theme or concept for an exhibit.
    • 3.VA:PR4: Investigate and discuss possibilities and limitations of spaces, including electronic, for exhibiting artwork.
    • 4.VA:PR4: Explore how past, present, and emerging technologies have impacted the preservation and presentation of artwork.
    • 5.VA:PR4: Define the roles and responsibilities of a curator, explaining the skills and knowledge needed in preserving, maintaining, and presenting objects, artifacts, and artwork.
    • 6.VA:PR4: Analyze similarities and differences associated with preserving and presenting two-dimensional, threedimensional, and digital artwork.
    • 7.VA:PR4: Compare and contrast how technologies have changed the way artwork is preserved, presented, and experienced.
    • 8.VA:PR4: Develop and apply criteria for evaluating a collection of artwork for presentation.
    • PROF.VA:PR4: Analyze, select, and curate artifacts and/or artworks for presentation and preservation.
    • ACC.VA:PR4: Analyze, select, and critique personal artwork for a collection or portfolio presentation.
    • ADV.VA:PR4: Critique, justify, and present choices in the process of analyzing, selecting, curating, and presenting artwork for a specific exhibit or event.
  • Presenting—Anchor Standard 5: Develop and Refine Artistic Techniques and Work for Presentation
    • PK.VA:PR5: Identify places where art may be displayed or saved.
    • K.VA:PR5: Explain the purpose of a portfolio or collection.
    • 1.VA:PR5: Ask and answer questions such as where, when, why, and how artwork should be prepared for presentation or preservation.
    • 2.VA:PR5: Distinguish between different materials or artistic techniques for preparing artwork for presentation.
    • 3.VA:PR5: Identify exhibit space and prepare works of art, including artists’ statements, for presentation.
    • 4.VA:PR5: Analyze the various considerations for presenting and protecting art in various locations, indoor or outdoor settings, in temporary or permanent forms, and in physical or digital formats.
    • 5.VA:PR5: Develop a logical argument for safe and effective use of materials and techniques for preparing and presenting artwork.
    • 6.VA:PR5: Individually or collaboratively, develop a visual plan for displaying works of art, analyzing exhibit space, the needs of the viewer, and the layout of the exhibit.
    • 7.VA:PR5: Based on criteria, analyze and evaluate methods for preparing, preserving, and presenting art.
    • 8.VA:PR5: Collaboratively prepare and present selected theme-based artwork for display, and formulate exhibition narratives for the viewer.
    • PROF.VA:PR5: Analyze and evaluate the reasons and ways an exhibition is presented.
    • ACC.VA:PR5: Evaluate, select, and apply methods or processes appropriate to display artwork in a specific place.
    • ADV.VA:PR5: Investigate, compare, and contrast methods and processes for preserving, presenting, and protecting a variety of art works.
  • Presenting—Anchor Standard 6: Convey Meaning Through the Presentation of Artistic Work
    • PK.VA:PR6: Identify where art is displayed, both inside and outside of school.
    • K.VA:PR6: Explain what an art museum is and distinguish how an art museum is different from other buildings.
    • 1.VA:PR6: Identify the roles and responsibilities of people who work in and visit museums and other art venues.
    • 2.VA:PR6: Analyze how art exhibited inside and outside of schools (such as in museums, galleries, virtual spaces, and other venues) contributes to communities.
    • 3.VA:PR6: Investigate and explain how and where different cultures record and illustrate stories and history of life through art.
    • 4.VA:PR6: Compare and contrast purposes of art museums, art galleries, and other venues, as well as the types of personal experiences they provide.
    • 5.VA:PR6: Cite evidence about how an exhibition in a museum or other venue presents ideas and provides information about a specific concept or topic.
    • 6.VA:PR6: Assess, explain, and provide evidence of how museums or other venues reflect history and values of a community and/or culture.
    • 7.VA:PR6: Compare and contrast viewing and experiencing collections and exhibitions in different venues (physical and/or virtual).
    • 8.VA:PR6: Analyze why and how an exhibition or collection may influence ideas, beliefs, and experiences.
    • PROF.VA:PR6: Analyze and describe the impact that an exhibition or collection has on personal awareness of social, cultural, or political beliefs and understandings.
    • ACC.VA:PR6: Make, explain, and justify connections between artists or artwork and social, cultural, and political history.
    • ADV.VA:PR6: Curate a collection of objects, artifacts, or artwork to impact the viewer’s understanding of social, cultural, and/ or political experiences.
  • Responding—Anchor Standard 7: Perceive and Analyze Artistic Work
    • PK.VA:RE7.1: Recognize art in one’s environment.
    • K.VA:RE7.1: Identify uses of art within one’s personal environment.
    • 1.VA:RE7.1: Select and describe works of art that illustrate daily life experiences of one’s self and others.
    • 2.VA:RE7.1: Perceive and describe aesthetic characteristics of one’s natural world and constructed environments.
    • 3.VA:RE7.1: Speculate about processes an artist uses to create a work of art.
    • 4.VA:RE7.1: Compare responses to a work of art before and after working in similar media.
    • 5.VA:RE7.1: Compare one’s own interpretation of a work of art with the interpretation of others.
    • 6.VA:RE7.1: Identify and interpret works of art or design that reveal how people live around the world and what they value.
    • 7.VA:RE7.1:
    • 8.VA:RE7.1: Explain how a person’s aesthetic choices are influenced by culture, environment, and personal experiences that impacts the message it conveys to others.
    • PROF.VA:RE7.1: Hypothesize ways in which art influences perception and understanding of human experiences.
    • ACC.VA:RE7.1: Recognize and describe personal aesthetic and empathetic responses to the natural world and constructed environments.
    • ADV.VA:RE7.1: Analyze how responses to art develop over time based on knowledge of and experience with art and life.
    • PK.VA:RE7.2: Distinguish between images and real objects.
    • K.VA:RE7.2: Describe what an image represents.
    • 1.VA:RE7.2: Compare images that represent the same subject.
    • 2.VA:RE7.2: Categorize images based on expressive properties.
    • 3.VA:RE7.2: Determine messages communicated by an image.
    • 4.VA:RE7.2: Analyze components in visual imagery that convey messages.
    • 5.VA:RE7.2: Identify and analyze cultural associations suggested by visual imagery.
    • 6.VA:RE7.2: Analyze ways that visual components and cultural associations suggested by images influence ideas, emotions, and actions.
    • 7.VA:RE7.2: Analyze multiple ways that images influence specific audiences.
    • 8.VA:RE7.2: Compare and contrast contexts and media in which viewers encounter images that influence ideas, emotions, and actions.
    • PROF.VA:RE7.2: Analyze how one’s understanding of the world is affected by experiencing visual imagery.
    • ACC.VA:RE7.2: Evaluate the effectiveness of an image or images to influence ideas, feelings, and behaviors of specific audiences.
    • ADV.VA:RE7.2: Determine the commonalities within a group of artists or visual images attributed to a particular type of art, timeframe, or culture.
  • Responding—Anchor Standard 8: Interpret Intent and Meaning in Artistic Work
    • PK.VA:RE8: Interpret art by identifying and describing subject matter.
    • K.VA:RE8: Interpret art by identifying subject matter and describing relevant details.
    • 1.VA:RE8: Interpret art by categorizing subject matter and identifying the mood and characteristics of form.
    • 2.VA:RE8: Interpret art by identifying the mood suggested by a work of art and describing relevant subject matter and characteristics of form.
    • 3.VA:RE8: Interpret art by analyzing use of media to create subject matter, characteristics of form, and mood.
    • 4.VA:RE8: Interpret art by referring to contextual information and analyzing relevant subject matter, characteristics of form, and use of media.
    • 5.VA:RE8: Interpret art by analyzing characteristics of form and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.
    • 6.VA:RE8: Interpret art by distinguishing between relevant and irrelevant contextual information and analyzing subject matter, characteristics of form and structure, and use of media to identify ideas and mood conveyed.
    • 7.VA:RE8: Interpret art by analyzing art-making approaches, the characteristics of form and structure, relevant contextual information, subject matter, and use of media to identify ideas and mood conveyed.
    • 8.VA:RE8: Interpret art by analyzing how the interaction of subject matter, characteristics of form and structure, use of media, artmaking approaches, and relevant contextual information contributes to understanding messages or ideas and mood conveyed.
    • PROF.VA:RE8: Interpret an artwork or collection of works, supported by relevant and sufficient evidence found in the work and its various contexts.
    • ACC.VA:RE8: Identify types of contextual information useful in the process of constructing interpretations of an artwork or collection of works.
    • ADV.VA:RE8: Analyze differing interpretations of an artwork or collection of works in order to select and defend a plausible critical analysis.
  • Responding—Anchor Standard 9: Apply Criteria to Evaluate Artistic Work
    • PK.VA:RE9: Select a preferred artwork and share.
    • K.VA:RE9: Explain reasons for selecting a preferred artwork.
    • 1.VA:RE9: Classify artwork based on different reasons for preferences using learned art vocabulary.
    • 2.VA:RE9: Use learned art vocabulary to express preferences about artwork.
    • 3.VA:RE9: Evaluate an artwork based on given criteria.
    • 4.VA:RE9: Apply one set of criteria to evaluate more than one work of art.
    • 5.VA:RE9: Recognize differences in criteria used to evaluate works of art depending on styles, genres, and media as well as historical and cultural contexts.
    • 6.VA:RE9: Develop and apply relevant criteria to evaluate a work of art.
    • 7.VA:RE9: Compare and explain the difference between an evaluation of an artwork based on personal criteria and an evaluation of an artwork based on a set of established criteria.
    • 8.VA:RE9: Create a convincing and logical argument to support an evaluation of art.
    • PROF.VA:RE9: Establish relevant criteria in order to evaluate a work of art or collection of works.
    • ACC.VA:RE9: Determine the relevance of criteria used by others to evaluate a work of art or collection of works.
    • ADV.VA:RE9: Construct evaluations of a work of art or collection of works based on differing sets of criteria.
  • Connecting—Anchor Standard 10: Synthesize and Relate Knowledge and Personal Experiences to Make Art
    • PK.VA:CN10: Explore the world using descriptive and expressive words and artmaking.
    • K.VA:CN10: Create art that tells a story about a life experience.
    • 1.VA:CN10: Identify times, places, and reasons for which students make art outside of school.
    • 2.VA:CN10: Create works of art about events in home, school, or community life.
    • 3.VA:CN10: Develop a work of art based on observations of surroundings.
    • 4.VA:CN10: Create works of art that reflect community cultural traditions.
    • 5.VA:CN10: Apply formal and conceptual vocabularies of art and design to view surroundings in new ways through artmaking.
    • 6.VA:CN10: Generate a collection of ideas reflecting current interests and concerns that could be investigated in artmaking.
    • 7.VA:CN10: Individually or collaboratively create visual documentation of places and times in which people gather to make and experience art or design in the community.
    • 8.VA:CN10: Make art collaboratively to reflect on and reinforce positive aspects of group identity
    • PROF.VA:CN10: Document the process of idea development, form early-stage ideas to fully elaborated ideas.
    • ACC.VA:CN10: Utilize inquiry methods of observation, research, and experimentation to explore unfamiliar subjects through artmaking.
    • ADV.VA:CN10: Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches to create meaningful works of art or design.
  • Connecting—Anchor Standard 11: Relate Artistic Ideas and Works with Societal, Cultural, and Historical Context to Deepen Understanding (1)
    • PK.VA:CN11: Recognize that people make art.
    • K.VA:CN11: Identify a purpose of an artwork.
    • 1.VA:CN11: Understand that people from different places and times have made art for a variety of reasons.
    • 2.VA:CN11: Compare and contrast cultural uses of artwork from different times and places.
    • 3.VA:CN11: Recognize that responses to art change depending on knowledge of the time and place in which it was made.
    • 4.VA:CN11: Through observation, infer information about time, place, and culture in which a work of art was created.
    • 5.VA:CN11: Identify how art is used to inform or change beliefs, values, or behaviors of an individual or society.
    • 6.VA:CN11: Analyze how art reflects changing times, traditions, resources, and cultural uses.
      • 6.VA:CN11: Hmong American Artists
    • 7.VA:CN11: Analyze how response to art is influenced by understanding the time and place in which it was created, the available resources, and cultural uses.
    • 8.VA:CN11: Distinguish different ways art is used to represent, establish, reinforce, and reflect group identity.
    • PROF.VA:CN11: Describe how knowledge of culture, traditions, and history may influence personal responses to art.
    • ACC.VA:CN11: Compare uses of art in a variety of societal, cultural, and historical contexts and make connections to uses of art in contemporary, local, and global contexts.
    • ADV.VA:CN11: Assess the impact of an artist or a group of artists on the beliefs, values, and behaviors of a society.

Career Technical Education

• Career Technical Education Grade 7-12 - Anchors:
  • Career Technical Education Grade 7-12 - Anchors : Academics:
    • CTE.AME.KPAS.1.0: Anchor Standard:Analyze and apply appropriate academic standards required for successful industry sector pathway completion leading to postsecondary education and employment. Refer to the Arts, Media, and Entertainment alignment matrix for standard identification.
    • CTE.ANR.KPAS.1.0: Anchor Standard:Analyze and apply appropriate academic standards required for successful industry sector pathway completion leading to postsecondary education and employment. Refer to the Agriculture and Natural Resources alignment matrix for standard identification.
    • CTE.BCT.KPAS.1.0: Anchor Standard:Analyze and apply appropriate academic standards required for successful industry sector pathway completion leading to postsecondary education and employment. Refer to the Building and Construction Trades alignment matrix for standard identification.
    • CTE.BF.KPAS.1.0: Anchor Standard:Analyze and apply appropriate academic standards required for successful industry sector pathway completion leading to postsecondary education and employment. Refer to the Business and Finance alignment matrix for standard identification.
    • CTE.EA.KPAS.1.0: Anchor Standard:Analyze and apply appropriate academic standards required for successful industry sector pathway completion leading to postsecondary education and employment. Refer to the Engineering and Architecture alignment matrix for standard identification.
    • CTE.ECDFS.KPAS.1.0: Anchor Standard:Analyze and apply appropriate academic standards required for successful industry sector pathway completion leading to postsecondary education and employment. Refer to the Education, Child Development, and Family Services alignment matrix for standard identification.
    • CTE.EEU.KPAS.1.0: Anchor Standard:Analyze and apply appropriate academic standards required for successful industry sector pathway completion leading to postsecondary education and employment. Refer to the Energy, Environment, and Utilities alignment matrix for standard identification.
    • CTE.FID.KPAS.1.0: Anchor Standard:Analyze and apply appropriate academic standards required for successful industry sector pathway completion leading to postsecondary education and employment. Refer to the Fashion and Interior Design alignment matrix for standard identification.
    • CTE.HSMT.KPAS.1.0: Anchor Standard:Analyze and apply appropriate academic standards required for successful industry sector pathway completion leading to postsecondary education and employment. Refer to the Health Science and Medical Technology alignment matrix for standard identification.
    • CTE.HTR.KPAS.1.0: Anchor Standard:Analyze and apply appropriate academic standards required for successful industry sector pathway completion leading to postsecondary education and employment. Refer to the Hospitality, Tourism, and Recreation alignment matrix for standard identification.
    • CTE.ICT.KPAS.1.0: Anchor Standard:Analyze and apply appropriate academic standards required for successful industry sector pathway completion leading to postsecondary education and employment. Refer to the Information and Communication Technologies alignment matrix for standard identification.
    • CTE.MPD.KPAS.1.0: Anchor Standard:Analyze and apply appropriate academic standards required for successful industry sector pathway completion leading to postsecondary education and employment. Refer to the Manufacturing and Product Development alignment matrix for standard identification.
    • CTE.MSS.KPAS.1.0: Anchor Standard:Analyze and apply appropriate academic standards required for successful industry sector pathway completion leading to postsecondary education and employment. Refer to the Marketing, Sales, and Services alignment matrix for standard identification
    • CTE.PS.KPAS.1.0: Anchor Standard:Analyze and apply appropriate academic standards required for successful industry sector pathway completion leading to postsecondary education and employment. Refer to the Public Services alignment matrix for standard identification.
    • CTE.T.KPAS.1.0: Anchor Standard:Analyze and apply appropriate academic standards required for successful industry sector pathway completion leading to postsecondary education and employment. Refer to the Transportation academic alignment matrix for identification of standards.
  • Career Technical Education Grade 7-12 - Anchors : Career Planning and Management:
    • CTE.AME.KPAS.3.0: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans.
    • CTE.AME.KPAS.3.1: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. Performance Indicator:Identify personal interests, aptitudes, information, and skills necessary for informed career decision making.
    • CTE.AME.KPAS.3.2: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. Performance Indicator:Evaluate personal character traits such as trust, respect, and responsibility and understand the impact they can have on career success.
    • CTE.AME.KPAS.3.3: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. Performance Indicator:Explore how information and communication technologies are used in career planning and decision making.
    • CTE.AME.KPAS.3.4: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. Performance Indicator:Research the scope of career opportunities available and the requirements for education, training, certification, and licensure.
    • CTE.AME.KPAS.3.5: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. Performance Indicator:Integrate changing employment trends, societal needs, and economic conditions into career planning.
    • CTE.AME.KPAS.3.6: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. Performance Indicator:Recognize the role and function of professional organizations, industry associations, and organized labor in a productive society.
    • CTE.AME.KPAS.3.7: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. Performance Indicator:Recognize the importance of small business in the California and global economies.
    • CTE.AME.KPAS.3.8: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. Performance Indicator:Understand how digital media are used by potential employers and postsecondary agencies to evaluate candidates..
    • CTE.AME.KPAS.3.9: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. Performance Indicator:Develop a career plan that reflects career interests, pathways, and postsecondary options.
    • CTE.ANR.KPAS.3.0: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2)
    • CTE.ANR.KPAS.3.1: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Identify personal interests, aptitudes, information, and skills necessary for informed career decision making.
    • CTE.ANR.KPAS.3.2: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Evaluate personal character traits, such as trust, respect, and responsibility, and understand the impact they can have on career success.
    • CTE.ANR.KPAS.3.3: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Explore how information and communication technologies are used in career planning and decision making.
    • CTE.ANR.KPAS.3.4: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Research the scope of career opportunities available and the requirements for education, training, certification, and licensure.
    • CTE.ANR.KPAS.3.5: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Integrate changing employment trends, societal needs, and economic conditions into career planning.
    • CTE.ANR.KPAS.3.6: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Recognize the role and function of professional organizations, industry associations, and organized labor in a productive society.
    • CTE.ANR.KPAS.3.7: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Recognize the importance of small business in the California and global economies.
    • CTE.ANR.KPAS.3.8: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Understand how digital media are used by potential employers and postsecondary agencies to evaluate candidates.
    • CTE.ANR.KPAS.3.9: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Develop a career plan that reflects career interests, pathways, and postsecondary options.
    • CTE.BCT.KPAS.3.0: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans.
    • CTE.BCT.KPAS.3.1: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. Performance Indicator:Identify personal interests, aptitudes, information, and skills necessary for informed career decision making. (Direct alignment to SL.11-12.2)
    • CTE.BCT.KPAS.3.2: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. Performance Indicator:Evaluate personal character traits such as trust, respect, and responsibility and understand the impact they can have on career success.
    • CTE.BCT.KPAS.3.3: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. Performance Indicator:Explore how information and communication technologies are used in career planning and decision making.
    • CTE.BCT.KPAS.3.4: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. Performance Indicator:Research the scope of career opportunities available and the requirements for education, training, certification, and licensure.
    • CTE.BCT.KPAS.3.5: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. Performance Indicator:Integrate changing employment trends, societal needs, and economic conditions into career planning.
    • CTE.BCT.KPAS.3.6: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. Performance Indicator:Recognize the role and function of professional organizations, industry associations, and organized labor in a productive society.
    • CTE.BCT.KPAS.3.7: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. Performance Indicator:Recognize the importance of small business in the California and global economies.
    • CTE.BCT.KPAS.3.8: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. Performance Indicator:Understand how digital media are used by potential employers and postsecondary agencies to evaluate candidates.
    • CTE.BCT.KPAS.3.9: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. Performance Indicator:Develop a career plan that reflects career interests, pathways, and postsecondary options.
    • CTE.BF.KPAS.3.0: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2)
    • CTE.BF.KPAS.3.1: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Identify personal interests, aptitudes, information, and skills necessary for informed career decision making.
    • CTE.BF.KPAS.3.2: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Evaluate personal character traits such as trust, respect, and responsibility and understand the impact they can have on career success.
    • CTE.BF.KPAS.3.3: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Explore how information and communication technologies are used in career planning and decision making.
    • CTE.BF.KPAS.3.4: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Research the scope of career opportunities available and the requirements for education, training, certification, and licensure.
    • CTE.BF.KPAS.3.5: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Integrate changing employment trends, societal needs, and economic conditions into career planning.
    • CTE.BF.KPAS.3.6: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Recognize the role and function of professional organizations, industry associations, and organized labor in a productive society.
    • CTE.BF.KPAS.3.7: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Recognize the importance and impact small businesses have on our state, nation and world economies.
    • CTE.BF.KPAS.3.8: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Understand how digital media are used by potential employers and postsecondary agencies to evaluate candidates.
    • CTE.BF.KPAS.3.9: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Develop a career plan that reflects career interests, pathways, and postsecondary options.
    • CTE.EA.KPAS.3.0: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2)
    • CTE.EA.KPAS.3.1: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Identify personal interests, aptitudes, information, and skills necessary for informed career decision making.
    • CTE.EA.KPAS.3.2: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Evaluate personal character traits, such as trust, respect, and responsibility, and understand the impact they can have on career success.
    • CTE.EA.KPAS.3.3: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Explore how information and communication technologies are used in career planning and decision making.
    • CTE.EA.KPAS.3.4: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Research the scope of career opportunities available and the requirements for education, training, certification, and licensure.
    • CTE.EA.KPAS.3.5: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Integrate changing employment trends, societal needs, and economic conditions into career planning.
    • CTE.EA.KPAS.3.6: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Recognize the role and function of professional organizations, industry associations, and organized labor in a productive society.
    • CTE.EA.KPAS.3.7: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Recognize the importance of small business in the California and global economies.
    • CTE.EA.KPAS.3.8: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Understand how digital media are used by potential employers and postsecondary agencies to evaluate candidates.
    • CTE.EA.KPAS.3.9: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Develop a career plan that reflects career interests, pathways, and postsecondary options.
    • CTE.ECDFS.KPAS.3.0: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2)
    • CTE.ECDFS.KPAS.3.1: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Identify personal interests, aptitudes, information, and skills necessary for informed career decision making.
    • CTE.ECDFS.KPAS.3.2: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Evaluate personal character traits, such as trust, respect, and responsibility, and understand the impact they can have on career success.
    • CTE.ECDFS.KPAS.3.3: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Explore how information and communication technologies are used in career planning and decision making.
    • CTE.ECDFS.KPAS.3.4: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Research the scope of career opportunities available and the requirements for education, training, certification, and licensure.
    • CTE.ECDFS.KPAS.3.5: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Integrate changing employment trends, societal needs, and economic conditions into career planning.
    • CTE.ECDFS.KPAS.3.6: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Recognize the role and function of professional organizations, industry associations, and organized labor in a productive society.
    • CTE.ECDFS.KPAS.3.7: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Recognize the importance of small business in the California and global economies.
    • CTE.ECDFS.KPAS.3.8: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Understand how digital media are used by potential employers and postsecondary agencies to evaluate candidates.
    • CTE.ECDFS.KPAS.3.9: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Develop a career plan that reflects career interests, pathways, and postsecondary options.
    • CTE.EEU.KPAS.3.0: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2)
    • CTE.EEU.KPAS.3.1: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Identify personal interests, aptitudes, information, and skills necessary for informed career decision making.
    • CTE.EEU.KPAS.3.2: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Evaluate personal character traits such as trust, respect, and responsibility and understand the impact they can have on career success.
    • CTE.EEU.KPAS.3.3: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Explore how information and communication technologies are used in career planning and decision making.
    • CTE.EEU.KPAS.3.4: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Research the scope of career opportunities available and the requirements for education, training, certification, and licensure.
    • CTE.EEU.KPAS.3.5: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Integrate changing employment trends, societal needs, and economic conditions into career planning.
    • CTE.EEU.KPAS.3.6: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Recognize the role and function of professional organizations, industry associations, and organized labor in a productive society.
    • CTE.EEU.KPAS.3.7: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Recognize the importance of small business in the California and global economies.
    • CTE.EEU.KPAS.3.8: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Understand how digital media are used by potential employers and postsecondary agencies to evaluate candidates.
    • CTE.EEU.KPAS.3.9: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Develop a career plan that reflects career interests, pathways, and postsecondary options.
    • CTE.FID.KPAS.3.0: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2)
    • CTE.FID.KPAS.3.1: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Identify personal interests, aptitudes, information, and skills necessary for informed career decision making.
    • CTE.FID.KPAS.3.2: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Evaluate personal character traits such as trust, respect, and responsibility and understand the impact they can have on career success.
    • CTE.FID.KPAS.3.3: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Explore how information and communication technologies are used in career planning and decision making.
    • CTE.FID.KPAS.3.4: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Research the scope of career opportunities available and the requirements for education, training, certification, and licensure.
    • CTE.FID.KPAS.3.5: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Integrate changing employment trends, societal needs, and economic conditions into career planning.
    • CTE.FID.KPAS.3.6: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Recognize the role and function of professional organizations, industry associations, and organized labor in a productive society.
    • CTE.FID.KPAS.3.7: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Recognize the importance of small business in the California and global economies.
    • CTE.FID.KPAS.3.8: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Understand how digital media are used by potential employers and postsecondary agencies to evaluate candidates.
    • CTE.FID.KPAS.3.9: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Develop a career plan that reflects career interests, pathways, and postsecondary options.
    • CTE.HSMT.KPAS.3.0: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2)
    • CTE.HSMT.KPAS.3.1: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Identify personal interests, aptitudes, information, and skills necessary for informed career decision making.
    • CTE.HSMT.KPAS.3.2: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Evaluate personal character traits such as trust, respect, and responsibility and understand the impact they can have on career success.
    • CTE.HSMT.KPAS.3.3: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Explore how information and communication technologies are used in career planning and decision making.
    • CTE.HSMT.KPAS.3.4: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Research the scope of career opportunities available and the requirements for education, training, certification, and licensure.
    • CTE.HSMT.KPAS.3.5: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Integrate changing employment trends, societal needs, and economic conditions into career planning.
    • CTE.HSMT.KPAS.3.6: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Recognize the role and function of professional organizations, industry associations, and organized labor in a productive society.
    • CTE.HSMT.KPAS.3.7: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Recognize the importance of small business in the California and global economies.
    • CTE.HSMT.KPAS.3.8: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Understand how digital media are used by potential employers and postsecondary agencies to evaluate candidates.
    • CTE.HSMT.KPAS.3.9: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Develop a career plan that reflects career interests, pathways, and postsecondary options.
    • CTE.HTR.KPAS.3.0: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2)
    • CTE.HTR.KPAS.3.1: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Identify personal interests, aptitudes, information, and skills necessary for informed career decision making.
    • CTE.HTR.KPAS.3.2: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Evaluate personal character traits such as trust, respect, and responsibility and understand the impact they can have on career success.
    • CTE.HTR.KPAS.3.3: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Explore how information and communication technologies are used in career planning and decision making.
    • CTE.HTR.KPAS.3.4: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Research the scope of career opportunities available and the requirements for education, training, certification, and licensure.
    • CTE.HTR.KPAS.3.5: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Integrate changing employment trends, societal needs, and economic conditions into career planning.
    • CTE.HTR.KPAS.3.6: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Recognize the role and function of professional organizations, industry associations, and organized labor in a productive society.
    • CTE.HTR.KPAS.3.7: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Recognize the importance of small business in the California and global economies.
    • CTE.HTR.KPAS.3.8: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Understand how digital media are used by potential employers and postsecondary agencies to evaluate candidates.
    • CTE.HTR.KPAS.3.9: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Develop a career plan that reflects career interests, pathways, and postsecondary options.
    • CTE.ICT.KPAS.3.0: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2)
    • CTE.ICT.KPAS.3.1: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Identify personal interests, aptitudes, information, and skills necessary for informed career decision making.
    • CTE.ICT.KPAS.3.2: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Evaluate personal character traits such as trust, respect, and responsibility and understand the impact they can have on career success.
    • CTE.ICT.KPAS.3.3: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Explore how information and communication technologies are used in career planning and decision making.
    • CTE.ICT.KPAS.3.4: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Research the scope of career opportunities available and the requirements for education, training, certification, and licensure.
    • CTE.ICT.KPAS.3.5: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Integrate changing employment trends, societal needs, and economic conditions into career planning.
    • CTE.ICT.KPAS.3.6: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Recognize the role and function of professional organizations, industry associations, and organized labor in a productive society.
    • CTE.ICT.KPAS.3.7: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Recognize the importance of small business in the California and global economies.
    • CTE.ICT.KPAS.3.8: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Understand how digital media are used by potential employers and postsecondary agencies to evaluate candidates.
    • CTE.ICT.KPAS.3.9: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Develop a career plan that reflects career interests, pathways, and postsecondary options.
    • CTE.MPD.KPAS.3.0: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2)
    • CTE.MPD.KPAS.3.1: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Identify personal interests, aptitudes, information, and skills necessary for informed career decision making.
    • CTE.MPD.KPAS.3.2: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Evaluate personal character traits such as trust, respect, and responsibility and understand the impact they can have on career success.
    • CTE.MPD.KPAS.3.3: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Explore how information and communication technologies are used in career planning and decision making.
    • CTE.MPD.KPAS.3.4: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Research the scope of career opportunities available and the requirements for education, training, certification, and licensure.
    • CTE.MPD.KPAS.3.5: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Integrate changing employment trends, societal needs, and economic conditions into career planning.
    • CTE.MPD.KPAS.3.6: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Recognize the role and function of professional organizations, industry associations, and organized labor in a productive society.
    • CTE.MPD.KPAS.3.7: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Recognize the importance of small business in the California and global economies.
    • CTE.MPD.KPAS.3.8: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Understand how digital media are used by potential employers and postsecondary agencies to evaluate candidates.
    • CTE.MPD.KPAS.3.9: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Develop a career plan that reflects career interests, pathways, and postsecondary options.
    • CTE.MSS.KPAS.3.0: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2)
    • CTE.MSS.KPAS.3.1: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Identify personal interests, aptitudes, information, and skills necessary for informed career decision making.
    • CTE.MSS.KPAS.3.2: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Evaluate personal character traits such as trust, respect, and responsibility and understand the impact they can have on career success.
    • CTE.MSS.KPAS.3.3: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Explore how information and communication technologies are used in career planning and decision making.
    • CTE.MSS.KPAS.3.4: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Research the scope of career opportunities available and the requirements for education, training, certification, and licensure.
    • CTE.MSS.KPAS.3.5: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Integrate changing employment trends, societal needs, and economic conditions into career planning.
    • CTE.MSS.KPAS.3.6: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Recognize the role and function of professional organizations, industry associations, and organized labor in a productive society.
    • CTE.MSS.KPAS.3.7: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Recognize the importance of small business in the California and global economies.
    • CTE.MSS.KPAS.3.8: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Understand how digital media are used by potential employers and postsecondary agencies to evaluate candidates.
    • CTE.MSS.KPAS.3.9: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Develop a career plan that reflects career interests, pathways, and postsecondary options.
    • CTE.PS.KPAS.3.0: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2)
    • CTE.PS.KPAS.3.1: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Identify personal interests, aptitudes, information, and skills necessary for informed career decision making.
    • CTE.PS.KPAS.3.2: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Evaluate personal character traits such as trust, respect, and responsibility and understand the impact they can have on career success.
    • CTE.PS.KPAS.3.3: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Explore how information and communication technologies are used in career planning and decision making.
    • CTE.PS.KPAS.3.4: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Research the scope of career opportunities available and the requirements for education, training, certification, and licensure.
    • CTE.PS.KPAS.3.5: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Integrate changing employment trends, societal needs, and economic conditions into career planning.
    • CTE.PS.KPAS.3.6: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Recognize the role and function of professional organizations, industry associations, and organized labor in a productive society.
    • CTE.PS.KPAS.3.7: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Recognize the importance of small business in the California and global economies.
    • CTE.PS.KPAS.3.8: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Understand how digital media are used by potential employers and postsecondary agencies to evaluate candidates.
    • CTE.PS.KPAS.3.9: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment to SL.11-12.2) Performance Indicator:Develop a career plan that reflects career interests, pathways, and postsecondary options.
    • CTE.T.KPAS.3.0: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment with SL.11-12.2)
    • CTE.T.KPAS.3.1: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment with SL.11-12.2) Performance Indicator:Identify personal interests, aptitudes, information, and skills necessary for informed career decision making.
    • CTE.T.KPAS.3.2: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment with SL.11-12.2) Performance Indicator:Evaluate personal character traits such as trust, respect, and responsibility and understand the impact they can have on career success.
    • CTE.T.KPAS.3.3: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment with SL.11-12.2) Performance Indicator:Explore how information and communication technologies are used in career planning and decision making.
    • CTE.T.KPAS.3.4: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment with SL.11-12.2) Performance Indicator:Research the scope of career opportunities available and the requirements for education, training, certification, and licensure.
    • CTE.T.KPAS.3.5: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment with SL.11-12.2) Performance Indicator:Integrate changing employment trends, societal needs, and economic conditions into career planning.
    • CTE.T.KPAS.3.6: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment with SL.11-12.2) Performance Indicator:Recognize the role and function of professional organizations, industry associations, and organized labor in a productive society.
    • CTE.T.KPAS.3.7: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment with SL.11-12.2) Performance Indicator:Recognize the importance of small business in the California and global economies.
    • CTE.T.KPAS.3.8: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment with SL.11-12.2) Performance Indicator:Understand how digital media are used by potential employers and postsecondary agencies to evaluate candidates.
    • CTE.T.KPAS.3.9: Anchor Standard:Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment with SL.11-12.2) Performance Indicator:Develop a career plan that reflects career interests, pathways, and postsecondary options.
  • Career Technical Education Grade 7-12 - Anchors : Communications:
    • CTE.AME.KPAS.2.0: Anchor Standard:Acquire and use accurately Arts, Media, and Entertainment sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6)
    • CTE.AME.KPAS.2.1: Anchor Standard:Acquire and use accurately Arts, Media, and Entertainment sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Recognize the elements of communication using a sender-receiver model.
    • CTE.AME.KPAS.2.2: Anchor Standard:Acquire and use accurately Arts, Media, and Entertainment sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Identify barriers to accurate and appropriate communication.
    • CTE.AME.KPAS.2.3: Anchor Standard:Acquire and use accurately Arts, Media, and Entertainment sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Interpret verbal and nonverbal communications and respond appropriately.
    • CTE.AME.KPAS.2.4: Anchor Standard:Acquire and use accurately Arts, Media, and Entertainment sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Demonstrate elements of written and electronic communication such as accurate spelling, grammar, and format.
    • CTE.AME.KPAS.2.5: Anchor Standard:Acquire and use accurately Arts, Media, and Entertainment sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
    • CTE.AME.KPAS.2.6: Anchor Standard:Acquire and use accurately Arts, Media, and Entertainment sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Advocate and practice safe, legal, and responsible use of digital media information and communications technologies. (Direct alignment to SL.11-12.2)
    • CTE.ANR.KPAS.2.0: Anchor Standard:Acquire, and use accurately, Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6)
    • CTE.ANR.KPAS.2.1: Anchor Standard:Acquire, and use accurately, Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Recognize the elements of communication using a sender and receiver model.
    • CTE.ANR.KPAS.2.2: Anchor Standard:Acquire, and use accurately, Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Identify barriers to accurate and appropriate communication.
    • CTE.ANR.KPAS.2.3: Anchor Standard:Acquire, and use accurately, Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Interpret verbal and nonverbal communications and respond appropriately.
    • CTE.ANR.KPAS.2.4: Anchor Standard:Acquire, and use accurately, Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Demonstrate elements of written and electronic communication, such as accurate spelling, grammar, and format.
    • CTE.ANR.KPAS.2.5: Anchor Standard:Acquire, and use accurately, Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
    • CTE.ANR.KPAS.2.6: Anchor Standard:Acquire, and use accurately, Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Advocate and practice safe, legal, and responsible use of digital media information and communications technologies.
    • CTE.BCT.KPAS.2.0: Anchor Standard:Acquire, and use accurately, Building and Construction Trades sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6)
    • CTE.BCT.KPAS.2.1: Anchor Standard:Acquire, and use accurately, Building and Construction Trades sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Recognize the elements of communication using a sender-receiver model.
    • CTE.BCT.KPAS.2.2: Anchor Standard:Acquire, and use accurately, Building and Construction Trades sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Identify barriers to accurate and appropriate communication.
    • CTE.BCT.KPAS.2.3: Anchor Standard:Acquire, and use accurately, Building and Construction Trades sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Interpret verbal and nonverbal communications and respond appropriately.
    • CTE.BCT.KPAS.2.4: Anchor Standard:Acquire, and use accurately, Building and Construction Trades sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Demonstrate elements of written and electronic communication such as accurate spelling, grammar, and format.
    • CTE.BCT.KPAS.2.5: Anchor Standard:Acquire, and use accurately, Building and Construction Trades sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
    • CTE.BCT.KPAS.2.6: Anchor Standard:Acquire, and use accurately, Building and Construction Trades sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Advocate and practice safe, legal, and responsible use of digital media information and communications technologies.
    • CTE.BF.KPAS.2.0: Anchor Standard:Acquire, and use accurately, Business and Finance sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6)
    • CTE.BF.KPAS.2.1: Anchor Standard:Acquire, and use accurately, Business and Finance sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Recognize the elements of communication using a sender-receiver model.
    • CTE.BF.KPAS.2.2: Anchor Standard:Acquire, and use accurately, Business and Finance sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Identify barriers to accurate and appropriate communication.
    • CTE.BF.KPAS.2.3: Anchor Standard:Acquire, and use accurately, Business and Finance sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Interpret verbal and nonverbal communications and respond appropriately.
    • CTE.BF.KPAS.2.4: Anchor Standard:Acquire, and use accurately, Business and Finance sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Demonstrate elements of written and electronic communication such as accurate spelling, grammar, and format.
    • CTE.BF.KPAS.2.5: Anchor Standard:Acquire, and use accurately, Business and Finance sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
    • CTE.BF.KPAS.2.6: Anchor Standard:Acquire, and use accurately, Business and Finance sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Advocate and practice safe, legal, and responsible use of digital media information andcommunications technologies.
    • CTE.EA.KPAS.2.0: Anchor Standard:Acquire, and use accurately, Engineering and Architecture sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6)
    • CTE.EA.KPAS.2.1: Anchor Standard:Acquire, and use accurately, Engineering and Architecture sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Recognize the elements of communication using a sender-receiver model.
    • CTE.EA.KPAS.2.2: Anchor Standard:Acquire, and use accurately, Engineering and Architecture sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Identify barriers to accurate and appropriate communication.
    • CTE.EA.KPAS.2.3: Anchor Standard:Acquire, and use accurately, Engineering and Architecture sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Interpret verbal and nonverbal communications and respond appropriately.
    • CTE.EA.KPAS.2.4: Anchor Standard:Acquire, and use accurately, Engineering and Architecture sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Demonstrate elements of written and electronic communication, such as accurate spelling, grammar, and format.
    • CTE.EA.KPAS.2.5: Anchor Standard:Acquire, and use accurately, Engineering and Architecture sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
    • CTE.EA.KPAS.2.6: Anchor Standard:Acquire, and use accurately, Engineering and Architecture sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Advocate and practice safe, legal, and responsible use of digital media information and communications technologies.
    • CTE.ECDFS.KPAS.2.0: Anchor Standard:Acquire, and use accurately, Education, Child Development, and Family Services sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, 11-12.6)
    • CTE.ECDFS.KPAS.2.1: Anchor Standard:Acquire, and use accurately, Education, Child Development, and Family Services sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, 11-12.6) Performance Indicator:Recognize the elements of communication using a sender-receiver model.
    • CTE.ECDFS.KPAS.2.2: Anchor Standard:Acquire, and use accurately, Education, Child Development, and Family Services sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, 11-12.6) Performance Indicator:Identify barriers to accurate and appropriate communication.
    • CTE.ECDFS.KPAS.2.3: Anchor Standard:Acquire, and use accurately, Education, Child Development, and Family Services sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, 11-12.6) Performance Indicator:Interpret verbal and nonverbal communications and respond appropriately.
    • CTE.ECDFS.KPAS.2.4: Anchor Standard:Acquire, and use accurately, Education, Child Development, and Family Services sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, 11-12.6) Performance Indicator:Demonstrate elements of written and electronic communication, such as accurate spelling, grammar, and format.
    • CTE.ECDFS.KPAS.2.5: Anchor Standard:Acquire, and use accurately, Education, Child Development, and Family Services sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, 11-12.6) Performance Indicator:Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
    • CTE.ECDFS.KPAS.2.6: Anchor Standard:Acquire, and use accurately, Education, Child Development, and Family Services sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, 11-12.6) Performance Indicator:Advocate and practice safe, legal, and responsible use of digital media information and communications technologies.
    • CTE.EEU.KPAS.2.0: Anchor Standard:Acquire, and use accurately, Energy, Environment, and Utilities sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6)
    • CTE.EEU.KPAS.2.1: Anchor Standard:Acquire, and use accurately, Energy, Environment, and Utilities sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Recognize the elements of communication using a sender-receiver model.
    • CTE.EEU.KPAS.2.2: Anchor Standard:Acquire, and use accurately, Energy, Environment, and Utilities sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Identify barriers to accurate and appropriate communication.
    • CTE.EEU.KPAS.2.3: Anchor Standard:Acquire, and use accurately, Energy, Environment, and Utilities sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Interpret verbal and nonverbal communications and respond appropriately.
    • CTE.EEU.KPAS.2.4: Anchor Standard:Acquire, and use accurately, Energy, Environment, and Utilities sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Demonstrate elements of written and electronic communication such as accurate spelling, grammar, and format.
    • CTE.EEU.KPAS.2.5: Anchor Standard:Acquire, and use accurately, Energy, Environment, and Utilities sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
    • CTE.EEU.KPAS.2.6: Anchor Standard:Acquire, and use accurately, Energy, Environment, and Utilities sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Advocate and practice safe, legal, and responsible use of digital media information and communications technologies.
    • CTE.FID.KPAS.2.0: Anchor Standard:Acquire, and use accurately, Fashion and Interior Design sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6)
    • CTE.FID.KPAS.2.1: Anchor Standard:Acquire, and use accurately, Fashion and Interior Design sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Recognize the elements of communication using a sender-receiver model.
    • CTE.FID.KPAS.2.2: Anchor Standard:Acquire, and use accurately, Fashion and Interior Design sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Recognize the use of style guides in industry.
    • CTE.FID.KPAS.2.3: Anchor Standard:Acquire, and use accurately, Fashion and Interior Design sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Identify barriers to accurate and appropriate communication.
    • CTE.FID.KPAS.2.4: Anchor Standard:Acquire, and use accurately, Fashion and Interior Design sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Interpret verbal and nonverbal communications and respond appropriately.
    • CTE.FID.KPAS.2.5: Anchor Standard:Acquire, and use accurately, Fashion and Interior Design sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Demonstrate elements of written and electronic communication such as accurate spelling, grammar, and format.
    • CTE.FID.KPAS.2.6: Anchor Standard:Acquire, and use accurately, Fashion and Interior Design sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
    • CTE.FID.KPAS.2.7: Anchor Standard:Acquire, and use accurately, Fashion and Interior Design sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Advocate and practice safe, legal, and responsible use of digital media information and communications technologies.
    • CTE.HSMT.KPAS.2.0: Anchor Standard:Acquire and use accurately Health Science and Medical Technology sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6)
    • CTE.HSMT.KPAS.2.1: Anchor Standard:Acquire and use accurately Health Science and Medical Technology sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Recognize the elements of communication using a sender-receiver model.
    • CTE.HSMT.KPAS.2.2: Anchor Standard:Acquire and use accurately Health Science and Medical Technology sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Identify barriers to accurate and appropriate communication.
    • CTE.HSMT.KPAS.2.3: Anchor Standard:Acquire and use accurately Health Science and Medical Technology sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Interpret verbal and nonverbal communications and respond appropriately.
    • CTE.HSMT.KPAS.2.4: Anchor Standard:Acquire and use accurately Health Science and Medical Technology sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Demonstrate elements of written and electronic communication such as accurate spelling, grammar, and format.
    • CTE.HSMT.KPAS.2.5: Anchor Standard:Acquire and use accurately Health Science and Medical Technology sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
    • CTE.HSMT.KPAS.2.6: Anchor Standard:Acquire and use accurately Health Science and Medical Technology sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Advocate and practice safe, legal, and responsible use of digital media information and communications technologies.
    • CTE.HSMT.KPAS.2.7: Anchor Standard:Acquire and use accurately Health Science and Medical Technology sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Recognize major word parts of medical terminology including roots, prefixes and suffixes.
    • CTE.HSMT.KPAS.2.8: Anchor Standard:Acquire and use accurately Health Science and Medical Technology sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Understand and use correct medical terminology for common pathologies.
    • CTE.HTR.KPAS.2.0: Anchor Standard:Acquire and use accurately Hospitality, Tourism, and Recreation sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6)
    • CTE.HTR.KPAS.2.1: Anchor Standard:Acquire and use accurately Hospitality, Tourism, and Recreation sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Recognize the elements of communication using a sender-receiver model.
    • CTE.HTR.KPAS.2.2: Anchor Standard:Acquire and use accurately Hospitality, Tourism, and Recreation sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Identify barriers to accurate and appropriate communication.
    • CTE.HTR.KPAS.2.3: Anchor Standard:Acquire and use accurately Hospitality, Tourism, and Recreation sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Interpret verbal and nonverbal communications and respond appropriately.
    • CTE.HTR.KPAS.2.4: Anchor Standard:Acquire and use accurately Hospitality, Tourism, and Recreation sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Demonstrate elements of written and electronic communication such as accurate spelling, grammar, and format.
    • CTE.HTR.KPAS.2.5: Anchor Standard:Acquire and use accurately Hospitality, Tourism, and Recreation sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
    • CTE.HTR.KPAS.2.6: Anchor Standard:Acquire and use accurately Hospitality, Tourism, and Recreation sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Advocate and practice safe, legal, and responsible use of digital media information and communications technologies.
    • CTE.ICT.KPAS.2.0: Anchor Standard:Acquire and use accurately Information and Communication Technologies sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6)
    • CTE.ICT.KPAS.2.1: Anchor Standard:Acquire and use accurately Information and Communication Technologies sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Recognize the elements of communication using a sender-receiver model.
    • CTE.ICT.KPAS.2.2: Anchor Standard:Acquire and use accurately Information and Communication Technologies sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Identify barriers to accurate and appropriate communication.
    • CTE.ICT.KPAS.2.3: Anchor Standard:Acquire and use accurately Information and Communication Technologies sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Interpret verbal and nonverbal communications and respond appropriately.
    • CTE.ICT.KPAS.2.4: Anchor Standard:Acquire and use accurately Information and Communication Technologies sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Demonstrate elements of written and electronic communication such as accurate spelling, grammar, and format.
    • CTE.ICT.KPAS.2.5: Anchor Standard:Acquire and use accurately Information and Communication Technologies sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
    • CTE.ICT.KPAS.2.6: Anchor Standard:Acquire and use accurately Information and Communication Technologies sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Advocate and practice safe, legal, and responsible use of digital media information and communications technologies.
    • CTE.ICT.KPAS.2.7: Anchor Standard:Acquire and use accurately Information and Communication Technologies sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Use technical writing and communication skills to work effectively with diverse groups of people.
    • CTE.ICT.KPAS.2.8: Anchor Standard:Acquire and use accurately Information and Communication Technologies sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Understand the principles of a customer-oriented service approach to users.
    • CTE.MPD.KPAS.2.0: Anchor Standard:Acquire and use accurately Manufacturing and Product Design sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6)
    • CTE.MPD.KPAS.2.1: Anchor Standard:Acquire and use accurately Manufacturing and Product Design sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Recognize the elements of communication using a sender-receiver model.
    • CTE.MPD.KPAS.2.2: Anchor Standard:Acquire and use accurately Manufacturing and Product Design sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Identify barriers to accurate and appropriate communication.
    • CTE.MPD.KPAS.2.3: Anchor Standard:Acquire and use accurately Manufacturing and Product Design sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Interpret verbal and nonverbal communications and respond appropriately.
    • CTE.MPD.KPAS.2.4: Anchor Standard:Acquire and use accurately Manufacturing and Product Design sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Demonstrate elements of written and electronic communication such as accurate spelling, grammar, and format.
    • CTE.MPD.KPAS.2.5: Anchor Standard:Acquire and use accurately Manufacturing and Product Design sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
    • CTE.MPD.KPAS.2.6: Anchor Standard:Acquire and use accurately Manufacturing and Product Design sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Advocate and practice safe, legal, and responsible use of digital media information and communications technologies.
    • CTE.MSS.KPAS.2.0: Anchor Standard:Acquire, and use accurately, Marketing, Sales, and Services sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6)
    • CTE.MSS.KPAS.2.1: Anchor Standard:Acquire, and use accurately, Marketing, Sales, and Services sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Recognize the elements of communication using a sender-receiver model.
    • CTE.MSS.KPAS.2.2: Anchor Standard:Acquire, and use accurately, Marketing, Sales, and Services sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Identify barriers to accurate and appropriate communication.
    • CTE.MSS.KPAS.2.3: Anchor Standard:Acquire, and use accurately, Marketing, Sales, and Services sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Interpret verbal and nonverbal communications and respond appropriately.
    • CTE.MSS.KPAS.2.4: Anchor Standard:Acquire, and use accurately, Marketing, Sales, and Services sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Demonstrate elements of written and electronic communication such as accurate spelling, grammar, and format.
    • CTE.MSS.KPAS.2.5: Anchor Standard:Acquire, and use accurately, Marketing, Sales, and Services sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Communicate information and ideas effectively to multiple audiences using a variety of mediaand formats.
    • CTE.MSS.KPAS.2.6: Anchor Standard:Acquire, and use accurately, Marketing, Sales, and Services sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Advocate and practice safe, legal, and responsible use of digital media information and communications technologies.
    • CTE.PS.KPAS.2.0: Anchor Standard:Acquire, and use accurately, Public Services sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6)
    • CTE.PS.KPAS.2.1: Anchor Standard:Acquire, and use accurately, Public Services sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Recognize the elements of communication using a sender-receiver model.
    • CTE.PS.KPAS.2.2: Anchor Standard:Acquire, and use accurately, Public Services sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Identify barriers to accurate and appropriate communication.
    • CTE.PS.KPAS.2.3: Anchor Standard:Acquire, and use accurately, Public Services sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Interpret verbal and nonverbal communications and respond appropriately.
    • CTE.PS.KPAS.2.4: Anchor Standard:Acquire, and use accurately, Public Services sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Demonstrate elements of written and electronic communication such as accurate spelling, grammar, and format.
    • CTE.PS.KPAS.2.5: Anchor Standard:Acquire, and use accurately, Public Services sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
    • CTE.PS.KPAS.2.6: Anchor Standard:Acquire, and use accurately, Public Services sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment to L.9-10, L.11-12.6) Performance Indicator:Advocate and practice safe, legal, and responsible use of digital media information and communications technologies.
    • CTE.T.KPAS.2.0: Anchor Standard:Acquire and accurately use Transportation sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment with L.9-10, L.11-12.6)
    • CTE.T.KPAS.2.1: Anchor Standard:Acquire and accurately use Transportation sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment with L.9-10, L.11-12.6) Performance Indicator:Recognize the elements of communication using a sender-receiver model.
    • CTE.T.KPAS.2.2: Anchor Standard:Acquire and accurately use Transportation sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment with L.9-10, L.11-12.6) Performance Indicator:Identify barriers to accurate and appropriate communication.
    • CTE.T.KPAS.2.3: Anchor Standard:Acquire and accurately use Transportation sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment with L.9-10, L.11-12.6) Performance Indicator:Interpret verbal and nonverbal communications and respond appropriately.
    • CTE.T.KPAS.2.4: Anchor Standard:Acquire and accurately use Transportation sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment with L.9-10, L.11-12.6) Performance Indicator:Demonstrate elements of written and electronic communication such as accurate spelling, grammar, and format.
    • CTE.T.KPAS.2.5: Anchor Standard:Acquire and accurately use Transportation sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment with L.9-10, L.11-12.6) Performance Indicator:Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
    • CTE.T.KPAS.2.6: Anchor Standard:Acquire and accurately use Transportation sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment with L.9-10, L.11-12.6) Performance Indicator:Advocate and practice safe, legal, and responsible use of digital media information and communications technologies.
  • Career Technical Education Grade 7-12 - Anchors : Demonstration and Application:
    • CTE.AME.KPAS.11.0: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Arts, Media, and Entertainment anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organizations.
    • CTE.AME.KPAS.11.1: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Arts, Media, and Entertainment anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organizations. Performance Indicator:Utilize work-based/workplace learning experiences to demonstrate and expand upon knowledge and skills gained during classroom instruction and laboratory practices specific to the Arts, Media, and Entertainment sector program of study.
    • CTE.AME.KPAS.11.2: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Arts, Media, and Entertainment anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organizations. Performance Indicator:Demonstrate proficiency in a career technical pathway that leads to certification, licensure, and/or continued learning at the postsecondary level.
    • CTE.AME.KPAS.11.3: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Arts, Media, and Entertainment anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organizations. Performance Indicator:Demonstrate entrepreneurship skills and knowledge of self-employment options and innovative ventures.
    • CTE.AME.KPAS.11.4: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Arts, Media, and Entertainment anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organizations. Performance Indicator:Employ entrepreneurial practices and behaviors appropriate to Arts, Media, and Entertainment sector opportunities.
    • CTE.AME.KPAS.11.5: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Arts, Media, and Entertainment anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organizations. Performance Indicator:Create a portfolio, or similar collection of work, that offers evidence through assessment and evaluation of skills and knowledge competency as contained in the anchor standards, pathway standards, and performance indicators.
    • CTE.ANR.KPAS.11.0: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Agriculture and Natural Resources anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the FFA career technical student organization.
    • CTE.ANR.KPAS.11.1: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Agriculture and Natural Resources anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the FFA career technical student organization. Performance Indicator:Utilize work-based/workplace learning experiences to demonstrate and expand upon knowledge and skills gained during classroom instruction and laboratory practices specific to the Agriculture and Natural Resources sector program of study.
    • CTE.ANR.KPAS.11.2: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Agriculture and Natural Resources anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the FFA career technical student organization. Performance Indicator:Demonstrate proficiency in a career technical pathway that leads to certification, licensure, and/or continued learning at the postsecondary level.
    • CTE.ANR.KPAS.11.3: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Agriculture and Natural Resources anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the FFA career technical student organization. Performance Indicator:Demonstrate entrepreneurship skills and knowledge of self-employment options and innovative ventures.
    • CTE.ANR.KPAS.11.4: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Agriculture and Natural Resources anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the FFA career technical student organization. Performance Indicator:Employ entrepreneurial practices and behaviors appropriate to Agriculture and Natural Resources sector opportunities.
    • CTE.ANR.KPAS.11.5: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Agriculture and Natural Resources anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the FFA career technical student organization. Performance Indicator:Create a portfolio, or similar collection of work, that offers evidence through assessment and evaluation of skills and knowledge competency as contained in the anchor standards, pathway standards, and performance indicators.
    • CTE.BCT.KPAS.11.0: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Building and Construction Trades anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organizations.
    • CTE.BCT.KPAS.11.1: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Building and Construction Trades anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organizations. Performance Indicator:Utilize work-based/workplace learning experiences to demonstrate and expand upon knowledge and skills gained during classroom instruction and laboratory practices specific to the Building and Construction Trades sector program of study.
    • CTE.BCT.KPAS.11.2: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Building and Construction Trades anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organizations. Performance Indicator:Demonstrate proficiency in a career technical pathway that leads to certification, licensure, and/or continued learning at the postsecondary level.
    • CTE.BCT.KPAS.11.3: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Building and Construction Trades anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organizations. Performance Indicator:Demonstrate entrepreneurship skills and knowledge of self-employment options and innovative ventures.
    • CTE.BCT.KPAS.11.4: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Building and Construction Trades anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organizations. Performance Indicator:Employ entrepreneurial practices and behaviors appropriate to Building and Construction Trades sector opportunities.
    • CTE.BCT.KPAS.11.5: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Building and Construction Trades anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organizations. Performance Indicator:Create a portfolio, or similar collection of work, that offers evidence through assessment and evaluation of skills and knowledge competency as contained in the anchor standards, pathway standards, and performance indicators.
    • CTE.BF.KPAS.11.0: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Business and Finance anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the Future Business Leaders of America (FBLA) career technical student organization.
    • CTE.BF.KPAS.11.1: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Business and Finance anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the Future Business Leaders of America (FBLA) career technical student organization. Performance Indicator:Utilize work-based/workplace learning experiences to demonstrate and expand upon knowledge and skills gained during classroom instruction and laboratory practices specific to the Business and Finance sector program of study.
    • CTE.BF.KPAS.11.2: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Business and Finance anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the Future Business Leaders of America (FBLA) career technical student organization. Performance Indicator:Demonstrate proficiency in a career technical pathway that leads to certification, licensure, and/or continued learning at the postsecondary level.
    • CTE.BF.KPAS.11.3: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Business and Finance anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the Future Business Leaders of America (FBLA) career technical student organization. Performance Indicator:Demonstrate entrepreneurship skills and knowledge of self-employment options and innovative ventures.
    • CTE.BF.KPAS.11.4: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Business and Finance anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the Future Business Leaders of America (FBLA) career technical student organization. Performance Indicator:Employ entrepreneurial practices and behaviors appropriate to Business and Finance sector opportunities.
    • CTE.BF.KPAS.11.5: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Business and Finance anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the Future Business Leaders of America (FBLA) career technical student organization. Performance Indicator:Create a portfolio, or similar collection of work, that offers evidence through assessment and evaluation of skills and knowledge competency as contained in the anchor standards, pathway standards, and performance indicators.
    • CTE.EA.KPAS.11.0: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Engineering and Architecture anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the SkillsUSA career technical student organization.
    • CTE.EA.KPAS.11.1: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Engineering and Architecture anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the SkillsUSA career technical student organization. Performance Indicator:Utilize work-based/workplace learning experiences to demonstrate and expand upon knowledge and skills gained during classroom instruction and laboratory practices specific to the Engineering and Architecture sector program of study.
    • CTE.EA.KPAS.11.2: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Engineering and Architecture anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the SkillsUSA career technical student organization. Performance Indicator:Demonstrate proficiency in a career technical pathway that leads to certification, licensure, and/or continued learning at the postsecondary level.
    • CTE.EA.KPAS.11.3: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Engineering and Architecture anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the SkillsUSA career technical student organization. Performance Indicator:Demonstrate entrepreneurship skills and knowledge of self-employment options and innovative ventures.
    • CTE.EA.KPAS.11.4: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Engineering and Architecture anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the SkillsUSA career technical student organization. Performance Indicator:Employ entrepreneurial practices and behaviors appropriate to Engineering and Architecture sector opportunities.
    • CTE.EA.KPAS.11.5: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Engineering and Architecture anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the SkillsUSA career technical student organization. Performance Indicator:Create a portfolio, or similar collection of work, that offers evidence through assessment and evaluation of skills and knowledge competency as contained in the anchor standards, pathway standards, and performance indicators.
    • CTE.ECDFS.KPAS.11.0: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Education, Child Development, and Family Services anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the career technical student organization (FHA-HERO).
    • CTE.ECDFS.KPAS.11.1: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Education, Child Development, and Family Services anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the career technical student organization (FHA-HERO). Performance Indicator:Utilize work-based/workplace learning experiences to demonstrate and expand upon knowledge and skills gained during classroom instruction and laboratory practices specific to the Education, Child Development, and Family Services sector program of study.
    • CTE.ECDFS.KPAS.11.2: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Education, Child Development, and Family Services anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the career technical student organization (FHA-HERO). Performance Indicator:Demonstrate proficiency in a career technical pathway that leads to certification, licensure, and/or continued learning at the postsecondary level.
    • CTE.ECDFS.KPAS.11.3: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Education, Child Development, and Family Services anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the career technical student organization (FHA-HERO). Performance Indicator:Demonstrate entrepreneurship skills and knowledge of self-employment options and innovative ventures.
    • CTE.ECDFS.KPAS.11.4: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Education, Child Development, and Family Services anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the career technical student organization (FHA-HERO). Performance Indicator:Employ entrepreneurial practices and behaviors appropriate to Education, Child Development, and Family Services sector opportunities.
    • CTE.ECDFS.KPAS.11.5: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Education, Child Development, and Family Services anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the career technical student organization (FHA-HERO). Performance Indicator:Create a portfolio, or similar collection of work, that offers evidence through assessment and evaluation of skills and knowledge competency as contained in the anchor standards, pathway standards, and performance indicators.
    • CTE.EEU.KPAS.11.0: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Energy, Environment, and Utilities anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organization.
    • CTE.EEU.KPAS.11.1: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Energy, Environment, and Utilities anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organization. Performance Indicator:Utilize work-based/workplace learning experiences to demonstrate and expand upon knowledge and skills gained during classroom instruction and laboratory practices specific to the Energy, Environment, and Utilities sector program of study.
    • CTE.EEU.KPAS.11.2: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Energy, Environment, and Utilities anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organization. Performance Indicator:Demonstrate proficiency in a career technical pathway that leads to certification, licensure, and/or continued learning at the postsecondary level.
    • CTE.EEU.KPAS.11.3: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Energy, Environment, and Utilities anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organization. Performance Indicator:Demonstrate entrepreneurship skills and knowledge of self-employment options and innovative ventures.
    • CTE.EEU.KPAS.11.4: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Energy, Environment, and Utilities anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organization. Performance Indicator:Employ entrepreneurial practices and behaviors appropriate to Energy, Environment, and Utilities sector opportunities.
    • CTE.EEU.KPAS.11.5: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Energy, Environment, and Utilities anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organization. Performance Indicator:Create a portfolio, or similar collection of work, that offers evidence through assessment and evaluation of skills and knowledge competency as contained in the anchor standards, pathway standards, and performance indicators.
    • CTE.FID.KPAS.11.0: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Fashion and Interior Design anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings and through the career technical student organization (FHA-HERO).
    • CTE.FID.KPAS.11.1: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Fashion and Interior Design anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings and through the career technical student organization (FHA-HERO). Performance Indicator:Utilize work-based/workplace learning experiences to demonstrate and expand upon knowledge and skills gained during classroom instruction and laboratory practices specific to the Fashion and Interior Design sector program of study.
    • CTE.FID.KPAS.11.2: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Fashion and Interior Design anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings and through the career technical student organization (FHA-HERO). Performance Indicator:Demonstrate proficiency in a career technical pathway that leads to certification, licensure, and/or continued learning at the postsecondary level.
    • CTE.FID.KPAS.11.3: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Fashion and Interior Design anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings and through the career technical student organization (FHA-HERO). Performance Indicator:Demonstrate entrepreneurship skills and knowledge of self-employment options and innovative ventures.
    • CTE.FID.KPAS.11.4: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Fashion and Interior Design anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings and through the career technical student organization (FHA-HERO). Performance Indicator:Employ entrepreneurial practices and behaviors appropriate to Fashion and Interior Design sector opportunities.
    • CTE.FID.KPAS.11.5: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Fashion and Interior Design anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings and through the career technical student organization (FHA-HERO). Performance Indicator:Create a portfolio, or similar collection of work, that offers evidence through assessment and evaluation of skills and knowledge competency as contained in the anchor standards, pathway standards, and performance indicators.
    • CTE.HSMT.KPAS.11.0: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Health Science and Medical Technology anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings and through the Cal-HOSA career technical student organization.
    • CTE.HSMT.KPAS.11.1: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Health Science and Medical Technology anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings and through the Cal-HOSA career technical student organization. Performance Indicator:Utilize work-based/workplace learning experiences to demonstrate and expand upon knowledge and skills gained during classroom instruction and laboratory practices specific to the Health Science and Medical Technology sector program of study.
    • CTE.HSMT.KPAS.11.2: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Health Science and Medical Technology anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings and through the Cal-HOSA career technical student organization. Performance Indicator:Demonstrate proficiency in a career technical pathway that leads to certification, licensure, and/or continued learning at the postsecondary level.
    • CTE.HSMT.KPAS.11.3: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Health Science and Medical Technology anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings and through the Cal-HOSA career technical student organization. Performance Indicator:Demonstrate entrepreneurship skills and knowledge of self-employment options and innovative ventures.
    • CTE.HSMT.KPAS.11.4: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Health Science and Medical Technology anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings and through the Cal-HOSA career technical student organization. Performance Indicator:Employ entrepreneurial practices and behaviors appropriate to Health Science and Medical Technology sector opportunities.
    • CTE.HSMT.KPAS.11.5: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Health Science and Medical Technology anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings and through the Cal-HOSA career technical student organization. Performance Indicator:Create a portfolio, or similar collection of work, that offers evidence through assessment and evaluation of skills and knowledge competency as contained in the anchor standards, pathway standards, and performance indicators.
    • CTE.HTR.KPAS.11.0: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Hospitality, Tourism, and Recreation anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the career technical student organization (FHA-HERO).
    • CTE.HTR.KPAS.11.1: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Hospitality, Tourism, and Recreation anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the career technical student organization (FHA-HERO). Performance Indicator:Utilize work-based/workplace learning experiences to demonstrate and expand upon knowledge and skills gained during classroom instruction and laboratory practices specific to the Hospitality, Tourism, and Recreation sector program of study.
    • CTE.HTR.KPAS.11.2: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Hospitality, Tourism, and Recreation anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the career technical student organization (FHA-HERO). Performance Indicator:Demonstrate proficiency in a career technical pathway that leads to certification, licensure, and/or continued learning at the postsecondary level.
    • CTE.HTR.KPAS.11.3: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Hospitality, Tourism, and Recreation anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the career technical student organization (FHA-HERO). Performance Indicator:Demonstrate entrepreneurship skills and knowledge of self-employment options and innovative ventures.
    • CTE.HTR.KPAS.11.4: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Hospitality, Tourism, and Recreation anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the career technical student organization (FHA-HERO). Performance Indicator:Employ entrepreneurial practices and behaviors appropriate to Hospitality, Tourism, and Recreation sector opportunities.
    • CTE.HTR.KPAS.11.5: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Hospitality, Tourism, and Recreation anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the career technical student organization (FHA-HERO). Performance Indicator:Create a portfolio, or similar collection of work, that offers evidence through assessment and evaluation of skills and knowledge competency as contained in the anchor standards, pathway standards, and performance indicators.
    • CTE.ICT.KPAS.11.0: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Information and Communication Technologies anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the Future Business Leaders of America and SkillsUSA career technical student organization.
    • CTE.ICT.KPAS.11.1: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Information and Communication Technologies anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the Future Business Leaders of America and SkillsUSA career technical student organization. Performance Indicator:Utilize work-based/workplace learning experiences to demonstrate and expand upon knowledge and skills gained during classroom instruction and laboratory practices specific to the Information and Communication Technologies sector program of study.
    • CTE.ICT.KPAS.11.2: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Information and Communication Technologies anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the Future Business Leaders of America and SkillsUSA career technical student organization. Performance Indicator:Demonstrate proficiency in a career technical pathway that leads to certification, licensure, and/or continued learning at the postsecondary level.
    • CTE.ICT.KPAS.11.3: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Information and Communication Technologies anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the Future Business Leaders of America and SkillsUSA career technical student organization. Performance Indicator:Demonstrate entrepreneurship skills and knowledge of self-employment options and innovative ventures.
    • CTE.ICT.KPAS.11.4: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Information and Communication Technologies anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the Future Business Leaders of America and SkillsUSA career technical student organization. Performance Indicator:Employ entrepreneurial practices and behaviors appropriate to Information and Communication Technologies sector opportunities.
    • CTE.ICT.KPAS.11.5: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Information and Communication Technologies anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the Future Business Leaders of America and SkillsUSA career technical student organization. Performance Indicator:Create a portfolio, or similar collection of work, that offers evidence through assessment and evaluation of skills and knowledge competency as contained in the anchor standards, pathway standards, and performance indicators.
    • CTE.MPD.KPAS.11.0: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Manufacturing and Product Design anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organizations.
    • CTE.MPD.KPAS.11.1: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Manufacturing and Product Design anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organizations. Performance Indicator:Utilize work-based/workplace learning experiences to demonstrate and expand upon knowledge and skills gained during classroom instruction and laboratory practices specific to the Manufacturing and Product Design sector program of study.
    • CTE.MPD.KPAS.11.2: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Manufacturing and Product Design anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organizations. Performance Indicator:Demonstrate proficiency in a career technical pathway that leads to certification, licensure, and/or continued learning at the postsecondary level.
    • CTE.MPD.KPAS.11.3: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Manufacturing and Product Design anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organizations. Performance Indicator:Demonstrate entrepreneurship skills and knowledge of self-employment options and innovative ventures.
    • CTE.MPD.KPAS.11.4: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Manufacturing and Product Design anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organizations. Performance Indicator:Employ entrepreneurial practices and behaviors appropriate to Manufacturing and Product Design sector opportunities.
    • CTE.MPD.KPAS.11.5: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Manufacturing and Product Design anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organizations. Performance Indicator:Create a portfolio, or similar collection of work, that offers evidence through assessment and evaluation of skills and knowledge competency as contained in the anchor standards, pathway standards, and performance indicators.
    • CTE.MSS.KPAS.11.0: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Marketing, Sales, and Services anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the Distributive Education Clubs of America (DECA) career technical student organization.
    • CTE.MSS.KPAS.11.1: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Marketing, Sales, and Services anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the Distributive Education Clubs of America (DECA) career technical student organization. Performance Indicator:Utilize work-based/workplace learning experiences to demonstrate and expand upon knowledge and skills gained during classroom instruction and laboratory practices specific to the Marketing, Sales, and Services sector program of study.
    • CTE.MSS.KPAS.11.2: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Marketing, Sales, and Services anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the Distributive Education Clubs of America (DECA) career technical student organization. Performance Indicator:Demonstrate proficiency in a career technical pathway that leads to certification, licensure, and/or continued learning at the postsecondary level.
    • CTE.MSS.KPAS.11.3: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Marketing, Sales, and Services anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the Distributive Education Clubs of America (DECA) career technical student organization. Performance Indicator:Demonstrate entrepreneurship skills and knowledge of self-employment options and innovative ventures.
    • CTE.MSS.KPAS.11.4: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Marketing, Sales, and Services anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the Distributive Education Clubs of America (DECA) career technical student organization. Performance Indicator:Employ entrepreneurial practices and behaviors appropriate to Marketing, Sales, and Services sector opportunities.
    • CTE.MSS.KPAS.11.5: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Marketing, Sales, and Services anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the Distributive Education Clubs of America (DECA) career technical student organization. Performance Indicator:Create a portfolio, or similar collection of work, that offers evidence through assessment and evaluation of skills and knowledge competency as contained in the anchor standards, pathway standards, and performance indicators.
    • CTE.PS.KPAS.11.0: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Public Services anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the Cal-HOSA and SkillsUSA career technical student organizations.
    • CTE.PS.KPAS.11.1: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Public Services anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the Cal-HOSA and SkillsUSA career technical student organizations. Performance Indicator:Utilize work-based/workplace learning experiences to demonstrate and expand upon knowledge and skills gained during classroom instruction and laboratory practices specific to the Public Services sector program of study.
    • CTE.PS.KPAS.11.2: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Public Services anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the Cal-HOSA and SkillsUSA career technical student organizations. Performance Indicator:Demonstrate entrepreneurship skills and knowledge of self-employment options and innovative ventures.
    • CTE.PS.KPAS.11.2: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Public Services anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the Cal-HOSA and SkillsUSA career technical student organizations. Performance Indicator:Demonstrate proficiency in a career technical pathway that leads to certification, licensure, and/or continued learning at the postsecondary level.
    • CTE.PS.KPAS.11.4: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Public Services anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the Cal-HOSA and SkillsUSA career technical student organizations. Performance Indicator:Employ entrepreneurial practices and behaviors appropriate to Public Services sector opportunities.
    • CTE.PS.KPAS.11.5: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Public Services anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the Cal-HOSA and SkillsUSA career technical student organizations. Performance Indicator:Create a portfolio, or similar collection of work, that offers evidence through assessment and evaluation of skills and knowledge competency as contained in the anchor standards, pathway standards, and performance indicators.
    • CTE.T.KPAS.11.0: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Transportation anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organization.
    • CTE.T.KPAS.11.1: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Transportation anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organization. Performance Indicator:Utilize work-based/workplace learning experiences to demonstrate and expand upon knowledge and skills gained during classroom instruction and laboratory practices specific to theTransportation sector program of study.
    • CTE.T.KPAS.11.2: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Transportation anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organization. Performance Indicator:Demonstrate proficiency in a career technical pathway that leads to certification, licensure, and/or continued learning at the postsecondary level.
    • CTE.T.KPAS.11.3: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Transportation anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organization. Performance Indicator:Demonstrate entrepreneurship skills and knowledge of self-employment options and innovative ventures.
    • CTE.T.KPAS.11.4: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Transportation anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organization. Performance Indicator:Employ entrepreneurial practices and behaviors as appropriate to the Transportation sector opportunities.
    • CTE.T.KPAS.11.5: Anchor Standard:Demonstrate and apply the knowledge and skills contained in the Transportation anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organization. Performance Indicator:Create a portfolio, or similar collection of work, that offers evidence through assessment and evaluation of skills and knowledge competency as contained in the anchor standards, pathway standards, and performance indicators.
  • Career Technical Education Grade 7-12 - Anchors : Ethics and Legal Responsibilities:
    • CTE.AME.KPAS.8.0: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d)
    • CTE.AME.KPAS.8.1: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Access, analyze, and implement quality assurance standards of practice.
    • CTE.AME.KPAS.8.2: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Identify local, district, state, and federal regulatory agencies, entities, laws, and regulations related to the Arts, Media, and Entertainment industry sector.
    • CTE.AME.KPAS.8.3: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Demonstrate ethical and legal practices consistent with Arts, Media, and Entertainment sector workplace standards.
    • CTE.AME.KPAS.8.4: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Explain the importance of personal integrity, confidentiality, and ethical behavior in the workplace.
    • CTE.AME.KPAS.8.5: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Analyze organizational culture and practices within the workplace environment.
    • CTE.AME.KPAS.8.6: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Adhere to copyright and intellectual property laws and regulations, and use and appropriately cite proprietary information.
    • CTE.AME.KPAS.8.7: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Conform to rules and regulations regarding sharing of confidential information, as determined by Arts, Media, and Entertainment sector laws and practices.
    • CTE.ANR.KPAS.8.0: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d)
    • CTE.ANR.KPAS.8.1: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Access, analyze, and implement quality assurance standards of practice.
    • CTE.ANR.KPAS.8.2: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Identify local, district, state, and federal regulatory agencies, entities, laws, and regulations related to the Agriculture and Natural Resources industry sector.
    • CTE.ANR.KPAS.8.3: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Demonstrate ethical and legal practices consistent with Agriculture and Natural Resources sector workplace standards.
    • CTE.ANR.KPAS.8.4: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Explain the importance of personal integrity, confidentiality, and ethical behavior in the workplace.
    • CTE.ANR.KPAS.8.5: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Analyze organizational culture and practices within the workplace environment.
    • CTE.ANR.KPAS.8.6: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Adhere to copyright and intellectual property laws and regulations, and use and appropriately cite proprietary information.
    • CTE.ANR.KPAS.8.7: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Conform to rules and regulations regarding sharing of confidential information, as determined by Agriculture and Natural Resources sector laws and practices.
    • CTE.BCT.KPAS.8.0: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d)
    • CTE.BCT.KPAS.8.1: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Access, analyze, and implement quality assurance standards of practice.
    • CTE.BCT.KPAS.8.2: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Identify local, district, state, and federal regulatory agencies, entities, laws, and regulations related to the Building and Construction Trades industry sector.
    • CTE.BCT.KPAS.8.3: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Demonstrate ethical and legal practices consistent with Building and Construction Trades sector workplace standards.
    • CTE.BCT.KPAS.8.4: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Explain the importance of personal integrity, confidentiality, and ethical behavior in the workplace.
    • CTE.BCT.KPAS.8.5: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Analyze organizational culture and practices within the workplace environment.
    • CTE.BCT.KPAS.8.6: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Adhere to copyright and intellectual property laws and regulations, and use and appropriately cite proprietary information.
    • CTE.BCT.KPAS.8.7: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Conform to rules and regulations regarding sharing of confidential information, as determined by Building and Construction Trades sector laws and practices.
    • CTE.BF.KPAS.8.0: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d)
    • CTE.BF.KPAS.8.1: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Access, analyze, and implement quality assurance standards of practice.
    • CTE.BF.KPAS.8.2: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Identify local, district, state, and federal regulatory agencies, entities, laws, and regulations related to the Business and Finance industry sector.
    • CTE.BF.KPAS.8.3: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Demonstrate ethical and legal practices consistent with Business and Finance sector workplace standards.
    • CTE.BF.KPAS.8.4: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Explain the importance of personal integrity, confidentiality, and ethical behavior in the workplace.
    • CTE.BF.KPAS.8.5: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Analyze organizational culture and practices within the workplace environment.
    • CTE.BF.KPAS.8.6: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Adhere to copyright and intellectual property laws and regulations, and use and appropriately cite proprietary information.
    • CTE.BF.KPAS.8.7: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Conform to rules and regulations regarding sharing of confidential information, as determined by Business and Finance sector laws and practices.
    • CTE.EA.KPAS.8.0: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d)
    • CTE.EA.KPAS.8.1: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Access, analyze, and implement quality assurance standards of practice.
    • CTE.EA.KPAS.8.2: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Identify local, district, state, and federal regulatory agencies, entities, laws, and regulations related to the Engineering and Architecture industry sector.
    • CTE.EA.KPAS.8.3: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Demonstrate ethical and legal practices consistent with Engineering and Architecture sector workplace standards.
    • CTE.EA.KPAS.8.4: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Explain the importance of personal integrity, confidentiality, and ethical behavior in the workplace.
    • CTE.EA.KPAS.8.5: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Analyze organizational culture and practices within the workplace environment.
    • CTE.EA.KPAS.8.6: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Adhere to copyright and intellectual property laws and regulations, and use and appropriately cite proprietary information.
    • CTE.EA.KPAS.8.7: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Conform to rules and regulations regarding sharing of confidential information, as determined by Engineering and Architecture sector laws and practices.
    • CTE.ECDFS.KPAS.8.0: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d)
    • CTE.ECDFS.KPAS.8.1: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Access, analyze, and implement quality assurance standards of practice.
    • CTE.ECDFS.KPAS.8.2: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Identify local, district, state, and federal regulatory agencies, entities, laws, and regulations related to the Education, Child Development, and Family Services industry sector.
    • CTE.ECDFS.KPAS.8.3: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Demonstrate ethical and legal practices consistent with Education, Child Development, and Family Services sector workplace standards.
    • CTE.ECDFS.KPAS.8.4: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Explain the importance of personal integrity, confidentiality, and ethical behavior in the workplace.
    • CTE.ECDFS.KPAS.8.5: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Analyze organizational culture and practices within the workplace environment.
    • CTE.ECDFS.KPAS.8.6: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Adhere to copyright and intellectual property laws and regulations, and use and appropriately cite proprietary information.
    • CTE.ECDFS.KPAS.8.7: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Conform to rules and regulations regarding sharing of confidential information, as determined by Education, Child Development, and Family Services sector laws and practices.
    • CTE.EEU.KPAS.8.0: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d)
    • CTE.EEU.KPAS.8.1: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Access, analyze, and implement quality assurance standards of practice.
    • CTE.EEU.KPAS.8.2: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Identify local, district, state, and federal regulatory agencies, entities, laws, and regulations related to the Energy, Environment, and Utilities industry sector.
    • CTE.EEU.KPAS.8.3: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Demonstrate ethical and legal practices consistent with Energy, Environment, and Utilities sector workplace standards.
    • CTE.EEU.KPAS.8.4: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Explain the importance of personal integrity, confidentiality, and ethical behavior in the workplace.
    • CTE.EEU.KPAS.8.5: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Analyze organizational culture and practices within the workplace environment.
    • CTE.EEU.KPAS.8.6: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Adhere to copyright and intellectual property laws and regulations, and use and appropriately cite proprietary information.
    • CTE.EEU.KPAS.8.7: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Conform to rules and regulations regarding sharing of confidential information, as determined by Energy, Environment, and Utilities sector laws and practices.
    • CTE.FID.KPAS.8.0: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d)
    • CTE.FID.KPAS.8.1: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Access, analyze, and implement quality assurance standards of practice.
    • CTE.FID.KPAS.8.2: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Identify local, district, state, federal, and international regulatory agencies and nongovernmental entities, as well as laws and regulations, related to the Fashion and Interior Design industry sector.
    • CTE.FID.KPAS.8.3: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Demonstrate ethical and legal practices consistent with Fashion and Interior Design sector workplace standards.
    • CTE.FID.KPAS.8.4: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Explain the importance of personal integrity, confidentiality, and ethical behavior in the workplace.
    • CTE.FID.KPAS.8.5: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Analyze organizational culture and practices within the workplace environment.
    • CTE.FID.KPAS.8.6: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Adhere to copyright and intellectual property laws and regulations, and use and appropriately cite proprietary information.
    • CTE.FID.KPAS.8.7: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Conform to rules and regulations regarding sharing of confidential information, as determined by Fashion and Interior Design sector laws and practices.
    • CTE.HSMT.KPAS.8.0: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d)
    • CTE.HSMT.KPAS.8.1: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Access, analyze, and implement quality assurance standards of practice.
    • CTE.HSMT.KPAS.8.2: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Identify local, district, state, and federal regulatory agencies, entities, laws, and regulations related to the Health Science and Medical Technology industry sector.
    • CTE.HSMT.KPAS.8.3: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Demonstrate ethical and legal practices consistent with Health Science and Medical Technology sector workplace standards.
    • CTE.HSMT.KPAS.8.4: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Explain the importance of personal integrity, confidentiality, and ethical behavior in the workplace.
    • CTE.HSMT.KPAS.8.5: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Analyze organizational culture and practices within the workplace environment.
    • CTE.HSMT.KPAS.8.6: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Adhere to copyright and intellectual property laws and regulations, and use and appropriately cite proprietary information.
    • CTE.HSMT.KPAS.8.7: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Conform to rules and regulations regarding sharing of confidential information, as determined by Health Science and Medical Technology sector laws and practices.
    • CTE.HTR.KPAS.8.0: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d)
    • CTE.HTR.KPAS.8.1: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Access, analyze, and implement quality assurance standards of practice.
    • CTE.HTR.KPAS.8.2: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Identify local, district, state, and federal regulatory agencies, entities, laws, and regulations related to the Hospitality, Tourism, and Recreation industry sector.
    • CTE.HTR.KPAS.8.3: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Demonstrate ethical and legal practices consistent with Hospitality, Tourism, and Recreation sector workplace standards.
    • CTE.HTR.KPAS.8.4: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Explain the importance of personal integrity, confidentiality, and ethical behavior in the workplace.
    • CTE.HTR.KPAS.8.5: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Analyze organizational culture and practices within the workplace environment.
    • CTE.HTR.KPAS.8.6: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Adhere to copyright and intellectual property laws and regulations, and use and appropriately cite proprietary information.
    • CTE.HTR.KPAS.8.7: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Conform to rules and regulations regarding sharing of confidential information, as determined by Hospitality, Tourism, and Recreation sector laws and practices.
    • CTE.ICT.KPAS.8.0: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d)
    • CTE.ICT.KPAS.8.1: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Access, analyze, and implement quality assurance standards of practice.
    • CTE.ICT.KPAS.8.2: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Identify local, district, state, and federal regulatory agencies, entities, laws, and regulations related to the Information and Communication Technologies industry sector.
    • CTE.ICT.KPAS.8.3: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Demonstrate ethical and legal practices consistent with Information and Communication Technologies sector workplace standards.
    • CTE.ICT.KPAS.8.4: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Explain the importance of personal integrity, confidentiality, and ethical behavior in the workplace.
    • CTE.ICT.KPAS.8.5: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Analyze organizational culture and practices within the workplace environment.
    • CTE.ICT.KPAS.8.6: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Adhere to copyright and intellectual property laws and regulations, and use and appropriately cite proprietary information.
    • CTE.ICT.KPAS.8.7: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Conform to rules and regulations regarding sharing of confidential information, as determined by Information and Communication Technologies sector laws and practices.
    • CTE.ICT.KPAS.8.8: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Identify legal and ethical issues that have proliferated with increased technology adoption, including hacking, scamming, and breach of privacy.
    • CTE.MPD.KPAS.8.0: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d)
    • CTE.MPD.KPAS.8.1: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Access, analyze, and implement quality assurance standards of practice.
    • CTE.MPD.KPAS.8.2: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Identify local, district, state, and federal regulatory agencies, entities, laws, and regulations related to the Manufacturing and Product Development industry sector.
    • CTE.MPD.KPAS.8.3: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Demonstrate ethical and legal practices consistent with Manufacturing and Product Design sector workplace standards.
    • CTE.MPD.KPAS.8.4: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Explain the importance of personal integrity, confidentiality, and ethical behavior in the workplace.
    • CTE.MPD.KPAS.8.5: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Analyze organizational culture and practices within the workplace environment.
    • CTE.MPD.KPAS.8.6: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Adhere to copyright and intellectual property laws and regulations, and use and appropriately cite proprietary information.
    • CTE.MPD.KPAS.8.7: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Conform to rules and regulations regarding sharing of confidential information, as determined by Manufacturing and Product Design sector laws and practices.
    • CTE.MSS.KPAS.8.0: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d)
    • CTE.MSS.KPAS.8.1: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Access, analyze, and implement quality assurance standards of practice.
    • CTE.MSS.KPAS.8.2: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Identify local, district, state, and federal regulatory agencies, entities, laws, and regulations related to the Marketing, Sales, and Services industry sector.
    • CTE.MSS.KPAS.8.3: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Demonstrate ethical and legal practices consistent with Marketing, Sales, and Services sector workplace standards.
    • CTE.MSS.KPAS.8.4: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Demonstrate the importance of truthfulness, honesty, and quality in the Marketing, Sales, and Services sector.
    • CTE.MSS.KPAS.8.5: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Explain the importance of personal integrity, confidentiality, and ethical behavior in the workplace.
    • CTE.MSS.KPAS.8.6: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Analyze organizational culture and practices within the workplace environment.
    • CTE.MSS.KPAS.8.7: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Adhere to copyright and intellectual property laws and regulations, and use and appropriately cite proprietary information.
    • CTE.MSS.KPAS.8.8: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Conform to rules and regulations regarding sharing of confidential information, as determined by Marketing, Sales, and Services sector laws and practices.
    • CTE.PS.KPAS.8.0: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d)
    • CTE.PS.KPAS.8.1: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Access, analyze, and implement quality assurance standards of practice.
    • CTE.PS.KPAS.8.2: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Identify local, district, state, and federal regulatory agencies, entities, laws, and regulations related to the Public Services industry sector.
    • CTE.PS.KPAS.8.3: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Demonstrate ethical and legal practices consistent with Public Services sector workplace standards.
    • CTE.PS.KPAS.8.4: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Explain the importance of personal integrity, confidentiality, and ethical behavior in the workplace.
    • CTE.PS.KPAS.8.5: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Analyze organizational culture and practices within the workplace environment.
    • CTE.PS.KPAS.8.6: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Adhere to copyright and intellectual property laws and regulations, and use and appropriately cite proprietary information.
    • CTE.PS.KPAS.8.7: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Conform to rules and regulations regarding sharing of confidential information, as determined by Public Services sector laws and practices.
    • CTE.T.KPAS.8.0: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment with SL.11-12.1d)
    • CTE.T.KPAS.8.1: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment with SL.11-12.1d) Performance Indicator:Access, analyze, and implement quality assurance standards of practice.
    • CTE.T.KPAS.8.2: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment with SL.11-12.1d) Performance Indicator:Identify local, district, state, and federal regulatory agencies, entities, laws, and regulations related to the Transportation industry sector.
    • CTE.T.KPAS.8.3: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment with SL.11-12.1d) Performance Indicator:Demonstrate ethical and legal practices consistent with Transportation sector workplace standards.
    • CTE.T.KPAS.8.4: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment with SL.11-12.1d) Performance Indicator:Explain the importance of personal integrity, confidentiality, and ethical behavior in the workplace.
    • CTE.T.KPAS.8.5: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment with SL.11-12.1d) Performance Indicator:Analyze organizational culture and practices within the workplace environment.
    • CTE.T.KPAS.8.6: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment with SL.11-12.1d) Performance Indicator:Adhere to copyright and intellectual property laws and regulations, and use and appropriately cite proprietary information.
    • CTE.T.KPAS.8.7: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment with SL.11-12.1d) Performance Indicator:Conform to rules and regulations regarding sharing of confidential information, as determined by Transportation sector laws and practices.
  • Career Technical Education Grade 7-12 - Anchors : Health and Safety:
    • CTE.AME.KPAS.6.0: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Arts, Media, and Entertainment sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4)
    • CTE.AME.KPAS.6.1: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Arts, Media, and Entertainment sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Locate, and adhere to, Material Safety Data Sheet (MSDS) instructions.
    • CTE.AME.KPAS.6.2: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Arts, Media, and Entertainment sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Interpret policies, procedures, and regulations for the workplace environment, including employer and employee responsibilities.
    • CTE.AME.KPAS.6.3: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Arts, Media, and Entertainment sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Use health and safety practices for storing, cleaning, and maintaining tools, equipment, and supplies.
    • CTE.AME.KPAS.6.4: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Arts, Media, and Entertainment sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Practice personal safety when lifting, bending, or moving equipment and supplies.
    • CTE.AME.KPAS.6.5: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Arts, Media, and Entertainment sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Demonstrate how to prevent and respond to work-related accidents or injuries; this includes demonstrating an understanding of ergonomics.
    • CTE.AME.KPAS.6.6: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Arts, Media, and Entertainment sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Maintain a safe and healthful working environment.
    • CTE.AME.KPAS.6.7: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Arts, Media, and Entertainment sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Be informed of laws/acts pertaining to the Occupational Safety and Health Administration (OSHA).
    • CTE.ANR.KPAS.6.0: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Agriculture and Natural Resources sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4)
    • CTE.ANR.KPAS.6.1: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Agriculture and Natural Resources sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Locate, and adhere to, Material Safety Data Sheet (MSDS) instructions.
    • CTE.ANR.KPAS.6.2: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Agriculture and Natural Resources sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Interpret policies, procedures, and regulations for the workplace environment, including employer and employee responsibilities.
    • CTE.ANR.KPAS.6.3: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Agriculture and Natural Resources sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Use health and safety practices for storing, cleaning, and maintaining tools, equipment, and supplies.
    • CTE.ANR.KPAS.6.4: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Agriculture and Natural Resources sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Practice personal safety when lifting, bending, or moving equipment and supplies.
    • CTE.ANR.KPAS.6.5: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Agriculture and Natural Resources sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Demonstrate how to prevent and respond to work-related accidents or injuries; this includes demonstrating an understanding of ergonomics.
    • CTE.ANR.KPAS.6.6: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Agriculture and Natural Resources sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Maintain a safe and healthful working environment.
    • CTE.ANR.KPAS.6.7: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Agriculture and Natural Resources sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Be informed of laws/acts pertaining to the Occupational Safety and Health Administration (OSHA).
    • CTE.BCT.KPAS.6.0: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4)
    • CTE.BCT.KPAS.6.1: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Interpret policies, procedures, and regulations for the workplace environment, including employer and employee responsibilities.
    • CTE.BCT.KPAS.6.10: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Maintain proper use of safety apparel at all times, including but not limited to, eye protection, hearing protection, skin protection, head protection, footwear and protection from airborne particulate matter.
    • CTE.BCT.KPAS.6.11: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Comply with the safe handling, storage and disposal of chemicals, materials and adhesives in accordance with local, state, and federal safety and environmental regulations (OSHA, Environmental Protection Agency [EPA], Hazard Communication [HazCom], Material Safety Data Sheets [MSDS], etc.).
    • CTE.BCT.KPAS.6.12: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Demonstrate the proper care and safe use of hand, portable and stationary power tools.
    • CTE.BCT.KPAS.6.2: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Use health and safety practices for storing, cleaning, and maintaining tools, equipment, and supplies.
    • CTE.BCT.KPAS.6.3: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Set up a work area, or shop, to avoid potential health concerns and safety hazards, including but not limited to electrical (shock), wires (tripping), fumes (lung health), noise (hearing loss), fire (burns), and so forth, incorporating ergonomics.
    • CTE.BCT.KPAS.6.4: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Practice personal safety when lifting, bending, or moving equipment and supplies.
    • CTE.BCT.KPAS.6.5: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Demonstrate how to prevent and respond to work-related accidents or injuries; this includes demonstrating an understanding of ergonomics.
    • CTE.BCT.KPAS.6.6: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Maintain a safe and healthful working environment.
    • CTE.BCT.KPAS.6.7: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Be informed of laws/acts pertaining to the Occupational Safety and Health Administration (OSHA).
    • CTE.BCT.KPAS.6.8: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Report hazards found on the job site to supervisor/teacher.
    • CTE.BCT.KPAS.6.9: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Locate, and adhere to, Material Safety Data Sheet (MSDS) instructions.
    • CTE.BF.KPAS.6.0: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Business and Finance sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4)
    • CTE.BF.KPAS.6.1: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Business and Finance sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Locate, and adhere to, Material Safety Data Sheet (MSDS) instructions.
    • CTE.BF.KPAS.6.2: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Business and Finance sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Interpret policies, procedures, and regulations for the workplace environment, including employer and employee responsibilities.
    • CTE.BF.KPAS.6.3: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Business and Finance sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Use health and safety practices for storing, cleaning, and maintaining tools, equipment, and supplies.
    • CTE.BF.KPAS.6.4: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Business and Finance sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Practice personal safety when lifting, bending, or moving equipment and supplies.
    • CTE.BF.KPAS.6.5: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Business and Finance sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Demonstrate how to prevent and respond to work-related accidents or injuries; this includes demonstrating an understanding of ergonomics.
    • CTE.BF.KPAS.6.6: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Business and Finance sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Maintain a safe and healthful working environment.
    • CTE.BF.KPAS.6.7: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Business and Finance sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Be informed of laws/acts pertaining to the Occupational Safety and Health Administration (OSHA).
    • CTE.EA.KPAS.6.0: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Engineering and Architecture sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4)
    • CTE.EA.KPAS.6.1: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Engineering and Architecture sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Locate, and adhere to, Material Safety Data Sheet (MSDS) instructions.
    • CTE.EA.KPAS.6.2: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Engineering and Architecture sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Interpret policies, procedures, and regulations for the workplace environment, including employer and employee responsibilities.
    • CTE.EA.KPAS.6.3: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Engineering and Architecture sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Use health and safety practices for storing, cleaning, and maintaining tools, equipment, and supplies.
    • CTE.EA.KPAS.6.4: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Engineering and Architecture sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Practice personal safety when lifting, bending, or moving equipment and supplies.
    • CTE.EA.KPAS.6.5: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Engineering and Architecture sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Demonstrate how to prevent and respond to work-related accidents or injuries; this includes demonstrating an understanding of ergonomics.
    • CTE.EA.KPAS.6.6: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Engineering and Architecture sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Maintain a safe and healthful working environment.
    • CTE.EA.KPAS.6.7: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Engineering and Architecture sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Be informed of laws/acts pertaining to the Occupational Safety and Health Administration (OSHA).
    • CTE.ECDFS.KPAS.6.0: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Education, Child Development, and Family Services sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4)
    • CTE.ECDFS.KPAS.6.1: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Education, Child Development, and Family Services sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Locate, and adhere to, Material Safety Data Sheet (MSDS) instructions.
    • CTE.ECDFS.KPAS.6.2: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Education, Child Development, and Family Services sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Interpret policies, procedures, and regulations for the workplace environment, including employer and employee responsibilities.
    • CTE.ECDFS.KPAS.6.3: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Education, Child Development, and Family Services sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Use health and safety practices for storing, cleaning, and maintaining tools, equipment, and supplies.
    • CTE.ECDFS.KPAS.6.4: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Education, Child Development, and Family Services sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Practice personal safety when lifting, bending, or moving equipment and supplies.
    • CTE.ECDFS.KPAS.6.5: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Education, Child Development, and Family Services sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Demonstrate how to prevent and respond to work-related accidents or injuries; this includes demonstrating an understanding of ergonomics.
    • CTE.ECDFS.KPAS.6.6: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Education, Child Development, and Family Services sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Maintain a safe and healthful working environment.
    • CTE.ECDFS.KPAS.6.7: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Education, Child Development, and Family Services sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Be informed of laws/acts pertaining to the Occupational Safety and Health Administration (OSHA).
    • CTE.EEU.KPAS.6.0: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Energy, Environment, and Utilities sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4)
    • CTE.EEU.KPAS.6.1: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Energy, Environment, and Utilities sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Locate, and adhere to, Material Safety Data Sheet (MSDS) instructions.
    • CTE.EEU.KPAS.6.10: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Energy, Environment, and Utilities sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Evaluate changes in the environment with respect to their impact on safety of self and others.
    • CTE.EEU.KPAS.6.11: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Energy, Environment, and Utilities sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Comply with energy industry safety procedures and proper ways to perform work.
    • CTE.EEU.KPAS.6.12: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Energy, Environment, and Utilities sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Use safety equipment as specified by user manuals and safety training.
    • CTE.EEU.KPAS.6.13: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Energy, Environment, and Utilities sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Use personal protective equipment (PPE), including safety glasses, hearing protection, gloves, work boots, and hard hats.
    • CTE.EEU.KPAS.6.14: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Energy, Environment, and Utilities sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Keep personal safety equipment in good working order.
    • CTE.EEU.KPAS.6.15: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Energy, Environment, and Utilities sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Use tools and equipment in compliance with user manuals and training.
    • CTE.EEU.KPAS.6.16: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Energy, Environment, and Utilities sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Recognize potential and actual hazardous conditions as they arise.
    • CTE.EEU.KPAS.6.2: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Energy, Environment, and Utilities sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Interpret policies, procedures, and regulations for the workplace environment, including employer and employee responsibilities.
    • CTE.EEU.KPAS.6.3: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Energy, Environment, and Utilities sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Use health and safety practices for storing, cleaning, and maintaining tools, equipment, and supplies.
    • CTE.EEU.KPAS.6.4: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Energy, Environment, and Utilities sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Practice personal safety when lifting, bending, or moving equipment and supplies.
    • CTE.EEU.KPAS.6.5: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Energy, Environment, and Utilities sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Demonstrate how to prevent and respond to work-related accidents or injuries; this includes demonstrating an understanding of ergonomics.
    • CTE.EEU.KPAS.6.6: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Energy, Environment, and Utilities sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Maintain a safe and healthful working environment.
    • CTE.EEU.KPAS.6.7: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Energy, Environment, and Utilities sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Review the responsibility of the Occupational Safety and Health Administration (OSHA) to ensure workplace safety.
    • CTE.EEU.KPAS.6.8: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Energy, Environment, and Utilities sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Identify both potential hazards and accident scenarios in the work environment.
    • CTE.EEU.KPAS.6.9: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Energy, Environment, and Utilities sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Follow established safety procedures (OSHA regulations and utility company procedures).
    • CTE.FID.KPAS.6.0: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Fashion and Interior Design sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4)
    • CTE.FID.KPAS.6.1: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Fashion and Interior Design sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Locate, and adhere to, Material Safety Data Sheet (MSDS) instructions.
    • CTE.FID.KPAS.6.2: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Fashion and Interior Design sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Interpret policies, procedures, and regulations for the workplace environment, including employer and employee responsibilities.
    • CTE.FID.KPAS.6.3: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Fashion and Interior Design sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Use health and safety practices for storing, cleaning, and maintaining tools, equipment, and supplies.
    • CTE.FID.KPAS.6.4: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Fashion and Interior Design sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Practice personal safety when lifting, bending, or moving equipment and supplies.
    • CTE.FID.KPAS.6.5: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Fashion and Interior Design sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Demonstrate how to prevent and respond to work-related accidents or injuries; this includes demonstrating an understanding of ergonomics.
    • CTE.FID.KPAS.6.6: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Fashion and Interior Design sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Maintain a safe and healthful working environment.
    • CTE.FID.KPAS.6.7: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Fashion and Interior Design sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Be informed of laws/acts pertaining to the Occupational Safety and Health Administration (OSHA).
    • CTE.HSMT.KPAS.6.0: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Health Science and Medical Technology sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4)
    • CTE.HSMT.KPAS.6.1: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Health Science and Medical Technology sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Locate, and adhere to, Material Safety Data Sheet (MSDS) instructions.
    • CTE.HSMT.KPAS.6.2: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Health Science and Medical Technology sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Interpret policies, procedures, and regulations for the workplace environment, including employer and employee responsibilities.
    • CTE.HSMT.KPAS.6.3: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Health Science and Medical Technology sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Use health and safety practices for storing, cleaning, and maintaining tools, equipment, and supplies.
    • CTE.HSMT.KPAS.6.4: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Health Science and Medical Technology sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Practice personal safety when lifting, bending, or moving equipment and supplies.
    • CTE.HSMT.KPAS.6.5: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Health Science and Medical Technology sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Demonstrate how to prevent and respond to work-related accidents or injuries; this includes demonstrating an understanding of ergonomics.
    • CTE.HSMT.KPAS.6.6: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Health Science and Medical Technology sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Maintain a safe and healthful working environment.
    • CTE.HSMT.KPAS.6.7: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Health Science and Medical Technology sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Identify and follow ecological practices applicable to the health care setting (i.e., recycling, energy efficiency, environmentally preferable chemical use, waste disposal, and water conservation).
    • CTE.HSMT.KPAS.6.8: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Health Science and Medical Technology sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Be informed of laws/acts pertaining to the Occupational Safety and Health Administration (OSHA).
    • CTE.HTR.KPAS.6.0: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Hospitality, Tourism, and Recreation sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4)
    • CTE.HTR.KPAS.6.1: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Hospitality, Tourism, and Recreation sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Locate, and adhere to, Material Safety Data Sheet (MSDS) instructions.
    • CTE.HTR.KPAS.6.2: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Hospitality, Tourism, and Recreation sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Interpret policies, procedures, and regulations for the workplace environment, including employer and employee responsibilities.
    • CTE.HTR.KPAS.6.3: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Hospitality, Tourism, and Recreation sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Use health and safety practices for storing, cleaning, and maintaining tools, equipment, and supplies.
    • CTE.HTR.KPAS.6.4: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Hospitality, Tourism, and Recreation sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Practice personal safety when lifting, bending, or moving equipment and supplies.
    • CTE.HTR.KPAS.6.5: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Hospitality, Tourism, and Recreation sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Demonstrate how to prevent and respond to work-related accidents or injuries; this includes demonstrating an understanding of ergonomics.
    • CTE.HTR.KPAS.6.6: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Hospitality, Tourism, and Recreation sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Maintain a safe and healthful working environment.
    • CTE.HTR.KPAS.6.7: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Hospitality, Tourism, and Recreation sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Be informed of laws/acts pertaining to the Occupational Safety and Health Administration (OSHA).
    • CTE.ICT.KPAS.6.0: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Information and Communication Technologies sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4)
    • CTE.ICT.KPAS.6.1: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Information and Communication Technologies sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Locate, and adhere to, Material Safety Data Sheet (MSDS) instructions.
    • CTE.ICT.KPAS.6.10: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Information and Communication Technologies sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Act conscientiously regarding the use of natural resources (e.g., paper, ink, etc.)
    • CTE.ICT.KPAS.6.11: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Information and Communication Technologies sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Conserve energy while computing (e.g., turn off equipment at night, power-saving settings, etc.)
    • CTE.ICT.KPAS.6.2: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Information and Communication Technologies sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Interpret policies, procedures, and regulations for the workplace environment, including employer and employee responsibilities.
    • CTE.ICT.KPAS.6.3: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Information and Communication Technologies sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Use health and safety practices for storing, cleaning, and maintaining tools, equipment, and supplies.
    • CTE.ICT.KPAS.6.4: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Information and Communication Technologies sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Practice personal safety when lifting, bending, or moving equipment and supplies.
    • CTE.ICT.KPAS.6.5: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Information and Communication Technologies sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Demonstrate how to prevent and respond to work-related accidents or injuries; this includes demonstrating an understanding of ergonomics.
    • CTE.ICT.KPAS.6.6: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Information and Communication Technologies sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Maintain a safe and healthful working environment.
    • CTE.ICT.KPAS.6.7: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Information and Communication Technologies sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Be informed of laws/acts pertaining to the Occupational Safety and Health Administration (OSHA).
    • CTE.ICT.KPAS.6.8: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Information and Communication Technologies sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Maintain a safe and healthful working environment.
    • CTE.ICT.KPAS.6.9: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Information and Communication Technologies sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Dispose of e-waste properly, understanding the health, environmental, and legal risks of improper disposal.
    • CTE.MPD.KPAS.6.0: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Manufacturing and Product Design sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4)
    • CTE.MPD.KPAS.6.1: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Manufacturing and Product Design sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Locate, and adhere to, Material Safety Data Sheet (MSDS) instructions.
    • CTE.MPD.KPAS.6.2: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Manufacturing and Product Design sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Interpret policies, procedures, and regulations for the workplace environment, including employer and employee responsibilities.
    • CTE.MPD.KPAS.6.3: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Manufacturing and Product Design sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Use health and safety practices for storing, cleaning, and maintaining tools, equipment, and supplies.
    • CTE.MPD.KPAS.6.4: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Manufacturing and Product Design sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Set up a work area, or shop, to avoid potential health concerns and safety hazards including but not limited to ergonomics, electrical (shock), wires (tripping), fumes (lung health), noise (hearing loss), fire (burns), and so forth, incorporating ergonomics.
    • CTE.MPD.KPAS.6.5: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Manufacturing and Product Design sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Practice personal safety when lifting, bending, or moving equipment and supplies.
    • CTE.MPD.KPAS.6.6: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Manufacturing and Product Design sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Demonstrate how to prevent and respond to work-related accidents or injuries and emergencies.
    • CTE.MPD.KPAS.6.7: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Manufacturing and Product Design sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Maintain a safe and healthful working environment.
    • CTE.MPD.KPAS.6.8: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Manufacturing and Product Design sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Be informed of laws/acts pertaining to the Occupational Safety and Health Administration (OSHA).
    • CTE.MSS.KPAS.6.0: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Marketing, Sales, and Services sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4)
    • CTE.MSS.KPAS.6.1: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Marketing, Sales, and Services sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Locate and adhere to Material Safety Data Sheet (MSDS) instructions.
    • CTE.MSS.KPAS.6.2: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Marketing, Sales, and Services sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Interpret policies, procedures, and regulations for the workplace environment, including employer and employee responsibilities.
    • CTE.MSS.KPAS.6.3: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Marketing, Sales, and Services sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Use health and safety practices for storing, cleaning, and maintaining tools, equipment, and supplies.
    • CTE.MSS.KPAS.6.4: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Marketing, Sales, and Services sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Practice personal safety when lifting, bending, or moving equipment and supplies.
    • CTE.MSS.KPAS.6.5: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Marketing, Sales, and Services sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Demonstrate how to prevent and respond to work-related accidents or injuries; this includes demonstrating an understanding of ergonomics.
    • CTE.MSS.KPAS.6.6: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Marketing, Sales, and Services sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Maintain a safe and healthful working environment and practice risk management to ensure security and to prevent loss of property.
    • CTE.MSS.KPAS.6.7: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Marketing, Sales, and Services sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Be informed of laws/acts pertaining to the Occupational Safety and Health Administration (OSHA).
    • CTE.PS.KPAS.6.0: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Public Services sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4)
    • CTE.PS.KPAS.6.1: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Public Services sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Locate, and adhere to, Material Safety Data Sheet (MSDS) instructions.
    • CTE.PS.KPAS.6.2: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Public Services sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Interpret policies, procedures, and regulations for the workplace environment, including employer and employee responsibilities.
    • CTE.PS.KPAS.6.3: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Public Services sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Use health and safety practices for storing, cleaning, and maintaining tools, equipment, and supplies.
    • CTE.PS.KPAS.6.4: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Public Services sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Practice personal safety when lifting, bending, or moving equipment and supplies.
    • CTE.PS.KPAS.6.5: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Public Services sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Demonstrate how to prevent and respond to work-related accidents or injuries; this includes demonstrating an understanding of ergonomics.
    • CTE.PS.KPAS.6.6: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Public Services sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Maintain a safe and healthful working environment.
    • CTE.PS.KPAS.6.7: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Public Services sector workplace environment. (Direct alignment to RST.9-10, RST.11-12.4) Performance Indicator:Be informed of laws/acts pertaining to the Occupational Safety and Health Administration (OSHA).
    • CTE.T.KPAS.6.0: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Transportation sector workplace environment.(Direct alignment with RST.9-10, RST.11-12.4)
    • CTE.T.KPAS.6.1: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Transportation sector workplace environment.(Direct alignment with RST.9-10, RST.11-12.4) Performance Indicator:Locate, and adhere to, Material Safety Data Sheet (MSDS) instructions.
    • CTE.T.KPAS.6.2: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Transportation sector workplace environment.(Direct alignment with RST.9-10, RST.11-12.4) Performance Indicator:Interpret policies, procedures, and regulations for the workplace environment, including employer and employee responsibilities.
    • CTE.T.KPAS.6.3: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Transportation sector workplace environment.(Direct alignment with RST.9-10, RST.11-12.4) Performance Indicator:Use health and safety practices for storing, cleaning, and maintaining tools, equipment, and supplies.
    • CTE.T.KPAS.6.4: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Transportation sector workplace environment.(Direct alignment with RST.9-10, RST.11-12.4) Performance Indicator:Practice personal safety when lifting, bending, or moving equipment and supplies.
    • CTE.T.KPAS.6.5: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Transportation sector workplace environment.(Direct alignment with RST.9-10, RST.11-12.4) Performance Indicator:Demonstrate how to prevent and respond to work-related accidents or injuries; this includes demonstrating an understanding of ergonomics.
    • CTE.T.KPAS.6.6: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Transportation sector workplace environment.(Direct alignment with RST.9-10, RST.11-12.4) Performance Indicator:Maintain a safe and healthful working environment.
    • CTE.T.KPAS.6.7: Anchor Standard:Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Transportation sector workplace environment.(Direct alignment with RST.9-10, RST.11-12.4) Performance Indicator:Be informed of laws/acts pertaining to the Occupational Safety and Health Administration (OSHA).
  • Career Technical Education Grade 7-12 - Anchors : Leadership and Teamwork:
    • CTE.AME.KPAS.9.0: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organizations. (Direct alignment to SL.11-12.1b)
    • CTE.AME.KPAS.9.1: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organizations. (Direct alignment to SL.11-12.1b) Performance Indicator:Define leadership and identify the responsibilities, competencies, and behaviors of successful leaders.
    • CTE.AME.KPAS.9.2: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organizations. (Direct alignment to SL.11-12.1b) Performance Indicator:Identify the characteristics of successful teams, including leadership, cooperation, collaboration, and effective decision-making skills as applied in groups, teams, and career technical student organization activities.
    • CTE.AME.KPAS.9.3: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organizations. (Direct alignment to SL.11-12.1b) Performance Indicator:Understand the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace setting.
    • CTE.AME.KPAS.9.4: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organizations. (Direct alignment to SL.11-12.1b) Performance Indicator:Explain how professional associations and organizations and associated leadership development and competitive career development activities enhance academic preparation, promote career choices, and contribute to employment opportunities.
    • CTE.AME.KPAS.9.5: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organizations. (Direct alignment to SL.11-12.1b) Performance Indicator:Understand that the modern world is an international community and requires an expanded global view.
    • CTE.AME.KPAS.9.6: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organizations. (Direct alignment to SL.11-12.1b) Performance Indicator:Respect individual and cultural differences and recognize the importance of diversity in the workplace.
    • CTE.AME.KPAS.9.7: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organizations. (Direct alignment to SL.11-12.1b) Performance Indicator:Participate in interactive teamwork to solve real Arts, Media, and Entertainment sector issues and problems.
    • CTE.ANR.KPAS.9.0: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the FFA career technical student organization. (Direct alignment to SL.11-12.1b)
    • CTE.ANR.KPAS.9.1: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Define leadership and identify the responsibilities, competencies, and behaviors of successful leaders.
    • CTE.ANR.KPAS.9.10: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Understand how to organize and structure work, individually and in teams, for effective performance and the attainment of goals.
    • CTE.ANR.KPAS.9.11: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Explain multiple approaches to conflict resolution and their appropriateness for a variety of situations in the workplace.
    • CTE.ANR.KPAS.9.12: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Demonstrate how to interact with others in ways that demonstrate respect for individual and cultural differences and for the attitudes and feelings of others.
    • CTE.ANR.KPAS.9.13: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Participate in group or team activities, including those offered by the student organization, that develop skills in leadership, cooperation, collaboration, and effective decision making.
    • CTE.ANR.KPAS.9.2: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Identify the characteristics of successful teams, including leadership, cooperation, collaboration, and effective decision-making skills, as applied in groups, teams, and career technical student organization activities.
    • CTE.ANR.KPAS.9.3: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Understand the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace setting.
    • CTE.ANR.KPAS.9.4: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Explain how professional associations and organizations and associated leadership development and competitive career development activities enhance academic preparation, promote career choices, and contribute to employment opportunities.
    • CTE.ANR.KPAS.9.5: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Understand that the modern world is an international community and requires an expanded global view.
    • CTE.ANR.KPAS.9.6: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Respect individual and cultural differences and recognize the importance of diversity in the workplace.
    • CTE.ANR.KPAS.9.7: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Participate in interactive teamwork to solve real Agriculture and Natural Resources sector issues and problems.
    • CTE.ANR.KPAS.9.8: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Define the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace settings.
    • CTE.ANR.KPAS.9.9: Anchor Standard:Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment to SL.11-12.1d) Performance Indicator:Identify the ways in which pre-professional associations, such as the Future Farmers of America (FFA), and competitive career development activities enhance academic skills, promote career choices, and contribute to employability.
    • CTE.BCT.KPAS.9.0: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b)
    • CTE.BCT.KPAS.9.1: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Define leadership and identify the responsibilities, competencies, and behaviors of successful leaders.
    • CTE.BCT.KPAS.9.2: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Identify the characteristics of successful teams, including leadership, cooperation, collaboration, and effective decision-making skills as applied in groups, teams, and career technical student organization activities.
    • CTE.BCT.KPAS.9.3: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Understand the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace setting.
    • CTE.BCT.KPAS.9.4: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Explain how professional associations and organizations and associated leadership development and competitive career development activities enhance academic preparation, promote career choices, and contribute to employment opportunities.
    • CTE.BCT.KPAS.9.5: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Understand that the modern world is an international community and requires an expanded global view.
    • CTE.BCT.KPAS.9.6: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Respect individual and cultural differences and recognize the importance of diversity in the workplace.
    • CTE.BCT.KPAS.9.7: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Participate in interactive teamwork to solve real Building and Construction Trades sector issues and problems.
    • CTE.BF.KPAS.9.0: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Future Business Leaders of America (FBLA) career technical student organization. (Direct alignment to SL.11-12.1b)
    • CTE.BF.KPAS.9.1: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Future Business Leaders of America (FBLA) career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Define leadership and identify the responsibilities, competencies, and behaviors of successful leaders.
    • CTE.BF.KPAS.9.2: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Future Business Leaders of America (FBLA) career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Identify the characteristics of successful teams, including leadership, cooperation, collaboration, and effective decision-making skills as applied in groups, teams, and career technical student organization activities.
    • CTE.BF.KPAS.9.3: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Future Business Leaders of America (FBLA) career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Understand the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace setting.
    • CTE.BF.KPAS.9.4: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Future Business Leaders of America (FBLA) career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Explain how professional associations and organizations and associated leadership development and competitive career development activities enhance academic preparation, promote career choices, and contribute to employment opportunities.
    • CTE.BF.KPAS.9.5: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Future Business Leaders of America (FBLA) career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Understand that the modern world is an international community and requires an expanded global view.
    • CTE.BF.KPAS.9.6: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Future Business Leaders of America (FBLA) career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Respect individual and cultural differences and recognize the importance of diversity in the workplace.
    • CTE.BF.KPAS.9.7: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Future Business Leaders of America (FBLA) career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Participate in interactive teamwork to solve real Business and Finance sector issues and problems.
    • CTE.EA.KPAS.9.0: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b)
    • CTE.EA.KPAS.9.1: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Define leadership and identify the responsibilities, competencies, and behaviors of successful leaders.
    • CTE.EA.KPAS.9.2: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Identify the characteristics of successful teams, including leadership, cooperation, collaboration, and effective decision-making skills, as applied in groups, teams, and career technical student organization activities.
    • CTE.EA.KPAS.9.3: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Understand the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace setting.
    • CTE.EA.KPAS.9.4: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Explain how professional associations and organizations and associated leadership development and competitive career development activities enhance academic preparation, promote career choices, and contribute to employment opportunities.
    • CTE.EA.KPAS.9.5: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Understand that the modern world is an international community and requires an expanded global view.
    • CTE.EA.KPAS.9.6: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Respect individual and cultural differences and recognize the importance of diversity in the workplace.
    • CTE.EA.KPAS.9.7: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Participate in interactive teamwork to solve real Engineering and Architecture sector issues and problems.
    • CTE.ECDFS.KPAS.9.0: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the career technical student organization (FHA-HERO). (Direct alignment to SL.11-12.1b)
    • CTE.ECDFS.KPAS.9.1: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the career technical student organization (FHA-HERO). (Direct alignment to SL.11-12.1b) Performance Indicator:Define leadership and identify the responsibilities, competencies, and behaviors of successful leaders.
    • CTE.ECDFS.KPAS.9.2: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the career technical student organization (FHA-HERO). (Direct alignment to SL.11-12.1b) Performance Indicator:Identify the characteristics of successful teams, including leadership, cooperation, collaboration, and effective decision-making skills, as applied in groups, teams, and career technicalstudent organization activities.
    • CTE.ECDFS.KPAS.9.3: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the career technical student organization (FHA-HERO). (Direct alignment to SL.11-12.1b) Performance Indicator:Understand the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace setting.
    • CTE.ECDFS.KPAS.9.4: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the career technical student organization (FHA-HERO). (Direct alignment to SL.11-12.1b) Performance Indicator:Explain how professional associations and organizations (such as FHA-HERO) and associated leadership development and competitive career development activities enhance academic preparation, promote career choices, and contribute to employment. opportunities
    • CTE.ECDFS.KPAS.9.5: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the career technical student organization (FHA-HERO). (Direct alignment to SL.11-12.1b) Performance Indicator:Understand that the modern world is an international community and requires an expanded global view.
    • CTE.ECDFS.KPAS.9.6: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the career technical student organization (FHA-HERO). (Direct alignment to SL.11-12.1b) Performance Indicator:Respect individual and cultural differences and recognize the importance of diversity in the workplace.
    • CTE.ECDFS.KPAS.9.7: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the career technical student organization (FHA-HERO). (Direct alignment to SL.11-12.1b) Performance Indicator:Participate in interactive teamwork to solve real Education, Child Development, and Family Services sector issues and problems.
    • CTE.EEU.KPAS.9.0: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b)
    • CTE.EEU.KPAS.9.1: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Define leadership and identify the responsibilities, competencies, and behaviors of successful leaders.
    • CTE.EEU.KPAS.9.2: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Identify the characteristics of successful teams, including leadership, cooperation, collaboration, and effective decision-making skills as applied in groups, teams, and career technical student organization activities.
    • CTE.EEU.KPAS.9.3: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Understand the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace setting.
    • CTE.EEU.KPAS.9.4: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Explain how professional associations and organizations and associated leadership development and competitive career development activities enhance academic preparation, promote career choices, and contribute to employment opportunities.
    • CTE.EEU.KPAS.9.5: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Understand that the modern world is an international community and requires an expanded global view.
    • CTE.EEU.KPAS.9.6: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Respect individual and cultural differences and recognize the importance of diversity in the workplace.
    • CTE.EEU.KPAS.9.7: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Participate in interactive teamwork to solve real Energy, Environment, and Utilities sector issues and problems.
    • CTE.FID.KPAS.9.0: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the career technical student organization (FHA-HERO). (Direct alignment to SL.11-12.1b)
    • CTE.FID.KPAS.9.1: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the career technical student organization (FHA-HERO). (Direct alignment to SL.11-12.1b) Performance Indicator:Define leadership and identify the responsibilities, competencies, and behaviors of successful leaders.
    • CTE.FID.KPAS.9.2: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the career technical student organization (FHA-HERO). (Direct alignment to SL.11-12.1b) Performance Indicator:Identify the characteristics of successful teams, including leadership, cooperation, collaboration, and effective decision-making skills as applied in groups, teams, and career technical student organization activities.
    • CTE.FID.KPAS.9.3: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the career technical student organization (FHA-HERO). (Direct alignment to SL.11-12.1b) Performance Indicator:Understand the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace setting.
    • CTE.FID.KPAS.9.4: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the career technical student organization (FHA-HERO). (Direct alignment to SL.11-12.1b) Performance Indicator:Explain how professional associations and organizations (such as FHA-HERO) and associated leadership development and competitive career development activities enhance academic preparation, promote career choices, and contribute to employment. opportunities.
    • CTE.FID.KPAS.9.5: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the career technical student organization (FHA-HERO). (Direct alignment to SL.11-12.1b) Performance Indicator:Understand that the modern world is an international community and requires an expanded global view.
    • CTE.FID.KPAS.9.6: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the career technical student organization (FHA-HERO). (Direct alignment to SL.11-12.1b) Performance Indicator:Respect individual and cultural differences and recognize the importance of diversity in the workplace.
    • CTE.FID.KPAS.9.7: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the career technical student organization (FHA-HERO). (Direct alignment to SL.11-12.1b) Performance Indicator:Participate in interactive teamwork to solve real Fashion and Interior Design sector issues and problems.
    • CTE.HSMT.KPAS.9.0: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Cal-HOSA career technical student organization. (Direct alignment to SL.11-12.1b)
    • CTE.HSMT.KPAS.9.1: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Cal-HOSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Define leadership and identify the responsibilities, competencies, and behaviors of successful leaders.
    • CTE.HSMT.KPAS.9.2: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Cal-HOSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Identify the characteristics of successful teams, including leadership, cooperation, collaboration, and effective decision-making skills as applied in groups, teams, and career technical student organization activities.
    • CTE.HSMT.KPAS.9.3: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Cal-HOSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Understand the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace setting.
    • CTE.HSMT.KPAS.9.4: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Cal-HOSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Explain how professional associations and organizations and associated leadership development and competitive career development activities enhance academic preparation, promote career choices, and contribute to employment opportunities.
    • CTE.HSMT.KPAS.9.5: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Cal-HOSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Understand that the modern world is an international community and requires an expanded global view.
    • CTE.HSMT.KPAS.9.6: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Cal-HOSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Respect individual and cultural differences and recognize the importance of diversity in the workplace.
    • CTE.HSMT.KPAS.9.7: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Cal-HOSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Participate in interactive teamwork to solve real Health Science and Medical Technology sector issues and problems.
    • CTE.HTR.KPAS.9.0: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the career technical student organization (FHA-HERO). (Direct alignment to SL.11-12.1b)
    • CTE.HTR.KPAS.9.1: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the career technical student organization (FHA-HERO). (Direct alignment to SL.11-12.1b) Performance Indicator:Define leadership and identify the responsibilities, competencies, and behaviors of successful leaders.
    • CTE.HTR.KPAS.9.2: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the career technical student organization (FHA-HERO). (Direct alignment to SL.11-12.1b) Performance Indicator:Identify the characteristics of successful teams, including leadership, cooperation, collaboration, and effective decision-making skills as applied in groups, teams, and career technical student organization activities.
    • CTE.HTR.KPAS.9.3: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the career technical student organization (FHA-HERO). (Direct alignment to SL.11-12.1b) Performance Indicator:Understand the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace setting.
    • CTE.HTR.KPAS.9.4: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the career technical student organization (FHA-HERO). (Direct alignment to SL.11-12.1b) Performance Indicator:Explain how professional associations and organizations (such as FHA-HERO) and associated leadership development and competitive career development activities enhance academic preparation, promote career choices, and contribute to employment opportunities.
    • CTE.HTR.KPAS.9.5: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the career technical student organization (FHA-HERO). (Direct alignment to SL.11-12.1b) Performance Indicator:Understand that the modern world is an international community and requires an expanded global view.
    • CTE.HTR.KPAS.9.6: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the career technical student organization (FHA-HERO). (Direct alignment to SL.11-12.1b) Performance Indicator:Respect individual and cultural differences and recognize the importance of diversity in the workplace.
    • CTE.HTR.KPAS.9.7: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the career technical student organization (FHA-HERO). (Direct alignment to SL.11-12.1b) Performance Indicator:Participate in interactive teamwork to solve real Hospitality, Tourism, and Recreation sector issues and problems.
    • CTE.ICT.KPAS.9.0: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Future Business Leaders of America and SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b)
    • CTE.ICT.KPAS.9.1: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Future Business Leaders of America and SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Define leadership and identify the responsibilities, competencies, and behaviors of successful leaders.
    • CTE.ICT.KPAS.9.2: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Future Business Leaders of America and SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Identify the characteristics of successful teams, including leadership, cooperation, collaboration, and effective decision-making skills as applied in groups, teams, and career technical student organization activities.
    • CTE.ICT.KPAS.9.3: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Future Business Leaders of America and SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Understand the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace setting.
    • CTE.ICT.KPAS.9.4: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Future Business Leaders of America and SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Explain how professional associations and organizations and associated leadership development and competitive career development activities enhance academic preparation, promote career choices, and contribute to employment opportunities.
    • CTE.ICT.KPAS.9.5: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Future Business Leaders of America and SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Understand that the modern world is an international community and requires an expanded global view.
    • CTE.ICT.KPAS.9.6: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Future Business Leaders of America and SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Respect individual and cultural differences and recognize the importance of diversity in the workplace.
    • CTE.ICT.KPAS.9.7: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Future Business Leaders of America and SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Participate in interactive teamwork to solve real Information and Communication Technologies sector issues and problems.
    • CTE.MPD.KPAS.9.0: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organizations. (Direct alignment to SL.11-12.1b)
    • CTE.MPD.KPAS.9.1: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organizations. (Direct alignment to SL.11-12.1b) Performance Indicator:Define leadership and identify the responsibilities, competencies, and behaviors of successful leaders.
    • CTE.MPD.KPAS.9.2: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organizations. (Direct alignment to SL.11-12.1b) Performance Indicator:Identify the characteristics of successful teams, including leadership, cooperation, collaboration, and effective decision-making skills as applied in groups, teams, and career technical student organization activities.
    • CTE.MPD.KPAS.9.3: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organizations. (Direct alignment to SL.11-12.1b) Performance Indicator:Understand the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace setting.
    • CTE.MPD.KPAS.9.4: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organizations. (Direct alignment to SL.11-12.1b) Performance Indicator:Explain how professional associations and organizations and associated leadership development and competitive career development activities enhance academic preparation, promote career choices, and contribute to employment opportunities.
    • CTE.MPD.KPAS.9.5: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organizations. (Direct alignment to SL.11-12.1b) Performance Indicator:Understand that the modern world is an international community and requires an expanded global view.
    • CTE.MPD.KPAS.9.6: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organizations. (Direct alignment to SL.11-12.1b) Performance Indicator:Respect individual and cultural differences and recognize the importance of diversity in the workplace.
    • CTE.MPD.KPAS.9.7: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organizations. (Direct alignment to SL.11-12.1b) Performance Indicator:Participate in interactive teamwork to solve real Manufacturing and Product Design sector issues and problems.
    • CTE.MSS.KPAS.9.0: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Distributive Education Clubs of America (DECA) career technical student organization (Direct alignment to SL.11-12.1b)
    • CTE.MSS.KPAS.9.1: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Distributive Education Clubs of America (DECA) career technical student organization (Direct alignment to SL.11-12.1b) Performance Indicator:Define leadership and identify the responsibilities, competencies, and behaviors of successful leaders.
    • CTE.MSS.KPAS.9.2: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Distributive Education Clubs of America (DECA) career technical student organization (Direct alignment to SL.11-12.1b) Performance Indicator:Identify the characteristics of successful teams, including leadership, cooperation, collaboration, and effective decision-making skills as applied in groups, teams, and career technicalstudent organization activities.
    • CTE.MSS.KPAS.9.3: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Distributive Education Clubs of America (DECA) career technical student organization (Direct alignment to SL.11-12.1b) Performance Indicator:Understand the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace setting.
    • CTE.MSS.KPAS.9.4: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Distributive Education Clubs of America (DECA) career technical student organization (Direct alignment to SL.11-12.1b) Performance Indicator:Explain how professional associations and organizations and associated leadership development and competitive career development activities enhance academic preparation, promote career choices, and contribute to employment opportunities.
    • CTE.MSS.KPAS.9.5: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Distributive Education Clubs of America (DECA) career technical student organization (Direct alignment to SL.11-12.1b) Performance Indicator:Understand that the modern world is an international community and requires an expanded global view.
    • CTE.MSS.KPAS.9.6: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Distributive Education Clubs of America (DECA) career technical student organization (Direct alignment to SL.11-12.1b) Performance Indicator:Respect individual and cultural differences and recognize the importance of diversity in the workplace.
    • CTE.MSS.KPAS.9.7: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Distributive Education Clubs of America (DECA) career technical student organization (Direct alignment to SL.11-12.1b) Performance Indicator:Participate in interactive teamwork to solve real Marketing, Sales, and Services sector issues and problems.
    • CTE.PS.KPAS.9.0: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Cal-HOSA and SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b)
    • CTE.PS.KPAS.9.1: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Cal-HOSA and SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Define leadership and identify the responsibilities, competencies, and behaviors of successful leaders.
    • CTE.PS.KPAS.9.2: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Cal-HOSA and SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Identify the characteristics of successful teams, including leadership, cooperation, collaboration, and effective decision-making skills as applied in groups, teams, and career technical student organization activities.
    • CTE.PS.KPAS.9.3: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Cal-HOSA and SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Understand the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace setting.
    • CTE.PS.KPAS.9.4: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Cal-HOSA and SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Explain how professional associations and organizations and associated leadership development and competitive career development activities enhance academic preparation, promote career choices, and contribute to employment opportunities.
    • CTE.PS.KPAS.9.5: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Cal-HOSA and SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Understand that the modern world is an international community and requires an expanded global view.
    • CTE.PS.KPAS.9.6: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Cal-HOSA and SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Respect individual and cultural differences and recognize the importance of diversity in the workplace.
    • CTE.PS.KPAS.9.7: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Cal-HOSA and SkillsUSA career technical student organization. (Direct alignment to SL.11-12.1b) Performance Indicator:Participate in interactive teamwork to solve real Public Services sector issues and problems.
    • CTE.T.KPAS.9.0: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization (Direct alignment with SL.11-12.1b)
    • CTE.T.KPAS.9.1: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization (Direct alignment with SL.11-12.1b) Performance Indicator:Define leadership and identify the responsibilities, competencies, and behaviors of successful leaders.
    • CTE.T.KPAS.9.2: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization (Direct alignment with SL.11-12.1b) Performance Indicator:Identify the characteristics of successful teams, including leadership, cooperation, collaboration, and effective decision-making skills as applied in groups, teams, and career technicalstudent organization activities.
    • CTE.T.KPAS.9.3: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization (Direct alignment with SL.11-12.1b) Performance Indicator:Understand the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace setting.
    • CTE.T.KPAS.9.4: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization (Direct alignment with SL.11-12.1b) Performance Indicator:Explain how professional associations and organizations and associated leadership development and competitive career development activities enhance academic preparation, promote career choices, and contribute to employment opportunities.
    • CTE.T.KPAS.9.5: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization (Direct alignment with SL.11-12.1b) Performance Indicator:Understand that the modern world is an international community and requires an expanded global view.
    • CTE.T.KPAS.9.6: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization (Direct alignment with SL.11-12.1b) Performance Indicator:Respect individual and cultural differences and recognize the importance of diversity inthe workplace.
    • CTE.T.KPAS.9.7: Anchor Standard:Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the SkillsUSA career technical student organization (Direct alignment with SL.11-12.1b) Performance Indicator:Participate in interactive teamwork to solve real Transportation sector issues and problems.
  • Career Technical Education Grade 7-12 - Anchors : Problem Solving and Critical Thinking:
    • CTE.AME.KPAS.5.0: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Arts, Media, and Entertainment sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7)
    • CTE.AME.KPAS.5.1: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Arts, Media, and Entertainment sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Identify and ask significant questions that clarify various points of view to solve problems.
    • CTE.AME.KPAS.5.2: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Arts, Media, and Entertainment sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Solve predictable and unpredictable work-related problems using various types of reasoning (inductive, deductive) as appropriate.
    • CTE.AME.KPAS.5.3: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Arts, Media, and Entertainment sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Use systems thinking to analyze how various components interact with each other to produce outcomes in a complex work environment.
    • CTE.AME.KPAS.5.4: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Arts, Media, and Entertainment sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Interpret information and draw conclusions, based on the best analysis, to make informed decisions.
    • CTE.ANR.KPAS.5.0: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Agriculture and Natural Resources sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7)
    • CTE.ANR.KPAS.5.1: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Agriculture and Natural Resources sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Identify and ask significant questions that clarify various points of view to solve problems.
    • CTE.ANR.KPAS.5.2: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Agriculture and Natural Resources sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Solve predictable and unpredictable work-related problems using various types of reasoning (inductive, deductive) as appropriate.
    • CTE.ANR.KPAS.5.3: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Agriculture and Natural Resources sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Use systems thinking to analyze how various components interact with each other to produce outcomes in a complex work environment.
    • CTE.ANR.KPAS.5.4: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Agriculture and Natural Resources sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Interpret information and draw conclusions, based on the best analysis, to make informed decisions.
    • CTE.BCT.KPAS.5.0: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Building and Construction Trades sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7)
    • CTE.BCT.KPAS.5.1: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Building and Construction Trades sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Identify and ask significant questions that clarify various points of view to solve problems.
    • CTE.BCT.KPAS.5.2: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Building and Construction Trades sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Solve predictable and unpredictable work-related problems using various types of reasoning (inductive, deductive) as appropriate.
    • CTE.BCT.KPAS.5.3: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Building and Construction Trades sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Use systems thinking to analyze how various components interact with each other to produce outcomes in a complex work environment.
    • CTE.BCT.KPAS.5.4: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Building and Construction Trades sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Interpret information and draw conclusions, based on the best analysis, to make informed decisions.
    • CTE.BF.KPAS.5.0: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Business and Finance sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7)
    • CTE.BF.KPAS.5.1: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Business and Finance sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Identify and ask significant questions that clarify various points of view to solve problems.
    • CTE.BF.KPAS.5.2: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Business and Finance sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Solve predictable and unpredictable work-related problems using various types of reasoning (inductive, deductive) as appropriate.
    • CTE.BF.KPAS.5.3: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Business and Finance sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Use systems thinking to analyze how various components interact with each other to produce outcomes in a complex work environment.
    • CTE.BF.KPAS.5.4: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Business and Finance sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Interpret information and draw conclusions, based on the best analysis, to make informed decisions.
    • CTE.EA.KPAS.5.0: Anchor Standard:Conduct a short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Engineering and Architecture sector using critical and creative thinking; logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7)
    • CTE.EA.KPAS.5.1: Anchor Standard:Conduct a short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Engineering and Architecture sector using critical and creative thinking; logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Identify and ask significant questions that clarify various points of view to solve problems.
    • CTE.EA.KPAS.5.2: Anchor Standard:Conduct a short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Engineering and Architecture sector using critical and creative thinking; logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Solve predictable and unpredictable work-related problems using various types of reasoning (inductive, deductive) as appropriate.
    • CTE.EA.KPAS.5.3: Anchor Standard:Conduct a short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Engineering and Architecture sector using critical and creative thinking; logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Use systems thinking to analyze how various components interact with each other to produce outcomes in a complex work environment.
    • CTE.EA.KPAS.5.4: Anchor Standard:Conduct a short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Engineering and Architecture sector using critical and creative thinking; logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Interpret information and draw conclusions, based on the best analysis, to make informed decisions.
    • CTE.ECDFS.KPAS.5.0: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Education, Child Development, and Family Services sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7)
    • CTE.ECDFS.KPAS.5.1: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Education, Child Development, and Family Services sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Identify and ask significant questions that clarify various points of view to solve problems.
    • CTE.ECDFS.KPAS.5.2: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Education, Child Development, and Family Services sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Solve predictable and unpredictable work-related problems using various types of reasoning (inductive, deductive) as appropriate.
    • CTE.ECDFS.KPAS.5.3: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Education, Child Development, and Family Services sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Use systems thinking to analyze how various components interact with each other to produce outcomes in a complex work environment.
    • CTE.ECDFS.KPAS.5.4: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Education, Child Development, and Family Services sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Interpret information and draw conclusions, based on the best analysis, to make informed decisions.
    • CTE.EEU.KPAS.5.0: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Energy, Environment, and Utilities sector using critical and creative thinking; logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7)
    • CTE.EEU.KPAS.5.1: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Energy, Environment, and Utilities sector using critical and creative thinking; logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Identify and ask significant questions that clarify various points of view to solve problems.
    • CTE.EEU.KPAS.5.2: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Energy, Environment, and Utilities sector using critical and creative thinking; logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Solve predictable and unpredictable work-related problems using various types of reasoning (inductive, deductive) as appropriate.
    • CTE.EEU.KPAS.5.3: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Energy, Environment, and Utilities sector using critical and creative thinking; logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Use systems thinking to analyze how various components interact with each other to produce outcomes in a complex work environment.
    • CTE.EEU.KPAS.5.4: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Energy, Environment, and Utilities sector using critical and creative thinking; logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Interpret information and draw conclusions, based on the best analysis, to make informed decisions.
    • CTE.FID.KPAS.5.0: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Fashion and Interior Design sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7)
    • CTE.FID.KPAS.5.1: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Fashion and Interior Design sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Identify and ask significant questions that clarify various points of view to solve problems.
    • CTE.FID.KPAS.5.2: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Fashion and Interior Design sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Solve predictable and unpredictable work-related problems using various types of reasoning (inductive, deductive) as appropriate
    • CTE.FID.KPAS.5.3: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Fashion and Interior Design sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Use systems thinking to analyze how various components interact with each other to produce outcomes in a complex work environment.
    • CTE.FID.KPAS.5.4: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Fashion and Interior Design sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Interpret information and draw conclusions, based on the best analysis, to make informed decisions.
    • CTE.HSMT.KPAS.5.0: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Health Science and Medical Technology sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7)
    • CTE.HSMT.KPAS.5.1: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Health Science and Medical Technology sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Identify and ask significant questions that clarify various points of view to solve problems.
    • CTE.HSMT.KPAS.5.2: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Health Science and Medical Technology sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Solve predictable and unpredictable work-related problems using various types of reasoning (inductive, deductive) as appropriate.
    • CTE.HSMT.KPAS.5.3: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Health Science and Medical Technology sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Use systems thinking to analyze how various components interact with each other to produce outcomes in a complex work environment.
    • CTE.HSMT.KPAS.5.4: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Health Science and Medical Technology sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Interpret information and draw conclusions, based on the best analysis, to make informed decisions.
    • CTE.HSMT.KPAS.5.5: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Health Science and Medical Technology sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Know how to apply mathematical computations related to health care procedures (metric and household, conversions and measurements).
    • CTE.HSMT.KPAS.5.6: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Health Science and Medical Technology sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Read, interpret, and extract information from documents.
    • CTE.HTR.KPAS.5.0: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Hospitality, Tourism, and Recreation, using critical and creative thinking; logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7)
    • CTE.HTR.KPAS.5.1: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Hospitality, Tourism, and Recreation, using critical and creative thinking; logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Identify and ask significant questions that clarify various points of view to solve problems.
    • CTE.HTR.KPAS.5.2: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Hospitality, Tourism, and Recreation, using critical and creative thinking; logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Solve predictable and unpredictable work-related problems using various types of reasoning (inductive, deductive) as appropriate.
    • CTE.HTR.KPAS.5.3: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Hospitality, Tourism, and Recreation, using critical and creative thinking; logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Use systems thinking to analyze how various components interact with each other to produce outcomes in a complex work environment.
    • CTE.HTR.KPAS.5.4: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Hospitality, Tourism, and Recreation, using critical and creative thinking; logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Interpret information and draw conclusions, based on the best analysis, to make informed decisions.
    • CTE.ICT.KPAS.5.0: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Information and Communication Technologies sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7)
    • CTE.ICT.KPAS.5.1: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Information and Communication Technologies sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Identify and ask significant questions that clarify various points of view to solve problems.
    • CTE.ICT.KPAS.5.10: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Information and Communication Technologies sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Use multiple layers of abstraction.
    • CTE.ICT.KPAS.5.11: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Information and Communication Technologies sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Understand the concept of base systems, including binary and hexadecimal.
    • CTE.ICT.KPAS.5.12: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Information and Communication Technologies sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Apply the concepts of Boolean logic to decision making and searching.
    • CTE.ICT.KPAS.5.2: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Information and Communication Technologies sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Solve predictable and unpredictable work-related problems using various types of reasoning (inductive, deductive) as appropriate.
    • CTE.ICT.KPAS.5.3: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Information and Communication Technologies sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Use systems thinking to analyze how various components interact with each other to produce outcomes in a complex work environment.
    • CTE.ICT.KPAS.5.4: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Information and Communication Technologies sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Interpret information and draw conclusions, based on the best analysis, to make informed decisions.
    • CTE.ICT.KPAS.5.5: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Information and Communication Technologies sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Use a logical and structured approach to isolate and identify the source of problems and to resolve problems.
    • CTE.ICT.KPAS.5.6: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Information and Communication Technologies sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Know the available resources for identifying and resolving problems.
    • CTE.ICT.KPAS.5.7: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Information and Communication Technologies sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Work out problems iteratively and recursively.
    • CTE.ICT.KPAS.5.8: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Information and Communication Technologies sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Create and use algorithms and solve problems.
    • CTE.ICT.KPAS.5.9: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Information and Communication Technologies sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Deconstruct large problems into components to solve.
    • CTE.MPD.KPAS.5.0: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Manufacturing and Product Design sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7)
    • CTE.MPD.KPAS.5.1: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Manufacturing and Product Design sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Identify and ask significant questions that clarify various points of view to solve problems.
    • CTE.MPD.KPAS.5.2: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Manufacturing and Product Design sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Solve predictable and unpredictable work-related problems using various types of reasoning (inductive, deductive) as appropriate.
    • CTE.MPD.KPAS.5.3: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Manufacturing and Product Design sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Use systems thinking to analyze how various components interact with each other to produce outcomes in a complex work environment.
    • CTE.MPD.KPAS.5.4: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Manufacturing and Product Design sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Interpret information and draw conclusions, based on the best analysis, to make informed decisions.
    • CTE.MSS.KPAS.5.0: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Marketing, Sales, and Services sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7)
    • CTE.MSS.KPAS.5.1: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Marketing, Sales, and Services sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Identify and ask significant questions that clarify various points of view to solve problems.
    • CTE.MSS.KPAS.5.2: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Marketing, Sales, and Services sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Solve predictable and unpredictable work-related problems using various types of reasoning (inductive, deductive) as appropriate.
    • CTE.MSS.KPAS.5.3: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Marketing, Sales, and Services sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Use systems thinking to analyze how various components interact with each other to produce outcomes in a complex work environment.
    • CTE.MSS.KPAS.5.4: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Marketing, Sales, and Services sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Interpret information and draw conclusions, based on the best analysis, to make informed decisions.
    • CTE.PS.KPAS.5.0: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Public Services sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7)
    • CTE.PS.KPAS.5.1: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Public Services sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Identify and ask significant questions that clarify various points of view to solve problems.
    • CTE.PS.KPAS.5.2: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Public Services sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Solve predictable and unpredictable work-related problems using various types of reasoning (inductive, deductive) as appropriate.
    • CTE.PS.KPAS.5.3: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Public Services sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Use systems thinking to analyze how various components interact with each other to produce outcomes in a complex work environment.
    • CTE.PS.KPAS.5.4: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Public Services sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment to W.11-12.7) Performance Indicator:Interpret information and draw conclusions, based on the best analysis, to make informed decisions.
    • CTE.T.KPAS.5.0: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Transportation sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment with W.11-12.7)
    • CTE.T.KPAS.5.1: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Transportation sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment with W.11-12.7) Performance Indicator:Identify and ask significant questions that clarify various points of view to solve problems.
    • CTE.T.KPAS.5.2: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Transportation sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment with W.11-12.7) Performance Indicator:Solve predictable and unpredictable work-related problems using various types of reasoning (inductive, deductive) as appropriate.
    • CTE.T.KPAS.5.3: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Transportation sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment with W.11-12.7) Performance Indicator:Use systems thinking to analyze how various components interact with each other to produce outcomes in a complex work environment.
    • CTE.T.KPAS.5.4: Anchor Standard:Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Transportation sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment with W.11-12.7) Performance Indicator:Interpret information and draw conclusions, based on the best analysis, to make informed decisions.
  • Career Technical Education Grade 7-12 - Anchors : Responsibility and Flexibility:
    • CTE.AME.KPAS.7.0: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Arts, Media, and Entertainment sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1)
    • CTE.AME.KPAS.7.1: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Arts, Media, and Entertainment sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Recognize how financial management impacts the economy, workforce, and community.
    • CTE.AME.KPAS.7.2: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Arts, Media, and Entertainment sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Explain the importance of accountability and responsibility in fulfilling personal, community, and workplace roles.
    • CTE.AME.KPAS.7.3: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Arts, Media, and Entertainment sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Understand the need to adapt to changing and varied roles and responsibilities.
    • CTE.AME.KPAS.7.4: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Arts, Media, and Entertainment sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Practice time management and efficiency to fulfill responsibilities.
    • CTE.AME.KPAS.7.5: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Arts, Media, and Entertainment sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Apply high-quality techniques to product or presentation design and development.
    • CTE.AME.KPAS.7.6: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Arts, Media, and Entertainment sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Demonstrate knowledge and practice of responsible financial management.
    • CTE.AME.KPAS.7.7: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Arts, Media, and Entertainment sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Demonstrate the qualities and behaviors that constitute a positive and professional work demeanor, including appropriate attire for the profession.
    • CTE.AME.KPAS.7.8: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Arts, Media, and Entertainment sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Explore issues of global significance and document the impact on the Arts, Media, and Entertainment sector.
    • CTE.ANR.KPAS.7.0: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Agriculture and Natural Resources sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1)
    • CTE.ANR.KPAS.7.1: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Agriculture and Natural Resources sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Recognize how financial management impacts the economy, workforce, and community.
    • CTE.ANR.KPAS.7.2: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Agriculture and Natural Resources sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Explain the importance of accountability and responsibility in fulfilling personal, community, and workplace roles.
    • CTE.ANR.KPAS.7.3: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Agriculture and Natural Resources sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Understand the need to adapt to changing and varied roles and responsibilities.
    • CTE.ANR.KPAS.7.4: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Agriculture and Natural Resources sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Practice time management and efficiency to fulfill responsibilities.
    • CTE.ANR.KPAS.7.5: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Agriculture and Natural Resources sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Apply high-quality techniques to product or presentation design and development.
    • CTE.ANR.KPAS.7.6: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Agriculture and Natural Resources sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Demonstrate knowledge and practice of responsible financial management.
    • CTE.ANR.KPAS.7.7: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Agriculture and Natural Resources sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Demonstrate the qualities and behaviors that constitute a positive and professional work demeanor, including appropriate attire for the profession.
    • CTE.ANR.KPAS.7.8: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Agriculture and Natural Resources sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Explore issues of global significance and document the impact on the Agriculture and Natural Resources sector.
    • CTE.BCT.KPAS.7.0: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Building and Construction Trades sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1)
    • CTE.BCT.KPAS.7.1: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Building and Construction Trades sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Recognize how financial management impacts the economy, workforce, and community.
    • CTE.BCT.KPAS.7.2: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Building and Construction Trades sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Explain the importance of accountability and responsibility in fulfilling personal, community, and workplace roles.
    • CTE.BCT.KPAS.7.3: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Building and Construction Trades sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Understand the need to adapt to changing and varied roles and responsibilities.
    • CTE.BCT.KPAS.7.4: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Building and Construction Trades sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Practice time management and efficiency to fulfill responsibilities.
    • CTE.BCT.KPAS.7.5: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Building and Construction Trades sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Apply high-quality techniques to product or presentation design and development.
    • CTE.BCT.KPAS.7.6: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Building and Construction Trades sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Demonstrate knowledge and practice of responsible financial management.
    • CTE.BCT.KPAS.7.7: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Building and Construction Trades sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Demonstrate the qualities and behaviors that constitute a positive and professional work demeanor, including appropriate attire for the profession.
    • CTE.BCT.KPAS.7.8: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Building and Construction Trades sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Explore issues of global significance and document the impact on the Building and Construction Trades sector.
    • CTE.BF.KPAS.7.0: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Business and Finance sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1)
    • CTE.BF.KPAS.7.1: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Business and Finance sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Recognize how financial management impacts the economy, workforce, and community.
    • CTE.BF.KPAS.7.2: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Business and Finance sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Explain the importance of accountability and responsibility in fulfilling personal, community, and workplace roles.
    • CTE.BF.KPAS.7.3: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Business and Finance sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Understand the need to adapt to changing and varied roles and responsibilities.
    • CTE.BF.KPAS.7.4: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Business and Finance sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Practice time management and efficiency to fulfill responsibilities.
    • CTE.BF.KPAS.7.5: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Business and Finance sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Apply high-quality techniques to product or presentation design and development.
    • CTE.BF.KPAS.7.6: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Business and Finance sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Demonstrate knowledge and practice of responsible financial management.
    • CTE.BF.KPAS.7.7: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Business and Finance sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Demonstrate the qualities and behaviors that constitute a positive and professional work demeanor, including appropriate attire for the profession.
    • CTE.BF.KPAS.7.8: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Business and Finance sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Explore issues of global significance and document the impact on the Business and Finance sector.
    • CTE.EA.KPAS.7.0: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Engineering and Architecture sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1)
    • CTE.EA.KPAS.7.1: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Engineering and Architecture sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Recognize how financial management impacts the economy, workforce, and community.
    • CTE.EA.KPAS.7.2: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Engineering and Architecture sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Explain the importance of accountability and responsibility in fulfilling personal, community, and workplace roles.
    • CTE.EA.KPAS.7.3: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Engineering and Architecture sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Understand the need to adapt to changing and varied roles and responsibilities.
    • CTE.EA.KPAS.7.4: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Engineering and Architecture sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Practice time management and efficiency to fulfill responsibilities.
    • CTE.EA.KPAS.7.5: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Engineering and Architecture sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Apply high-quality techniques to product or presentation design and development.
    • CTE.EA.KPAS.7.6: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Engineering and Architecture sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Demonstrate knowledge and practice of responsible financial management.
    • CTE.EA.KPAS.7.7: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Engineering and Architecture sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Demonstrate the qualities and behaviors that constitute a positive and professional work demeanor, including appropriate attire for the profession.
    • CTE.EA.KPAS.7.8: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Engineering and Architecture sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Explore issues of global significance and document the impact on the Engineering and Architecture sector.
    • CTE.EA.KPAS.7.8: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Engineering and Architecture sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Explore issues of global significance and document the impact on the Engineering and Architecture sector.
    • CTE.ECDFS.KPAS.7.0: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Education, Child Development, and Family Services sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1)
    • CTE.ECDFS.KPAS.7.1: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Education, Child Development, and Family Services sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Recognize how financial management impacts the economy, workforce, and community.
    • CTE.ECDFS.KPAS.7.2: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Education, Child Development, and Family Services sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Explain the importance of accountability and responsibility in fulfilling personal, community, and workplace roles.
    • CTE.ECDFS.KPAS.7.3: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Education, Child Development, and Family Services sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Understand the need to adapt to changing and varied roles and responsibilities.
    • CTE.ECDFS.KPAS.7.4: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Education, Child Development, and Family Services sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Practice time management and efficiency to fulfill responsibilities.
    • CTE.ECDFS.KPAS.7.5: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Education, Child Development, and Family Services sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Apply high-quality techniques to product or presentation design and development.
    • CTE.ECDFS.KPAS.7.6: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Education, Child Development, and Family Services sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Demonstrate knowledge and practice of responsible financial management.
    • CTE.ECDFS.KPAS.7.7: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Education, Child Development, and Family Services sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Demonstrate the qualities and behaviors that constitute a positive and professional work demeanor, including appropriate attire for the profession.
    • CTE.ECDFS.KPAS.7.8: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Education, Child Development, and Family Services sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Explore issues of global significance and document the impact on the Education, Child Development, and Family Services sector.
    • CTE.EEU.KPAS.7.0: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Energy, Environment, and Utilities sector workplace environment and community settings.
    • CTE.EEU.KPAS.7.1: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Energy, Environment, and Utilities sector workplace environment and community settings. Performance Indicator:Recognize how financial management impacts the economy, workforce, and community.
    • CTE.EEU.KPAS.7.2: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Energy, Environment, and Utilities sector workplace environment and community settings. Performance Indicator:Explain the importance of accountability and responsibility in fulfilling personal, community, and workplace roles.
    • CTE.EEU.KPAS.7.3: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Energy, Environment, and Utilities sector workplace environment and community settings. Performance Indicator:Understand the need to adapt to changing and varied roles and responsibilities.
    • CTE.EEU.KPAS.7.4: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Energy, Environment, and Utilities sector workplace environment and community settings. Performance Indicator:Practice time management and efficiency to fulfill responsibilities.
    • CTE.EEU.KPAS.7.5: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Energy, Environment, and Utilities sector workplace environment and community settings. Performance Indicator:Apply high-quality techniques to product or presentation design and development.
    • CTE.EEU.KPAS.7.6: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Energy, Environment, and Utilities sector workplace environment and community settings. Performance Indicator:Demonstrate knowledge and practice of responsible financial management.
    • CTE.EEU.KPAS.7.7: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Energy, Environment, and Utilities sector workplace environment and community settings. Performance Indicator:Demonstrate the qualities and behaviors that constitute a positive and professional work demeanor, including appropriate attire for the profession.
    • CTE.EEU.KPAS.7.8: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Energy, Environment, and Utilities sector workplace environment and community settings. Performance Indicator:Explore issues of global significance and document the impact on the Energy, Environment, and Utilities sector.
    • CTE.FID.KPAS.7.0: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Fashion and Interior Design sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1)
    • CTE.FID.KPAS.7.1: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Fashion and Interior Design sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Recognize how financial management impacts the economy, workforce, and community.
    • CTE.FID.KPAS.7.2: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Fashion and Interior Design sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Explain the importance of accountability and responsibility in fulfilling personal, community, and workplace roles.
    • CTE.FID.KPAS.7.3: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Fashion and Interior Design sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Understand the need to adapt to changing and varied roles and responsibilities.
    • CTE.FID.KPAS.7.4: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Fashion and Interior Design sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Practice time management and efficiency to fulfill responsibilities.
    • CTE.FID.KPAS.7.5: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Fashion and Interior Design sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Apply high-quality techniques to product or presentation design and development.
    • CTE.FID.KPAS.7.6: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Fashion and Interior Design sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Demonstrate knowledge and practice of responsible financial management.
    • CTE.FID.KPAS.7.7: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Fashion and Interior Design sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Demonstrate the qualities and behaviors that constitute a positive and professional work demeanor, including appropriate attire for the profession.
    • CTE.FID.KPAS.7.8: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Fashion and Interior Design sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Explore issues of global significance and document the impact on the Fashion and Interior Design sector.
    • CTE.HSMT.KPAS.7.0: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Health Science and Medical Technology sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1)
    • CTE.HSMT.KPAS.7.1: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Health Science and Medical Technology sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Recognize how financial management impacts the economy, workforce, and community.
    • CTE.HSMT.KPAS.7.2: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Health Science and Medical Technology sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Explain the importance of accountability and responsibility in fulfilling personal, community, and workplace roles.
    • CTE.HSMT.KPAS.7.3: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Health Science and Medical Technology sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Understand the need to adapt to changing and varied roles and responsibilities.
    • CTE.HSMT.KPAS.7.4: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Health Science and Medical Technology sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Practice time management and efficiency to fulfill responsibilities.
    • CTE.HSMT.KPAS.7.5: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Health Science and Medical Technology sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Apply high-quality techniques to product or presentation design and development.
    • CTE.HSMT.KPAS.7.6: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Health Science and Medical Technology sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Demonstrate knowledge and practice of responsible financial management.
    • CTE.HSMT.KPAS.7.7: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Health Science and Medical Technology sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Demonstrate the qualities and behaviors that constitute a positive and professional work demeanor, including appropriate attire for the profession.
    • CTE.HSMT.KPAS.7.8: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Health Science and Medical Technology sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Explore issues of global significance and document the impact on the Health Science and Medical Technology sector.
    • CTE.HTR.KPAS.7.0: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Hospitality, Tourism, and Recreation sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1)
    • CTE.HTR.KPAS.7.1: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Hospitality, Tourism, and Recreation sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Recognize how financial management impacts the economy, workforce, and community.
    • CTE.HTR.KPAS.7.2: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Hospitality, Tourism, and Recreation sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Explain the importance of accountability and responsibility in fulfilling personal, community, and workplace roles.
    • CTE.HTR.KPAS.7.3: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Hospitality, Tourism, and Recreation sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Understand the need to adapt to changing and varied roles and responsibilities.
    • CTE.HTR.KPAS.7.4: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Hospitality, Tourism, and Recreation sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Practice time management and efficiency to fulfill responsibilities.
    • CTE.HTR.KPAS.7.5: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Hospitality, Tourism, and Recreation sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Apply high-quality techniques to product or presentation design and development.
    • CTE.HTR.KPAS.7.6: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Hospitality, Tourism, and Recreation sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Demonstrate knowledge and practice of responsible financial management.
    • CTE.HTR.KPAS.7.7: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Hospitality, Tourism, and Recreation sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Demonstrate the qualities and behaviors that constitute a positive and professional work demeanor, including appropriate attire for the profession.
    • CTE.HTR.KPAS.7.8: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Hospitality, Tourism, and Recreation sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Explore issues of global significance and document the impact on the Hospitality, Tourism, and Recreation sector.
    • CTE.ICT.KPAS.7.0: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Information and Communication Technologies sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1)
    • CTE.ICT.KPAS.7.1: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Information and Communication Technologies sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Recognize how financial management impacts the economy, workforce, and community.
    • CTE.ICT.KPAS.7.2: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Information and Communication Technologies sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Explain the importance of accountability and responsibility in fulfilling personal, community, and workplace roles.
    • CTE.ICT.KPAS.7.3: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Information and Communication Technologies sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Understand the need to adapt to changing and varied roles and responsibilities.
    • CTE.ICT.KPAS.7.4: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Information and Communication Technologies sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Practice time management and efficiency to fulfill responsibilities.
    • CTE.ICT.KPAS.7.5: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Information and Communication Technologies sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Apply high-quality techniques to product or presentation design and development.
    • CTE.ICT.KPAS.7.6: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Information and Communication Technologies sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Demonstrate knowledge and practice of responsible financial management.
    • CTE.ICT.KPAS.7.7: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Information and Communication Technologies sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Demonstrate the qualities and behaviors that constitute a positive and professional work demeanor, including appropriate attire for the profession.
    • CTE.ICT.KPAS.7.8: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Information and Communication Technologies sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Explore issues of global significance and document the impact on the Information and Communication Technologies sector.
    • CTE.MPD.KPAS.7.0: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Manufacturing and Product Design sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1)
    • CTE.MPD.KPAS.7.1: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Manufacturing and Product Design sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Recognize how financial management impacts the economy, workforce, and community.
    • CTE.MPD.KPAS.7.2: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Manufacturing and Product Design sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Explain the importance of accountability and responsibility in fulfilling personal, community, and workplace roles.
    • CTE.MPD.KPAS.7.3: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Manufacturing and Product Design sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Understand the need to adapt to changing and varied roles and responsibilities.
    • CTE.MPD.KPAS.7.4: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Manufacturing and Product Design sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Practice time management and efficiency to fulfill responsibilities.
    • CTE.MPD.KPAS.7.5: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Manufacturing and Product Design sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Apply high-quality techniques to product or presentation design and development.
    • CTE.MPD.KPAS.7.6: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Manufacturing and Product Design sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Demonstrate knowledge and practice of responsible financial management.
    • CTE.MPD.KPAS.7.7: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Manufacturing and Product Design sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Demonstrate the qualities and behaviors that constitute a positive and professional work demeanor, including appropriate attire for the profession.
    • CTE.MPD.KPAS.7.8: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Manufacturing and Product Design sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Explore issues of global significance and document the impact on the Manufacturing and Product Design sector.
    • CTE.MSS.KPAS.7.0: Anchor Standard:Initiate and participate in a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Marketing, Sales, and Services sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1)
    • CTE.MSS.KPAS.7.1: Anchor Standard:Initiate and participate in a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Marketing, Sales, and Services sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Recognize how financial management impacts the economy, workforce, and community.
    • CTE.MSS.KPAS.7.2: Anchor Standard:Initiate and participate in a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Marketing, Sales, and Services sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Explain the importance of accountability and responsibility in fulfilling personal, community, and workplace roles.
    • CTE.MSS.KPAS.7.3: Anchor Standard:Initiate and participate in a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Marketing, Sales, and Services sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Understand the need to adapt to changing and varied roles and responsibilities.
    • CTE.MSS.KPAS.7.4: Anchor Standard:Initiate and participate in a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Marketing, Sales, and Services sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Practice time management and efficiency to fulfill responsibilities.
    • CTE.MSS.KPAS.7.5: Anchor Standard:Initiate and participate in a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Marketing, Sales, and Services sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Apply high-quality techniques to product or presentation design and development.
    • CTE.MSS.KPAS.7.6: Anchor Standard:Initiate and participate in a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Marketing, Sales, and Services sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Demonstrate knowledge and practice of responsible financial management.
    • CTE.MSS.KPAS.7.7: Anchor Standard:Initiate and participate in a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Marketing, Sales, and Services sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Demonstrate the qualities and behaviors that constitute a positive and professional work demeanor, including appropriate attire for the profession.
    • CTE.MSS.KPAS.7.8: Anchor Standard:Initiate and participate in a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Marketing, Sales, and Services sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Explore issues of global significance and document the impact on the Marketing, Sales, and Services sector.
    • CTE.PS.KPAS.7.0: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Public Services sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1)
    • CTE.PS.KPAS.7.1: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Public Services sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Recognize how financial management impacts the economy, workforce, and community.
    • CTE.PS.KPAS.7.2: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Public Services sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Explain the importance of accountability and responsibility in fulfilling personal, community, and workplace roles.
    • CTE.PS.KPAS.7.3: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Public Services sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Understand the need to adapt to changing and varied roles and responsibilities.
    • CTE.PS.KPAS.7.4: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Public Services sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Practice time management and efficiency to fulfill responsibilities.
    • CTE.PS.KPAS.7.5: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Public Services sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Apply high-quality techniques to product or presentation design and development.
    • CTE.PS.KPAS.7.6: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Public Services sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Demonstrate knowledge and practice of responsible financial management.
    • CTE.PS.KPAS.7.7: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Public Services sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Demonstrate the qualities and behaviors that constitute a positive and professional work demeanor, including appropriate attire for the profession.
    • CTE.PS.KPAS.7.8: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Public Services sector workplace environment and community settings. (Direct alignment to SL.9-10, SL.11-12.1) Performance Indicator:Explore issues of global significance and document the impact on the Public Services sector.
    • CTE.T.KPAS.7.0: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Transportation sector workplace environment and community settings. (Direct alignment with SL.9-10, SL.11-12.1)
    • CTE.T.KPAS.7.1: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Transportation sector workplace environment and community settings. (Direct alignment with SL.9-10, SL.11-12.1) Performance Indicator:Recognize how financial management impacts the economy, workforce, and community.
    • CTE.T.KPAS.7.2: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Transportation sector workplace environment and community settings. (Direct alignment with SL.9-10, SL.11-12.1) Performance Indicator:Explain the importance of accountability and responsibility in fulfilling personal, community, and workplace roles.
    • CTE.T.KPAS.7.3: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Transportation sector workplace environment and community settings. (Direct alignment with SL.9-10, SL.11-12.1) Performance Indicator:Understand the need to adapt to changing and varied roles and responsibilities.
    • CTE.T.KPAS.7.4: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Transportation sector workplace environment and community settings. (Direct alignment with SL.9-10, SL.11-12.1) Performance Indicator:Practice time management and efficiency to fulfill responsibilities.
    • CTE.T.KPAS.7.5: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Transportation sector workplace environment and community settings. (Direct alignment with SL.9-10, SL.11-12.1) Performance Indicator:Apply high-quality techniques to product or presentation design and development.
    • CTE.T.KPAS.7.6: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Transportation sector workplace environment and community settings. (Direct alignment with SL.9-10, SL.11-12.1) Performance Indicator:Demonstrate knowledge and practice of responsible financial management.
    • CTE.T.KPAS.7.7: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Transportation sector workplace environment and community settings. (Direct alignment with SL.9-10, SL.11-12.1) Performance Indicator:Demonstrate the qualities and behaviors that constitute a positive and professional work demeanor, including appropriate attire for the profession.
    • CTE.T.KPAS.7.8: Anchor Standard:Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Transportation sector workplace environment and community settings. (Direct alignment with SL.9-10, SL.11-12.1) Performance Indicator:Explore issues of global significance and document the impact on the Transportation sector.
  • Career Technical Education Grade 7-12 - Anchors : Technical Knowledge and Skills:
    • CTE.AME.KPAS.10.0: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Arts, Media, and Entertainment sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6)
    • CTE.AME.KPAS.10.1: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Arts, Media, and Entertainment sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Interpret and explain terminology and practices specific to the Arts, Media, and Entertainment sector.
    • CTE.AME.KPAS.10.2: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Arts, Media, and Entertainment sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Comply with the rules, regulations, and expectations of all aspects of the Arts, Media, and Entertainment sector.
    • CTE.AME.KPAS.10.3: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Arts, Media, and Entertainment sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Construct projects and products specific to the Arts, Media, and Entertainment sector requirements and expectations.
    • CTE.AME.KPAS.10.4: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Arts, Media, and Entertainment sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Collaborate with industry experts for specific technical knowledge and skills.
    • CTE.ANR.KPAS.10.0: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Agriculture and Natural Resources sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6)
    • CTE.ANR.KPAS.10.1: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Agriculture and Natural Resources sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Interpret and explain terminology and practices specific to the Agriculture and Natural Resources sector.
    • CTE.ANR.KPAS.10.2: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Agriculture and Natural Resources sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Comply with the rules, regulations, and expectations of all aspects of the Agriculture and Natural Resources sector.
    • CTE.ANR.KPAS.10.3: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Agriculture and Natural Resources sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Construct projects and products specific to the Agriculture and Natural Resources sector requirements and expectations.
    • CTE.ANR.KPAS.10.4: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Agriculture and Natural Resources sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Collaborate with industry experts for specific technical knowledge and skills.
    • CTE.ANR.KPAS.10.5: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Agriculture and Natural Resources sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Interpret and explain the aims, purposes, history, and structure of the FFA student organization and know the opportunities it makes available.
    • CTE.ANR.KPAS.10.6: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Agriculture and Natural Resources sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Manage, and actively engage in, a career-related, supervised agricultural experience.
    • CTE.ANR.KPAS.10.7: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Agriculture and Natural Resources sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Understand the importance of maintaining and completing the California Agricultural Record Book.
    • CTE.ANR.KPAS.10.8: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Agriculture and Natural Resources sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Maintain and troubleshoot equipment used in the agricultural industry.
    • CTE.BCT.KPAS.10.0: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Building and Construction Trades sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6)
    • CTE.BCT.KPAS.10.1: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Building and Construction Trades sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Interpret and explain terminology and practices specific to the Building and Construction Trades sector.
    • CTE.BCT.KPAS.10.2: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Building and Construction Trades sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Comply with the rules, regulations, and expectations of all aspects of the Building and Construction Trades sector.
    • CTE.BCT.KPAS.10.3: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Building and Construction Trades sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Construct projects and products specific to the Building and Construction Trades sector requirements and expectations.
    • CTE.BCT.KPAS.10.4: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Building and Construction Trades sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Collaborate with industry experts for specific technical knowledge and skills.
    • CTE.BCT.KPAS.10.5: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Building and Construction Trades sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Demonstrate the basic care, proper maintenance, and use of hand, portable, and stationary tools related to the Building and Construction trades.
    • CTE.BF.KPAS.10.0: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Business and Finance sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6)
    • CTE.BF.KPAS.10.1: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Business and Finance sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Interpret and explain terminology and practices specific to the Business and Finance sector.
    • CTE.BF.KPAS.10.10: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Business and Finance sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Apply the economic principles and concepts fundamental to business operations.
    • CTE.BF.KPAS.10.11: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Business and Finance sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Recognize the importance of marketing in a global economy.
    • CTE.BF.KPAS.10.12: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Business and Finance sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Develop a system for keeping and using financial records and a personal financial plan to manage cash flow and maintain credit worthiness.
    • CTE.BF.KPAS.10.2: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Business and Finance sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Comply with the rules, regulations, and expectations of all aspects of the Business andFinance sector.
    • CTE.BF.KPAS.10.3: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Business and Finance sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Construct projects and products specific to the Business and Finance sector requirements and expectations.
    • CTE.BF.KPAS.10.4: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Business and Finance sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Collaborate with industry experts for specific technical knowledge and skills.
    • CTE.BF.KPAS.10.5: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Business and Finance sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Interpret financial data, analyze results, and make sensible business decisions to promote a financially reliable business.
    • CTE.BF.KPAS.10.6: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Business and Finance sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Evaluate the variety, nature, and diversity of investment vehicles and the elements that contribute to financial growth and success.
    • CTE.BF.KPAS.10.7: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Business and Finance sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Adapt the distribution concepts and processes needed to move, store, locate, and transfer ownership of goods or services.
    • CTE.BF.KPAS.10.8: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Business and Finance sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Integrate the techniques and strategies used to foster positive, ongoing relationships with customers, suppliers, investors, and community.
    • CTE.BF.KPAS.10.9: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Business and Finance sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Evaluate the impact of local, state, federal, and/or international regulations on business and financial management decisions.
    • CTE.EA.KPAS.10.0: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Engineering and Architecture sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6)
    • CTE.EA.KPAS.10.1: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Engineering and Architecture sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Interpret and explain terminology and practices specific to the Engineering and Architecture sector.
    • CTE.EA.KPAS.10.2: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Engineering and Architecture sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Comply with the rules, regulations, and expectations of all aspects of the Engineering and Architecture sector.
    • CTE.EA.KPAS.10.3: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Engineering and Architecture sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Construct projects and products specific to the Engineering and Architecture sector requirements and expectations.
    • CTE.EA.KPAS.10.4: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Engineering and Architecture sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Collaborate with industry experts for specific technical knowledge and skills.
    • CTE.ECDFS.KPAS.10.0: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Education, Child Development, and Family Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6)
    • CTE.ECDFS.KPAS.10.1: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Education, Child Development, and Family Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Interpret and explain terminology and practices specific to the Education, Child Development, and Family Services sector.
    • CTE.ECDFS.KPAS.10.10: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Education, Child Development, and Family Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Describe the process of making consumer decisions, including the comparison of goods and services.
    • CTE.ECDFS.KPAS.10.11: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Education, Child Development, and Family Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Practice how to manage financial resources to achieve personal and family goals.
    • CTE.ECDFS.KPAS.10.12: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Education, Child Development, and Family Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Compare consumer resources, rights, and responsibilities and their relationship to the various levels of the economy.
    • CTE.ECDFS.KPAS.10.13: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Education, Child Development, and Family Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Recognize the function of the family as a basic unit of society and the contributions of the family unit to the development of individuals.
    • CTE.ECDFS.KPAS.10.14: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Education, Child Development, and Family Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Analyze the factors that affect the development of individuals and how to build positive relationships.
    • CTE.ECDFS.KPAS.10.15: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Education, Child Development, and Family Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Describe the adjustments needed to adapt to major life changes throughout the human lifecycle.
    • CTE.ECDFS.KPAS.10.16: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Education, Child Development, and Family Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Apply strategies and resources for managing conflicts and crises.
    • CTE.ECDFS.KPAS.10.17: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Education, Child Development, and Family Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Summarize the importance of wellness and safety to individual and family health and well-being.
    • CTE.ECDFS.KPAS.10.18: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Education, Child Development, and Family Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Demonstrate an understanding of how to prevent and control infection and disease to produce the optimum health of individuals and families.
    • CTE.ECDFS.KPAS.10.19: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Education, Child Development, and Family Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Explain the strategies that enable persons to manage and balance personal, family, and work responsibilities to enhance productivity and attain a quality of life.
    • CTE.ECDFS.KPAS.10.2: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Education, Child Development, and Family Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Comply with the rules, regulations, and expectations of all aspects of the Education, Child Development, and Family Services sector.
    • CTE.ECDFS.KPAS.10.20: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Education, Child Development, and Family Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Assess the individual, family, and workplace factors that influence decisions at each stage of the human life cycle.
    • CTE.ECDFS.KPAS.10.21: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Education, Child Development, and Family Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Demonstrate an understanding of how knowledge, skills, attitudes, and behaviors learned in consumer and family studies can be transferred to advanced training and education or to careers related to the Education, Child Development, and Family Services sector.
    • CTE.ECDFS.KPAS.10.3: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Education, Child Development, and Family Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Construct projects and products specific to the Education, Child Development, and Family Services sector requirements and expectations.
    • CTE.ECDFS.KPAS.10.4: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Education, Child Development, and Family Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Collaborate with industry experts for specific technical knowledge and skills.
    • CTE.ECDFS.KPAS.10.5: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Education, Child Development, and Family Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Summarize the decisions and responsibilities involved in parenting in various cultures.
    • CTE.ECDFS.KPAS.10.6: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Education, Child Development, and Family Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Describe and identify the stages of pregnancy, from conception through birth, and the implications of environment and heredity on the health and well-being of a child.
    • CTE.ECDFS.KPAS.10.7: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Education, Child Development, and Family Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Explain the importance of studying child growth and development from infancy through adolescence.
    • CTE.ECDFS.KPAS.10.8: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Education, Child Development, and Family Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Explain positive guidance and discipline techniques that promote feelings of self-worth as they apply to the developmental stages of children.
    • CTE.ECDFS.KPAS.10.9: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Education, Child Development, and Family Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Demonstrate an understanding of the value and methods of providing infants, children, and adolescents with play and developmentally appropriate learning activities.
    • CTE.EEU.KPAS.10.0: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Energy, Environment, and Utilities sector.
    • CTE.EEU.KPAS.10.1: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Energy, Environment, and Utilities sector. Performance Indicator:Interpret and explain terminology and practices specific to the Energy, Environment, and Utilities sector.
    • CTE.EEU.KPAS.10.2: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Energy, Environment, and Utilities sector. Performance Indicator:Comply with the rules, regulations, and expectations of all aspects of the Energy, Environment, and Utilities sector.
    • CTE.EEU.KPAS.10.3: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Energy, Environment, and Utilities sector. Performance Indicator:Construct projects and products specific to the Energy, Environment, and Utilities sector requirements and expectations.
    • CTE.EEU.KPAS.10.4: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Energy, Environment, and Utilities sector. Performance Indicator:Coordinate with industry experts for specific technical knowledge and skills.
    • CTE.EEU.KPAS.10.5: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Energy, Environment, and Utilities sector. Performance Indicator:Maintain and troubleshoot equipment used in the energy, environment, and utilities industry.
    • CTE.EEU.KPAS.10.6: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Energy, Environment, and Utilities sector. Performance Indicator:Identify and evaluate questions that require skilled investigation to solve current problems cited in literature or media, or observed through personal observations.
    • CTE.FID.KPAS.10.0: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Fashion and Interior Design sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6)
    • CTE.FID.KPAS.10.1: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Fashion and Interior Design sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Interpret and explain terminology and practices specific to the Fashion and Interior Design sector.
    • CTE.FID.KPAS.10.10: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Fashion and Interior Design sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Analyze the principles of wardrobe planning and maintenance and the factors that influence a person's apparel budget.
    • CTE.FID.KPAS.10.11: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Fashion and Interior Design sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Evaluate the factors that influence housing decisions.
    • CTE.FID.KPAS.10.12: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Fashion and Interior Design sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Identify the factors influencing the selection and care of home furnishings, accessories, and equipment.
    • CTE.FID.KPAS.10.13: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Fashion and Interior Design sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Assess the principles and factors that influence space planning and interior design, including universal access.
    • CTE.FID.KPAS.10.14: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Fashion and Interior Design sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Explain how individuals apply strategies that enable them to manage personal and work responsibilities to enhance productivity in the workplace.
    • CTE.FID.KPAS.10.15: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Fashion and Interior Design sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Assess the factors regarding the individual, the family, and the workplace that influence decisions related to apparel and housing at each stage of the life cycle.
    • CTE.FID.KPAS.10.16: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Fashion and Interior Design sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Demonstrate an understanding of how knowledge, skills, attitudes, and behaviors learned in Consumer and Family Studies can be transferred to advanced training and education or careers in the Fashion and Interior Design sector.
    • CTE.FID.KPAS.10.2: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Fashion and Interior Design sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Comply with the rules, regulations, and expectations of all aspects of the Fashion and Interior Design sector.
    • CTE.FID.KPAS.10.3: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Fashion and Interior Design sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Construct projects and products specific to the Fashion and Interior Design sector requirements and expectations.
    • CTE.FID.KPAS.10.4: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Fashion and Interior Design sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Collaborate with industry experts for specific technical knowledge and skills.
    • CTE.FID.KPAS.10.5: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Fashion and Interior Design sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Explore how apparel and interior fashions meet social, physical, and psychological needs of individuals and families.
    • CTE.FID.KPAS.10.6: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Fashion and Interior Design sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Demonstrate an understanding of the elements and principles of design and color theory as they apply to the selection of apparel, furnishings, and housing.
    • CTE.FID.KPAS.10.7: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Fashion and Interior Design sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Compare and contrast the historical and cultural influences on apparel, furnishings, and housing.
    • CTE.FID.KPAS.10.8: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Fashion and Interior Design sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Explore and experiment with different textile fibers, fabrics, and finishes used for apparel and furnishings.
    • CTE.FID.KPAS.10.9: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Fashion and Interior Design sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Demonstrate how to construct, alter, and repair fashion and interior items and accessories through the use of basic construction techniques and equipment.
    • CTE.HSMT.KPAS.10.0: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Health Science and Medical Technology sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6)
    • CTE.HSMT.KPAS.10.1: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Health Science and Medical Technology sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Interpret and explain terminology and practices specific to the Health Science and Medical Technology sector.
    • CTE.HSMT.KPAS.10.2: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Health Science and Medical Technology sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Comply with the rules, regulations, and expectations of all aspects of the Health Science and Medical Technology sector.
    • CTE.HSMT.KPAS.10.3: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Health Science and Medical Technology sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Construct projects and products specific to the Health Science and Medical Technology sector requirements and expectations.
    • CTE.HSMT.KPAS.10.4: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Health Science and Medical Technology sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Collaborate with industry experts for specific technical knowledge and skills.
    • CTE.HSMT.KPAS.10.5: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Health Science and Medical Technology sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Complete certification in emergency care as appropriate (cardiopulmonary resuscitation [CPR], automated external defibrillator [AED], first aid).
    • CTE.HTR.KPAS.10.0: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Hospitality, Tourism, and Recreation sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6)
    • CTE.HTR.KPAS.10.1: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Hospitality, Tourism, and Recreation sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Interpret and explain terminology and practices specific to the Hospitality, Tourism, and Recreation sector.
    • CTE.HTR.KPAS.10.10: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Hospitality, Tourism, and Recreation sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Describe food production, processing, and distribution methods and the relationship of those techniques to consumer food supply and nutrition.
    • CTE.HTR.KPAS.10.11: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Hospitality, Tourism, and Recreation sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Explain how to select, safely use, and efficiently care for facilities and equipment related to food product development, food preparation, dining, lodging, tourism, and recreation.
    • CTE.HTR.KPAS.10.12: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Hospitality, Tourism, and Recreation sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Assess the individual, family, and workplace factors that influence decisions related to health, leisure, and recreation at each stage of the life cycle and quality of life.
    • CTE.HTR.KPAS.10.13: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Hospitality, Tourism, and Recreation sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Explain how individuals apply strategies that enable them to manage personal, family, and work responsibilities to enhance productivity.
    • CTE.HTR.KPAS.10.14: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Hospitality, Tourism, and Recreation sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Demonstrate an understanding of how knowledge, skills, attitudes, and behaviors learned in Consumer and Family Studies can be transferred to advanced education and training or careers in Hospitality, Tourism, and Recreation.
    • CTE.HTR.KPAS.10.2: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Hospitality, Tourism, and Recreation sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Comply with the rules, regulations, and expectations of all aspects of the Hospitality, Tourism, and Recreation sector.
    • CTE.HTR.KPAS.10.3: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Hospitality, Tourism, and Recreation sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Construct projects and products specific to the Hospitality, Tourism, and Recreation sector requirements and expectations.
    • CTE.HTR.KPAS.10.4: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Hospitality, Tourism, and Recreation sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Collaborate with industry experts for specific technical knowledge and skills.
    • CTE.HTR.KPAS.10.5: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Hospitality, Tourism, and Recreation sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Define the principles of nutrition and their relationship to good health through the life cycle.
    • CTE.HTR.KPAS.10.6: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Hospitality, Tourism, and Recreation sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Define and identify the basic principles of food safety and sanitation and the propertechniques for preparing and serving food.
    • CTE.HTR.KPAS.10.7: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Hospitality, Tourism, and Recreation sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Apply the principles of food purchasing, food preparation, and meal management in a variety of settings.
    • CTE.HTR.KPAS.10.8: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Hospitality, Tourism, and Recreation sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Describe commonly accepted food customs as well as table setting, meal service, and etiquette practices of the United States and other cultures.
    • CTE.HTR.KPAS.10.9: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Hospitality, Tourism, and Recreation sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Identify the aspects of science related to food preparation, product development, and nutrition.
    • CTE.ICT.KPAS.10.0: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Information and Communication Technologies sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6)
    • CTE.ICT.KPAS.10.1: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Information and Communication Technologies sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Interpret and explain terminology and practices specific to the Information and Communication Technologies sector.
    • CTE.ICT.KPAS.10.10: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Information and Communication Technologies sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Manage files in a hierarchical system.
    • CTE.ICT.KPAS.10.11: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Information and Communication Technologies sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Know multiple ways in which to transfer information and resources (e.g., text, data, sound, video, still images) between software programs and systems.
    • CTE.ICT.KPAS.10.12: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Information and Communication Technologies sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Know appropriate search procedures for different types of information, sources, and queries.
    • CTE.ICT.KPAS.10.13: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Information and Communication Technologies sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Evaluate the accuracy, relevance, and comprehensiveness of retrieved information.
    • CTE.ICT.KPAS.10.14: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Information and Communication Technologies sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Analyze the effectiveness of online information resources to support collaborative tasks, research, publications, communications, and increased productivity.
    • CTE.ICT.KPAS.10.2: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Information and Communication Technologies sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Comply with the rules, regulations, and expectations of all aspects of the Information and Communication Technologies sector.
    • CTE.ICT.KPAS.10.3: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Information and Communication Technologies sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Construct projects and products specific to the Information and Communication Technologies sector requirements and expectations.
    • CTE.ICT.KPAS.10.4: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Information and Communication Technologies sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Collaborate with industry experts for specific technical knowledge and skills.
    • CTE.ICT.KPAS.10.5: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Information and Communication Technologies sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Understand the major software and hardware components of a computer and a network and how they relate to each other.
    • CTE.ICT.KPAS.10.6: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Information and Communication Technologies sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Understand data sizes of various types of information (text, pictures, sound, video, etc.) and data capacity of various forms of media.
    • CTE.ICT.KPAS.10.7: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Information and Communication Technologies sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Understand the SI (metric) prefixes commonly used in computing including, at least, kilo, mega, giga, and tera.
    • CTE.ICT.KPAS.10.8: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Information and Communication Technologies sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Understand security concepts including authorization, rights, and encryption.
    • CTE.ICT.KPAS.10.9: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Information and Communication Technologies sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Use common industry-standard software and their applications including word processing, spreadsheets, databases, and multimedia software.
    • CTE.MPD.KPAS.10.0: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Manufacturing and Product Design sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6)
    • CTE.MPD.KPAS.10.1: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Manufacturing and Product Design sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Interpret and explain terminology and practices specific to the Manufacturing and Product Design sector.
    • CTE.MPD.KPAS.10.2: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Manufacturing and Product Design sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Comply with the rules, regulations, and expectations of all aspects of the Manufacturing and Product Design sector.
    • CTE.MPD.KPAS.10.3: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Manufacturing and Product Design sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Construct projects and products specific to the Manufacturing and Product Design sector requirements and expectations.
    • CTE.MPD.KPAS.10.4: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Manufacturing and Product Design sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Collaborate with industry experts for specific technical knowledge and skills.
    • CTE.MSS.KPAS.10.0: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Marketing, Sales, and Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6)
    • CTE.MSS.KPAS.10.1: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Marketing, Sales, and Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Interpret and explain terminology and practices specific to the Marketing, Sales, and Services sector.
    • CTE.MSS.KPAS.10.10: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Marketing, Sales, and Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Compare the distribution concepts and processes needed to move, store, locate, and transfer ownership of goods or services.
    • CTE.MSS.KPAS.10.11: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Marketing, Sales, and Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Apply the pricing concepts and strategies used to maximize return and meet customer's perceptions of value.
    • CTE.MSS.KPAS.10.12: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Marketing, Sales, and Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Identify city, county, and state certificates and licensures required to conduct business.
    • CTE.MSS.KPAS.10.13: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Marketing, Sales, and Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Identify the techniques and strategies used to foster positive, ongoing relationships with customers and the importance of customer service to the business' bottom line.
    • CTE.MSS.KPAS.10.14: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Marketing, Sales, and Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Employ the concepts, processes, and skills associated with identifying new ideas, opportunities, and methods and with creating or starting a new project or venture.
    • CTE.MSS.KPAS.10.15: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Marketing, Sales, and Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Communicate the economic principles and concepts fundamental to business operations and the importance of marketing in a global economy. (Economics)
    • CTE.MSS.KPAS.10.2: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Marketing, Sales, and Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Comply with the rules, regulations, and expectations of all aspects of the Marketing, Sales, and Services sector.
    • CTE.MSS.KPAS.10.3: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Marketing, Sales, and Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Construct projects and products specific to the Marketing, Sales, and Services sectorrequirements and expectations.
    • CTE.MSS.KPAS.10.4: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Marketing, Sales, and Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Collaborate with industry experts for specific technical knowledge and skills.
    • CTE.MSS.KPAS.10.5: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Marketing, Sales, and Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Integrate the marketing information management concepts, systems, and tools needed to obtain, evaluate, and disseminate information for use in making marketing decisions.
    • CTE.MSS.KPAS.10.6: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Marketing, Sales, and Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Employ the financial concepts used in making marketing decisions.
    • CTE.MSS.KPAS.10.7: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Marketing, Sales, and Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Assess the product and service management concepts and processes needed to obtain, develop, maintain, and improve a product or service mix in response to market opportunities.
    • CTE.MSS.KPAS.10.7: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Marketing, Sales, and Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Assess the product and service management concepts and processes needed to obtain, develop, maintain, and improve a product or service mix in response to market opportunities.
    • CTE.MSS.KPAS.10.8: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Marketing, Sales, and Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Understand how promotion concepts and strategies including advertising, sales promotion, public relations, and personal selling, are used to communicate information about products, services, images, and ideas to achieve a desired outcome.
    • CTE.MSS.KPAS.10.9: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Marketing, Sales, and Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Illustrate the methods used to determine client needs and desires and respond with selling concepts including planned, personalized communication that influences purchase decisions and enhances future business opportunities.
    • CTE.PS.KPAS.10.0: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Public Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6)
    • CTE.PS.KPAS.10.1: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Public Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Interpret and explain terminology and practices specific to the Public Services sector.
    • CTE.PS.KPAS.10.2: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Public Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Comply with the rules, regulations, and expectations of all aspects of the Public Services sector.
    • CTE.PS.KPAS.10.3: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Public Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Construct projects and products specific to the Public Services sector requirements and expectations.
    • CTE.PS.KPAS.10.4: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Public Services sector following procedures when carrying out experiments or performing technical tasks. (Direct alignment to W.11-12.6) Performance Indicator:Collaborate with industry experts for specific technical knowledge and skills.
    • CTE.T.KPAS.10.0: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Transportation sector, following procedures when carrying out experiments or performing technical tasks. (Direct alignment with W.11-12.6)
    • CTE.T.KPAS.10.1: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Transportation sector, following procedures when carrying out experiments or performing technical tasks. (Direct alignment with W.11-12.6) Performance Indicator:Interpret and explain terminology and practices specific to the Transportation sector.
    • CTE.T.KPAS.10.2: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Transportation sector, following procedures when carrying out experiments or performing technical tasks. (Direct alignment with W.11-12.6) Performance Indicator:Comply with the rules, regulations, and expectations of all aspects of the Transportation sector.
    • CTE.T.KPAS.10.3: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Transportation sector, following procedures when carrying out experiments or performing technical tasks. (Direct alignment with W.11-12.6) Performance Indicator:Construct projects and products specific to the Transportation sector requirements andexpectations.
    • CTE.T.KPAS.10.4: Anchor Standard:Apply essential technical knowledge and skills common to all pathways in the Transportation sector, following procedures when carrying out experiments or performing technical tasks. (Direct alignment with W.11-12.6) Performance Indicator:Collaborate with industry experts for specific technical knowledge and skills.
  • Career Technical Education Grade 7-12 - Anchors : Technology:
    • CTE.AME.KPAS.4.0: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Arts, Media, and Entertainment sector workplace environment. (Direct alignment to W.11-12.6)
    • CTE.AME.KPAS.4.1: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Arts, Media, and Entertainment sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Use electronic reference materials to gather information and produce products and services.
    • CTE.AME.KPAS.4.2: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Arts, Media, and Entertainment sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Employ Web-based communications responsibly and effectively to explore complex systems and issues.
    • CTE.AME.KPAS.4.3: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Arts, Media, and Entertainment sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Use information and communication technologies to synthesize, summarize, compare, and contrast information from multiple sources.
    • CTE.AME.KPAS.4.4: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Arts, Media, and Entertainment sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Discern the quality and value of information collected using digital technologies, and recognize bias and intent of the associated sources.
    • CTE.AME.KPAS.4.5: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Arts, Media, and Entertainment sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Research past, present, and projected technological advances as they impact a particular pathway.
    • CTE.AME.KPAS.4.6: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Arts, Media, and Entertainment sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Assess the value of various information and communication technologies to interact with constituent populations as part of a search of the current literature or in relation to the information task.
    • CTE.ANR.KPAS.4.0: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Agriculture and Natural Resources sector workplace environment. (Direct alignment to W.11-12.6)
    • CTE.ANR.KPAS.4.1: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Agriculture and Natural Resources sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Use electronic reference materials to gather information and produce products and services.
    • CTE.ANR.KPAS.4.2: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Agriculture and Natural Resources sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Employ Web-based communications responsibly and effectively to explore complex systems and issues.
    • CTE.ANR.KPAS.4.3: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Agriculture and Natural Resources sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Use information and communication technologies to synthesize, summarize, compare, and contrast information from multiple sources.
    • CTE.ANR.KPAS.4.4: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Agriculture and Natural Resources sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Discern the quality and value of information collected using digital technologies, and recognize bias and intent of the associated sources.
    • CTE.ANR.KPAS.4.5: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Agriculture and Natural Resources sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Research past, present, and projected technological advances as they impact a particular pathway.
    • CTE.ANR.KPAS.4.6: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Agriculture and Natural Resources sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Assess the value of various information and communication technologies to interact with constituent populations as part of a search of the current literature or in relation to the information task.
    • CTE.ANR.KPAS.4.7: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Agriculture and Natural Resources sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Demonstrate the use of appropriate tools and technology used in the Agriculture and Natural Resources sector.
    • CTE.BCT.KPAS.4.0: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Building and Construction Trades sector workplace environment. (Direct alignment to W.11-12.6)
    • CTE.BCT.KPAS.4.1: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Building and Construction Trades sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Use electronic reference materials to gather information and produce products and services.
    • CTE.BCT.KPAS.4.2: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Building and Construction Trades sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Employ Web-based communications responsibly and effectively to explore complex systems and issues.
    • CTE.BCT.KPAS.4.3: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Building and Construction Trades sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Use information and communication technologies to synthesize, summarize, compare, and contrast information from multiple sources.
    • CTE.BCT.KPAS.4.4: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Building and Construction Trades sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Discern the quality and value of information collected using digital technologies, and recognize bias and intent of the associated sources.
    • CTE.BCT.KPAS.4.5: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Building and Construction Trades sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Research past, present, and projected technological advances as they impact a particular pathway.
    • CTE.BCT.KPAS.4.6: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Building and Construction Trades sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Assess the value of various information and communication technologies to interact with constituent populations as part of a search of the current literature or in relation to the information task.
    • CTE.BF.KPAS.4.0: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Business and Finance sector workplace environment. (Direct alignment to W.11-12.6)
    • CTE.BF.KPAS.4.1: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Business and Finance sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Use electronic reference materials to gather information and produce products and services.
    • CTE.BF.KPAS.4.2: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Business and Finance sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Employ Web-based communications responsibly and effectively to explore complex systems and issues.
    • CTE.BF.KPAS.4.3: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Business and Finance sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Use information and communication technologies to synthesize, summarize, compare, and contrast information from multiple sources.
    • CTE.BF.KPAS.4.4: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Business and Finance sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Discern the quality and value of information collected using digital technologies, andrecognize bias and intent of the associated sources.
    • CTE.BF.KPAS.4.5: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Business and Finance sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Research past, present, and projected technological advances as they impact a particular pathway.
    • CTE.BF.KPAS.4.6: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Business and Finance sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Assess the value of various information and communication technologies to interact with constituent populations as part of a search of the current literature or in relation to the information task.
    • CTE.EA.KPAS.4.0: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Engineering and Architecture sector workplace environment. (Direct alignment to W.11-12.6)
    • CTE.EA.KPAS.4.1: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Engineering and Architecture sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Use electronic reference materials to gather information and produce products and services.
    • CTE.EA.KPAS.4.2: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Engineering and Architecture sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Employ Web-based communications responsibly and effectively to explore complex systems and issues.
    • CTE.EA.KPAS.4.3: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Engineering and Architecture sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Use information and communication technologies to synthesize, summarize, compare, and contrast information from multiple sources.
    • CTE.EA.KPAS.4.4: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Engineering and Architecture sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Discern the quality and value of information collected using digital technologies, and recognize bias and intent of the associated sources.
    • CTE.EA.KPAS.4.5: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Engineering and Architecture sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Research past, present, and projected technological advances as they impact a particular pathway.
    • CTE.EA.KPAS.4.6: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Engineering and Architecture sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Assess the value of various information and communication technologies to interact with constituent populations as part of a search of the current literature or in relation to the information task.
    • CTE.ECDFS.KPAS.4.0: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Education, Child Development, and Family Services sector workplace environment. (Direct alignment to W.11-12.6)
    • CTE.ECDFS.KPAS.4.1: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Education, Child Development, and Family Services sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Use electronic reference materials to gather information and produce products and services.
    • CTE.ECDFS.KPAS.4.2: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Education, Child Development, and Family Services sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Employ Web-based communications responsibly and effectively to explore complex systems and issues.
    • CTE.ECDFS.KPAS.4.3: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Education, Child Development, and Family Services sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Use information and communication technologies to synthesize, summarize, compare, and contrast information from multiple sources.
    • CTE.ECDFS.KPAS.4.4: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Education, Child Development, and Family Services sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Discern the quality and value of information collected using digital technologies, and recognize bias and intent of the associated sources.
    • CTE.ECDFS.KPAS.4.5: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Education, Child Development, and Family Services sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Research past, present, and projected technological advances as they impact a particular pathway.
    • CTE.ECDFS.KPAS.4.6: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Education, Child Development, and Family Services sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Assess the value of various information and communication technologies to interact with constituent populations as part of a search of the current literature or in relation to the information task.
    • CTE.EEU.KPAS.4.0: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Energy, Environment, and Utilities sector workplace environment. (Direct alignment to W.11-12.6)
    • CTE.EEU.KPAS.4.1: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Energy, Environment, and Utilities sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Use electronic reference materials to gather information and produce products and services.
    • CTE.EEU.KPAS.4.2: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Energy, Environment, and Utilities sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Employ Web-based communications responsibly and effectively to explore complex systems and issues.
    • CTE.EEU.KPAS.4.3: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Energy, Environment, and Utilities sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Use information and communication technologies to synthesize, summarize, compare, and contrast information from multiple sources.
    • CTE.EEU.KPAS.4.4: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Energy, Environment, and Utilities sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Discern the quality and value of information collected using digital technologies, and recognize bias and intent of the associated sources.
    • CTE.EEU.KPAS.4.5: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Energy, Environment, and Utilities sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Research past, present, and projected technological advances as they impact a particular pathway.
    • CTE.EEU.KPAS.4.6: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Energy, Environment, and Utilities sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Assess the value of various information and communication technologies to interact with constituent populations as part of a search of the current literature or in relation to the information task.
    • CTE.FID.KPAS.4.0: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Fashion and Interior Design sector workplace environment. (Direct alignment to W.11-12.6)
    • CTE.FID.KPAS.4.1: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Fashion and Interior Design sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Use electronic reference materials to gather information and produce products and services.
    • CTE.FID.KPAS.4.2: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Fashion and Interior Design sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Employ Web-based communications responsibly and effectively to explore complex systems and issues.
    • CTE.FID.KPAS.4.3: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Fashion and Interior Design sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Use information and communication technologies to synthesize, summarize, compare, and contrast information from multiple sources.
    • CTE.FID.KPAS.4.4: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Fashion and Interior Design sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Discern the quality and value of information collected using digital technologies, and recognize bias and intent of the associated sources.
    • CTE.FID.KPAS.4.5: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Fashion and Interior Design sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Research past, present, and projected technological advances as they impact a particular pathway.
    • CTE.FID.KPAS.4.6: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Fashion and Interior Design sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Assess the value of various information and communication technologies to interact with constituent populations as part of a search of the current literature or in relation to the information task.
    • CTE.HSMT.KPAS.4.0: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Health Science and Medical Technology sector workplace environment. (Direct alignment to W.11-12.6)
    • CTE.HSMT.KPAS.4.1: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Health Science and Medical Technology sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Use electronic reference materials to gather information and produce products and services.
    • CTE.HSMT.KPAS.4.2: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Health Science and Medical Technology sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Employ Web-based communications responsibly and effectively to explore complex systems and issues.
    • CTE.HSMT.KPAS.4.3: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Health Science and Medical Technology sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Use information and communication technologies to synthesize, summarize, compare, and contrast information from multiple sources.
    • CTE.HSMT.KPAS.4.4: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Health Science and Medical Technology sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Discern the quality and value of information collected using digital technologies, and recognize bias and intent of the associated sources.
    • CTE.HSMT.KPAS.4.5: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Health Science and Medical Technology sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Research past, present, and projected technological advances as they impact a particular pathway.
    • CTE.HSMT.KPAS.4.6: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Health Science and Medical Technology sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Assess the value of various information and communication technologies to interact with constituent populations as part of a search of the current literature or in relation to the information task.
    • CTE.HTR.KPAS.4.0: Anchor Standard:Use existing and emerging technology, to investigate, research, and produce products and services, including new information, as required in the Hospitality, Tourism, and Recreation sector workplace environment. (Direct alignment to W.11-12.6)
    • CTE.HTR.KPAS.4.1: Anchor Standard:Use existing and emerging technology, to investigate, research, and produce products and services, including new information, as required in the Hospitality, Tourism, and Recreation sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Use electronic reference materials to gather information and produce products and services.
    • CTE.HTR.KPAS.4.2: Anchor Standard:Use existing and emerging technology, to investigate, research, and produce products and services, including new information, as required in the Hospitality, Tourism, and Recreation sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Employ Web-based communications responsibly and effectively to explore complex systems and issues.
    • CTE.HTR.KPAS.4.3: Anchor Standard:Use existing and emerging technology, to investigate, research, and produce products and services, including new information, as required in the Hospitality, Tourism, and Recreation sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Use information and communication technologies to synthesize, summarize, compare, and contrast information from multiple sources.
    • CTE.HTR.KPAS.4.4: Anchor Standard:Use existing and emerging technology, to investigate, research, and produce products and services, including new information, as required in the Hospitality, Tourism, and Recreation sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Discern the quality and value of information collected using digital technologies, and recognize bias and intent of the associated sources.
    • CTE.HTR.KPAS.4.5: Anchor Standard:Use existing and emerging technology, to investigate, research, and produce products and services, including new information, as required in the Hospitality, Tourism, and Recreation sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Research past, present, and projected technological advances as they impact a particular pathway.
    • CTE.HTR.KPAS.4.6: Anchor Standard:Use existing and emerging technology, to investigate, research, and produce products and services, including new information, as required in the Hospitality, Tourism, and Recreation sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Assess the value of various information and communication technologies to interact with constituent populations as part of a search of the current literature or in relation to the information task.
    • CTE.ICT.KPAS.4.0: Anchor Standard:Use existing and emerging technology, to investigate, research, and produce products and services, including new information, as required in the Information and Communication Technologies sector workplace environment. (Direct alignment to W.11-12.6)
    • CTE.ICT.KPAS.4.1: Anchor Standard:Use existing and emerging technology, to investigate, research, and produce products and services, including new information, as required in the Information and Communication Technologies sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Use electronic reference materials to gather information and produce products and services.
    • CTE.ICT.KPAS.4.2: Anchor Standard:Use existing and emerging technology, to investigate, research, and produce products and services, including new information, as required in the Information and Communication Technologies sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Employ technology based communications responsibly and effectively to explore complex systems and issues.
    • CTE.ICT.KPAS.4.3: Anchor Standard:Use existing and emerging technology, to investigate, research, and produce products and services, including new information, as required in the Information and Communication Technologies sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Use information and communication technologies to synthesize, summarize, compare, and contrast information from multiple sources.
    • CTE.ICT.KPAS.4.4: Anchor Standard:Use existing and emerging technology, to investigate, research, and produce products and services, including new information, as required in the Information and Communication Technologies sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Discern the quality and value of information collected using digital technologies, and recognize bias and intent of the associated sources.
    • CTE.ICT.KPAS.4.5: Anchor Standard:Use existing and emerging technology, to investigate, research, and produce products and services, including new information, as required in the Information and Communication Technologies sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Research past, present, and projected technological advances as they impact a particular pathway.
    • CTE.ICT.KPAS.4.6: Anchor Standard:Use existing and emerging technology, to investigate, research, and produce products and services, including new information, as required in the Information and Communication Technologies sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Assess the value of various information and communication technologies to interact with constituent populations as part of a search of the current literature or in relation to the information task.
    • CTE.MPD.KPAS.4.0: Anchor Standard:Use existing and emerging technology, to investigate, research, and produce products and services, including new information, as required in the Manufacturing and Product Design sector workplace environment. (Direct alignment to W.11-12.6)
    • CTE.MPD.KPAS.4.1: Anchor Standard:Use existing and emerging technology, to investigate, research, and produce products and services, including new information, as required in the Manufacturing and Product Design sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Use electronic reference materials to gather information and produce products and services.
    • CTE.MPD.KPAS.4.2: Anchor Standard:Use existing and emerging technology, to investigate, research, and produce products and services, including new information, as required in the Manufacturing and Product Design sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Employ Web-based communications responsibly and effectively to explore complex systems and issues.
    • CTE.MPD.KPAS.4.3: Anchor Standard:Use existing and emerging technology, to investigate, research, and produce products and services, including new information, as required in the Manufacturing and Product Design sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Use information and communication technologies to synthesize, summarize, compare, and contrast information from multiple sources.
    • CTE.MPD.KPAS.4.4: Anchor Standard:Use existing and emerging technology, to investigate, research, and produce products and services, including new information, as required in the Manufacturing and Product Design sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Discern the quality and value of information collected using digital technologies, and recognize bias and intent of the associated sources.
    • CTE.MPD.KPAS.4.5: Anchor Standard:Use existing and emerging technology, to investigate, research, and produce products and services, including new information, as required in the Manufacturing and Product Design sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Research past, present, and projected technological advances as they impact a particular pathway.
    • CTE.MPD.KPAS.4.6: Anchor Standard:Use existing and emerging technology, to investigate, research, and produce products and services, including new information, as required in the Manufacturing and Product Design sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Assess the value of various information and communication technologies to interact with constituent populations as part of a search of the current literature or in relation to the information task.
    • CTE.MSS.KPAS.4.0: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Marketing, Sales, and Services sector workplace environment. (Direct alignment to W.11-12.6)
    • CTE.MSS.KPAS.4.1: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Marketing, Sales, and Services sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Use electronic reference materials to gather information and produce products and services.
    • CTE.MSS.KPAS.4.2: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Marketing, Sales, and Services sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Employ Web-based communications responsibly and effectively to explore complex systems and issues.
    • CTE.MSS.KPAS.4.3: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Marketing, Sales, and Services sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Use information and communication technologies to synthesize, summarize, compare, and contrast information from multiple sources.
    • CTE.MSS.KPAS.4.4: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Marketing, Sales, and Services sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Discern the quality and value of information collected using digital technologies, and recognize bias and intent of the associated sources.
    • CTE.MSS.KPAS.4.5: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Marketing, Sales, and Services sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Research past, present, and projected technological advances as they impact a particular pathway.
    • CTE.MSS.KPAS.4.6: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Marketing, Sales, and Services sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Assess the value of various information and communication technologies to interact with constituent populations as part of a search of the current literature or in relation to the information task.
    • CTE.PS.KPAS.4.0: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Public Services sector workplace environment. (Direct alignment to W.11-12.6)
    • CTE.PS.KPAS.4.1: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Public Services sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Use electronic reference materials to gather information and produce products and services.
    • CTE.PS.KPAS.4.2: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Public Services sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Employ Web-based communications responsibly and effectively to explore complex systems and issues.
    • CTE.PS.KPAS.4.3: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Public Services sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Use information and communication technologies to synthesize, summarize, compare, and contrast information from multiple sources.
    • CTE.PS.KPAS.4.4: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Public Services sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Discern the quality and value of information collected using digital technologies, and recognize bias and intent of the associated sources.
    • CTE.PS.KPAS.4.5: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Public Services sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Research past, present, and projected technological advances as they impact a particular pathway.
    • CTE.PS.KPAS.4.6: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Public Services sector workplace environment. (Direct alignment to W.11-12.6) Performance Indicator:Assess the value of various information and communication technologies to interact with constituent populations as part of a search of the current literature or in relation to the information task.
    • CTE.T.KPAS.4.0: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Transportation sector workplace environment. (Direct alignment with W.11-12.6)
    • CTE.T.KPAS.4.1: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Transportation sector workplace environment. (Direct alignment with W.11-12.6) Performance Indicator:Use electronic reference materials to gather information and produce products and services.
    • CTE.T.KPAS.4.2: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Transportation sector workplace environment. (Direct alignment with W.11-12.6) Performance Indicator:Employ Web-based communications responsibly and effectively to explore complex systems and issues.
    • CTE.T.KPAS.4.3: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Transportation sector workplace environment. (Direct alignment with W.11-12.6) Performance Indicator:Use information and communication technologies to synthesize, summarize, compare, and contrast information from multiple sources.
    • CTE.T.KPAS.4.4: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Transportation sector workplace environment. (Direct alignment with W.11-12.6) Performance Indicator:Discern the quality and value of information collected using digital technologies, and recognize bias and intent of the associated sources.
    • CTE.T.KPAS.4.5: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Transportation sector workplace environment. (Direct alignment with W.11-12.6) Performance Indicator:Research past, present, and projected technological advances as they impact a particular pathway.
    • CTE.T.KPAS.4.6: Anchor Standard:Use existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Transportation sector workplace environment. (Direct alignment with W.11-12.6) Performance Indicator:Assess the value of various information and communication technologies to interact with constituent populations as part of a search of the current literature or in relation to the information task.
• Career Technical Education Grade 7-12 - Pathways:
  • Career Technical Education Grade 7-12 - Pathways : Agricultural Business Pathway:
    • CTE.ANR.A.1.0: Pathway Standard:Demonstrate an understanding of decision-making processes within the American free- enterprise system.
    • CTE.ANR.A.1.1: Pathway Standard:Demonstrate an understanding of decision-making processes within the American free- enterprise system. Performance Indicator:Differentiate among the components of the American free-enterprise system and other forms of economic systems.
    • CTE.ANR.A.1.2: Pathway Standard:Demonstrate an understanding of decision-making processes within the American free- enterprise system. Performance Indicator:Distinguish among the main characteristics of individual proprietorships, partnerships, corporations, franchises, and cooperatives.
    • CTE.ANR.A.1.3: Pathway Standard:Demonstrate an understanding of decision-making processes within the American free- enterprise system. Performance Indicator:Compare the advantages and disadvantages of the types of business ownership.
    • CTE.ANR.A.1.4: Pathway Standard:Demonstrate an understanding of decision-making processes within the American free- enterprise system. Performance Indicator:Analyze appropriate decision-making tools and financial records to make key management decisions.
    • CTE.ANR.A.1.5: Pathway Standard:Demonstrate an understanding of decision-making processes within the American free- enterprise system. Performance Indicator:Analyze physical production relationships to determine optimum use levels.
    • CTE.ANR.A.1.6: Pathway Standard:Demonstrate an understanding of decision-making processes within the American free- enterprise system. Performance Indicator:Calculate the fixed and variable costs associated with the production of agricultural products and determine the output level that will yield maximum profit.
    • CTE.ANR.A.2.0: Pathway Standard:Explain the fundamental economic principles of agribusiness and agricultural production.
    • CTE.ANR.A.2.1: Pathway Standard:Explain the fundamental economic principles of agribusiness and agricultural production. Performance Indicator:Identify basic economic factors affecting agricultural production and agribusiness management decisions.
    • CTE.ANR.A.2.2: Pathway Standard:Explain the fundamental economic principles of agribusiness and agricultural production. Performance Indicator:Communicate basic agricultural economic terminology.
    • CTE.ANR.A.2.3: Pathway Standard:Explain the fundamental economic principles of agribusiness and agricultural production. Performance Indicator:Apply the law of supply and demand and evaluate its effect on price determination.
    • CTE.ANR.A.2.4: Pathway Standard:Explain the fundamental economic principles of agribusiness and agricultural production. Performance Indicator:Assess how agriculture uses scarce resources to meet the needs and demands of its consumers.
    • CTE.ANR.A.2.5: Pathway Standard:Explain the fundamental economic principles of agribusiness and agricultural production. Performance Indicator:Differentiate between elastic and inelastic supply and demand.
    • CTE.ANR.A.2.6: Pathway Standard:Explain the fundamental economic principles of agribusiness and agricultural production. Performance Indicator:Predict how the law of diminishing returns impacts agricultural production.
    • CTE.ANR.A.3.0: Pathway Standard:Explore the role of credit in agribusiness and agricultural production.
    • CTE.ANR.A.3.1: Pathway Standard:Explore the role of credit in agribusiness and agricultural production. Performance Indicator:Analyze the factors that determine the cost of credit in order to select optimum credit sources (e.g., the advantages and disadvantages of borrowing from the various types of credit providers and sources for short-term, intermediate-term, and long-term credit).
    • CTE.ANR.A.3.2: Pathway Standard:Explore the role of credit in agribusiness and agricultural production. Performance Indicator:Research and discuss the criteria lenders use to evaluate repayment capacity.
    • CTE.ANR.A.3.3: Pathway Standard:Explore the role of credit in agribusiness and agricultural production. Performance Indicator:Evaluate balance sheets and cash-flow statements to determine the ability to repay loans.
    • CTE.ANR.A.4.0: Pathway Standard:Use proper accounting principles and procedures to accomplish fiscal management and tax planning.
    • CTE.ANR.A.4.1: Pathway Standard:Use proper accounting principles and procedures to accomplish fiscal management and tax planning. Performance Indicator:Compare and contrast cash and accrual accounting systems.
    • CTE.ANR.A.4.2: Pathway Standard:Use proper accounting principles and procedures to accomplish fiscal management and tax planning. Performance Indicator:Demonstrate the use and describe the importance of budgets, income statements, balance sheets, and financial statements.
    • CTE.ANR.A.4.3: Pathway Standard:Use proper accounting principles and procedures to accomplish fiscal management and tax planning. Performance Indicator:Interpret the basis of taxation within the tax system and its impact on the economy, including the role of taxes in agribusiness.
    • CTE.ANR.A.4.4: Pathway Standard:Use proper accounting principles and procedures to accomplish fiscal management and tax planning. Performance Indicator:Analyze the role of depreciation and purchasing in tax planning and liability.
    • CTE.ANR.A.4.5: Pathway Standard:Use proper accounting principles and procedures to accomplish fiscal management and tax planning. Performance Indicator:Determine property values and complete a depreciation schedule.
    • CTE.ANR.A.4.6: Pathway Standard:Use proper accounting principles and procedures to accomplish fiscal management and tax planning. Performance Indicator:Formulate the tax obligations for an agribusiness.
    • CTE.ANR.A.5.0: Pathway Standard:Manage risk and uncertainty.
    • CTE.ANR.A.5.1: Pathway Standard:Manage risk and uncertainty. Performance Indicator:Explore environmental issues that impact agribusiness.
    • CTE.ANR.A.5.2: Pathway Standard:Manage risk and uncertainty. Performance Indicator:Determine the meaning and importance of risk and uncertainty.
    • CTE.ANR.A.5.3: Pathway Standard:Manage risk and uncertainty. Performance Indicator:Describe alternative approaches to reducing risk, including the use of insurance for product liability, property, production or income loss, and for personnel life and health.
    • CTE.ANR.A.5.4: Pathway Standard:Manage risk and uncertainty. Performance Indicator:Maintain appropriate evidence (e.g., Point of Origin, pick/pack dates, production records) to support and defend risk management.
    • CTE.ANR.A.5.5: Pathway Standard:Manage risk and uncertainty. Performance Indicator:Identify best practices and include in farm planning to reduce risk.
    • CTE.ANR.A.5.6: Pathway Standard:Manage risk and uncertainty. Performance Indicator:Prepare a comprehensive risk management and contingency plan.
    • CTE.ANR.A.6.0: Pathway Standard:Evaluate the role and value of agricultural organizations.
    • CTE.ANR.A.6.1: Pathway Standard:Evaluate the role and value of agricultural organizations. Performance Indicator:Distinguish the benefits of private, public, and governmental organizations, including the value and impact of cooperatives.
    • CTE.ANR.A.6.2: Pathway Standard:Evaluate the role and value of agricultural organizations. Performance Indicator:Understand how participation in organizations would be beneficial in supporting various agricultural operations.
    • CTE.ANR.A.6.3: Pathway Standard:Evaluate the role and value of agricultural organizations. Performance Indicator:Identify, and electronically access, public and private agricultural organizations.
    • CTE.ANR.A.7.0: Pathway Standard:Understand agricultural marketing systems.
    • CTE.ANR.A.7.1: Pathway Standard:Understand agricultural marketing systems. Performance Indicator:Explain how marketing functions in a free-market society.
    • CTE.ANR.A.7.2: Pathway Standard:Understand agricultural marketing systems. Performance Indicator:Compare the advantages and disadvantages of the various marketing options for agricultural products and services.
    • CTE.ANR.A.7.3: Pathway Standard:Understand agricultural marketing systems. Performance Indicator:Analyze how the law of comparative advantage affects agricultural production.
    • CTE.ANR.A.7.4: Pathway Standard:Understand agricultural marketing systems. Performance Indicator:Explore the impact of advertising, promotion, and data analysis on the marketing of agricultural products and services.
    • CTE.ANR.A.7.5: Pathway Standard:Understand agricultural marketing systems. Performance Indicator:Assess how promotion trends for agricultural products influence individuals.
    • CTE.ANR.A.7.6: Pathway Standard:Understand agricultural marketing systems. Performance Indicator:Develop a marketing plan for an agricultural product or service.
    • CTE.ANR.A.8.0: Pathway Standard:Understand the sales of agricultural products and services.
    • CTE.ANR.A.8.1: Pathway Standard:Understand the sales of agricultural products and services. Performance Indicator:Determine the most effective methods for assessing customer needs and wants.
    • CTE.ANR.A.8.2: Pathway Standard:Understand the sales of agricultural products and services. Performance Indicator:Describe the stages in making a successful sale and the various techniques used to approach potential customers and overcome their objections.
    • CTE.ANR.A.8.3: Pathway Standard:Understand the sales of agricultural products and services. Performance Indicator:Examine the physiological and psychological factors that influence motivation to purchase, including the fundamental steps in making a purchase.
    • CTE.ANR.A.9.0: Pathway Standard:Differentiate among local, national, and international agricultural markets and communicate how trade affects the economy.
    • CTE.ANR.A.9.1: Pathway Standard:Differentiate among local, national, and international agricultural markets and communicate how trade affects the economy. Performance Indicator:Describe how the importance of agricultural imports and exports affects state and national economies.
    • CTE.ANR.A.9.2: Pathway Standard:Differentiate among local, national, and international agricultural markets and communicate how trade affects the economy. Performance Indicator:Summarize how governmental, economic, and cultural factors affect international trade.
    • CTE.ANR.A.9.3: Pathway Standard:Differentiate among local, national, and international agricultural markets and communicate how trade affects the economy. Performance Indicator:Compare and contrast United States trade policies with those of other important trading partners.
    • CTE.ANR.A.9.4: Pathway Standard:Differentiate among local, national, and international agricultural markets and communicate how trade affects the economy. Performance Indicator:Research how biotechnology affects trade and global economies.
    • CTE.ANR.A.9.5: Pathway Standard:Differentiate among local, national, and international agricultural markets and communicate how trade affects the economy. Performance Indicator:Evaluate how different cultural values affect agricultural production and marketing.
    • CTE.ANR.A.9.6: Pathway Standard:Differentiate among local, national, and international agricultural markets and communicate how trade affects the economy. Performance Indicator:Explain how negotiations and bargaining agreements affect trade agreements.
    • CTE.ANR.A.9.7: Pathway Standard:Differentiate among local, national, and international agricultural markets and communicate how trade affects the economy. Performance Indicator:Analyze agricultural marketing strategies in other parts of the world.
  • Career Technical Education Grade 7-12 - Pathways : Agricultural Mechanics Pathway:
    • CTE.ANR.B.1.0: Pathway Standard:Implement personal and group safety practices.
    • CTE.ANR.B.1.1: Pathway Standard:Implement personal and group safety practices. Performance Indicator:Practice the rules for personal and group safety while working in an agricultural mechanics environment.
    • CTE.ANR.B.1.2: Pathway Standard:Implement personal and group safety practices. Performance Indicator:Integrate accepted shop management procedures and a safe working environment.
    • CTE.ANR.B.1.3: Pathway Standard:Implement personal and group safety practices. Performance Indicator:Safely secure loads on a variety of vehicles.
    • CTE.ANR.B.2.0: Pathway Standard:Apply the principles of basic woodworking.
    • CTE.ANR.B.2.1: Pathway Standard:Apply the principles of basic woodworking. Performance Indicator:Identify common wood products, lumber types, and sizes.
    • CTE.ANR.B.2.2: Pathway Standard:Apply the principles of basic woodworking. Performance Indicator:Measure and lay out lumber, calculating board feet and square feet.
    • CTE.ANR.B.2.3: Pathway Standard:Apply the principles of basic woodworking. Performance Indicator:Identify, select, and implement basic fastening systems.
    • CTE.ANR.B.2.4: Pathway Standard:Apply the principles of basic woodworking. Performance Indicator:Complete a woodworking project, including interpreting a plan, developing a bill of materials and cutting list, selecting materials, shaping, joining, and finishing.
    • CTE.ANR.B.3.0: Pathway Standard:Demonstrate basic electricity principles and wiring practices commonly used in agriculture.
    • CTE.ANR.B.3.1: Pathway Standard:Demonstrate basic electricity principles and wiring practices commonly used in agriculture. Performance Indicator:Explain the relationship between voltage, amperage, resistance, and power in single- phase alternating current (AC) circuits.
    • CTE.ANR.B.3.2: Pathway Standard:Demonstrate basic electricity principles and wiring practices commonly used in agriculture. Performance Indicator:Use proper electrical test equipment for AC and direct current (DC) circuits.
    • CTE.ANR.B.3.3: Pathway Standard:Demonstrate basic electricity principles and wiring practices commonly used in agriculture. Performance Indicator:Analyze and correct basic circuit problems (e.g., open circuits, short circuits, incorrect grounding).
    • CTE.ANR.B.3.4: Pathway Standard:Demonstrate basic electricity principles and wiring practices commonly used in agriculture. Performance Indicator:Implement proper basic electrical circuit and wiring techniques using nonmetallic cable and conduit as defined by the National Electric Code (NEC).
    • CTE.ANR.B.3.5: Pathway Standard:Demonstrate basic electricity principles and wiring practices commonly used in agriculture. Performance Indicator:Interpret basic agricultural electrical plans.
    • CTE.ANR.B.3.6: Pathway Standard:Demonstrate basic electricity principles and wiring practices commonly used in agriculture. Performance Indicator:Complete an electrical project, including interpreting a plan, following NEC code, selecting materials and components, and completing a circuit.
    • CTE.ANR.B.4.0: Pathway Standard:Select and apply plumbing system practices commonly used in agriculture.
    • CTE.ANR.B.4.1: Pathway Standard:Select and apply plumbing system practices commonly used in agriculture. Performance Indicator:Match appropriate basic plumbing fitting skills with a variety of materials, such as copper, polyvinyl chloride (PVC), steel, polyethylene, and acrylonitrile butadiene styrene (ABS).
    • CTE.ANR.B.4.2: Pathway Standard:Select and apply plumbing system practices commonly used in agriculture. Performance Indicator:Explain the environmental influences on plumbing and irrigation system choices (e.g., filter systems, water disposal, drip vs. flood).
    • CTE.ANR.B.4.3: Pathway Standard:Select and apply plumbing system practices commonly used in agriculture. Performance Indicator:Research and communicate how various plumbing and irrigation systems are used in agriculture.
    • CTE.ANR.B.4.4: Pathway Standard:Select and apply plumbing system practices commonly used in agriculture. Performance Indicator:Complete a plumbing project, including interpreting a plan, developing a bill of materials and cutting list, selecting materials, joining, and testing.
    • CTE.ANR.B.5.0: Pathway Standard:Understand agricultural cold metal processes.
    • CTE.ANR.B.5.1: Pathway Standard:Understand agricultural cold metal processes. Performance Indicator:Identify common metals, sizes, and shapes.
    • CTE.ANR.B.5.2: Pathway Standard:Understand agricultural cold metal processes. Performance Indicator:Demonstrate basic tool-fitting skills.
    • CTE.ANR.B.5.3: Pathway Standard:Understand agricultural cold metal processes. Performance Indicator:Properly lay out materials for a given project.
    • CTE.ANR.B.5.4: Pathway Standard:Understand agricultural cold metal processes. Performance Indicator:Demonstrate basic cold metal processes (e.g., shearing, cutting, drilling, threading, bending).
    • CTE.ANR.B.5.5: Pathway Standard:Understand agricultural cold metal processes. Performance Indicator:Complete a cold metal project, including interpreting a plan, developing a bill of materials, selecting materials, shaping, fastening, and finishing.
    • CTE.ANR.B.6.0: Pathway Standard:Understand concrete and masonry practices commonly used in agriculture.
    • CTE.ANR.B.6.1: Pathway Standard:Understand concrete and masonry practices commonly used in agriculture. Performance Indicator:Identify and explain the use of concrete and masonry tools and demonstrate proper handling of concrete materials.
    • CTE.ANR.B.6.2: Pathway Standard:Understand concrete and masonry practices commonly used in agriculture. Performance Indicator:Practice bed preparation, concrete forms layout, and construction.
    • CTE.ANR.B.6.3: Pathway Standard:Understand concrete and masonry practices commonly used in agriculture. Performance Indicator:Complete a concrete or masonry project, including calculating volume, developing a bill of materials, assembling, mixing, placing, and finishing.
  • Career Technical Education Grade 7-12 - Pathways : Agriscience Pathway:
    • CTE.ANR.C1.0: Pathway Standard:Evaluate the role of agriculture in the California economy.
    • CTE.ANR.C1.1: Pathway Standard:Evaluate the role of agriculture in the California economy. Performance Indicator:Understand the history of the agricultural industry in California.
    • CTE.ANR.C1.2: Pathway Standard:Evaluate the role of agriculture in the California economy. Performance Indicator:Describe how California agriculture affects the quality of life.
    • CTE.ANR.C1.3: Pathway Standard:Evaluate the role of agriculture in the California economy. Performance Indicator:Analyze the interrelationship of California agriculture and society at the local, state, national, and international levels.
    • CTE.ANR.C1.4: Pathway Standard:Evaluate the role of agriculture in the California economy. Performance Indicator:Research the economic impact of leading California agricultural commodities.
    • CTE.ANR.C1.5: Pathway Standard:Evaluate the role of agriculture in the California economy. Performance Indicator:Assess the economic impact of major natural resources in California.
    • CTE.ANR.C1.6: Pathway Standard:Evaluate the role of agriculture in the California economy. Performance Indicator:Distinguish between the economic importance of major agricultural exports and imports.
    • CTE.ANR.C1.7: Pathway Standard:Evaluate the role of agriculture in the California economy. Performance Indicator:Explore factors that affect food safety and producer's responsibilities to consumers.
    • CTE.ANR.C10.0: Pathway Standard:Explain soil science principles.
    • CTE.ANR.C10.1: Pathway Standard:Explain soil science principles. Performance Indicator:Recognize the major soil components and types.
    • CTE.ANR.C10.2: Pathway Standard:Explain soil science principles. Performance Indicator:Summarize how soil texture, structure, pH, and salinity affect plant growth.
    • CTE.ANR.C10.3: Pathway Standard:Explain soil science principles. Performance Indicator:Assess water delivery and irrigation system options.
    • CTE.ANR.C10.4: Pathway Standard:Explain soil science principles. Performance Indicator:Differentiate among the types, uses, and applications of amendments and fertilizers.
    • CTE.ANR.C11.0: Pathway Standard:Analyze plant growth and development.
    • CTE.ANR.C11.1: Pathway Standard:Analyze plant growth and development. Performance Indicator:Understand the anatomy and functions of plant systems and structures.
    • CTE.ANR.C11.2: Pathway Standard:Analyze plant growth and development. Performance Indicator:Identify plant growth requirements.
    • CTE.ANR.C11.3: Pathway Standard:Analyze plant growth and development. Performance Indicator:Discern between annual, biennial, and perennial life cycles.
    • CTE.ANR.C11.4: Pathway Standard:Analyze plant growth and development. Performance Indicator:Examine sexual and asexual reproduction in plants.
    • CTE.ANR.C11.5: Pathway Standard:Analyze plant growth and development. Performance Indicator:Understand photosynthesis and the roles of the sun, chlorophyll, sugar, oxygen, carbon dioxide, and water in the process.
    • CTE.ANR.C11.6: Pathway Standard:Analyze plant growth and development. Performance Indicator:Summarize the respiration process in the breakdown of food and organic matter.
    • CTE.ANR.C12.0: Pathway Standard:Understand fundamental pest management.
    • CTE.ANR.C12.1: Pathway Standard:Understand fundamental pest management. Performance Indicator:Classify agricultural pests (e.g., insects, weeds, disease, and vertebrates).
    • CTE.ANR.C12.2: Pathway Standard:Understand fundamental pest management. Performance Indicator:Compare chemical, mechanical, cultural, and biological methods of plant pest control.
    • CTE.ANR.C12.3: Pathway Standard:Understand fundamental pest management. Performance Indicator:Analyze the major principles, advantages, and disadvantages of integrated pest management.
    • CTE.ANR.C13.0: Pathway Standard:Design agricultural experiments using the scientific method.
    • CTE.ANR.C13.1: Pathway Standard:Design agricultural experiments using the scientific method. Performance Indicator:State the steps of the scientific method.
    • CTE.ANR.C13.2: Pathway Standard:Design agricultural experiments using the scientific method. Performance Indicator:Analyze an agricultural problem and devise a solution based on the scientific method.
    • CTE.ANR.C2.0: Pathway Standard:Examine the interrelationship between agriculture and the environment.
    • CTE.ANR.C2.1: Pathway Standard:Examine the interrelationship between agriculture and the environment. Performance Indicator:Identify important agricultural environmental impacts on soil, water, and air.
    • CTE.ANR.C2.2: Pathway Standard:Examine the interrelationship between agriculture and the environment. Performance Indicator:Explain current environmental challenges related to agriculture.
    • CTE.ANR.C2.2: Pathway Standard:Examine the interrelationship between agriculture and the environment. Performance Indicator:Explain current environmental challenges related to agriculture.
    • CTE.ANR.C2.4: Pathway Standard:Examine the interrelationship between agriculture and the environment. Performance Indicator:Compare and contrast practices for conserving renewable and nonrenewable resources.
    • CTE.ANR.C2.5: Pathway Standard:Examine the interrelationship between agriculture and the environment. Performance Indicator:Research how new energy sources are developed from agricultural products (e.g., gas- cogeneration and ethanol).
    • CTE.ANR.C3.0: Pathway Standard:Analyze the effects of technology on agriculture.
    • CTE.ANR.C3.1: Pathway Standard:Analyze the effects of technology on agriculture. Performance Indicator:Describe how technology affects the logistics of moving an agricultural commodity from producer to consumer.
    • CTE.ANR.C3.2: Pathway Standard:Analyze the effects of technology on agriculture. Performance Indicator:Understand how technology influences factors such as labor, efficiency, diversity, availability, mechanization, and communication.
    • CTE.ANR.C3.3: Pathway Standard:Analyze the effects of technology on agriculture. Performance Indicator:Communicate public concern for technological advancements in agriculture, such as genetically modified organisms.
    • CTE.ANR.C3.4: Pathway Standard:Analyze the effects of technology on agriculture. Performance Indicator:Research the laws and regulations concerning biotechnology.
    • CTE.ANR.C3.5: Pathway Standard:Analyze the effects of technology on agriculture. Performance Indicator:Integrate the use of technology when collecting and analyzing data.
    • CTE.ANR.C4.0: Pathway Standard:Determine the importance of animals, the domestication of animals, and the role of animals in modern society.
    • CTE.ANR.C4.1: Pathway Standard:Determine the importance of animals, the domestication of animals, and the role of animals in modern society. Performance Indicator:Understand the evolution and roles of domesticated animals in society.
    • CTE.ANR.C4.2: Pathway Standard:Determine the importance of animals, the domestication of animals, and the role of animals in modern society. Performance Indicator:Differentiate between domestication and natural selection.
    • CTE.ANR.C4.3: Pathway Standard:Determine the importance of animals, the domestication of animals, and the role of animals in modern society. Performance Indicator:Compile the modern-day uses of animals and animal by-products.
    • CTE.ANR.C4.4: Pathway Standard:Determine the importance of animals, the domestication of animals, and the role of animals in modern society. Performance Indicator:Defend various points of view regarding the use of animals.
    • CTE.ANR.C4.5: Pathway Standard:Determine the importance of animals, the domestication of animals, and the role of animals in modern society. Performance Indicator:Research unique and alternative uses of animals (e.g., therapeutic riding programs and companion animals).
    • CTE.ANR.C5.0: Pathway Standard:Compare the structure and function of plants, animals, bacteria, and viruses.
    • CTE.ANR.C5.1: Pathway Standard:Compare the structure and function of plants, animals, bacteria, and viruses. Performance Indicator:Identify the function of cells.
    • CTE.ANR.C5.2: Pathway Standard:Compare the structure and function of plants, animals, bacteria, and viruses. Performance Indicator:Analyze the anatomy and physiology of cells.
    • CTE.ANR.C5.2: Pathway Standard:Compare the structure and function of plants, animals, bacteria, and viruses. Performance Indicator:Analyze the anatomy and physiology of cells.
    • CTE.ANR.C5.4: Pathway Standard:Compare the structure and function of plants, animals, bacteria, and viruses. Performance Indicator:Compare and contrast plant and animal cells, bacteria, and viruses.
    • CTE.ANR.C6.0: Pathway Standard:Explore animal anatomy and systems.
    • CTE.ANR.C6.1: Pathway Standard:Explore animal anatomy and systems. Performance Indicator:State the names, and find the locations, of the external anatomy of animals.
    • CTE.ANR.C6.2: Pathway Standard:Explore animal anatomy and systems. Performance Indicator:Explain the anatomy and major functions of vertebrate systems, including digestive, reproductive, circulatory, nervous, muscular, skeletal, respiratory, and endocrine systems.
    • CTE.ANR.C7.0: Pathway Standard:Comprehend basic animal genetics.
    • CTE.ANR.C7.1: Pathway Standard:Comprehend basic animal genetics. Performance Indicator:Differentiate between genotype and phenotype and describe how dominant and recessive genes function.
    • CTE.ANR.C7.2: Pathway Standard:Comprehend basic animal genetics. Performance Indicator:Compare genetic characteristics among cattle, sheep, swine, and horse breeds.
    • CTE.ANR.C7.3: Pathway Standard:Comprehend basic animal genetics. Performance Indicator:Predict phenotype and genotype ratios by using a Punnett Square.
    • CTE.ANR.C7.4: Pathway Standard:Comprehend basic animal genetics. Performance Indicator:Explain the fertilization process.
    • CTE.ANR.C7.5: Pathway Standard:Comprehend basic animal genetics. Performance Indicator:Distinguish between the purpose and processes of mitosis and meiosis.
    • CTE.ANR.C8.0: Pathway Standard:Understand fundamental animal nutrition and feeding.
    • CTE.ANR.C8.1: Pathway Standard:Understand fundamental animal nutrition and feeding. Performance Indicator:Identify types of nutrients required by farm animals (e.g., proteins, minerals, vitamins, carbohydrates, fats/oils, water).
    • CTE.ANR.C8.2: Pathway Standard:Understand fundamental animal nutrition and feeding. Performance Indicator:Analyze suitable common feed ingredients, including forages, roughages, concentrates, and supplements for ruminant, monogastric, equine, and avian digestive systems.
    • CTE.ANR.C8.3: Pathway Standard:Understand fundamental animal nutrition and feeding. Performance Indicator:Understand basic animal feeding guidelines and evaluate sample feeding programs for various species, including space requirements and economic considerations.
    • CTE.ANR.C9.0: Pathway Standard:Evaluate basic animal health.
    • CTE.ANR.C9.1: Pathway Standard:Evaluate basic animal health. Performance Indicator:Assess the appearance and behavior of a normal, healthy animal.
    • CTE.ANR.C9.2: Pathway Standard:Evaluate basic animal health. Performance Indicator:Explain the ways in which housing, sanitation, and nutrition influence animal health and behavior.
    • CTE.ANR.C9.3: Pathway Standard:Evaluate basic animal health. Performance Indicator:Analyze the causes and controls of common animal diseases.
    • CTE.ANR.C9.4: Pathway Standard:Evaluate basic animal health. Performance Indicator:Summarize effective techniques for controlling parasites and explain why controlling parasites is important.
    • CTE.ANR.C9.5: Pathway Standard:Evaluate basic animal health. Performance Indicator:Research the legal requirements for the procurement, storage, methods of application, and withdrawal times of animal medications, and know proper equipment handling and disposal techniques.
  • Career Technical Education Grade 7-12 - Pathways : Animal Science Pathway:
    • CTE.ANR.D1.0: Pathway Standard:Evaluate the necessary elements for proper animal housing and animal-handling equipment.
    • CTE.ANR.D1.1: Pathway Standard:Evaluate the necessary elements for proper animal housing and animal-handling equipment. Performance Indicator:Design an animal facility focusing on appropriate space and location requirements for habitat, housing, feed, and water.
    • CTE.ANR.D1.2: Pathway Standard:Evaluate the necessary elements for proper animal housing and animal-handling equipment. Performance Indicator:Select habitat and housing conditions and materials, such as indoor and outdoor housing, fencing materials, air flow/ventilation, and shelters, to meet the needs of various animal species.
    • CTE.ANR.D1.3: Pathway Standard:Evaluate the necessary elements for proper animal housing and animal-handling equipment. Performance Indicator:Interpret animal behaviors and execute protocols for safe handling of animals.
    • CTE.ANR.D1.4: Pathway Standard:Evaluate the necessary elements for proper animal housing and animal-handling equipment. Performance Indicator:Defend the purpose and the safe and humane use of animal husbandry tools, such as hoof trimmers, electric shears, elastrators, dehorning tools, and scales.
    • CTE.ANR.D10.0: Pathway Standard:Demonstrate understanding of the production of large animals (e.g., cattle, horses, swine, sheep, goats) and small animals (e.g., poultry, cavy, rabbits).
    • CTE.ANR.D10.1: Pathway Standard:Demonstrate understanding of the production of large animals (e.g., cattle, horses, swine, sheep, goats) and small animals (e.g., poultry, cavy, rabbits). Performance Indicator:Formulate and implement optimum requirements for diet, genetics, habitat, and behavior in the production of large and small animals.
    • CTE.ANR.D10.2: Pathway Standard:Demonstrate understanding of the production of large animals (e.g., cattle, horses, swine, sheep, goats) and small animals (e.g., poultry, cavy, rabbits). Performance Indicator:Develop, maintain, and use growth and management records for large or small animals to make data-driven management decisions.
    • CTE.ANR.D11.0: Pathway Standard:Demonstrate understanding of the production of specialty animals (e.g., fish, marine animals, llamas, and tall, flightless birds).
    • CTE.ANR.D11.1: Pathway Standard:Demonstrate understanding of the production of specialty animals (e.g., fish, marine animals, llamas, and tall, flightless birds). Performance Indicator:Assess specialty animal's role in agriculture (e.g., fish farms, pack animals, working dogs).
    • CTE.ANR.D11.2: Pathway Standard:Demonstrate understanding of the production of specialty animals (e.g., fish, marine animals, llamas, and tall, flightless birds). Performance Indicator:Explore the unique nutrition, health, and habitat requirements for specialty animals.
    • CTE.ANR.D11.3: Pathway Standard:Demonstrate understanding of the production of specialty animals (e.g., fish, marine animals, llamas, and tall, flightless birds). Performance Indicator:Synthesize and implement optimum requirements for diet, genetics, habitat, and behavior in the production of specialty animals.
    • CTE.ANR.D11.4: Pathway Standard:Demonstrate understanding of the production of specialty animals (e.g., fish, marine animals, llamas, and tall, flightless birds). Performance Indicator:Develop, maintain, and utilize growth and management records for specialty animals to make data-driven management decisions.
    • CTE.ANR.D12.0: Pathway Standard:Understand how animal products and by-products are processed and marketed.
    • CTE.ANR.D12.1: Pathway Standard:Understand how animal products and by-products are processed and marketed. Performance Indicator:Research animal harvest, carcass inspection and grading, and meat processing safety regulations and practices and the removal and disposal of nonedible by-products, such as those outlined in Hazard Analysis and Critical Control Point, Sanitation Standard Operating Procedures, and good manufacturing practices documents.
    • CTE.ANR.D12.2: Pathway Standard:Understand how animal products and by-products are processed and marketed. Performance Indicator:Compare the relative importance of the major meat, dairy, and egg classifications, including the per-capita consumption and nutritive value of those classifications.
    • CTE.ANR.D12.3: Pathway Standard:Understand how animal products and by-products are processed and marketed. Performance Indicator:Discuss how meat-based, dairy, and egg retail products are produced.
    • CTE.ANR.D12.4: Pathway Standard:Understand how animal products and by-products are processed and marketed. Performance Indicator:Describe how nonmeat products, such as wool, pelts, hides, and by-products, are harvested and processed.
    • CTE.ANR.D12.5: Pathway Standard:Understand how animal products and by-products are processed and marketed. Performance Indicator:Evaluate how meat products and nonmeat products are marketed.
    • CTE.ANR.D12.6: Pathway Standard:Understand how animal products and by-products are processed and marketed. Performance Indicator:Compare the value of animal by-products to nonagricultural industries.
    • CTE.ANR.D12.7: Pathway Standard:Understand how animal products and by-products are processed and marketed. Performance Indicator:Apply point-of-origin safety and sanitation procedures in the production, harvest, handling, processing, and storing of meat products.
    • CTE.ANR.D2.0: Pathway Standard:Apply principles of animal nutrition to ensure the proper growth, development, reproduction, and economic production of animals. Performance Indicator:In the Animal Science Pathway, students study large, small, and specialty animals. Students explore the necessary elements, such as diet, genetics, habitat, and behavior, to create humane, ecologically, and economically sustainable animal production systems. The pathway includes the study of animal anatomy and physiology, nutrition, reproduction, genetics, health and welfare, animal production, technology, and the management and processing of animal products and by-products.
    • CTE.ANR.D2.1: Pathway Standard:Apply principles of animal nutrition to ensure the proper growth, development, reproduction, and economic production of animals. Performance Indicator:Assess the flow of nutrients from the soil, through the animal, and back to the soil.
    • CTE.ANR.D2.2: Pathway Standard:Apply principles of animal nutrition to ensure the proper growth, development, reproduction, and economic production of animals. Performance Indicator:Explore the principles for providing proper, balanced rations for a variety of production stages in ruminants and monogastrics.
    • CTE.ANR.D2.3: Pathway Standard:Apply principles of animal nutrition to ensure the proper growth, development, reproduction, and economic production of animals. Performance Indicator:Compare the digestive processes of the ruminant, monogastric, avian, and equine digestive systems.
    • CTE.ANR.D2.4: Pathway Standard:Apply principles of animal nutrition to ensure the proper growth, development, reproduction, and economic production of animals. Performance Indicator:Distinguish how animal nutrition is affected by the digestive, endocrine, and circulatory systems.
    • CTE.ANR.D3.0: Pathway Standard:Apply principles of comparative anatomy and physiology to uses within various animal systems.
    • CTE.ANR.D3.1: Pathway Standard:Apply principles of comparative anatomy and physiology to uses within various animal systems. Performance Indicator:Compare and contrast animal cells, tissues, organs, and body systems.
    • CTE.ANR.D3.2: Pathway Standard:Apply principles of comparative anatomy and physiology to uses within various animal systems. Performance Indicator:Develop efficient procedures to produce consistently high-quality animals that are well suited for their intended purposes.
    • CTE.ANR.D3.3: Pathway Standard:Apply principles of comparative anatomy and physiology to uses within various animal systems. Performance Indicator:Relate the importance of animal organs to the health, growth, and reproduction of animals.
    • CTE.ANR.D4.0: Pathway Standard:Demonstrate understanding of animal reproduction, including the function of reproductive organs.
    • CTE.ANR.D4.1: Pathway Standard:Demonstrate understanding of animal reproduction, including the function of reproductive organs. Performance Indicator:Illustrate animal conception, including estrus cycles, ovulation, and insemination.
    • CTE.ANR.D4.2: Pathway Standard:Demonstrate understanding of animal reproduction, including the function of reproductive organs. Performance Indicator:Research the gestation process and basic fetal development.
    • CTE.ANR.D4.3: Pathway Standard:Demonstrate understanding of animal reproduction, including the function of reproductive organs. Performance Indicator:Explain the parturition process, including the identification of potential problems and their solutions.
    • CTE.ANR.D4.4: Pathway Standard:Demonstrate understanding of animal reproduction, including the function of reproductive organs. Performance Indicator:Select animal breeding methods based on reproductive and economic efficiency.
    • CTE.ANR.D4.5: Pathway Standard:Demonstrate understanding of animal reproduction, including the function of reproductive organs. Performance Indicator:Select a breeding system based on the principles of genetics.
    • CTE.ANR.D5.0: Pathway Standard:Discuss animal inheritance and selection principles, including the structure and role of deoxyribonucleic acid (DNA).
    • CTE.ANR.D5.1: Pathway Standard:Discuss animal inheritance and selection principles, including the structure and role of deoxyribonucleic acid (DNA). Performance Indicator:Evaluate a group of animals for desired qualities, and discern among them for breeding selection.
    • CTE.ANR.D5.2: Pathway Standard:Discuss animal inheritance and selection principles, including the structure and role of deoxyribonucleic acid (DNA). Performance Indicator:Select animals, based on quantitative breeding values, for specific characteristics.
    • CTE.ANR.D5.3: Pathway Standard:Discuss animal inheritance and selection principles, including the structure and role of deoxyribonucleic acid (DNA). Performance Indicator:Research and discuss current technology used to measure desirable traits.
    • CTE.ANR.D5.4: Pathway Standard:Discuss animal inheritance and selection principles, including the structure and role of deoxyribonucleic acid (DNA). Performance Indicator:Predict phenotypic and genotypic results of a dominant and recessive gene pair.
    • CTE.ANR.D5.5: Pathway Standard:Discuss animal inheritance and selection principles, including the structure and role of deoxyribonucleic acid (DNA). Performance Indicator:Research the role of mutations, both naturally occurring and artificially induced, and hybrids in animal genetics.
    • CTE.ANR.D6.0: Pathway Standard:Prescribe and implement a prevention treatment program for animal diseases, parasites, and other disorders.
    • CTE.ANR.D6.1: Pathway Standard:Prescribe and implement a prevention treatment program for animal diseases, parasites, and other disorders. Performance Indicator:Evaluate the signs of normal health in contrast to illness and disease.
    • CTE.ANR.D6.2: Pathway Standard:Prescribe and implement a prevention treatment program for animal diseases, parasites, and other disorders. Performance Indicator:Analyze the importance of animal behavior in diagnosing animal sickness and disease.
    • CTE.ANR.D6.3: Pathway Standard:Prescribe and implement a prevention treatment program for animal diseases, parasites, and other disorders. Performance Indicator:Research common pathogens, vectors, and hosts that cause disease in animals.
    • CTE.ANR.D6.4: Pathway Standard:Prescribe and implement a prevention treatment program for animal diseases, parasites, and other disorders. Performance Indicator:Evaluate preventative measures for controlling and limiting the spread of diseases, parasites, and disorders among animals.
    • CTE.ANR.D6.5: Pathway Standard:Prescribe and implement a prevention treatment program for animal diseases, parasites, and other disorders. Performance Indicator:Discuss procedures used at the local, state, and national levels to ensure biosecurity of the animal industry.
    • CTE.ANR.D6.6: Pathway Standard:Prescribe and implement a prevention treatment program for animal diseases, parasites, and other disorders. Performance Indicator:Explain the health risk of zoonotic diseases to humans, their historical influence, and future implications.
    • CTE.ANR.D6.7: Pathway Standard:Prescribe and implement a prevention treatment program for animal diseases, parasites, and other disorders. Performance Indicator:Discuss the impacts on local, national, and global economies, as well as on consumers and producers, when animal diseases are not appropriately contained and eradicated.
    • CTE.ANR.D7.0: Pathway Standard:Explore common pasture and rangeland management practices and their impact on a balanced ecosystem.
    • CTE.ANR.D7.1: Pathway Standard:Explore common pasture and rangeland management practices and their impact on a balanced ecosystem. Performance Indicator:Evaluate a rangeland and identify methods of rangeland improvement used in an effective animal production program.
    • CTE.ANR.D7.2: Pathway Standard:Explore common pasture and rangeland management practices and their impact on a balanced ecosystem. Performance Indicator:Summarize how rangeland management practices affect pasture production, erosion control, and the general balance of the ecosystem.
    • CTE.ANR.D7.3: Pathway Standard:Explore common pasture and rangeland management practices and their impact on a balanced ecosystem. Performance Indicator:Develop a management plan for rangelands, including how to calculate carrying capacity, for a variety of animal species and locations.
    • CTE.ANR.D7.4: Pathway Standard:Explore common pasture and rangeland management practices and their impact on a balanced ecosystem. Performance Indicator:Evaluate a plan to balance rangeland use for animal grazing and for wildlife habitat.
    • CTE.ANR.D8.0: Pathway Standard:Explain challenges associated with animal waste management.
    • CTE.ANR.D8.1: Pathway Standard:Explain challenges associated with animal waste management. Performance Indicator:Assess treatment and disposal management systems for animal waste.
    • CTE.ANR.D8.2: Pathway Standard:Explain challenges associated with animal waste management. Performance Indicator:Compare various methods for using animal waste and the environmental impacts associated with each method.
    • CTE.ANR.D8.3: Pathway Standard:Explain challenges associated with animal waste management. Performance Indicator:Research the health and safety regulations that are an integral part of properly managed animal waste systems.
    • CTE.ANR.D9.0: Pathway Standard:Assess animal welfare concerns and management practices that support animal welfare.
    • CTE.ANR.D9.1: Pathway Standard:Assess animal welfare concerns and management practices that support animal welfare. Performance Indicator:Evaluate the early warning signs of animal distress and how to rectify the problem.
    • CTE.ANR.D9.2: Pathway Standard:Assess animal welfare concerns and management practices that support animal welfare. Performance Indicator:Discuss consumer concerns with animal production practices relative to human health.
    • CTE.ANR.D9.3: Pathway Standard:Assess animal welfare concerns and management practices that support animal welfare. Performance Indicator:Summarize federal and state animal welfare laws and regulations, such as those dealing with abandoned and neglected animals, animal fighting, euthanasia, and medical research.
    • CTE.ANR.D9.4: Pathway Standard:Assess animal welfare concerns and management practices that support animal welfare. Performance Indicator:Research the regulations for humane transportation and harvesting of animals, such as those delineated by the U.S. Department of Agriculture (USDA) Food Safety and Inspection Service and the Humane Methods of Slaughter Act.
  • Career Technical Education Grade 7-12 - Pathways : Architectural Design Pathway:
    • CTE.EA.A.1.0: Pathway Standard:Understand how history shaped architecture and know significant events in the history of architectural design.
    • CTE.EA.A.1.1: Pathway Standard:Understand how history shaped architecture and know significant events in the history of architectural design. Performance Indicator:Know significant historical architectural projects and their effects on society.
    • CTE.EA.A.1.2: Pathway Standard:Understand how history shaped architecture and know significant events in the history of architectural design. Performance Indicator:Understand the development of architectural systems in relation to aesthetics, efficiency, and safety.
    • CTE.EA.A.2.0: Pathway Standard:Compare the theoretical, practical, and contextual issues that influence design.
    • CTE.EA.A.2.1: Pathway Standard:Compare the theoretical, practical, and contextual issues that influence design. Performance Indicator:Describe the influence of community context and zoning requirements on architectural design.
    • CTE.EA.A.2.2: Pathway Standard:Compare the theoretical, practical, and contextual issues that influence design. Performance Indicator:Understand the ways in which sociocultural conditions and issues influence architectural design.
    • CTE.EA.A.2.3: Pathway Standard:Compare the theoretical, practical, and contextual issues that influence design. Performance Indicator:Compare the theoretical and practical effects of human and physical factors on the development of architectural designs.
    • CTE.EA.A.2.4: Pathway Standard:Compare the theoretical, practical, and contextual issues that influence design. Performance Indicator:Analyze project design and compile a cost analysis.
    • CTE.EA.A.3.0: Pathway Standard:Understand the sketching processes used in concept development.
    • CTE.EA.A.3.1: Pathway Standard:Understand the sketching processes used in concept development. Performance Indicator:Apply sketching techniques to a variety of architectural models.
    • CTE.EA.A.3.2: Pathway Standard:Understand the sketching processes used in concept development. Performance Indicator:Produce proportional two- and three-dimensional sketches and designs.
    • CTE.EA.A.3.3: Pathway Standard:Understand the sketching processes used in concept development. Performance Indicator:Present conceptual ideas, analysis, and design concepts using freehand graphic communication techniques.
    • CTE.EA.A.4.0: Pathway Standard:Understand the use of computer-aided drafting (CAD) in developing architectural designs.
    • CTE.EA.A.4.1: Pathway Standard:Understand the use of computer-aided drafting (CAD) in developing architectural designs. Performance Indicator:Develop a preliminary architectural proposal using CAD software.
    • CTE.EA.A.4.2: Pathway Standard:Understand the use of computer-aided drafting (CAD) in developing architectural designs. Performance Indicator:Analyze viability of a project as the design is developed using Building Information Modeling (BIM).
    • CTE.EA.A.5.0: Pathway Standard:Compare the relationship between architecture and the external environment.
    • CTE.EA.A.5.1: Pathway Standard:Compare the relationship between architecture and the external environment. Performance Indicator:Understand the significance of sustainable building design practices that incorporate beneficial energy and environmental design policies.
    • CTE.EA.A.5.2: Pathway Standard:Compare the relationship between architecture and the external environment. Performance Indicator:Develop a site analysis that considers passive energy techniques, sustainability issues, and landscaping.
    • CTE.EA.A.5.3: Pathway Standard:Compare the relationship between architecture and the external environment. Performance Indicator:Create a building design that incorporates passive and/or active energy-efficient technologies.
    • CTE.EA.A.6.0: Pathway Standard:Understand methods used to analyze simple structures.
    • CTE.EA.A.6.1: Pathway Standard:Understand methods used to analyze simple structures. Performance Indicator:Understand load transfer mechanisms.
    • CTE.EA.A.6.2: Pathway Standard:Understand methods used to analyze simple structures. Performance Indicator:Understand stress-strain relationships of building structures.
    • CTE.EA.A.6.3: Pathway Standard:Understand methods used to analyze simple structures. Performance Indicator:Interpret structural design considerations, including load-bearing relationships of shear walls, columns, and beams.
    • CTE.EA.A.6.4: Pathway Standard:Understand methods used to analyze simple structures. Performance Indicator:Design a simple structure by using structural analysis principles.
    • CTE.EA.A.7.0: Pathway Standard:Understand the properties of structural materials.
    • CTE.EA.A.7.1: Pathway Standard:Understand the properties of structural materials. Performance Indicator:Understand the integration of architectural factors, such as soil mechanics, foundation design, engineering materials, and structure design.
    • CTE.EA.A.7.2: Pathway Standard:Understand the properties of structural materials. Performance Indicator:Develop a stress analysis chart of typical structural components.
    • CTE.EA.A.7.3: Pathway Standard:Understand the properties of structural materials. Performance Indicator:Evaluate available building materials (e.g., steel, concrete, and wood) by considering their properties and their effect on building form.
    • CTE.EA.A.7.4: Pathway Standard:Understand the properties of structural materials. Performance Indicator:Develop a preliminary building plan using the appropriate materials.
    • CTE.EA.A.8.0: Pathway Standard:Systematically complete an architectural project.
    • CTE.EA.A.8.1: Pathway Standard:Systematically complete an architectural project. Performance Indicator:Describe the various components of structures, including lighting; heating, ventilating, and air-conditioning (HVAC); mechanical; electrical; plumbing; communication; security; and vertical transportation systems.
    • CTE.EA.A.8.2: Pathway Standard:Systematically complete an architectural project. Performance Indicator:Develop a preliminary proposal for presentation of an architectural design.
    • CTE.EA.A.8.3: Pathway Standard:Systematically complete an architectural project. Performance Indicator:Read and interpret architectural and construction plans, drawings, diagrams, and specifications.
    • CTE.EA.A.8.4: Pathway Standard:Systematically complete an architectural project. Performance Indicator:Develop a complete set of architectural plans and drawings.
    • CTE.EA.A.8.5: Pathway Standard:Systematically complete an architectural project. Performance Indicator:Estimate the materials needed for a project by reading an architectural drawing.
    • CTE.EA.A.8.6: Pathway Standard:Systematically complete an architectural project. Performance Indicator:Plan a project using site and building restrictions imposed by various entities (e.g., Planning, Zoning, Building, and Home Owners Association [HOA]).
    • CTE.EA.A.8.7: Pathway Standard:Systematically complete an architectural project. Performance Indicator:Plan the sequence of events leading to an architectural project.
    • CTE.EA.A.9.0: Pathway Standard:Using various methods create both written and digital portfolios to represent architectural renderings.
    • CTE.EA.A.9.1: Pathway Standard:Using various methods create both written and digital portfolios to represent architectural renderings. Performance Indicator:Develop a binder or digital portfolio representative of completed work for presentation.
    • CTE.EA.A.9.2: Pathway Standard:Using various methods create both written and digital portfolios to represent architectural renderings. Performance Indicator:Prepare an effective oral presentation of the portfolio content.
  • Career Technical Education Grade 7-12 - Pathways : Biotechnology Pathway:
    • CTE.HSMT.A.1.0: Pathway Standard:Define and assess biotechnology and recognize the diverse applications and impact on society.
    • CTE.HSMT.A.1.1: Pathway Standard:Define and assess biotechnology and recognize the diverse applications and impact on society. Performance Indicator:Use data to explain how biotechnology fields such as pharmaceuticals, agriculture, diagnostics, industrial products, instrumentation, and research and development are impacting human life.
    • CTE.HSMT.A.1.3: Pathway Standard:Define and assess biotechnology and recognize the diverse applications and impact on society. Performance Indicator:Recognize the role of innovation in creation of emerging biotechnology careers, including those in nanotechnology, biofuels, and forensics.
    • CTE.HSMT.A.1.4: Pathway Standard:Define and assess biotechnology and recognize the diverse applications and impact on society. Performance Indicator:Research and identify public misunderstandings related to biotechnology and discern the source of these misunderstandings.
    • CTE.HSMT.A.1.5: Pathway Standard:Define and assess biotechnology and recognize the diverse applications and impact on society. Performance Indicator:Evaluate the impact of biotechnological applications on both developing and industrial societies, including legal and judicial practices.
    • CTE.HSMT.A.1.6: Pathway Standard:Define and assess biotechnology and recognize the diverse applications and impact on society. Performance Indicator:Explore and outline the various science and non-science fields and careers associated with biotechnology.
    • CTE.HSMT.A.2.0: Pathway Standard:Understand the ethical, moral, legal, and cultural issues related to the use of biotechnology research and product development.
    • CTE.HSMT.A.2.1: Pathway Standard:Understand the ethical, moral, legal, and cultural issues related to the use of biotechnology research and product development. Performance Indicator:Know the relationship between morality and ethics in the development of biotechnology health care products.
    • CTE.HSMT.A.2.2: Pathway Standard:Define and assess biotechnology and recognize the diverse applications and impact on society. Performance Indicator:Describe the use of model organisms in biotechnology research and manufacturing.
    • CTE.HSMT.A.2.2: Pathway Standard:Understand the ethical, moral, legal, and cultural issues related to the use of biotechnology research and product development. Performance Indicator:Know the difference between personal, professional, and organizational ethics.
    • CTE.HSMT.A.2.3: Pathway Standard:Understand the ethical, moral, legal, and cultural issues related to the use of biotechnology research and product development. Performance Indicator:Understand the necessity for accurate documentation and record keeping.
    • CTE.HSMT.A.2.4: Pathway Standard:Understand the ethical, moral, legal, and cultural issues related to the use of biotechnology research and product development. Performance Indicator:Understand the critical need for ethical policies and procedures for institutions engaged in biotechnology research and product development.
    • CTE.HSMT.A.2.5: Pathway Standard:Understand the ethical, moral, legal, and cultural issues related to the use of biotechnology research and product development. Performance Indicator:Describe the dilemma of health care costs related to advancements in biotechnology and public access to treatments.
    • CTE.HSMT.A.2.6: Pathway Standard:Understand the ethical, moral, legal, and cultural issues related to the use of biotechnology research and product development. Performance Indicator:Prepare a presentation comparing the benefits and harm that can be the result of biotechnology innovations in both the research and application phases and which course of action will result in the best outcomes.
    • CTE.HSMT.A.3.0: Pathway Standard:Demonstrate competencies in the fundamentals of molecular cell biology, including deoxyribonucleic acid (DNA) and proteins and standard techniques for their purification and manipulation.
    • CTE.HSMT.A.3.1: Pathway Standard:Demonstrate competencies in the fundamentals of molecular cell biology, including deoxyribonucleic acid (DNA) and proteins and standard techniques for their purification and manipulation. Performance Indicator:Define and describe the structure and function of DNA ribonucleic acid (RNA) and proteins, explain the consequences of DNA mutations on proteins.
    • CTE.HSMT.A.3.2: Pathway Standard:Demonstrate competencies in the fundamentals of molecular cell biology, including deoxyribonucleic acid (DNA) and proteins and standard techniques for their purification and manipulation. Performance Indicator:Describe enzyme structure and function, diagram the impact of enzymes and catalysis on reaction rates, and recognize the emerging role of enzymes in replacing industrial chemicals.
    • CTE.HSMT.A.3.3: Pathway Standard:Demonstrate competencies in the fundamentals of molecular cell biology, including deoxyribonucleic acid (DNA) and proteins and standard techniques for their purification and manipulation. Performance Indicator:Employ standard techniques of DNA extraction, purification, restriction digests, bacterial cell culture, and agarose gel electrophoresis and document and evaluate results.
    • CTE.HSMT.A.3.4: Pathway Standard:Demonstrate competencies in the fundamentals of molecular cell biology, including deoxyribonucleic acid (DNA) and proteins and standard techniques for their purification and manipulation. Performance Indicator:Employ standard protein techniques, including antibody production, enzyme assays, spectrophotometry, gel electrophoresis, and chromatography and document and evaluate results.
    • CTE.HSMT.A.3.5: Pathway Standard:Demonstrate competencies in the fundamentals of molecular cell biology, including deoxyribonucleic acid (DNA) and proteins and standard techniques for their purification and manipulation. Performance Indicator:Predict outcomes of DNA and protein separation protocols.
    • CTE.HSMT.A.4.0: Pathway Standard:Recognize basic concepts in cell biology and become familiar with the laboratory tools used for their analysis.
    • CTE.HSMT.A.4.1: Pathway Standard:Recognize basic concepts in cell biology and become familiar with the laboratory tools used for their analysis. Performance Indicator:List and describe the structure and function of cellular organelle.
    • CTE.HSMT.A.4.2: Pathway Standard:Recognize basic concepts in cell biology and become familiar with the laboratory tools used for their analysis. Performance Indicator:Describe conditions that promote cell growth under aseptic conditions in the laboratory and workplace.
    • CTE.HSMT.A.4.3: Pathway Standard:Recognize basic concepts in cell biology and become familiar with the laboratory tools used for their analysis. Performance Indicator:Use various methods to monitor the growth of cell cultures.
    • CTE.HSMT.A.4.4: Pathway Standard:Recognize basic concepts in cell biology and become familiar with the laboratory tools used for their analysis. Performance Indicator:Explain the basic concepts of cell growth and reproduction, DNA replication, mitosis, meiosis, and protein synthesis.
    • CTE.HSMT.A.4.5: Pathway Standard:Recognize basic concepts in cell biology and become familiar with the laboratory tools used for their analysis. Performance Indicator:Discuss the structure and function of the macromolecules that compose cells, including carbohydrates, lipids, DNA, RNA, and protein molecules.
    • CTE.HSMT.A.4.6: Pathway Standard:Recognize basic concepts in cell biology and become familiar with the laboratory tools used for their analysis. Performance Indicator:Distinguish between prokaryotic cells, eukaryotic cells, and viruses.
    • CTE.HSMT.A.4.7: Pathway Standard:Recognize basic concepts in cell biology and become familiar with the laboratory tools used for their analysis. Performance Indicator:Conduct indicator tests for the common macromolecules of the cell.
    • CTE.HSMT.A.5.0: Pathway Standard:Integrate computer skills into program components.
    • CTE.HSMT.A.5.1: Pathway Standard:Integrate computer skills into program components. Performance Indicator:Use the Internet and World Wide Web to collect and share scientific information.
    • CTE.HSMT.A.5.2: Pathway Standard:Integrate computer skills into program components. Performance Indicator:Use a variety of methods, including literature searches in libraries, computer databases, and online for gathering background information, making observations, and collecting and organizing data.
    • CTE.HSMT.A.5.3: Pathway Standard:Integrate computer skills into program components. Performance Indicator:Compile labs (results, tables, graphs) in a legal scientific notebook and/or an Internet site or Web page.
    • CTE.HSMT.A.6.0: Pathway Standard:Implement use of the metric system, orders of magnitude, and the pH scale in preparation of reagents, analysis of data, and graphing.
    • CTE.HSMT.A.6.1: Pathway Standard:Implement use of the metric system, orders of magnitude, and the pH scale in preparation of reagents, analysis of data, and graphing. Performance Indicator:Apply knowledge of symbols, algebra, and statistics to graphical data presentation.
    • CTE.HSMT.A.6.2: Pathway Standard:Implement use of the metric system, orders of magnitude, and the pH scale in preparation of reagents, analysis of data, and graphing. Performance Indicator:Prepare solutions based on both percent and weight composition to demonstrate proficiency in use of mechanical and digital microbalances.
    • CTE.HSMT.A.6.3: Pathway Standard:Implement use of the metric system, orders of magnitude, and the pH scale in preparation of reagents, analysis of data, and graphing. Performance Indicator:Calculate and prepare solutions of various molarity; calculate and prepare buffers of various pH; and prepare serial dilutions.
    • CTE.HSMT.A.6.4: Pathway Standard:Implement use of the metric system, orders of magnitude, and the pH scale in preparation of reagents, analysis of data, and graphing. Performance Indicator:Create data tables and graphs using Excel for the purpose of collecting and analyzing data.
    • CTE.HSMT.A.7.0: Pathway Standard:Understand the function of regulatory agencies for the biotechnology industry and the lasting impact of routine laboratory and communication practices on product development and manufacturing.
    • CTE.HSMT.A.7.1: Pathway Standard:Understand the function of regulatory agencies for the biotechnology industry and the lasting impact of routine laboratory and communication practices on product development and manufacturing. Performance Indicator:Identify agencies at the local, state, and federal levels.
    • CTE.HSMT.A.7.2: Pathway Standard:Understand the function of regulatory agencies for the biotechnology industry and the lasting impact of routine laboratory and communication practices on product development and manufacturing. Performance Indicator:Be aware of the role of agencies in promoting patient safety, quality control, and entrepreneurship.
    • CTE.HSMT.A.7.3: Pathway Standard:Understand the function of regulatory agencies for the biotechnology industry and the lasting impact of routine laboratory and communication practices on product development and manufacturing. Performance Indicator:Describe intellectual property.
    • CTE.HSMT.A.7.4: Pathway Standard:Understand the function of regulatory agencies for the biotechnology industry and the lasting impact of routine laboratory and communication practices on product development and manufacturing. Performance Indicator:Understand a patent and use online resources to search a patent database.
    • CTE.HSMT.A.7.5: Pathway Standard:Understand the function of regulatory agencies for the biotechnology industry and the lasting impact of routine laboratory and communication practices on product development and manufacturing. Performance Indicator:Demonstrate accurate record keeping and follow good laboratory practice (GLP) for lab notebooks.
    • CTE.HSMT.A.7.6: Pathway Standard:Understand the function of regulatory agencies for the biotechnology industry and the lasting impact of routine laboratory and communication practices on product development and manufacturing. Performance Indicator:Articulate issues of ethical concern, including plagiarism, copyrights, trademarks, and patents and use online data resources and searchable databases to investigate a copyright, trademark, or patent.
    • CTE.HSMT.A.8.0: Pathway Standard:Follow sustainable and safe practices with high regard for quality control.
    • CTE.HSMT.A.8.1: Pathway Standard:Follow sustainable and safe practices with high regard for quality control. Performance Indicator:Follow written protocols and oral directions to perform a variety of laboratory and technical tasks.
    • CTE.HSMT.A.8.2: Pathway Standard:Follow sustainable and safe practices with high regard for quality control. Performance Indicator:Recognize laboratory safety hazards using safe practices to avoid accidents.
    • CTE.HSMT.A.8.3: Pathway Standard:Follow sustainable and safe practices with high regard for quality control. Performance Indicator:Locate and use Material Safety Data Sheets (MSDS).
    • CTE.HSMT.A.8.4: Pathway Standard:Follow sustainable and safe practices with high regard for quality control. Performance Indicator:Outline the appropriate responses to a laboratory accident including identification of location and use of emergency equipment.
    • CTE.HSMT.A.8.5: Pathway Standard:Follow sustainable and safe practices with high regard for quality control. Performance Indicator:Practice laboratory and personal safety including the location and use of emergency equipment (personal protective equipment, no food or drink, no open-toe shoes).
    • CTE.HSMT.A.8.6: Pathway Standard:Follow sustainable and safe practices with high regard for quality control. Performance Indicator:Properly and safely use and monitor a variety of scientific equipment, including pH meters, microscopes, spectrophotometers, pipets, micropipets, and balances.
    • CTE.HSMT.A.8.7: Pathway Standard:Follow sustainable and safe practices with high regard for quality control. Performance Indicator:Determine which equipment is appropriate to use for a given task and the units of measurement used.
    • CTE.HSMT.A.8.8: Pathway Standard:Follow sustainable and safe practices with high regard for quality control. Performance Indicator:Perform specimen collection, label samples, and prepare samples for testing.
    • CTE.HSMT.A.8.9: Pathway Standard:Follow sustainable and safe practices with high regard for quality control. Performance Indicator:Handle, transport, and store samples safely.
    • CTE.HSMT.A.9.0: Pathway Standard:Understand that manufacturing represents inter-connectedness between science and production.
    • CTE.HSMT.A.9.1: Pathway Standard:Understand that manufacturing represents inter-connectedness between science and production. Performance Indicator:Describe the major steps of a product's move through a company's product pipeline.
    • CTE.HSMT.A.9.2: Pathway Standard:Understand that manufacturing represents inter-connectedness between science and production. Performance Indicator:Identify several products obtained through recombinant DNA technology.
    • CTE.HSMT.A.9.3: Pathway Standard:Understand that manufacturing represents inter-connectedness between science and production. Performance Indicator:Outline the steps in production and delivery of a product made through recombinant DNA technology.
    • CTE.HSMT.A.9.4: Pathway Standard:Understand that manufacturing represents inter-connectedness between science and production. Performance Indicator:Cite examples of plant parts or extracts used as pharmaceuticals.
    • CTE.HSMT.A.9.5: Pathway Standard:Understand that manufacturing represents inter-connectedness between science and production. Performance Indicator:Use the Internet to find information about traditional pharmaceuticals, herbal remedies, and recombinant pharmaceuticals.
    • CTE.HSMT.A.9.6: Pathway Standard:Understand that manufacturing represents inter-connectedness between science and production. Performance Indicator:Evaluate the impact of robotics and automation on aseptic processes.
    • CTE.HSMT.A.9.7: Pathway Standard:Understand that manufacturing represents inter-connectedness between science and production. Performance Indicator:Design a flow chart describing the steps for creating a new drug from hypothesis to distribution.
  • Career Technical Education Grade 7-12 - Pathways : Business Management Pathway:
    • CTE.BF.A.1.0: Pathway Standard:Explain entrepreneurship and the fundamentals of developing a new business.
    • CTE.BF.A.1.1: Pathway Standard:Explain entrepreneurship and the fundamentals of developing a new business. Performance Indicator:Recognize personal traits and leadership styles of entrepreneurs and business leaders.
    • CTE.BF.A.1.2: Pathway Standard:Explain entrepreneurship and the fundamentals of developing a new business. Performance Indicator:Analyze management theories and their application within the business environment.
    • CTE.BF.A.1.3: Pathway Standard:Explain entrepreneurship and the fundamentals of developing a new business. Performance Indicator:Develop personal management skills to function effectively, efficiently, and collaboratively in a business environment.
    • CTE.BF.A.1.4: Pathway Standard:Explain entrepreneurship and the fundamentals of developing a new business. Performance Indicator:Determine the type of business organization most appropriate for various business profiles.
    • CTE.BF.A.1.5: Pathway Standard:Explain entrepreneurship and the fundamentals of developing a new business. Performance Indicator:Construct and defend a business plan (components may include an executive summary, organizational structure, market analysis, Strengths Weaknesses Opportunities and Threats (SWOT) analysis, marketing plan, operating procedures, financial data, and feasibility and supporting documentation).
    • CTE.BF.A.2.0: Pathway Standard:Plan, organize, secure, and manage resources of a project to achieve specific goals.
    • CTE.BF.A.2.1: Pathway Standard:Plan, organize, secure, and manage resources of a project to achieve specific goals. Performance Indicator:Determine Specific, Measurable, Achievable, Realistic and Time-bound (SMART) goals for a specific project.
    • CTE.BF.A.2.2: Pathway Standard:Plan, organize, secure, and manage resources of a project to achieve specific goals. Performance Indicator:Develop a project schedule, including the constraints of cost, time, and scope, to illustrate project structure using Gantt, Program Evaluation Review Technique (PERT), or other project planning tools.
    • CTE.BF.A.2.3: Pathway Standard:Plan, organize, secure, and manage resources of a project to achieve specific goals. Performance Indicator:Optimize allocation of resources necessary to achieve predefined objectives.
    • CTE.BF.A.2.4: Pathway Standard:Plan, organize, secure, and manage resources of a project to achieve specific goals. Performance Indicator:Evaluate beneficial change, or added value, of a specific project.
    • CTE.BF.A.3.0: Pathway Standard:Investigate the functions and techniques of management and organizational structure and distinguish between small and large companies.
    • CTE.BF.A.3.1: Pathway Standard:Investigate the functions and techniques of management and organizational structure and distinguish between small and large companies. Performance Indicator:Explain the organizational structure of various business environments.
    • CTE.BF.A.3.2: Pathway Standard:Investigate the functions and techniques of management and organizational structure and distinguish between small and large companies. Performance Indicator:Describe management's role in demonstrating leadership, motivating employees, resolving conflict, addressing stress, and recognizing formal and informal employee groups.
    • CTE.BF.A.3.3: Pathway Standard:Investigate the functions and techniques of management and organizational structure and distinguish between small and large companies. Performance Indicator:Recognize a business's responsibility to employees, shareholders, society, and the environment.
    • CTE.BF.A.3.4: Pathway Standard:Investigate the functions and techniques of management and organizational structure and distinguish between small and large companies. Performance Indicator:Summarize techniques for managing human resources to maximize operational efficiencies and effectiveness.
    • CTE.BF.A.3.5: Pathway Standard:Investigate the functions and techniques of management and organizational structure and distinguish between small and large companies. Performance Indicator:Describe the role of organized labor and its influence on government and businesses.
    • CTE.BF.A.3.6: Pathway Standard:Investigate the functions and techniques of management and organizational structure and distinguish between small and large companies. Performance Indicator:Apply operations management principles and procedures to the design of an operations plan.
    • CTE.BF.A.4.0: Pathway Standard:Apply economic concepts as they relate to business.
    • CTE.BF.A.4.1: Pathway Standard:Apply economic concepts as they relate to business. Performance Indicator:Identify factors of production needed to create wealth.
    • CTE.BF.A.4.2: Pathway Standard:Apply economic concepts as they relate to business. Performance Indicator:Explain the role of business in a free-enterprise system.
    • CTE.BF.A.4.3: Pathway Standard:Apply economic concepts as they relate to business. Performance Indicator:Recognize the determinants of supply and demand and their impact on pricing.
    • CTE.BF.A.4.4: Pathway Standard:Apply economic concepts as they relate to business. Performance Indicator:Calculate productivity with various levels of input.
    • CTE.BF.A.4.5: Pathway Standard:Apply economic concepts as they relate to business. Performance Indicator:Illustrate the business cycle elaborating on leading, coinciding, and lagging economic indicators.
    • CTE.BF.A.4.6: Pathway Standard:Apply economic concepts as they relate to business. Performance Indicator:Show the relationship between economic conditions and financial markets, including exchange rates.
    • CTE.BF.A.5.0: Pathway Standard:Analyze financial data in order to make short-term and long-term decisions.
    • CTE.BF.A.5.1: Pathway Standard:Analyze financial data in order to make short-term and long-term decisions. Performance Indicator:Describe factors that affect the value of an asset, inflation, interest rates, risk, and return.
    • CTE.BF.A.5.2: Pathway Standard:Analyze financial data in order to make short-term and long-term decisions. Performance Indicator:Determine investment and finance options available at different stages of a business or product life cycle.
    • CTE.BF.A.5.3: Pathway Standard:Analyze financial data in order to make short-term and long-term decisions. Performance Indicator:Compare and interpret financial reports for internal and external use to analyze risk and return to make business decisions.
    • CTE.BF.A.5.4: Pathway Standard:Analyze financial data in order to make short-term and long-term decisions. Performance Indicator:Analyze how credit reports quantify credit worthiness.
    • CTE.BF.A.5.5: Pathway Standard:Analyze financial data in order to make short-term and long-term decisions. Performance Indicator:Assess how types of financial markets influence interest rates, inflation, balance of trade, and unemployment and the impact on business decisions.
    • CTE.BF.A.5.6: Pathway Standard:Analyze financial data in order to make short-term and long-term decisions. Performance Indicator:Create and use budgets to guide financial decision making.
    • CTE.BF.A.6.0: Pathway Standard:Explain the importance of risk management and regulatory compliance in business.
    • CTE.BF.A.6.1: Pathway Standard:Explain the importance of risk management and regulatory compliance in business. Performance Indicator:Identify, assess, and prioritize risks.
    • CTE.BF.A.6.2: Pathway Standard:Explain the importance of risk management and regulatory compliance in business. Performance Indicator:Describe the concept and process of risk management, including the use of risk management tools such as insurance.
    • CTE.BF.A.6.3: Pathway Standard:Explain the importance of risk management and regulatory compliance in business. Performance Indicator:Compare and contrast the various types of taxes in terms of the business structure.
    • CTE.BF.A.7.0: Pathway Standard:Utilize information and technology tools to conduct business effectively and efficiently.
    • CTE.BF.A.7.1: Pathway Standard:Utilize information and technology tools to conduct business effectively and efficiently. Performance Indicator:Describe appropriate computer hardware used in business.
    • CTE.BF.A.7.2: Pathway Standard:Utilize information and technology tools to conduct business effectively and efficiently. Performance Indicator:Apply appropriate software used in business.
    • CTE.BF.A.7.3: Pathway Standard:Utilize information and technology tools to conduct business effectively and efficiently. Performance Indicator:Examine technological trends and analyze the impact of technological innovations on the marketing and distribution of goods and services.
    • CTE.BF.A.7.4: Pathway Standard:Utilize information and technology tools to conduct business effectively and efficiently. Performance Indicator:Integrate appropriate use of the Internet in business.
    • CTE.BF.A.7.5: Pathway Standard:Utilize information and technology tools to conduct business effectively and efficiently. Performance Indicator:Investigate data security systems for business.
    • CTE.BF.A.8.0: Pathway Standard:Construct a Marketing Plan.
    • CTE.BF.A.8.1: Pathway Standard:Construct a Marketing Plan. Performance Indicator:Describe effective marketing techniques.
    • CTE.BF.A.8.2: Pathway Standard:Construct a Marketing Plan. Performance Indicator:Explore how products and services are conceived, developed, maintained, and improved in response to market opportunities.
    • CTE.BF.A.8.3: Pathway Standard:Construct a Marketing Plan. Performance Indicator:Conduct market analysis and assess the business organization's position within their industry.
    • CTE.BF.A.8.4: Pathway Standard:Construct a Marketing Plan. Performance Indicator:Interpret how market research is used to develop strategies for marketing.
    • CTE.BF.A.8.5: Pathway Standard:Construct a Marketing Plan. Performance Indicator:Differentiate the components of a promotional plan (e.g., advertising, public relations, and sales promotion) and describe how the plan is used to achieve a stated outcome.
    • CTE.BF.A.8.6: Pathway Standard:Construct a Marketing Plan. Performance Indicator:Practice selling techniques used to aid customers and clients in making buying decisions.
    • CTE.BF.A.9.0: Pathway Standard:Apply principles of supply chain management and SCM 2.0 to a business model.
    • CTE.BF.A.9.1: Pathway Standard:Apply principles of supply chain management and SCM 2.0 to a business model. Performance Indicator:Describe Logistics Management systems.
    • CTE.BF.A.9.2: Pathway Standard:Apply principles of supply chain management and SCM 2.0 to a business model. Performance Indicator:Illustrate the management of the complete flow of materials and activities in the supply chain from suppliers to customers.
    • CTE.BF.A.9.3: Pathway Standard:Apply principles of supply chain management and SCM 2.0 to a business model. Performance Indicator:Summarize materials management, including effective inventory management practices, E= Procurement, and continuous control practices.
    • CTE.BF.A.9.4: Pathway Standard:Apply principles of supply chain management and SCM 2.0 to a business model. Performance Indicator:Create a master plan for resources that addresses market demand, sales, and operations planning.
    • CTE.BF.A.9.5: Pathway Standard:Apply principles of supply chain management and SCM 2.0 to a business model. Performance Indicator:Change variables in a master plan for resources, analyze its effect, and recommend corrective actions.
  • Career Technical Education Grade 7-12 - Pathways : Cabinetry, Millwork, and Woodworking Pathway:
    • CTE.BCT.A.1.0: Pathway Standard:Demonstrate competence in planning, design, layout, and technical drawing interpretation for practical use in cabinetmaking and millworking.
    • CTE.BCT.A.1.1: Pathway Standard:Demonstrate competence in planning, design, layout, and technical drawing interpretation for practical use in cabinetmaking and millworking. Performance Indicator:Identify common sizes in relation to furniture and cabinets.
    • CTE.BCT.A.1.2: Pathway Standard:Demonstrate competence in planning, design, layout, and technical drawing interpretation for practical use in cabinetmaking and millworking. Performance Indicator:Describe the relationship between the function and form of a cabinet.
    • CTE.BCT.A.1.3: Pathway Standard:Demonstrate competence in planning, design, layout, and technical drawing interpretation for practical use in cabinetmaking and millworking. Performance Indicator:Calculate board, square, and linear feet.
    • CTE.BCT.A.1.4: Pathway Standard:Demonstrate competence in planning, design, layout, and technical drawing interpretation for practical use in cabinetmaking and millworking. Performance Indicator:Estimate material costs.
    • CTE.BCT.A.1.5: Pathway Standard:Demonstrate competence in planning, design, layout, and technical drawing interpretation for practical use in cabinetmaking and millworking. Performance Indicator:Apply design elements: shapes, textures, lines, and colors to create functional and attractive cabinets, furniture, and millwork.
    • CTE.BCT.A.1.6: Pathway Standard:Demonstrate competence in planning, design, layout, and technical drawing interpretation for practical use in cabinetmaking and millworking. Performance Indicator:Apply principles of design, harmony, repetitions, balance, and proportion to create functional and attractive cabinets, furniture, and millwork.
    • CTE.BCT.A.1.7: Pathway Standard:Demonstrate competence in planning, design, layout, and technical drawing interpretation for practical use in cabinetmaking and millworking. Performance Indicator:Read and interpret technical drawings.
    • CTE.BCT.A.1.8: Pathway Standard:Demonstrate competence in planning, design, layout, and technical drawing interpretation for practical use in cabinetmaking and millworking. Performance Indicator:Sketch a project using manual drawing techniques.
    • CTE.BCT.A.1.9: Pathway Standard:Demonstrate competence in planning, design, layout, and technical drawing interpretation for practical use in cabinetmaking and millworking. Performance Indicator:Use drafting tools to create a pictorial and working drawing for a basic cabinet.
    • CTE.BCT.A.10.0: Pathway Standard:Demonstrate proper techniques for cabinet installation.
    • CTE.BCT.A.10.1: Pathway Standard:Demonstrate proper techniques for cabinet installation. Performance Indicator:Transport a project from one location to another without damage.
    • CTE.BCT.A.10.2: Pathway Standard:Demonstrate proper techniques for cabinet installation. Performance Indicator:Lay out a cabinet installation according to a floor plan.
    • CTE.BCT.A.10.3: Pathway Standard:Demonstrate proper techniques for cabinet installation. Performance Indicator:Create and adjust a layout to plumb, square, and level.
    • CTE.BCT.A.10.4: Pathway Standard:Demonstrate proper techniques for cabinet installation. Performance Indicator:Install a base and upper cabinet.
    • CTE.BCT.A.10.5: Pathway Standard:Demonstrate proper techniques for cabinet installation. Performance Indicator:Scribe a cabinet to fit a corner or against an irregular wall surface.
    • CTE.BCT.A.11.0: Pathway Standard:Identify the advantages and disadvantages for various countertop materials.
    • CTE.BCT.A.11.1: Pathway Standard:Identify the advantages and disadvantages for various countertop materials. Performance Indicator:Identify a variety of materials used for kitchen and bath countertops and list their advantages and disadvantages.
    • CTE.BCT.A.11.2: Pathway Standard:Identify the advantages and disadvantages for various countertop materials. Performance Indicator:Describe the methods for attaching different countertops to a cabinet.
    • CTE.BCT.A.11.3: Pathway Standard:Identify the advantages and disadvantages for various countertop materials. Performance Indicator:Install of a variety of countertop materials using appropriate fastening methods.
    • CTE.BCT.A.11.4: Pathway Standard:Identify the advantages and disadvantages for various countertop materials. Performance Indicator:Use a cut-in template for the installation of sink, faucets, cooktop, and other fixtures.
    • CTE.BCT.A.2.0: Pathway Standard:Differentiate between the various furniture and cabinet styles used in the cabinet and furniture industry.
    • CTE.BCT.A.2.1: Pathway Standard:Differentiate between the various furniture and cabinet styles used in the cabinet and furniture industry. Performance Indicator:Identify various cabinet styles and list characteristics of traditional, provincial, and contemporary designs.
    • CTE.BCT.A.2.2: Pathway Standard:Differentiate between the various furniture and cabinet styles used in the cabinet and furniture industry. Performance Indicator:Identify various kitchen, bath, and utility cabinet components.
    • CTE.BCT.A.2.3: Pathway Standard:Differentiate between the various furniture and cabinet styles used in the cabinet and furniture industry. Performance Indicator:Explain the progress of cabinetry and furniture styles from the seventeenth century to today.
    • CTE.BCT.A.3.0: Pathway Standard:Interpret and apply information to develop a bill of materials, estimate the cost of materials, and develop a plan of procedures to complete a project.
    • CTE.BCT.A.3.1: Pathway Standard:Interpret and apply information to develop a bill of materials, estimate the cost of materials, and develop a plan of procedures to complete a project. Performance Indicator:List the sequence of cutting procedures, assembly, and finishing steps.
    • CTE.BCT.A.3.2: Pathway Standard:Interpret and apply information to develop a bill of materials, estimate the cost of materials, and develop a plan of procedures to complete a project. Performance Indicator:Evaluate an existing bill of materials for accuracy.
    • CTE.BCT.A.3.3: Pathway Standard:Interpret and apply information to develop a bill of materials, estimate the cost of materials, and develop a plan of procedures to complete a project. Performance Indicator:Determine the cost of materials needed for a cabinet or furniture project.
    • CTE.BCT.A.3.4: Pathway Standard:Interpret and apply information to develop a bill of materials, estimate the cost of materials, and develop a plan of procedures to complete a project. Performance Indicator:Optimize available materials from a cutting diagram.
    • CTE.BCT.A.3.5: Pathway Standard:Interpret and apply information to develop a bill of materials, estimate the cost of materials, and develop a plan of procedures to complete a project. Performance Indicator:Compare and contrast the cost of a specific project using different materials.
    • CTE.BCT.A.3.6: Pathway Standard:Interpret and apply information to develop a bill of materials, estimate the cost of materials, and develop a plan of procedures to complete a project. Performance Indicator:Develop a materials list, cut list, and cost estimate from a working drawing for a specific cabinet project.
    • CTE.BCT.A.4.0: Pathway Standard:Demonstrate proper selection and use of woodworking tools.
    • CTE.BCT.A.4.1: Pathway Standard:Demonstrate proper selection and use of woodworking tools. Performance Indicator:Demonstrate the accurate use of common measuring and layout tools.
    • CTE.BCT.A.4.2: Pathway Standard:Demonstrate proper selection and use of woodworking tools. Performance Indicator:Select the proper layout tools for specific tasks.
    • CTE.BCT.A.4.3: Pathway Standard:Demonstrate proper selection and use of woodworking tools. Performance Indicator:Select the proper cutting tools for specific operations (e.g., straight cuts, curves, drilling holes).
    • CTE.BCT.A.4.4: Pathway Standard:Demonstrate proper selection and use of woodworking tools. Performance Indicator:Select the most appropriate blade for a given operation.
    • CTE.BCT.A.4.5: Pathway Standard:Demonstrate proper selection and use of woodworking tools. Performance Indicator:Select the proper boring tools for specific operations.
    • CTE.BCT.A.4.6: Pathway Standard:Demonstrate proper selection and use of woodworking tools. Performance Indicator:Select the proper hand-shaping tools for specific operations.
    • CTE.BCT.A.4.7: Pathway Standard:Demonstrate proper selection and use of woodworking tools. Performance Indicator:Select proper clamping tools for specific operations.
    • CTE.BCT.A.5.0: Pathway Standard:Identify wood products and materials used in the furniture and cabinetmaking industry and describe their characteristics and uses.
    • CTE.BCT.A.5.1: Pathway Standard:Identify wood products and materials used in the furniture and cabinetmaking industry and describe their characteristics and uses. Performance Indicator:Define the difference between a hardwood and softwood.
    • CTE.BCT.A.5.10: Pathway Standard:Identify wood products and materials used in the furniture and cabinetmaking industry and describe their characteristics and uses. Performance Indicator:Identify the proper adhesive required for applying laminate.
    • CTE.BCT.A.5.11: Pathway Standard:Identify wood products and materials used in the furniture and cabinetmaking industry and describe their characteristics and uses. Performance Indicator:Identify standard sizes and grades of various veneers.
    • CTE.BCT.A.5.12: Pathway Standard:Identify wood products and materials used in the furniture and cabinetmaking industry and describe their characteristics and uses. Performance Indicator:Identify the proper adhesive(s) required for applying veneers.
    • CTE.BCT.A.5.13: Pathway Standard:Identify wood products and materials used in the furniture and cabinetmaking industry and describe their characteristics and uses. Performance Indicator:Identify the different types of pattern matching in veneers.
    • CTE.BCT.A.5.2: Pathway Standard:Identify wood products and materials used in the furniture and cabinetmaking industry and describe their characteristics and uses. Performance Indicator:Identify several different species of hardwood and their characteristics that are common to the cabinetmaking and millwork industry.
    • CTE.BCT.A.5.3: Pathway Standard:Identify wood products and materials used in the furniture and cabinetmaking industry and describe their characteristics and uses. Performance Indicator:Identify several different species of softwood and their characteristics that are common to the cabinetmaking and millwork industry.
    • CTE.BCT.A.5.4: Pathway Standard:Identify wood products and materials used in the furniture and cabinetmaking industry and describe their characteristics and uses. Performance Indicator:Identify common defects found in wood and list possible solutions.
    • CTE.BCT.A.5.5: Pathway Standard:Identify wood products and materials used in the furniture and cabinetmaking industry and describe their characteristics and uses. Performance Indicator:Identify and be able to differentiate panel products and their uses in the cabinetmaking industry.
    • CTE.BCT.A.5.6: Pathway Standard:Identify wood products and materials used in the furniture and cabinetmaking industry and describe their characteristics and uses. Performance Indicator:Describe the cutting and handling techniques used for sheet goods.
    • CTE.BCT.A.5.7: Pathway Standard:Identify wood products and materials used in the furniture and cabinetmaking industry and describe their characteristics and uses. Performance Indicator:Compare and contrast the advantages and disadvantages of sheet goods versus solid wood stock.
    • CTE.BCT.A.5.8: Pathway Standard:Identify wood products and materials used in the furniture and cabinetmaking industry and describe their characteristics and uses. Performance Indicator:Identify standard sizes and grades of various laminates.
    • CTE.BCT.A.5.9: Pathway Standard:Identify wood products and materials used in the furniture and cabinetmaking industry and describe their characteristics and uses. Performance Indicator:Describe how the expansion and contraction of solid wood affects the design of joinery used in furniture and cabinet construction.
    • CTE.BCT.A.6.0: Pathway Standard:Compare and contrast the advantages and disadvantages of using laminates verses using veneers.
    • CTE.BCT.A.6.1: Pathway Standard:Compare and contrast the advantages and disadvantages of using laminates verses using veneers. Performance Indicator:Demonstrate a working knowledge of joinery, fasteners, and adhesives.
    • CTE.BCT.A.6.10: Pathway Standard:Compare and contrast the advantages and disadvantages of using laminates verses using veneers. Performance Indicator:Demonstrate the proper use and application of adhesives.
    • CTE.BCT.A.6.11: Pathway Standard:Compare and contrast the advantages and disadvantages of using laminates verses using veneers. Performance Indicator:Demonstrate the proper cleanup procedures for specific adhesives.
    • CTE.BCT.A.6.12: Pathway Standard:Compare and contrast the advantages and disadvantages of using laminates verses using veneers. Performance Indicator:Select the correct type of wood joint used for a specific application and material.
    • CTE.BCT.A.6.13: Pathway Standard:Compare and contrast the advantages and disadvantages of using laminates verses using veneers. Performance Indicator:Demonstrate the ability to construct a variety of wood joints (i.e. butt, miter, compound miter, half lap, mortise and tenon).
    • CTE.BCT.A.6.2: Pathway Standard:Compare and contrast the advantages and disadvantages of using laminates verses using veneers. Performance Indicator:Define the purposes for metallic fasteners in furniture and cabinetmaking.
    • CTE.BCT.A.6.3: Pathway Standard:Compare and contrast the advantages and disadvantages of using laminates verses using veneers. Performance Indicator:Select the proper metallic fasteners for specific applications.
    • CTE.BCT.A.6.4: Pathway Standard:Compare and contrast the advantages and disadvantages of using laminates verses using veneers. Performance Indicator:Demonstrate the proper use of metallic fasteners for specific applications.
    • CTE.BCT.A.6.5: Pathway Standard:Compare and contrast the advantages and disadvantages of using laminates verses using veneers. Performance Indicator:Compare and contrast joints commonly used in the cabinetmaking and millworking industries (i.e., strength, appearance, and ease of construction).
    • CTE.BCT.A.6.6: Pathway Standard:Compare and contrast the advantages and disadvantages of using laminates verses using veneers. Performance Indicator:Determine the appropriate application of a variety of joinery techniques, including dowels, biscuits, pocket holes, and mortise and tenon.
    • CTE.BCT.A.6.7: Pathway Standard:Compare and contrast the advantages and disadvantages of using laminates verses using veneers. Performance Indicator:Identify characteristics of adhesives that affect the assembly time, cure time, and strength of the product.
    • CTE.BCT.A.6.8: Pathway Standard:Compare and contrast the advantages and disadvantages of using laminates verses using veneers. Performance Indicator:Select the proper adhesive(s) to construct wood joints used in furniture or cabinets.
    • CTE.BCT.A.6.9: Pathway Standard:Compare and contrast the advantages and disadvantages of using laminates verses using veneers. Performance Indicator:Demonstrate initial assembly and dry clamping procedures.
    • CTE.BCT.A.7.0: Pathway Standard:Demonstrate competence in various construction processes in the cabinetmaking, furniture making, and millworking industries.
    • CTE.BCT.A.7.1: Pathway Standard:Demonstrate competence in various construction processes in the cabinetmaking, furniture making, and millworking industries. Performance Indicator:Square and surface a board to a specific size.
    • CTE.BCT.A.7.10: Pathway Standard:Demonstrate competence in various construction processes in the cabinetmaking, furniture making, and millworking industries. Performance Indicator:Demonstrate the use of a mass production technique (i.e., parts duplication and assembly processes).
    • CTE.BCT.A.7.11: Pathway Standard:Demonstrate competence in various construction processes in the cabinetmaking, furniture making, and millworking industries. Performance Indicator:Lay out, install, and adjust the appropriate drawer hardware to include drawer slides and pulls.
    • CTE.BCT.A.7.12: Pathway Standard:Demonstrate competence in various construction processes in the cabinetmaking, furniture making, and millworking industries. Performance Indicator:Lay out, install, and adjust the appropriate door hardware to include European and standard hinges.
    • CTE.BCT.A.7.13: Pathway Standard:Demonstrate competence in various construction processes in the cabinetmaking, furniture making, and millworking industries. Performance Indicator:Apply a plastic laminate to a surface using appropriate adhesive and trim to fit.
    • CTE.BCT.A.7.14: Pathway Standard:Demonstrate competence in various construction processes in the cabinetmaking, furniture making, and millworking industries. Performance Indicator:Use the appropriate adhesives and fasteners to install different types of trim, moldings, or other edge treatments.
    • CTE.BCT.A.7.2: Pathway Standard:Demonstrate competence in various construction processes in the cabinetmaking, furniture making, and millworking industries. Performance Indicator:Demonstrate common case construction.
    • CTE.BCT.A.7.3: Pathway Standard:Demonstrate competence in various construction processes in the cabinetmaking, furniture making, and millworking industries. Performance Indicator:Demonstrate common frame and panel construction.
    • CTE.BCT.A.7.4: Pathway Standard:Demonstrate competence in various construction processes in the cabinetmaking, furniture making, and millworking industries. Performance Indicator:Construct a case with a face frame using appropriate construction techniques.
    • CTE.BCT.A.7.5: Pathway Standard:Demonstrate competence in various construction processes in the cabinetmaking, furniture making, and millworking industries. Performance Indicator:Construct a frameless case using appropriate construction techniques.
    • CTE.BCT.A.7.6: Pathway Standard:Demonstrate competence in various construction processes in the cabinetmaking, furniture making, and millworking industries. Performance Indicator:Construct a cabinet drawer using appropriate construction techniques.
    • CTE.BCT.A.7.7: Pathway Standard:Demonstrate competence in various construction processes in the cabinetmaking, furniture making, and millworking industries. Performance Indicator:Construct a cabinet door using appropriate construction techniques.
    • CTE.BCT.A.7.8: Pathway Standard:Demonstrate competence in various construction processes in the cabinetmaking, furniture making, and millworking industries. Performance Indicator:Demonstrate the use of a jig, template, or fixture in a production project.
    • CTE.BCT.A.7.9: Pathway Standard:Demonstrate competence in various construction processes in the cabinetmaking, furniture making, and millworking industries. Performance Indicator:Use appropriate methods and tools to check the accuracy of a project.
    • CTE.BCT.A.8.0: Pathway Standard:Utilize appropriate abrasives to prepare a project for a specific finish.
    • CTE.BCT.A.8.1: Pathway Standard:Utilize appropriate abrasives to prepare a project for a specific finish. Performance Indicator:Select the proper abrasive for shaping and smoothing materials.
    • CTE.BCT.A.8.2: Pathway Standard:Utilize appropriate abrasives to prepare a project for a specific finish. Performance Indicator:Select the proper grit sizes and sequences for shaping and smoothing operations.
    • CTE.BCT.A.8.3: Pathway Standard:Utilize appropriate abrasives to prepare a project for a specific finish. Performance Indicator:Demonstrate proper selection, application, and cleaning methods for various types of filler materials.
    • CTE.BCT.A.8.4: Pathway Standard:Utilize appropriate abrasives to prepare a project for a specific finish. Performance Indicator:Properly prepare a surface for finishing.
    • CTE.BCT.A.9.0: Pathway Standard:Understand finishes and when to apply paint, stains, sealers, varnishes, and catalyzed finishes, including water- and oil-based finishes.
    • CTE.BCT.A.9.1: Pathway Standard:Understand finishes and when to apply paint, stains, sealers, varnishes, and catalyzed finishes, including water- and oil-based finishes. Performance Indicator:Demonstrate proper selection and application methods of different types of stains for a specific application.
    • CTE.BCT.A.9.2: Pathway Standard:Understand finishes and when to apply paint, stains, sealers, varnishes, and catalyzed finishes, including water- and oil-based finishes. Performance Indicator:Demonstrate cleaning procedure for various types of stains.
    • CTE.BCT.A.9.3: Pathway Standard:Understand finishes and when to apply paint, stains, sealers, varnishes, and catalyzed finishes, including water- and oil-based finishes. Performance Indicator:Select the proper type of sealer and finish coat for a specific application.
    • CTE.BCT.A.9.4: Pathway Standard:Understand finishes and when to apply paint, stains, sealers, varnishes, and catalyzed finishes, including water- and oil-based finishes. Performance Indicator:Demonstrate proper application methods for different types of sealers and finish coats.
    • CTE.BCT.A.9.5: Pathway Standard:Understand finishes and when to apply paint, stains, sealers, varnishes, and catalyzed finishes, including water- and oil-based finishes. Performance Indicator:Demonstrate cleaning procedures for various types of sealer and finish coats.
    • CTE.BCT.A.9.6: Pathway Standard:Understand finishes and when to apply paint, stains, sealers, varnishes, and catalyzed finishes, including water- and oil-based finishes. Performance Indicator:Apply a suitable finish to a specific cabinet or millwork project.
  • Career Technical Education Grade 7-12 - Pathways : Child Development Pathway:
    • CTE.ECDFS.A.1.0: Pathway Standard:Recognize the essential aspects of the early childhood education, child care, and development industry and the industry's role in state and local economies.
    • CTE.ECDFS.A.1.1: Pathway Standard:Recognize the essential aspects of the early childhood education, child care, and development industry and the industry's role in state and local economies. Performance Indicator:Describe the organizational structures in early childhood education, child care, and development facilities.
    • CTE.ECDFS.A.1.2: Pathway Standard:Recognize the essential aspects of the early childhood education, child care, and development industry and the industry's role in state and local economies. Performance Indicator:Explain the effect of the child care and development industry on state and local economies.
    • CTE.ECDFS.A.1.3: Pathway Standard:Recognize the essential aspects of the early childhood education, child care, and development industry and the industry's role in state and local economies. Performance Indicator:Understand the interdependence of various career roles and how those roles contribute to the success of the child care and development program or work site.
    • CTE.ECDFS.A.1.4: Pathway Standard:Recognize the essential aspects of the early childhood education, child care, and development industry and the industry's role in state and local economies. Performance Indicator:Research the functions and roles of the various careers in the child care and development industry.
    • CTE.ECDFS.A.1.5: Pathway Standard:Recognize the essential aspects of the early childhood education, child care, and development industry and the industry's role in state and local economies. Performance Indicator:Identify the components of professionalism and how to practice professional behaviors.
    • CTE.ECDFS.A.1.6: Pathway Standard:Recognize the essential aspects of the early childhood education, child care, and development industry and the industry's role in state and local economies. Performance Indicator:Analyze the legislative, economic, educational, and social trends that affect the child care and development industry.
    • CTE.ECDFS.A.10.0: Pathway Standard:Communicate and interact effectively with families and communities.
    • CTE.ECDFS.A.10.1: Pathway Standard:Communicate and interact effectively with families and communities. Performance Indicator:Name the benefits of establishing strong relationships with families and communities.
    • CTE.ECDFS.A.10.2: Pathway Standard:Communicate and interact effectively with families and communities. Performance Indicator:Interpret how positive family-staff relationships, family members, and the community contribute to the physical, intellectual, social, and emotional development of the child.
    • CTE.ECDFS.A.10.3: Pathway Standard:Communicate and interact effectively with families and communities. Performance Indicator:Compare and contrast how language, culture, and educational backgrounds may affect family structures and communication within and among families and communities.
    • CTE.ECDFS.A.10.4: Pathway Standard:Communicate and interact effectively with families and communities. Performance Indicator:Devise ways to use opportunities throughout the daily routine to build trusting relationships and effective communication with families and others.
    • CTE.ECDFS.A.10.5: Pathway Standard:Communicate and interact effectively with families and communities. Performance Indicator:Advocate for high-quality programs and services for children and families.
    • CTE.ECDFS.A.11.0: Pathway Standard:Identify teaching materials and resources that enhance classroom instruction and indoor and outdoor learning in early childhood education, child care, and development programs.
    • CTE.ECDFS.A.11.1: Pathway Standard:Identify teaching materials and resources that enhance classroom instruction and indoor and outdoor learning in early childhood education, child care, and development programs. Performance Indicator:Select and develop age-appropriate and developmentally appropriate teaching materials and resources.
    • CTE.ECDFS.A.11.2: Pathway Standard:Identify teaching materials and resources that enhance classroom instruction and indoor and outdoor learning in early childhood education, child care, and development programs. Performance Indicator:Use the appropriate and current instructional technology and equipment to develop program materials and support learning.
    • CTE.ECDFS.A.11.3: Pathway Standard:Identify teaching materials and resources that enhance classroom instruction and indoor and outdoor learning in early childhood education, child care, and development programs. Performance Indicator:Evaluate the various types and sources of quality, age-appropriate, and developmentally appropriate materials and equipment.
    • CTE.ECDFS.A.12.0: Pathway Standard:Illustrate how to support the learning process in an assisting role.
    • CTE.ECDFS.A.12.1: Pathway Standard:Illustrate how to support the learning process in an assisting role. Performance Indicator:Define the strategies for supervising and maintaining a supportive learning environment for infants, toddlers, and children.
    • CTE.ECDFS.A.12.2: Pathway Standard:Illustrate how to support the learning process in an assisting role. Performance Indicator:Understand the established standards and the standard operating procedures in classrooms, libraries, halls, and bathrooms and on the school grounds.
    • CTE.ECDFS.A.12.3: Pathway Standard:Illustrate how to support the learning process in an assisting role. Performance Indicator:Classify the typical learning challenges that students encounter in curricular areas.
    • CTE.ECDFS.A.12.4: Pathway Standard:Illustrate how to support the learning process in an assisting role. Performance Indicator:Implement planned activities to facilitate multidisciplinary learning and reinforce concepts.
    • CTE.ECDFS.A.12.5: Pathway Standard:Illustrate how to support the learning process in an assisting role. Performance Indicator:Differentiate how to provide instructional assistance to small and large learning groups.
    • CTE.ECDFS.A.12.6: Pathway Standard:Illustrate how to support the learning process in an assisting role. Performance Indicator:Identify and compile samples used for assessing a child and developing a portfolio.
    • CTE.ECDFS.A.2.0: Pathway Standard:Identify and apply operational procedures and organizational policies at various early childhood education, child care, and development facilities.
    • CTE.ECDFS.A.2.1: Pathway Standard:Identify and apply operational procedures and organizational policies at various early childhood education, child care, and development facilities. Performance Indicator:Identify the operational procedures at various types of facilities and their importance to the success of the organization.
    • CTE.ECDFS.A.2.2: Pathway Standard:Identify and apply operational procedures and organizational policies at various early childhood education, child care, and development facilities. Performance Indicator:Understand the operational policies and procedures related to early education, childcare, and development program components (e.g., adult-child and adult-guardian interaction, physical environment, health, safety, nutrition, curriculum, and assessment).
    • CTE.ECDFS.A.2.3: Pathway Standard:Identify and apply operational procedures and organizational policies at various early childhood education, child care, and development facilities. Performance Indicator:Explain the importance of, and procedures for, keeping child and classroom records and documentation.
    • CTE.ECDFS.A.2.4: Pathway Standard:Identify and apply operational procedures and organizational policies at various early childhood education, child care, and development facilities. Performance Indicator:Summarize appropriate business systems that help with billing, ordering, budgeting, collecting fees, and reporting requirements.
    • CTE.ECDFS.A.2.5: Pathway Standard:Identify and apply operational procedures and organizational policies at various early childhood education, child care, and development facilities. Performance Indicator:Illustrate the workforce management strategies that are effective for planning, making decisions, sharing responsibility, and negotiating.
    • CTE.ECDFS.A.3.0: Pathway Standard:Summarize child care and development standards, licensing, regulations, and codes, including California Code of Regulations Title 5 and Title 22.
    • CTE.ECDFS.A.3.1: Pathway Standard:Summarize child care and development standards, licensing, regulations, and codes, including California Code of Regulations Title 5 and Title 22. Performance Indicator:Recognize the standards and licensing regulations for child care facilities.
    • CTE.ECDFS.A.3.2: Pathway Standard:Summarize child care and development standards, licensing, regulations, and codes, including California Code of Regulations Title 5 and Title 22. Performance Indicator:Identify the educational and industry-related requirements for child care facilities staff.
    • CTE.ECDFS.A.3.3: Pathway Standard:Summarize child care and development standards, licensing, regulations, and codes, including California Code of Regulations Title 5 and Title 22. Performance Indicator:Understand how local, state, and federal laws and regulations for child care facilities are enforced by regulatory agencies.
    • CTE.ECDFS.A.3.4: Pathway Standard:Summarize child care and development standards, licensing, regulations, and codes, including California Code of Regulations Title 5 and Title 22. Performance Indicator:Adhere to the health, safety, regulatory, and procedural requirements for the work site.
    • CTE.ECDFS.A.3.5: Pathway Standard:Summarize child care and development standards, licensing, regulations, and codes, including California Code of Regulations Title 5 and Title 22. Performance Indicator:Summarize the employer and employee responsibilities for complying with laws and regulations affecting the needs, interests, and rights of young children.
    • CTE.ECDFS.A.3.6: Pathway Standard:Summarize child care and development standards, licensing, regulations, and codes, including California Code of Regulations Title 5 and Title 22. Performance Indicator:Detect the indicators of child abuse or neglect and the responsibilities of staff as mandated reporters.
    • CTE.ECDFS.A.4.0: Pathway Standard:Apply critical safety, emergency, and disaster procedures at the work site.
    • CTE.ECDFS.A.4.1: Pathway Standard:Apply critical safety, emergency, and disaster procedures at the work site. Performance Indicator:Understand the state and federal environmental and safety regulations and the use of Material Safety Data Sheets (MSDS) as they relate to the child care and development industry.
    • CTE.ECDFS.A.4.2: Pathway Standard:Apply critical safety, emergency, and disaster procedures at the work site. Performance Indicator:Implement the staff procedures, duties, and responsibilities related to safety, emergency, and disaster preparedness plans.
    • CTE.ECDFS.A.4.3: Pathway Standard:Apply critical safety, emergency, and disaster procedures at the work site. Performance Indicator:Demonstrate how and when to use certified first aid, cardiopulmonary resuscitation (CPR), and other emergency procedures.
    • CTE.ECDFS.A.4.4: Pathway Standard:Apply critical safety, emergency, and disaster procedures at the work site. Performance Indicator:Predict the typical hazards at the work site and know procedures and practices that contribute to a safe and healthy environment.
    • CTE.ECDFS.A.5.0: Pathway Standard:Explain important elements of a child's physical, intellectual, emotional, and social growth and development.
    • CTE.ECDFS.A.5.1: Pathway Standard:Explain important elements of a child's physical, intellectual, emotional, and social growth and development. Performance Indicator:List the biological and environmental factors that influence the development of infants, toddlers, and children.
    • CTE.ECDFS.A.5.2: Pathway Standard:Explain important elements of a child's physical, intellectual, emotional, and social growth and development. Performance Indicator:Describe the developmental stages of infants, toddlers, and children.
    • CTE.ECDFS.A.5.3: Pathway Standard:Explain important elements of a child's physical, intellectual, emotional, and social growth and development. Performance Indicator:Summarize the ways in which diversity, family, and culture influence the development of children.
    • CTE.ECDFS.A.5.4: Pathway Standard:Explain important elements of a child's physical, intellectual, emotional, and social growth and development. Performance Indicator:Understand the importance of including infants, toddlers, and children with special needs.
    • CTE.ECDFS.A.5.5: Pathway Standard:Explain important elements of a child's physical, intellectual, emotional, and social growth and development. Performance Indicator:Analyze the importance of observational assessment and how to link assessment findings to individualized child planning.
    • CTE.ECDFS.A.5.6: Pathway Standard:Explain important elements of a child's physical, intellectual, emotional, and social growth and development. Performance Indicator:Evaluate the importance of learning environments, experiences, and interactions and their connections to each stage of physical, intellectual, social, and emotional development.
    • CTE.ECDFS.A.5.7: Pathway Standard:Explain important elements of a child's physical, intellectual, emotional, and social growth and development. Performance Indicator:Defend the benefits of parental involvement to the development of a child's physical, intellectual, emotional, and social growth and development.
    • CTE.ECDFS.A.6.0: Pathway Standard:Employ the principles of positive interactions, guidance, and discipline in the workplace.
    • CTE.ECDFS.A.6.1: Pathway Standard:Employ the principles of positive interactions, guidance, and discipline in the workplace. Performance Indicator:Describe how to help children develop a positive self-image and self-esteem and develop self-discipline and respect for oneself and others.
    • CTE.ECDFS.A.6.2: Pathway Standard:Employ the principles of positive interactions, guidance, and discipline in the workplace. Performance Indicator:Use the importance of building positive relationships between the caregiver, children, and families to provide effective guidance and discipline.
    • CTE.ECDFS.A.6.3: Pathway Standard:Employ the principles of positive interactions, guidance, and discipline in the workplace. Performance Indicator:Diagram the elements of positive guidance and discipline techniques that are based on the stages of children's development.
    • CTE.ECDFS.A.6.4: Pathway Standard:Employ the principles of positive interactions, guidance, and discipline in the workplace. Performance Indicator:Identify practical strategies for finding positive solutions to common behavioral problems.
    • CTE.ECDFS.A.6.5: Pathway Standard:Employ the principles of positive interactions, guidance, and discipline in the workplace. Performance Indicator:Plan and demonstrate how the staff can adjust the environment to promote a child's independence and personal and social competence.
    • CTE.ECDFS.A.7.0: Pathway Standard:Compare and apply the essential components of an effective learning environment for the early childhood classroom.
    • CTE.ECDFS.A.7.1: Pathway Standard:Compare and apply the essential components of an effective learning environment for the early childhood classroom. Performance Indicator:Describe the components of an effective learning environment that reflects children's interests and developmental needs.
    • CTE.ECDFS.A.7.2: Pathway Standard:Compare and apply the essential components of an effective learning environment for the early childhood classroom. Performance Indicator:Identify the early childhood education classroom learning areas and the contribution of each to the development of children.
    • CTE.ECDFS.A.7.3: Pathway Standard:Compare and apply the essential components of an effective learning environment for the early childhood classroom. Performance Indicator:Classify multiple ways of promoting children's learning at different developmental stages and ages by using the continuum of teaching behaviors from directive to nondirective.
    • CTE.ECDFS.A.7.4: Pathway Standard:Compare and apply the essential components of an effective learning environment for the early childhood classroom. Performance Indicator:Demonstrate appropriate teaching techniques and interaction styles for working with children of varying ages, learning styles, and cultural backgrounds.
    • CTE.ECDFS.A.7.5: Pathway Standard:Compare and apply the essential components of an effective learning environment for the early childhood classroom. Performance Indicator:Illustrate the ways in which classroom environments promote productive interaction among children and adults to create a positive atmosphere and sense of community.
    • CTE.ECDFS.A.7.6: Pathway Standard:Compare and apply the essential components of an effective learning environment for the early childhood classroom. Performance Indicator:Research and present the major learning theories and curriculum models and evaluate their application in early childhood education programs.
    • CTE.ECDFS.A.8.0: Pathway Standard:Select and apply developmentally appropriate practices for curriculum development.
    • CTE.ECDFS.A.8.1: Pathway Standard:Select and apply developmentally appropriate practices for curriculum development. Performance Indicator:Develop components of a developmentally appropriate curriculum in each area of the balanced daily routine: indoor/outdoor, quiet/active, individual and small group/large group, large muscle/small muscle, and child-initiated and staff-initiated activities.
    • CTE.ECDFS.A.8.2: Pathway Standard:Select and apply developmentally appropriate practices for curriculum development. Performance Indicator:Observe children and document the observations in a factual and anecdotal format tying observations to developmental milestones.
    • CTE.ECDFS.A.8.3: Pathway Standard:Select and apply developmentally appropriate practices for curriculum development. Performance Indicator:Integrate language acquisition strategies and support for English-language learners.
    • CTE.ECDFS.A.8.4: Pathway Standard:Select and apply developmentally appropriate practices for curriculum development. Performance Indicator:Plan and conduct activities that reinforce foundation skills, reflect an integrated and emergent curriculum, and support school readiness.
    • CTE.ECDFS.A.9.0: Pathway Standard:Practice the principles and practices of good nutrition, health, and safety for infants and children.
    • CTE.ECDFS.A.9.1: Pathway Standard:Practice the principles and practices of good nutrition, health, and safety for infants and children. Performance Indicator:List the procedures used to clean a facility that follow a logical sequence and universal health precautions.
    • CTE.ECDFS.A.9.2: Pathway Standard:Practice the principles and practices of good nutrition, health, and safety for infants and children. Performance Indicator:Practice the procedures for preventing the spread of infections and illnesses, including those for food-borne pathogens.
    • CTE.ECDFS.A.9.3: Pathway Standard:Practice the principles and practices of good nutrition, health, and safety for infants and children. Performance Indicator:Use the appropriate sanitation and hygiene techniques for infants, toddlers, children, and staff.
    • CTE.ECDFS.A.9.4: Pathway Standard:Practice the principles and practices of good nutrition, health, and safety for infants and children. Performance Indicator:Communicate the proper procedures to follow when preparing and serving nutritional snacks and meals, including those that foster independent eating practices and promote good nutrition and hygiene habits.
    • CTE.ECDFS.A.9.5: Pathway Standard:Practice the principles and practices of good nutrition, health, and safety for infants and children. Performance Indicator:Recognize, describe, and report signs and symptoms of illness, injury, discomfort, or special needs in infants, toddlers, and children.
  • Career Technical Education Grade 7-12 - Pathways : Consumer Services Pathway:
    • CTE.ECDFS.B.1.0: Pathway Standard:Describe important aspects of the consumer services industry and the role of the industry in local, state, national, and global economies.
    • CTE.ECDFS.B.1.1: Pathway Standard:Describe important aspects of the consumer services industry and the role of the industry in local, state, national, and global economies. Performance Indicator:Identify the ways in which national and international policies and procedures affect the daily operations of a consumer services organization.
    • CTE.ECDFS.B.1.2: Pathway Standard:Describe important aspects of the consumer services industry and the role of the industry in local, state, national, and global economies. Performance Indicator:Summarize the legislative, economic, educational, and social trends that affect careers in the consumer services industry.
    • CTE.ECDFS.B.1.3: Pathway Standard:Describe important aspects of the consumer services industry and the role of the industry in local, state, national, and global economies. Performance Indicator:Explain the effect of this industry on businesses and the state's economy.
    • CTE.ECDFS.B.1.4: Pathway Standard:Describe important aspects of the consumer services industry and the role of the industry in local, state, national, and global economies. Performance Indicator:Identify the ways in which industries, companies, and agencies provide consumer information and services.
    • CTE.ECDFS.B.1.5: Pathway Standard:Describe important aspects of the consumer services industry and the role of the industry in local, state, national, and global economies. Performance Indicator:Communicate the role of consumer affairs personnel in an organization.
    • CTE.ECDFS.B.10.0: Pathway Standard:Research the basic procedures required to research, test, label, and demonstrate products to provide information needed by employees, consumers, and clients.
    • CTE.ECDFS.B.10.1: Pathway Standard:Research the basic procedures required to research, test, label, and demonstrate products to provide information needed by employees, consumers, and clients. Performance Indicator:Identify the trends that affect customer demand for products and services, including green products, to promote environmental friendliness and sustainability.
    • CTE.ECDFS.B.10.2: Pathway Standard:Research the basic procedures required to research, test, label, and demonstrate products to provide information needed by employees, consumers, and clients. Performance Indicator:Describe the purpose and significance of market research before a new product or service is developed and introduced.
    • CTE.ECDFS.B.10.3: Pathway Standard:Research the basic procedures required to research, test, label, and demonstrate products to provide information needed by employees, consumers, and clients. Performance Indicator:Describe the standard testing procedures and strategies used to analyze data and integrate findings to revise products.
    • CTE.ECDFS.B.10.4: Pathway Standard:Research the basic procedures required to research, test, label, and demonstrate products to provide information needed by employees, consumers, and clients. Performance Indicator:Explain the industry standards and government regulations that require specific information to be included on labels and care instructions.
    • CTE.ECDFS.B.10.5: Pathway Standard:Research the basic procedures required to research, test, label, and demonstrate products to provide information needed by employees, consumers, and clients. Performance Indicator:Compare features, benefits, prices, product information, styles, and performance of goods.
    • CTE.ECDFS.B.10.6: Pathway Standard:Research the basic procedures required to research, test, label, and demonstrate products to provide information needed by employees, consumers, and clients. Performance Indicator:Plan, produce, and evaluate demonstrations that educate consumers and promote a variety of products.
    • CTE.ECDFS.B.11.0: Pathway Standard:Practice personal financial management, its effects on the economy, and career, personal, and family goals.
    • CTE.ECDFS.B.11.1: Pathway Standard:Practice personal financial management, its effects on the economy, and career, personal, and family goals. Performance Indicator:Describe the effects of short-term and long-term financial plans on consumer decisions.
    • CTE.ECDFS.B.11.2: Pathway Standard:Practice personal financial management, its effects on the economy, and career, personal, and family goals. Performance Indicator:Define and identify credit terminology, credit ratings and sources, costs of credit, and risks and benefits of credit.
    • CTE.ECDFS.B.11.3: Pathway Standard:Practice personal financial management, its effects on the economy, and career, personal, and family goals. Performance Indicator:Identify ways to resolve credit issues and explain the effect of credit issues on the consumer and the economy.
    • CTE.ECDFS.B.11.4: Pathway Standard:Practice personal financial management, its effects on the economy, and career, personal, and family goals. Performance Indicator:Illustrate the costs of bankruptcy to the individual, the consumer, the institution, and the economy.
    • CTE.ECDFS.B.11.5: Pathway Standard:Practice personal financial management, its effects on the economy, and career, personal, and family goals. Performance Indicator:Analyze budgets for a variety of individuals and families in accord with estimated income, needs, desires, goals, and lifestyles.
    • CTE.ECDFS.B.11.6: Pathway Standard:Practice personal financial management, its effects on the economy, and career, personal, and family goals. Performance Indicator:Analyze, describe, and contrast various types of investments and risk assessment programs.
    • CTE.ECDFS.B.12.0: Pathway Standard:Explore the effect of the U.S. economic system on personal income, financial management, individual and family security, and consumer decisions.
    • CTE.ECDFS.B.12.1: Pathway Standard:Explore the effect of the U.S. economic system on personal income, financial management, individual and family security, and consumer decisions. Performance Indicator:Describe the interrelationship between the economy and consumer spending and saving.
    • CTE.ECDFS.B.12.2: Pathway Standard:Explore the effect of the U.S. economic system on personal income, financial management, individual and family security, and consumer decisions. Performance Indicator:Explain inflation and recession and how they affect the financial status of individuals and families.
    • CTE.ECDFS.B.12.3: Pathway Standard:Explore the effect of the U.S. economic system on personal income, financial management, individual and family security, and consumer decisions. Performance Indicator:Compare the services provided by various financial institutions and departments of government.
    • CTE.ECDFS.B.12.4: Pathway Standard:Explore the effect of the U.S. economic system on personal income, financial management, individual and family security, and consumer decisions. Performance Indicator:Review Truth in Lending legislation and California's Rosenthal Act related to consumers and their rights.
    • CTE.ECDFS.B.2.0: Pathway Standard:Understand the principles of effective workforce and organizational management, including the roles and responsibilities of management and employees.
    • CTE.ECDFS.B.2.1: Pathway Standard:Understand the principles of effective workforce and organizational management, including the roles and responsibilities of management and employees. Performance Indicator:Explain the outcomes of effective leadership and management, such as profitability, solvency, productivity, consumer and client satisfaction, and business growth.
    • CTE.ECDFS.B.2.2: Pathway Standard:Understand the principles of effective workforce and organizational management, including the roles and responsibilities of management and employees. Performance Indicator:Demonstrate the main workforce management strategies, such as shared responsibilities and negotiation, collaboration/consensus building, and communication.
    • CTE.ECDFS.B.2.3: Pathway Standard:Understand the principles of effective workforce and organizational management, including the roles and responsibilities of management and employees. Performance Indicator:Summarize the interrelationship and interdependence and diversity of management and employees as they relate to workforce productivity.
    • CTE.ECDFS.B.2.4: Pathway Standard:Understand the principles of effective workforce and organizational management, including the roles and responsibilities of management and employees. Performance Indicator:Use organizational procedures and tools, such as business plans, budgets/financials, spreadsheets for payroll and inventories, recordkeeping, and communication with consumers.
    • CTE.ECDFS.B.3.0: Pathway Standard:Demonstrate the operational procedures and safety practices that are commonly used in the consumer services industry.
    • CTE.ECDFS.B.3.1: Pathway Standard:Demonstrate the operational procedures and safety practices that are commonly used in the consumer services industry. Performance Indicator:Define the correct technical terms to describe products, procedures, and equipment specific to the consumer services industry.
    • CTE.ECDFS.B.3.2: Pathway Standard:Demonstrate the operational procedures and safety practices that are commonly used in the consumer services industry. Performance Indicator:Demonstrate the procedures for preparing, expediting, and tracking forms needed for requisitioning supplies and materials.
    • CTE.ECDFS.B.3.3: Pathway Standard:Demonstrate the operational procedures and safety practices that are commonly used in the consumer services industry. Performance Indicator:Analyze the purpose of, and information in, Material Safety Data Sheets (MSDS).
    • CTE.ECDFS.B.4.0: Pathway Standard:Understand essential consumer protection laws and regulations.
    • CTE.ECDFS.B.4.1: Pathway Standard:Understand essential consumer protection laws and regulations. Performance Indicator:Recall and chart the evolution of consumer protection legislation.
    • CTE.ECDFS.B.4.2: Pathway Standard:Understand essential consumer protection laws and regulations. Performance Indicator:Describe the role of local, state, and national public and private agencies in consumer and business protection.
    • CTE.ECDFS.B.4.3: Pathway Standard:Understand essential consumer protection laws and regulations. Performance Indicator:Identify the effects of environmental laws and safety regulations on consumers.
    • CTE.ECDFS.B.4.4: Pathway Standard:Understand essential consumer protection laws and regulations. Performance Indicator:Explain the legal implications of a contract and interpret the consequences of consumer actions related to various types of contracts.
    • CTE.ECDFS.B.4.5: Pathway Standard:Understand essential consumer protection laws and regulations. Performance Indicator:Illustrate essential consumer protection laws and regulations commonly used in the consumer services industry.
    • CTE.ECDFS.B.5.0: Pathway Standard:Summarize consumer rights and responsibilities in the consumer services industry.
    • CTE.ECDFS.B.5.1: Pathway Standard:Summarize consumer rights and responsibilities in the consumer services industry. Performance Indicator:Identify effective strategies and laws that consumers can use when exercising their rights and useful methods for resolving complaints.
    • CTE.ECDFS.B.5.2: Pathway Standard:Summarize consumer rights and responsibilities in the consumer services industry. Performance Indicator:Demonstrate how individuals can have an effect on the legislative process as it relates to consumer regulations.
    • CTE.ECDFS.B.5.3: Pathway Standard:Summarize consumer rights and responsibilities in the consumer services industry. Performance Indicator:Illustrate the various advertising techniques with respect to consumer rights, marketing, technology, and point of sale methods.
    • CTE.ECDFS.B.5.4: Pathway Standard:Summarize consumer rights and responsibilities in the consumer services industry. Performance Indicator:Analyze the effect of consumer protection laws on the cost and quality of goods and services.
    • CTE.ECDFS.B.5.5: Pathway Standard:Summarize consumer rights and responsibilities in the consumer services industry. Performance Indicator:Diagram the effects of identity theft on diverse individuals, businesses, and local economies.
    • CTE.ECDFS.B.6.0: Pathway Standard:Communicate the significance of national and international influences, current events, and diversity within the consumer services industry.
    • CTE.ECDFS.B.6.1: Pathway Standard:Communicate the significance of national and international influences, current events, and diversity within the consumer services industry. Performance Indicator:Identify the national and international issues that affect consumers.
    • CTE.ECDFS.B.6.2: Pathway Standard:Communicate the significance of national and international influences, current events, and diversity within the consumer services industry. Performance Indicator:Analyze the influence of different global industries, economies, regulations, and political and economic systems on the consumer services industry.
    • CTE.ECDFS.B.6.3: Pathway Standard:Communicate the significance of national and international influences, current events, and diversity within the consumer services industry. Performance Indicator:Predict how aspects of diversity, such as culture, age, socioeconomic, gender, language, and abilities, affect consumer services.
    • CTE.ECDFS.B.7.0: Pathway Standard:Compare and contrast customer relationships and their impact on businesses and employees in the consumer services industry.
    • CTE.ECDFS.B.7.1: Pathway Standard:Compare and contrast customer relationships and their impact on businesses and employees in the consumer services industry. Performance Indicator:Identify the factors that contribute to quality customer relationships.
    • CTE.ECDFS.B.7.2: Pathway Standard:Compare and contrast customer relationships and their impact on businesses and employees in the consumer services industry. Performance Indicator:Demonstrate the methods used to establish trust between a client and a customer service employee.
    • CTE.ECDFS.B.7.3: Pathway Standard:Compare and contrast customer relationships and their impact on businesses and employees in the consumer services industry. Performance Indicator:Explain how the customer's point of view and suggestions affect management policies and decisions.
    • CTE.ECDFS.B.7.4: Pathway Standard:Compare and contrast customer relationships and their impact on businesses and employees in the consumer services industry. Performance Indicator:Assess customer needs or desires and recommend products and services.
    • CTE.ECDFS.B.7.5: Pathway Standard:Compare and contrast customer relationships and their impact on businesses and employees in the consumer services industry. Performance Indicator:Discern logical, legal, ethical, and expedient solutions to consumer concerns by empowering employees to resolve consumer issues at the lowest level.
    • CTE.ECDFS.B.7.6: Pathway Standard:Compare and contrast customer relationships and their impact on businesses and employees in the consumer services industry. Performance Indicator:Illustrate how the Internet and new technology, including social media, improve communication and facilitate business operations, as well as can harm or improve a business reputation.
    • CTE.ECDFS.B.8.0: Pathway Standard:Use the skills and techniques needed to prepare advertising, public relations, and informational materials for consumers.
    • CTE.ECDFS.B.8.1: Pathway Standard:Use the skills and techniques needed to prepare advertising, public relations, and informational materials for consumers. Performance Indicator:Identify the local, state, national, and international agencies, organizations, and media resources that provide current consumer information, including Internet and social media.
    • CTE.ECDFS.B.8.2: Pathway Standard:Use the skills and techniques needed to prepare advertising, public relations, and informational materials for consumers. Performance Indicator:List the tools and techniques used for communicating with consumers, including those used for advertising.
    • CTE.ECDFS.B.8.3: Pathway Standard:Use the skills and techniques needed to prepare advertising, public relations, and informational materials for consumers. Performance Indicator:Demonstrate how to prepare and deliver materials and presentations that consumers will understand, such as videos, visual presentations, media kits, public service announcements, and fact sheets.
    • CTE.ECDFS.B.8.4: Pathway Standard:Use the skills and techniques needed to prepare advertising, public relations, and informational materials for consumers. Performance Indicator:Develop communications, timelines, agendas, schedules, meeting arrangements, and advertising media for public relations activities.
    • CTE.ECDFS.B.8.5: Pathway Standard:Use the skills and techniques needed to prepare advertising, public relations, and informational materials for consumers. Performance Indicator:Analyze public relations plans in terms of their effect on customer relations and the operations of an organization.
    • CTE.ECDFS.B.9.0: Pathway Standard:Summarize important consumer programs and services provided by energy, environmental, and resource management businesses.
    • CTE.ECDFS.B.9.1: Pathway Standard:Summarize important consumer programs and services provided by energy, environmental, and resource management businesses. Performance Indicator:Identify the various sources of energy available to consumers and the strategies that improve energy efficiency.
    • CTE.ECDFS.B.9.2: Pathway Standard:Summarize important consumer programs and services provided by energy, environmental, and resource management businesses. Performance Indicator:Explain the environmental impact of residential and commercial waste disposal and recycling issues.
    • CTE.ECDFS.B.9.3: Pathway Standard:Summarize important consumer programs and services provided by energy, environmental, and resource management businesses. Performance Indicator:Compare the costs and benefits of consumer programs for consumers, communities, and businesses.
  • Career Technical Education Grade 7-12 - Pathways : Design, Visual, and Media Arts Pathway:
    • CTE.AME.A.1.0: Pathway Standard:Demonstrate ability to reorganize and integrate visual art elements across digital media and design applications.
    • CTE.AME.A.1.1: Pathway Standard:Demonstrate ability to reorganize and integrate visual art elements across digital media and design applications. Performance Indicator:View and respond to a variety of industry-related artistic products integrating industry appropriate vocabulary.
    • CTE.AME.A.1.2: Pathway Standard:Demonstrate ability to reorganize and integrate visual art elements across digital media and design applications. Performance Indicator:Identify and use the principles of design to discuss, analyze, and create projects and products across multiple industry applications.
    • CTE.AME.A.1.3: Pathway Standard:Demonstrate ability to reorganize and integrate visual art elements across digital media and design applications. Performance Indicator:Describe the use of the elements of art to express mood in digital or traditional art work found in the commercial environment.
    • CTE.AME.A.1.4: Pathway Standard:Demonstrate ability to reorganize and integrate visual art elements across digital media and design applications. Performance Indicator:Select industry-specific works and analyze the intent of the work and the appropriate use of media.
    • CTE.AME.A.1.5: Pathway Standard:Demonstrate ability to reorganize and integrate visual art elements across digital media and design applications. Performance Indicator:Research and analyze the work of an artist or designer and how the artist's distinctive style contributes to their industry production.
    • CTE.AME.A.1.6: Pathway Standard:Demonstrate ability to reorganize and integrate visual art elements across digital media and design applications. Performance Indicator:Compare and analyze art work done using electronic media with those done with materials traditionally used in the visual arts.
    • CTE.AME.A.1.7: Pathway Standard:Demonstrate ability to reorganize and integrate visual art elements across digital media and design applications. Performance Indicator:Analyze and discuss complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual in works of art.
    • CTE.AME.A.1.8: Pathway Standard:Demonstrate ability to reorganize and integrate visual art elements across digital media and design applications. Performance Indicator:Compare how distortion is used in a variety of media to modify the message being communicated.
    • CTE.AME.A.1.9: Pathway Standard:Demonstrate ability to reorganize and integrate visual art elements across digital media and design applications. Performance Indicator:Analyze the material used by a given artist and describe how its use influences the meaning of the work.
    • CTE.AME.A.2.0: Pathway Standard:Apply artistic skills and processes to solve a variety of industry-relevant problems in a variety of traditional and electronic media.
    • CTE.AME.A.2.1: Pathway Standard:Apply artistic skills and processes to solve a variety of industry-relevant problems in a variety of traditional and electronic media. Performance Indicator:Demonstrate skill in the manipulation of digital imagery (either still or video) in an industry-relevant application.
    • CTE.AME.A.2.2: Pathway Standard:Apply artistic skills and processes to solve a variety of industry-relevant problems in a variety of traditional and electronic media. Performance Indicator:Demonstrate personal style and advanced proficiency in communicating an idea, theme, or emotion in an industry-relevant artistic product.
    • CTE.AME.A.2.3: Pathway Standard:Apply artistic skills and processes to solve a variety of industry-relevant problems in a variety of traditional and electronic media. Performance Indicator:Apply refined observation and drawing skills to solve an industry-relevant problem.
    • CTE.AME.A.2.4: Pathway Standard:Apply artistic skills and processes to solve a variety of industry-relevant problems in a variety of traditional and electronic media. Performance Indicator:Use visual metaphors in creating an artistic product.
    • CTE.AME.A.2.5: Pathway Standard:Apply artistic skills and processes to solve a variety of industry-relevant problems in a variety of traditional and electronic media. Performance Indicator:Compile a portfolio of multiple original two- and three-dimensional works of art that reflect technical skills in an industry-relevant application.
    • CTE.AME.A.2.6: Pathway Standard:Apply artistic skills and processes to solve a variety of industry-relevant problems in a variety of traditional and electronic media. Performance Indicator:Create an artistic product that involves the effective use of the elements of art and the principles of design.
    • CTE.AME.A.2.7: Pathway Standard:Apply artistic skills and processes to solve a variety of industry-relevant problems in a variety of traditional and electronic media. Performance Indicator:Create original works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view.
    • CTE.AME.A.2.8: Pathway Standard:Apply artistic skills and processes to solve a variety of industry-relevant problems in a variety of traditional and electronic media. Performance Indicator:Plan and create artistic products that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual.
    • CTE.AME.A.2.9: Pathway Standard:Apply artistic skills and processes to solve a variety of industry-relevant problems in a variety of traditional and electronic media. Performance Indicator:Create a multimedia work of art that demonstrates knowledge of media and technology skills.
    • CTE.AME.A.3.0: Pathway Standard:Analyze and assess the impact of history and culture on the development of professional arts and media products.
    • CTE.AME.A.3.1: Pathway Standard:Analyze and assess the impact of history and culture on the development of professional arts and media products. Performance Indicator:Identify and describe the role and influence of new technologies on contemporary arts industry.
    • CTE.AME.A.3.2: Pathway Standard:Analyze and assess the impact of history and culture on the development of professional arts and media products. Performance Indicator:Describe how the issues of time, place, and cultural influence and are reflected in a variety of artistic products.
    • CTE.AME.A.3.3: Pathway Standard:Analyze and assess the impact of history and culture on the development of professional arts and media products. Performance Indicator:Identify contemporary styles and discuss the diverse social, economic, and political developments reflected in art work in an industry setting.
    • CTE.AME.A.3.4: Pathway Standard:Analyze and assess the impact of history and culture on the development of professional arts and media products. Performance Indicator:Identify art in international industry and discuss ways in which the work reflects cultural perspective.
    • CTE.AME.A.3.5: Pathway Standard:Analyze and assess the impact of history and culture on the development of professional arts and media products. Performance Indicator:Analyze similarities and differences of purpose in art created in culturally diverse industry applications.
    • CTE.AME.A.3.6: Pathway Standard:Analyze and assess the impact of history and culture on the development of professional arts and media products. Performance Indicator:Investigate and discuss universal concepts expressed in visual media products from diverse cultures.
    • CTE.AME.A.4.0: Pathway Standard:Analyze, assess, and identify effectiveness of artistic products based on elements of art, the principles of design, and professional industry standards.
    • CTE.AME.A.4.1: Pathway Standard:Analyze, assess, and identify effectiveness of artistic products based on elements of art, the principles of design, and professional industry standards. Performance Indicator:Develop written consumer assessment rubrics for separate, industry-specific art products.
    • CTE.AME.A.4.2: Pathway Standard:Analyze, assess, and identify effectiveness of artistic products based on elements of art, the principles of design, and professional industry standards. Performance Indicator:Deconstruct how beliefs, cultural traditions, and current social, economic, and political contexts influence commercial media (traditional and electronic).
    • CTE.AME.A.4.3: Pathway Standard:Analyze, assess, and identify effectiveness of artistic products based on elements of art, the principles of design, and professional industry standards. Performance Indicator:Analyze the aesthetic value of a specific commercial work of art and defend that analysis from an industry perspective.
    • CTE.AME.A.4.4: Pathway Standard:Analyze, assess, and identify effectiveness of artistic products based on elements of art, the principles of design, and professional industry standards. Performance Indicator:Analyze the relationship between the artist, artistic product and audience in both an existing and self-generated project.
    • CTE.AME.A.4.5: Pathway Standard:Analyze, assess, and identify effectiveness of artistic products based on elements of art, the principles of design, and professional industry standards. Performance Indicator:Analyze and articulate how society influences the interpretation and effectiveness of an artistic product.
    • CTE.AME.A.4.6: Pathway Standard:Analyze, assess, and identify effectiveness of artistic products based on elements of art, the principles of design, and professional industry standards. Performance Indicator:Create an artistic product for a specific industry and modify that product to accommodate a different aesthetic perspective.
    • CTE.AME.A.5.0: Pathway Standard:Identify essential industry competencies, explore commercial applications and develop a career specific personal plan.
    • CTE.AME.A.5.1: Pathway Standard:Identify essential industry competencies, explore commercial applications and develop a career specific personal plan. Performance Indicator:Compare and contrast the ways in which different artistic media (television, newspapers, magazines, and electronic media) cover the same commercial content.
    • CTE.AME.A.5.2: Pathway Standard:Identify essential industry competencies, explore commercial applications and develop a career specific personal plan. Performance Indicator:Explore the role of art and design across various industry sectors and content areas.
    • CTE.AME.A.5.3: Pathway Standard:Identify essential industry competencies, explore commercial applications and develop a career specific personal plan. Performance Indicator:Deconstruct works of art, identifying psychological content found in the symbols and images and their relationship to industry and society.
    • CTE.AME.A.5.4: Pathway Standard:Identify essential industry competencies, explore commercial applications and develop a career specific personal plan. Performance Indicator:Predict how changes in technology might change the role and function of the visual arts in the workplace.
    • CTE.AME.A.5.5: Pathway Standard:Identify essential industry competencies, explore commercial applications and develop a career specific personal plan. Performance Indicator:Create a commercial artistic product that communicates a cross-cultural or universal theme.
    • CTE.AME.A.5.6: Pathway Standard:Identify essential industry competencies, explore commercial applications and develop a career specific personal plan. Performance Indicator:Prepare portfolios of original art created for a variety of purposes and commercial applications.
    • CTE.AME.A.5.7: Pathway Standard:Identify essential industry competencies, explore commercial applications and develop a career specific personal plan. Performance Indicator:Synthesize traditional art work and new technologies to design an artistic product to be used by a specific industry.
    • CTE.AME.A.6.0: Pathway Standard:Analyze characteristics of subgenres (e.g., satire, parody, allegory, pastoral) that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.
    • CTE.AME.A.6.1: Pathway Standard:Analyze characteristics of subgenres (e.g., satire, parody, allegory, pastoral) that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres. Performance Indicator:Evaluate the ways in which irony, tone, mood, the author's style, and the "sound" of language achieve specific rhetorical or aesthetic purposes or both.
    • CTE.AME.A.6.2: Pathway Standard:Analyze characteristics of subgenres (e.g., satire, parody, allegory, pastoral) that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres. Performance Indicator:Analyze the way in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings.
    • CTE.AME.A.6.3: Pathway Standard:Analyze characteristics of subgenres (e.g., satire, parody, allegory, pastoral) that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres. Performance Indicator:Debate the philosophical arguments presented in literary works to determine whether the author's positions have contributed to the quality of each work and the credibility of the characters (philosophical approach).
    • CTE.AME.A.7.0: Pathway Standard:Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments.
    • CTE.AME.A.7.1: Pathway Standard:Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments. Performance Indicator:Use point of view, characterization, style (e.g., use of irony), and related elements for specific rhetorical and aesthetic purposes.
    • CTE.AME.A.7.2: Pathway Standard:Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments. Performance Indicator:Use language in natural, fresh, and vivid ways to establish a specific tone.
    • CTE.AME.A.7.3: Pathway Standard:Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments. Performance Indicator:Enhance meaning by employing rhetorical devices, including extended use of parallel- ism, repetition, analogy; incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance of a call for action.
    • CTE.AME.A.7.4: Pathway Standard:Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments. Performance Indicator:Integrate databases, graphics, and spreadsheets into electronically processed documents.
    • CTE.AME.A.7.5: Pathway Standard:Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments. Performance Indicator:Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.
    • CTE.AME.A.8.0: Pathway Standard:Understand the key technical and technological requirements applicable to various segments of the Media and Design Arts Pathway.
    • CTE.AME.A.8.1: Pathway Standard:Understand the key technical and technological requirements applicable to various segments of the Media and Design Arts Pathway. Performance Indicator:Understand the component steps and skills required to design, edit, and produce a production for audio, video, electronic, or printed presentation.
    • CTE.AME.A.8.2: Pathway Standard:Understand the key technical and technological requirements applicable to various segments of the Media and Design Arts Pathway. Performance Indicator:Use technology to create a variety of audio, visual, written, and electronic products and presentations.
    • CTE.AME.A.8.3: Pathway Standard:Understand the key technical and technological requirements applicable to various segments of the Media and Design Arts Pathway. Performance Indicator:Know the features and uses of current and emerging technology related to computing (e.g., optical character recognition, sound processing, cable TV, cellular phones).
    • CTE.AME.A.8.4: Pathway Standard:Understand the key technical and technological requirements applicable to various segments of the Media and Design Arts Pathway. Performance Indicator:Analyze the way in which technical design (e.g., color theory, lighting, graphics, typography, posters, sound, costumes, makeup) contributes to an artistic product, performance, or presentation.
    • CTE.AME.A.8.5: Pathway Standard:Understand the key technical and technological requirements applicable to various segments of the Media and Design Arts Pathway. Performance Indicator:Differentiate writing processes, formats, and conventions used for various media.
    • CTE.AME.A.8.6: Pathway Standard:Understand the key technical and technological requirements applicable to various segments of the Media and Design Arts Pathway. Performance Indicator:Analyze and assess technical support options related to various media and design arts.
    • CTE.AME.A.8.7: Pathway Standard:Understand the key technical and technological requirements applicable to various segments of the Media and Design Arts Pathway. Performance Indicator:Evaluate how advanced and emerging technologies (e.g., virtual environment or voice recognition software) affect or improve media and design arts products or productions.
  • Career Technical Education Grade 7-12 - Pathways : Education Pathway:
    • CTE.ECDFS.C.1.0: Pathway Standard:Describe the structure of the education industry and its role in local, state, and global economies.
    • CTE.ECDFS.C.1.1: Pathway Standard:Describe the structure of the education industry and its role in local, state, and global economies. Performance Indicator:Identify the effect of the education industry on state and local economies.
    • CTE.ECDFS.C.1.2: Pathway Standard:Describe the structure of the education industry and its role in local, state, and global economies. Performance Indicator:Describe the basic structure of public education in California (e.g., prekindergarten through grade twelve, community college, the California State University, the University of California), as well as private institutions.
    • CTE.ECDFS.C.1.3: Pathway Standard:Describe the structure of the education industry and its role in local, state, and global economies. Performance Indicator:Understand the legislative, economic, and social trends that affect the education industry.
    • CTE.ECDFS.C.1.4: Pathway Standard:Describe the structure of the education industry and its role in local, state, and global economies. Performance Indicator:Explain the differences in organizational structures at educational facilities, including relationships and interactions among personnel.
    • CTE.ECDFS.C.10.0: Pathway Standard:Integrate the process of developing quality teaching materials and resources for classroom instruction.
    • CTE.ECDFS.C.10.1: Pathway Standard:Integrate the process of developing quality teaching materials and resources for classroom instruction. Performance Indicator:Evaluate various types and sources of quality, developmentally appropriate materials and equipment.
    • CTE.ECDFS.C.10.2: Pathway Standard:Integrate the process of developing quality teaching materials and resources for classroom instruction. Performance Indicator:Demonstrate the appropriate use of current and emerging technology to develop instructional materials and support learning.
    • CTE.ECDFS.C.10.3: Pathway Standard:Integrate the process of developing quality teaching materials and resources for classroom instruction. Performance Indicator:Assess available materials and resources for quality, accuracy, relevance, and grade appropriateness.
    • CTE.ECDFS.C.10.4: Pathway Standard:Integrate the process of developing quality teaching materials and resources for classroom instruction. Performance Indicator:Design grade-appropriate instructional materials and resources, including those that augment educational materials adopted by the State Board of Education.
    • CTE.ECDFS.C.11.0: Pathway Standard:Evaluate the role of instructional staff in supporting the learning process.
    • CTE.ECDFS.C.11.1: Pathway Standard:Evaluate the role of instructional staff in supporting the learning process. Performance Indicator:Name behavior standards expected of students in classrooms, libraries, and bathrooms on the school grounds and during educational and recreational trips.
    • CTE.ECDFS.C.11.2: Pathway Standard:Evaluate the role of instructional staff in supporting the learning process. Performance Indicator:Demonstrate techniques for providing positive feedback on student work, attendance, and classroom performance.
    • CTE.ECDFS.C.11.3: Pathway Standard:Evaluate the role of instructional staff in supporting the learning process. Performance Indicator:Explain how to help the teacher with student instruction, assessment, and confidentiality.
    • CTE.ECDFS.C.11.4: Pathway Standard:Evaluate the role of instructional staff in supporting the learning process. Performance Indicator:Analyze a variety of individual and group teaching strategies and learning theories that promote effective learning.
    • CTE.ECDFS.C.11.5: Pathway Standard:Evaluate the role of instructional staff in supporting the learning process. Performance Indicator:Research the common typical and atypical learning challenges for students in a variety of curricular areas.
    • CTE.ECDFS.C.12.0: Pathway Standard:Formulate the components of effective after-school and recreational programs for individuals and groups.
    • CTE.ECDFS.C.12.1: Pathway Standard:Formulate the components of effective after-school and recreational programs for individuals and groups. Performance Indicator:List the purposes of after-school and recreational activities.
    • CTE.ECDFS.C.12.2: Pathway Standard:Formulate the components of effective after-school and recreational programs for individuals and groups. Performance Indicator:Summarize the important components and typical age-appropriate or ability-appropriate activities of various after-school and recreational programs.
    • CTE.ECDFS.C.12.3: Pathway Standard:Formulate the components of effective after-school and recreational programs for individuals and groups. Performance Indicator:Assess the recreational interests and needs of individuals and groups and develop appropriate activities.
    • CTE.ECDFS.C.2.0: Pathway Standard:Name operational procedures and organizational policies at various levels in education.
    • CTE.ECDFS.C.2.1: Pathway Standard:Name operational procedures and organizational policies at various levels in education. Performance Indicator:Identify the business procedures related to the acquisition of supplies and collection of fees.
    • CTE.ECDFS.C.2.2: Pathway Standard:Name operational procedures and organizational policies at various levels in education. Performance Indicator:Recognize the main workforce management strategies in education (e.g., shared responsibility and negotiation).
    • CTE.ECDFS.C.2.3: Pathway Standard:Name operational procedures and organizational policies at various levels in education. Performance Indicator:Implement appropriate procedures at the classroom level (e.g., attendance; observations; evaluations; illness, incident, accident, and injury reports).
    • CTE.ECDFS.C.3.0: Pathway Standard:State specific applications of government regulations in the education industry.
    • CTE.ECDFS.C.3.1: Pathway Standard:State specific applications of government regulations in the education industry. Performance Indicator:Describe the critical health and safety procedures that are used at a school site.
    • CTE.ECDFS.C.3.2: Pathway Standard:State specific applications of government regulations in the education industry. Performance Indicator:Identify the indicators of child abuse and neglect and the role of the mandated reporter.
    • CTE.ECDFS.C.3.3: Pathway Standard:State specific applications of government regulations in the education industry. Performance Indicator:Locate and understand the credentialing requirements for teachers of students in prekindergarten through community college.
    • CTE.ECDFS.C.4.0: Pathway Standard:Practice critical emergency and disaster procedures at a school site.
    • CTE.ECDFS.C.4.1: Pathway Standard:Practice critical emergency and disaster procedures at a school site. Performance Indicator:Identify state and federal environmental and safety regulations and the use of Material Safety Data Sheets (MSDS) as they relate to the education industry.
    • CTE.ECDFS.C.4.2: Pathway Standard:Practice critical emergency and disaster procedures at a school site. Performance Indicator:Recognize the typical hazards at the work site and know the procedures and practices that contribute to a safe and healthy environment.
    • CTE.ECDFS.C.4.3: Pathway Standard:Practice critical emergency and disaster procedures at a school site. Performance Indicator:Describe the staff procedures, duties, and responsibilities related to safety, emergency, and disaster preparedness plans.
    • CTE.ECDFS.C.4.4: Pathway Standard:Practice critical emergency and disaster procedures at a school site. Performance Indicator:Demonstrate how to use certified first aid, cardiopulmonary resuscitation (CPR), and other emergency procedures.
    • CTE.ECDFS.C.5.0: Pathway Standard:Summarize important elements of the physical, intellectual, emotional, and social development of children and adolescents.
    • CTE.ECDFS.C.5.1: Pathway Standard:Summarize important elements of the physical, intellectual, emotional, and social development of children and adolescents. Performance Indicator:Identify how typical and common atypical developmental patterns affect the educational progress of children and adolescents.
    • CTE.ECDFS.C.5.2: Pathway Standard:Summarize important elements of the physical, intellectual, emotional, and social development of children and adolescents. Performance Indicator:Explain the role of family involvement in the physical, intellectual, emotional, and social development of children and adolescents.
    • CTE.ECDFS.C.5.3: Pathway Standard:Summarize important elements of the physical, intellectual, emotional, and social development of children and adolescents. Performance Indicator:Diagram factors in heredity, family, culture, diversity, economic, abilities, and environment that may influence the development of children and adolescents.
    • CTE.ECDFS.C.5.4: Pathway Standard:Summarize important elements of the physical, intellectual, emotional, and social development of children and adolescents. Performance Indicator:Assess and evaluate evidence-based educational practices for the inclusion of children and adolescents with special needs.
    • CTE.ECDFS.C.6.0: Pathway Standard:Use positive interaction, guidance, and discipline in the educational environment.
    • CTE.ECDFS.C.6.1: Pathway Standard:Use positive interaction, guidance, and discipline in the educational environment. Performance Indicator:List common behavior problems, possible causes, and develop potential positive solutions.
    • CTE.ECDFS.C.6.2: Pathway Standard:Use positive interaction, guidance, and discipline in the educational environment. Performance Indicator:Define the types of positive guidance techniques that are used in various ages and stages of a child's development.
    • CTE.ECDFS.C.6.3: Pathway Standard:Use positive interaction, guidance, and discipline in the educational environment. Performance Indicator:Demonstrate how to support the development of a positive self-image and self-esteem as well as independence and respect for oneself and others.
    • CTE.ECDFS.C.6.4: Pathway Standard:Use positive interaction, guidance, and discipline in the educational environment. Performance Indicator:Practice strategies for building relationships and effective classroom management, including appropriate guidance and discipline.
    • CTE.ECDFS.C.6.5: Pathway Standard:Use positive interaction, guidance, and discipline in the educational environment. Performance Indicator:Develop strategies for building relationships with all stakeholders.
    • CTE.ECDFS.C.7.0: Pathway Standard:Explain the role and purpose of standards-based instruction and assessment.
    • CTE.ECDFS.C.7.1: Pathway Standard:Explain the role and purpose of standards-based instruction and assessment. Performance Indicator:Identify relevant curriculum standards and demonstrate their use in instruction.
    • CTE.ECDFS.C.7.2: Pathway Standard:Explain the role and purpose of standards-based instruction and assessment. Performance Indicator:Understand the processes, implementations, and educator responsibilities of individualized education programs (IEPs) and Section 504 plans of the Rehabilitation Act and the Americans with Disabilities Act.
    • CTE.ECDFS.C.7.3: Pathway Standard:Explain the role and purpose of standards-based instruction and assessment. Performance Indicator:Understand the types, important elements, and purposes of student assessments.
    • CTE.ECDFS.C.7.4: Pathway Standard:Explain the role and purpose of standards-based instruction and assessment. Performance Indicator:Explain the process of assessment for early identification of remedial needs or other interventions.
    • CTE.ECDFS.C.7.5: Pathway Standard:Explain the role and purpose of standards-based instruction and assessment. Performance Indicator:Use the basic components of effective standards-based lesson plans appropriate for varying ages, learning styles, and diverse cultural backgrounds and abilities to write lesson plans.
    • CTE.ECDFS.C.7.6: Pathway Standard:Explain the role and purpose of standards-based instruction and assessment. Performance Indicator:Practice using teaching strategies that promote student learning, critical thinking, and problem solving.
    • CTE.ECDFS.C.7.7: Pathway Standard:Explain the role and purpose of standards-based instruction and assessment. Performance Indicator:Identify relevant curriculum standards, their significance to student success, and demonstrate their use in instruction.
    • CTE.ECDFS.C.8.0: Pathway Standard:Compare basic principles and practices of good nutrition and health and wellness for children.
    • CTE.ECDFS.C.8.1: Pathway Standard:Compare basic principles and practices of good nutrition and health and wellness for children. Performance Indicator:Describe crucial safety and sanitary procedures to follow in the classroom related to good nutrition and health.
    • CTE.ECDFS.C.8.2: Pathway Standard:Compare basic principles and practices of good nutrition and health and wellness for children. Performance Indicator:Identify services available to at-risk students and how to link students to resources.
    • CTE.ECDFS.C.8.3: Pathway Standard:Compare basic principles and practices of good nutrition and health and wellness for children. Performance Indicator:Apply appropriate sanitation, health, and hygiene procedures for preventing the spread of infections and illnesses and for responding to allergic reactions.
    • CTE.ECDFS.C.8.4: Pathway Standard:Compare basic principles and practices of good nutrition and health and wellness for children. Performance Indicator:Research the nutritional needs of children and the allergies commonly associated with food.
    • CTE.ECDFS.C.8.5: Pathway Standard:Compare basic principles and practices of good nutrition and health and wellness for children. Performance Indicator:Detect common indicators of nutrition-related disorders and diseases.
    • CTE.ECDFS.C.9.0: Pathway Standard:Assess how to communicate and interact effectively with families and community groups.
    • CTE.ECDFS.C.9.1: Pathway Standard:Assess how to communicate and interact effectively with families and community groups. Performance Indicator:Recognize the factors that influence effective communication between the school and home and how to foster familial involvement.
    • CTE.ECDFS.C.9.2: Pathway Standard:Assess how to communicate and interact effectively with families and community groups. Performance Indicator:Summarize the ways in which age, abilities, language, culture, economics, and educational backgrounds may affect communication within and among families and the school.
    • CTE.ECDFS.C.9.3: Pathway Standard:Assess how to communicate and interact effectively with families and community groups. Performance Indicator:Explain issues of diversity and how to exhibit sensitivity to cultural differences.
  • Career Technical Education Grade 7-12 - Pathways : Emergency Response Pathway:
    • CTE.PS.B.1.0: Pathway Standard:Analyze the characteristics of different career fields within the Emergency Response pathway to develop a perspective on the nature of the work, entry-level requirements, career options, and expectations.
    • CTE.PS.B.1.1: Pathway Standard:Analyze the characteristics of different career fields within the Emergency Response pathway to develop a perspective on the nature of the work, entry-level requirements, career options, and expectations. Performance Indicator:Understand the responsibilities, requirements, and advancement opportunities in emergency response careers.
    • CTE.PS.B.1.2: Pathway Standard:Analyze the characteristics of different career fields within the Emergency Response pathway to develop a perspective on the nature of the work, entry-level requirements, career options, and expectations. Performance Indicator:List the standards for emergency response employee qualifications, training, and certification.
    • CTE.PS.B.1.3: Pathway Standard:Analyze the characteristics of different career fields within the Emergency Response pathway to develop a perspective on the nature of the work, entry-level requirements, career options, and expectations. Performance Indicator:Outline a realistic program of study (education plan) based on career choice, job-entry requirements, and personal commitment.
    • CTE.PS.B.1.4: Pathway Standard:Analyze the characteristics of different career fields within the Emergency Response pathway to develop a perspective on the nature of the work, entry-level requirements, career options, and expectations. Performance Indicator:Describe the roles and responsibilities of emergency response agencies.
    • CTE.PS.B.1.5: Pathway Standard:Analyze the characteristics of different career fields within the Emergency Response pathway to develop a perspective on the nature of the work, entry-level requirements, career options, and expectations. Performance Indicator:Summarize the laws, regulations, and organizational protocols that define the guidelines governing selected emergency agencies and services.
    • CTE.PS.B.10.0: Pathway Standard:Analyze and describe the functions and responsibilities of federal, state, and local wildland services.
    • CTE.PS.B.10.1: Pathway Standard:Analyze and describe the functions and responsibilities of federal, state, and local wildland services. Performance Indicator:Describe wildland firefighter safety and survival preparations.
    • CTE.PS.B.10.2: Pathway Standard:Analyze and describe the functions and responsibilities of federal, state, and local wildland services. Performance Indicator:Explain the role of fire personnel in wildland fires, structure fires, auto accidents, medical aid, swift-water rescue, civil disturbances, search and rescue operations, hazardous material spills, train wrecks, floods, and earthquakes.
    • CTE.PS.B.10.3: Pathway Standard:Analyze and describe the functions and responsibilities of federal, state, and local wildland services. Performance Indicator:Describe fire prevention and planning procedures to save wildland structures during a forest fire.
    • CTE.PS.B.10.4: Pathway Standard:Analyze and describe the functions and responsibilities of federal, state, and local wildland services. Performance Indicator:Assess the value of the resource management program, including the impact on timber, watershed, wildlife, and recreation.
    • CTE.PS.B.10.5: Pathway Standard:Analyze and describe the functions and responsibilities of federal, state, and local wildland services. Performance Indicator:Create a state map showing the locations of wildland lookouts, and describe the lookout's purpose and staffing.
    • CTE.PS.B.10.6: Pathway Standard:Analyze and describe the functions and responsibilities of federal, state, and local wildland services. Performance Indicator:Evaluate the importance of the fire suppression aviation program.
    • CTE.PS.B.10.7: Pathway Standard:Analyze and describe the functions and responsibilities of federal, state, and local wildland services. Performance Indicator:Recognize factors that influence the start and spread of wildland fires.
    • CTE.PS.B.10.8: Pathway Standard:Analyze and describe the functions and responsibilities of federal, state, and local wildland services. Performance Indicator:Describe and evaluate the importance of the various types of equipment used to control and/or extinguish wildland fires.
    • CTE.PS.B.10.9: Pathway Standard:Analyze and describe the functions and responsibilities of federal, state, and local wildland services. Performance Indicator:Build a plan describing processes and procedures to follow prior to, during, and after a wildfire event.
    • CTE.PS.B.2.0: Pathway Standard:Understand the processes by which emergency management organizations and emergency managers exert command and control over an emergency response and recovery operation.
    • CTE.PS.B.2.1: Pathway Standard:Understand the processes by which emergency management organizations and emergency managers exert command and control over an emergency response and recovery operation. Performance Indicator:Describe the mechanisms by which emergency management stakeholder agencies and resources are coordinated for mutual aid.
    • CTE.PS.B.2.2: Pathway Standard:Understand the processes by which emergency management organizations and emergency managers exert command and control over an emergency response and recovery operation. Performance Indicator:Understand the importance of an organized Command and Control System to provide for interoperability, efficiency, and effectiveness.
    • CTE.PS.B.2.3: Pathway Standard:Understand the processes by which emergency management organizations and emergency managers exert command and control over an emergency response and recovery operation. Performance Indicator:Understand the core set of basic concepts, principles, terminology, and technologies of emergency response management.
    • CTE.PS.B.2.4: Pathway Standard:Understand the processes by which emergency management organizations and emergency managers exert command and control over an emergency response and recovery operation. Performance Indicator:Recognize multiagency coordination; unified command, training, identification and management of resources; qualification and certification; and the collection, tracking, evaluation, and dissemination of information.
    • CTE.PS.B.2.5: Pathway Standard:Understand the processes by which emergency management organizations and emergency managers exert command and control over an emergency response and recovery operation. Performance Indicator:Describe the principles and responsibilities of the Incident Command System (ICS) and the National Incident Management System (NIMS).
    • CTE.PS.B.2.6: Pathway Standard:Understand the processes by which emergency management organizations and emergency managers exert command and control over an emergency response and recovery operation. Performance Indicator:Review a simulated local hazard mitigation plan based on a potential hazard to the community, and describe the appropriate response.
    • CTE.PS.B.2.7: Pathway Standard:Understand the processes by which emergency management organizations and emergency managers exert command and control over an emergency response and recovery operation. Performance Indicator:Design an emergency plan for an earthquake in a major metropolitan area that has shut off access from all directions.
    • CTE.PS.B.3.0: Pathway Standard:Demonstrate necessary leadership qualities, team concepts, and personal integrity for emergency response personnel.
    • CTE.PS.B.3.1: Pathway Standard:Demonstrate necessary leadership qualities, team concepts, and personal integrity for emergency response personnel. Performance Indicator:Identify the characteristics of successful teams, including leadership, cooperation, collaboration, and effective decision-making skills as applied in emergency services.
    • CTE.PS.B.3.10: Pathway Standard:Demonstrate necessary leadership qualities, team concepts, and personal integrity for emergency response personnel. Performance Indicator:Gather information and ideas from primary and secondary sources accurately and coherently.
    • CTE.PS.B.3.2: Pathway Standard:Demonstrate necessary leadership qualities, team concepts, and personal integrity for emergency response personnel. Performance Indicator:Understand the characteristics and benefits of teamwork, leadership, and citizenship in community and workplace settings.
    • CTE.PS.B.3.3: Pathway Standard:Demonstrate necessary leadership qualities, team concepts, and personal integrity for emergency response personnel. Performance Indicator:Employ active listening, concise reporting, and familiarity with emergency response communication equipment to interact efficiently and effectively.
    • CTE.PS.B.3.4: Pathway Standard:Demonstrate necessary leadership qualities, team concepts, and personal integrity for emergency response personnel. Performance Indicator:Describe emergency response techniques and methods of active listening to obtain and clarify information in oral communications.
    • CTE.PS.B.3.5: Pathway Standard:Demonstrate necessary leadership qualities, team concepts, and personal integrity for emergency response personnel. Performance Indicator:Demonstrate a variety of appropriate and effective methods of communicating with the public, including techniques such as professional demeanor, active listening, empathy, projecting a confident tone of voice, paraphrasing, and the proper use of nonverbal body language.
    • CTE.PS.B.3.6: Pathway Standard:Demonstrate necessary leadership qualities, team concepts, and personal integrity for emergency response personnel. Performance Indicator:Adhere to Health Insurance Portability and Accountability Act (HIPAA) regulations and agency guidelines regarding public and media communications.
    • CTE.PS.B.3.7: Pathway Standard:Demonstrate necessary leadership qualities, team concepts, and personal integrity for emergency response personnel. Performance Indicator:Use appropriate terminology in clear, concise, and legible report entries when preparing and submitting required reports.
    • CTE.PS.B.3.8: Pathway Standard:Demonstrate necessary leadership qualities, team concepts, and personal integrity for emergency response personnel. Performance Indicator:Use and maintain a variety of communication equipment, understanding the importance of using current and up-to-date technology and communication equipment.
    • CTE.PS.B.3.9: Pathway Standard:Demonstrate necessary leadership qualities, team concepts, and personal integrity for emergency response personnel. Performance Indicator:Practice verbal and nonverbal emergency terminology and communication techniques to be used when interacting with emergency response personnel in a variety of emergency situations.
    • CTE.PS.B.4.0: Pathway Standard:Execute safety procedures and protocols associated with local, state, and federal regulations in order to effectively and safely conduct duties within fire and emergency services.
    • CTE.PS.B.4.1: Pathway Standard:Execute safety procedures and protocols associated with local, state, and federal regulations in order to effectively and safely conduct duties within fire and emergency services. Performance Indicator:Describe the basic elements of safety and survival for emergency response personnel.
    • CTE.PS.B.4.2: Pathway Standard:Execute safety procedures and protocols associated with local, state, and federal regulations in order to effectively and safely conduct duties within fire and emergency services. Performance Indicator:Know and use the appropriate personal protective equipment (PPE) required for emergency services duties.
    • CTE.PS.B.4.3: Pathway Standard:Execute safety procedures and protocols associated with local, state, and federal regulations in order to effectively and safely conduct duties within fire and emergency services. Performance Indicator:Know how to establish situational awareness, identify hazards, and assess personal, team, or environmental risks.
    • CTE.PS.B.4.4: Pathway Standard:Execute safety procedures and protocols associated with local, state, and federal regulations in order to effectively and safely conduct duties within fire and emergency services. Performance Indicator:Understand and adhere to comprehensive and systematic risk management strategies to reduce injury and fatalities for self, team, and community.
    • CTE.PS.B.4.5: Pathway Standard:Execute safety procedures and protocols associated with local, state, and federal regulations in order to effectively and safely conduct duties within fire and emergency services. Performance Indicator:Demonstrate strategies to identify and eliminate hazards.
    • CTE.PS.B.4.6: Pathway Standard:Execute safety procedures and protocols associated with local, state, and federal regulations in order to effectively and safely conduct duties within fire and emergency services. Performance Indicator:Complete certification in emergency care as appropriate, for example, cardiopulmonary resuscitation (CPR), automated external defibrillator (AED), and first aid.
    • CTE.PS.B.5.0: Pathway Standard:Develop the level of nutrition, fitness, strength, agility, and psychological health and well- being required for safely working in emergency response career fields.
    • CTE.PS.B.5.1: Pathway Standard:Develop the level of nutrition, fitness, strength, agility, and psychological health and well- being required for safely working in emergency response career fields. Performance Indicator:Understand that physical fitness and proper nutrition are needed to perform the duties of emergency response personnel.
    • CTE.PS.B.5.2: Pathway Standard:Develop the level of nutrition, fitness, strength, agility, and psychological health and well- being required for safely working in emergency response career fields. Performance Indicator:Recognize the different physical strength and agility assessments required for entrance into emergency response employment.
    • CTE.PS.B.5.3: Pathway Standard:Develop the level of nutrition, fitness, strength, agility, and psychological health and well- being required for safely working in emergency response career fields. Performance Indicator:Apply the skills and techniques necessary for success in strength and agility testing.
    • CTE.PS.B.5.4: Pathway Standard:Develop the level of nutrition, fitness, strength, agility, and psychological health and well- being required for safely working in emergency response career fields. Performance Indicator:Design and implement a personal plan for achieving and maintaining an acceptable level of nutrition, strength and agility, and a lifetime fitness mindset.
    • CTE.PS.B.5.5: Pathway Standard:Develop the level of nutrition, fitness, strength, agility, and psychological health and well- being required for safely working in emergency response career fields. Performance Indicator:Recognize and understand the importance of maintaining psychological health and well-being in emergency response occupations.
    • CTE.PS.B.6.0: Pathway Standard:Understand the roles of federal, state, and local agencies in catastrophic event planning, preparation, response, and recovery.
    • CTE.PS.B.6.1: Pathway Standard:Understand the roles of federal, state, and local agencies in catastrophic event planning, preparation, response, and recovery. Performance Indicator:Describe steps for each potential catastrophic event.
    • CTE.PS.B.6.2: Pathway Standard:Understand the roles of federal, state, and local agencies in catastrophic event planning, preparation, response, and recovery. Performance Indicator:Analyze the history and outcomes of catastrophic events and the appropriate emergency responses.
    • CTE.PS.B.6.3: Pathway Standard:Understand the roles of federal, state, and local agencies in catastrophic event planning, preparation, response, and recovery. Performance Indicator:Review a hazard mitigation plan to reduce death and injury for potential man-made and natural hazards.
    • CTE.PS.B.6.4: Pathway Standard:Understand the roles of federal, state, and local agencies in catastrophic event planning, preparation, response, and recovery. Performance Indicator:Prepare an emergency preparedness and response plan that includes the roles of emergency response personnel for a potential catastrophic event in the community.
    • CTE.PS.B.6.5: Pathway Standard:Understand the roles of federal, state, and local agencies in catastrophic event planning, preparation, response, and recovery. Performance Indicator:Recognize the importance and variety of recovery strategies to support individuals and communities impacted by a catastrophic event.
    • CTE.PS.B.7.0: Pathway Standard:Research and define what is considered to be hazardous materials incidents and threats.
    • CTE.PS.B.7.1: Pathway Standard:Research and define what is considered to be hazardous materials incidents and threats. Performance Indicator:Describe commonly encountered hazardous materials.
    • CTE.PS.B.7.2: Pathway Standard:Research and define what is considered to be hazardous materials incidents and threats. Performance Indicator:Describe the hazardous materials labeling system and identify definitions associated with various hazardous materials.
    • CTE.PS.B.7.3: Pathway Standard:Research and define what is considered to be hazardous materials incidents and threats. Performance Indicator:Describe the type of damage and injury that can occur if hazardous materials are handled improperly.
    • CTE.PS.B.7.4: Pathway Standard:Research and define what is considered to be hazardous materials incidents and threats. Performance Indicator:Explain the steps taken, including appropriate personnel and safety measures, for a hazardous-material release.
    • CTE.PS.B.7.5: Pathway Standard:Research and define what is considered to be hazardous materials incidents and threats. Performance Indicator:Research and report on the most common incidents involving hazardous materials.
    • CTE.PS.B.8.0: Pathway Standard:Understand the fundamental mission of fire services occupations and the responsibility to preserve life and property, promote public safety, and reduce fire deaths.
    • CTE.PS.B.8.1: Pathway Standard:Understand the fundamental mission of fire services occupations and the responsibility to preserve life and property, promote public safety, and reduce fire deaths. Performance Indicator:Understand the history, organization, and operation of fire services.
    • CTE.PS.B.8.2: Pathway Standard:Understand the fundamental mission of fire services occupations and the responsibility to preserve life and property, promote public safety, and reduce fire deaths. Performance Indicator:Describe the skills and knowledge necessary for an entry-level firefighter to safely perform the tasks required of the job.
    • CTE.PS.B.8.3: Pathway Standard:Understand the fundamental mission of fire services occupations and the responsibility to preserve life and property, promote public safety, and reduce fire deaths. Performance Indicator:Explain the fundamentals and scientific principles of fire behavior, combustible materials, extinguishing agents, hazardous and toxic materials, forms of energy, and fire prevention/suppression techniques for all types of fires and conditions.
    • CTE.PS.B.8.4: Pathway Standard:Understand the fundamental mission of fire services occupations and the responsibility to preserve life and property, promote public safety, and reduce fire deaths. Performance Indicator:Demonstrate the operation of fire protection equipment and systems.
    • CTE.PS.B.8.5: Pathway Standard:Understand the fundamental mission of fire services occupations and the responsibility to preserve life and property, promote public safety, and reduce fire deaths. Performance Indicator:Demonstrate the skills necessary to perform fire suppression and basic rescue operations using firefighting techniques and rescue equipment.
    • CTE.PS.B.8.6: Pathway Standard:Understand the fundamental mission of fire services occupations and the responsibility to preserve life and property, promote public safety, and reduce fire deaths. Performance Indicator:Identify structural characteristics of building construction types as they relate to fire protection and suppression, and recognize the signs and causes of potential building collapse and other hazards.
    • CTE.PS.B.8.7: Pathway Standard:Understand the fundamental mission of fire services occupations and the responsibility to preserve life and property, promote public safety, and reduce fire deaths. Performance Indicator:Apply principles of proper body mechanics, including ergonomics, equipment use, and techniques to prevent personal injury.
    • CTE.PS.B.8.8: Pathway Standard:Understand the fundamental mission of fire services occupations and the responsibility to preserve life and property, promote public safety, and reduce fire deaths. Performance Indicator:Participate in public education aimed at reducing loss of life and property, through programs and activities on fire prevention and safety as well as other injury-prevention education.
    • CTE.PS.B.9.0: Pathway Standard:Demonstrate the immediate basic life support and interim medical care for a sick, injured, or compromised person until advanced medical care is provided or transport is initiated.
    • CTE.PS.B.9.1: Pathway Standard:Demonstrate the immediate basic life support and interim medical care for a sick, injured, or compromised person until advanced medical care is provided or transport is initiated. Performance Indicator:Understand and use medical terminology and related knowledge of anatomy, physiology, diseases, diagnoses, pharmacology, therapeutics, and common abbreviations necessary for emergency medical services.
    • CTE.PS.B.9.10: Pathway Standard:Demonstrate the immediate basic life support and interim medical care for a sick, injured, or compromised person until advanced medical care is provided or transport is initiated. Performance Indicator:Demonstrate the ability to receive and provide patient-care information to other medical providers.
    • CTE.PS.B.9.11: Pathway Standard:Demonstrate the immediate basic life support and interim medical care for a sick, injured, or compromised person until advanced medical care is provided or transport is initiated. Performance Indicator:Describe the function of emergency vehicles, use of medical and communication equipment, and the necessity of maintaining inventory as required for emergency services practices and procedures.
    • CTE.PS.B.9.2: Pathway Standard:Demonstrate the immediate basic life support and interim medical care for a sick, injured, or compromised person until advanced medical care is provided or transport is initiated. Performance Indicator:Know the common acronyms used in fire and emergency services.
    • CTE.PS.B.9.3: Pathway Standard:Demonstrate the immediate basic life support and interim medical care for a sick, injured, or compromised person until advanced medical care is provided or transport is initiated. Performance Indicator:Perform technical skill and equipment use required for emergency response occupations, for example, airway, oxygen, and ventilation procedures; suction; bleeding control; shock management; cardiac arrest management; immobilization techniques; traction; splinting; transport; defibrillation; and wound management.
    • CTE.PS.B.9.4: Pathway Standard:Demonstrate the immediate basic life support and interim medical care for a sick, injured, or compromised person until advanced medical care is provided or transport is initiated. Performance Indicator:Follow instructions for immediate care procedure as transmitted by an emergency medical dispatcher during transport.
    • CTE.PS.B.9.5: Pathway Standard:Demonstrate the immediate basic life support and interim medical care for a sick, injured, or compromised person until advanced medical care is provided or transport is initiated. Performance Indicator:Demonstrate administration of a limited number of drugs appropriate to the scope of practice.
    • CTE.PS.B.9.6: Pathway Standard:Demonstrate the immediate basic life support and interim medical care for a sick, injured, or compromised person until advanced medical care is provided or transport is initiated. Performance Indicator:Manage an incident scene as the first responder, using emergency response skills appropriate to training and certification.
    • CTE.PS.B.9.7: Pathway Standard:Demonstrate the immediate basic life support and interim medical care for a sick, injured, or compromised person until advanced medical care is provided or transport is initiated. Performance Indicator:Execute protocols in emergency management response when working with an on-scene accident.
    • CTE.PS.B.9.8: Pathway Standard:Demonstrate the immediate basic life support and interim medical care for a sick, injured, or compromised person until advanced medical care is provided or transport is initiated. Performance Indicator:Demonstrate the ability to assess the nature and extent of an illness or injury to establish and prioritize medical response.
    • CTE.PS.B.9.9: Pathway Standard:Demonstrate the immediate basic life support and interim medical care for a sick, injured, or compromised person until advanced medical care is provided or transport is initiated. Performance Indicator:Communicate with treatment-center staff to arrange reception of victims and to get instructions for further treatment.
  • Career Technical Education Grade 7-12 - Pathways : Energy and Power Technology Pathway:
    • CTE.EEU.B.1.0: Pathway Standard:Explore the basic conventional and emerging principles and concepts of the energy industry, including energy production, energy transmission, and alternative energy technologies.
    • CTE.EEU.B.1.1: Pathway Standard:Explore the basic conventional and emerging principles and concepts of the energy industry, including energy production, energy transmission, and alternative energy technologies. Performance Indicator:Describe the past, present, and anticipated demand for, and use of, energy.
    • CTE.EEU.B.1.2: Pathway Standard:Explore the basic conventional and emerging principles and concepts of the energy industry, including energy production, energy transmission, and alternative energy technologies. Performance Indicator:Identify the differences and challenges in energy needs, sources, and uses in developing regions.
    • CTE.EEU.B.1.3: Pathway Standard:Explore the basic conventional and emerging principles and concepts of the energy industry, including energy production, energy transmission, and alternative energy technologies. Performance Indicator:Explain the flow of energy from generation through distribution to the customer.
    • CTE.EEU.B.1.4: Pathway Standard:Explore the basic conventional and emerging principles and concepts of the energy industry, including energy production, energy transmission, and alternative energy technologies. Performance Indicator:Demonstrate an understanding of basic direct current (DC) electrical-circuit skills.
    • CTE.EEU.B.1.5: Pathway Standard:Explore the basic conventional and emerging principles and concepts of the energy industry, including energy production, energy transmission, and alternative energy technologies. Performance Indicator:Identify the role and function of generation, transmission, and distribution organizations.
    • CTE.EEU.B.1.6: Pathway Standard:Explore the basic conventional and emerging principles and concepts of the energy industry, including energy production, energy transmission, and alternative energy technologies. Performance Indicator:Explain the different structures of energy companies, including investor-owned utilities, municipalities (and associated utility practices, such as water/wastewater), electric cooperatives, and independent power producers and the different lines of energy business, including electric and gas.
    • CTE.EEU.B.1.7: Pathway Standard:Explore the basic conventional and emerging principles and concepts of the energy industry, including energy production, energy transmission, and alternative energy technologies. Performance Indicator:Explain the role of regulatory bodies in the energy industry (Federal Energy Regulatory Commission, Public Utilities Commission [PUC]).
    • CTE.EEU.B.1.8: Pathway Standard:Explore the basic conventional and emerging principles and concepts of the energy industry, including energy production, energy transmission, and alternative energy technologies. Performance Indicator:Describe the process of electric metering and billing for energy consumption.
    • CTE.EEU.B.2.0: Pathway Standard:Identify various conventional electric power generation fuel sources and the cost and efficiency issues associated with each.
    • CTE.EEU.B.2.1: Pathway Standard:Identify various conventional electric power generation fuel sources and the cost and efficiency issues associated with each. Performance Indicator:Explain the conventional electric power generation system and process (coal, oil, natural gas, solar, wind, geothermal, and hydroelectric).
    • CTE.EEU.B.2.2: Pathway Standard:Identify various conventional electric power generation fuel sources and the cost and efficiency issues associated with each. Performance Indicator:Explain how each source was created and is used to produce electricity.
    • CTE.EEU.B.2.3: Pathway Standard:Identify various conventional electric power generation fuel sources and the cost and efficiency issues associated with each. Performance Indicator:Evaluate and list the advantages and disadvantages for each energy source.
    • CTE.EEU.B.2.4: Pathway Standard:Identify various conventional electric power generation fuel sources and the cost and efficiency issues associated with each. Performance Indicator:Describe how cost and efficiency rates are determined for each source.
    • CTE.EEU.B.3.0: Pathway Standard:Investigate emerging and alternative electric power generation technologies and fuel sources.
    • CTE.EEU.B.3.1: Pathway Standard:Investigate emerging and alternative electric power generation technologies and fuel sources. Performance Indicator:Explain biomass conversion, including thermal and chemical processes used to produce electric energy.
    • CTE.EEU.B.3.2: Pathway Standard:Investigate emerging and alternative electric power generation technologies and fuel sources. Performance Indicator:Describe the major sources, scale, and impacts of biomass energy.
    • CTE.EEU.B.3.3: Pathway Standard:Investigate emerging and alternative electric power generation technologies and fuel sources. Performance Indicator:Define biofuels use and production.
    • CTE.EEU.B.3.4: Pathway Standard:Investigate emerging and alternative electric power generation technologies and fuel sources. Performance Indicator:Explain how nuclear power is used to produce electric energy.
    • CTE.EEU.B.3.5: Pathway Standard:Investigate emerging and alternative electric power generation technologies and fuel sources. Performance Indicator:Explain the process of nuclear fission.
    • CTE.EEU.B.3.6: Pathway Standard:Investigate emerging and alternative electric power generation technologies and fuel sources. Performance Indicator:Explain how ocean wave energy is used to produce electric energy.
    • CTE.EEU.B.3.7: Pathway Standard:Investigate emerging and alternative electric power generation technologies and fuel sources. Performance Indicator:Describe how wave power is harnessed in near shore, offshore, and far shore locations.
    • CTE.EEU.B.3.8: Pathway Standard:Investigate emerging and alternative electric power generation technologies and fuel sources. Performance Indicator:Explain wave energy technologies (terminator devices, oscillating water column, point absorbers, attenuators, and overtopping devices).
    • CTE.EEU.B.3.9: Pathway Standard:Investigate emerging and alternative electric power generation technologies and fuel sources. Performance Indicator:Compare and contrast the advantages and disadvantages of using ocean wave energy technologies for energy.
    • CTE.EEU.B.4.0: Pathway Standard:Understand nonnuclear power generation plant operations (coal, oil, natural gas, solar, wind, geothermal power, hydroelectric, or biofuel).
    • CTE.EEU.B.4.1: Pathway Standard:Understand nonnuclear power generation plant operations (coal, oil, natural gas, solar, wind, geothermal power, hydroelectric, or biofuel). Performance Indicator:Explain and use the fundamental laws and principles of electricity and magnetism.
    • CTE.EEU.B.4.2: Pathway Standard:Understand nonnuclear power generation plant operations (coal, oil, natural gas, solar, wind, geothermal power, hydroelectric, or biofuel). Performance Indicator:Classify the components of electrical generating systems, including boilers, generators, alternators, turbines, motors, engines, pumps, and switchgear.
    • CTE.EEU.B.4.3: Pathway Standard:Understand nonnuclear power generation plant operations (coal, oil, natural gas, solar, wind, geothermal power, hydroelectric, or biofuel). Performance Indicator:Discriminate the differences and similarities of power generation, including use of different fuel types and different power plant uses.
    • CTE.EEU.B.4.4: Pathway Standard:Understand nonnuclear power generation plant operations (coal, oil, natural gas, solar, wind, geothermal power, hydroelectric, or biofuel). Performance Indicator:Summarize the basic operating principles of fossil, hydroelectric, and internal combustion systems.
    • CTE.EEU.B.4.5: Pathway Standard:Understand nonnuclear power generation plant operations (coal, oil, natural gas, solar, wind, geothermal power, hydroelectric, or biofuel). Performance Indicator:Describe the location of equipment in the plant, how the equipment operates, and normal operating parameters.
    • CTE.EEU.B.4.6: Pathway Standard:Understand nonnuclear power generation plant operations (coal, oil, natural gas, solar, wind, geothermal power, hydroelectric, or biofuel). Performance Indicator:Describe the theory, construction, and application of the mechanical components of various types of power generation systems.
    • CTE.EEU.B.5.0: Pathway Standard:Understand and apply basic knowledge and skills necessary for nuclear power generation and nuclear power plant personnel.
    • CTE.EEU.B.5.1: Pathway Standard:Understand and apply basic knowledge and skills necessary for nuclear power generation and nuclear power plant personnel. Performance Indicator:Use the fundamental concepts associated with electricity (e.g., electric charge, electric current).
    • CTE.EEU.B.5.2: Pathway Standard:Understand and apply basic knowledge and skills necessary for nuclear power generation and nuclear power plant personnel. Performance Indicator:Understand the components of electrical systems, including switchyard construction, transformers, relays, circuit breakers, and motors.
    • CTE.EEU.B.5.3: Pathway Standard:Understand and apply basic knowledge and skills necessary for nuclear power generation and nuclear power plant personnel. Performance Indicator:Explain the basic atomic and nuclear physics terms, unit, definitions, and basic concepts, including atomic structure, nuclear interactions and reactions, sources of residual heat/decay heat, and reactor operation.
    • CTE.EEU.B.5.4: Pathway Standard:Understand and apply basic knowledge and skills necessary for nuclear power generation and nuclear power plant personnel. Performance Indicator:Understand reactor theory and operations.
    • CTE.EEU.B.5.5: Pathway Standard:Understand and apply basic knowledge and skills necessary for nuclear power generation and nuclear power plant personnel. Performance Indicator:Explain the general design overview of the basic reactor types.
    • CTE.EEU.B.5.6: Pathway Standard:Understand and apply basic knowledge and skills necessary for nuclear power generation and nuclear power plant personnel. Performance Indicator:Demonstrate understanding of reactor startup and shutdown procedures.
    • CTE.EEU.B.5.7: Pathway Standard:Understand and apply basic knowledge and skills necessary for nuclear power generation and nuclear power plant personnel. Performance Indicator:Explain the fission process, including the construction of fission product barriers.
    • CTE.EEU.B.5.8: Pathway Standard:Understand and apply basic knowledge and skills necessary for nuclear power generation and nuclear power plant personnel. Performance Indicator:Operate, repair, and test machines, devices, and equipment based on electrical or mechanical principles in order to diagnose machine malfunctions, using basic hand and small electric tools and equipment.
    • CTE.EEU.B.5.9: Pathway Standard:Understand and apply basic knowledge and skills necessary for nuclear power generation and nuclear power plant personnel. Performance Indicator:Conduct tests and inspections of products, services, or processes to evaluate quality or performance.
    • CTE.EEU.B.6.0: Pathway Standard:Research methods of energy procurement, transmission, distribution, and storage.
    • CTE.EEU.B.6.1: Pathway Standard:Research methods of energy procurement, transmission, distribution, and storage. Performance Indicator:Describe the electric power transmission principles and processes.
    • CTE.EEU.B.6.2: Pathway Standard:Research methods of energy procurement, transmission, distribution, and storage. Performance Indicator:Explain the need for electric distribution systems and how they are designed to operate.
    • CTE.EEU.B.6.3: Pathway Standard:Research methods of energy procurement, transmission, distribution, and storage. Performance Indicator:Understand the emerging technologies in electric power transmission.
    • CTE.EEU.B.6.4: Pathway Standard:Research methods of energy procurement, transmission, distribution, and storage. Performance Indicator:Identify electric power transmission equipment and systems.
    • CTE.EEU.B.7.0: Pathway Standard:Understand the interrelationships among components of systems.
    • CTE.EEU.B.7.1: Pathway Standard:Understand the interrelationships among components of systems. Performance Indicator:Understand the components and workings of the electric transmission and distribution network.
    • CTE.EEU.B.7.2: Pathway Standard:Understand the interrelationships among components of systems. Performance Indicator:Understand the components and workings of the gas transmission and distribution network.
    • CTE.EEU.B.7.3: Pathway Standard:Understand the interrelationships among components of systems. Performance Indicator:Define and explain voltage, current, resistance, power, and energy.
    • CTE.EEU.B.7.4: Pathway Standard:Understand the interrelationships among components of systems. Performance Indicator:Measure voltage, amperage, and resistance using a volt-ohm meter (VOM) and a digital volt-ohm meter (DVM).
    • CTE.EEU.B.7.5: Pathway Standard:Understand the interrelationships among components of systems. Performance Indicator:Explain and apply Ohm's Law.
    • CTE.EEU.B.7.6: Pathway Standard:Understand the interrelationships among components of systems. Performance Indicator:Design and construct an electrical circuit with a power generation source.
  • Career Technical Education Grade 7-12 - Pathways : Engineering and Heavy Construction Pathway:
    • CTE.BCT.B.1.0: Pathway Standard:Understand soil characteristics and properties.
    • CTE.BCT.B.1.1: Pathway Standard:Understand soil characteristics and properties. Performance Indicator:Understand the importance of knowing a site's water table and its effect on site preparation.
    • CTE.BCT.B.1.2: Pathway Standard:Understand soil characteristics and properties. Performance Indicator:Understand the importance for collecting and testing soil samples.
    • CTE.BCT.B.1.3: Pathway Standard:Understand soil characteristics and properties. Performance Indicator:Read and interpret a soils report.
    • CTE.BCT.B.1.4: Pathway Standard:Understand soil characteristics and properties. Performance Indicator:Demonstrate the proper procedures to collect, prepare, and test soil samples.
    • CTE.BCT.B.1.5: Pathway Standard:Understand soil characteristics and properties. Performance Indicator:Understand the importance and impact of environmental concerns and regulations in relation to building site preparation.
    • CTE.BCT.B.1.6: Pathway Standard:Understand soil characteristics and properties. Performance Indicator:Describe various geologic structures and land forms and determine the best approach for preparing a site for construction.
    • CTE.BCT.B.1.7: Pathway Standard:Understand soil characteristics and properties. Performance Indicator:Match types of stakes to their correct usage and explain markings on grade stakes and benchmark (BM) stakes.
    • CTE.BCT.B.10.0: Pathway Standard:Recognize the variety of building phases, systems, and techniques used in engineering and heavy construction.
    • CTE.BCT.B.10.1: Pathway Standard:Recognize the variety of building phases, systems, and techniques used in engineering and heavy construction. Performance Indicator:Understand the development of building plans and schedules using processes common to engineering and heavy construction.
    • CTE.BCT.B.10.2: Pathway Standard:Recognize the variety of building phases, systems, and techniques used in engineering and heavy construction. Performance Indicator:Know the appropriate processes and materials in architectural design, project development, and engineering and heavy construction (e.g., structural, electrical, mechanical, and finish phases).
    • CTE.BCT.B.11.0: Pathway Standard:Understand the impact of financial, technical, and environmental trends on the past and future of the construction industry.
    • CTE.BCT.B.11.1: Pathway Standard:Understand the impact of financial, technical, and environmental trends on the past and future of the construction industry. Performance Indicator:Understand significant historical trends in engineering and heavy construction technology.
    • CTE.BCT.B.11.2: Pathway Standard:Understand the impact of financial, technical, and environmental trends on the past and future of the construction industry. Performance Indicator:Understand environmental regulations that influence engineering and heavy construction projects.
    • CTE.BCT.B.11.3: Pathway Standard:Understand the impact of financial, technical, and environmental trends on the past and future of the construction industry. Performance Indicator:Demonstrate understanding of California Environmental Quality Act (CEQA) and Environmental Impact Reports (EIRs) as they apply to heavy construction, including highway and bridge projects.
    • CTE.BCT.B.11.4: Pathway Standard:Understand the impact of financial, technical, and environmental trends on the past and future of the construction industry. Performance Indicator:Identify local and state building codes as appropriate to heavy construction, especially as it relates to highway and bridge projects.
    • CTE.BCT.B.2.0: Pathway Standard:Demonstrate the use of survey and mapping equipment.
    • CTE.BCT.B.2.1: Pathway Standard:Demonstrate the use of survey and mapping equipment. Performance Indicator:Apply conventional engineering and heavy construction measurement processes accurately (e.g., laser transits, laser levels, geographic information system [GIS] instruments) for surveying and plan development.
    • CTE.BCT.B.2.2: Pathway Standard:Demonstrate the use of survey and mapping equipment. Performance Indicator:Use conventional engineering and heavy construction mathematical functions to calculate on-site preparation and site development and improvement materials.
    • CTE.BCT.B.2.3: Pathway Standard:Demonstrate the use of survey and mapping equipment. Performance Indicator:Identify and apply appropriate grade calculations from site plans.
    • CTE.BCT.B.2.4: Pathway Standard:Demonstrate the use of survey and mapping equipment. Performance Indicator:Demonstrate the ability to use survey equipment.
    • CTE.BCT.B.2.5: Pathway Standard:Demonstrate the use of survey and mapping equipment. Performance Indicator:Perform a level survey.
    • CTE.BCT.B.2.6: Pathway Standard:Demonstrate the use of survey and mapping equipment. Performance Indicator:Conduct a boundary survey and maintain proper field notes.
    • CTE.BCT.B.2.7: Pathway Standard:Demonstrate the use of survey and mapping equipment. Performance Indicator:Read and analyze a topographic contour map.
    • CTE.BCT.B.2.8: Pathway Standard:Demonstrate the use of survey and mapping equipment. Performance Indicator:Generate topographic contours from field notes.
    • CTE.BCT.B.3.0: Pathway Standard:Demonstrate a basic understanding of grading and drainage.
    • CTE.BCT.B.3.1: Pathway Standard:Demonstrate a basic understanding of grading and drainage. Performance Indicator:Define selected terms associated with plan reading, grade setting, and drainage.
    • CTE.BCT.B.3.2: Pathway Standard:Demonstrate a basic understanding of grading and drainage. Performance Indicator:Distinguish soil types and land cover as related to runoff, precipitation, drainage, and seepage.
    • CTE.BCT.B.3.3: Pathway Standard:Demonstrate a basic understanding of grading and drainage. Performance Indicator:Recognize non-point-source (NPS) pollution, erosion, and erosion control methods.
    • CTE.BCT.B.3.4: Pathway Standard:Demonstrate a basic understanding of grading and drainage. Performance Indicator:List sources of NPS and their possible impact related to water quality.
    • CTE.BCT.B.3.5: Pathway Standard:Demonstrate a basic understanding of grading and drainage. Performance Indicator:Prepare site plan and grading and drainage plan.
    • CTE.BCT.B.4.0: Pathway Standard:Demonstrate understanding of water and wastewater systems.
    • CTE.BCT.B.4.1: Pathway Standard:Demonstrate understanding of water and wastewater systems. Performance Indicator:Explain and diagram the water cycle.
    • CTE.BCT.B.4.2: Pathway Standard:Demonstrate understanding of water and wastewater systems. Performance Indicator:Describe drinking-water sources, contaminants, disposal options, regulations, and basic treatment methods.
    • CTE.BCT.B.4.3: Pathway Standard:Demonstrate understanding of water and wastewater systems. Performance Indicator:Perform basic calculations for sizing pipe and pumps for the movement of water.
    • CTE.BCT.B.4.4: Pathway Standard:Demonstrate understanding of water and wastewater systems. Performance Indicator:Define gravity and forced systems.
    • CTE.BCT.B.5.0: Pathway Standard:Identify common types of heavy equipment and describe their unique features and uses.
    • CTE.BCT.B.5.1: Pathway Standard:Identify common types of heavy equipment and describe their unique features and uses. Performance Indicator:Describe the basic hitch configurations and their proper connections.
    • CTE.BCT.B.5.10: Pathway Standard:Identify common types of heavy equipment and describe their unique features and uses. Performance Indicator:Demonstrate good lifting practices and proper rigging.
    • CTE.BCT.B.5.2: Pathway Standard:Identify common types of heavy equipment and describe their unique features and uses. Performance Indicator:Describe the basic load-handling safety practices.
    • CTE.BCT.B.5.3: Pathway Standard:Identify common types of heavy equipment and describe their unique features and uses. Performance Indicator:Demonstrate proper use of American National Standards Institute (ANSI) hand signals.
    • CTE.BCT.B.5.4: Pathway Standard:Identify common types of heavy equipment and describe their unique features and uses. Performance Indicator:Describe basic safety precautions taken into consideration while operating heavy equipment.
    • CTE.BCT.B.5.5: Pathway Standard:Identify common types of heavy equipment and describe their unique features and uses. Performance Indicator:Identify the common operating controls found on various pieces of heavy equipment.
    • CTE.BCT.B.5.6: Pathway Standard:Identify common types of heavy equipment and describe their unique features and uses. Performance Indicator:Identify and describe the use of slings and common rigging hardware.
    • CTE.BCT.B.5.7: Pathway Standard:Identify common types of heavy equipment and describe their unique features and uses. Performance Indicator:Perform basic prestart inspection, startup, operational movement, and shutdown for heavy equipment under the guidance of an instructor.
    • CTE.BCT.B.5.8: Pathway Standard:Identify common types of heavy equipment and describe their unique features and uses. Performance Indicator:Identify and explain the different types of construction cranes.
    • CTE.BCT.B.5.9: Pathway Standard:Identify common types of heavy equipment and describe their unique features and uses. Performance Indicator:Describe crane operations and safety.
    • CTE.BCT.B.6.0: Pathway Standard:Demonstrate the operation of heavy equipment.
    • CTE.BCT.B.6.1: Pathway Standard:Demonstrate the operation of heavy equipment. Performance Indicator:Operate a tractor mower.
    • CTE.BCT.B.6.2: Pathway Standard:Demonstrate the operation of heavy equipment. Performance Indicator:Operate a forklift.
    • CTE.BCT.B.6.3: Pathway Standard:Demonstrate the operation of heavy equipment. Performance Indicator:Operate a tractor with a box blade.
    • CTE.BCT.B.6.4: Pathway Standard:Demonstrate the operation of heavy equipment. Performance Indicator:Operate a backhoe.
    • CTE.BCT.B.6.5: Pathway Standard:Demonstrate the operation of heavy equipment. Performance Indicator:Operate a grader.
    • CTE.BCT.B.6.6: Pathway Standard:Demonstrate the operation of heavy equipment. Performance Indicator:Operate a dump truck.
    • CTE.BCT.B.7.0: Pathway Standard:Demonstrate basic concrete maintenance and repair methods.
    • CTE.BCT.B.7.1: Pathway Standard:Demonstrate basic concrete maintenance and repair methods. Performance Indicator:Identify and use appropriate concrete tools.
    • CTE.BCT.B.7.2: Pathway Standard:Demonstrate basic concrete maintenance and repair methods. Performance Indicator:Construct forms for pouring concrete.
    • CTE.BCT.B.7.3: Pathway Standard:Demonstrate basic concrete maintenance and repair methods. Performance Indicator:Understand the use and need for reinforcing concrete.
    • CTE.BCT.B.7.4: Pathway Standard:Demonstrate basic concrete maintenance and repair methods. Performance Indicator:Mix concrete.
    • CTE.BCT.B.7.5: Pathway Standard:Demonstrate basic concrete maintenance and repair methods. Performance Indicator:Place concrete.
    • CTE.BCT.B.7.6: Pathway Standard:Demonstrate basic concrete maintenance and repair methods. Performance Indicator:Finish concrete.
    • CTE.BCT.B.8.0: Pathway Standard:Understand project management procedures and processes as they occur in an engineering and heavy construction project.
    • CTE.BCT.B.8.1: Pathway Standard:Understand project management procedures and processes as they occur in an engineering and heavy construction project. Performance Indicator:Understand the roles in heavy construction of design engineers, estimators, superintendents, project managers, foremen, operators/drivers, administrators, and inspectors.
    • CTE.BCT.B.8.2: Pathway Standard:Understand project management procedures and processes as they occur in an engineering and heavy construction project. Performance Indicator:Demonstrate understanding of contract administration (e.g., invoicing vendors, subcontractors), including the draw and voucher accounting/record system used in construction project management.
    • CTE.BCT.B.8.3: Pathway Standard:Understand project management procedures and processes as they occur in an engineering and heavy construction project. Performance Indicator:Estimate the cost of supplies and materials for an engineering and heavy construction project.
    • CTE.BCT.B.8.4: Pathway Standard:Understand project management procedures and processes as they occur in an engineering and heavy construction project. Performance Indicator:Plan all construction phases, including subcontractor schedules, clearing, rough grading, wet and dry utilities, fine grading, concrete, asphalt, inspections, and job closeout.
    • CTE.BCT.B.8.5: Pathway Standard:Understand project management procedures and processes as they occur in an engineering and heavy construction project. Performance Indicator:Understand the layout of utilities in regards to underground electrical, sewer, water, phone, cable, etc.
    • CTE.BCT.B.8.6: Pathway Standard:Understand project management procedures and processes as they occur in an engineering and heavy construction project. Performance Indicator:Demonstrate understanding of storm drainage, retention ponds, wastewater treatment, etc.
    • CTE.BCT.B.8.7: Pathway Standard:Understand project management procedures and processes as they occur in an engineering and heavy construction project. Performance Indicator:Understand the importance of hydroelectric, solar, wind, and alternative energy resources in the development of California infrastructure.
    • CTE.BCT.B.8.8: Pathway Standard:Understand project management procedures and processes as they occur in an engineering and heavy construction project. Performance Indicator:Construct projects accurately from commercial specifications and technical drawings ensuring compliance with state and local building codes.
    • CTE.BCT.B.8.9: Pathway Standard:Understand project management procedures and processes as they occur in an engineering and heavy construction project. Performance Indicator:Solve common construction problems (e.g., grading, drainage) by using commercial construction codes, building standards, and appropriate mathematical calculations.
    • CTE.BCT.B.9.0: Pathway Standard:Describe the value and necessity of practicing occupational safety in the engineering and heavy construction laboratory or shop.
    • CTE.BCT.B.9.1: Pathway Standard:Describe the value and necessity of practicing occupational safety in the engineering and heavy construction laboratory or shop. Performance Indicator:Know the rules and responsibilities of the various governmental safety agencies and their impact on engineering and heavy construction.
    • CTE.BCT.B.9.2: Pathway Standard:Describe the value and necessity of practicing occupational safety in the engineering and heavy construction laboratory or shop. Performance Indicator:Understand the importance of safety and safe work practices (e.g., fire safety, protective clothing) in the welding phases of engineering and heavy construction and the safe operation of heavy equipment (e.g., earth movers, graders, bulldozers).
    • CTE.BCT.B.9.3: Pathway Standard:Describe the value and necessity of practicing occupational safety in the engineering and heavy construction laboratory or shop. Performance Indicator:Demonstrate the safe use of scaffolding and ladders.
    • CTE.BCT.B.9.4: Pathway Standard:Describe the value and necessity of practicing occupational safety in the engineering and heavy construction laboratory or shop. Performance Indicator:Demonstrate the importance of work site safety as it pertains to hazardous waste disposal and procedures for containment of toxic and hazardous materials.
  • Career Technical Education Grade 7-12 - Pathways : Engineering Design Pathway:
    • CTE.EA.C.1.0: Pathway Standard:Understand historical and current events related to engineering design and their effects on society.
    • CTE.EA.C.1.1: Pathway Standard:Understand historical and current events related to engineering design and their effects on society. Performance Indicator:Know historical and current events that have relevance to engineering design.
    • CTE.EA.C.1.2: Pathway Standard:Understand historical and current events related to engineering design and their effects on society. Performance Indicator:Interpret the development of graphic language in relation to engineering design.
    • CTE.EA.C.10.0: Pathway Standard:Understand the methods of applying text to a drawing.
    • CTE.EA.C.10.1: Pathway Standard:Understand the methods of applying text to a drawing. Performance Indicator:Describe the processes of lettering and/or text editing.
    • CTE.EA.C.10.2: Pathway Standard:Understand the methods of applying text to a drawing. Performance Indicator:Implement standard methods of title block creation and use.
    • CTE.EA.C.10.3: Pathway Standard:Understand the methods of applying text to a drawing. Performance Indicator:Develop drawings using notes and specifications.
    • CTE.EA.C.10.4: Pathway Standard:Understand the methods of applying text to a drawing. Performance Indicator:Plan, prepare, and interpret drawings and models through traditional drafting or computer-aided design (CAD) techniques.
    • CTE.EA.C.11.0: Pathway Standard:Understand the methods of creating both written and digital portfolios.
    • CTE.EA.C.11.1: Pathway Standard:Understand the methods of creating both written and digital portfolios. Performance Indicator:Develop a binder or digital portfolio representative of completed work for presentation.
    • CTE.EA.C.11.2: Pathway Standard:Understand the methods of creating both written and digital portfolios. Performance Indicator:Give an effective oral presentation of a portfolio.
    • CTE.EA.C.2.0: Pathway Standard:Understand the effective use of engineering design equipment.
    • CTE.EA.C.2.1: Pathway Standard:Understand the effective use of engineering design equipment. Performance Indicator:Employ engineering design equipment using the appropriate methods and techniques.
    • CTE.EA.C.2.2: Pathway Standard:Understand the effective use of engineering design equipment. Performance Indicator:Apply conventional engineering design equipment procedures accurately, appropriately, and safely.
    • CTE.EA.C.2.3: Pathway Standard:Understand the effective use of engineering design equipment. Performance Indicator:Apply the concepts of engineering design to the tools, equipment, projects, and procedures of the Engineering Design Pathway.
    • CTE.EA.C.3.0: Pathway Standard:Understand the sketching process used in concept development.
    • CTE.EA.C.3.1: Pathway Standard:Understand the sketching process used in concept development. Performance Indicator:Apply sketching techniques to a variety of architectural models.
    • CTE.EA.C.3.2: Pathway Standard:Understand the sketching process used in concept development. Performance Indicator:Produce proportional two- and three-dimensional sketches and designs.
    • CTE.EA.C.3.3: Pathway Standard:Understand the sketching process used in concept development. Performance Indicator:Present conceptual ideas, analysis, and design concepts using freehand, graphic, communication techniques.
    • CTE.EA.C.4.0: Pathway Standard:Understand measurement systems as they apply to engineering design.
    • CTE.EA.C.4.1: Pathway Standard:Understand measurement systems as they apply to engineering design. Performance Indicator:Know how the various measurement systems are used in engineering drawings.
    • CTE.EA.C.4.2: Pathway Standard:Understand measurement systems as they apply to engineering design. Performance Indicator:Understand the degree of accuracy necessary for engineering design.
    • CTE.EA.C.5.0: Pathway Standard:Use proper projection techniques to develop orthographic drawings.
    • CTE.EA.C.5.1: Pathway Standard:Use proper projection techniques to develop orthographic drawings. Performance Indicator:Understand the concepts and procedures necessary for producing drawings.
    • CTE.EA.C.5.2: Pathway Standard:Use proper projection techniques to develop orthographic drawings. Performance Indicator:Develop multiview drawings using the orthographic projection process.
    • CTE.EA.C.5.3: Pathway Standard:Use proper projection techniques to develop orthographic drawings. Performance Indicator:Understand the various techniques for viewing objects.
    • CTE.EA.C.5.4: Pathway Standard:Use proper projection techniques to develop orthographic drawings. Performance Indicator:Use the concepts of geometric construction in the development of design drawings.
    • CTE.EA.C.5.5: Pathway Standard:Use proper projection techniques to develop orthographic drawings. Performance Indicator:Apply pictorial drawings derived from orthographic multiview drawings and sketches.
    • CTE.EA.C.6.0: Pathway Standard:Understand the applications and functions of sectional views.
    • CTE.EA.C.6.1: Pathway Standard:Understand the applications and functions of sectional views. Performance Indicator:Understand the function of sectional views.
    • CTE.EA.C.6.2: Pathway Standard:Understand the applications and functions of sectional views. Performance Indicator:Clarify hidden features of an object using a sectional view and appropriate cutting planes.
    • CTE.EA.C.7.0: Pathway Standard:Understand the applications and functions of auxiliary views.
    • CTE.EA.C.7.1: Pathway Standard:Understand the applications and functions of auxiliary views. Performance Indicator:Understand the function of auxiliary views.
    • CTE.EA.C.7.2: Pathway Standard:Understand the applications and functions of auxiliary views. Performance Indicator:Use auxiliary views to clarify the true shape and size of an object.
    • CTE.EA.C.8.0: Pathway Standard:Understand and apply proper dimensioning standards to drawings.
    • CTE.EA.C.8.1: Pathway Standard:Understand and apply proper dimensioning standards to drawings. Performance Indicator:Know a variety of drafting applications and understand the proper dimensioning standards for each.
    • CTE.EA.C.8.2: Pathway Standard:Understand and apply proper dimensioning standards to drawings. Performance Indicator:Apply dimension to various objects and features.
    • CTE.EA.C.9.0: Pathway Standard:Understand the tolerance relationships between mating parts.
    • CTE.EA.C.9.1: Pathway Standard:Understand the tolerance relationships between mating parts. Performance Indicator:Understand what constitutes mating parts in engineering design.
    • CTE.EA.C.9.2: Pathway Standard:Understand the tolerance relationships between mating parts. Performance Indicator:Interpret geometric tolerancing symbols in a drawing.
    • CTE.EA.C.9.3: Pathway Standard:Understand the tolerance relationships between mating parts. Performance Indicator:Use tolerancing in an engineering drawing.
  • Career Technical Education Grade 7-12 - Pathways : Engineering Technology Pathway:
    • CTE.EA.B.1.0: Pathway Standard:Communicate and interpret information clearly in industry-standard visual and written formats.
    • CTE.EA.B.1.1: Pathway Standard:Communicate and interpret information clearly in industry-standard visual and written formats. Performance Indicator:Explain the classification and use of various components, symbols, abbreviations, and media common to technical drawings.
    • CTE.EA.B.1.2: Pathway Standard:Communicate and interpret information clearly in industry-standard visual and written formats. Performance Indicator:Describe the current industry standards for illustration and layout.
    • CTE.EA.B.1.3: Pathway Standard:Communicate and interpret information clearly in industry-standard visual and written formats. Performance Indicator:Draw flat layouts of a variety of objects by using the correct drafting tools, techniques, and media.
    • CTE.EA.B.1.4: Pathway Standard:Communicate and interpret information clearly in industry-standard visual and written formats. Performance Indicator:Organize and complete an assembly drawing using information collected from detailed drawings.
    • CTE.EA.B.1.5: Pathway Standard:Communicate and interpret information clearly in industry-standard visual and written formats. Performance Indicator:Create reports and data sheets for writing specifications.
    • CTE.EA.B.10.0: Pathway Standard:Design and construct a culminating project effectively using engineering technology.
    • CTE.EA.B.10.1: Pathway Standard:Design and construct a culminating project effectively using engineering technology. Performance Indicator:Use methods and techniques for employing all engineering technology equipment appropriately.
    • CTE.EA.B.10.2: Pathway Standard:Design and construct a culminating project effectively using engineering technology. Performance Indicator:Apply conventional engineering technology processes and procedures accurately, appropriately, and safely.
    • CTE.EA.B.10.3: Pathway Standard:Design and construct a culminating project effectively using engineering technology. Performance Indicator:Apply the concepts of engineering technology to the tools, equipment, projects, and procedures of the Engineering Technology Pathway.
    • CTE.EA.B.11.0: Pathway Standard:Understand the methods of creating both written and digital portfolios.
    • CTE.EA.B.11.1: Pathway Standard:Understand the methods of creating both written and digital portfolios. Performance Indicator:Develop a binder or digital portfolio representative of student work for presentation.
    • CTE.EA.B.11.2: Pathway Standard:Understand the methods of creating both written and digital portfolios. Performance Indicator:Give an effective oral presentation of a portfolio.
    • CTE.EA.B.2.0: Pathway Standard:Demonstrate the sketching process used in concept development.
    • CTE.EA.B.2.1: Pathway Standard:Demonstrate the sketching process used in concept development. Performance Indicator:Understand the process of producing proportional two- and three-dimensional sketches and designs.
    • CTE.EA.B.2.2: Pathway Standard:Demonstrate the sketching process used in concept development. Performance Indicator:Apply sketching techniques to a variety of architectural and engineering models.
    • CTE.EA.B.2.3: Pathway Standard:Demonstrate the sketching process used in concept development. Performance Indicator:Present conceptual ideas, analysis, and design concepts using freehand graphic communication techniques.
    • CTE.EA.B.3.0: Pathway Standard:Identify the fundamentals of the theory, measurement, control, and applications of electrical energy, including alternating and direct currents.
    • CTE.EA.B.3.1: Pathway Standard:Identify the fundamentals of the theory, measurement, control, and applications of electrical energy, including alternating and direct currents. Performance Indicator:Understand the characteristics of alternating current (AC) and how it is generated; the characteristics of the sine wave; and of AC, tuned, and resonant circuits; and the nature of the frequency spectrum.
    • CTE.EA.B.3.2: Pathway Standard:Identify the fundamentals of the theory, measurement, control, and applications of electrical energy, including alternating and direct currents. Performance Indicator:Analyze relationships between voltage, current, resistance, and power related to direct current (DC) circuits.
    • CTE.EA.B.3.3: Pathway Standard:Identify the fundamentals of the theory, measurement, control, and applications of electrical energy, including alternating and direct currents. Performance Indicator:Calculate, construct, measure, and interpret both AC and DC circuits.
    • CTE.EA.B.3.4: Pathway Standard:Identify the fundamentals of the theory, measurement, control, and applications of electrical energy, including alternating and direct currents. Performance Indicator:Understand how electrical control and protection devices are used in electrical systems.
    • CTE.EA.B.3.5: Pathway Standard:Identify the fundamentals of the theory, measurement, control, and applications of electrical energy, including alternating and direct currents. Performance Indicator:Calculate loads, currents, and circuit-operating parameters.
    • CTE.EA.B.3.6: Pathway Standard:Identify the fundamentals of the theory, measurement, control, and applications of electrical energy, including alternating and direct currents. Performance Indicator:Classify and use various electrical components, symbols, abbreviations, media, and standards of electrical drawings.
    • CTE.EA.B.3.7: Pathway Standard:Identify the fundamentals of the theory, measurement, control, and applications of electrical energy, including alternating and direct currents. Performance Indicator:Analyze, repair, or measure electrical and electronic systems, circuits, or components using appropriate electronic instruments.
    • CTE.EA.B.3.8: Pathway Standard:Identify the fundamentals of the theory, measurement, control, and applications of electrical energy, including alternating and direct currents. Performance Indicator:Predict the effects of circuit conditions on the basis of measurements and calculations of voltage, current, resistance, and power.
    • CTE.EA.B.4.0: Pathway Standard:Understand the concepts of physics that are fundamental to engineering technology.
    • CTE.EA.B.4.1: Pathway Standard:Understand the concepts of physics that are fundamental to engineering technology. Performance Indicator:Describe Newton's laws and how they affect and define the movement of objects.
    • CTE.EA.B.4.2: Pathway Standard:Understand the concepts of physics that are fundamental to engineering technology. Performance Indicator:Explain how the laws of conservation of energy and momentum provide a way to predict and describe the movement of objects.
    • CTE.EA.B.4.3: Pathway Standard:Understand the concepts of physics that are fundamental to engineering technology. Performance Indicator:Compare the effects and applications of heat transfer and thermal dynamic processes.
    • CTE.EA.B.4.4: Pathway Standard:Understand the concepts of physics that are fundamental to engineering technology. Performance Indicator:Explore the fundamentals and properties of waveforms and how waveforms may be used to carry energy.
    • CTE.EA.B.4.5: Pathway Standard:Understand the concepts of physics that are fundamental to engineering technology. Performance Indicator:Analyze how electric and magnetic phenomena are related and know common practical applications.
    • CTE.EA.B.5.0: Pathway Standard:Understand how the principles of force, work, rate, power, energy, and resistance relate to mechanical, electrical, fluid, and thermal engineering systems.
    • CTE.EA.B.5.1: Pathway Standard:Understand how the principles of force, work, rate, power, energy, and resistance relate to mechanical, electrical, fluid, and thermal engineering systems. Performance Indicator:Differentiate between scalars and vectors.
    • CTE.EA.B.5.2: Pathway Standard:Understand how the principles of force, work, rate, power, energy, and resistance relate to mechanical, electrical, fluid, and thermal engineering systems. Performance Indicator:Solve problems by using the concept of vectoring to predict resultants.
    • CTE.EA.B.5.3: Pathway Standard:Understand how the principles of force, work, rate, power, energy, and resistance relate to mechanical, electrical, fluid, and thermal engineering systems. Performance Indicator:Compare and explore the six simple machines and their applications.
    • CTE.EA.B.5.4: Pathway Standard:Understand how the principles of force, work, rate, power, energy, and resistance relate to mechanical, electrical, fluid, and thermal engineering systems. Performance Indicator:Evaluate how energy is transferred and predict the effects of resistance in mechanical, electrical, fluid, and thermal systems.
    • CTE.EA.B.5.5: Pathway Standard:Understand how the principles of force, work, rate, power, energy, and resistance relate to mechanical, electrical, fluid, and thermal engineering systems. Performance Indicator:Formulate and solve problems by using the appropriate units applied in mechanical, electrical, fluid, and thermal engineering systems.
    • CTE.EA.B.6.0: Pathway Standard:Employ the design process to solve analysis and design problems.
    • CTE.EA.B.6.1: Pathway Standard:Employ the design process to solve analysis and design problems. Performance Indicator:Understand the steps in the design process.
    • CTE.EA.B.6.2: Pathway Standard:Employ the design process to solve analysis and design problems. Performance Indicator:Determine what information and principles are relevant to a problem and its analysis.
    • CTE.EA.B.6.3: Pathway Standard:Employ the design process to solve analysis and design problems. Performance Indicator:Choose between alternate solutions in solving a problem and be able to justify the choices made in determining a solution.
    • CTE.EA.B.6.4: Pathway Standard:Employ the design process to solve analysis and design problems. Performance Indicator:Translate word problems into mathematical statements when appropriate.
    • CTE.EA.B.6.5: Pathway Standard:Employ the design process to solve analysis and design problems. Performance Indicator:Demonstrate the process of developing multiple details, within design constraints, into a single solution.
    • CTE.EA.B.6.6: Pathway Standard:Employ the design process to solve analysis and design problems. Performance Indicator:Construct a prototype from plans and test it.
    • CTE.EA.B.6.7: Pathway Standard:Employ the design process to solve analysis and design problems. Performance Indicator:Evaluate and redesign a prototype on the basis of collected test data.
    • CTE.EA.B.7.0: Pathway Standard:Understand industrial engineering processes, including the use of tools and equipment, methods of measurement, and quality assurance.
    • CTE.EA.B.7.1: Pathway Standard:Understand industrial engineering processes, including the use of tools and equipment, methods of measurement, and quality assurance. Performance Indicator:Know the structure and processes of a quality assurance cycle.
    • CTE.EA.B.7.2: Pathway Standard:Understand industrial engineering processes, including the use of tools and equipment, methods of measurement, and quality assurance. Performance Indicator:Describe the major manufacturing processes.
    • CTE.EA.B.7.3: Pathway Standard:Understand industrial engineering processes, including the use of tools and equipment, methods of measurement, and quality assurance. Performance Indicator:Use tools, fasteners, and joining systems employed in selected engineering processes.
    • CTE.EA.B.7.4: Pathway Standard:Understand industrial engineering processes, including the use of tools and equipment, methods of measurement, and quality assurance. Performance Indicator:Estimate and measure the size of objects in both Standard International and United States units.
    • CTE.EA.B.7.5: Pathway Standard:Understand industrial engineering processes, including the use of tools and equipment, methods of measurement, and quality assurance. Performance Indicator:Apply appropriate geometric dimensioning and tolerancing (GD&T) practices.
    • CTE.EA.B.7.6: Pathway Standard:Understand industrial engineering processes, including the use of tools and equipment, methods of measurement, and quality assurance. Performance Indicator:Calibrate precision measurement tools and instruments to measure objects.
    • CTE.EA.B.8.0: Pathway Standard:Understand fundamental control system design and develop systems that complete preprogrammed tasks.
    • CTE.EA.B.8.1: Pathway Standard:Understand fundamental control system design and develop systems that complete preprogrammed tasks. Performance Indicator:Identify the elements and processes necessary to develop a controlled system that performs a task.
    • CTE.EA.B.8.2: Pathway Standard:Understand fundamental control system design and develop systems that complete preprogrammed tasks. Performance Indicator:Demonstrate the use of sensors for data collection and process correction in controlled systems.
    • CTE.EA.B.8.3: Pathway Standard:Understand fundamental control system design and develop systems that complete preprogrammed tasks. Performance Indicator:Perform tests, collect data, analyze relationships, and display data in a simulated or modeled system using appropriate tools and technology.
    • CTE.EA.B.8.4: Pathway Standard:Understand fundamental control system design and develop systems that complete preprogrammed tasks. Performance Indicator:Program a computing device to control systems or process.
    • CTE.EA.B.8.5: Pathway Standard:Understand fundamental control system design and develop systems that complete preprogrammed tasks. Performance Indicator:Use motors, solenoids, and similar devices as output mechanisms in controlled systems.
    • CTE.EA.B.8.6: Pathway Standard:Understand fundamental control system design and develop systems that complete preprogrammed tasks. Performance Indicator:Assemble input, processing, and output devices to create controlled systems capable of accurately completing a preprogrammed task.
    • CTE.EA.B.9.0: Pathway Standard:Understand the fundamentals of systems and market influences on products as they are developed and released to production.
    • CTE.EA.B.9.1: Pathway Standard:Understand the fundamentals of systems and market influences on products as they are developed and released to production. Performance Indicator:Understand the process of product development.
    • CTE.EA.B.9.2: Pathway Standard:Understand the fundamentals of systems and market influences on products as they are developed and released to production. Performance Indicator:Understand decision matrices and the use of graphic tools in illustrating the development of a product and the processes involved.
  • Career Technical Education Grade 7-12 - Pathways : Entrepreneurship/Self-Employment Pathway:
    • CTE.MSS.C.1.0: Pathway Standard:Define the role the entrepreneur plays in the free-enterprise system.
    • CTE.MSS.C.1.1: Pathway Standard:Define the role the entrepreneur plays in the free-enterprise system. Performance Indicator:Understand the role and importance of entrepreneurship and small business in the economy.
    • CTE.MSS.C.1.2: Pathway Standard:Define the role the entrepreneur plays in the free-enterprise system. Performance Indicator:Understand the part government plays in the free-enterprise system and its impact on small businesses.
    • CTE.MSS.C.1.3: Pathway Standard:Define the role the entrepreneur plays in the free-enterprise system. Performance Indicator:Know how scarcity and allocation affect small businesses.
    • CTE.MSS.C.1.4: Pathway Standard:Define the role the entrepreneur plays in the free-enterprise system. Performance Indicator:Demonstrate the relationship between supply and demand and pricing and production.
    • CTE.MSS.C.1.5: Pathway Standard:Define the role the entrepreneur plays in the free-enterprise system. Performance Indicator:Evaluate the importance of economic measurements and the factors used to calculate it.
    • CTE.MSS.C.1.6: Pathway Standard:Define the role the entrepreneur plays in the free-enterprise system. Performance Indicator:Explore the impact of cultural and social environments on global trade.
    • CTE.MSS.C.10.0: Pathway Standard:Identify and evaluate technology used by entrepreneurs.
    • CTE.MSS.C.10.1: Pathway Standard:Identify and evaluate technology used by entrepreneurs. Performance Indicator:Examine the effect of technology in a small business for a multichannel approach.
    • CTE.MSS.C.10.2: Pathway Standard:Identify and evaluate technology used by entrepreneurs. Performance Indicator:Explore technology related to global commerce's cultural differences, foreign currencies, and logistics.
    • CTE.MSS.C.11.0: Pathway Standard:Understand the role of human resources in a successful small business.
    • CTE.MSS.C.11.1: Pathway Standard:Understand the role of human resources in a successful small business. Performance Indicator:Identify the role of human resources in selection, training, and evaluation of employees.
    • CTE.MSS.C.11.2: Pathway Standard:Understand the role of human resources in a successful small business. Performance Indicator:Identify government regulations (federal, state, and local) that affect small business.
    • CTE.MSS.C.11.3: Pathway Standard:Understand the role of human resources in a successful small business. Performance Indicator:Recognize various types of taxes that affect a small business.
    • CTE.MSS.C.11.4: Pathway Standard:Understand the role of human resources in a successful small business. Performance Indicator:Understand policies and laws regarding harassment, nondiscrimination, and safety.
    • CTE.MSS.C.11.5: Pathway Standard:Understand the role of human resources in a successful small business. Performance Indicator:Develop job descriptions.
    • CTE.MSS.C.11.6: Pathway Standard:Understand the role of human resources in a successful small business. Performance Indicator:Plan compensation and benefit options.
    • CTE.MSS.C.2.0: Pathway Standard:Analyze the development of successful personal entrepreneurial traits.
    • CTE.MSS.C.2.1: Pathway Standard:Analyze the development of successful personal entrepreneurial traits. Performance Indicator:Define and identify the following entrepreneurial characteristics: adaptability, competitiveness, confidence, discipline, perseverance, vision and risk taking.
    • CTE.MSS.C.2.2: Pathway Standard:Analyze the development of successful personal entrepreneurial traits. Performance Indicator:Analyze strengths and weaknesses of self in terms of entrepreneurial success.
    • CTE.MSS.C.2.3: Pathway Standard:Analyze the development of successful personal entrepreneurial traits. Performance Indicator:Deconstruct the reasons for success of key entrepreneurs.
    • CTE.MSS.C.2.4: Pathway Standard:Analyze the development of successful personal entrepreneurial traits. Performance Indicator:Explore the rationale of why, historically, the United States and California have been leaders in innovation and small-business ventures.
    • CTE.MSS.C.3,4: Pathway Standard:Analyze the development of successful personal entrepreneurial traits. Performance Indicator:Examine current trends that provide both domestic and global opportunities for entrepreneurs.
    • CTE.MSS.C.3.0: Pathway Standard:Understand the basic aspects of entrepreneurship
    • CTE.MSS.C.3.1: Pathway Standard:Understand the basic aspects of entrepreneurship. Performance Indicator:Know the risk management principles associated with small-business ownership.
    • CTE.MSS.C.3.2: Pathway Standard:Understand the basic aspects of entrepreneurship. Performance Indicator:Compare the different types of business ownership and the advantages and disadvantages of owning and managing a small business.
    • CTE.MSS.C.3.3: Pathway Standard:Understand the basic aspects of entrepreneurship. Performance Indicator:Understand differentiation and creating a unique product/service.
    • CTE.MSS.C.3.5: Pathway Standard:Understand the basic aspects of entrepreneurship. Performance Indicator:Identify and analyze ethical and social responsibilities of a successful small business.
    • CTE.MSS.C.3.6: Pathway Standard:Understand the basic aspects of entrepreneurship. Performance Indicator:Analyze a proposed business situation and its potential market.
    • CTE.MSS.C.3.7: Pathway Standard:Understand the basic aspects of entrepreneurship. Performance Indicator:Compare and contrast starting a new business versus buying an existing business.
    • CTE.MSS.C.4.0: Pathway Standard:Develop creative and innovative thinking skills that apply to entrepreneurship and the products/services created.
    • CTE.MSS.C.4.1: Pathway Standard:Develop creative and innovative thinking skills that apply to entrepreneurship and the products/services created. Performance Indicator:Define terms to develop the creative process such as originality, flexibility, brain storming, modification, associative and metaphorical thinking.
    • CTE.MSS.C.4.2: Pathway Standard:Develop creative and innovative thinking skills that apply to entrepreneurship and the products/services created. Performance Indicator:Develop creative thinking in order to stimulate curiosity and promote divergence.
    • CTE.MSS.C.4.3: Pathway Standard:Develop creative and innovative thinking skills that apply to entrepreneurship and the products/services created. Performance Indicator:Defend why failure is an opportunity to learn and to understand that creativity and innovation are a long-term and cyclical process of successes and mistakes.
    • CTE.MSS.C.4.4: Pathway Standard:Develop creative and innovative thinking skills that apply to entrepreneurship and the products/services created. Performance Indicator:Explore recognized creative-minded individuals and their products and services.
    • CTE.MSS.C.4.5: Pathway Standard:Develop creative and innovative thinking skills that apply to entrepreneurship and the products/services created. Performance Indicator:Defend why competitiveness depends on innovation.
    • CTE.MSS.C.4.6: Pathway Standard:Develop creative and innovative thinking skills that apply to entrepreneurship and the products/services created. Performance Indicator:Create and design potential innovative twenty-first-century products and services.
    • CTE.MSS.C.5.0: Pathway Standard:Evaluate leadership styles and management functions for the small business.
    • CTE.MSS.C.5.1: Pathway Standard:Evaluate leadership styles and management functions for the small business. Performance Indicator:Describe how cultural/ethnic/generational differences affect interpersonal interactions/communications within a business structure.
    • CTE.MSS.C.5.2: Pathway Standard:Evaluate leadership styles and management functions for the small business. Performance Indicator:Define the four management functions: planning, organizing, staffing, and controlling.
    • CTE.MSS.C.5.3: Pathway Standard:Evaluate leadership styles and management functions for the small business. Performance Indicator:Compare and contrast leadership styles and characteristics.
    • CTE.MSS.C.5.4: Pathway Standard:Evaluate leadership styles and management functions for the small business. Performance Indicator:Distinguish the roles of support staff, supervisors, and managers in achieving financial goals.
    • CTE.MSS.C.6.0: Pathway Standard:Demonstrate an understanding of the elements and purpose of business and strategic planning in entrepreneurship.
    • CTE.MSS.C.6.1: Pathway Standard:Demonstrate an understanding of the elements and purpose of business and strategic planning in entrepreneurship. Performance Indicator:Identify and explain the components of a business plan.
    • CTE.MSS.C.6.2: Pathway Standard:Demonstrate an understanding of the elements and purpose of business and strategic planning in entrepreneurship. Performance Indicator:Define terms necessary for creating a business plan such as return on investment, target markets, and demographics.
    • CTE.MSS.C.6.3: Pathway Standard:Demonstrate an understanding of the elements and purpose of business and strategic planning in entrepreneurship. Performance Indicator:Conduct market research by using a variety of methods.
    • CTE.MSS.C.6.4: Pathway Standard:Demonstrate an understanding of the elements and purpose of business and strategic planning in entrepreneurship. Performance Indicator:Compare and contrast sample business plans, identifying strengths and weaknesses.
    • CTE.MSS.C.6.5: Pathway Standard:Demonstrate an understanding of the elements and purpose of business and strategic planning in entrepreneurship. Performance Indicator:Synthesize all elements into an original business plan.
    • CTE.MSS.C.7.0: Pathway Standard:Identify strategies for business startup and growth.
    • CTE.MSS.C.7.1: Pathway Standard:Identify strategies for business startup and growth. Performance Indicator:Identify mission and purpose.
    • CTE.MSS.C.7.2: Pathway Standard:Identify strategies for business startup and growth. Performance Indicator:Identify factors for business expansion.
    • CTE.MSS.C.7.3: Pathway Standard:Identify strategies for business startup and growth. Performance Indicator:Develop core values.
    • CTE.MSS.C.7.4: Pathway Standard:Identify strategies for business startup and growth. Performance Indicator:Develop a vision statement.
    • CTE.MSS.C.7.5: Pathway Standard:Identify strategies for business startup and growth. Performance Indicator:Evaluate advantages and disadvantages of business locations.
    • CTE.MSS.C.7.6: Pathway Standard:Identify strategies for business startup and growth. Performance Indicator:Assess barriers to startup.
    • CTE.MSS.C.7.7: Pathway Standard:Identify strategies for business startup and growth. Performance Indicator:Create an exit strategy.
    • CTE.MSS.C.8.0: Pathway Standard:Understand financial planning, reports, and projections.
    • CTE.MSS.C.8.1: Pathway Standard:Understand financial planning, reports, and projections. Performance Indicator:Identify startup costs.
    • CTE.MSS.C.8.2: Pathway Standard:Understand financial planning, reports, and projections. Performance Indicator:Understand the relationship between supply and demand and pricing and production.
    • CTE.MSS.C.8.3: Pathway Standard:Understand financial planning, reports, and projections. Performance Indicator:Research sources of capital.
    • CTE.MSS.C.8.4: Pathway Standard:Understand financial planning, reports, and projections. Performance Indicator:Formulate pricing strategies for goods and services for a small business.
    • CTE.MSS.C.8.5: Pathway Standard:Understand financial planning, reports, and projections. Performance Indicator:Project annual and monthly business income and expenses.
    • CTE.MSS.C.8.6: Pathway Standard:Understand financial planning, reports, and projections. Performance Indicator:Calculate financial projection sales, income, expenses, and taxes.
    • CTE.MSS.C.8.7: Pathway Standard:Understand financial planning, reports, and projections. Performance Indicator:Construct a financial plan.
    • CTE.MSS.C.9.0: Pathway Standard:Understand effective marketing of a small business.
    • CTE.MSS.C.9.1: Pathway Standard:Understand effective marketing of a small business. Performance Indicator:Identify target markets, competition, and customer profiles.
    • CTE.MSS.C.9.2: Pathway Standard:Understand effective marketing of a small business. Performance Indicator:Know the components of a promotional plan (e.g., advertising, public relations, sales promotion) and how the plan is used to achieve a stated outcome.
    • CTE.MSS.C.9.3: Pathway Standard:Understand effective marketing of a small business. Performance Indicator:Identify the selling techniques used to aid customers and clients in making buying decisions.
    • CTE.MSS.C.9.4: Pathway Standard:Understand effective marketing of a small business. Performance Indicator:Understand how products and services are conceived, developed, maintained, and improved.
    • CTE.MSS.C.9.5: Pathway Standard:Understand effective marketing of a small business. Performance Indicator:Use market research to develop strategies for marketing products or services in a small business.
    • CTE.MSS.C.9.6: Pathway Standard:Understand effective marketing of a small business. Performance Indicator:Create an effective marketing plan including current social media, viral marketing, and other technologies.
  • Career Technical Education Grade 7-12 - Pathways : Environmental Engineering Pathway:
    • CTE.EA.D.1.0: Pathway Standard:Communicate and interpret information clearly in industry-standard visual and written formats.
    • CTE.EA.D.1.1: Pathway Standard:Communicate and interpret information clearly in industry-standard visual and written formats. Performance Indicator:Know the current industry standards for illustration and layout.
    • CTE.EA.D.1.2: Pathway Standard:Communicate and interpret information clearly in industry-standard visual and written formats. Performance Indicator:Understand the classification and use of various electronic components, symbols, abbreviations, and media common to electronic drawings.
    • CTE.EA.D.1.3: Pathway Standard:Communicate and interpret information clearly in industry-standard visual and written formats. Performance Indicator:Organize and complete site plans.
    • CTE.EA.D.10.0: Pathway Standard:Understand the field of land use management and its potential for environmental impact.
    • CTE.EA.D.10.1: Pathway Standard:Understand the field of land use management and its potential for environmental impact. Performance Indicator:Describe the need for and role of habitat preservation.
    • CTE.EA.D.10.2: Pathway Standard:Understand the field of land use management and its potential for environmental impact. Performance Indicator:Describe the composition, role, and function of ecosystems, including trends affecting viability.
    • CTE.EA.D.10.3: Pathway Standard:Understand the field of land use management and its potential for environmental impact. Performance Indicator:Explain the laws and regulations pertaining to ecosystem preservation and use.
    • CTE.EA.D.10.4: Pathway Standard:Understand the field of land use management and its potential for environmental impact. Performance Indicator:Demonstrate the need for, and methods of, land use planning.
    • CTE.EA.D.10.5: Pathway Standard:Understand the field of land use management and its potential for environmental impact. Performance Indicator:Identify the aspects of land use planning and describe current trends.
    • CTE.EA.D.10.6: Pathway Standard:Understand the field of land use management and its potential for environmental impact. Performance Indicator:Summarize the relationship between land use planning and energy use and distribution.
    • CTE.EA.D.10.7: Pathway Standard:Understand the field of land use management and its potential for environmental impact. Performance Indicator:Explain the laws and regulations pertaining to land use planning.
    • CTE.EA.D.10.8: Pathway Standard:Understand the field of land use management and its potential for environmental impact. Performance Indicator:Develop strategies to maximize the effectiveness of land use planning.
    • CTE.EA.D.11.0: Pathway Standard:Research the role of air quality management and systems, their operations, and their impact on the environment.
    • CTE.EA.D.11.1: Pathway Standard:Research the role of air quality management and systems, their operations, and their impact on the environment. Performance Indicator:Understand the elements that create outdoor air quality.
    • CTE.EA.D.11.2: Pathway Standard:Research the role of air quality management and systems, their operations, and their impact on the environment. Performance Indicator:Summarize the causes of air pollutants and their chemical composition.
    • CTE.EA.D.11.3: Pathway Standard:Research the role of air quality management and systems, their operations, and their impact on the environment. Performance Indicator:Research air pollutants and their threat to human health.
    • CTE.EA.D.11.4: Pathway Standard:Research the role of air quality management and systems, their operations, and their impact on the environment. Performance Indicator:Understand U.S. and California laws and regulations related to air pollution control programs and health effects of air pollution.
    • CTE.EA.D.11.5: Pathway Standard:Research the role of air quality management and systems, their operations, and their impact on the environment. Performance Indicator:Describe the basic U.S. Environmental Protection Agency (EPA) and California Air Resources Board (ARB) roles and regulations.
    • CTE.EA.D.12.0: Pathway Standard:Implement processes to support energy efficiency.
    • CTE.EA.D.12.1: Pathway Standard:Implement processes to support energy efficiency. Performance Indicator:Understand the relationship between power and energy efficiency.
    • CTE.EA.D.12.2: Pathway Standard:Implement processes to support energy efficiency. Performance Indicator:Outline how domestic and industrial appliances and systems affect the environment, such as water units and heating and cooling systems.
    • CTE.EA.D.12.3: Pathway Standard:Implement processes to support energy efficiency. Performance Indicator:Compare costs of alternate/renewable energy sources, systems, and appliances and traditional energy sources, systems, and appliances.
    • CTE.EA.D.12.4: Pathway Standard:Implement processes to support energy efficiency. Performance Indicator:Conduct an energy audit.
    • CTE.EA.D.13.0: Pathway Standard:Research drinking-water sources, systems, treatment, and conservation.
    • CTE.EA.D.13.1: Pathway Standard:Research drinking-water sources, systems, treatment, and conservation. Performance Indicator:Understand water reuse: issues, strategies, technologies, and applications.
    • CTE.EA.D.13.2: Pathway Standard:Research drinking-water sources, systems, treatment, and conservation. Performance Indicator:Analyze strategies for improving energy efficiencies in water collection and distribution.
    • CTE.EA.D.13.3: Pathway Standard:Research drinking-water sources, systems, treatment, and conservation. Performance Indicator:Describe the role of environmental engineering and green energy in water systems.
    • CTE.EA.D.13.4: Pathway Standard:Research drinking-water sources, systems, treatment, and conservation. Performance Indicator:Understand the functions and operations of water storage, reservoirs, aqueducts, and dams.
    • CTE.EA.D.13.5: Pathway Standard:Research drinking-water sources, systems, treatment, and conservation. Performance Indicator:Identify and explain the applicable codes and regulations.
    • CTE.EA.D.14.0: Pathway Standard:Evaluate the impact and flow management of storm water, rivers, and groundwater.
    • CTE.EA.D.14.1: Pathway Standard:Evaluate the impact and flow management of storm water, rivers, and groundwater. Performance Indicator:Understand the designs and tools used in water flow management.
    • CTE.EA.D.14.2: Pathway Standard:Evaluate the impact and flow management of storm water, rivers, and groundwater. Performance Indicator:Describe watershed modeling.
    • CTE.EA.D.14.3: Pathway Standard:Evaluate the impact and flow management of storm water, rivers, and groundwater. Performance Indicator:Understand the principles and applications of drainage engineering.
    • CTE.EA.D.14.4: Pathway Standard:Evaluate the impact and flow management of storm water, rivers, and groundwater. Performance Indicator:Use the Hydrologic Engineering Centers River Analysis System (HEC-RAS).
    • CTE.EA.D.14.5: Pathway Standard:Evaluate the impact and flow management of storm water, rivers, and groundwater. Performance Indicator:Analyze and interpret contaminated harbor and river sediment.
    • CTE.EA.D.14.6: Pathway Standard:Evaluate the impact and flow management of storm water, rivers, and groundwater. Performance Indicator:Describe the concerns and strategies for catastrophic storm water events and management.
    • CTE.EA.D.2.0: Pathway Standard:Understand the design process and how to solve analysis and design problems.
    • CTE.EA.D.2.1: Pathway Standard:Understand the design process and how to solve analysis and design problems. Performance Indicator:Understand the steps in the design process.
    • CTE.EA.D.2.2: Pathway Standard:Understand the design process and how to solve analysis and design problems. Performance Indicator:Determine what information and principles are relevant to a problem and its analysis.
    • CTE.EA.D.2.3: Pathway Standard:Understand the design process and how to solve analysis and design problems. Performance Indicator:Choose between alternate solutions in solving a problem and be able to justify choices in determining a solution.
    • CTE.EA.D.2.4: Pathway Standard:Understand the design process and how to solve analysis and design problems. Performance Indicator:Understand the process of developing multiple details into a single solution.
    • CTE.EA.D.2.5: Pathway Standard:Understand the design process and how to solve analysis and design problems. Performance Indicator:Translate word problems into mathematical statements when appropriate.
    • CTE.EA.D.2.6: Pathway Standard:Understand the design process and how to solve analysis and design problems. Performance Indicator:Build a prototype from plans and test it.
    • CTE.EA.D.2.7: Pathway Standard:Understand the design process and how to solve analysis and design problems. Performance Indicator:Evaluate and redesign a prototype on the basis of collected test data.
    • CTE.EA.D.3.0: Pathway Standard:Understand the fundamentals of earth science as they relate to environmental engineering.
    • CTE.EA.D.3.1: Pathway Standard:Understand the fundamentals of earth science as they relate to environmental engineering. Performance Indicator:Know the fundamental stages of geochemical cycles.
    • CTE.EA.D.3.2: Pathway Standard:Understand the fundamentals of earth science as they relate to environmental engineering. Performance Indicator:Understand the effects of pollution on hydrological features.
    • CTE.EA.D.3.3: Pathway Standard:Understand the fundamentals of earth science as they relate to environmental engineering. Performance Indicator:Classify the three major groups of rocks, according to their origin, on the basis of texture and mineral composition.
    • CTE.EA.D.3.4: Pathway Standard:Understand the fundamentals of earth science as they relate to environmental engineering. Performance Indicator:Analyze the importance and use of soil and evaluate how soil may be preserved and conserved.
    • CTE.EA.D.3.5: Pathway Standard:Understand the fundamentals of earth science as they relate to environmental engineering. Performance Indicator:Assess and evaluate geological hazards.
    • CTE.EA.D.3.6: Pathway Standard:Understand the fundamentals of earth science as they relate to environmental engineering. Performance Indicator:Interpret and evaluate topographical maps and images.
    • CTE.EA.D.3.7: Pathway Standard:Understand the fundamentals of earth science as they relate to environmental engineering. Performance Indicator:Locate and evaluate soil or geological conditions or features using global positioning systems equipment and related technology.
    • CTE.EA.D.3.8: Pathway Standard:Understand the fundamentals of earth science as they relate to environmental engineering. Performance Indicator:Analyze soil erosion and identify the causes.
    • CTE.EA.D.4.0: Pathway Standard:Understand the effects of the weather, the hydrosphere, and the atmosphere on the environment.
    • CTE.EA.D.4.1: Pathway Standard:Understand the effects of the weather, the hydrosphere, and the atmosphere on the environment. Performance Indicator:Know the common causes of atmospheric contamination.
    • CTE.EA.D.4.2: Pathway Standard:Understand the effects of the weather, the hydrosphere, and the atmosphere on the environment. Performance Indicator:Understand the effects of weather fronts on regional air pollution.
    • CTE.EA.D.4.3: Pathway Standard:Understand the effects of the weather, the hydrosphere, and the atmosphere on the environment. Performance Indicator:Understand the relationship between the health of the marine environment and climate control.
    • CTE.EA.D.4.4: Pathway Standard:Understand the effects of the weather, the hydrosphere, and the atmosphere on the environment. Performance Indicator:Understand the effects of human activity on the atmospheric environment.
    • CTE.EA.D.4.5: Pathway Standard:Understand the effects of the weather, the hydrosphere, and the atmosphere on the environment. Performance Indicator:Analyze and predict conditions of meteorological events.
    • CTE.EA.D.4.6: Pathway Standard:Understand the effects of the weather, the hydrosphere, and the atmosphere on the environment. Performance Indicator:Analyze the mechanisms for air mass movement.
    • CTE.EA.D.4.7: Pathway Standard:Understand the effects of the weather, the hydrosphere, and the atmosphere on the environment. Performance Indicator:Analyze atmospheric pressure and weather systems.
    • CTE.EA.D.5.0: Pathway Standard:Understand how the principles of force, work, rate, power, energy, and resistance relate to mechanical, electrical, fluid, and thermal engineering systems.
    • CTE.EA.D.5.1: Pathway Standard:Understand how the principles of force, work, rate, power, energy, and resistance relate to mechanical, electrical, fluid, and thermal engineering systems. Performance Indicator:Know the six simple machines and their applications.
    • CTE.EA.D.5.2: Pathway Standard:Understand how the principles of force, work, rate, power, energy, and resistance relate to mechanical, electrical, fluid, and thermal engineering systems. Performance Indicator:Know how energy is transferred and the effects of resistance in mechanical, electrical, fluid, and thermal systems.
    • CTE.EA.D.5.3: Pathway Standard:Understand how the principles of force, work, rate, power, energy, and resistance relate to mechanical, electrical, fluid, and thermal engineering systems. Performance Indicator:Understand scalars and vectors.
    • CTE.EA.D.5.4: Pathway Standard:Understand how the principles of force, work, rate, power, energy, and resistance relate to mechanical, electrical, fluid, and thermal engineering systems. Performance Indicator:Solve problems by using the concept of vectoring to predict the resultant forces.
    • CTE.EA.D.5.5: Pathway Standard:Understand how the principles of force, work, rate, power, energy, and resistance relate to mechanical, electrical, fluid, and thermal engineering systems. Performance Indicator:Solve problems by using the appropriate units applied in mechanical, electrical, fluid, and thermal engineering systems.
    • CTE.EA.D.6.0: Pathway Standard:Evaluate regional interactive systems and elements that create harmful environmental effects.
    • CTE.EA.D.6.1: Pathway Standard:Evaluate regional interactive systems and elements that create harmful environmental effects. Performance Indicator:Describe the sources of, and impacts attributable to, pollution and contamination.
    • CTE.EA.D.6.2: Pathway Standard:Evaluate regional interactive systems and elements that create harmful environmental effects. Performance Indicator:Recognize the actions that cause resource depletion.
    • CTE.EA.D.6.3: Pathway Standard:Evaluate regional interactive systems and elements that create harmful environmental effects. Performance Indicator:Define the causes of erosion and soil depletion.
    • CTE.EA.D.6.4: Pathway Standard:Evaluate regional interactive systems and elements that create harmful environmental effects. Performance Indicator:Describe the attributes and proliferation of hardscape.
    • CTE.EA.D.6.5: Pathway Standard:Evaluate regional interactive systems and elements that create harmful environmental effects. Performance Indicator:Identify the sources of, and impacts attributable to, habitat alteration.
    • CTE.EA.D.7.0: Pathway Standard:Understand the concepts of physics that are fundamental to engineering technology.
    • CTE.EA.D.7.1: Pathway Standard:Understand the concepts of physics that are fundamental to engineering technology. Performance Indicator:Understand Newton's laws and how they affect and define the movement of objects.
    • CTE.EA.D.7.2: Pathway Standard:Understand the concepts of physics that are fundamental to engineering technology. Performance Indicator:Understand how the laws of conservation of energy and momentum provide a way to predict and describe the movement of objects.
    • CTE.EA.D.7.3: Pathway Standard:Understand the concepts of physics that are fundamental to engineering technology. Performance Indicator:Understand how electric and magnetic phenomena are related and know common practical applications.
    • CTE.EA.D.7.4: Pathway Standard:Understand the concepts of physics that are fundamental to engineering technology. Performance Indicator:Analyze the fundamentals and properties of waveforms and how waveforms may be used to carry energy.
    • CTE.EA.D.8.0: Pathway Standard:Understand the effective use of environmental and natural science equipment.
    • CTE.EA.D.8.1: Pathway Standard:Understand the effective use of environmental and natural science equipment. Performance Indicator:Use appropriate methods and techniques for employing environmental and natural science equipment.
    • CTE.EA.D.8.2: Pathway Standard:Understand the effective use of environmental and natural science equipment. Performance Indicator:Apply conventional environmental and natural science processes and procedures accurately, appropriately, and safely.
    • CTE.EA.D.8.3: Pathway Standard:Understand the effective use of environmental and natural science equipment. Performance Indicator:Apply the concepts of environmental and natural science to the tools, equipment, projects, and procedures of the Environmental Engineering Pathway.
    • CTE.EA.D.9.0: Pathway Standard:Identify the role and impact of waste management systems, and their operations, on the environment.
    • CTE.EA.D.9.1: Pathway Standard:Identify the role and impact of waste management systems, and their operations, on the environment. Performance Indicator:Understand the role of waste and storm water management systems, their operation, and their impact on the environment.
    • CTE.EA.D.9.2: Pathway Standard:Identify the role and impact of waste management systems, and their operations, on the environment. Performance Indicator:Explore the causes and effects of pollution linked to wastewater treatment facilities.
    • CTE.EA.D.9.3: Pathway Standard:Identify the role and impact of waste management systems, and their operations, on the environment. Performance Indicator:Identify wastewater treatment processes that lessen environmental impacts and improve water reuse.
    • CTE.EA.D.9.4: Pathway Standard:Identify the role and impact of waste management systems, and their operations, on the environment. Performance Indicator:Explain the types and sources of hazardous waste and associated safety practices and legal requirements for handling and disposing of such waste.
    • CTE.EA.D.9.5: Pathway Standard:Identify the role and impact of waste management systems, and their operations, on the environment. Performance Indicator:Design solid waste disposal processes that lessen environmental impacts and improve recycling.
  • Career Technical Education Grade 7-12 - Pathways : Environmental Resources Pathway:
    • CTE.EEU.A.1.0: Pathway Standard:Identify energy resources and the effects of these resources on the environment.
    • CTE.EEU.A.1.1: Pathway Standard:Identify energy resources and the effects of these resources on the environment. Performance Indicator:Classify energy resources by type: depletable, nondepletable, renewable, and nonrenewable.
    • CTE.EEU.A.1.2: Pathway Standard:Identify energy resources and the effects of these resources on the environment. Performance Indicator:Discover new and emerging energy resources.
    • CTE.EEU.A.1.3: Pathway Standard:Identify energy resources and the effects of these resources on the environment. Performance Indicator:Compare the advantages and disadvantages of energy resources in terms of the effects on the environment.
    • CTE.EEU.A.1.4: Pathway Standard:Identify energy resources and the effects of these resources on the environment. Performance Indicator:List jobs in the community that result from, or are influenced by, processing and using energy resources.
    • CTE.EEU.A.10.0: Pathway Standard:Evaluate the impact and flow management of storm water, rivers, and groundwater.
    • CTE.EEU.A.10.1: Pathway Standard:Evaluate the impact and flow management of storm water, rivers, and groundwater. Performance Indicator:Understand the designs and tools used in water flow management.
    • CTE.EEU.A.10.2: Pathway Standard:Evaluate the impact and flow management of storm water, rivers, and groundwater. Performance Indicator:Describe watershed modeling.
    • CTE.EEU.A.10.3: Pathway Standard:Evaluate the impact and flow management of storm water, rivers, and groundwater. Performance Indicator:Understand the principles and applications of drainage engineering.
    • CTE.EEU.A.10.4: Pathway Standard:Evaluate the impact and flow management of storm water, rivers, and groundwater. Performance Indicator:Use the Hydrologic Engineering Centers River Analysis System (HEC-RAS).
    • CTE.EEU.A.10.5: Pathway Standard:Evaluate the impact and flow management of storm water, rivers, and groundwater. Performance Indicator:Analyze and interpret contaminated harbor and river sediment.
    • CTE.EEU.A.10.6: Pathway Standard:Evaluate the impact and flow management of storm water, rivers, and groundwater. Performance Indicator:Describe the concerns and strategies for catastrophic storm water events and management.
    • CTE.EEU.A.11.0: Pathway Standard:Prepare an efficient solar heated water design and installation plan.
    • CTE.EEU.A.11.1: Pathway Standard:Prepare an efficient solar heated water design and installation plan. Performance Indicator:Identify the characteristics of solar heated water design and installation.
    • CTE.EEU.A.11.2: Pathway Standard:Prepare an efficient solar heated water design and installation plan. Performance Indicator:Describe the requirements of solar water heaters that meet regulations.
    • CTE.EEU.A.11.3: Pathway Standard:Prepare an efficient solar heated water design and installation plan. Performance Indicator:Describe solar hot water financial support programs and regulations.
    • CTE.EEU.A.11.4: Pathway Standard:Prepare an efficient solar heated water design and installation plan. Performance Indicator:Analyze efficient solar water heating systems.
    • CTE.EEU.A.12.0: Pathway Standard:Identify and analyze issues, legislation, and regulations related to energy and the environment.
    • CTE.EEU.A.12.1: Pathway Standard:Identify and analyze issues, legislation, and regulations related to energy and the environment. Performance Indicator:Identify and discuss major environmental laws and policies, including the regulatory and legislative processes used to create such laws.
    • CTE.EEU.A.12.2: Pathway Standard:Identify and analyze issues, legislation, and regulations related to energy and the environment. Performance Indicator:Understand current regulations concerning recycling, solid waste, land use management, water quality, and renewable and nonrenewable energy.
    • CTE.EEU.A.12.3: Pathway Standard:Identify and analyze issues, legislation, and regulations related to energy and the environment. Performance Indicator:Compare and contrast environmental laws and regulations that may have a positive or negative impact on the environment and the economy.
    • CTE.EEU.A.12.4: Pathway Standard:Identify and analyze issues, legislation, and regulations related to energy and the environment. Performance Indicator:Create an environmental law or regulation and explain how it will impact the environment.
    • CTE.EEU.A.2.0: Pathway Standard:Identify and describe the global interactive systems and elements that create and sustain climate.
    • CTE.EEU.A.2.1: Pathway Standard:Identify and describe the global interactive systems and elements that create and sustain climate. Performance Indicator:Describe the natural elements that interact to create climate.
    • CTE.EEU.A.2.2: Pathway Standard:Identify and describe the global interactive systems and elements that create and sustain climate. Performance Indicator:Identify world climate patterns and summarize factors that affect climate.
    • CTE.EEU.A.2.3: Pathway Standard:Identify and describe the global interactive systems and elements that create and sustain climate. Performance Indicator:Analyze the impact of climate upon human activities and needs.
    • CTE.EEU.A.2.4: Pathway Standard:Identify and describe the global interactive systems and elements that create and sustain climate. Performance Indicator:Identify the greenhouse effect and climate change.
    • CTE.EEU.A.2.5: Pathway Standard:Identify and describe the global interactive systems and elements that create and sustain climate. Performance Indicator:Explain how greenhouse gases are generated.
    • CTE.EEU.A.2.6: Pathway Standard:Identify and describe the global interactive systems and elements that create and sustain climate. Performance Indicator:Assess impacts of greenhouse gases on the environment.
    • CTE.EEU.A.3.0: Pathway Standard:Evaluate regional interactive systems and elements that create harmful environmental effects.
    • CTE.EEU.A.3.1: Pathway Standard:Evaluate regional interactive systems and elements that create harmful environmental effects. Performance Indicator:Describe the sources of, and impacts attributable to, pollution and contamination.
    • CTE.EEU.A.3.2: Pathway Standard:Evaluate regional interactive systems and elements that create harmful environmental effects. Performance Indicator:Recognize the actions that cause resource depletion.
    • CTE.EEU.A.3.3: Pathway Standard:Evaluate regional interactive systems and elements that create harmful environmental effects. Performance Indicator:Define the causes of erosion and soil depletion.
    • CTE.EEU.A.3.4: Pathway Standard:Evaluate regional interactive systems and elements that create harmful environmental effects. Performance Indicator:Describe the attributes and proliferation of hardscape.
    • CTE.EEU.A.3.5: Pathway Standard:Evaluate regional interactive systems and elements that create harmful environmental effects. Performance Indicator:Identify the sources of, and impacts attributable to, habitat alteration.
    • CTE.EEU.A.4.0: Pathway Standard:Research the environmental implications of energy conversion processes and energy transmission systems.
    • CTE.EEU.A.4.1: Pathway Standard:Research the environmental implications of energy conversion processes and energy transmission systems. Performance Indicator:Define the basic terms, characteristics, and concepts of physical and chemical processes related to energy conversion.
    • CTE.EEU.A.4.2: Pathway Standard:Research the environmental implications of energy conversion processes and energy transmission systems. Performance Indicator:Identify the basic principles of energy systems, including chemical, hydraulic, pneumatic, electrical, nuclear, solar, wind, and geothermal.
    • CTE.EEU.A.4.3: Pathway Standard:Research the environmental implications of energy conversion processes and energy transmission systems. Performance Indicator:Analyze the impacts of energy conversion processes as they relate to activities across the environment.
    • CTE.EEU.A.5.0: Pathway Standard:Identify the role and impact of waste management systems and their operations on the environment.
    • CTE.EEU.A.5.1: Pathway Standard:Identify the role and impact of waste management systems and their operations on the environment. Performance Indicator:Understand the role of waste and storm water management systems, their operation, and their impact on the environment.
    • CTE.EEU.A.5.2: Pathway Standard:Identify the role and impact of waste management systems and their operations on the environment. Performance Indicator:Explore the causes and effects of pollution linked to wastewater treatment facilities.
    • CTE.EEU.A.5.3: Pathway Standard:Identify the role and impact of waste management systems and their operations on the environment. Performance Indicator:Identify wastewater treatment processes that lessen environmental impacts and improve water reuse.
    • CTE.EEU.A.5.4: Pathway Standard:Identify the role and impact of waste management systems and their operations on the environment. Performance Indicator:Explain the types and sources of hazardous waste and associated safety practices and legal requirements for handling and disposing of such waste.
    • CTE.EEU.A.5.5: Pathway Standard:Identify the role and impact of waste management systems and their operations on the environment. Performance Indicator:Design solid waste disposal processes that lessen environmental impacts and improve recycling.
    • CTE.EEU.A.6.0: Pathway Standard:Understand the field of land use management and its potential for environmental impact.
    • CTE.EEU.A.6.1: Pathway Standard:Understand the field of land use management and its potential for environmental impact. Performance Indicator:Describe the need for, and role of, habitat preservation.
    • CTE.EEU.A.6.2: Pathway Standard:Understand the field of land use management and its potential for environmental impact. Performance Indicator:Describe the composition, role, and function of ecosystems, including trends affecting viability.
    • CTE.EEU.A.6.3: Pathway Standard:Understand the field of land use management and its potential for environmental impact. Performance Indicator:Demonstrate the need for, and methods of, land use planning.
    • CTE.EEU.A.6.4: Pathway Standard:Understand the field of land use management and its potential for environmental impact. Performance Indicator:Identify the aspects of land use planning and describe current trends.
    • CTE.EEU.A.6.5: Pathway Standard:Understand the field of land use management and its potential for environmental impact. Performance Indicator:Summarize the relationship between land use planning and energy use and distribution.
    • CTE.EEU.A.6.6: Pathway Standard:Understand the field of land use management and its potential for environmental impact. Performance Indicator:Explain the laws and regulations pertaining to land use planning.
    • CTE.EEU.A.6.7: Pathway Standard:Understand the field of land use management and its potential for environmental impact. Performance Indicator:Develop strategies to maximize the effectiveness of land use planning.
    • CTE.EEU.A.7.0: Pathway Standard:Research the role of air quality management and systems, their operations, and their impact on the environment.
    • CTE.EEU.A.7.1: Pathway Standard:Research the role of air quality management and systems, their operations, and their impact on the environment. Performance Indicator:Understand the elements that create outdoor air quality.
    • CTE.EEU.A.7.2: Pathway Standard:Research the role of air quality management and systems, their operations, and their impact on the environment. Performance Indicator:Summarize the causes of air pollutants and their chemical composition.
    • CTE.EEU.A.7.3: Pathway Standard:Research the role of air quality management and systems, their operations, and their impact on the environment. Performance Indicator:Research air pollutants and their threat to human health.
    • CTE.EEU.A.7.4: Pathway Standard:Research the role of air quality management and systems, their operations, and their impact on the environment. Performance Indicator:Understand U.S. and California laws and regulations related to air pollution control programs and health effects of air pollution.
    • CTE.EEU.A.7.5: Pathway Standard:Research the role of air quality management and systems, their operations, and their impact on the environment. Performance Indicator:Describe the basic U.S. Environmental Protection Agency (EPA) and California Air Resources Board (ARB) roles and regulations.
    • CTE.EEU.A.8.0: Pathway Standard:Implement processes to support energy efficiency.
    • CTE.EEU.A.8.1: Pathway Standard:Implement processes to support energy efficiency. Performance Indicator:Understand the relationship between power and energy efficiency.
    • CTE.EEU.A.8.2: Pathway Standard:Implement processes to support energy efficiency. Performance Indicator:Outline how domestic and industrial appliances and systems affect the environment, such as water units and heating and cooling systems.
    • CTE.EEU.A.8.3: Pathway Standard:Implement processes to support energy efficiency. Performance Indicator:Compare costs of alternate/renewable energy sources, systems, and appliances and traditional energy sources, systems, and appliances.
    • CTE.EEU.A.8.4: Pathway Standard:Implement processes to support energy efficiency. Performance Indicator:Conduct an energy audit.
    • CTE.EEU.A.9.0: Pathway Standard:Research drinking-water sources, systems, treatment, and conservation.
    • CTE.EEU.A.9.1: Pathway Standard:Research drinking-water sources, systems, treatment, and conservation. Performance Indicator:Understand water reuse: issues, strategies, technologies, and applications.
    • CTE.EEU.A.9.2: Pathway Standard:Research drinking-water sources, systems, treatment, and conservation. Performance Indicator:Analyze strategies for improving energy efficiencies in water collection and distribution.
    • CTE.EEU.A.9.3: Pathway Standard:Research drinking-water sources, systems, treatment, and conservation. Performance Indicator:Describe the role of environmental engineering and green energy in water systems.
    • CTE.EEU.A.9.4: Pathway Standard:Research drinking-water sources, systems, treatment, and conservation. Performance Indicator:Understand the functions and operations of water storage, reservoirs, aqueducts, and dams.
  • Career Technical Education Grade 7-12 - Pathways : Family and Human Services Pathway:
    • CTE.ECDFS.D.1.0: Pathway Standard:Recognize important aspects of the family and human services industry and the role of the industry in local, state, national, and global economies.
    • CTE.ECDFS.D.1.1: Pathway Standard:Recognize important aspects of the family and human services industry and the role of the industry in local, state, national, and global economies. Performance Indicator:Describe the ways in which agencies and organizations provide family and human services.
    • CTE.ECDFS.D.1.2: Pathway Standard:Recognize important aspects of the family and human services industry and the role of the industry in local, state, national, and global economies. Performance Indicator:Communicate the role and effect of this industry on individuals, families, and the state's economy.
    • CTE.ECDFS.D.1.3: Pathway Standard:Recognize important aspects of the family and human services industry and the role of the industry in local, state, national, and global economies. Performance Indicator:Explore the legislative, economic, and social trends that have an effect on careers in the family and human services industry.
    • CTE.ECDFS.D.1.4: Pathway Standard:Recognize important aspects of the family and human services industry and the role of the industry in local, state, national, and global economies. Performance Indicator:Diagram the organizational structure and hierarchy that shows the relationships and interactions among departments in both public and private sectors of this industry.
    • CTE.ECDFS.D.10.0: Pathway Standard:Facilitate daily living activities of individuals and families.
    • CTE.ECDFS.D.10.1: Pathway Standard:Facilitate daily living activities of individuals and families. Performance Indicator:List the tasks of daily living and the types of assistance persons need with these activities, including assistance for persons with special needs.
    • CTE.ECDFS.D.10.2: Pathway Standard:Facilitate daily living activities of individuals and families. Performance Indicator:Understand the importance of personal care and well-being to the physical and emotional health of clients.
    • CTE.ECDFS.D.10.3: Pathway Standard:Facilitate daily living activities of individuals and families. Performance Indicator:Demonstrate the importance of privacy, independence, dignity, confidentiality, and respect for clients.
    • CTE.ECDFS.D.10.4: Pathway Standard:Facilitate daily living activities of individuals and families. Performance Indicator:Develop procedures for shopping, banking, recordkeeping, and other services that will assist clients.
    • CTE.ECDFS.D.10.5: Pathway Standard:Facilitate daily living activities of individuals and families. Performance Indicator:Research the various types of disabilities, potential barriers, and types of accommodations needed for clients.
    • CTE.ECDFS.D.10.6: Pathway Standard:Facilitate daily living activities of individuals and families. Performance Indicator:Experiment with important consumer information, such as comparison shopping, disclosure on labels, warranties and guarantees, consumer fraud and identity theft, consumer redress, and consumer rights and responsibilities.
    • CTE.ECDFS.D.11.0: Pathway Standard:Distinguish common problems and crises affecting individuals and families of all ages.
    • CTE.ECDFS.D.11.1: Pathway Standard:Distinguish common problems and crises affecting individuals and families of all ages. Performance Indicator:Summarize the signs of emotional and physical abuse, emotional crises, and mental health issues, such as depression, isolation, substance abuse, stress, elder abuse, financial abuse, and neglect.
    • CTE.ECDFS.D.11.2: Pathway Standard:Distinguish common problems and crises affecting individuals and families of all ages. Performance Indicator:Explain behaviors that require intervention and outside assistance.
    • CTE.ECDFS.D.11.3: Pathway Standard:Distinguish common problems and crises affecting individuals and families of all ages. Performance Indicator:Demonstrate how to provide the information that individuals and families need to make decisions about seeking professional help.
    • CTE.ECDFS.D.12.0: Pathway Standard:Advocate for the importance of social involvement for individuals and families.
    • CTE.ECDFS.D.12.1: Pathway Standard:Advocate for the importance of social involvement for individuals and families. Performance Indicator:Defend the value of social, recreational, and educational activities for all ages.
    • CTE.ECDFS.D.12.2: Pathway Standard:Advocate for the importance of social involvement for individuals and families. Performance Indicator:Locate and evaluate the appropriateness of facilities and community resources for social support, recreational, and educational activities.
    • CTE.ECDFS.D.12.3: Pathway Standard:Advocate for the importance of social involvement for individuals and families. Performance Indicator:Recommend appropriate community resources for social, recreational, and educational activities to meet client needs for all ages.
    • CTE.ECDFS.D.12.4: Pathway Standard:Advocate for the importance of social involvement for individuals and families. Performance Indicator:Plan, conduct, and evaluate social, recreational, and educational activities appropriate to the physical, psychological, cultural, and socioeconomic needs of individuals and families.
    • CTE.ECDFS.D.2.0: Pathway Standard:Describe the principles of effective workforce and organizational management, including the roles and responsibilities of management and employees.
    • CTE.ECDFS.D.2.1: Pathway Standard:Describe the principles of effective workforce and organizational management, including the roles and responsibilities of management and employees. Performance Indicator:Define the outcomes of effective leadership and management, such as profitability, solvency, productivity, positive work environment, and client satisfaction.
    • CTE.ECDFS.D.2.2: Pathway Standard:Describe the principles of effective workforce and organizational management, including the roles and responsibilities of management and employees. Performance Indicator:Practice the main workforce management strategies, such as shared responsibilities, collaboration, consensus-building, and communication.
    • CTE.ECDFS.D.2.3: Pathway Standard:Describe the principles of effective workforce and organizational management, including the roles and responsibilities of management and employees. Performance Indicator:Compare the interrelationship, interdependence, and diversity of management and employees as they relate to workforce productivity.
    • CTE.ECDFS.D.2.4: Pathway Standard:Describe the principles of effective workforce and organizational management, including the roles and responsibilities of management and employees. Performance Indicator:Experiment with using organizational procedures and tools, such as business plans, budgets/financials, spreadsheets for payroll and inventories, recordkeeping, and communication with consumers.
    • CTE.ECDFS.D.2.5: Pathway Standard:Describe the principles of effective workforce and organizational management, including the roles and responsibilities of management and employees. Performance Indicator:Create a plan of how to identify and gain access to various sources of funding and services that serve individuals, families, and communities.
    • CTE.ECDFS.D.3.0: Pathway Standard:Locate the facilities and operational procedures used in the family and human services industry.
    • CTE.ECDFS.D.3.1: Pathway Standard:Locate the facilities and operational procedures used in the family and human services industry. Performance Indicator:List the various types of care facilities that promote the independence of clients.
    • CTE.ECDFS.D.3.2: Pathway Standard:Locate the facilities and operational procedures used in the family and human services industry. Performance Indicator:Describe the operational procedures related to quality control, inventory control, maintenance, storage, security, mailing, receiving, billing, and payment.
    • CTE.ECDFS.D.3.3: Pathway Standard:Locate the facilities and operational procedures used in the family and human services industry. Performance Indicator:Become familiar with various types of liability, insurance policies, code compliance, service agreements, and contracts.
    • CTE.ECDFS.D.3.4: Pathway Standard:Locate the facilities and operational procedures used in the family and human services industry. Performance Indicator:Evaluate facilities for the safety, well-being, and needs of diverse clients.
    • CTE.ECDFS.D.4.0: Pathway Standard:Adhere to the laws and regulations that affect providers of family and human services and their diverse clients.
    • CTE.ECDFS.D.4.1: Pathway Standard:Adhere to the laws and regulations that affect providers of family and human services and their diverse clients. Performance Indicator:Recognize the local, state, and federal laws, regulations, and agencies established to protect children, adolescents, and adults, including older adults and other persons with special needs and abilities.
    • CTE.ECDFS.D.4.2: Pathway Standard:Adhere to the laws and regulations that affect providers of family and human services and their diverse clients. Performance Indicator:Identify the ways in which local, state, and federal regulations and laws are enforced by regulatory agencies, including the California Occupational Safety and Health Administration, the Americans with Disabilities Act, and the Health Insurance Portability and Accountability Act.
    • CTE.ECDFS.D.4.3: Pathway Standard:Adhere to the laws and regulations that affect providers of family and human services and their diverse clients. Performance Indicator:Understand the typical policies and procedures established by employers to comply with local, state, and federal regulations and laws.
    • CTE.ECDFS.D.5.0: Pathway Standard:Interpret the stages of human development and the related needs of individuals and families.
    • CTE.ECDFS.D.5.1: Pathway Standard:Interpret the stages of human development and the related needs of individuals and families. Performance Indicator:Identify the behaviors and resources that foster the health and well-being of individuals and families.
    • CTE.ECDFS.D.5.2: Pathway Standard:Interpret the stages of human development and the related needs of individuals and families. Performance Indicator:Classify common needs, problems, and adjustments associated with life changes.
    • CTE.ECDFS.D.5.3: Pathway Standard:Interpret the stages of human development and the related needs of individuals and families. Performance Indicator:Develop ways to enhance the social and emotional health of individuals and families.
    • CTE.ECDFS.D.5.4: Pathway Standard:Interpret the stages of human development and the related needs of individuals and families. Performance Indicator:Diagram the characteristics and changing needs of the various stages of development throughout the life span.
    • CTE.ECDFS.D.5.5: Pathway Standard:Interpret the stages of human development and the related needs of individuals and families. Performance Indicator:Assess the special needs of clients and identify resources and agencies that provide services.
    • CTE.ECDFS.D.6.0: Pathway Standard:Apply the basic principles that promote health and well-being throughout the life span.
    • CTE.ECDFS.D.6.1: Pathway Standard:Apply the basic principles that promote health and well-being throughout the life span. Performance Indicator:Select strategies that promote good health practices for all ages.
    • CTE.ECDFS.D.6.2: Pathway Standard:Apply the basic principles that promote health and well-being throughout the life span. Performance Indicator:Recognize and describe signs and symptoms of health, illness, discomfort, and disease.
    • CTE.ECDFS.D.6.3: Pathway Standard:Apply the basic principles that promote health and well-being throughout the life span. Performance Indicator:Evaluate foods in terms of their economic and nutritional value.
    • CTE.ECDFS.D.6.4: Pathway Standard:Apply the basic principles that promote health and well-being throughout the life span. Performance Indicator:Plan and demonstrate exercise activities that are enjoyable, safe, and appropriate for the individual needs of clients.
    • CTE.ECDFS.D.6.5: Pathway Standard:Apply the basic principles that promote health and well-being throughout the life span. Performance Indicator:Plan and prepare snacks and meals that meet the dietary needs of persons, including those with special dietary needs, by using sanitary and safe food-handling procedures.
    • CTE.ECDFS.D.7.0: Pathway Standard:Practice important safety, emergency, and disaster procedures to use for a variety of populations.
    • CTE.ECDFS.D.7.1: Pathway Standard:Practice important safety, emergency, and disaster procedures to use for a variety of populations. Performance Indicator:Recognize how to establish and promote good safety habits for all ages.
    • CTE.ECDFS.D.7.2: Pathway Standard:Practice important safety, emergency, and disaster procedures to use for a variety of populations. Performance Indicator:Discern the causes and preventions of common accidents and injuries.
    • CTE.ECDFS.D.7.3: Pathway Standard:Practice important safety, emergency, and disaster procedures to use for a variety of populations. Performance Indicator:Identify the specific health considerations of persons with disabilities.
    • CTE.ECDFS.D.7.4: Pathway Standard:Practice important safety, emergency, and disaster procedures to use for a variety of populations. Performance Indicator:Practice the correct procedures for dealing with emergencies and disasters.
    • CTE.ECDFS.D.7.5: Pathway Standard:Practice important safety, emergency, and disaster procedures to use for a variety of populations. Performance Indicator:Perform the procedures for basic first aid and cardiopulmonary resuscitation (CPR) for infants, children, and adults.
    • CTE.ECDFS.D.7.6: Pathway Standard:Practice important safety, emergency, and disaster procedures to use for a variety of populations. Performance Indicator:Comply with the procedures that prevent the spread of illnesses, infections, and diseases, including blood-borne pathogens.
    • CTE.ECDFS.D.8.0: Pathway Standard:Develop interpersonal skills required to interact effectively with individuals and families of all ages and abilities
    • CTE.ECDFS.D.8.1: Pathway Standard:Develop interpersonal skills required to interact effectively with individuals and families of all ages and abilities Performance Indicator:Use the strategies that promote positive interaction between individuals, families, and agencies.
    • CTE.ECDFS.D.8.2: Pathway Standard:Develop interpersonal skills required to interact effectively with individuals and families of all ages and abilities Performance Indicator:Apply effective ways to communicate and interact with culturally diverse individuals and families, such as using mediation, conflict resolution, and decision-making skills.
    • CTE.ECDFS.D.8.3: Pathway Standard:Develop interpersonal skills required to interact effectively with individuals and families of all ages and abilities Performance Indicator:Create effective ways to teach individuals and families communication, mediation, conflict-resolution, and decision-making skills.
    • CTE.ECDFS.D.9.0: Pathway Standard:Integrate positive guidance and its application in helping individuals and families
    • CTE.ECDFS.D.9.1: Pathway Standard:Integrate positive guidance and its application in helping individuals and families Performance Indicator:Interpret the concept of positive guidance and its benefits across one's life span.
    • CTE.ECDFS.D.9.2: Pathway Standard:Integrate positive guidance and its application in helping individuals and families Performance Indicator:Implement positive guidance techniques that are appropriate for clients and that promote independence.
    • CTE.ECDFS.D.9.3: Pathway Standard:Integrate positive guidance and its application in helping individuals and families Performance Indicator:Predict possible causes of behavior problems and conflict and demonstrate positive solutions, including behavior modification.
  • Career Technical Education Grade 7-12 - Pathways : Fashion Design and Merchandising Pathway:
    • CTE.FID.A.1.0: Pathway Standard:Understand various aspects of the fashion design, manufacturing, merchandising, and retail industry and the industry's role in local, state, national, and global economies
    • CTE.FID.A.1.1: Pathway Standard:Understand various aspects of the fashion design, manufacturing, merchandising, and retail industry and the industry's role in local, state, national, and global economies Performance Indicator:Understand the different segments of the fashion industry from textile design to retail sales.
    • CTE.FID.A.1.2: Pathway Standard:Understand various aspects of the fashion design, manufacturing, merchandising, and retail industry and the industry's role in local, state, national, and global economies Performance Indicator:Identify how the various segments of the industry contribute to local, state, national, and international economies.
    • CTE.FID.A.1.3: Pathway Standard:Understand various aspects of the fashion design, manufacturing, merchandising, and retail industry and the industry's role in local, state, national, and global economies Performance Indicator:Understand how such resources as periodicals, mass media, trend reports, and the Internet are used in the industry.
    • CTE.FID.A.1.4: Pathway Standard:Understand various aspects of the fashion design, manufacturing, merchandising, and retail industry and the industry's role in local, state, national, and global economies Performance Indicator:Compare major legislative, economic, and social trends that affect the industry.
    • CTE.FID.A.1.5: Pathway Standard:Understand various aspects of the fashion design, manufacturing, merchandising, and retail industry and the industry's role in local, state, national, and global economies Performance Indicator:Research various professional organizations such as Fashion Group International (FGI) and National Retail Federation (NRF).
    • CTE.FID.A.1.6: Pathway Standard:Understand various aspects of the fashion design, manufacturing, merchandising, and retail industry and the industry's role in local, state, national, and global economies Performance Indicator:Research postsecondary education options in the field of fashion design and merchandising.
    • CTE.FID.A.10.0: Pathway Standard:Understand visual merchandising and product styling.
    • CTE.FID.A.10.1: Pathway Standard:Understand visual merchandising and product styling. Performance Indicator:Explain the characteristics of effective interior and exterior retail displays.
    • CTE.FID.A.10.2: Pathway Standard:Understand visual merchandising and product styling. Performance Indicator:Understand the theory and practice of merchandise placement on a sales floor.
    • CTE.FID.A.10.3: Pathway Standard:Understand visual merchandising and product styling. Performance Indicator:Construct store displays by using various fixtures (e.g., mannequins, shadow boxes, wall and tabletop displays, and props) to convey specific messages (e.g., a store's image, a specific manufacturer's label, a color or fabric story, or a specific event).
    • CTE.FID.A.10.4: Pathway Standard:Understand visual merchandising and product styling. Performance Indicator:Demonstrate understanding of methods of visual merchandising and styling as it relates to selling on all types of media by creating a marketing plan.
    • CTE.FID.A.11.0: Pathway Standard:Understand the current laws, work site policies, and systems for inventory control and loss prevention.
    • CTE.FID.A.11.1: Pathway Standard:Understand the current laws, work site policies, and systems for inventory control and loss prevention. Performance Indicator:Describe the procedures involved in receiving, inspecting, and marking merchandise and distributing it to the selling floor.
    • CTE.FID.A.11.2: Pathway Standard:Understand the current laws, work site policies, and systems for inventory control and loss prevention. Performance Indicator:Explain the role of inter-store transfers in the general distribution of goods.
    • CTE.FID.A.11.3: Pathway Standard:Understand the current laws, work site policies, and systems for inventory control and loss prevention. Performance Indicator:Understand the current laws that affect inventories.
    • CTE.FID.A.11.4: Pathway Standard:Understand the current laws, work site policies, and systems for inventory control and loss prevention. Performance Indicator:Compare common inventory loss points and strategies for loss prevention.
    • CTE.FID.A.11.5: Pathway Standard:Understand the current laws, work site policies, and systems for inventory control and loss prevention. Performance Indicator:Analyze how loss prevention affects all profits.
    • CTE.FID.A.12.0: Pathway Standard:Understand important aspects of the beauty industry.
    • CTE.FID.A.12.1: Pathway Standard:Understand important aspects of the beauty industry. Performance Indicator:Identify and list various careers in the beauty industry.
    • CTE.FID.A.12.2: Pathway Standard:Understand important aspects of the beauty industry. Performance Indicator:Compare how cosmetic products are made.
    • CTE.FID.A.12.3: Pathway Standard:Understand important aspects of the beauty industry. Performance Indicator:Compare how products are regulated.
    • CTE.FID.A.12.4: Pathway Standard:Understand important aspects of the beauty industry. Performance Indicator:Explain the training required for selling beauty products.
    • CTE.FID.A.12.5: Pathway Standard:Understand important aspects of the beauty industry. Performance Indicator:Research various techniques for marketing beauty products.
    • CTE.FID.A.12.6: Pathway Standard:Understand important aspects of the beauty industry. Performance Indicator:Create a product which demonstrates the principles of packaging beauty products.
    • CTE.FID.A.2.0: Pathway Standard:Understand basic hiring practices, operational policies, procedures, and regulatory requirements in the fashion design, manufacturing, merchandising, and retail industry.
    • CTE.FID.A.2.1: Pathway Standard:Understand basic hiring practices, operational policies, procedures, and regulatory requirements in the fashion design, manufacturing, merchandising, and retail industry. Performance Indicator:Identify what constitutes appropriate professional clothing, grooming, and personal hygiene for a variety of professions.
    • CTE.FID.A.2.2: Pathway Standard:Understand basic hiring practices, operational policies, procedures, and regulatory requirements in the fashion design, manufacturing, merchandising, and retail industry. Performance Indicator:Identify hiring practices within the industry.
    • CTE.FID.A.2.3: Pathway Standard:Understand basic hiring practices, operational policies, procedures, and regulatory requirements in the fashion design, manufacturing, merchandising, and retail industry. Performance Indicator:Analyze basic operational procedures for all aspects of the industry (e.g., quality control, inventory control, distribution, quick response marketing, production, and accounting).
    • CTE.FID.A.2.4: Pathway Standard:Understand basic hiring practices, operational policies, procedures, and regulatory requirements in the fashion design, manufacturing, merchandising, and retail industry. Performance Indicator:Create a product which assesses the importance of accurate and thorough documentation to various aspects of the industry.
    • CTE.FID.A.3.0: Pathway Standard:Understand the principles of organizational management, including the roles and responsibilities of management and employees.
    • CTE.FID.A.3.1: Pathway Standard:Understand the principles of organizational management, including the roles and responsibilities of management and employees. Performance Indicator:Describe important management strategies, such as shared responsibilities and negotiation.
    • CTE.FID.A.3.2: Pathway Standard:Understand the principles of organizational management, including the roles and responsibilities of management and employees. Performance Indicator:Practice using common organizational procedures and tools, such as business plans, spreadsheets, recordkeeping, and communication with consumers.
    • CTE.FID.A.3.3: Pathway Standard:Understand the principles of organizational management, including the roles and responsibilities of management and employees. Performance Indicator:Compare and contrast the major outcomes of effective management, such as profitability, productivity, a positive work environment, and client satisfaction.
    • CTE.FID.A.3.4: Pathway Standard:Understand the principles of organizational management, including the roles and responsibilities of management and employees. Performance Indicator:Identify and list management titles and the role of each position in the overall operation of the company.
    • CTE.FID.A.3.5: Pathway Standard:Understand the principles of organizational management, including the roles and responsibilities of management and employees. Performance Indicator:Use the concepts and principles that lead to a healthy business with a positive company culture to begin creating a business plan.
    • CTE.FID.A.4.0: Pathway Standard:Apply the elements and principles of design in various aspects of the fashion industry.
    • CTE.FID.A.4.1: Pathway Standard:Apply the elements and principles of design in various aspects of the fashion industry. Performance Indicator:Apply the elements and principles of design to various tasks within the fashion industry (e.g., textiles design, fashion design, graphic design, visual merchandising).
    • CTE.FID.A.4.2: Pathway Standard:Apply the elements and principles of design in various aspects of the fashion industry. Performance Indicator:Explain the fundamentals of trend forecasting.
    • CTE.FID.A.4.3: Pathway Standard:Apply the elements and principles of design in various aspects of the fashion industry. Performance Indicator:Integrate various types of technology in the design process.
    • CTE.FID.A.4.4: Pathway Standard:Apply the elements and principles of design in various aspects of the fashion industry. Performance Indicator:Master skills to create presentation boards.
    • CTE.FID.A.4.5: Pathway Standard:Apply the elements and principles of design in various aspects of the fashion industry. Performance Indicator:Create a portfolio to showcase design ideas and mastery.
    • CTE.FID.A.5.0: Pathway Standard:Understand how the history of social, cultural, political, economic, and technological changes influence fashion.
    • CTE.FID.A.5.1: Pathway Standard:Understand how the history of social, cultural, political, economic, and technological changes influence fashion. Performance Indicator:Analyze how fashion and design have been influenced by politics, society, economics, culture, and aesthetics.
    • CTE.FID.A.5.2: Pathway Standard:Understand how the history of social, cultural, political, economic, and technological changes influence fashion. Performance Indicator:Compare how textiles and design have evolved throughout history.
    • CTE.FID.A.5.3: Pathway Standard:Understand how the history of social, cultural, political, economic, and technological changes influence fashion. Performance Indicator:Define the ways in which economies, mass production, labor unions, globalization, and technology affect the fashion industry.
    • CTE.FID.A.5.4: Pathway Standard:Understand how the history of social, cultural, political, economic, and technological changes influence fashion. Performance Indicator:Create a product describing fashion cycles and the adaptation of historical fashions to current trends.
    • CTE.FID.A.6.0: Pathway Standard:Understand the characteristics, production, and maintenance of textiles and the use of sustainable practices.
    • CTE.FID.A.6.1: Pathway Standard:Understand the characteristics, production, and maintenance of textiles and the use of sustainable practices. Performance Indicator:Identify general characteristics and maintenance of various fibers, fabrics, and finishes.
    • CTE.FID.A.6.2: Pathway Standard:Understand the characteristics, production, and maintenance of textiles and the use of sustainable practices. Performance Indicator:Compare textile manufacturing methods for producing fabrics that are woven, nonwoven, and knit
    • CTE.FID.A.6.3: Pathway Standard:Understand the characteristics, production, and maintenance of textiles and the use of sustainable practices. Performance Indicator:Analyze principals of standard print design (e.g., abstract and geometric) and color designs (e.g., tone-on-tone, positive/negative, and monotone).
    • CTE.FID.A.6.4: Pathway Standard:Understand the characteristics, production, and maintenance of textiles and the use of sustainable practices. Performance Indicator:Integrate the skills and procedures necessary to create and produce textile products.
    • CTE.FID.A.6.5: Pathway Standard:Understand the characteristics, production, and maintenance of textiles and the use of sustainable practices. Performance Indicator:Research how technology is used to create various textiles.
    • CTE.FID.A.6.6: Pathway Standard:Understand the characteristics, production, and maintenance of textiles and the use of sustainable practices. Performance Indicator:Evaluate how copyright, trademark, and patent laws affect textile design and production.
    • CTE.FID.A.6.7: Pathway Standard:Understand the characteristics, production, and maintenance of textiles and the use of sustainable practices. Performance Indicator:Compile textile industry standards that demonstrate sustainable practices.
    • CTE.FID.A.7.0: Pathway Standard:Understand how trends, color, and societal forecasting are used in the fashion industry.
    • CTE.FID.A.7.1: Pathway Standard:Understand how trends, color, and societal forecasting are used in the fashion industry. Performance Indicator:Identify the resources available to the fashion industry that provide information on fashion trends, color, and societal trend forecasting.
    • CTE.FID.A.7.2: Pathway Standard:Understand how trends, color, and societal forecasting are used in the fashion industry. Performance Indicator:Research trends that influence fashion and interior design.
    • CTE.FID.A.7.3: Pathway Standard:Understand how trends, color, and societal forecasting are used in the fashion industry. Performance Indicator:Apply trend forecasting as it relates to fashion design, textile design, product development, and merchandising.
    • CTE.FID.A.8.0: Pathway Standard:Understand the principles and techniques used in fashion design and product development and manufacturing.
    • CTE.FID.A.8.1: Pathway Standard:Understand the principles and techniques used in fashion design and product development and manufacturing. Performance Indicator:Know the basic process of manufacturing garments.
    • CTE.FID.A.8.10: Pathway Standard:Understand the principles and techniques used in fashion design and product development and manufacturing. Performance Indicator:Distinguish how technology is used in patternmaking, grading, and marking.
    • CTE.FID.A.8.11: Pathway Standard:Understand the principles and techniques used in fashion design and product development and manufacturing. Performance Indicator:Evaluate first-sample garments made from first patterns and make necessary adjustments.
    • CTE.FID.A.8.2: Pathway Standard:Understand the principles and techniques used in fashion design and product development and manufacturing. Performance Indicator:Identify equipment, tools, supplies, and software to construct or manufacture garments.
    • CTE.FID.A.8.3: Pathway Standard:Understand the principles and techniques used in fashion design and product development and manufacturing. Performance Indicator:Illustrate how the manufacturing process relates to the cost of producing garments.
    • CTE.FID.A.8.4: Pathway Standard:Understand the principles and techniques used in fashion design and product development and manufacturing. Performance Indicator:Evaluate the effects of global sourcing on garment production.
    • CTE.FID.A.8.5: Pathway Standard:Understand the principles and techniques used in fashion design and product development and manufacturing. Performance Indicator:Formulate cost sheets for garments, including manufacturer's costs, markup, and profit margin.
    • CTE.FID.A.8.6: Pathway Standard:Understand the principles and techniques used in fashion design and product development and manufacturing. Performance Indicator:Sketch a fashion design on the nine-head figure.
    • CTE.FID.A.8.7: Pathway Standard:Understand the principles and techniques used in fashion design and product development and manufacturing. Performance Indicator:Define flat patternmaking and draping techniques.
    • CTE.FID.A.8.8: Pathway Standard:Understand the principles and techniques used in fashion design and product development and manufacturing. Performance Indicator:Recognize pattern specifications for global production.
    • CTE.FID.A.8.9: Pathway Standard:Understand the principles and techniques used in fashion design and product development and manufacturing. Performance Indicator:Experiment with draping using various fabrics.
    • CTE.FID.A.9.0: Pathway Standard:Understand the skills and procedures necessary for sales, marketing, and branding in the fashion industry
    • CTE.FID.A.9.1: Pathway Standard:Understand and apply the elements and principles of design to various aspects of the interior design industry. Performance Indicator:Define basic procedures for sales, exchanges, and returns.
    • CTE.FID.A.9.2: Pathway Standard:Understand and apply the elements and principles of design to various aspects of the interior design industry. Performance Indicator:Identify the factors that contribute to quality customer relations, service, and sales.
    • CTE.FID.A.9.3: Pathway Standard:Understand and apply the elements and principles of design to various aspects of the interior design industry. Performance Indicator:Analyze customer buying motives.
    • CTE.FID.A.9.4: Pathway Standard:Understand and apply the elements and principles of design to various aspects of the interior design industry. Performance Indicator:Apply effective sales, marketing techniques, and presentation skills.
    • CTE.FID.A.9.5: Pathway Standard:Understand and apply the elements and principles of design to various aspects of the interior design industry. Performance Indicator:Assess strategies for helping customers select merchandise and recommend relatedproducts and services appropriate to their needs.
    • CTE.FID.A.9.6: Pathway Standard:Understand and apply the elements and principles of design to various aspects of the interior design industry. Performance Indicator:Explain how technology can be used to provide customer service.
    • CTE.FID.A.9.7: Pathway Standard:Understand and apply the elements and principles of design to various aspects of the interior design industry. Performance Indicator:Define the concept of branding and identify successful examples.
  • Career Technical Education Grade 7-12 - Pathways : Financial Services Pathway:
    • CTE.BF.B.1.0: Pathway Standard:Create and use budgets to guide financial decision making.
    • CTE.BF.B.1.1: Pathway Standard:Create and use budgets to guide financial decision making. Performance Indicator:Identify various forms of income and analyze factors that affect income as part of the career decision making process.
    • CTE.BF.B.1.2: Pathway Standard:Create and use budgets to guide financial decision making. Performance Indicator:Evaluate the opportunity costs of savings and investment options to meet short and long term goals.
    • CTE.BF.B.1.3: Pathway Standard:Create and use budgets to guide financial decision making. Performance Indicator:Apply a decision making model to maximize consumer satisfaction when buying consumer goods and service.
    • CTE.BF.B.1.4: Pathway Standard:Create and use budgets to guide financial decision making. Performance Indicator:Analyze factors that affect the choice, cost, and legal aspects of using credit.
    • CTE.BF.B.1.5: Pathway Standard:Create and use budgets to guide financial decision making. Performance Indicator:Develop and defend a spending/savings plan.
    • CTE.BF.B.1.6: Pathway Standard:Create and use budgets to guide financial decision making. Performance Indicator:Develop tax planning strategies for financial planning.
    • CTE.BF.B.1.7: Pathway Standard:Create and use budgets to guide financial decision making. Performance Indicator:Devise a plan to protect against identity theft.
    • CTE.BF.B.2.0: Pathway Standard:Explain how the application of Generally Accepted Accounting Principles (GAAP) impacts the recording of transactions and the preparation of financial statements.
    • CTE.BF.B.2.1: Pathway Standard:Explain how the application of Generally Accepted Accounting Principles (GAAP) impacts the recording of transactions and the preparation of financial statements. Performance Indicator:Describe the two methods of accounting (cash and accrual) and the different accounting concepts (financial, tax, cost, nonprofit and auditing) used to report a business's financial position as it pertains to sole proprietorships, corporations, and partnerships.
    • CTE.BF.B.2.2: Pathway Standard:Explain how the application of Generally Accepted Accounting Principles (GAAP) impacts the recording of transactions and the preparation of financial statements. Performance Indicator:Complete the steps in the accounting cycle in order to prepare financial statements and communicate how accounting procedures affect financial statements.
    • CTE.BF.B.2.3: Pathway Standard:Explain how the application of Generally Accepted Accounting Principles (GAAP) impacts the recording of transactions and the preparation of financial statements. Performance Indicator:Use planning and control principles to evaluate the performance of an organization.
    • CTE.BF.B.2.4: Pathway Standard:Explain how the application of Generally Accepted Accounting Principles (GAAP) impacts the recording of transactions and the preparation of financial statements. Performance Indicator:Discuss state and federal regulation of the accounting industry.
    • CTE.BF.B.2.5: Pathway Standard:Explain how the application of Generally Accepted Accounting Principles (GAAP) impacts the recording of transactions and the preparation of financial statements. Performance Indicator:Discuss International Financial Reporting Standards (IFRS) and the convergence between IFRS and GAAP.
    • CTE.BF.B.2.6: Pathway Standard:Explain how the application of Generally Accepted Accounting Principles (GAAP) impacts the recording of transactions and the preparation of financial statements. Performance Indicator:Develop a working knowledge of individual income tax procedures and compliance with tax laws and regulations.
    • CTE.BF.B.3.0: Pathway Standard:Interpret financial formulas commonly found in financial institutions to aid in the growth and stability of financial services.
    • CTE.BF.B.3.1: Pathway Standard:Interpret financial formulas commonly found in financial institutions to aid in the growth and stability of financial services. Performance Indicator:Identify key ratios and banking calculations such as interest and annual percentage rate.
    • CTE.BF.B.3.2: Pathway Standard:Interpret financial formulas commonly found in financial institutions to aid in the growth and stability of financial services. Performance Indicator:Identify strategies and systems in real-world situations to maintain, monitor, control, and plan the use of financial resources.
    • CTE.BF.B.3.3: Pathway Standard:Interpret financial formulas commonly found in financial institutions to aid in the growth and stability of financial services. Performance Indicator:Use equations, graphical representations, and other accounting tools to classify, record, and summarize financial data.
    • CTE.BF.B.3.4: Pathway Standard:Interpret financial formulas commonly found in financial institutions to aid in the growth and stability of financial services. Performance Indicator:Identify strategies financial institutions utilize to make decisions about profitability, such as savings and lending ratios.
    • CTE.BF.B.4.0: Pathway Standard:Interpret financial data, analyze results, and make sound business decisions to promote a financially healthy business.
    • CTE.BF.B.4.1: Pathway Standard:Interpret financial data, analyze results, and make sound business decisions to promote a financially healthy business. Performance Indicator:Apply differential analysis and present value concepts to make decisions.
    • CTE.BF.B.4.2: Pathway Standard:Interpret financial data, analyze results, and make sound business decisions to promote a financially healthy business. Performance Indicator:Interpret financial ratios and other metrics, such as cash flow and breakeven analysis, concentration risk, return on investment, leveraged debt, market share, and opportunity costs.
    • CTE.BF.B.4.3: Pathway Standard:Interpret financial data, analyze results, and make sound business decisions to promote a financially healthy business. Performance Indicator:Analyze an annual report and financial statement to predict profitability.
    • CTE.BF.B.4.4: Pathway Standard:Interpret financial data, analyze results, and make sound business decisions to promote a financially healthy business. Performance Indicator:Develop a working knowledge of individual income tax procedures and requirements to comply with tax laws and regulations.
    • CTE.BF.B.5.0: Pathway Standard:Evaluate the impact of federal, state, and local regulations on financial management decisions.
    • CTE.BF.B.5.1: Pathway Standard:Evaluate the impact of federal, state, and local regulations on financial management decisions. Performance Indicator:Explain the role of the Federal Reserve System, Internal Revenue Service (IRS), and Consumer Protection Laws.
    • CTE.BF.B.5.2: Pathway Standard:Evaluate the impact of federal, state, and local regulations on financial management decisions. Performance Indicator:Describe provisions of bankruptcy law.
    • CTE.BF.B.5.3: Pathway Standard:Evaluate the impact of federal, state, and local regulations on financial management decisions. Performance Indicator:Compare state and federal regulatory compliance of financial institutions and related services.
    • CTE.BF.B.5.4: Pathway Standard:Evaluate the impact of federal, state, and local regulations on financial management decisions. Performance Indicator:Calculate the impact of various taxes on financial decisions.
    • CTE.BF.B.6.0: Pathway Standard:Apply economic concepts as they relate to financial services.
    • CTE.BF.B.6.1: Pathway Standard:Apply economic concepts as they relate to financial services. Performance Indicator:Define capital and explain how it is used to create wealth.
    • CTE.BF.B.6.2: Pathway Standard:Apply economic concepts as they relate to financial services. Performance Indicator:Identify causes of stock price fluctuations and the relationship between bond prices and yields.
    • CTE.BF.B.6.3: Pathway Standard:Apply economic concepts as they relate to financial services. Performance Indicator:Illustrate the business cycle elaborating on leading, coinciding, and lagging economic indicators.
    • CTE.BF.B.6.4: Pathway Standard:Apply economic concepts as they relate to financial services. Performance Indicator:Assess the ways in which financial markets influence interest rates, inflation, balance of trade, and unemployment and the impact on business decisions.
    • CTE.BF.B.6.5: Pathway Standard:Apply economic concepts as they relate to financial services. Performance Indicator:Explain the role of investment banking in the primary marketplace.
    • CTE.BF.B.7.0: Pathway Standard:Explain the concepts, role, and importance of international finance and risk management.
    • CTE.BF.B.7.1: Pathway Standard:Explain the concepts, role, and importance of international finance and risk management. Performance Indicator:Compare the variety of ways in which funds are transferred in foreign trade.
    • CTE.BF.B.7.2: Pathway Standard:Explain the concepts, role, and importance of international finance and risk management. Performance Indicator:Analyze factors that affect currency and exchange rates.
    • CTE.BF.B.7.3: Pathway Standard:Explain the concepts, role, and importance of international finance and risk management. Performance Indicator:Formulate an insurance and risk management plan.
    • CTE.BF.B.7.4: Pathway Standard:Explain the concepts, role, and importance of international finance and risk management. Performance Indicator:Explain the importance of actuarial science in the insurance industry.
    • CTE.BF.B.7.5: Pathway Standard:Explain the concepts, role, and importance of international finance and risk management. Performance Indicator:Compare and contrast risk management methods of avoidance, reduction, assumption, and shifting.
    • CTE.BF.B.7.6: Pathway Standard:Explain the concepts, role, and importance of international finance and risk management. Performance Indicator:Analyze choices available to consumers for protection against risk and financial loss.
    • CTE.BF.B.7.7: Pathway Standard:Explain the concepts, role, and importance of international finance and risk management. Performance Indicator:Identify main operations and evaluate services provided by financial institutions.
    • CTE.BF.B.8.0: Pathway Standard:Evaluate the variety, nature, and diversity of investment vehicles and the elements that contribute to financial growth and success.
    • CTE.BF.B.8.1: Pathway Standard:Evaluate the variety, nature, and diversity of investment vehicles and the elements that contribute to financial growth and success. Performance Indicator:Explain the time value of money.
    • CTE.BF.B.8.2: Pathway Standard:Evaluate the variety, nature, and diversity of investment vehicles and the elements that contribute to financial growth and success. Performance Indicator:Describe the functions, responsibilities, and ethical considerations of a financial institution.
    • CTE.BF.B.8.3: Pathway Standard:Evaluate the variety, nature, and diversity of investment vehicles and the elements that contribute to financial growth and success. Performance Indicator:Recognize the categories and characteristics of major investment vehicles, such as stocks, bonds, real estate, mutual funds, venture capital, retirement investment plans, and education savings plans.
    • CTE.BF.B.8.4: Pathway Standard:Evaluate the variety, nature, and diversity of investment vehicles and the elements that contribute to financial growth and success. Performance Indicator:Describe reasons why investors buy and sell and the methods they use.
    • CTE.BF.B.8.5: Pathway Standard:Evaluate the variety, nature, and diversity of investment vehicles and the elements that contribute to financial growth and success. Performance Indicator:Describe factors that affect the value of an asset, including industry trends, price to earnings ratio, cash flow, growth rate, timing, inflation, interest rate, opportunity cost, risk, and required return.
    • CTE.BF.B.8.6: Pathway Standard:Evaluate the variety, nature, and diversity of investment vehicles and the elements that contribute to financial growth and success. Performance Indicator:Consult federal resources and independent rating companies for reports and research on investment vehicles and providers.
    • CTE.BF.B.8.7: Pathway Standard:Evaluate the variety, nature, and diversity of investment vehicles and the elements that contribute to financial growth and success. Performance Indicator:Select sources to finance venture creation/start-up.
    • CTE.BF.B.8.8: Pathway Standard:Evaluate the variety, nature, and diversity of investment vehicles and the elements that contribute to financial growth and success. Performance Indicator:Describe the role of the Securities and Exchange Commission (SEC) and the Financial Industry Regulation Authority (FINRA) and explain regulation of the industry, including legal and ethical considerations in all aspects of financial services.
    • CTE.BF.B.9.0: Pathway Standard:Evaluate financial services providers and explore the duties and activities of financial service careers.
    • CTE.BF.B.9.1: Pathway Standard:Evaluate financial services providers and explore the duties and activities of financial service careers. Performance Indicator:Identify electronic banking technologies.
    • CTE.BF.B.9.2: Pathway Standard:Evaluate financial services providers and explore the duties and activities of financial service careers. Performance Indicator:Identify licensure requirements for various professionals in the financial services industry.
    • CTE.BF.B.9.3: Pathway Standard:Evaluate financial services providers and explore the duties and activities of financial service careers. Performance Indicator:Demonstrate characteristics of professionalism in working relationships with customers and employees.
    • CTE.BF.B.9.4: Pathway Standard:Evaluate financial services providers and explore the duties and activities of financial service careers. Performance Indicator:Demonstrate techniques for managing human resources to maximize operational efficiencies and effectiveness.
    • CTE.BF.B.9.5: Pathway Standard:Evaluate financial services providers and explore the duties and activities of financial service careers. Performance Indicator:Discuss legal and ethical considerations in providing financial advice, buying or selling securities, insurance or real estate, and borrowing or lending money.
    • CTE.BF.B.9.6: Pathway Standard:Evaluate financial services providers and explore the duties and activities of financial service careers. Performance Indicator:Examine the environments in which securities and investments services are offered, including securities sales agents, securities and investment firms, and securities markets.
    • CTE.BF.B.9.7: Pathway Standard:Evaluate financial services providers and explore the duties and activities of financial service careers. Performance Indicator:Determine client needs and wants and develop and present a written investment recommendation to the client using standard writing conventions.
    • CTE.BF.B.9.8: Pathway Standard:Evaluate financial services providers and explore the duties and activities of financial service careers. Performance Indicator:Scrutinize lending and borrowing practices.
  • Career Technical Education Grade 7-12 - Pathways : Food Science, Dietetics, and Nutrition Pathway:
    • CTE.HTR.A.1.0: Pathway Standard:Demonstrate an understanding of key aspects of the food science, dietetics, and nutrition industry and the role of the industry in the local, state, national, and global economies
    • CTE.HTR.A.1.1: Pathway Standard:Demonstrate an understanding of key aspects of the food science, dietetics, and nutrition industry and the role of the industry in the local, state, national, and global economies. Performance Indicator:Define and compare core elements of the food science, dietetics, and nutrition industry from the supporting industries and regulatory agencies.
    • CTE.HTR.A.1.2: Pathway Standard:Demonstrate an understanding of key aspects of the food science, dietetics, and nutrition industry and the role of the industry in the local, state, national, and global economies. Performance Indicator:Evaluate the contributions of the various segments of the industry to local, state, national, and international economies.
    • CTE.HTR.A.1.3: Pathway Standard:Demonstrate an understanding of key aspects of the food science, dietetics, and nutrition industry and the role of the industry in the local, state, national, and global economies. Performance Indicator:Create a product depicting the different requirements and standards for employees in the industry, including education, training, licensures, and certifications.
    • CTE.HTR.A.10.0: Pathway Standard:Describe the fundamental concepts of marketing and public relations used in the dissemination of information about food science, dietetics, and nutrition.
    • CTE.HTR.A.10.1: Pathway Standard:Describe the fundamental concepts of marketing and public relations used in the dissemination of information about food science, dietetics, and nutrition. Performance Indicator:Explain the differences between public relations, advertising, and provision of accurate information to consumers.
    • CTE.HTR.A.10.2: Pathway Standard:Describe the fundamental concepts of marketing and public relations used in the dissemination of information about food science, dietetics, and nutrition. Performance Indicator:Understand the methods and importance of communicating accurate information to consumers about nutrition, food safety, and food products.
    • CTE.HTR.A.10.3: Pathway Standard:Describe the fundamental concepts of marketing and public relations used in the dissemination of information about food science, dietetics, and nutrition. Performance Indicator:Evaluate the psychological effects of market branding, subliminal messages, and advertising on consumer choices.
    • CTE.HTR.A.10.4: Pathway Standard:Describe the fundamental concepts of marketing and public relations used in the dissemination of information about food science, dietetics, and nutrition. Performance Indicator:Explain the use of technical reports in preparing and disseminating information.
    • CTE.HTR.A.10.5: Pathway Standard:Describe the fundamental concepts of marketing and public relations used in the dissemination of information about food science, dietetics, and nutrition. Performance Indicator:Compare and contrast the influence of consumer trends and expectations on product development and marketing.
    • CTE.HTR.A.2.0: Pathway Standard:Identify important workforce and organizational management concepts.
    • CTE.HTR.A.2.1: Pathway Standard:Identify important workforce and organizational management concepts. Performance Indicator:Find information on the primary business procedures for food science, dietetics, and nutrition organizations.
    • CTE.HTR.A.2.2: Pathway Standard:Identify important workforce and organizational management concepts. Performance Indicator:Explain the differences and importance of the main elements in day-to-day operational procedures at various types of food-related facilities.
    • CTE.HTR.A.2.3: Pathway Standard:Identify important workforce and organizational management concepts. Performance Indicator:Evaluate important management strategies for planning, decision making, shared responsibility, and negotiations.
    • CTE.HTR.A.3.0: Pathway Standard:Demonstrate the application of primary standards and regulations for safe food handling and sanitation practices.
    • CTE.HTR.A.3.1: Pathway Standard:Recognize the relationship of basic nutritional principles and concepts to the physical and emotional well-being of individuals. Performance Indicator:Practice industry-recommended standards for personal grooming and hygiene.
    • CTE.HTR.A.3.2: Pathway Standard:Recognize the relationship of basic nutritional principles and concepts to the physical and emotional well-being of individuals. Performance Indicator:Interpret safe and sanitary food-handling procedures as set forth by local, state, and federal health and safety codes, including reporting and dealing with violations of the food safety code.
    • CTE.HTR.A.3.3: Pathway Standard:Recognize the relationship of basic nutritional principles and concepts to the physical and emotional well-being of individuals. Performance Indicator:Produce a product that integrates the use of procedures for preventing the spread of food-borne pathogens and illness, allergens, cross-contacts, and contaminants.
    • CTE.HTR.A.4,4: Pathway Standard:Recognize the relationship of basic nutritional principles and concepts to the physical and emotional well-being of individuals. Performance Indicator:Formulate recommended diets for different dietary and health needs.
    • CTE.HTR.A.4.0: Pathway Standard:Recognize the relationship of basic nutritional principles and concepts to the physical and emotional well-being of individuals.
    • CTE.HTR.A.4.1: Pathway Standard:Recognize the relationship of basic nutritional principles and concepts to the physical and emotional well-being of individuals. Performance Indicator:Understand the relationship of emotional, psychological, and physiological needs to food intake and natural hunger cues.
    • CTE.HTR.A.4.2: Pathway Standard:Recognize the relationship of basic nutritional principles and concepts to the physical and emotional well-being of individuals. Performance Indicator:Analyze appropriate nutrient intake, diet, and energy expenditure for individuals of different ages and with different dietary and health needs.
    • CTE.HTR.A.4.3: Pathway Standard:Recognize the relationship of basic nutritional principles and concepts to the physical and emotional well-being of individuals. Performance Indicator:Illustrate the anatomical structure and functions of the digestive system, including the biochemical processes involved in digestion, absorption, metabolism, energy balance, and food-drug interactions.
    • CTE.HTR.A.5.0: Pathway Standard:Demonstrate an understanding of the correlation of food and fitness to wellness.
    • CTE.HTR.A.5.1: Pathway Standard:Demonstrate an understanding of the correlation of food and fitness to wellness. Performance Indicator:Explain how research-based, recognized dietary guidelines relate to nutrition, fitness, and overall wellness.
    • CTE.HTR.A.5.2: Pathway Standard:Demonstrate an understanding of the correlation of food and fitness to wellness. Performance Indicator:Interpret nutritional information needed to implement and sustain change in behavior and lifestyle management.
    • CTE.HTR.A.5.3: Pathway Standard:Demonstrate an understanding of the correlation of food and fitness to wellness. Performance Indicator:Analyze popular diets for recommendations that are consistent with, or contrary to, approved dietary guidelines.
    • CTE.HTR.A.5.4: Pathway Standard:Demonstrate an understanding of the correlation of food and fitness to wellness. Performance Indicator:Analyze nutrient density as it relates to food quality and dietary choices for individual nutrition, fitness, and wellness goals.
    • CTE.HTR.A.5.5: Pathway Standard:Demonstrate an understanding of the correlation of food and fitness to wellness. Performance Indicator:Provide examples of how social and cultural norms and barriers relate to the implementation of nutrition, fitness, and wellness changes.
    • CTE.HTR.A.6.0: Pathway Standard:Identify the basics of community collaborative opportunities and methods of outreach in the field of nutrition, fitness, and wellness.
    • CTE.HTR.A.6.1: Pathway Standard:Identify the basics of community collaborative opportunities and methods of outreach in the field of nutrition, fitness, and wellness. Performance Indicator:Classify the available community services, agencies, and outreach programs that provide nutrition, fitness, and wellness information and services.
    • CTE.HTR.A.6.2: Pathway Standard:Identify the basics of community collaborative opportunities and methods of outreach in the field of nutrition, fitness, and wellness. Performance Indicator:Understand the differences in services and outreach methods of community organizations that provide nutrition, fitness, and wellness information and services.
    • CTE.HTR.A.6.3: Pathway Standard:Identify the basics of community collaborative opportunities and methods of outreach in the field of nutrition, fitness, and wellness. Performance Indicator:Provide examples of the influence of cultural health-related practices and food preferences on the nutrition, fitness, and wellness of individuals.
    • CTE.HTR.A.7.0: Pathway Standard:Explain the basic principles of managing and operating food service outreach programs.
    • CTE.HTR.A.7.1: Pathway Standard:Explain the basic principles of managing and operating food service outreach programs. Performance Indicator:Identify the types of community-based and institutional programs that provide food and nutrition outreach services.
    • CTE.HTR.A.7.2: Pathway Standard:Explain the basic principles of managing and operating food service outreach programs Performance Indicator:Summarize the factors that affect the management and operation of a food service outreach program.
    • CTE.HTR.A.7.3: Pathway Standard:Explain the basic principles of managing and operating food service outreach programs. Performance Indicator:Explain the training needs of an effective food service outreach staff.
    • CTE.HTR.A.8.0: Pathway Standard:Interpret the basic principles of chemistry and physics related to changes in foods and food products during preparation, processing, and preservation.
    • CTE.HTR.A.8.1: Pathway Standard:Interpret the basic principles of chemistry and physics related to changes in foods and food products during preparation, processing, and preservation. Performance Indicator:Recognize terminology, methods, and equipment used in the food science and technology industry.
    • CTE.HTR.A.8.2: Pathway Standard:Interpret the basic principles of chemistry and physics related to changes in foods and food products during preparation, processing, and preservation. Performance Indicator:Practice safe laboratory and equipment use and maintenance procedures.
    • CTE.HTR.A.8.3: Pathway Standard:Interpret the basic principles of chemistry and physics related to changes in foods and food products during preparation, processing, and preservation. Performance Indicator:Understand important chemical and physical changes that occur during food preparation.
    • CTE.HTR.A.8.4: Pathway Standard:Interpret the basic principles of chemistry and physics related to changes in foods and food products during preparation, processing, and preservation. Performance Indicator:Conduct scientific experiments using the scientific method.
    • CTE.HTR.A.8.5: Pathway Standard:Interpret the basic principles of chemistry and physics related to changes in foods and food products during preparation, processing, and preservation. Performance Indicator:Document experiments and maintain laboratory records.
    • CTE.HTR.A.9.0: Pathway Standard:Demonstrate an understanding of the basic principles of research and development, food analysis, and sensory evaluation in the field of food science and technology.
    • CTE.HTR.A.9.1: Pathway Standard:Demonstrate an understanding of the basic principles of research and development, food analysis, and sensory evaluation in the field of food science and technology. Performance Indicator:Understand the purpose, importance, and basic procedures of sensory evaluation experiments.
    • CTE.HTR.A.9.2: Pathway Standard:Demonstrate an understanding of the basic principles of research and development, food analysis, and sensory evaluation in the field of food science and technology. Performance Indicator:Explain quality control, assurance standards, and the procedures for each used in research and development.
    • CTE.HTR.A.9.3: Pathway Standard:Demonstrate an understanding of the basic principles of research and development, food analysis, and sensory evaluation in the field of food science and technology. Performance Indicator:Analyze research implications on food trends, value-added processing, genetic engineering, and irradiation.
    • CTE.HTR.A.9.4: Pathway Standard:Demonstrate an understanding of the basic principles of research and development, food analysis, and sensory evaluation in the field of food science and technology. Performance Indicator:Prepare and test formulas for developing new food products.
    • CTE.HTR.A.9.5: Pathway Standard:Demonstrate an understanding of the basic principles of research and development, food analysis, and sensory evaluation in the field of food science and technology. Performance Indicator:Test food products by using controls, variables, and random sampling.
    • CTE.HTR.A.9.6: Pathway Standard:Demonstrate an understanding of the basic principles of research and development, food analysis, and sensory evaluation in the field of food science and technology. Performance Indicator:Create a product that explores global, logistical, ecological, and economic impacts of food production and packaging methods, including genetic engineering.
  • Career Technical Education Grade 7-12 - Pathways : Food Service and Hospitality Pathway:
    • CTE.HTR.B. 7.0: Pathway Standard:Illustrate and apply the basics of baking, pastry, and dessert preparation and safety and sanitation in professional and institutional kitchens.
    • CTE.HTR.B.1.0: Pathway Standard:Demonstrate an understanding of major aspects of the food service and hospitality industry and the role of the industry in local, state, national, and global economies.
    • CTE.HTR.B.1.1: Pathway Standard:Demonstrate an understanding of major aspects of the food service and hospitality industry and the role of the industry in local, state, national, and global economies. Performance Indicator:Define and compare core elements of the food service and hospitality industry from various supporting industries.
    • CTE.HTR.B.1.2: Pathway Standard:Demonstrate an understanding of major aspects of the food service and hospitality industry and the role of the industry in local, state, national, and global economies. Performance Indicator:Understand how the various segments of the industry contribute to, and impact, local, state, national, and international economies, cultures, and the environment.
    • CTE.HTR.B.1.3: Pathway Standard:Demonstrate an understanding of major aspects of the food service and hospitality industry and the role of the industry in local, state, national, and global economies. Performance Indicator:Explain the relationship between industry trends and local, state, national, and international economic trends.
    • CTE.HTR.B.1.4: Pathway Standard:Demonstrate an understanding of major aspects of the food service and hospitality industry and the role of the industry in local, state, national, and global economies. Performance Indicator:Research the advantages and disadvantages of the working conditions of various careers in the food service and hospitality industry.
    • CTE.HTR.B.10.0: Pathway Standard:Demonstrate and apply basic nutritional concepts in meal planning and food preparation.
    • CTE.HTR.B.10.1: Pathway Standard:Demonstrate and apply basic nutritional concepts in meal planning and food preparation. Performance Indicator:Apply basic nutritional principles and know how to use food preparation techniques that conserve nutrients.
    • CTE.HTR.B.10.2: Pathway Standard:Demonstrate and apply basic nutritional concepts in meal planning and food preparation. Performance Indicator:Interpret nutritional or ingredient information from food labels and fact sheets and analyze menu items to meet the dietary needs of individuals.
    • CTE.HTR.B.10.3: Pathway Standard:Demonstrate and apply basic nutritional concepts in meal planning and food preparation. Performance Indicator:Create nutritious, creative, and profitable menus in accord with availability and demand.
    • CTE.HTR.B.11.0: Pathway Standard:Demonstrate an understanding of the basic processes of costing and cost analysis in food and beverage production and service.
    • CTE.HTR.B.11.1: Pathway Standard:Demonstrate an understanding of the basic processes of costing and cost analysis in food and beverage production and service. Performance Indicator:Understand the customer's perception of value and its relationship to profit and loss.
    • CTE.HTR.B.11.2: Pathway Standard:Demonstrate an understanding of the basic processes of costing and cost analysis in food and beverage production and service. Performance Indicator:Understand the components of a profit and loss statement emphasizing food and labor costs.
    • CTE.HTR.B.11.3: Pathway Standard:Demonstrate an understanding of the basic processes of costing and cost analysis in food and beverage production and service. Performance Indicator:Utilize the practices of reduce, reuse, and recycle to maximize profits.
    • CTE.HTR.B.11.4: Pathway Standard:Demonstrate an understanding of the basic processes of costing and cost analysis in food and beverage production and service. Performance Indicator:Understand the importance and structure of standardized systems, such as the Uniform System of Accounts for Restaurants.
    • CTE.HTR.B.11.5: Pathway Standard:Demonstrate an understanding of the basic processes of costing and cost analysis in food and beverage production and service. Performance Indicator:Evaluate the importance of the menu as the primary source of revenue generation and cost control.
    • CTE.HTR.B.11.6: Pathway Standard:Demonstrate an understanding of the basic processes of costing and cost analysis in food and beverage production and service. Performance Indicator:Calculate recipe costs and pricing per portion and compare the cost per cover to the theoretical cost.
    • CTE.HTR.B.12.0: Pathway Standard:Describe the fundamentals of successful sales and marketing methods.
    • CTE.HTR.B.12.1: Pathway Standard:Describe the fundamentals of successful sales and marketing methods. Performance Indicator:Recognize methods to develop and maintain long-term customer relations.
    • CTE.HTR.B.12.2: Pathway Standard:Describe the fundamentals of successful sales and marketing methods. Performance Indicator:Identify the major market segments of the industry and understand how marketing principles and procedures can be applied to target audiences.
    • CTE.HTR.B.12.3: Pathway Standard:Describe the fundamentals of successful sales and marketing methods. Performance Indicator:Understand basic marketing principles for maximizing revenue based on supply and demand and competition.
    • CTE.HTR.B.12.4: Pathway Standard:Describe the fundamentals of successful sales and marketing methods. Performance Indicator:Understand the value of advertising, public relations, social networking, and community involvement.
    • CTE.HTR.B.12.5: Pathway Standard:Describe the fundamentals of successful sales and marketing methods. Performance Indicator:Research the various types of entrepreneurial opportunities in the food service industry.
    • CTE.HTR.B.12.6: Pathway Standard:Describe the fundamentals of successful sales and marketing methods. Performance Indicator:Design marketing strategies, including branding, benchmarking, and promotional selling and upgrading and their effect on profits.
    • CTE.HTR.B.2.0: Pathway Standard:Demonstrate the basics of safe work habits, security, and emergency procedures required in food service and hospitality establishments.
    • CTE.HTR.B.2.1: Pathway Standard:Demonstrate the basics of safe work habits, security, and emergency procedures required in food service and hospitality establishments. Performance Indicator:Identify the causes, prevention, and treatment of common accidents and the reporting procedures involved.
    • CTE.HTR.B.2.2: Pathway Standard:Demonstrate the basics of safe work habits, security, and emergency procedures required in food service and hospitality establishments. Performance Indicator:Practice the basic procedures for the safety of employees and guests, including the procedures for emergency situations.
    • CTE.HTR.B.2.3: Pathway Standard:Demonstrate the basics of safe work habits, security, and emergency procedures required in food service and hospitality establishments. Performance Indicator:Understand the role of the California Occupational Safety and Health Administration, the Environmental Protection Agency, and other agencies in regulating practices in the food service and hospitality industry.
    • CTE.HTR.B.2.4: Pathway Standard:Demonstrate the basics of safe work habits, security, and emergency procedures required in food service and hospitality establishments. Performance Indicator:Understand the source and purpose of information in the Material Safety Data Sheets (MSDS) and know the proper use of personal protective equipment (PPE).
    • CTE.HTR.B.3.0: Pathway Standard:Interpret the basic principles of sanitation and safe food handling.
    • CTE.HTR.B.3.1: Pathway Standard:Interpret the basic principles of sanitation and safe food handling. Performance Indicator:Employ the standards of personal grooming and hygiene required by local, state, and federal health and safety codes.
    • CTE.HTR.B.3.2: Pathway Standard:Interpret the basic principles of sanitation and safe food handling. Performance Indicator:Understand basic local, state, and federal sanitation regulations as they pertain to food production and service.
    • CTE.HTR.B.3.3: Pathway Standard:Interpret the basic principles of sanitation and safe food handling. Performance Indicator:Explain the types of food contamination, the potential causes, including cross contamination, and methods of prevention.
    • CTE.HTR.B.3.4: Pathway Standard:Interpret the basic principles of sanitation and safe food handling. Performance Indicator:Practice safe and sanitary procedures in all food handling, including food receiving, storage, production, service, and cleanup.
    • CTE.HTR.B.3.5: Pathway Standard:Interpret the basic principles of sanitation and safe food handling. Performance Indicator:Understand the essential principles of Hazard Analysis Critical Control Points, including the use of flowcharts.
    • CTE.HTR.B.3.6: Pathway Standard:Interpret the basic principles of sanitation and safe food handling. Performance Indicator:Understand the purpose and process of required industry certification (e.g., ServSafe, California Food Handlers Card).
    • CTE.HTR.B.4.0: Pathway Standard:Analyze the basics of food service and hospitality management.
    • CTE.HTR.B.4.1: Pathway Standard:Analyze the basics of food service and hospitality management. Performance Indicator:Understand the responsibilities of management, such as ensuring safe work practices and conditions and complying with important laws and regulations that affect employment, such as wage and hour laws, tenant status, and accommodation of minors.
    • CTE.HTR.B.4.2: Pathway Standard:Analyze the basics of food service and hospitality management. Performance Indicator:Understand the importance of specific human resource practices and procedures that address workplace diversity, harassment, personal safety, and discrimination.
    • CTE.HTR.B.4.3: Pathway Standard:Analyze the basics of food service and hospitality management. Performance Indicator:Interpret the differences in goals and organizational management of various food service businesses.
    • CTE.HTR.B.4.4: Pathway Standard:Analyze the basics of food service and hospitality management. Performance Indicator:Understand the relationship of effective management and business procedures to important outcomes, such as profitability, productivity, workplace atmosphere, consumer and guest satisfaction, and business growth.
    • CTE.HTR.B.4.5: Pathway Standard:Analyze the basics of food service and hospitality management. Performance Indicator:Design and interpret business plans including: the mission, vision, target market, location, financing, and the community and ecological context of the business.
    • CTE.HTR.B.5.0: Pathway Standard:Demonstrate an understanding of the basics of systems operations and the importance of maintaining facilities, equipment, tools, and supplies.
    • CTE.HTR.B.5.1: Pathway Standard:Demonstrate an understanding of the basics of systems operations and the importance of maintaining facilities, equipment, tools, and supplies. Performance Indicator:Apply the procedures for cleaning and maintaining facilities and equipment and the importance of preventive maintenance and the use of nontoxic and less toxic materials.
    • CTE.HTR.B.5.2: Pathway Standard:Demonstrate an understanding of the basics of systems operations and the importance of maintaining facilities, equipment, tools, and supplies. Performance Indicator:Recognize the types of materials and supplies used in the maintenance of facilities, including the identification of the hazardous environmental and physical properties of chemicals and the use of Material Safety Data Sheets (MSDS).
    • CTE.HTR.B.5.3: Pathway Standard:Demonstrate an understanding of the basics of systems operations and the importance of maintaining facilities, equipment, tools, and supplies. Performance Indicator:Practice the procedures for maintaining inventories: ordering food, equipment, and supplies; and storing and restocking supplies.
    • CTE.HTR.B.5.4: Pathway Standard:Demonstrate an understanding of the basics of systems operations and the importance of maintaining facilities, equipment, tools, and supplies. Performance Indicator:Understand the relationship between facilities management and profit and loss, including the costs of resource consumption, breakage, theft, supplies use, and decisions for repairs or replacement.
    • CTE.HTR.B.5.5: Pathway Standard:Demonstrate an understanding of the basics of systems operations and the importance of maintaining facilities, equipment, tools, and supplies. Performance Indicator:Understand how various departments in a food service facility contribute to the economic success of a business.
    • CTE.HTR.B.5.6: Pathway Standard:Demonstrate an understanding of the basics of systems operations and the importance of maintaining facilities, equipment, tools, and supplies. Performance Indicator:Prioritize tasks and plan work schedules based on budget and personnel.
    • CTE.HTR.B.6.0: Pathway Standard:Illustrate and apply the basics of food preparation and safety and sanitation in professional and institutional kitchens.
    • CTE.HTR.B.6.1: Pathway Standard:Illustrate and apply the basics of baking, pastry, and dessert preparation and safety and sanitation in professional and institutional kitchens. Performance Indicator:Use, maintain, and store the tools, utensils, equipment, and appliances safely and appropriately for preparing a variety of food items.
    • CTE.HTR.B.6.2: Pathway Standard:Illustrate and apply the basics of baking, pastry, and dessert preparation and safety and sanitation in professional and institutional kitchens. Performance Indicator:Apply the principle of mise en place, including the placement and order of use of ingredients, equipment, tools, and supplies.
    • CTE.HTR.B.6.3: Pathway Standard:Illustrate and apply the basics of baking, pastry, and dessert preparation and safety and sanitation in professional and institutional kitchens. Performance Indicator:Prepare food by using the correct terminology, food safety, techniques, and procedures specified in recipes and formulas.
    • CTE.HTR.B.6.4: Pathway Standard:Illustrate and apply the basics of baking, pastry, and dessert preparation and safety and sanitation in professional and institutional kitchens. Performance Indicator:Plan and follow a food production schedule, including timing and prioritizing of tasks and activities.
    • CTE.HTR.B.6.5: Pathway Standard:Illustrate and apply the basics of baking, pastry, and dessert preparation and safety and sanitation in professional and institutional kitchens. Performance Indicator:Evaluate the qualities and properties of food items and ingredients used in food preparation.
    • CTE.HTR.B.6.6: Pathway Standard:Illustrate and apply the basics of baking, pastry, and dessert preparation and safety and sanitation in professional and institutional kitchens. Performance Indicator:Design plating techniques, including accurate portioning and aesthetic presentation skills.
    • CTE.HTR.B.6.7: Pathway Standard:Illustrate and apply the basics of baking, pastry, and dessert preparation and safety and sanitation in professional and institutional kitchens. Performance Indicator:Develop a food preparation plan using forecasting and cross-utilization of products to maximize profit and eliminate waste.
    • CTE.HTR.B.7.1: Pathway Standard:Illustrate and apply the basics of baking, pastry, and dessert preparation and safety and sanitation in professional and institutional kitchens. Performance Indicator:Use, maintain, and store the tools, utensils, equipment, and appliances safely and appropriately for preparing, serving, and storing baked goods, pastries, and desserts.
    • CTE.HTR.B.7.2: Pathway Standard:Illustrate and apply the basics of baking, pastry, and dessert preparation and safety and sanitation in professional and institutional kitchens. Performance Indicator:Apply the principle of mise en place, including the placement and order of use of the ingredients, equipment, tools, and supplies unique to baking and pastry production.
    • CTE.HTR.B.7.3: Pathway Standard:Illustrate and apply the basics of baking, pastry, and dessert preparation and safety and sanitation in professional and institutional kitchens. Performance Indicator:Produce baked goods, pastries, and desserts by using the correct terminology, food safety, techniques, procedures, and various finishing techniques.
    • CTE.HTR.B.7.4: Pathway Standard:Illustrate and apply the basics of baking, pastry, and dessert preparation and safety and sanitation in professional and institutional kitchens. Performance Indicator:Evaluate the qualities and properties of food items and ingredients used for baked goods, pastries, and desserts.
    • CTE.HTR.B.7.5: Pathway Standard:Illustrate and apply the basics of baking, pastry, and dessert preparation and safety and sanitation in professional and institutional kitchens. Performance Indicator:Understand packaging and merchandising techniques to feature seasonal and standard bakery products.
    • CTE.HTR.B.7.6: Pathway Standard:Illustrate and apply the basics of baking, pastry, and dessert preparation and safety and sanitation in professional and institutional kitchens. Performance Indicator:Develop a plan using forecasting and cross-utilization of products to maximize profit and eliminate waste.
    • CTE.HTR.B.8.0: Pathway Standard:Apply the knowledge and skills essential for effective customer service.
    • CTE.HTR.B.8.1: Pathway Standard:Apply the knowledge and skills essential for effective customer service. Performance Indicator:Analyze the importance of customer service to the success of the food service establishment.
    • CTE.HTR.B.8.2: Pathway Standard:Apply the knowledge and skills essential for effective customer service. Performance Indicator:Demonstrate the concept of exceptional customer service and know ways of anticipating the needs and desires of customers to exceed their expectations.
    • CTE.HTR.B.8.3: Pathway Standard:Apply the knowledge and skills essential for effective customer service. Performance Indicator:Recognize common customer complaints and the service solutions for preventing or resolving complaints.
    • CTE.HTR.B.8.4: Pathway Standard:Apply the knowledge and skills essential for effective customer service. Performance Indicator:Understand the roles of management and employees in effectively meeting the needs of culturally, generationally diverse, special needs customers.
    • CTE.HTR.B.8.5: Pathway Standard:Apply the knowledge and skills essential for effective customer service. Performance Indicator:Interact with customers in a positive, responsive, and professional manner.
    • CTE.HTR.B.9.0: Pathway Standard:Apply the basic procedures and skills needed for food and beverage service.
    • CTE.HTR.B.9.1: Pathway Standard:Apply the basic procedures and skills needed for food and beverage service. Performance Indicator:Differentiate the required duties of various positions, including those of the host/hostess, wait staff, bus person, and others related to opening, closing, change-of-shift, and preparatory work.
    • CTE.HTR.B.9.2: Pathway Standard:Apply the basic procedures and skills needed for food and beverage service. Performance Indicator:Apply the concept of mise en place in relation to food and beverage service.
    • CTE.HTR.B.9.3: Pathway Standard:Apply the basic procedures and skills needed for food and beverage service. Performance Indicator:Practice safe, efficient, and proper procedures for setting, serving, maintaining, and busing tables.
    • CTE.HTR.B.9.4: Pathway Standard:Apply the basic procedures and skills needed for food and beverage service. Performance Indicator:Practice proper techniques for customer service, including greeting, seating, presenting and explaining menu items, and taking customer orders.
    • CTE.HTR.B.9.5: Pathway Standard:Apply the basic procedures and skills needed for food and beverage service. Performance Indicator:Integrate appropriate, effective, and efficient techniques for writing food and beverage orders, relaying orders to the kitchen, coordinating and assembling food orders, and preparing and presenting checks to customers.
    • CTE.HTR.B.9.6: Pathway Standard:Apply the basic procedures and skills needed for food and beverage service. Performance Indicator:Apply procedures for handling cash transactions, converting currency, and identifying counterfeit currency.
    • CTE.HTR.B.9.7: Pathway Standard:Apply the basic procedures and skills needed for food and beverage service. Performance Indicator:Apply the procedures for handling noncash transactions including: credit cards, debit cards, ATM cards, money orders, personal checks, coupons, discounts, and online transactions.
    • CTE.HTR.B.9.8: Pathway Standard:Apply the basic procedures and skills needed for food and beverage service. Performance Indicator:Conduct all financial transactions in an accurate, professional, and ethical manner, including gratuities.
    • CTE.HTR.B.9.9: Pathway Standard:Apply the basic procedures and skills needed for food and beverage service. Performance Indicator:Produce a product that identifies and explains the impact of theft on the food service and hospitality industry.
  • Career Technical Education Grade 7-12 - Pathways : Forestry and Natural Resources Pathway:
    • CTE.ANR.E1.0: Pathway Standard:Understand the importance of energy and energy cycles.
    • CTE.ANR.E1.1: Pathway Standard:Understand the importance of energy and energy cycles. Performance Indicator:Diagram the oxygen, carbon, nitrogen, and water cycles.
    • CTE.ANR.E1.2: Pathway Standard:Understand the importance of energy and energy cycles. Performance Indicator:Differentiate between renewable and nonrenewable energy sources.
    • CTE.ANR.E1.3: Pathway Standard:Understand the importance of energy and energy cycles. Performance Indicator:Differentiate between natural resource management conservation strategies and preservation strategies.
    • CTE.ANR.E1.4: Pathway Standard:Understand the importance of energy and energy cycles. Performance Indicator:Compare the effects on air and water quality of using different forms of energy.
    • CTE.ANR.E1.5: Pathway Standard:Understand the importance of energy and energy cycles. Performance Indicator:Analyze the way in which human activities influence energy cycles and natural resource management.
    • CTE.ANR.E10.0: Pathway Standard:Implement forest management practices.
    • CTE.ANR.E10.1: Pathway Standard:Implement forest management practices. Performance Indicator:Describe how social, political, and economic factors can affect the use of forests.
    • CTE.ANR.E10.2: Pathway Standard:Implement forest management practices. Performance Indicator:Discuss the California Forest Practice Act and the requirements for Timber Harvest and Habitat Conservation Plans.
    • CTE.ANR.E10.3: Pathway Standard:Implement forest management practices. Performance Indicator:Analyze forest management systems (e.g., sustained yield, watershed management, ecosystem management, multiple-use management).
    • CTE.ANR.E10.4: Pathway Standard:Implement forest management practices. Performance Indicator:Analyze harvest and renewability (e.g., reseeding and thinning) systems and identify the impact of each on the land.
    • CTE.ANR.E10.5: Pathway Standard:Implement forest management practices. Performance Indicator:Explain silvicultural systems and skills and use appropriate related tools.
    • CTE.ANR.E10.6: Pathway Standard:Implement forest management practices. Performance Indicator:Identify and diagnose damage from destructive insects, diseases, and weather and choose methods for their management.
    • CTE.ANR.E11.0: Pathway Standard:Understand the basic concepts of measurement, surveying, and mapping.
    • CTE.ANR.E11.1: Pathway Standard:Understand the basic concepts of measurement, surveying, and mapping. Performance Indicator:Describe the Public Land Survey System.
    • CTE.ANR.E11.2: Pathway Standard:Understand the basic concepts of measurement, surveying, and mapping. Performance Indicator:Use surveying equipment, including global positioning satellites, maps, and a compass, to determine area, boundaries, and elevation differences.
    • CTE.ANR.E11.3: Pathway Standard:Understand the basic concepts of measurement, surveying, and mapping. Performance Indicator:Apply timber-cruising and log-scaling skills to determine timber and log volume for management and marketing.
    • CTE.ANR.E11.4: Pathway Standard:Understand the basic concepts of measurement, surveying, and mapping. Performance Indicator:Create a management plan map that includes layer information and data points from global information systems.
    • CTE.ANR.E12.0: Pathway Standard:Produce, harvest, process, and market products from natural resource industries.
    • CTE.ANR.E12.1: Pathway Standard:Produce, harvest, process, and market products from natural resource industries. Performance Indicator:Explain the marketing processes and manufacturing standards for a variety of natural resource products, including mining, quarrying, and drilling.
    • CTE.ANR.E12.2: Pathway Standard:Produce, harvest, process, and market products from natural resource industries. Performance Indicator:Process natural resource products adhering to manufacturing standards.
    • CTE.ANR.E12.3: Pathway Standard:Produce, harvest, process, and market products from natural resource industries. Performance Indicator:Analyze the production of specialty and seasonal products from natural resources.
    • CTE.ANR.E12.4: Pathway Standard:Produce, harvest, process, and market products from natural resource industries. Performance Indicator:Compare different wood types and their uses.
    • CTE.ANR.E12.5: Pathway Standard:Produce, harvest, process, and market products from natural resource industries. Performance Indicator:Diagram lumber manufacturing processes.
    • CTE.ANR.E13.0: Pathway Standard:Understand public and private land issues.
    • CTE.ANR.E13.1: Pathway Standard:Understand public and private land issues. Performance Indicator:Interpret the differences between publicly and privately held lands.
    • CTE.ANR.E13.2: Pathway Standard:Understand public and private land issues. Performance Indicator:Explain the differences between public land designations (e.g., State Park, National Forest, wilderness areas, wild and scenic areas).
    • CTE.ANR.E13.3: Pathway Standard:Understand public and private land issues. Performance Indicator:Compare the role of public and private property rights and how they affect agriculture.
    • CTE.ANR.E13.4: Pathway Standard:Understand public and private land issues. Performance Indicator:Describe the role of government in managing public and private property rights.
    • CTE.ANR.E2.0: Pathway Standard:Understand air and water use, their management practices, and conservation strategies.
    • CTE.ANR.E2.1: Pathway Standard:Understand air and water use, their management practices, and conservation strategies. Performance Indicator:Explain the government's role in regulating air, soil, and water use management practices and conservation strategies.
    • CTE.ANR.E2.2: Pathway Standard:Understand air and water use, their management practices, and conservation strategies. Performance Indicator:Research and discuss air and water conservation issues.
    • CTE.ANR.E2.3: Pathway Standard:Understand air and water use, their management practices, and conservation strategies. Performance Indicator:Define appropriate water conservation measures.
    • CTE.ANR.E2.4: Pathway Standard:Understand air and water use, their management practices, and conservation strategies. Performance Indicator:Interpret the component of a plan that monitors water quality.
    • CTE.ANR.E2.5: Pathway Standard:Understand air and water use, their management practices, and conservation strategies. Performance Indicator:Interpret the component of a plan that monitors air quality.
    • CTE.ANR.E2.6: Pathway Standard:Understand air and water use, their management practices, and conservation strategies. Performance Indicator:Analyze the way in which water management affects the environment and human needs.
    • CTE.ANR.E3.0: Pathway Standard:Explore soil composition and soil management.
    • CTE.ANR.E3.1: Pathway Standard:Explore soil composition and soil management. Performance Indicator:Demonstrate techniques used to classify soils.
    • CTE.ANR.E3.2: Pathway Standard:Explore soil composition and soil management. Performance Indicator:Explain the reasons for, and importance of, soil conservation.
    • CTE.ANR.E3.3: Pathway Standard:Explore soil composition and soil management. Performance Indicator:Analyze soils found in the different natural resource management areas.
    • CTE.ANR.E3.4: Pathway Standard:Explore soil composition and soil management. Performance Indicator:Develop and implement a soil management plan for a natural resource management area.
    • CTE.ANR.E3.5: Pathway Standard:Explore soil composition and soil management. Performance Indicator:Understand how to analyze existing soil surveys to develop effective management plans.
    • CTE.ANR.E4.0: Pathway Standard:Explore rangeland management.
    • CTE.ANR.E4.1: Pathway Standard:Explore rangeland management. Performance Indicator:Map the locations of major U.S. and California rangeland areas.
    • CTE.ANR.E4.2: Pathway Standard:Explore rangeland management. Performance Indicator:Summarize the interrelationship of rangeland management, the environment, wildlife management, and the livestock industry.
    • CTE.ANR.E4.3: Pathway Standard:Explore rangeland management. Performance Indicator:Define practices used to improve rangeland quality.
    • CTE.ANR.E4.4: Pathway Standard:Explore rangeland management. Performance Indicator:Analyze the carrying capacity in various rangelands for both wildlife species and domestic livestock.
    • CTE.ANR.E4.5: Pathway Standard:Explore rangeland management. Performance Indicator:Distinguish among different browse and forage species in California rangelands.
    • CTE.ANR.E4.6: Pathway Standard:Explore rangeland management. Performance Indicator:Evaluate a rangeland and develop a rangeland monitoring plan.
    • CTE.ANR.E4.7: Pathway Standard:Explore rangeland management. Performance Indicator:Analyze the requirements and rights accompanying public land grazing permits and the government agencies involved (e.g., Bureau of Land Management and U.S. Forest Service) and abide by specific laws pertaining to natural resource systems.
    • CTE.ANR.E5.0: Pathway Standard:Investigate wildlife management and habitat.
    • CTE.ANR.E5.1: Pathway Standard:Investigate wildlife management and habitat. Performance Indicator:Describe the relationship between habitat and wildlife population.
    • CTE.ANR.E5.2: Pathway Standard:Investigate wildlife management and habitat. Performance Indicator:List habitat requirements for different species and identify factors that influence population dynamics.
    • CTE.ANR.E5.3: Pathway Standard:Investigate wildlife management and habitat. Performance Indicator:Determine existing wildlife species populations.
    • CTE.ANR.E5.4: Pathway Standard:Investigate wildlife management and habitat. Performance Indicator:Explain mammalian and avian reproductive processes and infer how nutrition and habitat affect reproduction and population.
    • CTE.ANR.E5.5: Pathway Standard:Investigate wildlife management and habitat. Performance Indicator:Differentiate among a variety of management practices used to manage wildlife populations for hunting and other recreational purposes.
    • CTE.ANR.E5.6: Pathway Standard:Investigate wildlife management and habitat. Performance Indicator:Analyze the economic and environmental significance of sport hunting and fishing industries.
    • CTE.ANR.E5.7: Pathway Standard:Investigate wildlife management and habitat. Performance Indicator:Research and report on the purpose, history, terminology, and challenges of the Endangered Species Act and current activities related to the Act.
    • CTE.ANR.E6.0: Pathway Standard:Understand aquatic resource use and management.
    • CTE.ANR.E6.1: Pathway Standard:Understand aquatic resource use and management. Performance Indicator:Summarize the different types of aquatic resources.
    • CTE.ANR.E6.2: Pathway Standard:Understand aquatic resource use and management. Performance Indicator:Identify and describe the major body parts, digestive systems, and reproductive organs of aquatic species.
    • CTE.ANR.E6.3: Pathway Standard:Understand aquatic resource use and management. Performance Indicator:Determine the populations of existing aquatic species using a variety of methods.
    • CTE.ANR.E6.4: Pathway Standard:Understand aquatic resource use and management. Performance Indicator:Analyze the relationship between water quality and aquatic species habitat.
    • CTE.ANR.E6.5: Pathway Standard:Understand aquatic resource use and management. Performance Indicator:Explore a variety of management practices for managing aquatic species for sport fishing and other purposes.
    • CTE.ANR.E6.6: Pathway Standard:Understand aquatic resource use and management. Performance Indicator:Make financial and production decisions and maintain growth and management records for a selected aquatic species.
    • CTE.ANR.E7.0: Pathway Standard:Understand the outdoor recreation industry.
    • CTE.ANR.E7.1: Pathway Standard:Understand the outdoor recreation industry. Performance Indicator:List the potential environmental impacts of recreational activities and describe how to manage the resources affected.
    • CTE.ANR.E7.2: Pathway Standard:Understand the outdoor recreation industry. Performance Indicator:Demonstrate basic survival skills and first aid procedures.
    • CTE.ANR.E7.3: Pathway Standard:Understand the outdoor recreation industry. Performance Indicator:Construct and maintain trails.
    • CTE.ANR.E7.4: Pathway Standard:Understand the outdoor recreation industry. Performance Indicator:Select appropriate recreational gear for trips of varying types and durations and how to use it safely and appropriately (for minimum environmental impact).
    • CTE.ANR.E7.5: Pathway Standard:Understand the outdoor recreation industry. Performance Indicator:Set up a campsite for minimum environmental impact.
    • CTE.ANR.E8.0: Pathway Standard:Explore basic plant physiology, anatomy, and taxonomy.
    • CTE.ANR.E8.1: Pathway Standard:Explore basic plant physiology, anatomy, and taxonomy. Performance Indicator:Use scientific method to classify animals, including order, family, genus, and species.
    • CTE.ANR.E8.2: Pathway Standard:Explore basic plant physiology, anatomy, and taxonomy. Performance Indicator:Use a dichotomous key to identify plants and animals.
    • CTE.ANR.E8.3: Pathway Standard:Explore basic plant physiology, anatomy, and taxonomy. Performance Indicator:Identify local trees, shrubs, grasses, forbs, and wildlife species by common name.
    • CTE.ANR.E8.4: Pathway Standard:Explore basic plant physiology, anatomy, and taxonomy. Performance Indicator:Recognize and explain the factors that influence plant growth, such as respiration, temperature, nutrients, and photosynthesis.
    • CTE.ANR.E9.0: Pathway Standard:Explore the role of fire in natural resource management.
    • CTE.ANR.E9.1: Pathway Standard:Explore the role of fire in natural resource management. Performance Indicator:Differentiate between desirable and undesirable fire in forest and rangeland ecosystems.
    • CTE.ANR.E9.2: Pathway Standard:Explore the role of fire in natural resource management. Performance Indicator:Explain the significance of each of the components of the "fire triangle."
    • CTE.ANR.E9.3: Pathway Standard:Explore the role of fire in natural resource management. Performance Indicator:Know appropriate wildland fire-suppression practices.
    • CTE.ANR.E9.4: Pathway Standard:Explore the role of fire in natural resource management. Performance Indicator:Develop a fire-control plan.
    • CTE.ANR.E9.5: Pathway Standard:Explore the role of fire in natural resource management. Performance Indicator:Use fire-control tools safely.
    • CTE.ANR.E9.6: Pathway Standard:Explore the role of fire in natural resource management. Performance Indicator:Research and report on the training requirements for fire-suppression certification.
  • Career Technical Education Grade 7-12 - Pathways : Game Design and Integration Pathway:
    • CTE.AME.D.1.0: Pathway Standard:Demonstrate understanding of current trends and the historical significance of both electronic and non-electronic games. Students will analyze different game systems and identify how these systems have influenced consumer technology.
    • CTE.AME.D.1.1: Pathway Standard:Demonstrate understanding of current trends and the historical significance of both electronic and non-electronic games. Students will analyze different game systems and identify how these systems have influenced consumer technology. Performance Indicator:Research and analyze different game genres, including multiplayer games.
    • CTE.AME.D.1.2: Pathway Standard:Demonstrate understanding of current trends and the historical significance of both electronic and non-electronic games. Students will analyze different game systems and identify how these systems have influenced consumer technology. Performance Indicator:Define and use necessary vocabulary related to games, their genres, game platforms, and game hardware.
    • CTE.AME.D.1.3: Pathway Standard:Demonstrate understanding of current trends and the historical significance of both electronic and non-electronic games. Students will analyze different game systems and identify how these systems have influenced consumer technology. Performance Indicator:Research, compare, and categorize different game platforms and game hardware.
    • CTE.AME.D.1.4: Pathway Standard:Demonstrate understanding of current trends and the historical significance of both electronic and non-electronic games. Students will analyze different game systems and identify how these systems have influenced consumer technology. Performance Indicator:Analyze the technology transfer from video games to other industries, such as education, medical, corporate training, and military simulation.
    • CTE.AME.D.1.5: Pathway Standard:Demonstrate understanding of current trends and the historical significance of both electronic and non-electronic games. Students will analyze different game systems and identify how these systems have influenced consumer technology. Performance Indicator:Present a mock-up of a future generation game platform and hardware system based on research of current and emerging technologies and future predictions.
    • CTE.AME.D.10.0: Pathway Standard:Students will build a game that demonstrates teamwork and project management by creating a game design production plan that describes the game play, outcomes, controls, rewards, interface, and artistic style of a video game.
    • CTE.AME.D.10.1: Pathway Standard:Students will build a game that demonstrates teamwork and project management by creating a game design production plan that describes the game play, outcomes, controls, rewards, interface, and artistic style of a video game. Performance Indicator:Use design documents to create a game design production plan.
    • CTE.AME.D.10.2: Pathway Standard:Students will build a game that demonstrates teamwork and project management by creating a game design production plan that describes the game play, outcomes, controls, rewards, interface, and artistic style of a video game. Performance Indicator:Solicit and accept constructive criticism.
    • CTE.AME.D.10.3: Pathway Standard:Students will build a game that demonstrates teamwork and project management by creating a game design production plan that describes the game play, outcomes, controls, rewards, interface, and artistic style of a video game. Performance Indicator:Use computer tools to create game programming, art, and audio.
    • CTE.AME.D.10.4: Pathway Standard:Students will build a game that demonstrates teamwork and project management by creating a game design production plan that describes the game play, outcomes, controls, rewards, interface, and artistic style of a video game. Performance Indicator:Create and use animated objects in a game.
    • CTE.AME.D.10.5: Pathway Standard:Students will build a game that demonstrates teamwork and project management by creating a game design production plan that describes the game play, outcomes, controls, rewards, interface, and artistic style of a video game. Performance Indicator:Create sound and music to enhance the game experience.
    • CTE.AME.D.10.6: Pathway Standard:Students will build a game that demonstrates teamwork and project management by creating a game design production plan that describes the game play, outcomes, controls, rewards, interface, and artistic style of a video game. Performance Indicator:Test and debug the completed game.
    • CTE.AME.D.10.7: Pathway Standard:Students will build a game that demonstrates teamwork and project management by creating a game design production plan that describes the game play, outcomes, controls, rewards, interface, and artistic style of a video game. Performance Indicator:Apply listening, speaking, and collaborative communication skills to effectively convey information.
    • CTE.AME.D.10.8: Pathway Standard:Students will build a game that demonstrates teamwork and project management by creating a game design production plan that describes the game play, outcomes, controls, rewards, interface, and artistic style of a video game. Performance Indicator:Demonstrate a professional level of written and oral communication as necessary in the game industry.
    • CTE.AME.D.2.0: Pathway Standard:Analyze the core tasks and challenges of video game design and explore the methods used to create and sustain player immersion.
    • CTE.AME.D.2.1: Pathway Standard:Analyze the core tasks and challenges of video game design and explore the methods used to create and sustain player immersion. Performance Indicator:Identify and define the roles and responsibilities of each member of a video game design team.
    • CTE.AME.D.2.2: Pathway Standard:Analyze the core tasks and challenges of video game design and explore the methods used to create and sustain player immersion. Performance Indicator:Break down and identify the fundamental building blocks of game play: player goals, player actions, rewards, and challenges.
    • CTE.AME.D.2.3: Pathway Standard:Analyze the core tasks and challenges of video game design and explore the methods used to create and sustain player immersion. Performance Indicator:Research various input controls and display types then identify how these impact game play.
    • CTE.AME.D.2.4: Pathway Standard:Analyze the core tasks and challenges of video game design and explore the methods used to create and sustain player immersion. Performance Indicator:Research and define the term player immersion.
    • CTE.AME.D.2.5: Pathway Standard:Analyze the core tasks and challenges of video game design and explore the methods used to create and sustain player immersion. Performance Indicator:Explore and explain the factors that create player immersion in a game.
    • CTE.AME.D.2.6: Pathway Standard:Analyze the core tasks and challenges of video game design and explore the methods used to create and sustain player immersion. Performance Indicator:Compare and contrast player-centric design and designer-centric design in video games.
    • CTE.AME.D.2.7: Pathway Standard:Analyze the core tasks and challenges of video game design and explore the methods used to create and sustain player immersion. Performance Indicator:Describe a designer-centric game to highlighting features other than game play and entertainment value.
    • CTE.AME.D.2.8: Pathway Standard:Analyze the core tasks and challenges of video game design and explore the methods used to create and sustain player immersion. Performance Indicator:Prototype a small game using real-world objects, such as dice, cards, balls, pen and paper, etc.
    • CTE.AME.D.3.0: Pathway Standard:Acquire and apply appropriate game programming concepts and skills to develop a playable video game.
    • CTE.AME.D.3.1: Pathway Standard:Acquire and apply appropriate game programming concepts and skills to develop a playable video game. Performance Indicator:Implement common programming concepts, including logic operators, conditional statements, loops, variables, events, actions, and handling user input.
    • CTE.AME.D.3.2: Pathway Standard:Acquire and apply appropriate game programming concepts and skills to develop a playable video game. Performance Indicator:Understand the basics of game physics, including collision and motion.
    • CTE.AME.D.3.3: Pathway Standard:Acquire and apply appropriate game programming concepts and skills to develop a playable video game. Performance Indicator:Examine the use of math and physics (such as gravity and friction) in game development.
    • CTE.AME.D.3.4: Pathway Standard:Acquire and apply appropriate game programming concepts and skills to develop a playable video game. Performance Indicator:Explore the basics of random number generation.
    • CTE.AME.D.3.5: Pathway Standard:Acquire and apply appropriate game programming concepts and skills to develop a playable video game. Performance Indicator:Implement a small video game utilizing mathematics and physics that features at least one moving object (such as a spaceship) which rotates along an axis and moves in whichever direction it is facing after rotation. The game must include collision physics.
    • CTE.AME.D.4.0: Pathway Standard:Students will demonstrate mastery of game art and multimedia, including music, sound, art, and animation.
    • CTE.AME.D.4.1: Pathway Standard:Students will demonstrate mastery of game art and multimedia, including music, sound, art, and animation. Performance Indicator:Demonstrate understanding of the elements of art, including line, shape, color, value, texture, space, and balance, to set the mood and feel of a scene.
    • CTE.AME.D.4.10: Pathway Standard:Students will demonstrate mastery of game art and multimedia, including music, sound, art, and animation. Performance Indicator:Create a storyboard for a game cut-scene applying the basic principles of design and concepts of cinematography.
    • CTE.AME.D.4.2: Pathway Standard:Students will demonstrate mastery of game art and multimedia, including music, sound, art, and animation. Performance Indicator:Research and describe the different perspectives used in video games, including first person, second person, and third person perspectives.
    • CTE.AME.D.4.3: Pathway Standard:Students will demonstrate mastery of game art and multimedia, including music, sound, art, and animation. Performance Indicator:Explain how to create the illusion of 3-D in a 2-D environment.
    • CTE.AME.D.4.4: Pathway Standard:Students will demonstrate mastery of game art and multimedia, including music, sound, art, and animation. Performance Indicator:Create 2-D art and 3-D models.
    • CTE.AME.D.4.5: Pathway Standard:Students will demonstrate mastery of game art and multimedia, including music, sound, art, and animation. Performance Indicator:Create an animation sequence.
    • CTE.AME.D.4.6: Pathway Standard:Students will demonstrate mastery of game art and multimedia, including music, sound, art, and animation. Performance Indicator:Design a game environment using lines, fills, and color to set a specific mood and feel of a scene.
    • CTE.AME.D.4.7: Pathway Standard:Students will demonstrate mastery of game art and multimedia, including music, sound, art, and animation. Performance Indicator:Create, record, and edit audio for a game.
    • CTE.AME.D.4.8: Pathway Standard:Students will demonstrate mastery of game art and multimedia, including music, sound, art, and animation. Performance Indicator:Define and discuss intellectual property, copyrights, trademarks, and piracy as they relate to art and multimedia assets in a game.
    • CTE.AME.D.4.9: Pathway Standard:Students will demonstrate mastery of game art and multimedia, including music, sound, art, and animation. Performance Indicator:Understand the basics of character design and development, world design, and level design.
    • CTE.AME.D.5.0: Pathway Standard:Demonstrate an understanding of testing techniques used to evaluate, assess, rate, and review quality assurance of video games.
    • CTE.AME.D.5.1: Pathway Standard:Demonstrate an understanding of testing techniques used to evaluate, assess, rate, and review quality assurance of video games. Performance Indicator:Test and analyze games to determine the quality of rules, interfaces, navigation, performance, and game play.
    • CTE.AME.D.5.2: Pathway Standard:Demonstrate an understanding of testing techniques used to evaluate, assess, rate, and review quality assurance of video games. Performance Indicator:Identify the key elements in a game and make intelligent judgments about whether the game succeeded or failed in its objectives.
    • CTE.AME.D.5.3: Pathway Standard:Demonstrate an understanding of testing techniques used to evaluate, assess, rate, and review quality assurance of video games. Performance Indicator:Compare and contrast the differences between functionality and usability of software.
    • CTE.AME.D.5.4: Pathway Standard:Demonstrate an understanding of testing techniques used to evaluate, assess, rate, and review quality assurance of video games. Performance Indicator:Evaluate games in terms of accessibility issues.
    • CTE.AME.D.5.5: Pathway Standard:Demonstrate an understanding of testing techniques used to evaluate, assess, rate, and review quality assurance of video games. Performance Indicator:Demonstrate technical reading and writing skills.
    • CTE.AME.D.5.6: Pathway Standard:Demonstrate an understanding of testing techniques used to evaluate, assess, rate, and review quality assurance of video games. Performance Indicator:Test a classmate's game project and create a bug report for the game. For each error submitted, write steps in sufficient detail so it is identifiable and reproducible to the developer. Use a metric to identify how critical the error is based on its negative impact on game play.
    • CTE.AME.D.6.0: Pathway Standard:Understand the general procedures, documentation, and requirements of large scale game design projects. Examine and categorize the significant processes in the production of games.
    • CTE.AME.D.6.1: Pathway Standard:Understand the general procedures, documentation, and requirements of large scale game design projects. Examine and categorize the significant processes in the production of games. Performance Indicator:Identify processes of design and development from concept to production, including content creation, filling team roles, design documentation, communication, and scheduling for video game design teams.
    • CTE.AME.D.6.2: Pathway Standard:Understand the general procedures, documentation, and requirements of large scale game design projects. Examine and categorize the significant processes in the production of games. Performance Indicator:Discuss the iterative nature of game and simulation design.
    • CTE.AME.D.6.3: Pathway Standard:Understand the general procedures, documentation, and requirements of large scale game design projects. Examine and categorize the significant processes in the production of games. Performance Indicator:Develop design plans, character sketches, documentation, and storyboards for proposed games.
    • CTE.AME.D.6.4: Pathway Standard:Understand the general procedures, documentation, and requirements of large scale game design projects. Examine and categorize the significant processes in the production of games. Performance Indicator:Enumerate individual tasks of a project using basic time management skills to complete each task and track its completion.
    • CTE.AME.D.6.5: Pathway Standard:Understand the general procedures, documentation, and requirements of large scale game design projects. Examine and categorize the significant processes in the production of games. Performance Indicator:Describe the importance and interrelationship between development schedule and budget constraints in a video game design project.
    • CTE.AME.D.6.6: Pathway Standard:Understand the general procedures, documentation, and requirements of large scale game design projects. Examine and categorize the significant processes in the production of games. Performance Indicator:Compare and contrast common uses of different game development tools.
    • CTE.AME.D.6.7: Pathway Standard:Understand the general procedures, documentation, and requirements of large scale game design projects. Examine and categorize the significant processes in the production of games. Performance Indicator:Create a set of original design documents and build a small game.
    • CTE.AME.D.7.0: Pathway Standard:Understand the fundamentals of business and marketing, including entrepreneurship, global marketing, and localization.
    • CTE.AME.D.7.1: Pathway Standard:Understand the fundamentals of business and marketing, including entrepreneurship, global marketing, and localization. Performance Indicator:Identify, define, and discuss the different ways games are funded, distributed, marketed, and sold.
    • CTE.AME.D.7.10: Pathway Standard:Understand the fundamentals of business and marketing, including entrepreneurship, global marketing, and localization. Performance Indicator:Create a plan for a game to target a specific audience within three different countries while adhering to their government's rating systems.
    • CTE.AME.D.7.2: Pathway Standard:Understand the fundamentals of business and marketing, including entrepreneurship, global marketing, and localization. Performance Indicator:Identify and describe licensing management for different game platforms, tools, and intellectual properties.
    • CTE.AME.D.7.3: Pathway Standard:Understand the fundamentals of business and marketing, including entrepreneurship, global marketing, and localization. Performance Indicator:Identify successful business models and analyze various facets of those models, such as market analysis, marketing strategy, and product value.
    • CTE.AME.D.7.4: Pathway Standard:Understand the fundamentals of business and marketing, including entrepreneurship, global marketing, and localization. Performance Indicator:Understand the components of marketing campaigns for games, including advertising in traditional and social media.
    • CTE.AME.D.7.5: Pathway Standard:Understand the fundamentals of business and marketing, including entrepreneurship, global marketing, and localization. Performance Indicator:Understand the role community management plays in marketing and business models.
    • CTE.AME.D.7.6: Pathway Standard:Understand the fundamentals of business and marketing, including entrepreneurship, global marketing, and localization. Performance Indicator:Discuss the relationships between publishers, developers, distributors, marketers, and retailers.
    • CTE.AME.D.7.7: Pathway Standard:Understand the fundamentals of business and marketing, including entrepreneurship, global marketing, and localization. Performance Indicator:Evaluate game journalism and professional reviews in terms of bias.
    • CTE.AME.D.7.8: Pathway Standard:Understand the fundamentals of business and marketing, including entrepreneurship, global marketing, and localization. Performance Indicator:Explore and describe the effects of globalization on the design and production of video games.
    • CTE.AME.D.7.9: Pathway Standard:Understand the fundamentals of business and marketing, including entrepreneurship, global marketing, and localization. Performance Indicator:Evaluate how video games adhere to government rating systems.
    • CTE.AME.D.8.0: Pathway Standard:Understand the impact of games and the role of play in human culture. Analyze the ethics and global impact of the game industry.
    • CTE.AME.D.8.1: Pathway Standard:Understand the impact of games and the role of play in human culture. Analyze the ethics and global impact of the game industry. Performance Indicator:Discuss the word "play" and its many definitions.
    • CTE.AME.D.8.2: Pathway Standard:Understand the impact of games and the role of play in human culture. Analyze the ethics and global impact of the game industry. Performance Indicator:Investigate and discuss how play can help humans acquire knowledge and social skills.
    • CTE.AME.D.8.3: Pathway Standard:Understand the impact of games and the role of play in human culture. Analyze the ethics and global impact of the game industry. Performance Indicator:Describe the benefits of games and simulations, including online economies and community building.
    • CTE.AME.D.8.4: Pathway Standard:Understand the impact of games and the role of play in human culture. Analyze the ethics and global impact of the game industry. Performance Indicator:Compare and contrast the different opinions on the effects of games on behavior, cognitive development, and motor skills.
    • CTE.AME.D.8.5: Pathway Standard:Understand the impact of games and the role of play in human culture. Analyze the ethics and global impact of the game industry. Performance Indicator:Describe how frequent exposure and/or access to video games has reshaped the level of technical proficiency of our workforce.
    • CTE.AME.D.8.6: Pathway Standard:Understand the impact of games and the role of play in human culture. Analyze the ethics and global impact of the game industry. Performance Indicator:Explore and discuss the impact of video games on the economy.
    • CTE.AME.D.8.7: Pathway Standard:Understand the impact of games and the role of play in human culture. Analyze the ethics and global impact of the game industry. Performance Indicator:Design a game you believe will have positive impact on the world.
    • CTE.AME.D.9.0: Pathway Standard:Identify career goals and develop a career plan that explores employment opportunities in the video game industry.
    • CTE.AME.D.9.1: Pathway Standard:Identify career goals and develop a career plan that explores employment opportunities in the video game industry. Performance Indicator:Demonstrate personal and interpersonal skills appropriate for the workplace, such as responsibility, dependability, punctuality, positive attitude, initiative, respect for self and others, and professional dress.
    • CTE.AME.D.9.2: Pathway Standard:Identify career goals and develop a career plan that explores employment opportunities in the video game industry. Performance Indicator:Investigate how the skills acquired in game design/development can be applied to other industries.
    • CTE.AME.D.9.3: Pathway Standard:Identify career goals and develop a career plan that explores employment opportunities in the video game industry. Performance Indicator:Use personal assessment tools to identify personal and professional strengths and weaknesses.
    • CTE.AME.D.9.4: Pathway Standard:Identify career goals and develop a career plan that explores employment opportunities in the video game industry. Performance Indicator:Analyze job and career requirements as related to career interests and opportunities in the game industry.
    • CTE.AME.D.9.5: Pathway Standard:Identify career goals and develop a career plan that explores employment opportunities in the video game industry. Performance Indicator:Investigate the common employment contracts in the game industry, such as Nondisclosure Agreements, Work for Hire agreements, and Noncompete clauses.
    • CTE.AME.D.9.6: Pathway Standard:Identify career goals and develop a career plan that explores employment opportunities in the video game industry. Performance Indicator:Create a resume and use it during a mock interview. At the end of the interview process, apply negotiation skills as they relate to salary and benefits packages.
  • Career Technical Education Grade 7-12 - Pathways : Games and Simulation Pathway:
    • CTE.ICT.D.1.0: Pathway Standard:Identify and describe critical game and simulation studies, the resulting societal impact, and the management, industry, and career requirements.
    • CTE.ICT.D.1.1: Pathway Standard:Identify and describe critical game and simulation studies, the resulting societal impact, and the management, industry, and career requirements. Performance Indicator:Categorize the different gaming genres and gaming systems.
    • CTE.ICT.D.1.2: Pathway Standard:Identify and describe critical game and simulation studies, the resulting societal impact, and the management, industry, and career requirements. Performance Indicator:Describe the historical significance of electronic and nonelectronic games.
    • CTE.ICT.D.1.3: Pathway Standard:Identify and describe critical game and simulation studies, the resulting societal impact, and the management, industry, and career requirements. Performance Indicator:Describe the role of play in human culture.
    • CTE.ICT.D.1.4: Pathway Standard:Identify and describe critical game and simulation studies, the resulting societal impact, and the management, industry, and career requirements. Performance Indicator:Describe the psychological impact of games on individuals and groups.
    • CTE.ICT.D.1.5: Pathway Standard:Identify and describe critical game and simulation studies, the resulting societal impact, and the management, industry, and career requirements. Performance Indicator:Describe the business model commonly used in the game development industry.
    • CTE.ICT.D.1.6: Pathway Standard:Identify and describe critical game and simulation studies, the resulting societal impact, and the management, industry, and career requirements. Performance Indicator:Examine and categorize the significant processes in the production of interactive games.
    • CTE.ICT.D.1.7: Pathway Standard:Identify and describe critical game and simulation studies, the resulting societal impact, and the management, industry, and career requirements. Performance Indicator:Identify the core tasks and challenges that face a game or simulation design team.
    • CTE.ICT.D.1.8: Pathway Standard:Identify and describe critical game and simulation studies, the resulting societal impact, and the management, industry, and career requirements. Performance Indicator:Describe legal issues that affect games, developers and players.
    • CTE.ICT.D.1.8: Pathway Standard:Identify and describe critical game and simulation studies, the resulting societal impact, and the management, industry, and career requirements. Performance Indicator:Describe the impact of the game and simulation industry on the economy.
    • CTE.ICT.D.2.0: Pathway Standard:Demonstrate an understanding of game and simulation analysis, design, standard documentation, and development tools.
    • CTE.ICT.D.2.1: Pathway Standard:Demonstrate an understanding of game and simulation analysis, design, standard documentation, and development tools. Performance Indicator:Demonstrate an understanding of the vocabulary for discussing games and play by listing and describing the general procedure and requirements of game and simulation design.
    • CTE.ICT.D.2.10: Pathway Standard:Demonstrate an understanding of game and simulation analysis, design, standard documentation, and development tools. Performance Indicator:Make informed decisions about game physics: how the game world works, how the players interact with the game world, and how the players interact with one another.
    • CTE.ICT.D.2.2: Pathway Standard:Demonstrate an understanding of game and simulation analysis, design, standard documentation, and development tools. Performance Indicator:Describe the game development life cycle.
    • CTE.ICT.D.2.3: Pathway Standard:Demonstrate an understanding of game and simulation analysis, design, standard documentation, and development tools. Performance Indicator:Develop a game design document or blueprint.
    • CTE.ICT.D.2.4: Pathway Standard:Demonstrate an understanding of game and simulation analysis, design, standard documentation, and development tools. Performance Indicator:Understand the general principles of storytelling and the use of storyboarding in game design.
    • CTE.ICT.D.2.5: Pathway Standard:Demonstrate an understanding of game and simulation analysis, design, standard documentation, and development tools. Performance Indicator:Know how to use tools and software commonly used in game/simulation development and become familiar with popular game tools and different gaming engines.
    • CTE.ICT.D.2.6: Pathway Standard:Demonstrate an understanding of game and simulation analysis, design, standard documentation, and development tools. Performance Indicator:Demonstrate an understanding of the techniques used to evaluate game mechanics, game play, flow, and game design.
    • CTE.ICT.D.2.7: Pathway Standard:Demonstrate an understanding of game and simulation analysis, design, standard documentation, and development tools. Performance Indicator:Describe the complex interaction between games and players and the role it plays in the popularity of a game.
    • CTE.ICT.D.2.8: Pathway Standard:Demonstrate an understanding of game and simulation analysis, design, standard documentation, and development tools. Performance Indicator:Experience the methods used to create and sustain player immersion.
    • CTE.ICT.D.2.9: Pathway Standard:Demonstrate an understanding of game and simulation analysis, design, standard documentation, and development tools. Performance Indicator:Demonstrate an understanding of interface design, hardware constraints on games, including processors and I/O devices, and nonhardware constraints.
    • CTE.ICT.D.3.0: Pathway Standard:Create a working game or simulation individually or as part of a team.
    • CTE.ICT.D.3.1: Pathway Standard:Create a working game or simulation individually or as part of a team. Performance Indicator:Create a storyboard describing the essential elements, plot, flow, and functions of the game/simulation.
    • CTE.ICT.D.3.2: Pathway Standard:Create a working game or simulation individually or as part of a team. Performance Indicator:Create a design specification document to include interface and delivery choices, rules of play, navigation functionality, scoring, media choices, start and end of play, special features, and development team credits.
    • CTE.ICT.D.3.3: Pathway Standard:Create a working game or simulation individually or as part of a team. Performance Indicator:Using simple game development tools, create a game or simulation.
    • CTE.ICT.D.3.4: Pathway Standard:Create a working game or simulation individually or as part of a team. Performance Indicator:Present the game or simulation.
    • CTE.ICT.D.4.0: Pathway Standard:Identify, describe, and implement standard game/simulation strategy and rules of play.
    • CTE.ICT.D.4.1: Pathway Standard:Identify, describe, and implement standard game/simulation strategy and rules of play. Performance Indicator:Understand strategic outlining in game designs.
    • CTE.ICT.D.4.2: Pathway Standard:Identify, describe, and implement standard game/simulation strategy and rules of play. Performance Indicator:Know elements of puzzle design.
    • CTE.ICT.D.4.3: Pathway Standard:Identify, describe, and implement standard game/simulation strategy and rules of play. Performance Indicator:Use key strategic considerations in game design.
    • CTE.ICT.D.4.4: Pathway Standard:Identify, describe, and implement standard game/simulation strategy and rules of play. Performance Indicator:Understand the process of creating and designing player actions.
    • CTE.ICT.D.4.5: Pathway Standard:Identify, describe, and implement standard game/simulation strategy and rules of play. Performance Indicator:Create and design the game flow as it relates to story and plot.
    • CTE.ICT.D.4.6: Pathway Standard:Identify, describe, and implement standard game/simulation strategy and rules of play. Performance Indicator:Assess common principles and procedures in game flow design.
    • CTE.ICT.D.4.7: Pathway Standard:Identify, describe, and implement standard game/simulation strategy and rules of play. Performance Indicator:Describe rule creation elements of player challenge.
    • CTE.ICT.D.5.0: Pathway Standard:Integrate music, sound, art, and animation as it applies to the environmental design of the game/simulation.
    • CTE.ICT.D.5.1: Pathway Standard:Integrate music, sound, art, and animation as it applies to the environmental design of the game/simulation. Performance Indicator:Understand the methodologies for integrating digital media into a game or simulation.
    • CTE.ICT.D.5.2: Pathway Standard:Integrate music, sound, art, and animation as it applies to the environmental design of the game/simulation. Performance Indicator:Identify commonly used art and animation production tools in the game design industry.
    • CTE.ICT.D.5.3: Pathway Standard:Integrate music, sound, art, and animation as it applies to the environmental design of the game/simulation. Performance Indicator:Understand the general concepts of environmental design.
    • CTE.ICT.D.5.4: Pathway Standard:Integrate music, sound, art, and animation as it applies to the environmental design of the game/simulation. Performance Indicator:Describe how environmental design is used in conjunction with game level design.
    • CTE.ICT.D.6.0: Pathway Standard:Explain the role and principles of event modeling and interface design and apply those principles in a game/simulation design and project.
    • CTE.ICT.D.6.1: Pathway Standard:Explain the role and principles of event modeling and interface design and apply those principles in a game/simulation design and project. Performance Indicator:Define the meaning of simulation and pertinent issues facing game designers.
    • CTE.ICT.D.6.2: Pathway Standard:Explain the role and principles of event modeling and interface design and apply those principles in a game/simulation design and project. Performance Indicator:Describe applied event modeling as it relates to game design.
    • CTE.ICT.D.6.3: Pathway Standard:Explain the role and principles of event modeling and interface design and apply those principles in a game/simulation design and project. Performance Indicator:Identify and describe the basic Human Computer Interface (HCI) design principles.
    • CTE.ICT.D.6.4: Pathway Standard:Explain the role and principles of event modeling and interface design and apply those principles in a game/simulation design and project. Performance Indicator:Apply the "eight golden rules "of interface design.
    • CTE.ICT.D.6.5: Pathway Standard:Explain the role and principles of event modeling and interface design and apply those principles in a game/simulation design and project. Performance Indicator:Understand the use of inventory systems in game design.
    • CTE.ICT.D.7.0: Pathway Standard:Acquire and apply appropriate programming skills for rendering a single player or multiuser game or simulation project, including program control, conditional branching, memory management, scorekeeping, timed event strategies, and implementation issues.
    • CTE.ICT.D.7.1: Pathway Standard:Acquire and apply appropriate programming skills for rendering a single player or multiuser game or simulation project, including program control, conditional branching, memory management, scorekeeping, timed event strategies, and implementation issues. Performance Indicator:Identify functions of information processing and describe basic network terminology and network security and demonstrate an understanding of operating systems, environments, and platforms.
    • CTE.ICT.D.7.2: Pathway Standard:Acquire and apply appropriate programming skills for rendering a single player or multiuser game or simulation project, including program control, conditional branching, memory management, scorekeeping, timed event strategies, and implementation issues. Performance Indicator:Plan program design and evaluate assigned game programming tasks.
    • CTE.ICT.D.7.3: Pathway Standard:Acquire and apply appropriate programming skills for rendering a single player or multiuser game or simulation project, including program control, conditional branching, memory management, scorekeeping, timed event strategies, and implementation issues. Performance Indicator:Code and test programs.
    • CTE.ICT.D.7.4: Pathway Standard:Acquire and apply appropriate programming skills for rendering a single player or multiuser game or simulation project, including program control, conditional branching, memory management, scorekeeping, timed event strategies, and implementation issues. Performance Indicator:Create and maintain documentation and perform program maintenance.
    • CTE.ICT.D.7.5: Pathway Standard:Acquire and apply appropriate programming skills for rendering a single player or multiuser game or simulation project, including program control, conditional branching, memory management, scorekeeping, timed event strategies, and implementation issues. Performance Indicator:Implement enhanced program structures.
    • CTE.ICT.D.7.6: Pathway Standard:Acquire and apply appropriate programming skills for rendering a single player or multiuser game or simulation project, including program control, conditional branching, memory management, scorekeeping, timed event strategies, and implementation issues. Performance Indicator:Implement multimedia programming.
    • CTE.ICT.D.8.0: Pathway Standard:Acquire and apply appropriate artificial intelligence (AI) techniques used by the game development industry.
    • CTE.ICT.D.8.1: Pathway Standard:Acquire and apply appropriate artificial intelligence (AI) techniques used by the game development industry. Performance Indicator:Describe AI and how it relates to game and simulation design and development.
    • CTE.ICT.D.8.2: Pathway Standard:Acquire and apply appropriate artificial intelligence (AI) techniques used by the game development industry. Performance Indicator:Design, program, and implement intelligent agents for action games.
    • CTE.ICT.D.8.3: Pathway Standard:Acquire and apply appropriate artificial intelligence (AI) techniques used by the game development industry. Performance Indicator:Use AI techniques, like finite state machines, to produce the illusion of intelligence in the behavior of nonplayer characters (NPCs).
    • CTE.ICT.D.8.4: Pathway Standard:Acquire and apply appropriate artificial intelligence (AI) techniques used by the game development industry. Performance Indicator:Create intelligently designed games that would educate as well as engage the players.
  • Career Technical Education Grade 7-12 - Pathways : Graphic Production Technologies Pathway:
    • CTE.MPD.A.1.0: Pathway Standard:Apply the basic graphic design principles to achieve effective visual communication.
    • CTE.MPD.A.1.1: Pathway Standard:Apply the basic graphic design principles to achieve effective visual communication. Performance Indicator:Identify the relationships between space, color, image, and content.
    • CTE.MPD.A.1.2: Pathway Standard:Apply the basic graphic design principles to achieve effective visual communication. Performance Indicator:Demonstrate the graphic design principles and the utilization of the grid system in applying those principles.
    • CTE.MPD.A.1.3: Pathway Standard:Apply the basic graphic design principles to achieve effective visual communication. Performance Indicator:Create a basic layout applying images, text, and typography.
    • CTE.MPD.A.1.4: Pathway Standard:Apply the basic graphic design principles to achieve effective visual communication. Performance Indicator:Create and choose font styles.
    • CTE.MPD.A.10.0: Pathway Standard:Understand the analog and digital photographic applications.
    • CTE.MPD.A.10.1: Pathway Standard:Understand the analog and digital photographic applications. Performance Indicator:Employ various photographic technology, processes, and materials used in graphic design.
    • CTE.MPD.A.10.2: Pathway Standard:Understand the analog and digital photographic applications. Performance Indicator:Identify the visual characteristics and differences between analog and digital outputs.
    • CTE.MPD.A.10.3: Pathway Standard:Understand the analog and digital photographic applications. Performance Indicator:Apply the principles of composition and lighting used in photography.
    • CTE.MPD.A.10.4: Pathway Standard:Understand the analog and digital photographic applications. Performance Indicator:Produce black-and-white and color images under natural and studio lighting conditions in both analog and digital output.
    • CTE.MPD.A.11.0: Pathway Standard:Apply various animation and motion graphic software to create dynamic visual communication outcomes.
    • CTE.MPD.A.11.1: Pathway Standard:Apply various animation and motion graphic software to create dynamic visual communication outcomes. Performance Indicator:Explore and apply animated effects to the elements of design, which include text, color, and imagery.
    • CTE.MPD.A.11.2: Pathway Standard:Apply various animation and motion graphic software to create dynamic visual communication outcomes. Performance Indicator:Produce a visually dynamic communication project that applies animated effects to various elements of the design.
    • CTE.MPD.A.12.0: Pathway Standard:Demonstrate a proficiency in digital video production and the postproduction process.
    • CTE.MPD.A.12.1: Pathway Standard:Demonstrate a proficiency in digital video production and the postproduction process. Performance Indicator:Identify the functions involved in the preproduction, production, and postproduction phases of video production.
    • CTE.MPD.A.12.2: Pathway Standard:Demonstrate a proficiency in digital video production and the postproduction process. Performance Indicator:Apply digital video technology processes and procedures used in producing a multimedia project.
    • CTE.MPD.A.12.3: Pathway Standard:Demonstrate a proficiency in digital video production and the postproduction process. Performance Indicator:Produce a digital media project from a storyboard utilizing current production and postproduction technologies.
    • CTE.MPD.A.13.0: Pathway Standard:Understand and apply integrated graphic multimedia technologies, combining graphics, photographic imagery, motion graphics and animation, video, and special effects.
    • CTE.MPD.A.13.1: Pathway Standard:Understand and apply integrated graphic multimedia technologies, combining graphics, photographic imagery, motion graphics and animation, video, and special effects. Performance Indicator:Apply design strategies in selecting graphic multimedia technologies to produce dynamic effective visual communication.
    • CTE.MPD.A.13.2: Pathway Standard:Understand and apply integrated graphic multimedia technologies, combining graphics, photographic imagery, motion graphics and animation, video, and special effects. Performance Indicator:Practice the steps in producing an integrated graphic multimedia project designed to inform, teach, or sell.
    • CTE.MPD.A.13.3: Pathway Standard:Understand and apply integrated graphic multimedia technologies, combining graphics, photographic imagery, motion graphics and animation, video, and special effects. Performance Indicator:Produce an integrated graphic multimedia project.
    • CTE.MPD.A.14.0: Pathway Standard:Identify the different industries that utilize graphic design and identify other potential business opportunities for graphic design applications.
    • CTE.MPD.A.14.1: Pathway Standard:Identify the different industries that utilize graphic design and identify other potential business opportunities for graphic design applications. Performance Indicator:Apply research methodologies and business and entrepreneurial principals to identify potential business opportunities to apply graphic and multimedia design.
    • CTE.MPD.A.2.0: Pathway Standard:Demonstrate an understanding of the psychology of color and color theory as it relates to visual communication.
    • CTE.MPD.A.2.1: Pathway Standard:Demonstrate an understanding of the psychology of color and color theory as it relates to visual communication. Performance Indicator:Understand the science of color spectrum and other aspects of color as it relates to hue, value, and chroma.
    • CTE.MPD.A.2.2: Pathway Standard:Demonstrate an understanding of the psychology of color and color theory as it relates to visual communication. Performance Indicator:Explain the differences between methods used to describe color, including cyan, magenta, yellow, black (CMYK) and red, green, blue (RGB).
    • CTE.MPD.A.2.3: Pathway Standard:Demonstrate an understanding of the psychology of color and color theory as it relates to visual communication. Performance Indicator:Produce a printed product in monotone and in multicolor.
    • CTE.MPD.A.3.0: Pathway Standard:Apply graphic design software and desktop publishing as a means of creating effective communication.
    • CTE.MPD.A.3.1: Pathway Standard:Apply graphic design software and desktop publishing as a means of creating effective communication. Performance Indicator:Differentiate between and operate Macintosh (Mac) and personal computer (PC) platforms for development.
    • CTE.MPD.A.3.2: Pathway Standard:Apply graphic design software and desktop publishing as a means of creating effective communication. Performance Indicator:Apply desktop publishing and electronic imaging software principles and processes used to prepare graphic design products.
    • CTE.MPD.A.3.3: Pathway Standard:Apply graphic design software and desktop publishing as a means of creating effective communication. Performance Indicator:Demonstrate how to produce single and multicolor images and know how to apply them across various types of printed products.
    • CTE.MPD.A.3.4: Pathway Standard:Apply graphic design software and desktop publishing as a means of creating effective communication. Performance Indicator:Create a visually effective layout that communicates an intention using graphic software that integrates graphics, text, photographic imagery, and color.
    • CTE.MPD.A.3.5: Pathway Standard:Apply graphic design software and desktop publishing as a means of creating effective communication. Performance Indicator:Produce a printed product that demonstrates the application of graphic design principles and color theory using desktop publishing and electronic imaging software.
    • CTE.MPD.A.4.0: Pathway Standard:Demonstrate technical illustration and vector drawing skills.
    • CTE.MPD.A.4.1: Pathway Standard:Demonstrate technical illustration and vector drawing skills. Performance Indicator:Create technical illustration and vector drawings.
    • CTE.MPD.A.4.2: Pathway Standard:Demonstrate technical illustration and vector drawing skills. Performance Indicator:Convert and edit formats including encapsulated postscript (eps), drawing (dwg), and portable document file (pdf).
    • CTE.MPD.A.5.0: Pathway Standard:Adhere to the prepress process and procedures required to reproduce single-color and multicolor printing.
    • CTE.MPD.A.5.1: Pathway Standard:Adhere to the prepress process and procedures required to reproduce single-color and multicolor printing. Performance Indicator:Gain proficiency in applying the principles and processes used to prepare design work for the prepress phase of graphic design.
    • CTE.MPD.A.5.2: Pathway Standard:Adhere to the prepress process and procedures required to reproduce single-color and multicolor printing. Performance Indicator:Explain the differences in prepress for different output printing methods.
    • CTE.MPD.A.5.3: Pathway Standard:Adhere to the prepress process and procedures required to reproduce single-color and multicolor printing. Performance Indicator:Produce a printed product with the use of desktop publishing and electronic imaging software starting with the prepress phase through to reproduction.
    • CTE.MPD.A.6.0: Pathway Standard:Apply the processes and procedures involved in producing image files for the reproduction of single-color and multicolor products.
    • CTE.MPD.A.6.1: Pathway Standard:Apply the processes and procedures involved in producing image files for the reproduction of single-color and multicolor products. Performance Indicator:Identify the variables that affect the image transfer process for reproduction.
    • CTE.MPD.A.6.2: Pathway Standard:Apply the processes and procedures involved in producing image files for the reproduction of single-color and multicolor products. Performance Indicator:Employ the process for creating image files that are appropriate for graphic design reproduction and specified printing requirements.
    • CTE.MPD.A.7.0: Pathway Standard:Develop a proficiency in applying the processes and procedures required for the reproduction of printed products and the image transfer process.
    • CTE.MPD.A.7.1: Pathway Standard:Develop a proficiency in applying the processes and procedures required for the reproduction of printed products and the image transfer process. Performance Indicator:Explain how various processes may be used to produce multiple-imaged copies.
    • CTE.MPD.A.7.2: Pathway Standard:Develop a proficiency in applying the processes and procedures required for the reproduction of printed products and the image transfer process. Performance Indicator:Identify the variables that affect the image transfer process.
    • CTE.MPD.A.7.3: Pathway Standard:Develop a proficiency in applying the processes and procedures required for the reproduction of printed products and the image transfer process. Performance Indicator:Produce a single-color and multicolor quality project applying the procedures and image transfer processes with a minimum of waste.
    • CTE.MPD.A.8.0: Pathway Standard:Understand various binding and finishing processes.
    • CTE.MPD.A.8.1: Pathway Standard:Understand various binding and finishing processes. Performance Indicator:Identify the variations, characteristics, and functions of binding and finishing operations in the production of printed products.
    • CTE.MPD.A.8.2: Pathway Standard:Understand various binding and finishing processes. Performance Indicator:Produce a bound and finished product such as a notepad, brochure, or booklet.
    • CTE.MPD.A.9.0: Pathway Standard:Demonstrate an understanding of the screen printing process.
    • CTE.MPD.A.9.1: Pathway Standard:Demonstrate an understanding of the screen printing process. Performance Indicator:Identify the various applications of screen printing and the outcomes it produces.
    • CTE.MPD.A.9.2: Pathway Standard:Demonstrate an understanding of the screen printing process. Performance Indicator:Identify materials and operations used in the screen printing process.
    • CTE.MPD.A.9.3: Pathway Standard:Demonstrate an understanding of the screen printing process. Performance Indicator:Identify the variables that affect the image and results of the screening process.
    • CTE.MPD.A.9.4: Pathway Standard:Demonstrate an understanding of the screen printing process. Performance Indicator:Produce a screen printed product on various substrates using appropriate inks and procedures.
  • Career Technical Education Grade 7-12 - Pathways : Health Care Administrative Services Pathway:
    • CTE.HSMT.C.1.0: Pathway Standard:Understand health care systems as the organization of people, institutions, funding, and resources as well as the broad scope of operations in which health care services are delivered to meet the health needs of target populations.
    • CTE.HSMT.C.1.1: Pathway Standard:Understand health care systems as the organization of people, institutions, funding, and resources as well as the broad scope of operations in which health care services are delivered to meet the health needs of target populations. Performance Indicator:Understand the specific roles and responsibilities of health care workers, including the health care administrative role of leadership for individuals and the organization within a variety of health care delivery systems.
    • CTE.HSMT.C.1.2: Pathway Standard:Understand health care systems as the organization of people, institutions, funding, and resources as well as the broad scope of operations in which health care services are delivered to meet the health needs of target populations. Performance Indicator:Recognize the resources necessary for a health system (e.g., financial, health informatics, diagnostic equipment, pharmaceuticals, and other therapeutic resources).
    • CTE.HSMT.C.1.3: Pathway Standard:Understand health care systems as the organization of people, institutions, funding, and resources as well as the broad scope of operations in which health care services are delivered to meet the health needs of target populations. Performance Indicator:Recognize the different general methods of funding health care (e.g., out-of-pocket payments, health insurance, government funding, charities).
    • CTE.HSMT.C.1.4: Pathway Standard:Understand health care systems as the organization of people, institutions, funding, and resources as well as the broad scope of operations in which health care services are delivered to meet the health needs of target populations. Performance Indicator:Recognize major specific payment systems (e.g., Medicare, Medicaid, Workers Compensation).
    • CTE.HSMT.C.1.5: Pathway Standard:Understand health care systems as the organization of people, institutions, funding, and resources as well as the broad scope of operations in which health care services are delivered to meet the health needs of target populations. Performance Indicator:Recognize the varied vital roles that health care administrative workers serve in the health care process.
    • CTE.HSMT.C.1.6: Pathway Standard:Understand health care systems as the organization of people, institutions, funding, and resources as well as the broad scope of operations in which health care services are delivered to meet the health needs of target populations. Performance Indicator:Understand the full process of health care delivery (e.g., from patient illness or injury to recovery).
    • CTE.HSMT.C.1.7: Pathway Standard:Understand health care systems as the organization of people, institutions, funding, and resources as well as the broad scope of operations in which health care services are delivered to meet the health needs of target populations. Performance Indicator:Understand common U.S. models for structuring health care funding (e.g., Health Maintenance Organizations [HMOs], Preferred Provider Organization [PPOs], Managed Care Organization [MCOs], and Independent Physician Association [IPAs]).
    • CTE.HSMT.C.1.8: Pathway Standard:Understand health care systems as the organization of people, institutions, funding, and resources as well as the broad scope of operations in which health care services are delivered to meet the health needs of target populations. Performance Indicator:Diagram a selected health care organization.
    • CTE.HSMT.C.10.0: Pathway Standard:Understand common file formats for document and medical imaging, digitizing paper records, and storing medical images.
    • CTE.HSMT.C.10.1: Pathway Standard:Understand common file formats for document and medical imaging, digitizing paper records, and storing medical images. Performance Indicator:Understand basic document and medical imaging concepts (e.g., resolution, color- depth, compression).
    • CTE.HSMT.C.10.2: Pathway Standard:Understand common file formats for document and medical imaging, digitizing paper records, and storing medical images. Performance Indicator:Understand common file formats for document and medical imaging (e.g., tagged image file format [TIFF], joint photographic experts group [JPEG], 2000).
    • CTE.HSMT.C.10.3: Pathway Standard:Understand common file formats for document and medical imaging, digitizing paper records, and storing medical images. Performance Indicator:Demonstrate how to scan paper records.
    • CTE.HSMT.C.10.4: Pathway Standard:Understand common file formats for document and medical imaging, digitizing paper records, and storing medical images. Performance Indicator:Calculate the approximate storage needs for digitized records and images.
    • CTE.HSMT.C.10.5: Pathway Standard:Understand common file formats for document and medical imaging, digitizing paper records, and storing medical images. Performance Indicator:Attach digitized records and medical images to patient records.
    • CTE.HSMT.C.11.0: Pathway Standard:Know how to schedule and manage appointments for providers.
    • CTE.HSMT.C.11.1: Pathway Standard:Know how to schedule and manage appointments for providers. Performance Indicator:Understand prioritizing methods (e.g., first-come, first-served; emergency appointments; types of procedures).
    • CTE.HSMT.C.11.2: Pathway Standard:Know how to schedule and manage appointments for providers. Performance Indicator:Recognize the logistical challenges of appointments (e.g., quality of care versus cost of care).
    • CTE.HSMT.C.11.3: Pathway Standard:Know how to schedule and manage appointments for providers. Performance Indicator:Manage provider general schedules (e.g., what days and times providers are available).
    • CTE.HSMT.C.11.4: Pathway Standard:Know how to schedule and manage appointments for providers. Performance Indicator:Understand how to schedule patient appointments for providers.
    • CTE.HSMT.C.11.5: Pathway Standard:Know how to schedule and manage appointments for providers. Performance Indicator:Explain how to communicate the status of an appointment to the provider.
    • CTE.HSMT.C.12.0: Pathway Standard:Understand how to use health information effectively.
    • CTE.HSMT.C.12.1: Pathway Standard:Understand how to use health information effectively. Performance Indicator:Recognize the major uses of health information (e.g., patient care, billing, research).
    • CTE.HSMT.C.12.2: Pathway Standard:Understand how to use health information effectively. Performance Indicator:Determine which data components are necessary for the successful completion of tasks.
    • CTE.HSMT.C.12.3: Pathway Standard:Understand how to use health information effectively. Performance Indicator:Formulate and report information clearly and concisely.
    • CTE.HSMT.C.12.4: Pathway Standard:Understand how to use health information effectively. Performance Indicator:Disseminate information to various audiences.
    • CTE.HSMT.C.13.0: Pathway Standard:Understand the need to communicate health/medical information accurately and within legal/ regulatory bounds across the organization.
    • CTE.HSMT.C.13.1: Pathway Standard:Understand the need to communicate health/medical information accurately and within legal/ regulatory bounds across the organization. Performance Indicator:Determine which communication methods patients have approved (e.g., e-mail, phone, voicemails).
    • CTE.HSMT.C.13.2: Pathway Standard:Understand the need to communicate health/medical information accurately and within legal/ regulatory bounds across the organization. Performance Indicator:Determine who has been approved for receiving patient communications beyond the patient (e.g., family members, lawyers).
    • CTE.HSMT.C.13.3: Pathway Standard:Understand the need to communicate health/medical information accurately and within legal/ regulatory bounds across the organization. Performance Indicator:Communicate with patients compassionately, accurately, and effectively.
    • CTE.HSMT.C.13.4: Pathway Standard:Understand the need to communicate health/medical information accurately and within legal/ regulatory bounds across the organization. Performance Indicator:Use information technology for mass communications (e.g., mail merge, e-mail, auto-dialers).
    • CTE.HSMT.C.14.0: Pathway Standard:Understand how to transfer information to third-parties.
    • CTE.HSMT.C.14.1: Pathway Standard:Understand how to transfer information to third-parties. Performance Indicator:Recognize the types of third parties that may need patient information (e.g., specialists, pharmacies, insurance companies).
    • CTE.HSMT.C.14.2: Pathway Standard:Understand how to transfer information to third-parties. Performance Indicator:Understand the laws and regulations regarding the transfer of information to a third party (e.g., when a company is a covered entity, when a business agreement is required).
    • CTE.HSMT.C.14.3: Pathway Standard:Understand how to transfer information to third-parties. Performance Indicator:Use various technologies to transmit information securely (e.g., fax, electronic and postal mail).
    • CTE.HSMT.C.15.0: Pathway Standard:Code health information and bill payers using industry standard methods of classification of diseases, current procedural terminology, and common health care procedure coding system.
    • CTE.HSMT.C.15.1: Pathway Standard:Code health information and bill payers using industry standard methods of classification of diseases, current procedural terminology, and common health care procedure coding system. Performance Indicator:Understand the basic concepts of accrual-based accounting (e.g., accounts payable, accounts receivable, credits, debits).
    • CTE.HSMT.C.15.2: Pathway Standard:Code health information and bill payers using industry standard methods of classification of diseases, current procedural terminology, and common health care procedure coding system. Performance Indicator:Understand medical record documentation (e.g., chart notes, injections, medications, lab reports).
    • CTE.HSMT.C.15.3: Pathway Standard:Code health information and bill payers using industry standard methods of classification of diseases, current procedural terminology, and common health care procedure coding system. Performance Indicator:Synthesize required information from a medical record and other medical documents for a variety of purposes upon regulatory or legal request.
    • CTE.HSMT.C.15.4: Pathway Standard:Code health information and bill payers using industry standard methods of classification of diseases, current procedural terminology, and common health care procedure coding system. Performance Indicator:Translate code services (e.g., diagnostic procedures, surgeries) using industry standard methods (e.g., International Classification of Diseases-ninth Ed. [ICD-9], Current Procedural Terminology-fourth Ed. [CPT-4], Healthcare Common Procedure Coding System [HCPCS]).
    • CTE.HSMT.C.15.5: Pathway Standard:Code health information and bill payers using industry standard methods of classification of diseases, current procedural terminology, and common health care procedure coding system. Performance Indicator:Demonstrate how to bill third-party payers (e.g., insurance companies, Medicare).
    • CTE.HSMT.C.15.6: Pathway Standard:Code health information and bill payers using industry standard methods of classification of diseases, current procedural terminology, and common health care procedure coding system. Performance Indicator:Receive and process information from third-party payers (e.g., Explanation of Benefits [EOB], Remittance Advice).
    • CTE.HSMT.C.15.7: Pathway Standard:Code health information and bill payers using industry standard methods of classification of diseases, current procedural terminology, and common health care procedure coding system. Performance Indicator:Audit and analyze coding done by others to determine proper billing.
    • CTE.HSMT.C.16.0: Pathway Standard:Use a systematic method of continual process improvement.
    • CTE.HSMT.C.16.1: Pathway Standard:Use a systematic method of continual process improvement. Performance Indicator:Learn new knowledge and skills regularly (e.g., on-the-job-training [OJT], continuing education).
    • CTE.HSMT.C.16.2: Pathway Standard:Use a systematic method of continual process improvement. Performance Indicator:Discover new knowledge through primary research methodologies (e.g., experiments, surveys, data analysis).
    • CTE.HSMT.C.2.0: Pathway Standard:Understand the various health care provider and support roles in patient care as an integrated, comprehensive health care system, to offer the very best options for treatment of patients.
    • CTE.HSMT.C.2.1: Pathway Standard:Understand the various health care provider and support roles in patient care as an integrated, comprehensive health care system, to offer the very best options for treatment of patients. Performance Indicator:Recognize health care identifiers (e.g., National Provider Indicator [NPI], Drug Enforcement Administration [DEA] numbers, and Clinical Laboratory Improvement Amendments [CLIA] numbers).
    • CTE.HSMT.C.2.2: Pathway Standard:Understand the various health care provider and support roles in patient care as an integrated, comprehensive health care system, to offer the very best options for treatment of patients. Performance Indicator:Describe common medical record documentation formats (e.g., Subjective, Objective, Assessment, and Plan [SOAP] notes, admission notes).
    • CTE.HSMT.C.2.3: Pathway Standard:Understand the various health care provider and support roles in patient care as an integrated, comprehensive health care system, to offer the very best options for treatment of patients. Performance Indicator:Understand the major forms of health care interventions (e.g., preventive, curative, palliative).
    • CTE.HSMT.C.2.4: Pathway Standard:Understand the various health care provider and support roles in patient care as an integrated, comprehensive health care system, to offer the very best options for treatment of patients. Performance Indicator:Understand the difference between different patient care provider and support roles (e.g., health care administrator, clinical data specialist, health informatics technician, and billing and coding specialist).
    • CTE.HSMT.C.3.0: Pathway Standard:Understand the overarching concepts of economic and financial management systems, system and information management, and the latest innovations in health care as they affect health care delivery.
    • CTE.HSMT.C.3.1: Pathway Standard:Understand the overarching concepts of economic and financial management systems, system and information management, and the latest innovations in health care as they affect health care delivery. Performance Indicator:Understand the basics of business principles, systems thinking, and business management.
    • CTE.HSMT.C.3.2: Pathway Standard:Understand the overarching concepts of economic and financial management systems, system and information management, and the latest innovations in health care as they affect health care delivery. Performance Indicator:Understand operational planning and management tools for performance and quality improvement.
    • CTE.HSMT.C.3.3: Pathway Standard:Understand the overarching concepts of economic and financial management systems, system and information management, and the latest innovations in health care as they affect health care delivery. Performance Indicator:Understand development of financial statements, statement generation, reimbursement systems, costing process, measurement, and control.
    • CTE.HSMT.C.3.4: Pathway Standard:Understand the overarching concepts of economic and financial management systems, system and information management, and the latest innovations in health care as they affect health care delivery. Performance Indicator:Execute financial mathematics, e.g., time value of money calculations, capital budgeting, return on investment, and project risk analyses.
    • CTE.HSMT.C.3.5: Pathway Standard:Understand the overarching concepts of economic and financial management systems, system and information management, and the latest innovations in health care as they affect health care delivery. Performance Indicator:Perform differential reimbursement calculations by payers (e.g., Medicare/Medicaid, self-pay, managed care) and describe the major principles of health insurance.
    • CTE.HSMT.C.3.6: Pathway Standard:Understand the overarching concepts of economic and financial management systems, system and information management, and the latest innovations in health care as they affect health care delivery. Performance Indicator:Understand and explain economic evaluation (e.g., cost benefit/cost effectiveness analysis).
    • CTE.HSMT.C.4.0: Pathway Standard:Know the role and relationship of public policies and community engagement on the health care delivery system.
    • CTE.HSMT.C.4.1: Pathway Standard:Know the role and relationship of public policies and community engagement on the health care delivery system. Performance Indicator:Understand community needs and values and the role of external relations (e.g., demographic/population contexts for development and management of health care services).
    • CTE.HSMT.C.4.2: Pathway Standard:Know the role and relationship of public policies and community engagement on the health care delivery system. Performance Indicator:Comprehend and explain the legal and regulatory environment for health services.
    • CTE.HSMT.C.4.3: Pathway Standard:Know the role and relationship of public policies and community engagement on the health care delivery system. Performance Indicator:Recognize and explain quantity of health care services.
    • CTE.HSMT.C.4.4: Pathway Standard:Know the role and relationship of public policies and community engagement on the health care delivery system. Performance Indicator:Analyze public policy context and choices relating to specific health care delivery systems.
    • CTE.HSMT.C.5.0: Pathway Standard:Understand and maintain standards of excellence, professional, ethical, and moral conduct required in management of personnel and policy within the health care delivery system.
    • CTE.HSMT.C.5.1: Pathway Standard:Understand and maintain standards of excellence, professional, ethical, and moral conduct required in management of personnel and policy within the health care delivery system. Performance Indicator:Understand the alignment of personal and organizational conduct management with ethical and professional standards.
    • CTE.HSMT.C.5.2: Pathway Standard:Understand and maintain standards of excellence, professional, ethical, and moral conduct required in management of personnel and policy within the health care delivery system. Performance Indicator:Know the organizational responsibility to the patient and community and a commitment to lifelong learning and improvement.
    • CTE.HSMT.C.5.3: Pathway Standard:Understand and maintain standards of excellence, professional, ethical, and moral conduct required in management of personnel and policy within the health care delivery system. Performance Indicator:Practice the philosophy of respect for life and the need for a balance of benefit over harm resulting from any intervention.
    • CTE.HSMT.C.6.0: Pathway Standard:Understand the dynamics of human relations, self-management, organizational, and professional leadership skills necessary within the health care administrative system.
    • CTE.HSMT.C.6.1: Pathway Standard:Understand the dynamics of human relations, self-management, organizational, and professional leadership skills necessary within the health care administrative system. Performance Indicator:Identify leadership skills and explain their value to an organization.
    • CTE.HSMT.C.6.2: Pathway Standard:Understand the dynamics of human relations, self-management, organizational, and professional leadership skills necessary within the health care administrative system. Performance Indicator:Understand image building and public relations techniques.
    • CTE.HSMT.C.6.3: Pathway Standard:Understand the dynamics of human relations, self-management, organizational, and professional leadership skills necessary within the health care administrative system. Performance Indicator:Know and assess decision-making skills.
    • CTE.HSMT.C.6.4: Pathway Standard:Understand the dynamics of human relations, self-management, organizational, and professional leadership skills necessary within the health care administrative system. Performance Indicator:Demonstrate effective teamwork and critical analysis applying conflict-resolution techniques.
    • CTE.HSMT.C.6.5: Pathway Standard:Understand the dynamics of human relations, self-management, organizational, and professional leadership skills necessary within the health care administrative system. Performance Indicator:Examine the value of leadership skills, self-initiation, and confidence through personal reflection.
    • CTE.HSMT.C.6.6: Pathway Standard:Understand the dynamics of human relations, self-management, organizational, and professional leadership skills necessary within the health care administrative system. Performance Indicator:Demonstrate parliamentary procedure skills through team activities.
    • CTE.HSMT.C.6.7: Pathway Standard:Understand the dynamics of human relations, self-management, organizational, and professional leadership skills necessary within the health care administrative system. Performance Indicator:Describe human resource management and its importance to the successful operation of an organization.
    • CTE.HSMT.C.7.0: Pathway Standard:Follow the model of medical safety practices and processes that can help prevent system medication errors and understand the consequences of mistakes.
    • CTE.HSMT.C.7.1: Pathway Standard:Follow the model of medical safety practices and processes that can help prevent system medication errors and understand the consequences of mistakes. Performance Indicator:Recognize the major consequences mistakes in health care may cause (e.g., deaths, lawsuits).
    • CTE.HSMT.C.7.2: Pathway Standard:Follow the model of medical safety practices and processes that can help prevent system medication errors and understand the consequences of mistakes. Performance Indicator:Recognize the critical nature of accurate and complete documentation (e.g., medical allergies, conflicting prescriptions).
    • CTE.HSMT.C.7.3: Pathway Standard:Follow the model of medical safety practices and processes that can help prevent system medication errors and understand the consequences of mistakes. Performance Indicator:Identify patients accurately using appropriate strategies (e.g., continual verification).
    • CTE.HSMT.C.7.4: Pathway Standard:Follow the model of medical safety practices and processes that can help prevent system medication errors and understand the consequences of mistakes. Performance Indicator:Delineate the process for assessing information required by patients, staff, and the community to determine the best course of action.
    • CTE.HSMT.C.8.0: Pathway Standard:Understand the resources, routes and flow of information within the health care system and participate in the design and implementation of effective systems or processes.
    • CTE.HSMT.C.8.1: Pathway Standard:Understand the resources, routes and flow of information within the health care system and participate in the design and implementation of effective systems or processes. Performance Indicator:Describe an effective health care information system, including resources, routes, and flow of information.
    • CTE.HSMT.C.8.2: Pathway Standard:Understand the resources, routes and flow of information within the health care system and participate in the design and implementation of effective systems or processes. Performance Indicator:Enter information within the parameters of the information system. (e.g., entering appropriate data types in the appropriate fields).
    • CTE.HSMT.C.8.3: Pathway Standard:Understand the resources, routes and flow of information within the health care system and participate in the design and implementation of effective systems or processes. Performance Indicator:Follow security guidelines to protect patient data.
    • CTE.HSMT.C.8.4: Pathway Standard:Understand the resources, routes and flow of information within the health care system and participate in the design and implementation of effective systems or processes. Performance Indicator:Evaluate the effectiveness of health information systems and determine improvement strategies.
    • CTE.HSMT.C.9.0: Pathway Standard:Use an electronic health care patient information system to optimize the acquisition, storage, retrieval, and use of information in health and biomedicine.
    • CTE.HSMT.C.9.1: Pathway Standard:Use an electronic health care patient information system to optimize the acquisition, storage, retrieval, and use of information in health and biomedicine. Performance Indicator:File records using various methodologies (e.g., alphabetically, by patient record number).
    • CTE.HSMT.C.9.2: Pathway Standard:Use an electronic health care patient information system to optimize the acquisition, storage, retrieval, and use of information in health and biomedicine. Performance Indicator:Enter information within the parameters of the information system. (e.g., entering appropriate data types in the appropriate fields).
    • CTE.HSMT.C.9.3: Pathway Standard:Use an electronic health care patient information system to optimize the acquisition, storage, retrieval, and use of information in health and biomedicine. Performance Indicator:Archive and purge documents following policies and regulatory guidelines.
    • CTE.HSMT.C.9.4: Pathway Standard:Use an electronic health care patient information system to optimize the acquisition, storage, retrieval, and use of information in health and biomedicine. Performance Indicator:Compose a rationale that compares and contrasts the relative advantages and disadvantages of paper versus electronic records.
    • CTE.HSMT.C.9.5: Pathway Standard:Use an electronic health care patient information system to optimize the acquisition, storage, retrieval, and use of information in health and biomedicine. Performance Indicator:Distinguish which type of documents must have hard copies retained, and which may be stored only in digital form.
  • Career Technical Education Grade 7-12 - Pathways : Health Care Operational Support Services Pathway:
    • CTE.HSMT.D.1.0: Pathway Standard:Describe the process for monitoring client's expectations by using plans to promote satisfaction and measurement tools to ensure sufficiency of products and delivery of services.
    • CTE.HSMT.D.1.1: Pathway Standard:Describe the process for monitoring client's expectations by using plans to promote satisfaction and measurement tools to ensure sufficiency of products and delivery of services. Performance Indicator:Understand the responsibilities of their roles and perform their tasks safely by using appropriate guidelines.
    • CTE.HSMT.D.1.2: Pathway Standard:Describe the process for monitoring client's expectations by using plans to promote satisfaction and measurement tools to ensure sufficiency of products and delivery of services. Performance Indicator:Know how to provide support to standardization, consolidation, and re-engineering processes.
    • CTE.HSMT.D.1.3: Pathway Standard:Describe the process for monitoring client's expectations by using plans to promote satisfaction and measurement tools to ensure sufficiency of products and delivery of services. Performance Indicator:Explain the importance of coordinating intradepartmental activities, including event planning and logistics, with outside agencies and contractors.
    • CTE.HSMT.D.1.4: Pathway Standard:Describe the process for monitoring client's expectations by using plans to promote satisfaction and measurement tools to ensure sufficiency of products and delivery of services. Performance Indicator:Evaluate and determine a process operational systems improvement.
    • CTE.HSMT.D.10.0: Pathway Standard:Demonstrate the ability to prepare, assemble, and deliver a nutritious, high-quality meal for the clients they serve.
    • CTE.HSMT.D.10.1: Pathway Standard:Demonstrate the ability to prepare, assemble, and deliver a nutritious, high-quality meal for the clients they serve. Performance Indicator:Prepare a food tray with the appropriate utensils and food items as prescribed to meet dietary requirements.
    • CTE.HSMT.D.10.2: Pathway Standard:Demonstrate the ability to prepare, assemble, and deliver a nutritious, high-quality meal for the clients they serve. Performance Indicator:Deliver trays to the specified area of the health care facility.
    • CTE.HSMT.D.10.3: Pathway Standard:Demonstrate the ability to prepare, assemble, and deliver a nutritious, high-quality meal for the clients they serve. Performance Indicator:Using National Health Occupations Students of America (HOSA) Nursing Assisting guidelines, prepare the patient for a meal.
    • CTE.HSMT.D.10.4: Pathway Standard:Demonstrate the ability to prepare, assemble, and deliver a nutritious, high-quality meal for the clients they serve. Performance Indicator:Using state and federal standards for examining food temperatures, follow guidelines for inspecting the safety of food.
    • CTE.HSMT.D.11.0: Pathway Standard:Demonstrate and use the correct transport equipment.
    • CTE.HSMT.D.11.1: Pathway Standard:Demonstrate and use the correct transport equipment. Performance Indicator:Assess the protocol for transporting a patient to surgery versus a patient to radiology.
    • CTE.HSMT.D.11.2: Pathway Standard:Demonstrate and use the correct transport equipment. Performance Indicator:Practice proper body mechanics and safety measures while transferring a patient from an emergency room to the assigned room and document results of the transfer.
    • CTE.HSMT.D.11.3: Pathway Standard:Demonstrate and use the correct transport equipment. Performance Indicator:Demonstrate and recite procedures about safe patient transport for interdepartmental transfers or upon discharge.
    • CTE.HSMT.D.12.0: Pathway Standard:Understand the need for an effective emergency preparedness plan.
    • CTE.HSMT.D.12.1: Pathway Standard:Understand the need for an effective emergency preparedness plan. Performance Indicator:Describe different types of emergency preparedness plans (e.g., homeland security, natural disaster, pandemic, crisis planning).
    • CTE.HSMT.D.12.2: Pathway Standard:Understand the need for an effective emergency preparedness plan. Performance Indicator:Explain emergency procedures for staff, including supplies needed in the event of an internal or external disaster.
    • CTE.HSMT.D.12.3: Pathway Standard:Understand the need for an effective emergency preparedness plan. Performance Indicator:Participate in educational and training programs related to emergency preparedness planning.
    • CTE.HSMT.D.12.4: Pathway Standard:Understand the need for an effective emergency preparedness plan. Performance Indicator:Assess the Emergency Preparedness Plan.
    • CTE.HSMT.D.2.0: Pathway Standard:Assess basic operating procedures of support services.
    • CTE.HSMT.D.2.1: Pathway Standard:Assess basic operating procedures of support services. Performance Indicator:Identify activities that require coordination between various departments.
    • CTE.HSMT.D.2.2: Pathway Standard:Assess basic operating procedures of support services. Performance Indicator:Implement purchasing and procurement techniques.
    • CTE.HSMT.D.2.3: Pathway Standard:Assess basic operating procedures of support services. Performance Indicator:Develop a preventative maintenance program for equipment and services.
    • CTE.HSMT.D.2.4: Pathway Standard:Assess basic operating procedures of support services. Performance Indicator:Explain staffing needs and productivity.
    • CTE.HSMT.D.2.5: Pathway Standard:Assess basic operating procedures of support services. Performance Indicator:Develop reporting mechanisms for measuring productivity.
    • CTE.HSMT.D.2.6: Pathway Standard:Assess basic operating procedures of support services. Performance Indicator:Investigate systems and procedures that minimize customer cost of ordering, and storing and using supplies, services, and equipment.
    • CTE.HSMT.D.2.7: Pathway Standard:Assess basic operating procedures of support services. Performance Indicator:Integrate infection control standards with design and construction activities.
    • CTE.HSMT.D.2.8: Pathway Standard:Assess basic operating procedures of support services. Performance Indicator:Discuss the relationships among organization structures, policies, procedures, and quality assurance.
    • CTE.HSMT.D.3.0: Pathway Standard:Comply with legal regulations and facility standards for design, construction, maintenance, and improvement of health care facilities and environments.
    • CTE.HSMT.D.3.1: Pathway Standard:Comply with legal regulations and facility standards for design, construction, maintenance, and improvement of health care facilities and environments. Performance Indicator:Recognize physical, procedural, and electronic barriers.
    • CTE.HSMT.D.3.2: Pathway Standard:Comply with legal regulations and facility standards for design, construction, maintenance, and improvement of health care facilities and environments. Performance Indicator:Describe the process for evaluating compliance with corporate, legal, regulatory, and accreditation standards, ethics, and codes.
    • CTE.HSMT.D.3.3: Pathway Standard:Comply with legal regulations and facility standards for design, construction, maintenance, and improvement of health care facilities and environments. Performance Indicator:Adhere to the federal, state, and local regulations that apply to accreditation, design, and construction of a health care facility.
    • CTE.HSMT.D.3.4: Pathway Standard:Comply with legal regulations and facility standards for design, construction, maintenance, and improvement of health care facilities and environments. Performance Indicator:Use appropriate action to maintain a facility in good repair (e.g., report, make recommendations, or repair).
    • CTE.HSMT.D.3.5: Pathway Standard:Comply with legal regulations and facility standards for design, construction, maintenance, and improvement of health care facilities and environments. Performance Indicator:Analyze the therapeutic and functional aspects of color, decor, and furnishings as well as the process for coordinating facility furnishings and finishes in accordance with appropriate safety codes.
    • CTE.HSMT.D.3.6: Pathway Standard:Comply with legal regulations and facility standards for design, construction, maintenance, and improvement of health care facilities and environments. Performance Indicator:Evaluate how risk management can apply to support services functions.
    • CTE.HSMT.D.4.0: Pathway Standard:Comply with protocols and practices necessary to maintain a clean and healthy work environment.
    • CTE.HSMT.D.4.1: Pathway Standard:Comply with protocols and practices necessary to maintain a clean and healthy work environment. Performance Indicator:Demonstrate the use of appropriate personal protective equipment (PPE).
    • CTE.HSMT.D.4.10: Pathway Standard:Comply with protocols and practices necessary to maintain a clean and healthy work environment. Performance Indicator:Implement a waste management program, including the recycling and reduction of regulated medical, solid, hazardous, chemical, and radioactive waste materials.
    • CTE.HSMT.D.4.11: Pathway Standard:Comply with protocols and practices necessary to maintain a clean and healthy work environment. Performance Indicator:Demonstrate protection from blood-borne pathogens and identify unsafe conditions for corrective action.
    • CTE.HSMT.D.4.2: Pathway Standard:Comply with protocols and practices necessary to maintain a clean and healthy work environment. Performance Indicator:Practice proper hand hygiene.
    • CTE.HSMT.D.4.3: Pathway Standard:Comply with protocols and practices necessary to maintain a clean and healthy work environment. Performance Indicator:Use various manual and mechanical decontamination and sterilization techniques and procedures.
    • CTE.HSMT.D.4.4: Pathway Standard:Comply with protocols and practices necessary to maintain a clean and healthy work environment. Performance Indicator:Evaluate potential causes and methods of transmitting infections and how to apply standard precautionary guidelines.
    • CTE.HSMT.D.4.5: Pathway Standard:Comply with protocols and practices necessary to maintain a clean and healthy work environment. Performance Indicator:Document and analyze sanitation and infection control procedures.
    • CTE.HSMT.D.4.6: Pathway Standard:Comply with protocols and practices necessary to maintain a clean and healthy work environment. Performance Indicator:Describe the care needed when handling chemicals.
    • CTE.HSMT.D.4.7: Pathway Standard:Comply with protocols and practices necessary to maintain a clean and healthy work environment. Performance Indicator:Describe basic emergency procedures used to respond to a hazardous spill.
    • CTE.HSMT.D.4.8: Pathway Standard:Comply with protocols and practices necessary to maintain a clean and healthy work environment. Performance Indicator:Explain how waste is handled, packaged, stored, and disposed of in accordance with federal, state, and local regulations, including hazardous chemicals, biohazards, and radioactive materials.
    • CTE.HSMT.D.4.9: Pathway Standard:Comply with protocols and practices necessary to maintain a clean and healthy work environment. Performance Indicator:Comply with hazardous waste disposal policies and procedures, including documentation, to ensure that regulated waste is handled, packaged, stored, and disposed of in accordance with federal, state, and local regulations.
    • CTE.HSMT.D.5.0: Pathway Standard:Use principles and techniques of resource management to make appropriate decisions.
    • CTE.HSMT.D.5.1: Pathway Standard:Use principles and techniques of resource management to make appropriate decisions. Performance Indicator:Identify components of a comprehensive training program for health care employees, including safety, infection control, handling of hazardous materials, and use of equipment.
    • CTE.HSMT.D.5.2: Pathway Standard:Use principles and techniques of resource management to make appropriate decisions. Performance Indicator:Follow procedures and processes for the selection, acquisition, distribution, and maintenance of equipment and understand preventive maintenance for buildings and equipment.
    • CTE.HSMT.D.5.3: Pathway Standard:Use principles and techniques of resource management to make appropriate decisions. Performance Indicator:Demonstrate the process for developing inventory-reduction targets to achieve the financial goals of health care organizations.
    • CTE.HSMT.D.5.4: Pathway Standard:Use principles and techniques of resource management to make appropriate decisions. Performance Indicator:Use distribution strategies and systems to ensure the optimal flow of materials.
    • CTE.HSMT.D.5.5: Pathway Standard:Use principles and techniques of resource management to make appropriate decisions. Performance Indicator:Understand a department's labor distribution reports to ensure the proper allocation of resources for projects and operations.
    • CTE.HSMT.D.5.6: Pathway Standard:Use principles and techniques of resource management to make appropriate decisions. Performance Indicator:Evaluate competitive pricing, terms, and service levels to support product recommendations.
    • CTE.HSMT.D.6.0: Pathway Standard:Collect and distribute essential patient information to appropriate team members.
    • CTE.HSMT.D.6.1: Pathway Standard:Collect and distribute essential patient information to appropriate team members. Performance Indicator:Recognize and report unusual or unsafe environmental conditions.
    • CTE.HSMT.D.6.2: Pathway Standard:Collect and distribute essential patient information to appropriate team members. Performance Indicator:Recognize ethical conflicts related to assessment practices (e.g., labeling, confidentiality).
    • CTE.HSMT.D.6.3: Pathway Standard:Collect and distribute essential patient information to appropriate team members. Performance Indicator:Document actions according to the facility's protocol and regulatory guidelines.
    • CTE.HSMT.D.6.4: Pathway Standard:Collect and distribute essential patient information to appropriate team members. Performance Indicator:Maintain confidentiality according to the facility's protocol as well as the Health Insurance Portability and Accountability Act (HIPAA).
    • CTE.HSMT.D.7.0: Pathway Standard:Assess and maintain materials for quality management.
    • CTE.HSMT.D.7.1: Pathway Standard:Assess and maintain materials for quality management. Performance Indicator:Describe risk management strategies.
    • CTE.HSMT.D.7.10: Pathway Standard:Assess and maintain materials for quality management. Performance Indicator:Evaluate cost effectiveness of alternative methods for inventory control.
    • CTE.HSMT.D.7.11: Pathway Standard:Assess and maintain materials for quality management. Performance Indicator:Discuss policies and procedures to monitor, distribute, and consume materials.
    • CTE.HSMT.D.7.2: Pathway Standard:Assess and maintain materials for quality management. Performance Indicator:Describe the use of calibration.
    • CTE.HSMT.D.7.3: Pathway Standard:Assess and maintain materials for quality management. Performance Indicator:Use appropriate inventory and control systems to purchase materials, supplies, and capital equipment.
    • CTE.HSMT.D.7.4: Pathway Standard:Assess and maintain materials for quality management. Performance Indicator:Perform quality control activities using manuals and following directions appropriately.
    • CTE.HSMT.D.7.5: Pathway Standard:Assess and maintain materials for quality management. Performance Indicator:Maintain equipment (e.g., imaging, laboratory).
    • CTE.HSMT.D.7.6: Pathway Standard:Assess and maintain materials for quality management. Performance Indicator:Send, receive, and distribute material for services.
    • CTE.HSMT.D.7.7: Pathway Standard:Assess and maintain materials for quality management. Performance Indicator:Organize inventory, purchase orders, and products.
    • CTE.HSMT.D.7.8: Pathway Standard:Assess and maintain materials for quality management. Performance Indicator:Inspect facilities to ensure compliance with standards, regulations, and codes.
    • CTE.HSMT.D.7.9: Pathway Standard:Assess and maintain materials for quality management. Performance Indicator:Assess procedures and processes to select, acquire, and maintain inventory.
    • CTE.HSMT.D.8.0: Pathway Standard:Demonstrate handling and storage of materials, supplies, and equipment.
    • CTE.HSMT.D.8.1: Pathway Standard:Demonstrate handling and storage of materials, supplies, and equipment. Performance Indicator:Describe and implement a program to purchase materials, supplies, and capital equipment with allocated resources.
    • CTE.HSMT.D.8.2: Pathway Standard:Demonstrate handling and storage of materials, supplies, and equipment. Performance Indicator:Use appropriate safety equipment.
    • CTE.HSMT.D.8.3: Pathway Standard:Demonstrate handling and storage of materials, supplies, and equipment. Performance Indicator:Explain inventory control.
    • CTE.HSMT.D.8.4: Pathway Standard:Demonstrate handling and storage of materials, supplies, and equipment. Performance Indicator:Demonstrate appropriate inventory control systems (e.g., distribution, consumption, intentional loss of materials or supplies).
    • CTE.HSMT.D.8.5: Pathway Standard:Demonstrate handling and storage of materials, supplies, and equipment. Performance Indicator:Demonstrate proper care in handling and storage of sterile and non-sterile items.
    • CTE.HSMT.D.9.0: Pathway Standard:Analyze the business structure of supply and service management.
    • CTE.HSMT.D.9.1: Pathway Standard:Analyze the business structure of supply and service management. Performance Indicator:Describe the components of a purchasing agreement.
    • CTE.HSMT.D.9.2: Pathway Standard:Analyze the business structure of supply and service management. Performance Indicator:Describe the supply chain process.
    • CTE.HSMT.D.9.3: Pathway Standard:Analyze the business structure of supply and service management. Performance Indicator:Explain bids and quotes for supply and service selection.
    • CTE.HSMT.D.9.4: Pathway Standard:Analyze the business structure of supply and service management. Performance Indicator:Explain competitive pricing.
    • CTE.HSMT.D.9.5: Pathway Standard:Analyze the business structure of supply and service management. Performance Indicator:Assess integration of resource functions.
    • CTE.HSMT.D.9.6: Pathway Standard:Analyze the business structure of supply and service management. Performance Indicator:Assess purchasing and procurement techniques that improve quality and supply.
    • CTE.HSMT.D.9.7: Pathway Standard:Analyze the business structure of supply and service management. Performance Indicator:Utilize technology and translate how it supports the supply chain process.
    • CTE.HSMT.D.9.8: Pathway Standard:Analyze the business structure of supply and service management. Performance Indicator:Discuss the cost benefits of supply and service selection.
    • CTE.HSMT.D.9.9: Pathway Standard:Analyze the business structure of supply and service management. Performance Indicator:Analyze the impact of timely order placement and supplier performance.
  • Career Technical Education Grade 7-12 - Pathways : Hospitality, Tourism, and Recreation Pathway:
    • CTE.HTR.C.1.0: Pathway Standard:Demonstrate an understanding of the major aspects of the hospitality, tourism, and recreation industry (i.e. lodging, travel, and tourism; event planning; theme parks, attractions, and exhibitions; and recreation) and the industry's role in local, state, national, and global economies.
    • CTE.HTR.C.1.1: Pathway Standard:Demonstrate an understanding of the major aspects of the hospitality, tourism, and recreation industry (i.e. lodging, travel, and tourism; event planning; theme parks, attractions, and exhibitions; and recreation) and the industry's role in local, state, national, and global economies. Performance Indicator:Define and compare core elements of the hospitality, tourism, and recreation industry from those of various supporting industries.
    • CTE.HTR.C.1.2: Pathway Standard:Demonstrate an understanding of the major aspects of the hospitality, tourism, and recreation industry (i.e. lodging, travel, and tourism; event planning; theme parks, attractions, and exhibitions; and recreation) and the industry's role in local, state, national, and global economies. Performance Indicator:Analyze the working conditions of various careers in the hospitality, tourism, and recreation industry.
    • CTE.HTR.C.1.3: Pathway Standard:Demonstrate an understanding of the major aspects of the hospitality, tourism, and recreation industry (i.e. lodging, travel, and tourism; event planning; theme parks, attractions, and exhibitions; and recreation) and the industry's role in local, state, national, and global economies. Performance Indicator:Analyze the impact and contributions of various segments of the industry on local, state, national, and international economies and cultures, and the environment.
    • CTE.HTR.C.1.4: Pathway Standard:Demonstrate an understanding of the major aspects of the hospitality, tourism, and recreation industry (i.e. lodging, travel, and tourism; event planning; theme parks, attractions, and exhibitions; and recreation) and the industry's role in local, state, national, and global economies. Performance Indicator:Compare and contrast the relationship between industry trends and local, state, national, and international economic trends.
    • CTE.HTR.C.10.0: Pathway Standard:Explain the fundamental purpose and basic organizational structure of a variety of theme parks, attractions, and exhibitions.
    • CTE.HTR.C.10.1: Pathway Standard:Explain the fundamental purpose and basic organizational structure of a variety of theme parks, attractions, and exhibitions. Performance Indicator:Understand how the various internal departments of theme parks, attractions, or exhibitions interrelate and support each other.
    • CTE.HTR.C.10.2: Pathway Standard:Explain the fundamental purpose and basic organizational structure of a variety of theme parks, attractions, and exhibitions. Performance Indicator:Understand the internal hierarchy and departmental relationships of theme parks, attractions, or exhibitions.
    • CTE.HTR.C.10.3: Pathway Standard:Explain the fundamental purpose and basic organizational structure of a variety of theme parks, attractions, and exhibitions. Performance Indicator:Analyze the ways in which the purposes of various industries; entertainment, education, and community relations affect their financial structure.
    • CTE.HTR.C.10.4: Pathway Standard:Explain the fundamental purpose and basic organizational structure of a variety of theme parks, attractions, and exhibitions. Performance Indicator:Compare the purposes, implications, and strategies of special promotions, such as season passes, multiple-day visits, retail items, and discount coupons.
    • CTE.HTR.C.11.0: Pathway Standard:Illustrate the fundamentals of planning events for a diverse clientele.
    • CTE.HTR.C.11.1: Pathway Standard:Illustrate the fundamentals of planning events for a diverse clientele. Performance Indicator:Explain the purposes and target audiences of various venues.
    • CTE.HTR.C.11.2: Pathway Standard:Illustrate the fundamentals of planning events for a diverse clientele. Performance Indicator:Demonstrate the essential procedures for planning, promoting, publicizing, coordinating, and evaluating a program or event.
    • CTE.HTR.C.11.3: Pathway Standard:Illustrate the fundamentals of planning events for a diverse clientele. Performance Indicator:Understand how to establish business relationships with a variety of locations, food suppliers, and other vendors.
    • CTE.HTR.C.11.4: Pathway Standard:Illustrate the fundamentals of planning events for a diverse clientele. Performance Indicator:Demonstrate procedures for setting up facilities, equipment, and supplies.
    • CTE.HTR.C.11.5: Pathway Standard:Illustrate the fundamentals of planning events for a diverse clientele. Performance Indicator:Develop schedules, registration tools, event materials, and programs.
    • CTE.HTR.C.11.6: Pathway Standard:Illustrate the fundamentals of planning events for a diverse clientele. Performance Indicator:Plan special events (e.g., meetings, trade shows, fairs, conferences) based on specific themes, budgets, agendas, space and security needs, and itineraries.
    • CTE.HTR.C.12.0: Pathway Standard:Demonstrate an understanding of the value of recreation and the fundamentals of recreational facilities and services.
    • CTE.HTR.C.12.1: Pathway Standard:Demonstrate an understanding of the value of recreation and the fundamentals of recreational facilities and services. Performance Indicator:Recognize the variety of parklands, wilderness areas, and waterways available for recreation.
    • CTE.HTR.C.12.2: Pathway Standard:Demonstrate an understanding of the value of recreation and the fundamentals of recreational facilities and services. Performance Indicator:Explain the outdoor recreational opportunities that promote physical and mental health.
    • CTE.HTR.C.12.3: Pathway Standard:Demonstrate an understanding of the value of recreation and the fundamentals of recreational facilities and services. Performance Indicator:Understand how the needs of various clients may be met through appropriate outdoor recreational activities, outdoor experiences, special tours, and environmentally responsible education.
    • CTE.HTR.C.12.4: Pathway Standard:Demonstrate an understanding of the value of recreation and the fundamentals of recreational facilities and services. Performance Indicator:Evaluate the requirements of outdoor recreational businesses, including benefits, risks, required skills, and costs.
    • CTE.HTR.C.12.5: Pathway Standard:Demonstrate an understanding of the value of recreation and the fundamentals of recreational facilities and services. Performance Indicator:Explore the departments, functions, and restrictions of public and private parks and recreational facilities and the outdoor recreational programs they offer.
    • CTE.HTR.C.12.6: Pathway Standard:Demonstrate an understanding of the value of recreation and the fundamentals of recreational facilities and services. Performance Indicator:Create a product describing the types of insurance, licenses, and permits needed for the operation and management of various popular outdoor activities.
    • CTE.HTR.C.2.0: Pathway Standard:Analyze the basic elements of workforce and organizational management, including the roles and responsibilities of effective management and employees in the industry.
    • CTE.HTR.C.2.1: Pathway Standard:Analyze the basic elements of workforce and organizational management, including the roles and responsibilities of effective management and employees in the industry. Performance Indicator:Interpret how the mission and goals of a business affect operations in the hospitality, tourism, and recreation industry.
    • CTE.HTR.C.2.2: Pathway Standard:Analyze the basic elements of workforce and organizational management, including the roles and responsibilities of effective management and employees in the industry. Performance Indicator:Understand the importance of specific human resource practices and procedures that address workplace diversity, harassment, personal safety, and discrimination.
    • CTE.HTR.C.2.3: Pathway Standard:Analyze the basic elements of workforce and organizational management, including the roles and responsibilities of effective management and employees in the industry. Performance Indicator:Explain common safety, security, and emergency policies and procedures used in the hospitality, tourism, and recreation industry to protect guests, visitors, and employees, such as safe work practices and conditions, confidentiality of customer information, control of keys, infectious disease control, first aid procedures, and emergency training.
    • CTE.HTR.C.2.4: Pathway Standard:Analyze the basic elements of workforce and organizational management, including the roles and responsibilities of effective management and employees in the industry. Performance Indicator:Analyze the relationship of management techniques and appropriate business procedures, such as spreadsheets for payroll and inventories, tools for budgeting, recordkeeping, and corresponding to key outcomes: profitability, productivity, positive work environment, consumer and client satisfaction, business growth, business plans, corporate social responsibility, and environmental stewardship.
    • CTE.HTR.C.2.5: Pathway Standard:Analyze the basic elements of workforce and organizational management, including the roles and responsibilities of effective management and employees in the industry. Performance Indicator:Create a product which explains the impact of main laws and regulations that affect accommodations and practices, including the requirements of the California Occupational Safety and Health Administration and the Americans with Disabilities Act, wage and hour laws, tenant status, and accommodation of minors.
    • CTE.HTR.C.3.0: Pathway Standard:Apply the knowledge and skills essential for effective guest services in the hospitality, tourism, and recreation industry sector.
    • CTE.HTR.C.3.1: Pathway Standard:Apply the knowledge and skills essential for effective guest services in the hospitality, tourism, and recreation industry sector. Performance Indicator:Analyze the importance of guest services to the success of the industry.
    • CTE.HTR.C.3.2: Pathway Standard:Apply the knowledge and skills essential for effective guest services in the hospitality, tourism, and recreation industry sector. Performance Indicator:Demonstrate the concept of exceptional guest service.
    • CTE.HTR.C.3.3: Pathway Standard:Apply the knowledge and skills essential for effective guest services in the hospitality, tourism, and recreation industry sector. Performance Indicator:Anticipate the needs, desires, and interests of guests in order to exceed their expectations by implementing total quality management practices (TQM).
    • CTE.HTR.C.3.4: Pathway Standard:Apply the knowledge and skills essential for effective guest services in the hospitality, tourism, and recreation industry sector. Performance Indicator:Recognize common guest complaints and the service solutions for preventing or resolving them.
    • CTE.HTR.C.3.5: Pathway Standard:Apply the knowledge and skills essential for effective guest services in the hospitality, tourism, and recreation industry sector. Performance Indicator:Understand the roles of management and employees in effectively meeting the needs of culturally and generationally diverse guests and special needs customers.
    • CTE.HTR.C.3.6: Pathway Standard:Apply the knowledge and skills essential for effective guest services in the hospitality, tourism, and recreation industry sector. Performance Indicator:Interact with guests in a positive, responsive, and professional manner.
    • CTE.HTR.C.4.0: Pathway Standard:Describe the fundamentals of successful sales and marketing methods.
    • CTE.HTR.C.4.1: Pathway Standard:Describe the fundamentals of successful sales and marketing methods. Performance Indicator:Recognize ways of developing and maintaining long-term guest relationships.
    • CTE.HTR.C.4.2: Pathway Standard:Describe the fundamentals of successful sales and marketing methods. Performance Indicator:Identify the major market segments of the hospitality, tourism, and recreation industry.
    • CTE.HTR.C.4.3: Pathway Standard:Describe the fundamentals of successful sales and marketing methods. Performance Indicator:Understand basic marketing principles for maximizing revenue based on supply and demand and competition.
    • CTE.HTR.C.4.4: Pathway Standard:Describe the fundamentals of successful sales and marketing methods. Performance Indicator:Understand the value of advertising, public relations, social networking, and community involvement.
    • CTE.HTR.C.4.5: Pathway Standard:Describe the fundamentals of successful sales and marketing methods. Performance Indicator:Analyze marketing strategies, including promotional selling and upgrading, and their effect on profits.
    • CTE.HTR.C.4.6: Pathway Standard:Describe the fundamentals of successful sales and marketing methods. Performance Indicator:Analyze the way in which basic marketing principles and procedures can be applied to targeting an audience, including: branding, bench marking, and promotional selling and upgrading and their effect on profits.
    • CTE.HTR.C.5.0: Pathway Standard:Demonstrate an understanding of the basics of systems operations and the importance of maintaining facilities, equipment, tools, and supplies.
    • CTE.HTR.C.5.1: Pathway Standard:Demonstrate an understanding of the basics of systems operations and the importance of maintaining facilities, equipment, tools, and supplies. Performance Indicator:Apply the procedures for cleaning, maintaining, and repairing facilities and equipment and the importance of preventive maintenance.
    • CTE.HTR.C.5.2: Pathway Standard:Demonstrate an understanding of the basics of systems operations and the importance of maintaining facilities, equipment, tools, and supplies. Performance Indicator:Recognize the types of materials and supplies used in the maintenance of facilities, including the identification of the hazardous properties of chemicals and the use of Material Safety Data Sheets (MSDS).
    • CTE.HTR.C.5.3: Pathway Standard:Demonstrate an understanding of the basics of systems operations and the importance of maintaining facilities, equipment, tools, and supplies. Performance Indicator:Practice procedures for maintaining inventories, requisitioning equipment and tools, and storing and restocking supplies.
    • CTE.HTR.C.5.4: Pathway Standard:Demonstrate an understanding of the basics of systems operations and the importance of maintaining facilities, equipment, tools, and supplies. Performance Indicator:Understand the relationship between facilities management and profit and loss, including the costs of resource consumption, breakage, theft, supplies use, and decisions for repairs or replacement.
    • CTE.HTR.C.5.5: Pathway Standard:Demonstrate an understanding of the basics of systems operations and the importance of maintaining facilities, equipment, tools, and supplies. Performance Indicator:Analyze work to be completed, prioritize tasks, and prepare a schedule to meet facility and personnel needs within an allotted budget.
    • CTE.HTR.C.5.6: Pathway Standard:Demonstrate an understanding of the basics of systems operations and the importance of maintaining facilities, equipment, tools, and supplies. Performance Indicator:Understand how essential departments in a hospitality, tourism, and recreation business contribute to economic success.
    • CTE.HTR.C.6.0: Pathway Standard:Implement procedures for common types of financial transactions.
    • CTE.HTR.C.6.1: Pathway Standard:Implement procedures for common types of financial transactions. Performance Indicator:Apply procedures for handling cash transactions, such as balancing cash, handling cash control, converting currency, and identifying counterfeit currency.
    • CTE.HTR.C.6.2: Pathway Standard:Implement procedures for common types of financial transactions. Performance Indicator:Apply the procedures for handling noncash transactions: credit cards, debit cards, ATM cards, money orders, personal checks, coupons, discounts, and online transactions.
    • CTE.HTR.C.6.3: Pathway Standard:Implement procedures for common types of financial transactions. Performance Indicator:Conduct all financial transactions in an accurate, professional, and ethical manner.
    • CTE.HTR.C.6.4: Pathway Standard:Implement procedures for common types of financial transactions. Performance Indicator:Produce a product that identifies and explains the impact of identity theft on the hospitality, tourism, and recreation industry.
    • CTE.HTR.C.7.0: Pathway Standard:Demonstrate an understanding of the essential aspects of the lodging industry.
    • CTE.HTR.C.7.1: Pathway Standard:Demonstrate an understanding of the essential aspects of the lodging industry. Performance Indicator:Distinguish between the segments of the lodging industry, such as motels, limited service, full service resorts, all suites, extended-stay hotels, convention hotels, boutique hotels, and bed and breakfast facilities.
    • CTE.HTR.C.7.2: Pathway Standard:Demonstrate an understanding of the essential aspects of the lodging industry. Performance Indicator:Differentiate the required duties of various positions, including those of front desk and other service providers in relation to the functions of the business: checking guests in and out, greeting, assessing needs, delivering services, and closing the transaction.
    • CTE.HTR.C.7.3: Pathway Standard:Demonstrate an understanding of the essential aspects of the lodging industry. Performance Indicator:Understand the internal hierarchy and departmental interrelationships of lodging establishments.
    • CTE.HTR.C.7.4: Pathway Standard:Demonstrate an understanding of the essential aspects of the lodging industry. Performance Indicator:Compare the types of food service offered at various lodging facilities.
    • CTE.HTR.C.8.0: Pathway Standard:Interpret the basics of global and domestic physical and cultural geography in relation to the hospitality, tourism, and recreation industry.
    • CTE.HTR.C.8.1: Pathway Standard:Interpret the basics of global and domestic physical and cultural geography in relation to the hospitality, tourism, and recreation industry. Performance Indicator:Understand fundamental ways in which physical geography, culture, and politics, affect local economies and world travel and tourism.
    • CTE.HTR.C.8.2: Pathway Standard:Interpret the basics of global and domestic physical and cultural geography in relation to the hospitality, tourism, and recreation industry. Performance Indicator:Create a product using types of basic information that international travelers need, including physical geography, time zones, International Date Line, rights and responsibilities, laws, insurance, emergency services, and customs.
    • CTE.HTR.C.9.0: Pathway Standard:Apply the basic processes of making reservations, ticketing, and developing travel itineraries.
    • CTE.HTR.C.9.1: Pathway Standard:Apply the basic processes of making reservations, ticketing, and developing travel itineraries. Performance Indicator:Interpret the costs and other travel considerations involved in creating itineraries to meet client needs, including types of travel, types of fares, basic fare codes, costs, penalty charges, and types of accommodations.
    • CTE.HTR.C.9.2: Pathway Standard:Apply the basic processes of making reservations, ticketing, and developing travel itineraries. Performance Indicator:Evaluate important travel information, including insurance needs, vehicle rentals, passports, visas, and health documents, as well as how to plan specialty tour packages to fit client needs.
    • CTE.HTR.C.9.3: Pathway Standard:Apply the basic processes of making reservations, ticketing, and developing travel itineraries. Performance Indicator:Classify the characteristics and configurations of common air and rail carriers, cruise ships, and attractions, including the most frequently used codes and terminology for ports of travel.
    • CTE.HTR.C.9.4: Pathway Standard:Apply the basic processes of making reservations, ticketing, and developing travel itineraries. Performance Indicator:Understand the basic purpose, function, and operation of various travel systems and authorities, including the Airline Reporting Corporation, the Federal Aviation Administration, the major centralized reservation systems, and the Computerized Reservation System.
    • CTE.HTR.C.9.5: Pathway Standard:Apply the basic processes of making reservations, ticketing, and developing travel itineraries. Performance Indicator:Research the role and importance of online reservation services to marketing and profitability.
  • Career Technical Education Grade 7-12 - Pathways : Information Support and Services Pathway:
    • CTE.ICT.A.1.0: Pathway Standard:Describe the role of information and communication technologies in organizations.
    • CTE.ICT.A.1.1: Pathway Standard:Describe the role of information and communication technologies in organizations. Performance Indicator:Describe how technology is integrated into business processes.
    • CTE.ICT.A.1.2: Pathway Standard:Describe the role of information and communication technologies in organizations. Performance Indicator:Identify common organizational, technical, and financial risks associated with the implementation and use of information and communication systems.
    • CTE.ICT.A.1.3: Pathway Standard:Describe the role of information and communication technologies in organizations. Performance Indicator:Model business processes using tools such as organization charts, flowcharts, and timelines.
    • CTE.ICT.A.1.4: Pathway Standard:Describe the role of information and communication technologies in organizations. Performance Indicator:Analyze and design business processes in a cycle of continual improvement.
    • CTE.ICT.A.2.0: Pathway Standard:Acquire, install, and implement software and systems.
    • CTE.ICT.A.2.1: Pathway Standard:Acquire, install, and implement software and systems. Performance Indicator:Identify and list the criteria and processes for evaluating the functions of information systems.
    • CTE.ICT.A.2.2: Pathway Standard:Acquire, install, and implement software and systems. Performance Indicator:Investigate, evaluate, select, and use major types of software, services, and vendors.
    • CTE.ICT.A.2.3: Pathway Standard:Acquire, install, and implement software and systems. Performance Indicator:Install software and setup hardware.
    • CTE.ICT.A.2.4: Pathway Standard:Acquire, install, and implement software and systems. Performance Indicator:Define and use appropriate naming conventions and file management strategies.
    • CTE.ICT.A.3.0: Pathway Standard:Access and transmit information in a networked environment.
    • CTE.ICT.A.3.1: Pathway Standard:Access and transmit information in a networked environment. Performance Indicator:Identify and apply multiple ways to transfer information and resources (e.g., text, data, audio, video, still images) between software programs and systems.
    • CTE.ICT.A.3.2: Pathway Standard:Access and transmit information in a networked environment. Performance Indicator:Validate and cite Internet resources.
    • CTE.ICT.A.3.3: Pathway Standard:Access and transmit information in a networked environment. Performance Indicator:Recognize where processes are running in a networked environment (e.g., client access, remote access).
    • CTE.ICT.A.3.4: Pathway Standard:Access and transmit information in a networked environment. Performance Indicator:Identify and describe the layered nature of computing and networking such as the Open Systems Interconnect (OSI) model.
    • CTE.ICT.A.3.5: Pathway Standard:Access and transmit information in a networked environment. Performance Indicator:Use multiple online search techniques and resources to acquire information.
    • CTE.ICT.A.3.6: Pathway Standard:Access and transmit information in a networked environment. Performance Indicator:Describe and contrast the differences between various Internet protocols: hypertext transfer protocol (http), hypertext transfer protocol secure (https), file transfer protocol (ftp), simple mail transfer protocol (smtp).
    • CTE.ICT.A.4.0: Pathway Standard:Administer and maintain software and systems.
    • CTE.ICT.A.4.1: Pathway Standard:Administer and maintain software and systems. Performance Indicator:Use different systems and associated utilities to perform such functions as file management, backup and recovery, and execution of programs.
    • CTE.ICT.A.4.2: Pathway Standard:Administer and maintain software and systems. Performance Indicator:Use a command line interface.
    • CTE.ICT.A.4.3: Pathway Standard:Administer and maintain software and systems. Performance Indicator:Automate common tasks using macros or scripting.
    • CTE.ICT.A.4.4: Pathway Standard:Administer and maintain software and systems. Performance Indicator:Evaluate the systems-development life cycle and develop appropriate plans to maintain a given system after assessing its impact on resources and total cost of ownership (TCO).
    • CTE.ICT.A.5.0: Pathway Standard:Identify requirements for maintaining secure network systems.
    • CTE.ICT.A.5.1: Pathway Standard:Identify requirements for maintaining secure network systems. Performance Indicator:Follow laws, regulatory guidelines, policies, and procedures to ensure the security and integrity of information systems.
    • CTE.ICT.A.5.2: Pathway Standard:Identify requirements for maintaining secure network systems. Performance Indicator:Identify potential attack vectors and security threats.
    • CTE.ICT.A.5.3: Pathway Standard:Identify requirements for maintaining secure network systems. Performance Indicator:Take preventative measures to reduce security risks (e.g., strong passwords, avoid social engineering ploys, limit account permissions).
    • CTE.ICT.A.5.4: Pathway Standard:Identify requirements for maintaining secure network systems. Performance Indicator:Use security software and hardware to protect systems from attack and alert of potential threats, anti-malware software, and firewalls.
    • CTE.ICT.A.6.0: Pathway Standard:Diagnose and solve software, hardware, networking, and security problems.
    • CTE.ICT.A.6.1: Pathway Standard:Diagnose and solve software, hardware, networking, and security problems. Performance Indicator:Use available resources to identify and resolve problems using knowledge bases, forums, and manuals.
    • CTE.ICT.A.6.2: Pathway Standard:Diagnose and solve software, hardware, networking, and security problems. Performance Indicator:Use a logical and structured approach to isolate and identify the source of problems and to resolve problems.
    • CTE.ICT.A.6.3: Pathway Standard:Diagnose and solve software, hardware, networking, and security problems. Performance Indicator:Use specific problem solving strategies appropriate to troubleshooting, eliminating possibilities, or guess and check.
    • CTE.ICT.A.6.4: Pathway Standard:Diagnose and solve software, hardware, networking, and security problems. Performance Indicator:Evaluate support needs for different data and systems configurations.
    • CTE.ICT.A.6.5: Pathway Standard:Diagnose and solve software, hardware, networking, and security problems. Performance Indicator:Evaluate solution methods recognizing the trade-offs of troubleshooting vs. reloading, reimaging, or restoring to factory defaults using a sandbox environment.
    • CTE.ICT.A.6.6: Pathway Standard:Diagnose and solve software, hardware, networking, and security problems. Performance Indicator:Distinguish types of symptoms and which component's issue could exhibit those symptoms: the user, hardware, network, or software.
    • CTE.ICT.A.6.7: Pathway Standard:Diagnose and solve software, hardware, networking, and security problems. Performance Indicator:Diagram the underlying processes of a system that are likely involved in a problem.
    • CTE.ICT.A.7.0: Pathway Standard:Support and train users on various software, hardware, and network systems.
    • CTE.ICT.A.7.1: Pathway Standard:Support and train users on various software, hardware, and network systems. Performance Indicator:Recognize the scope of duties ICT support staff have and tiered levels of support.
    • CTE.ICT.A.7.2: Pathway Standard:Support and train users on various software, hardware, and network systems. Performance Indicator:Describe and apply the principles of a customer-oriented service approach to supporting users.
    • CTE.ICT.A.7.3: Pathway Standard:Support and train users on various software, hardware, and network systems. Performance Indicator:Use technical writing and communication skills to work effectively with diverse groups of people, including users with less technical abilities.
    • CTE.ICT.A.7.4: Pathway Standard:Support and train users on various software, hardware, and network systems. Performance Indicator:Document technical support provided such as using a ticketing system.
    • CTE.ICT.A.7.5: Pathway Standard:Support and train users on various software, hardware, and network systems. Performance Indicator:Train users to assist them in being self-supporting: formal classes, one-on-one interactions, and process and how-to guides.
    • CTE.ICT.A.8.0: Pathway Standard:Manage and implement information, technology, and communication projects.
    • CTE.ICT.A.8.1: Pathway Standard:Manage and implement information, technology, and communication projects. Performance Indicator:Develop the purpose and scope of a project.
    • CTE.ICT.A.8.2: Pathway Standard:Manage and implement information, technology, and communication projects. Performance Indicator:Acquire, use, and manage necessary internal and external resources when supporting various organizational systems.
    • CTE.ICT.A.8.3: Pathway Standard:Manage and implement information, technology, and communication projects. Performance Indicator:Use various tools to manage projects involving the development of information and communication systems.
    • CTE.ICT.A.8.4: Pathway Standard:Manage and implement information, technology, and communication projects. Performance Indicator:Analyze business problems by using functional and cost-benefit perspectives.
    • CTE.ICT.A.8.5: Pathway Standard:Manage and implement information, technology, and communication projects. Performance Indicator:Design, develop, implement, and monitor a project by creating and integrating technologies.
    • CTE.ICT.A.8.6: Pathway Standard:Manage and implement information, technology, and communication projects. Performance Indicator:Use a systematic method of continual improvement; plan, do, check, act (PDCA), total quality (TQ), or Six Sigma.
  • Career Technical Education Grade 7-12 - Pathways : Interior Design Pathway:
    • CTE.FID.B. B3.3: Pathway Standard:Understand and apply the elements and principles of design to various aspects of the interior design industry. Performance Indicator:Explain the fundamentals of trend forecasting.
    • CTE.FID.B.1.0: Pathway Standard:Understand the complexity of the interior design industry and learn and apply aspects of design that pertain to residential, commercial, and mobile interior design.
    • CTE.FID.B.1.2: Pathway Standard:Understand the complexity of the interior design industry and learn and apply aspects of design that pertain to residential, commercial, and mobile interior design. Performance Indicator:Identify and list various career areas within the interior design field, including home furnishings; retail; furniture design; accessory design; and residential, commercial, and mobile design.
    • CTE.FID.B.1.2: Pathway Standard:Understand the complexity of the interior design industry and learn and apply aspects of design that pertain to residential, commercial, and mobile interior design. Performance Indicator:Understand how the industry functions, knowledge of materials/resources, and effective business practices.
    • CTE.FID.B.1.3: Pathway Standard:Understand the complexity of the interior design industry and learn and apply aspects of design that pertain to residential, commercial, and mobile interior design. Performance Indicator:Identify how the various segments of the industry contribute to local, state, national, and global economies.
    • CTE.FID.B.1.4: Pathway Standard:Understand the complexity of the interior design industry and learn and apply aspects of design that pertain to residential, commercial, and mobile interior design. Performance Indicator:Understand how resources such as periodicals, mass media, and the Internet are used in the industry.
    • CTE.FID.B.1.5: Pathway Standard:Understand the complexity of the interior design industry and learn and apply aspects of design that pertain to residential, commercial, and mobile interior design. Performance Indicator:Compare the major legislative, economic, and social trends that have an impact on the industry.
    • CTE.FID.B.1.6: Pathway Standard:Understand the complexity of the interior design industry and learn and apply aspects of design that pertain to residential, commercial, and mobile interior design. Performance Indicator:Research various professional organizations such as American Society of Interior Designers (ASID) and National Kitchen and Bath Association (NKBA).
    • CTE.FID.B.1.7: Pathway Standard:Understand the complexity of the interior design industry and learn and apply aspects of design that pertain to residential, commercial, and mobile interior design. Performance Indicator:Research postsecondary education options in the field of interior design.
    • CTE.FID.B.10.0: Pathway Standard:Understand the characteristics and maintenance of textiles and their applications to interior design products.
    • CTE.FID.B.10.1: Pathway Standard:Understand the characteristics and maintenance of textiles and their applications to interior design products. Performance Indicator:Identify general characteristics and maintenance of various fibers, fabrics, and finishes.
    • CTE.FID.B.10.2: Pathway Standard:Understand the characteristics and maintenance of textiles and their applications to interior design products. Performance Indicator:Name various uses of textiles in interior design products.
    • CTE.FID.B.10.3: Pathway Standard:Understand the characteristics and maintenance of textiles and their applications to interior design products. Performance Indicator:Compare the application of various fabric types to a variety of interior products.
    • CTE.FID.B.10.4: Pathway Standard:Understand the characteristics and maintenance of textiles and their applications to interior design products. Performance Indicator:Research color and design trends for textiles.
    • CTE.FID.B.10.5: Pathway Standard:Understand the characteristics and maintenance of textiles and their applications to interior design products. Performance Indicator:Compare textile manufacturing methods for producing fabrics that are woven, nonwoven, and knit.
    • CTE.FID.B.10.6: Pathway Standard:Understand the characteristics and maintenance of textiles and their applications to interior design products. Performance Indicator:Analyze principals of standard print design (e.g., abstract and geometric) and color designs (e.g., tone-on-tone, positive/negative, and monotone).
    • CTE.FID.B.10.7: Pathway Standard:Understand the characteristics and maintenance of textiles and their applications to interior design products. Performance Indicator:Integrate the skills and procedures necessary to create and produce textile products.
    • CTE.FID.B.10.8: Pathway Standard:Understand the characteristics and maintenance of textiles and their applications to interior design products. Performance Indicator:Research how technology is used to create various characteristics in textiles.
    • CTE.FID.B.10.9: Pathway Standard:Understand the characteristics and maintenance of textiles and their applications to interior design products. Performance Indicator:Design a product describing how copyright, trademark, and patent laws affect textile design and production.
    • CTE.FID.B.11.0: Pathway Standard:Understand sustainable practices in the interior design field which includes: recyclable materials/products, efficient energy products and usage, sustainable construction principles, asset liquidation principles, transportation, and disposal of harmful chemicals/products.
    • CTE.FID.B.11.1: Pathway Standard:Understand sustainable practices in the interior design field which includes: recyclable materials/products, efficient energy products and usage, sustainable construction principles, asset liquidation principles, transportation, and disposal of harmful chemicals/products. Performance Indicator:Compile textile industry practices that demonstrate sustainability.
    • CTE.FID.B.11.2: Pathway Standard:Understand sustainable practices in the interior design field which includes: recyclable materials/products, efficient energy products and usage, sustainable construction principles, asset liquidation principles, transportation, and disposal of harmful chemicals/products. Performance Indicator:Compare environmentally friendly and sustainable design concepts that reflect federal guidelines and voluntary standards, such as Leadership in Energy and Environmental Design (LEED).
    • CTE.FID.B.11.3: Pathway Standard:Understand sustainable practices in the interior design field which includes: recyclable materials/products, efficient energy products and usage, sustainable construction principles, asset liquidation principles, transportation, and disposal of harmful chemicals/products. Performance Indicator:Research sustainable products.
    • CTE.FID.B.11.4: Pathway Standard:Understand sustainable practices in the interior design field which includes: recyclable materials/products, efficient energy products and usage, sustainable construction principles, asset liquidation principles, transportation, and disposal of harmful chemicals/products. Performance Indicator:Research lighting, water, waste disposal, and other energies to determine the best options for the client that demonstrates sustainable practices.
    • CTE.FID.B.11.5: Pathway Standard:Understand sustainable practices in the interior design field which includes: recyclable materials/products, efficient energy products and usage, sustainable construction principles, asset liquidation principles, transportation, and disposal of harmful chemicals/products. Performance Indicator:Explain how organizations such as Leadership in Energy and Environmental Design (LEED) promote sustainable practices.
    • CTE.FID.B.11.6: Pathway Standard:Understand sustainable practices in the interior design field which includes: recyclable materials/products, efficient energy products and usage, sustainable construction principles, asset liquidation principles, transportation, and disposal of harmful chemicals/products. Performance Indicator:Analyze government incentives for sustainable practices to benefit the client.
    • CTE.FID.B.11.7: Pathway Standard:Understand sustainable practices in the interior design field which includes: recyclable materials/products, efficient energy products and usage, sustainable construction principles, asset liquidation principles, transportation, and disposal of harmful chemicals/products. Performance Indicator:Identify characteristics of sustainable fibers and acquire knowledge about what elements contribute to a sustainable fiber.
    • CTE.FID.B.2.0: Pathway Standard:Understand key operational procedures and laws in the industry pertaining to design, production, and construction
    • CTE.FID.B.2.1: Pathway Standard:Understand key operational procedures and laws in the industry pertaining to design, production, and construction. Performance Indicator:Identify how various factors affect budgets and profits.
    • CTE.FID.B.2.2: Pathway Standard:Understand key operational procedures and laws in the industry pertaining to design, production, and construction. Performance Indicator:Recognize various types of liability, insurance policies, service agreements, contracts, and the need to comply with codes.
    • CTE.FID.B.2.3: Pathway Standard:Understand key operational procedures and laws in the industry pertaining to design, production, and construction. Performance Indicator:State the purpose of regulatory agencies and the function of tax forms and resale numbers.
    • CTE.FID.B.2.4: Pathway Standard:Understand key operational procedures and laws in the industry pertaining to design, production, and construction. Performance Indicator:Explain how designers determine their fees for services and materials.
    • CTE.FID.B.2.5: Pathway Standard:Understand key operational procedures and laws in the industry pertaining to design, production, and construction. Performance Indicator:Understand how designers and industry professionals keep appropriate records, write correspondence, and use forms to manage accounts and workflow.
    • CTE.FID.B.2.6: Pathway Standard:Understand key operational procedures and laws in the industry pertaining to design, production, and construction. Performance Indicator:Plan and organize work schedules with a timeline showing the stages from consultation through installation.
    • CTE.FID.B.3.0: Pathway Standard:Understand and apply the elements and principles of design to various aspects of the interior design industry.
    • CTE.FID.B.3.1: Pathway Standard:Understand and apply the elements and principles of design to various aspects of the interior design industry. Performance Indicator:Create an environment using the elements and principles of design for designing, marketing, and merchandising of interior design products.
    • CTE.FID.B.3.2: Pathway Standard:Understand and apply the elements and principles of design to various aspects of the interior design industry. Performance Indicator:Understand the concept of universal design and relate it to the industry.
    • CTE.FID.B.3.4: Pathway Standard:Understand and apply the elements and principles of design to various aspects of the interior design industry. Performance Indicator:Integrate various types of technology in the design process.
    • CTE.FID.B.4.0: Pathway Standard:Understand the main principles of sales and marketing in the interior design and furnishings industry.
    • CTE.FID.B.4.1: Pathway Standard:Understand the main principles of sales and marketing in the interior design and furnishings industry. Performance Indicator:Identify factors that contribute to quality customer relations, service, and retail sales.
    • CTE.FID.B.4.2: Pathway Standard:Understand the main principles of sales and marketing in the interior design and furnishings industry. Performance Indicator:Analyze customer's buying motives.
    • CTE.FID.B.4.3: Pathway Standard:Understand the main principles of sales and marketing in the interior design and furnishings industry. Performance Indicator:Compare and contrast sales and marketing techniques for their effectiveness.
    • CTE.FID.B.4.4: Pathway Standard:Understand the main principles of sales and marketing in the interior design and furnishings industry. Performance Indicator:Assess strategies for helping customers select merchandise and recommend related products and services appropriate to their needs.
    • CTE.FID.B.4.5: Pathway Standard:Understand the main principles of sales and marketing in the interior design and furnishings industry. Performance Indicator:Explain how technology can be used to provide customer service.
    • CTE.FID.B.4.6: Pathway Standard:Understand the main principles of sales and marketing in the interior design and furnishings industry. Performance Indicator:Define basic policies and procedures for sales, exchanges, and returns.
    • CTE.FID.B.5.0: Pathway Standard:Understand and apply important aspects of design, space planning, and know the characteristics of interior systems.
    • CTE.FID.B.5.1: Pathway Standard:Understand and apply important aspects of design, space planning, and know the characteristics of interior systems. Performance Indicator:Understand the importance of client's needs to the development of a design concept.
    • CTE.FID.B.5.2: Pathway Standard:Understand and apply important aspects of design, space planning, and know the characteristics of interior systems. Performance Indicator:Understand the measurements of interior spaces and how to determine square footage.
    • CTE.FID.B.5.3: Pathway Standard:Understand and apply important aspects of design, space planning, and know the characteristics of interior systems. Performance Indicator:Interpret all types of blueprints, including symbols for plumbing, electrical, and heating/air.
    • CTE.FID.B.5.4: Pathway Standard:Understand and apply important aspects of design, space planning, and know the characteristics of interior systems. Performance Indicator:Understand the traffic flow and product/furniture placement requirements for an interior design project.
    • CTE.FID.B.5.5: Pathway Standard:Understand and apply important aspects of design, space planning, and know the characteristics of interior systems. Performance Indicator:Create scale-drawings, elevations, renderings, and sample boards.
    • CTE.FID.B.5.6: Pathway Standard:Understand and apply important aspects of design, space planning, and know the characteristics of interior systems. Performance Indicator:Analyze space needs on the basis of client's specifications.
    • CTE.FID.B.5.7: Pathway Standard:Understand and apply important aspects of design, space planning, and know the characteristics of interior systems. Performance Indicator:Understand the concept of universal design as it applies to people with and without disabilities and research the compliance requirements of the American with Disabilities Act.
    • CTE.FID.B.5.8: Pathway Standard:Understand and apply important aspects of design, space planning, and know the characteristics of interior systems. Performance Indicator:Master presentation skills necessary to sell design concepts to a potential client.
    • CTE.FID.B.6.0: Pathway Standard:Understand the selection of lighting, window, wall, and floor treatments for residential, commercial, and mobile interiors.
    • CTE.FID.B.6.1: Pathway Standard:Understand the selection of lighting, window, wall, and floor treatments for residential, commercial, and mobile interiors. Performance Indicator:Recognize a variety of styles, construction, materials, hardware, and their functions and the need to comply with industry codes.
    • CTE.FID.B.6.2: Pathway Standard:Understand the selection of lighting, window, wall, and floor treatments for residential, commercial, and mobile interiors. Performance Indicator:Describe the function, appearance, installation, maintenance of primary types of lighting, window treatments, floor, and wall coverings.
    • CTE.FID.B.6.3: Pathway Standard:Understand the selection of lighting, window, wall, and floor treatments for residential, commercial, and mobile interiors. Performance Indicator:Understand the procedures for tracking and following through on work orders.
    • CTE.FID.B.6.4: Pathway Standard:Understand the selection of lighting, window, wall, and floor treatments for residential, commercial, and mobile interiors. Performance Indicator:Research the process for installing lighting, window, wall, and floor treatments, including measuring.
    • CTE.FID.B.6.5: Pathway Standard:Understand the selection of lighting, window, wall, and floor treatments for residential, commercial, and mobile interiors. Performance Indicator:Estimate costs of materials, fabrication, and installation.
    • CTE.FID.B.7.0: Pathway Standard:Understand the selection of furniture, upholstery, slipcovers, and accessories for residential, commercial, and mobile interiors.
    • CTE.FID.B.7.1: Pathway Standard:Understand the selection of furniture, upholstery, slipcovers, and accessories for residential, commercial, and mobile interiors. Performance Indicator:Define procedures, processes, and labels used for the production of furniture, coverings, and accessories that meet industry standards and codes.
    • CTE.FID.B.7.2: Pathway Standard:Understand the selection of furniture, upholstery, slipcovers, and accessories for residential, commercial, and mobile interiors. Performance Indicator:Identify the primary types of woods, fillers, materials, finishes, and frames.
    • CTE.FID.B.7.3: Pathway Standard:Understand the selection of furniture, upholstery, slipcovers, and accessories for residential, commercial, and mobile interiors. Performance Indicator:Label the primary types of fabrics, trims, and finishes for various furniture, coverings, and accessories.
    • CTE.FID.B.7.4: Pathway Standard:Understand the selection of furniture, upholstery, slipcovers, and accessories for residential, commercial, and mobile interiors. Performance Indicator:Evaluate how ergonomic and anthropometric concepts assist clients in the selection and adaptation of furnishings.
    • CTE.FID.B.7.5: Pathway Standard:Understand the selection of furniture, upholstery, slipcovers, and accessories for residential, commercial, and mobile interiors. Performance Indicator:Research appropriate furnishings by evaluating the quality, source, function, and vendor's attributes.
    • CTE.FID.B.7.6: Pathway Standard:Understand the selection of furniture, upholstery, slipcovers, and accessories for residential, commercial, and mobile interiors. Performance Indicator:Outline schedules for completing work and installing appliances and cabinetry.
    • CTE.FID.B.8.0: Pathway Standard:Understand the fabrication of treatments for windows, walls, floors, and furnishings.
    • CTE.FID.B.8.1: Pathway Standard:Understand the fabrication of treatments for windows, walls, floors, and furnishings. Performance Indicator:Identify the appropriate tools and supplies needed for production and fabrication of window, wall, and floor treatments and coverings.
    • CTE.FID.B.8.2: Pathway Standard:Understand the fabrication of treatments for windows, walls, floors, and furnishings. Performance Indicator:Name the construction skills and techniques that meet industry standards.
    • CTE.FID.B.8.3: Pathway Standard:Understand the fabrication of treatments for windows, walls, floors, and furnishings. Performance Indicator:Understand the steps, procedures, and processes necessary for the production of window coverings, furnishings, and accessories.
    • CTE.FID.B.8.4: Pathway Standard:Understand the fabrication of treatments for windows, walls, floors, and furnishings. Performance Indicator:Interpret and complete orders by using accepted production methods.
    • CTE.FID.B.9.0: Pathway Standard:Understand the history and events that have influenced the design of furnishings and interiors.
    • CTE.FID.B.9.1: Pathway Standard:Understand the history and events that have influenced the design of furnishings and interiors. Performance Indicator:Identify basic furniture styles and interiors from historical periods.
    • CTE.FID.B.9.2: Pathway Standard:Understand the history and events that have influenced the design of furnishings and interiors. Performance Indicator:Recognize the characteristics of furnishings that typify various periods and architectural styles throughout history.
    • CTE.FID.B.9.3: Pathway Standard:Understand the history and events that have influenced the design of furnishings and interiors. Performance Indicator:Analyze recurring historical designs in today's furnishings.
    • CTE.FID.B.9.4: Pathway Standard:Understand the history and events that have influenced the design of furnishings and interiors. Performance Indicator:Research how furnishings from a particular period in history were influenced by political, social, economic, and aesthetic conditions.
    • CTE.FID.B.9.5: Pathway Standard:Understand the history and events that have influenced the design of furnishings and interiors. Performance Indicator:Create a product that distinguishes how prosperity, mass production, and technology throughout history are related to the economics of the furnishings segment of the industry.
  • Career Technical Education Grade 7-12 - Pathways : International Business Pathway:
    • CTE.BF.C.1.0: Pathway Standard:Describe the fundamental concepts of international business.
    • CTE.BF.C.1.1: Pathway Standard:Describe the fundamental concepts of international business. Performance Indicator:Identify forms of business ownership and entrepreneurial opportunities available in international business.
    • CTE.BF.C.1.2: Pathway Standard:Describe the fundamental concepts of international business. Performance Indicator:Conduct market research for a product or service traded internationally.
    • CTE.BF.C.1.3: Pathway Standard:Describe the fundamental concepts of international business. Performance Indicator:Illustrate the process of buying, selling, and promoting products in a modern global trade.
    • CTE.BF.C.1.4: Pathway Standard:Describe the fundamental concepts of international business. Performance Indicator:Analyze how domestic and international competition in a market economy affects goods and services produced and the quality, quantity, and price of those products.
    • CTE.BF.C.1.5: Pathway Standard:Describe the fundamental concepts of international business. Performance Indicator:Construct and defend a business plan for a product or service traded internationally.
    • CTE.BF.C.2.0: Pathway Standard:Describe the interrelatedness of geographic, social, cultural, political, and legal factors and how they shape the global business environment.
    • CTE.BF.C.2.1: Pathway Standard:Describe the interrelatedness of geographic, social, cultural, political, and legal factors and how they shape the global business environment. Performance Indicator:Interpret the effect of culture, customs, and politics on trade.
    • CTE.BF.C.2.2: Pathway Standard:Describe the interrelatedness of geographic, social, cultural, political, and legal factors and how they shape the global business environment. Performance Indicator:Illustrate how geographic conditions affect trade.
    • CTE.BF.C.2.3: Pathway Standard:Describe the interrelatedness of geographic, social, cultural, political, and legal factors and how they shape the global business environment. Performance Indicator:Apply communications strategies necessary and appropriate for effective and profitable international businesses relations.
    • CTE.BF.C.2.4: Pathway Standard:Describe the interrelatedness of geographic, social, cultural, political, and legal factors and how they shape the global business environment. Performance Indicator:Analyze special challenges in human resources and strategic management in international business.
    • CTE.BF.C.3.0: Pathway Standard:Apply economic concepts as they relate to international business.
    • CTE.BF.C.3.1: Pathway Standard:Apply economic concepts as they relate to international business. Performance Indicator:Describe the laws of absolute and comparative advantage.
    • CTE.BF.C.3.2: Pathway Standard:Apply economic concepts as they relate to international business. Performance Indicator:Explain the importance of productivity and analyze how specialization, division of labor, investment in physical and human capital, and technological change affect productivity and global trade.
    • CTE.BF.C.3.3: Pathway Standard:Apply economic concepts as they relate to international business. Performance Indicator:Examine the role of trade, trade agreements, protectionism, and monetary markets in the global economy.
    • CTE.BF.C.3.4: Pathway Standard:Apply economic concepts as they relate to international business. Performance Indicator:Relate the balance of trade concepts to the import/export process.
    • CTE.BF.C.3.5: Pathway Standard:Apply economic concepts as they relate to international business. Performance Indicator:Examine the ways in which a country's natural, financial, and human resources influence international business.
    • CTE.BF.C.3.6: Pathway Standard:Apply economic concepts as they relate to international business. Performance Indicator:Analyze the role of government in economic systems.
    • CTE.BF.C.4.0: Pathway Standard:Describe common financing sources and the payment methods used for international business transactions.
    • CTE.BF.C.4.1: Pathway Standard:Describe common financing sources and the payment methods used for international business transactions. Performance Indicator:Explain the concepts, role, and importance of international finance and risk management
    • CTE.BF.C.4.2: Pathway Standard:Describe common financing sources and the payment methods used for international business transactions. Performance Indicator:Analyze factors that affect currency and exchange rates.
    • CTE.BF.C.4.3: Pathway Standard:Describe common financing sources and the payment methods used for international business transactions. Performance Indicator:Compare the variety of ways in which funds are transferred in foreign trade.
    • CTE.BF.C.4.4: Pathway Standard:Describe common financing sources and the payment methods used for international business transactions. Performance Indicator:Assess the ways in which financial markets influence interest rates, inflation, balance of trade, and unemployment and the impact on business decisions.
    • CTE.BF.C.4.5: Pathway Standard:Describe common financing sources and the payment methods used for international business transactions. Performance Indicator:Produce documentation for international trade, including letters of credit, import/export documents, permits, taxes, and duties.
    • CTE.BF.C.5.0: Pathway Standard:Recognize the role of information and communications technology in modern global trade.
    • CTE.BF.C.5.1: Pathway Standard:Recognize the role of information and communications technology in modern global trade. Performance Indicator:Identify hardware and software commonly used in international business operations.
    • CTE.BF.C.5.2: Pathway Standard:Recognize the role of information and communications technology in modern global trade. Performance Indicator:Integrate appropriate use of the Internet in business.
    • CTE.BF.C.5.3: Pathway Standard:Recognize the role of information and communications technology in modern global trade. Performance Indicator:Analyze security measures used to protect businesses and consumers engaging in international e-commerce.
    • CTE.BF.C.6.0: Pathway Standard:Analyze international markets and competition.
    • CTE.BF.C.6.1: Pathway Standard:Analyze international markets and competition. Performance Indicator:Apply marketing concepts to international business situations.
    • CTE.BF.C.6.2: Pathway Standard:Analyze international markets and competition. Performance Indicator:Differentiate between the types of market structures and their effect on the price and the quality of goods and services produced.
    • CTE.BF.C.6.3: Pathway Standard:Analyze international markets and competition. Performance Indicator:Research measures used to evaluate the economic conditions of a country.
    • CTE.BF.C.6.4: Pathway Standard:Analyze international markets and competition. Performance Indicator:Identify factors that determine balance of trade and research balance of trade for a developed nation, a developing nation, and an undeveloped nation.
    • CTE.BF.C.6.5: Pathway Standard:Analyze international markets and competition. Performance Indicator:Develop strategies to adapt and respond to meeting the differences in culture, market, habits, experience, and laws.
    • CTE.BF.C.7.0: Pathway Standard:Assess the risks associated with various methods of entering the global marketplace.
    • CTE.BF.C.7.1: Pathway Standard:Assess the risks associated with various methods of entering the global marketplace. Performance Indicator:Calculate the effects of exchange rate fluctuation.
    • CTE.BF.C.7.2: Pathway Standard:Assess the risks associated with various methods of entering the global marketplace. Performance Indicator:Determine pricing for products and services traded internationally.
    • CTE.BF.C.7.3: Pathway Standard:Assess the risks associated with various methods of entering the global marketplace. Performance Indicator:Set inventory levels based upon location of customers, durability of products, and logistics.
    • CTE.BF.C.7.4: Pathway Standard:Assess the risks associated with various methods of entering the global marketplace. Performance Indicator:Analyze choices available to international businesses for protection against risk and financial loss.
    • CTE.BF.C.7.5: Pathway Standard:Assess the risks associated with various methods of entering the global marketplace. Performance Indicator:Determine exposure of doing business internationally and develop a recommendation for entering the international market.
    • CTE.BF.C.8.0: Pathway Standard:Reconstruct the logistics of importing and exporting products and services.
    • CTE.BF.C.8.1: Pathway Standard:Reconstruct the logistics of importing and exporting products and services. Performance Indicator:Explain how private, nonprofit, and government agencies assist in global trade.
    • CTE.BF.C.8.2: Pathway Standard:Reconstruct the logistics of importing and exporting products and services. Performance Indicator:Determine the effect of imports and exports on production and manufacturing.
    • CTE.BF.C.8.3: Pathway Standard:Reconstruct the logistics of importing and exporting products and services. Performance Indicator:Distinguish between direct and indirect distribution channels.
    • CTE.BF.C.8.4: Pathway Standard:Reconstruct the logistics of importing and exporting products and services. Performance Indicator:Compare how products are prepared for international versus domestic distribution.
    • CTE.BF.C.8.5: Pathway Standard:Reconstruct the logistics of importing and exporting products and services. Performance Indicator:Contrast the four forms of international operations: working through a foreign intermediary, licensing agreement with the foreign business, forming a strategic alliance, or becoming a multinational corporation.
    • CTE.BF.C.8.6: Pathway Standard:Reconstruct the logistics of importing and exporting products and services. Performance Indicator:Analyze special challenges in operations and strategic management in international business.
  • Career Technical Education Grade 7-12 - Pathways : Legal Practices Pathway:
    • CTE.PS.C.1.0: Pathway Standard:Demonstrate an understanding of the state and federal justice system, the Rule of Law, and the environment/practice settings for legal professionals.
    • CTE.PS.C.1.1: Pathway Standard:Demonstrate an understanding of the state and federal justice system, the Rule of Law, and the environment/practice settings for legal professionals. Performance Indicator:Describe the different levels of federal courts and their jurisdictions.
    • CTE.PS.C.1.2: Pathway Standard:Demonstrate an understanding of the state and federal justice system, the Rule of Law, and the environment/practice settings for legal professionals. Performance Indicator:Identify the primary legal practice settings (e.g., private firms, government and public- sector entities, corporate counsel, and public interest practice), and explain the nature and scope of each practice area.
    • CTE.PS.C.1.3: Pathway Standard:Demonstrate an understanding of the state and federal justice system, the Rule of Law, and the environment/practice settings for legal professionals. Performance Indicator:Identify, by practice area, the types of clients served and related legal needs and issues.
    • CTE.PS.C.1.4: Pathway Standard:Demonstrate an understanding of the state and federal justice system, the Rule of Law, and the environment/practice settings for legal professionals. Performance Indicator:Become familiar with educational and experiential requirements needed to establish and maintain successful careers in each practice area.
    • CTE.PS.C.1.5: Pathway Standard:Demonstrate an understanding of the state and federal justice system, the Rule of Law, and the environment/practice settings for legal professionals. Performance Indicator:Explain the court system of the State of California, including the different types of state courts and their jurisdictions.
    • CTE.PS.C.1.6: Pathway Standard:Demonstrate an understanding of the state and federal justice system, the Rule of Law, and the environment/practice settings for legal professionals. Performance Indicator:Become familiar with the concept of equal access to justice.
    • CTE.PS.C.1.7: Pathway Standard:Demonstrate an understanding of the state and federal justice system, the Rule of Law, and the environment/practice settings for legal professionals. Performance Indicator:Present and defend the case for diversity in the legal professions.
    • CTE.PS.C.1.8: Pathway Standard:Demonstrate an understanding of the state and federal justice system, the Rule of Law, and the environment/practice settings for legal professionals. Performance Indicator:Contrast the fundamental features of civil, criminal, and administrative law.
    • CTE.PS.C.10.0: Pathway Standard:Demonstrate an understanding of the ethical and professional standards of the legal professions and knowledge of management techniques and procedures.
    • CTE.PS.C.10.1: Pathway Standard:Demonstrate an understanding of the ethical and professional standards of the legal professions and knowledge of management techniques and procedures. Performance Indicator:Define a variety of legal terms and concepts related to professionalism and the unauthorized practice of law.
    • CTE.PS.C.10.10: Pathway Standard:Demonstrate an understanding of the ethical and professional standards of the legal professions and knowledge of management techniques and procedures. Performance Indicator:Discuss what constitutes legal malpractice, and illustrate the discussion with examples of malpractice.
    • CTE.PS.C.10.11: Pathway Standard:Demonstrate an understanding of the ethical and professional standards of the legal professions and knowledge of management techniques and procedures. Performance Indicator:Discuss the various aspects of fee setting in the law office, including fixed fees, minimum fees, contingent fees, retainers, payment schedules, and billing practice.
    • CTE.PS.C.10.2: Pathway Standard:Demonstrate an understanding of the ethical and professional standards of the legal professions and knowledge of management techniques and procedures. Performance Indicator:Explain how judges, lawyers, and paralegal personnel function in our legal system.
    • CTE.PS.C.10.3: Pathway Standard:Demonstrate an understanding of the ethical and professional standards of the legal professions and knowledge of management techniques and procedures. Performance Indicator:Understand the roles and responsibilities that lawyers (including judges) have in our society.
    • CTE.PS.C.10.4: Pathway Standard:Demonstrate an understanding of the ethical and professional standards of the legal professions and knowledge of management techniques and procedures. Performance Indicator:Describe alternative methods for resolving ethical dilemmas within the legal environment.
    • CTE.PS.C.10.5: Pathway Standard:Demonstrate an understanding of the ethical and professional standards of the legal professions and knowledge of management techniques and procedures. Performance Indicator:Define a variety of terms and concepts related to law-office management and structure.
    • CTE.PS.C.10.6: Pathway Standard:Demonstrate an understanding of the ethical and professional standards of the legal professions and knowledge of management techniques and procedures. Performance Indicator:List and discuss techniques for improving the confidence that clients will have in the personnel of the law office.
    • CTE.PS.C.10.7: Pathway Standard:Demonstrate an understanding of the ethical and professional standards of the legal professions and knowledge of management techniques and procedures. Performance Indicator:Describe how client files are opened, maintained, and closed.
    • CTE.PS.C.10.8: Pathway Standard:Demonstrate an understanding of the ethical and professional standards of the legal professions and knowledge of management techniques and procedures. Performance Indicator:List the advantages of data management and microcomputer skills in a law office.
    • CTE.PS.C.10.9: Pathway Standard:Demonstrate an understanding of the ethical and professional standards of the legal professions and knowledge of management techniques and procedures. Performance Indicator:List, discuss, and apply the rules of ethics in the legal profession, with special emphasis on client confidentiality.
    • CTE.PS.C.2.0: Pathway Standard:Demonstrate an understanding and ability to utilize legal research and writing.
    • CTE.PS.C.2.1: Pathway Standard:Demonstrate an understanding and ability to utilize legal research and writing. Performance Indicator:List the basic steps in legal research, including the legal publications most commonly used in the practice of law.
    • CTE.PS.C.2.10: Pathway Standard:Demonstrate an understanding and ability to utilize legal research and writing. Performance Indicator:Discuss the purpose of a legal memorandum, brief or points, and authorities to a particular audience (how the memorandum may vary in emphasis and style, depending on the audience).
    • CTE.PS.C.2.11: Pathway Standard:Demonstrate an understanding and ability to utilize legal research and writing. Performance Indicator:Discuss case law, how it is made, its component parts, and how to use cases to resolve a legal problem.
    • CTE.PS.C.2.12: Pathway Standard:Demonstrate an understanding and ability to utilize legal research and writing. Performance Indicator:Contrast case law with statutory law and explain how to interpret statutes using intrinsic and extrinsic sources.
    • CTE.PS.C.2.13: Pathway Standard:Demonstrate an understanding and ability to utilize legal research and writing. Performance Indicator:Create a hypothetical case and identify the applicable statutory, regulatory, and case law.
    • CTE.PS.C.2.14: Pathway Standard:Demonstrate an understanding and ability to utilize legal research and writing. Performance Indicator:Prepare a legal brief to represent the defendant in the hypothetical case.
    • CTE.PS.C.2.2: Pathway Standard:Demonstrate an understanding and ability to utilize legal research and writing. Performance Indicator:Explain the importance and purpose of legal research.
    • CTE.PS.C.2.3: Pathway Standard:Demonstrate an understanding and ability to utilize legal research and writing. Performance Indicator:Explain the difference between legal publications, treatises, and other legal writings.
    • CTE.PS.C.2.4: Pathway Standard:Demonstrate an understanding and ability to utilize legal research and writing. Performance Indicator:Demonstrate a working knowledge of the legal research system by writing a short memorandum on a given question of law and explaining the steps taken to find sources and reach conclusions.
    • CTE.PS.C.2.5: Pathway Standard:Demonstrate an understanding and ability to utilize legal research and writing. Performance Indicator:Demonstrate the ability to use a uniform system of citing cases for updating and cross-referencing cases.
    • CTE.PS.C.2.6: Pathway Standard:Demonstrate an understanding and ability to utilize legal research and writing. Performance Indicator:Demonstrate the ability to locate and update legal authority using computer-assisted legal research tools.
    • CTE.PS.C.2.7: Pathway Standard:Demonstrate an understanding and ability to utilize legal research and writing. Performance Indicator:Demonstrate how to analogize or distinguish the facts and law of one case from the facts of a given legal problem.
    • CTE.PS.C.2.8: Pathway Standard:Demonstrate an understanding and ability to utilize legal research and writing. Performance Indicator:Demonstrate how to "brief" a case.
    • CTE.PS.C.2.9: Pathway Standard:Demonstrate an understanding and ability to utilize legal research and writing. Performance Indicator:Discuss the term authority? as it is used in legal writing, and explain the hierarchy of authority and the difference between mandatory and persuasive authority.
    • CTE.PS.C.3.0: Pathway Standard:Demonstrate an understanding of tort law and concepts and their application to factual situations.
    • CTE.PS.C.3.1: Pathway Standard:Demonstrate an understanding of tort law and concepts and their application to factual situations. Performance Indicator:Define the tort concept of civil wrong and apply the concept to factual situations with persons, property, and defenses of an intentional tort.
    • CTE.PS.C.3.2: Pathway Standard:Demonstrate an understanding of tort law and concepts and their application to factual situations. Performance Indicator:Describe the tort of negligence and the elements of negligence (e.g., reasonable person, res ipsa loquitur, proximate cause).
    • CTE.PS.C.3.3: Pathway Standard:Demonstrate an understanding of tort law and concepts and their application to factual situations. Performance Indicator:Describe defenses to negligence actions, including strict and product liability.
    • CTE.PS.C.4.0: Pathway Standard:Demonstrate knowledge of constitutional law, criminal law, immigration law, and related concepts, as well as their application to factual situations.
    • CTE.PS.C.4.1: Pathway Standard:Demonstrate knowledge of constitutional law, criminal law, immigration law, and related concepts, as well as their application to factual situations. Performance Indicator:Discuss the United States Constitution, including its philosophical underpinnings and structure.
    • CTE.PS.C.4.10: Pathway Standard:Demonstrate knowledge of constitutional law, criminal law, immigration law, and related concepts, as well as their application to factual situations. Performance Indicator:Explain the process and basis for political asylum.
    • CTE.PS.C.4.11: Pathway Standard:Demonstrate knowledge of constitutional law, criminal law, immigration law, and related concepts, as well as their application to factual situations. Performance Indicator:Prepare a chart displaying the process for applying for citizenship, including a display of the average number of immigrants who apply each year and the percentage of successful applicants.
    • CTE.PS.C.4.2: Pathway Standard:Demonstrate knowledge of constitutional law, criminal law, immigration law, and related concepts, as well as their application to factual situations. Performance Indicator:Analyze the Fourteenth Amendment, particularly (1) the Due Process Clause and Substantive Due Process, as contrasted with Procedural Due Process; and (2) the Equal Protection Clause.
    • CTE.PS.C.4.3: Pathway Standard:Demonstrate knowledge of constitutional law, criminal law, immigration law, and related concepts, as well as their application to factual situations. Performance Indicator:Discuss and define terms and concepts of criminal law, including the theory of criminal law (Malum in se and Malum prohibitum) and the evolving nature of criminal law (e.g., the legal definition of a viable human being).
    • CTE.PS.C.4.4: Pathway Standard:Demonstrate knowledge of constitutional law, criminal law, immigration law, and related concepts, as well as their application to factual situations. Performance Indicator:Describe types and elements of crimes against persons and property, overlapping crimes against people and their property, and inchoate crimes.
    • CTE.PS.C.4.5: Pathway Standard:Demonstrate knowledge of constitutional law, criminal law, immigration law, and related concepts, as well as their application to factual situations. Performance Indicator:Discuss each stage in a criminal proceeding, from investigation to disposition (e.g., arrest, prosecution of crimes, and defenses of criminal prosecution) and post- conviction procedure.
    • CTE.PS.C.4.6: Pathway Standard:Demonstrate knowledge of constitutional law, criminal law, immigration law, and related concepts, as well as their application to factual situations. Performance Indicator:Research court data regarding annual statewide numbers of criminal proceedings and demographics of defendants; discuss disproportionate minority contact.
    • CTE.PS.C.4.7: Pathway Standard:Demonstrate knowledge of constitutional law, criminal law, immigration law, and related concepts, as well as their application to factual situations. Performance Indicator:Discuss the concept of implicit bias and the impact it has on the criminal and civil justice systems.
    • CTE.PS.C.4.8: Pathway Standard:Demonstrate knowledge of constitutional law, criminal law, immigration law, and related concepts, as well as their application to factual situations. Performance Indicator:Define a variety of legal terms and concepts related to immigration law.
    • CTE.PS.C.4.9: Pathway Standard:Demonstrate knowledge of constitutional law, criminal law, immigration law, and related concepts, as well as their application to factual situations. Performance Indicator:Describe the various types of immigration visas.
    • CTE.PS.C.5.0: Pathway Standard:Demonstrate a familiarity with fundamental principles of contract law (including the uniform commercial code) and fundamentals of consumer protection law.
    • CTE.PS.C.5.1: Pathway Standard:Demonstrate a familiarity with fundamental principles of contract law (including the uniform commercial code) and fundamentals of consumer protection law. Performance Indicator:Recognize the differences between void and voidable contracts.
    • CTE.PS.C.5.10: Pathway Standard:Demonstrate a familiarity with fundamental principles of contract law (including the uniform commercial code) and fundamentals of consumer protection law. Performance Indicator:Prepare a sample of a false advertisement.
    • CTE.PS.C.5.2: Pathway Standard:Demonstrate a familiarity with fundamental principles of contract law (including the uniform commercial code) and fundamentals of consumer protection law. Performance Indicator:Recognize various types of contracts, such as adhesion, bilateral, unilateral, implied, and express.
    • CTE.PS.C.5.3: Pathway Standard:Demonstrate a familiarity with fundamental principles of contract law (including the uniform commercial code) and fundamentals of consumer protection law. Performance Indicator:Identify emerging business practices that may result in consumer fraud or deception.
    • CTE.PS.C.5.4: Pathway Standard:Demonstrate a familiarity with fundamental principles of contract law (including the uniform commercial code) and fundamentals of consumer protection law. Performance Indicator:Identify ways by which the Internet and social media can be used to inform consumers and address deceptive business practices.
    • CTE.PS.C.5.5: Pathway Standard:Demonstrate a familiarity with fundamental principles of contract law (including the uniform commercial code) and fundamentals of consumer protection law. Performance Indicator:Describe the elements of a contract, including contract terminology.
    • CTE.PS.C.5.6: Pathway Standard:Demonstrate a familiarity with fundamental principles of contract law (including the uniform commercial code) and fundamentals of consumer protection law. Performance Indicator:Explain the Statute of Frauds.
    • CTE.PS.C.5.7: Pathway Standard:Demonstrate a familiarity with fundamental principles of contract law (including the uniform commercial code) and fundamentals of consumer protection law. Performance Indicator:Explain the Parole Evidence Rule.
    • CTE.PS.C.5.8: Pathway Standard:Demonstrate a familiarity with fundamental principles of contract law (including the uniform commercial code) and fundamentals of consumer protection law. Performance Indicator:Interpret contract rules and expectations, including specific performance, breach of contract, remedies for breach of contract, third-party beneficiary, and requirements for modifications.
    • CTE.PS.C.5.9: Pathway Standard:Demonstrate a familiarity with fundamental principles of contract law (including the uniform commercial code) and fundamentals of consumer protection law. Performance Indicator:Analyze deceptive business practices, including false advertising, bait and switch sales practices, and truth-in-lending disclosure requirements.
    • CTE.PS.C.6.0: Pathway Standard:Demonstrate knowledge of property law and its application to property transactions, estate planning and probate administration, and housing law, including landlord/tenant and fair housing laws.
    • CTE.PS.C.6.1: Pathway Standard:Demonstrate knowledge of property law and its application to property transactions, estate planning and probate administration, and housing law, including landlord/tenant and fair housing laws. Performance Indicator:Distinguish personal property from real property.
    • CTE.PS.C.6.10: Pathway Standard:Demonstrate knowledge of property law and its application to property transactions, estate planning and probate administration, and housing law, including landlord/tenant and fair housing laws. Performance Indicator:Describe the steps and procedures in a typical real estate closing.
    • CTE.PS.C.6.11: Pathway Standard:Demonstrate knowledge of property law and its application to property transactions, estate planning and probate administration, and housing law, including landlord/tenant and fair housing laws. Performance Indicator:Compare a variety of real property documents, such as a lease, a promissory note, an option contract, and an agreement for deed or a mortgage, and be able to prepare at least one.
    • CTE.PS.C.6.12: Pathway Standard:Demonstrate knowledge of property law and its application to property transactions, estate planning and probate administration, and housing law, including landlord/tenant and fair housing laws. Performance Indicator:Define a variety of terms and concepts associated with wills, trusts, and probate administration.
    • CTE.PS.C.6.13: Pathway Standard:Demonstrate knowledge of property law and its application to property transactions, estate planning and probate administration, and housing law, including landlord/tenant and fair housing laws. Performance Indicator:Define a simple Inter Vivos, and a Testamentary trust.
    • CTE.PS.C.6.14: Pathway Standard:Demonstrate knowledge of property law and its application to property transactions, estate planning and probate administration, and housing law, including landlord/tenant and fair housing laws. Performance Indicator:Compare and contrast a trust and a will, including advantages and disadvantages for each.
    • CTE.PS.C.6.15: Pathway Standard:Demonstrate knowledge of property law and its application to property transactions, estate planning and probate administration, and housing law, including landlord/tenant and fair housing laws. Performance Indicator:Explain the general procedures of the probate process.
    • CTE.PS.C.6.16: Pathway Standard:Demonstrate knowledge of property law and its application to property transactions, estate planning and probate administration, and housing law, including landlord/tenant and fair housing laws. Performance Indicator:Explain the purposes of wills and codicils.
    • CTE.PS.C.6.17: Pathway Standard:Demonstrate knowledge of property law and its application to property transactions, estate planning and probate administration, and housing law, including landlord/tenant and fair housing laws. Performance Indicator:Create a personal will, following legal guidelines.
    • CTE.PS.C.6.18: Pathway Standard:Demonstrate knowledge of property law and its application to property transactions, estate planning and probate administration, and housing law, including landlord/tenant and fair housing laws. Performance Indicator:Identify the types of discrimination that renters and home buyers might face.
    • CTE.PS.C.6.19: Pathway Standard:Demonstrate knowledge of property law and its application to property transactions, estate planning and probate administration, and housing law, including landlord/tenant and fair housing laws. Performance Indicator:Understand the basic rights and responsibilities of both landlords and tenants.
    • CTE.PS.C.6.2: Pathway Standard:Demonstrate knowledge of property law and its application to property transactions, estate planning and probate administration, and housing law, including landlord/tenant and fair housing laws. Performance Indicator:Define a variety of terms associated with real estate transactions.
    • CTE.PS.C.6.20: Pathway Standard:Demonstrate knowledge of property law and its application to property transactions, estate planning and probate administration, and housing law, including landlord/tenant and fair housing laws. Performance Indicator:Explain the basic procedures, claims, and responses in an unlawful detainer case.
    • CTE.PS.C.6.3: Pathway Standard:Demonstrate knowledge of property law and its application to property transactions, estate planning and probate administration, and housing law, including landlord/tenant and fair housing laws. Performance Indicator:Discuss real property concepts, including but not limited to the types of estates that can be conveyed under California law.
    • CTE.PS.C.6.4: Pathway Standard:Demonstrate knowledge of property law and its application to property transactions, estate planning and probate administration, and housing law, including landlord/tenant and fair housing laws. Performance Indicator:Contrast the basic responsibilities of the lawyer and the real estate broker in the conveyance of real property, from the sales or option contract to the recording of the deed.
    • CTE.PS.C.6.5: Pathway Standard:Demonstrate knowledge of property law and its application to property transactions, estate planning and probate administration, and housing law, including landlord/tenant and fair housing laws. Performance Indicator:Describe the basic requirements of a contract for sale of real property.
    • CTE.PS.C.6.6: Pathway Standard:Demonstrate knowledge of property law and its application to property transactions, estate planning and probate administration, and housing law, including landlord/tenant and fair housing laws. Performance Indicator:Discuss the purpose of title insurance, a title search, and how the "search" is made.
    • CTE.PS.C.6.7: Pathway Standard:Demonstrate knowledge of property law and its application to property transactions, estate planning and probate administration, and housing law, including landlord/tenant and fair housing laws. Performance Indicator:Explain how "recording" is accomplished and the importance of recording a deed, mortgage, or other real estate documents.
    • CTE.PS.C.6.8: Pathway Standard:Demonstrate knowledge of property law and its application to property transactions, estate planning and probate administration, and housing law, including landlord/tenant and fair housing laws. Performance Indicator:Explain the most common forms of limitations on real property use, such as covenants, easements, zoning laws, and land-use regulations.
    • CTE.PS.C.6.9: Pathway Standard:Demonstrate knowledge of property law and its application to property transactions, estate planning and probate administration, and housing law, including landlord/tenant and fair housing laws. Performance Indicator:Explain at least two types of encumbrances that can be placed against real property.
    • CTE.PS.C.7.0: Pathway Standard:Understand the fundamental principles of the law of business organizations.
    • CTE.PS.C.7.1: Pathway Standard:Understand the fundamental principles of the law of business organizations. Performance Indicator:Define a variety of terms associated with business organizations.
    • CTE.PS.C.7.2: Pathway Standard:Understand the fundamental principles of the law of business organizations. Performance Indicator:Describe the procedures necessary to form, modify, and dissolve various types of business organizations.
    • CTE.PS.C.7.3: Pathway Standard:Understand the fundamental principles of the law of business organizations. Performance Indicator:Compare the major advantages and disadvantages of the various types of business organizations.
    • CTE.PS.C.7.4: Pathway Standard:Understand the fundamental principles of the law of business organizations. Performance Indicator:Discuss the rights, duties, and liabilities of the owners, officers, directors, and employees of various types of business organizations.
    • CTE.PS.C.7.5: Pathway Standard:Understand the fundamental principles of the law of business organizations. Performance Indicator:Discuss the nature of the agency relationship, including the duties and liabilities of the principal, the agent, and third parties.
    • CTE.PS.C.8.0: Pathway Standard:Recognize the importance of laws and procedures related to intellectual property.
    • CTE.PS.C.8.1: Pathway Standard:Recognize the importance of laws and procedures related to intellectual property. Performance Indicator:Explore emerging issues of law related to personal access to, and use of, technology.
    • CTE.PS.C.8.2: Pathway Standard:Recognize the importance of laws and procedures related to intellectual property. Performance Indicator:Describe the economic barriers to equal public access to technology and legal strategies for overcoming them.
    • CTE.PS.C.8.3: Pathway Standard:Recognize the importance of laws and procedures related to intellectual property. Performance Indicator:Demonstrate an appreciation for balancing the First Amendment right to free speech vs. the interest of parents, schools, and the government regulating social media because of concerns about privacy, online bullying, defamation/slander, and harassment.
    • CTE.PS.C.8.4: Pathway Standard:Recognize the importance of laws and procedures related to intellectual property. Performance Indicator:Discuss how social media can be used by governments or individuals to suppress or enhance freedom of expressions.
    • CTE.PS.C.8.5: Pathway Standard:Recognize the importance of laws and procedures related to intellectual property. Performance Indicator:Understand the definition of "intellectual property": the legal concept that certain types of creations- musical, literary, and artistic works; discoveries and inventions; and words, phrases, symbols, and designs- are types of property "owned" by their creators and cannot be copied or used without the permission of the creators.
    • CTE.PS.C.8.6: Pathway Standard:Recognize the importance of laws and procedures related to intellectual property. Performance Indicator:Explain the ways in which creative rights can be compromised, such as plagiarism and "sampling".
    • CTE.PS.C.8.7: Pathway Standard:Recognize the importance of laws and procedures related to intellectual property. Performance Indicator:Identify emerging issues of law related to infringement of intellectual property and discuss how personal access to, and use of, technology makes intellectual property infringement easier.
    • CTE.PS.C.9.0: Pathway Standard:Demonstrate a general understanding of all phases of trial practice and procedure, as well as knowledge of and ability to perform litigation techniques and procedures.
    • CTE.PS.C.9.1: Pathway Standard:Demonstrate a general understanding of all phases of trial practice and procedure, as well as knowledge of and ability to perform litigation techniques and procedures. Performance Indicator:Define a variety of terms associated with litigation and trial practice.
    • CTE.PS.C.9.10: Pathway Standard:Demonstrate a general understanding of all phases of trial practice and procedure, as well as knowledge of and ability to perform litigation techniques and procedures. Performance Indicator:Describe the purpose of background investigations and analysis.
    • CTE.PS.C.9.11: Pathway Standard:Demonstrate a general understanding of all phases of trial practice and procedure, as well as knowledge of and ability to perform litigation techniques and procedures. Performance Indicator:List the sources of information for conducting background investigations.
    • CTE.PS.C.9.12: Pathway Standard:Demonstrate a general understanding of all phases of trial practice and procedure, as well as knowledge of and ability to perform litigation techniques and procedures. Performance Indicator:Describe how the results of background investigation and analysis can be presented to the attorney.
    • CTE.PS.C.9.13: Pathway Standard:Demonstrate a general understanding of all phases of trial practice and procedure, as well as knowledge of and ability to perform litigation techniques and procedures. Performance Indicator:Discuss the evaluation and use of evidence.
    • CTE.PS.C.9.14: Pathway Standard:Demonstrate a general understanding of all phases of trial practice and procedure, as well as knowledge of and ability to perform litigation techniques and procedures. Performance Indicator:Describe the role of a jury in a criminal case versus a civil case in state court proceedings.
    • CTE.PS.C.9.15: Pathway Standard:Demonstrate a general understanding of all phases of trial practice and procedure, as well as knowledge of and ability to perform litigation techniques and procedures. Performance Indicator:Understand the importance of the jury in relation to fairness and due process.
    • CTE.PS.C.9.16: Pathway Standard:Demonstrate a general understanding of all phases of trial practice and procedure, as well as knowledge of and ability to perform litigation techniques and procedures. Performance Indicator:Understand the purpose and process of jury voir dire and how it determines the makeup of the jury panel.
    • CTE.PS.C.9.17: Pathway Standard:Demonstrate a general understanding of all phases of trial practice and procedure, as well as knowledge of and ability to perform litigation techniques and procedures. Performance Indicator:Describe the judge's role, the role of the prosecutor, and that of the defense attorney.
    • CTE.PS.C.9.18: Pathway Standard:Demonstrate a general understanding of all phases of trial practice and procedure, as well as knowledge of and ability to perform litigation techniques and procedures. Performance Indicator:Create a hypothetical case and describe why you would or would not like to participate as a juror on that case.
    • CTE.PS.C.9.2: Pathway Standard:Demonstrate a general understanding of all phases of trial practice and procedure, as well as knowledge of and ability to perform litigation techniques and procedures. Performance Indicator:Describe the typical steps in jury and nonjury civil trials, from pretrial through the appeal.
    • CTE.PS.C.9.3: Pathway Standard:Demonstrate a general understanding of all phases of trial practice and procedure, as well as knowledge of and ability to perform litigation techniques and procedures. Performance Indicator:Explain the sequence and basic contents of pleadings.
    • CTE.PS.C.9.4: Pathway Standard:Demonstrate a general understanding of all phases of trial practice and procedure, as well as knowledge of and ability to perform litigation techniques and procedures. Performance Indicator:List and briefly explain six causes of action in civil cases.
    • CTE.PS.C.9.5: Pathway Standard:Demonstrate a general understanding of all phases of trial practice and procedure, as well as knowledge of and ability to perform litigation techniques and procedures. Performance Indicator:Explain the basic concept of the Statute of Limitations.
    • CTE.PS.C.9.6: Pathway Standard:Demonstrate a general understanding of all phases of trial practice and procedure, as well as knowledge of and ability to perform litigation techniques and procedures. Performance Indicator:Discuss the basic rules of procedure and evidence code.
    • CTE.PS.C.9.7: Pathway Standard:Demonstrate a general understanding of all phases of trial practice and procedure, as well as knowledge of and ability to perform litigation techniques and procedures. Performance Indicator:Describe how evidence and exhibits are organized for trial.
    • CTE.PS.C.9.8: Pathway Standard:Demonstrate a general understanding of all phases of trial practice and procedure, as well as knowledge of and ability to perform litigation techniques and procedures. Performance Indicator:Describe the purpose and contents of a trial notebook.
    • CTE.PS.C.9.9: Pathway Standard:Demonstrate a general understanding of all phases of trial practice and procedure, as well as knowledge of and ability to perform litigation techniques and procedures. Performance Indicator:Describe the techniques for asking questions and list the basic points for good listening.
  • Career Technical Education Grade 7-12 - Pathways : Machining and Forming Technologies Pathway:
    • CTE.MPD.B.1.0: Pathway Standard:Validate that a provided part meets specifications from its engineering drawing by comparing specifications (geometric dimensioning and tolerancing) and by demonstrating proper technique using appropriate precision measuring tools.
    • CTE.MPD.B.1.1: Pathway Standard:Validate that a provided part meets specifications from its engineering drawing by comparing specifications (geometric dimensioning and tolerancing) and by demonstrating proper technique using appropriate precision measuring tools. Performance Indicator:Identify and describe how the isometric and the orthographic views and the tolerance, scale, and material from an engineering drawing are used with an actual part.
    • CTE.MPD.B.1.2: Pathway Standard:Validate that a provided part meets specifications from its engineering drawing by comparing specifications (geometric dimensioning and tolerancing) and by demonstrating proper technique using appropriate precision measuring tools. Performance Indicator:Demonstrate the correct use of precision measuring tools such as vernier and dial calipers, height gages, and micrometers utilizing both English and Metric systems.
    • CTE.MPD.B.1.3: Pathway Standard:Validate that a provided part meets specifications from its engineering drawing by comparing specifications (geometric dimensioning and tolerancing) and by demonstrating proper technique using appropriate precision measuring tools. Performance Indicator:Demonstrate the correct use of a gage block (set) to check a part or to calibrate the accuracy of other precision measuring tools.
    • CTE.MPD.B.1.4: Pathway Standard:Validate that a provided part meets specifications from its engineering drawing by comparing specifications (geometric dimensioning and tolerancing) and by demonstrating proper technique using appropriate precision measuring tools. Performance Indicator:Explain calibration, tolerancing, and conditions that cause parts to fall out of tolerance.
    • CTE.MPD.B.10.0: Pathway Standard:Produce parts to specifications or drawings provided on a computer numerical controlled (CNC) mill or lathe. Demonstrate common functions or controls through manual input and through programmed (stored) input. Introduce basic G and M Code Programming focusing on the use of the Cartesian coordinate system and machine axis.
    • CTE.MPD.B.10.1: Pathway Standard:Produce parts to specifications or drawings provided on a computer numerical controlled (CNC) mill or lathe. Demonstrate common functions or controls through manual input and through programmed (stored) input. Introduce basic G and M Code Programming focusing on the use of the Cartesian coordinate system and machine axis. Performance Indicator:Discuss and demonstrate the setup and safe operation of a CNC turning or milling center: the setup of tools in tool holders; referencing the vice or chuck to the machine's control; and referencing the cutting tool to the machine's control.
    • CTE.MPD.B.10.2: Pathway Standard:Produce parts to specifications or drawings provided on a computer numerical controlled (CNC) mill or lathe. Demonstrate common functions or controls through manual input and through programmed (stored) input. Introduce basic G and M Code Programming focusing on the use of the Cartesian coordinate system and machine axis. Performance Indicator:Demonstrate control panel commands to perform basic milling or turning commands for motion of the tool path along the coordinate axis.
    • CTE.MPD.B.10.3: Pathway Standard:Produce parts to specifications or drawings provided on a computer numerical controlled (CNC) mill or lathe. Demonstrate common functions or controls through manual input and through programmed (stored) input. Introduce basic G and M Code Programming focusing on the use of the Cartesian coordinate system and machine axis. Performance Indicator:Convert a provided three-dimensional (3-D) or computer-aided design (CAD) data set to a set of machine instructions (G code) and then run the program producing the part to specifications provided.
    • CTE.MPD.B.10.4: Pathway Standard:Produce parts to specifications or drawings provided on a computer numerical controlled (CNC) mill or lathe. Demonstrate common functions or controls through manual input and through programmed (stored) input. Introduce basic G and M Code Programming focusing on the use of the Cartesian coordinate system and machine axis. Performance Indicator:Demonstrate a tooling change and tool selection to complete a multistep process on a CNC milling or turning center.
    • CTE.MPD.B.10.5: Pathway Standard:Produce parts to specifications or drawings provided on a computer numerical controlled (CNC) mill or lathe. Demonstrate common functions or controls through manual input and through programmed (stored) input. Introduce basic G and M Code Programming focusing on the use of the Cartesian coordinate system and machine axis. Performance Indicator:Produce a part with tight-radius pocket features by demonstrating proper cutting tool selection, proper tool-path, and proper speeds on a CNC milling machine.
    • CTE.MPD.B.11.0: Pathway Standard:Understand and defend the purposes and processes of inspection and quality control in machining and forming processes.
    • CTE.MPD.B.11.1: Pathway Standard:Understand and defend the purposes and processes of inspection and quality control in machining and forming processes. Performance Indicator:Identify and explain machining and forming imperfections and their causes.
    • CTE.MPD.B.11.2: Pathway Standard:Understand and defend the purposes and processes of inspection and quality control in machining and forming processes. Performance Indicator:Identify and explain destructive and nondestructive examination practices.
    • CTE.MPD.B.11.3: Pathway Standard:Understand and defend the purposes and processes of inspection and quality control in machining and forming processes. Performance Indicator:Describe the reasons for inspection and quality control in the manufacturing of machined and formed parts.
    • CTE.MPD.B.11.4: Pathway Standard:Understand and defend the purposes and processes of inspection and quality control in machining and forming processes. Performance Indicator:Analyze and identify the steps to check for distortion, misalignment, and poor fit before and after and machining or forming a part.
    • CTE.MPD.B.11.5: Pathway Standard:Understand and defend the purposes and processes of inspection and quality control in machining and forming processes. Performance Indicator:Perform continuous online quality control inspections of machined and formed parts.
    • CTE.MPD.B.11.6: Pathway Standard:Understand and defend the purposes and processes of inspection and quality control in machining and forming processes. Performance Indicator:Evaluate and know how to troubleshoot performance problems of machined and formed parts.
    • CTE.MPD.B.2.0: Pathway Standard:Describe and layout a project according to specifications or engineering drawings. Demonstrate proper technique with layout tools and work-holding devices such as three- and four-jaw chucks, collet chucks, angle plates, sine bars, parallels, and v-blocks to machine a real part.
    • CTE.MPD.B.2.1: Pathway Standard:Describe and layout a project according to specifications or engineering drawings. Demonstrate proper technique with layout tools and work-holding devices such as three- and four-jaw chucks, collet chucks, angle plates, sine bars, parallels, and v-blocks to machine a real part. Performance Indicator:Describe and then contrast when to use work-holding fixtures, such as v-block, angle plate, toe clamp, vises, chucks, or custom fixtures.
    • CTE.MPD.B.2.2: Pathway Standard:Describe and layout a project according to specifications or engineering drawings. Demonstrate proper technique with layout tools and work-holding devices such as three- and four-jaw chucks, collet chucks, angle plates, sine bars, parallels, and v-blocks to machine a real part. Performance Indicator:Describe and demonstrate how to indicate a vice on a milling machine to square up a block on a mill using a micrometer and a precision square measure to confirm that the block is square.
    • CTE.MPD.B.2.3: Pathway Standard:Describe and layout a project according to specifications or engineering drawings. Demonstrate proper technique with layout tools and work-holding devices such as three- and four-jaw chucks, collet chucks, angle plates, sine bars, parallels, and v-blocks to machine a real part. Performance Indicator:Use a dividing head or turn table to demonstrate the proper procedure for indexing a part requiring flats, hex, or equally spaced geometry per print specifications.
    • CTE.MPD.B.2.4: Pathway Standard:Describe and layout a project according to specifications or engineering drawings. Demonstrate proper technique with layout tools and work-holding devices such as three- and four-jaw chucks, collet chucks, angle plates, sine bars, parallels, and v-blocks to machine a real part. Performance Indicator:Use a surface plate, surface gage, height gage, prick and center punches, scriber, layout dye, and other appropriate tools to locate hole centers, radii, and locations matching the specifications provided.
    • CTE.MPD.B.2.5: Pathway Standard:Describe and layout a project according to specifications or engineering drawings. Demonstrate proper technique with layout tools and work-holding devices such as three- and four-jaw chucks, collet chucks, angle plates, sine bars, parallels, and v-blocks to machine a real part. Performance Indicator:Describe and demonstrate the engine lathe by grinding a high speed tool bit focusing on the tool cutting geometry and tip radius, speeds and feeds for the materials being cut and using their tool bit and precision measuring tool, machine a part within specifications.
    • CTE.MPD.B.3.0: Pathway Standard:Research and compare the properties of two metals using two different material specifications and a process specification.
    • CTE.MPD.B.3.1: Pathway Standard:Research and compare the properties of two metals using two different material specifications and a process specification. Performance Indicator:Classify the difference between ferrous and nonferrous metals and contrast low-, medium-, and high-carbon steels by their common uses in industry.
    • CTE.MPD.B.3.2: Pathway Standard:Research and compare the properties of two metals using two different material specifications and a process specification. Performance Indicator:Describe both the alloys from their classification systems utilizing Unified Numbering System (UNS) or American Iron and Steel Institute-Society of Automotive Engineers (AISI-SAE) and explain how characteristics such as the Rockwell Hardness Test affect machining operations.
    • CTE.MPD.B.3.3: Pathway Standard:Research and compare the properties of two metals using two different material specifications and a process specification. Performance Indicator:Demonstrate how to calculate, then revise the calculations, for spindle speed and feed rate, for both alloy examples, for either a vertical mill or a lathe.
    • CTE.MPD.B.4.0: Pathway Standard:Demonstrate a cutoff saw operation(s) to produce a length of bar stock to specification.
    • CTE.MPD.B.4.1: Pathway Standard:Demonstrate a cutoff saw operation(s) to produce a length of bar stock to specification. Performance Indicator:Using a length of bar stock and a process specification or drawing, cut a length of bar stock matching the cut list and demonstrate no sharp edges.
    • CTE.MPD.B.4.2: Pathway Standard:Demonstrate a cutoff saw operation(s) to produce a length of bar stock to specification. Performance Indicator:Cut one steel bar and one aluminum plate determining the correct or optimal blade material (carbon steel, high speed, or bimetal), the proper sawtooth set to use for each, and explain why.
    • CTE.MPD.B.5.0: Pathway Standard:Demonstrate bending, shaping, other metal forming, and fabrication techniques, including processes such as basic hand filing, knurling on a lathe, forging metal shapes or objects, green sand casting, sheet metal machines, spot welding equipment or rivets, cold form bending with cold forming machinery or homemade devices, and shapes (tooling) to achieve a specific design specification.
    • CTE.MPD.B.5.1: Pathway Standard:Demonstrate bending, shaping, other metal forming, and fabrication techniques, including processes such as basic hand filing, knurling on a lathe, forging metal shapes or objects, green sand casting, sheet metal machines, spot welding equipment or rivets, cold form bending with cold forming machinery or homemade devices, and shapes (tooling) to achieve a specific design specification. Performance Indicator:Discuss and demonstrate the wide variety of metal cutting hand files: materials, sizes, shapes, cuts, and tooth configurations.
    • CTE.MPD.B.5.2: Pathway Standard:Demonstrate bending, shaping, other metal forming, and fabrication techniques, including processes such as basic hand filing, knurling on a lathe, forging metal shapes or objects, green sand casting, sheet metal machines, spot welding equipment or rivets, cold form bending with cold forming machinery or homemade devices, and shapes (tooling) to achieve a specific design specification. Performance Indicator:Describe and demonstrate the care and use of the common file which can be used to form radii on a variety of commercially available metals or those that have been casted or forged.
    • CTE.MPD.B.5.3: Pathway Standard:Demonstrate bending, shaping, other metal forming, and fabrication techniques, including processes such as basic hand filing, knurling on a lathe, forging metal shapes or objects, green sand casting, sheet metal machines, spot welding equipment or rivets, cold form bending with cold forming machinery or homemade devices, and shapes (tooling) to achieve a specific design specification. Performance Indicator:Describe and demonstrate cold forming (i.e. knurling on a lathe).
    • CTE.MPD.B.5.4: Pathway Standard:Demonstrate bending, shaping, other metal forming, and fabrication techniques, including processes such as basic hand filing, knurling on a lathe, forging metal shapes or objects, green sand casting, sheet metal machines, spot welding equipment or rivets, cold form bending with cold forming machinery or homemade devices, and shapes (tooling) to achieve a specific design specification. Performance Indicator:Describe and demonstrate the safe use of the open forge, anvil, and tooling to custom shape hot metal.
    • CTE.MPD.B.5.5: Pathway Standard:Demonstrate bending, shaping, other metal forming, and fabrication techniques, including processes such as basic hand filing, knurling on a lathe, forging metal shapes or objects, green sand casting, sheet metal machines, spot welding equipment or rivets, cold form bending with cold forming machinery or homemade devices, and shapes (tooling) to achieve a specific design specification. Performance Indicator:Describe and demonstrate the process of making a pattern, mulling and chemistry of the green sand, the use of parting powder, and ramming the casting flasks.
    • CTE.MPD.B.5.6: Pathway Standard:Demonstrate bending, shaping, other metal forming, and fabrication techniques, including processes such as basic hand filing, knurling on a lathe, forging metal shapes or objects, green sand casting, sheet metal machines, spot welding equipment or rivets, cold form bending with cold forming machinery or homemade devices, and shapes (tooling) to achieve a specific design specification. Performance Indicator:Describe and demonstrate the safety procedures of heating and pouring the metal (aluminum, brass, or bronze) from a crucible furnace.
    • CTE.MPD.B.5.7: Pathway Standard:Demonstrate bending, shaping, other metal forming, and fabrication techniques, including processes such as basic hand filing, knurling on a lathe, forging metal shapes or objects, green sand casting, sheet metal machines, spot welding equipment or rivets, cold form bending with cold forming machinery or homemade devices, and shapes (tooling) to achieve a specific design specification. Performance Indicator:Produce a cast part and finish to specifications.
    • CTE.MPD.B.5.8: Pathway Standard:Demonstrate bending, shaping, other metal forming, and fabrication techniques, including processes such as basic hand filing, knurling on a lathe, forging metal shapes or objects, green sand casting, sheet metal machines, spot welding equipment or rivets, cold form bending with cold forming machinery or homemade devices, and shapes (tooling) to achieve a specific design specification. Performance Indicator:Describe and demonstrate the safe use of sheet metal shears, box and pan breaks, bar folders, spot welders, and riveting tools.
    • CTE.MPD.B.5.9: Pathway Standard:Demonstrate bending, shaping, other metal forming, and fabrication techniques, including processes such as basic hand filing, knurling on a lathe, forging metal shapes or objects, green sand casting, sheet metal machines, spot welding equipment or rivets, cold form bending with cold forming machinery or homemade devices, and shapes (tooling) to achieve a specific design specification. Performance Indicator:Complete a layout project using a detailed set of sequential instructions to manufacture the project to plan specifications.
    • CTE.MPD.B.6.0: Pathway Standard:Identify and select the right grinding wheel; perform wheel dressing; and grind the provided part/material to the size and surface finish specifications provide.
    • CTE.MPD.B.6.1: Pathway Standard:Identify and select the right grinding wheel; perform wheel dressing; and grind the provided part/material to the size and surface finish specifications provide. Performance Indicator:Set up and safely operate pedestal and surface grinders.
    • CTE.MPD.B.6.2: Pathway Standard:Identify and select the right grinding wheel; perform wheel dressing; and grind the provided part/material to the size and surface finish specifications provide. Performance Indicator:Recommend a choice of grinding wheels for a variety of conditions determining which ones are serviceable for use and selecting the right size, mounting, and dressing for grinding.
    • CTE.MPD.B.6.3: Pathway Standard:Identify and select the right grinding wheel; perform wheel dressing; and grind the provided part/material to the size and surface finish specifications provide. Performance Indicator:Complete a part in semi-finished (oversize) state; square-up and finish the block to the tolerance for size, surface finish, and squareness specified by the plan or drawing.
    • CTE.MPD.B.7.0: Pathway Standard:Perform a series of routine boring operations from a set of specifications or a drawing and explain the selection of proper tools (drill, reamer, countersink, spot facer, counter bore, tap, and center drill) for each step of the process.
    • CTE.MPD.B.7.1: Pathway Standard:Perform a series of routine boring operations from a set of specifications or a drawing and explain the selection of proper tools (drill, reamer, countersink, spot facer, counter bore, tap, and center drill) for each step of the process. Performance Indicator:Set up and safely operate a drill press.
    • CTE.MPD.B.7.2: Pathway Standard:Perform a series of routine boring operations from a set of specifications or a drawing and explain the selection of proper tools (drill, reamer, countersink, spot facer, counter bore, tap, and center drill) for each step of the process. Performance Indicator:Square-up and lay out a block according to provided drawing and/or specifications.
    • CTE.MPD.B.7.3: Pathway Standard:Perform a series of routine boring operations from a set of specifications or a drawing and explain the selection of proper tools (drill, reamer, countersink, spot facer, counter bore, tap, and center drill) for each step of the process. Performance Indicator:Drill, tap, or ream holes according to specifications.
    • CTE.MPD.B.7.4: Pathway Standard:Perform a series of routine boring operations from a set of specifications or a drawing and explain the selection of proper tools (drill, reamer, countersink, spot facer, counter bore, tap, and center drill) for each step of the process. Performance Indicator:Research the proper material machinability and tooling recommendations from trade resources such as Machinery's Handbook; choose the correct tool and holder; and calculate the spindle rpm and the feed rate for holes.
    • CTE.MPD.B.7.5: Pathway Standard:Perform a series of routine boring operations from a set of specifications or a drawing and explain the selection of proper tools (drill, reamer, countersink, spot facer, counter bore, tap, and center drill) for each step of the process. Performance Indicator:Perform secondary operations on each hole to specification including: reaming, countersinking, counter boring, tapping, and deburring.
    • CTE.MPD.B.7.6: Pathway Standard:Perform a series of routine boring operations from a set of specifications or a drawing and explain the selection of proper tools (drill, reamer, countersink, spot facer, counter bore, tap, and center drill) for each step of the process. Performance Indicator:Use a pin gage or thread gage to validate each hole or that a tapped thread meets specifications.
    • CTE.MPD.B.8.0: Pathway Standard:Describe and demonstrate the machining of an external and internal taper, knurled part, and threaded and bored part on an engine lathe to plan specification or drawing to produce a part and measure each end diameter within tolerance.
    • CTE.MPD.B.8.1: Pathway Standard:Describe and demonstrate the machining of an external and internal taper, knurled part, and threaded and bored part on an engine lathe to plan specification or drawing to produce a part and measure each end diameter within tolerance. Performance Indicator:Demonstrate proper cutting tool selection and speeds for an engine lathe.
    • CTE.MPD.B.8.2: Pathway Standard:Describe and demonstrate the machining of an external and internal taper, knurled part, and threaded and bored part on an engine lathe to plan specification or drawing to produce a part and measure each end diameter within tolerance. Performance Indicator:Set up and safely operate an engine lathe taper attachment or turning center.
    • CTE.MPD.B.8.3: Pathway Standard:Describe and demonstrate the machining of an external and internal taper, knurled part, and threaded and bored part on an engine lathe to plan specification or drawing to produce a part and measure each end diameter within tolerance. Performance Indicator:Produce a shoulder-bushing to the specification of the drawing provided.
    • CTE.MPD.B.9.0: Pathway Standard:Produce parts to specification using a boring head or angular cutting with a sine bar, a keyway, and pockets with a typical vertical mill.
    • CTE.MPD.B.9.1: Pathway Standard:Produce parts to specification using a boring head or angular cutting with a sine bar, a keyway, and pockets with a typical vertical mill. Performance Indicator:Set up and safely operate a vertical milling machine.
    • CTE.MPD.B.9.2: Pathway Standard:Produce parts to specification using a boring head or angular cutting with a sine bar, a keyway, and pockets with a typical vertical mill. Performance Indicator:Demonstrate proper cutting tool selection and speeds and demonstrate an efficient setup to minimize work-holding setups.
    • CTE.MPD.B.9.3: Pathway Standard:Produce parts to specification using a boring head or angular cutting with a sine bar, a keyway, and pockets with a typical vertical mill. Performance Indicator:Produce a part with keyway to specification demonstrating proper end mill selection, proper tool-path, and proper speeds.
    • CTE.MPD.B.9.4: Pathway Standard:Produce parts to specification using a boring head or angular cutting with a sine bar, a keyway, and pockets with a typical vertical mill. Performance Indicator:Mill an angular surface on a square block using a vice, sine bar, and gage blocks; measure angle to ensure it meets the specification.
  • Career Technical Education Grade 7-12 - Pathways : Marketing Pathway:
    • CTE.MSS.A.1.0: Pathway Standard:Demonstrate an understanding of business fundamentals, uses and application of technologies, communications, and basic management functions.
    • CTE.MSS.A.1.1: Pathway Standard:Demonstrate an understanding of business fundamentals, uses and application of technologies, communications, and basic management functions. Performance Indicator:Describe current business and marketing trends.
    • CTE.MSS.A.1.2: Pathway Standard:Demonstrate an understanding of business fundamentals, uses and application of technologies, communications, and basic management functions. Performance Indicator:Describe tools, techniques, systems used to plan, staff, lead and organize in human resources.
    • CTE.MSS.A.1.3: Pathway Standard:Demonstrate an understanding of business fundamentals, uses and application of technologies, communications, and basic management functions. Performance Indicator:Explain the role of business and society.
    • CTE.MSS.A.1.4: Pathway Standard:Demonstrate an understanding of business fundamentals, uses and application of technologies, communications, and basic management functions. Performance Indicator:Compare and contrast advantages and disadvantages of business ownership.
    • CTE.MSS.A.1.5: Pathway Standard:Demonstrate an understanding of business fundamentals, uses and application of technologies, communications, and basic management functions. Performance Indicator:Evaluate governmental and trade regulations affecting business and marketing efforts.
    • CTE.MSS.A.1.6: Pathway Standard:Demonstrate an understanding of business fundamentals, uses and application of technologies, communications, and basic management functions. Performance Indicator:Explore ways technology impacts business competitiveness.
    • CTE.MSS.A.1.7: Pathway Standard:Demonstrate an understanding of business fundamentals, uses and application of technologies, communications, and basic management functions. Performance Indicator:Examine management styles and the role of management in marketing.
    • CTE.MSS.A.1.8: Pathway Standard:Demonstrate an understanding of business fundamentals, uses and application of technologies, communications, and basic management functions. Performance Indicator:Assess the importance of leadership and management in the multicultural environment.
    • CTE.MSS.A.1.9: Pathway Standard:Demonstrate an understanding of business fundamentals, uses and application of technologies, communications, and basic management functions. Performance Indicator:Use digital and graphic design in creation of advertising.
    • CTE.MSS.A.2.0: Pathway Standard:Demonstrate an understanding of basic economic concepts, economic systems, cost-profit relationships, economic indicators and trends, as well as international concepts.
    • CTE.MSS.A.2.1: Pathway Standard:Demonstrate an understanding of basic economic concepts, economic systems, cost-profit relationships, economic indicators and trends, as well as international concepts. Performance Indicator:Describe the nature of current economic problems and challenges.
    • CTE.MSS.A.2.10: Pathway Standard:Demonstrate an understanding of basic economic concepts, economic systems, cost-profit relationships, economic indicators and trends, as well as international concepts. Performance Indicator:Compare and contrast various economic systems.
    • CTE.MSS.A.2.11: Pathway Standard:Demonstrate an understanding of basic economic concepts, economic systems, cost-profit relationships, economic indicators and trends, as well as international concepts. Performance Indicator:Analyze the impact of organized labor and/or divisions of labor on productivity.
    • CTE.MSS.A.2.12: Pathway Standard:Demonstrate an understanding of basic economic concepts, economic systems, cost-profit relationships, economic indicators and trends, as well as international concepts. Performance Indicator:Measure current economic conditions.
    • CTE.MSS.A.2.13: Pathway Standard:Demonstrate an understanding of basic economic concepts, economic systems, cost-profit relationships, economic indicators and trends, as well as international concepts. Performance Indicator:Assess the impact of cultural and social environments on world trade and marketing.
    • CTE.MSS.A.2.2: Pathway Standard:Demonstrate an understanding of basic economic concepts, economic systems, cost-profit relationships, economic indicators and trends, as well as international concepts. Performance Indicator:Explain the concept of economic resources.
    • CTE.MSS.A.2.3: Pathway Standard:Demonstrate an understanding of basic economic concepts, economic systems, cost-profit relationships, economic indicators and trends, as well as international concepts. Performance Indicator:Explain the principles of supply and demand.
    • CTE.MSS.A.2.4: Pathway Standard:Demonstrate an understanding of basic economic concepts, economic systems, cost-profit relationships, economic indicators and trends, as well as international concepts. Performance Indicator:Explain the role of profit as an incentive in a market economy.
    • CTE.MSS.A.2.5: Pathway Standard:Demonstrate an understanding of basic economic concepts, economic systems, cost-profit relationships, economic indicators and trends, as well as international concepts. Performance Indicator:Determine forms of economic utility created by marketing activities.
    • CTE.MSS.A.2.6: Pathway Standard:Demonstrate an understanding of basic economic concepts, economic systems, cost-profit relationships, economic indicators and trends, as well as international concepts. Performance Indicator:Determine factors affecting business risk.
    • CTE.MSS.A.2.7: Pathway Standard:Demonstrate an understanding of basic economic concepts, economic systems, cost-profit relationships, economic indicators and trends, as well as international concepts. Performance Indicator:Examine the causal relationship between scarcity and choices.
    • CTE.MSS.A.2.8: Pathway Standard:Demonstrate an understanding of basic economic concepts, economic systems, cost-profit relationships, economic indicators and trends, as well as international concepts. Performance Indicator:Distinguish between economic goods and services.
    • CTE.MSS.A.2.9: Pathway Standard:Demonstrate an understanding of basic economic concepts, economic systems, cost-profit relationships, economic indicators and trends, as well as international concepts. Performance Indicator:Explore the relationship of government and business.
    • CTE.MSS.A.3.0: Pathway Standard:Demonstrate the importance of legal, ethical and financial issues in business marketing decisions.
    • CTE.MSS.A.3.1: Pathway Standard:Demonstrate the importance of legal, ethical and financial issues in business marketing decisions. Performance Indicator:Describe sources for financing businesses.
    • CTE.MSS.A.3.2: Pathway Standard:Demonstrate the importance of legal, ethical and financial issues in business marketing decisions. Performance Indicator:Describe the use of technology in the financing function.
    • CTE.MSS.A.3.3: Pathway Standard:Demonstrate the importance of legal, ethical and financial issues in business marketing decisions. Performance Indicator:Define the significance of ethical behavior in the workplace.
    • CTE.MSS.A.3.4: Pathway Standard:Demonstrate the importance of legal, ethical and financial issues in business marketing decisions. Performance Indicator:Explain the nature and scope of financing.
    • CTE.MSS.A.3.5: Pathway Standard:Demonstrate the importance of legal, ethical and financial issues in business marketing decisions. Performance Indicator:Identify and analyze the risks associated with obtaining business credit.
    • CTE.MSS.A.3.6: Pathway Standard:Demonstrate the importance of legal, ethical and financial issues in business marketing decisions. Performance Indicator:Examine legal issues affecting business such as trade, environmental, personnel, truth in advertising, and workplace regulations.
    • CTE.MSS.A.3.7: Pathway Standard:Demonstrate the importance of legal, ethical and financial issues in business marketing decisions. Performance Indicator:Analyze the critical relationships between the banking and marketing industries.
    • CTE.MSS.A.4.0: Pathway Standard:Implement the concepts, systems, and tools needed to gather, access, synthesize, evaluate, and disseminate information for use in making business marketing decisions.
    • CTE.MSS.A.4.1: Pathway Standard:Implement the concepts, systems, and tools needed to gather, access, synthesize, evaluate, and disseminate information for use in making business marketing decisions. Performance Indicator:Identify considerations in planning and implementing marketing strategies.
    • CTE.MSS.A.4.10: Pathway Standard:Implement the concepts, systems, and tools needed to gather, access, synthesize, evaluate, and disseminate information for use in making business marketing decisions. Performance Indicator:Set a marketing budget.
    • CTE.MSS.A.4.11: Pathway Standard:Implement the concepts, systems, and tools needed to gather, access, synthesize, evaluate, and disseminate information for use in making business marketing decisions. Performance Indicator:Develop a marketing campaign and write a marketing plan.
    • CTE.MSS.A.4.2: Pathway Standard:Implement the concepts, systems, and tools needed to gather, access, synthesize, evaluate, and disseminate information for use in making business marketing decisions. Performance Indicator:Demonstrate the role of technology in marketing information systems.
    • CTE.MSS.A.4.3: Pathway Standard:Implement the concepts, systems, and tools needed to gather, access, synthesize, evaluate, and disseminate information for use in making business marketing decisions. Performance Indicator:Explain the nature of sales forecasting.
    • CTE.MSS.A.4.4: Pathway Standard:Implement the concepts, systems, and tools needed to gather, access, synthesize, evaluate, and disseminate information for use in making business marketing decisions. Performance Indicator:Explain why beginning with quality market research is more likely to ensure success.
    • CTE.MSS.A.4.5: Pathway Standard:Implement the concepts, systems, and tools needed to gather, access, synthesize, evaluate, and disseminate information for use in making business marketing decisions. Performance Indicator:Assess marketing information needs.
    • CTE.MSS.A.4.6: Pathway Standard:Implement the concepts, systems, and tools needed to gather, access, synthesize, evaluate, and disseminate information for use in making business marketing decisions. Performance Indicator:Compare and contrast tools for conducting and analyzing marketing research.
    • CTE.MSS.A.4.7: Pathway Standard:Implement the concepts, systems, and tools needed to gather, access, synthesize, evaluate, and disseminate information for use in making business marketing decisions. Performance Indicator:Analyze the role of ethics as it relates to marketing information management.
    • CTE.MSS.A.4.8: Pathway Standard:Implement the concepts, systems, and tools needed to gather, access, synthesize, evaluate, and disseminate information for use in making business marketing decisions. Performance Indicator:Assess global trends and opportunities.
    • CTE.MSS.A.4.9: Pathway Standard:Implement the concepts, systems, and tools needed to gather, access, synthesize, evaluate, and disseminate information for use in making business marketing decisions. Performance Indicator:Conduct competitive analysis.
    • CTE.MSS.A.5.0: Pathway Standard:Demonstrate an understanding of the nature and scope of the product/service management function, quality assurance, product mix, positioning, and other market product considerations.
    • CTE.MSS.A.5.1: Pathway Standard:Demonstrate an understanding of the nature and scope of the product/service management function, quality assurance, product mix, positioning, and other market product considerations. Performance Indicator:Explain the nature and scope of product/service management.
    • CTE.MSS.A.5.2: Pathway Standard:Demonstrate an understanding of the nature and scope of the product/service management function, quality assurance, product mix, positioning, and other market product considerations. Performance Indicator:Demonstrate an understanding of the importance of ensuring quality of products and services.
    • CTE.MSS.A.5.3: Pathway Standard:Demonstrate an understanding of the nature and scope of the product/service management function, quality assurance, product mix, positioning, and other market product considerations. Performance Indicator:Assess the needs of product/service management.
    • CTE.MSS.A.5.4: Pathway Standard:Demonstrate an understanding of the nature and scope of the product/service management function, quality assurance, product mix, positioning, and other market product considerations. Performance Indicator:Evaluate the types of product/service management.
    • CTE.MSS.A.5.5: Pathway Standard:Demonstrate an understanding of the nature and scope of the product/service management function, quality assurance, product mix, positioning, and other market product considerations. Performance Indicator:Evaluate the importance of the product mix.
    • CTE.MSS.A.5.6: Pathway Standard:Demonstrate an understanding of the nature and scope of the product/service management function, quality assurance, product mix, positioning, and other market product considerations. Performance Indicator:Analyze factors marketers use to position products and businesses such as branding, packaging, labeling, legal considerations, product life cycle and management techniques for each level of the life cycle, purchasing functions.
    • CTE.MSS.A.5.7: Pathway Standard:Demonstrate an understanding of the nature and scope of the product/service management function, quality assurance, product mix, positioning, and other market product considerations. Performance Indicator:Analyze how creativity, compelling communication and design, positioning, and target marketing effectively reach customers.
    • CTE.MSS.A.6.0: Pathway Standard:Demonstrate an understanding of the concepts and processes needed to move, store, locate, and/or transfer ownership of goods and services.
    • CTE.MSS.A.6.1: Pathway Standard:Demonstrate an understanding of the concepts and processes needed to move, store, locate, and/or transfer ownership of goods and services. Performance Indicator:Recognize the logistics of product delivery and importing and exporting products and services.
    • CTE.MSS.A.6.2: Pathway Standard:Demonstrate an understanding of the concepts and processes needed to move, store, locate, and/or transfer ownership of goods and services. Performance Indicator:Determine the uses of information systems in the order fulfillment process.
    • CTE.MSS.A.6.3: Pathway Standard:Demonstrate an understanding of the concepts and processes needed to move, store, locate, and/or transfer ownership of goods and services. Performance Indicator:Determine the effects of government regulations on stock handling techniques and warehousing.
    • CTE.MSS.A.6.4: Pathway Standard:Demonstrate an understanding of the concepts and processes needed to move, store, locate, and/or transfer ownership of goods and services. Performance Indicator:Explore the functions of the shipping and receiving process in the success of the distribution function.
    • CTE.MSS.A.6.5: Pathway Standard:Demonstrate an understanding of the concepts and processes needed to move, store, locate, and/or transfer ownership of goods and services. Performance Indicator:Explain the nature of channel member relationships.
    • CTE.MSS.A.6.6: Pathway Standard:Demonstrate an understanding of the concepts and processes needed to move, store, locate, and/or transfer ownership of goods and services. Performance Indicator:Evaluate legal and ethical considerations in the distribution process.
    • CTE.MSS.A.6.7: Pathway Standard:Demonstrate an understanding of the concepts and processes needed to move, store, locate, and/or transfer ownership of goods and services. Performance Indicator:Evaluate the types of inventory controls.
    • CTE.MSS.A.6.8: Pathway Standard:Demonstrate an understanding of the concepts and processes needed to move, store, locate, and/or transfer ownership of goods and services. Performance Indicator:Predict how customer service relationships can affect the distribution process.
    • CTE.MSS.A.7.0: Pathway Standard:Demonstrate an understanding of product and institutional promotion through advertising, publicity/public relations, promotional sales, and e-commerce, using product, services, images, and ideas to achieve a desired outcome.
    • CTE.MSS.A.7.1: Pathway Standard:Demonstrate an understanding of product and institutional promotion through advertising, publicity/public relations, promotional sales, and e-commerce, using product, services, images, and ideas to achieve a desired outcome. Performance Indicator:Describe the types of promotion.
    • CTE.MSS.A.7.10: Pathway Standard:Demonstrate an understanding of product and institutional promotion through advertising, publicity/public relations, promotional sales, and e-commerce, using product, services, images, and ideas to achieve a desired outcome. Performance Indicator:Assess the importance of and differences between the creative processes and the management processes involved in marketing.
    • CTE.MSS.A.7.2: Pathway Standard:Demonstrate an understanding of product and institutional promotion through advertising, publicity/public relations, promotional sales, and e-commerce, using product, services, images, and ideas to achieve a desired outcome. Performance Indicator:Recognize legal and ethical considerations in promotion.
    • CTE.MSS.A.7.3: Pathway Standard:Demonstrate an understanding of product and institutional promotion through advertising, publicity/public relations, promotional sales, and e-commerce, using product, services, images, and ideas to achieve a desired outcome. Performance Indicator:Understand important promotional strategies for communicating information about products, services, images, and ideas in an e-commerce environment.
    • CTE.MSS.A.7.4: Pathway Standard:Demonstrate an understanding of product and institutional promotion through advertising, publicity/public relations, promotional sales, and e-commerce, using product, services, images, and ideas to achieve a desired outcome. Performance Indicator:Explain the role of promotion.
    • CTE.MSS.A.7.5: Pathway Standard:Demonstrate an understanding of product and institutional promotion through advertising, publicity/public relations, promotional sales, and e-commerce, using product, services, images, and ideas to achieve a desired outcome. Performance Indicator:Explain the importance of public relations.
    • CTE.MSS.A.7.6: Pathway Standard:Demonstrate an understanding of product and institutional promotion through advertising, publicity/public relations, promotional sales, and e-commerce, using product, services, images, and ideas to achieve a desired outcome. Performance Indicator:Summarize the effectiveness of different types of advertising media.
    • CTE.MSS.A.7.7: Pathway Standard:Demonstrate an understanding of product and institutional promotion through advertising, publicity/public relations, promotional sales, and e-commerce, using product, services, images, and ideas to achieve a desired outcome. Performance Indicator:Coordinate activities in the promotional plan.
    • CTE.MSS.A.7.8: Pathway Standard:Demonstrate an understanding of product and institutional promotion through advertising, publicity/public relations, promotional sales, and e-commerce, using product, services, images, and ideas to achieve a desired outcome. Performance Indicator:Differentiate between publicity, public relations and advertising.
    • CTE.MSS.A.7.9: Pathway Standard:Demonstrate an understanding of product and institutional promotion through advertising, publicity/public relations, promotional sales, and e-commerce, using product, services, images, and ideas to achieve a desired outcome. Performance Indicator:Discern between the major types of sales promotion.
    • CTE.MSS.A.8.0: Pathway Standard:Demonstrate an understanding of the process of establishing and communicating the value or cost of goods and services, the nature and scope of pricing concepts, and the strategies and outcomes of pricing.
    • CTE.MSS.A.8.1: Pathway Standard:Demonstrate an understanding of the process of establishing and communicating the value or cost of goods and services, the nature and scope of pricing concepts, and the strategies and outcomes of pricing. Performance Indicator:Understand the nature, scope and factors affecting the pricing function.
    • CTE.MSS.A.8.2: Pathway Standard:Demonstrate an understanding of the process of establishing and communicating the value or cost of goods and services, the nature and scope of pricing concepts, and the strategies and outcomes of pricing. Performance Indicator:Develop a foundational knowledge of pricing to understand its role in the marketing.
    • CTE.MSS.A.8.3: Pathway Standard:Demonstrate an understanding of the process of establishing and communicating the value or cost of goods and services, the nature and scope of pricing concepts, and the strategies and outcomes of pricing. Performance Indicator:Explain the role of business ethics and legal considerations in pricing as well as the importance of a reputation for honesty in communication and for quality products.
    • CTE.MSS.A.8.4: Pathway Standard:Demonstrate an understanding of the process of establishing and communicating the value or cost of goods and services, the nature and scope of pricing concepts, and the strategies and outcomes of pricing. Performance Indicator:Connect the use of technology in the pricing function.
    • CTE.MSS.A.8.5: Pathway Standard:Demonstrate an understanding of the process of establishing and communicating the value or cost of goods and services, the nature and scope of pricing concepts, and the strategies and outcomes of pricing. Performance Indicator:Employ pricing strategies to determine prices.
  • Career Technical Education Grade 7-12 - Pathways : Mechanical Systems Installation and Repair Pathway:
    • CTE.BCT.C.1.0: Pathway Standard:Demonstrate an understanding of the methods and devices used to improve air quality and comfort.
    • CTE.BCT.C.1.1: Pathway Standard:Demonstrate an understanding of the methods and devices used to improve air quality and comfort. Performance Indicator:Explain the historical development and principals of air-conditioning and refrigeration.
    • CTE.BCT.C.1.10: Pathway Standard:Demonstrate an understanding of the methods and devices used to improve air quality and comfort. Performance Indicator:Identify various HVAC professional organizations, associations, and societies, and explain their purposes.
    • CTE.BCT.C.1.2: Pathway Standard:Demonstrate an understanding of the methods and devices used to improve air quality and comfort. Performance Indicator:Describe the differences between air-conditioning and refrigeration.
    • CTE.BCT.C.1.3: Pathway Standard:Demonstrate an understanding of the methods and devices used to improve air quality and comfort. Performance Indicator:Explain the impact of heating, air-conditioning, and refrigeration on society.
    • CTE.BCT.C.1.4: Pathway Standard:Demonstrate an understanding of the methods and devices used to improve air quality and comfort. Performance Indicator:Explain the differences in comfort applications (cooling/heating air) and process applications (improving air quality).
    • CTE.BCT.C.1.5: Pathway Standard:Demonstrate an understanding of the methods and devices used to improve air quality and comfort. Performance Indicator:Describe the benefits of conditioned air and environments.
    • CTE.BCT.C.1.6: Pathway Standard:Demonstrate an understanding of the methods and devices used to improve air quality and comfort. Performance Indicator:Explain the methods and devices used to improve air quality.
    • CTE.BCT.C.1.7: Pathway Standard:Demonstrate an understanding of the methods and devices used to improve air quality and comfort. Performance Indicator:List several situations in which the improvement of air quality is essential.
    • CTE.BCT.C.1.8: Pathway Standard:Demonstrate an understanding of the methods and devices used to improve air quality and comfort. Performance Indicator:Debate current issues and concerns, such as indoor air quality, the ozone layer, and computer technology, in the heating, air-conditioning, and refrigeration industry and in the environment and explain their future ramifications.
    • CTE.BCT.C.1.9: Pathway Standard:Demonstrate an understanding of the methods and devices used to improve air quality and comfort. Performance Indicator:Describe the purpose and importance of local, state, and federal heating, air- conditioning, and refrigeration codes and standards.
    • CTE.BCT.C.10.0: Pathway Standard:Demonstrate a practical knowledge of combustion heating systems.
    • CTE.BCT.C.10.1: Pathway Standard:Demonstrate a practical knowledge of combustion heating systems. Performance Indicator:Explain combustion theory.
    • CTE.BCT.C.10.2: Pathway Standard:Demonstrate a practical knowledge of combustion heating systems. Performance Indicator:Identify and explain the various types, operations, and functions of various types of gas valves and regulators.
    • CTE.BCT.C.10.3: Pathway Standard:Demonstrate a practical knowledge of combustion heating systems. Performance Indicator:Determine the suitable application, and analyze the proper functioning, of gas valves and regulators.
    • CTE.BCT.C.10.4: Pathway Standard:Demonstrate a practical knowledge of combustion heating systems. Performance Indicator:Demonstrate the installation, maintenance, testing, and repair of a gas operated heating system.
    • CTE.BCT.C.10.5: Pathway Standard:Demonstrate a practical knowledge of combustion heating systems. Performance Indicator:Create a wiring schematic for a gas furnace.
    • CTE.BCT.C.10.6: Pathway Standard:Demonstrate a practical knowledge of combustion heating systems. Performance Indicator:Sketch the proper gas flow for a gas furnace.
    • CTE.BCT.C.10.7: Pathway Standard:Demonstrate a practical knowledge of combustion heating systems. Performance Indicator:Analyze, troubleshoot, and correct problems in a combustion-type heating system.
    • CTE.BCT.C.11.0: Pathway Standard:Demonstrate practical knowledge of systems designed to improve air quality.
    • CTE.BCT.C.11.1: Pathway Standard:Demonstrate practical knowledge of systems designed to improve air quality. Performance Indicator:Explain the scientific principles of psychrometrics.
    • CTE.BCT.C.11.2: Pathway Standard:Demonstrate practical knowledge of systems designed to improve air quality. Performance Indicator:Define relative, specific, and absolute humidity.
    • CTE.BCT.C.11.3: Pathway Standard:Demonstrate practical knowledge of systems designed to improve air quality. Performance Indicator:Distinguish between dew point, dry bulb, and wet bulb temperature.
    • CTE.BCT.C.11.4: Pathway Standard:Demonstrate practical knowledge of systems designed to improve air quality. Performance Indicator:Summarize concerns related to indoor air quality.
    • CTE.BCT.C.11.5: Pathway Standard:Demonstrate practical knowledge of systems designed to improve air quality. Performance Indicator:Compare and contrast the benefits of air-filtration, air-handling, and ventilation systems.
    • CTE.BCT.C.11.6: Pathway Standard:Demonstrate practical knowledge of systems designed to improve air quality. Performance Indicator:Create, analyze, and maintain a system designed to improve air quality.
    • CTE.BCT.C.2.0: Pathway Standard:Describe the basic components and concepts of heating, air-conditioning, and refrigeration.
    • CTE.BCT.C.2.1: Pathway Standard:Describe the basic components and concepts of heating, air-conditioning, and refrigeration. Performance Indicator:Demonstrate a working knowledge of the four major components of a refrigeration system.
    • CTE.BCT.C.2.2: Pathway Standard:Describe the basic components and concepts of heating, air-conditioning, and refrigeration. Performance Indicator:Identify and explain the characteristics of vapor compression refrigeration.
    • CTE.BCT.C.2.3: Pathway Standard:Describe the basic components and concepts of heating, air-conditioning, and refrigeration. Performance Indicator:Explain the advantages and disadvantages of the different refrigerants used in a vapor compression system.
    • CTE.BCT.C.2.4: Pathway Standard:Describe the basic components and concepts of heating, air-conditioning, and refrigeration. Performance Indicator:Distinguish between split systems and package systems.
    • CTE.BCT.C.3.0: Pathway Standard:Demonstrate an understanding of the scientific theories and physical properties of heat and matter.
    • CTE.BCT.C.3.1: Pathway Standard:Demonstrate an understanding of the scientific theories and physical properties of heat and matter. Performance Indicator:Describe and explain freezing point, critical temperature, and absolute zero.
    • CTE.BCT.C.3.2: Pathway Standard:Demonstrate an understanding of the scientific theories and physical properties of heat and matter. Performance Indicator:Describe matter and heat and their relation to heat transfer.
    • CTE.BCT.C.3.3: Pathway Standard:Demonstrate an understanding of the scientific theories and physical properties of heat and matter. Performance Indicator:Compare and contrast the characteristics of heat, humidity, and temperature.
    • CTE.BCT.C.3.4: Pathway Standard:Demonstrate an understanding of the scientific theories and physical properties of heat and matter. Performance Indicator:Distinguish between, and explain the characteristics of, the three different states of matter.
    • CTE.BCT.C.3.5: Pathway Standard:Demonstrate an understanding of the scientific theories and physical properties of heat and matter. Performance Indicator:Define the differences between latent heat and sensible heat.
    • CTE.BCT.C.4.0: Pathway Standard:Analyze the effects and reactions of fluids, pressures, and temperatures on refrigerants.
    • CTE.BCT.C.4.1: Pathway Standard:Analyze the effects and reactions of fluids, pressures, and temperatures on refrigerants. Performance Indicator:Summarize the refrigeration cycle.
    • CTE.BCT.C.4.2: Pathway Standard:Analyze the effects and reactions of fluids, pressures, and temperatures on refrigerants. Performance Indicator:Define and explain fluid, pressure, and temperature.
    • CTE.BCT.C.4.3: Pathway Standard:Analyze the effects and reactions of fluids, pressures, and temperatures on refrigerants. Performance Indicator:Utilize pressure and temperature charts.
    • CTE.BCT.C.4.4: Pathway Standard:Analyze the effects and reactions of fluids, pressures, and temperatures on refrigerants. Performance Indicator:Demonstrate ways to measure and calculate absolute and gauge pressures according to industry standards.
    • CTE.BCT.C.4.5: Pathway Standard:Analyze the effects and reactions of fluids, pressures, and temperatures on refrigerants. Performance Indicator:Identify and explain the classifications, uses, and properties of different refrigerants.
    • CTE.BCT.C.4.6: Pathway Standard:Analyze the effects and reactions of fluids, pressures, and temperatures on refrigerants. Performance Indicator:Explain how fluids react and flow in a closed system versus an open system.
    • CTE.BCT.C.4.7: Pathway Standard:Analyze the effects and reactions of fluids, pressures, and temperatures on refrigerants. Performance Indicator:Identify and classify the color-coding of refrigerant cylinders.
    • CTE.BCT.C.4.8: Pathway Standard:Analyze the effects and reactions of fluids, pressures, and temperatures on refrigerants. Performance Indicator:Practice proper methods of storing, transferring, and recovering refrigerants.
    • CTE.BCT.C.4.9: Pathway Standard:Analyze the effects and reactions of fluids, pressures, and temperatures on refrigerants. Performance Indicator:Summarize the effects of contaminants or using an improper refrigerant in a system.
    • CTE.BCT.C.5.0: Pathway Standard:Demonstrate skills necessary to fabricate and service the tubing, piping, and fittings utilized in accordance with accepted industry standards.
    • CTE.BCT.C.5.1: Pathway Standard:Demonstrate skills necessary to fabricate and service the tubing, piping, and fittings utilized in accordance with accepted industry standards. Performance Indicator:Understand the basic codes in the Uniform Plumbing Codes (UPC).
    • CTE.BCT.C.5.2: Pathway Standard:Demonstrate skills necessary to fabricate and service the tubing, piping, and fittings utilized in accordance with accepted industry standards. Performance Indicator:Select materials and fittings for use in piping a system.
    • CTE.BCT.C.5.3: Pathway Standard:Demonstrate skills necessary to fabricate and service the tubing, piping, and fittings utilized in accordance with accepted industry standards. Performance Indicator:Demonstrate techniques for cutting, deburring, and bending tubing.
    • CTE.BCT.C.5.4: Pathway Standard:Demonstrate skills necessary to fabricate and service the tubing, piping, and fittings utilized in accordance with accepted industry standards. Performance Indicator:Connect tubing utilizing proper fittings and connection methods.
    • CTE.BCT.C.5.5: Pathway Standard:Demonstrate skills necessary to fabricate and service the tubing, piping, and fittings utilized in accordance with accepted industry standards. Performance Indicator:Demonstrate the ability to identify and select the appropriate materials for the soldering and brazing of tubing.
    • CTE.BCT.C.5.6: Pathway Standard:Demonstrate skills necessary to fabricate and service the tubing, piping, and fittings utilized in accordance with accepted industry standards. Performance Indicator:Explain the purposes and procedures for protecting piping materials and fittings from effects of heat.
    • CTE.BCT.C.5.7: Pathway Standard:Demonstrate skills necessary to fabricate and service the tubing, piping, and fittings utilized in accordance with accepted industry standards. Performance Indicator:Demonstrate the ability to braze and/or solder tubing, including aluminum.
    • CTE.BCT.C.5.8: Pathway Standard:Demonstrate skills necessary to fabricate and service the tubing, piping, and fittings utilized in accordance with accepted industry standards. Performance Indicator:Silver-braze bras, steels, and copper.
    • CTE.BCT.C.5.9: Pathway Standard:Demonstrate skills necessary to fabricate and service the tubing, piping, and fittings utilized in accordance with accepted industry standards. Performance Indicator:Fabricate and leak test the piping, tubing, and connections of a heating, air-conditioning, and/or refrigeration unit.
    • CTE.BCT.C.6.0: Pathway Standard:Demonstrate the skills necessary to service, maintain, and repair heating, air-conditioning, and refrigeration system components and accessories.
    • CTE.BCT.C.6.1: Pathway Standard:Demonstrate the skills necessary to service, maintain, and repair heating, air-conditioning, and refrigeration system components and accessories. Performance Indicator:Explain the types, operation, use, and maintenance requirements of different compressors (e.g., reciprocating, rotary, screw, and scroll).
    • CTE.BCT.C.6.10: Pathway Standard:Demonstrate the skills necessary to service, maintain, and repair heating, air-conditioning, and refrigeration system components and accessories. Performance Indicator:Analyze, troubleshoot, and correct mechanical problems in a heating, air-conditioning, and refrigeration system.
    • CTE.BCT.C.6.11: Pathway Standard:Demonstrate the skills necessary to service, maintain, and repair heating, air-conditioning, and refrigeration system components and accessories. Performance Indicator:Evaluate system performance.
    • CTE.BCT.C.6.2: Pathway Standard:Demonstrate the skills necessary to service, maintain, and repair heating, air-conditioning, and refrigeration system components and accessories. Performance Indicator:Analyze the operating condition of a compressor.
    • CTE.BCT.C.6.3: Pathway Standard:Demonstrate the skills necessary to service, maintain, and repair heating, air-conditioning, and refrigeration system components and accessories. Performance Indicator:Explain the types, operation, use, and maintenance requirements of condensers and evaporators.
    • CTE.BCT.C.6.4: Pathway Standard:Demonstrate the skills necessary to service, maintain, and repair heating, air-conditioning, and refrigeration system components and accessories. Performance Indicator:Explain the types, operation, use, and maintenance requirements of different metering devices.
    • CTE.BCT.C.6.5: Pathway Standard:Demonstrate the skills necessary to service, maintain, and repair heating, air-conditioning, and refrigeration system components and accessories. Performance Indicator:Evaluate the performance of a metering device.
    • CTE.BCT.C.6.6: Pathway Standard:Demonstrate the skills necessary to service, maintain, and repair heating, air-conditioning, and refrigeration system components and accessories. Performance Indicator:Explain the methods of compression, lubrication, and compressor loading and unloading.
    • CTE.BCT.C.6.7: Pathway Standard:Demonstrate the skills necessary to service, maintain, and repair heating, air-conditioning, and refrigeration system components and accessories. Performance Indicator:Analyze and evaluate the proper operating condition of a compressor.
    • CTE.BCT.C.6.8: Pathway Standard:Demonstrate the skills necessary to service, maintain, and repair heating, air-conditioning, and refrigeration system components and accessories. Performance Indicator:Locate and explain the uses of refrigerant flow accessories.
    • CTE.BCT.C.6.9: Pathway Standard:Demonstrate the skills necessary to service, maintain, and repair heating, air-conditioning, and refrigeration system components and accessories. Performance Indicator:Locate and explain the uses of system accessories (e.g., receivers, solenoids, valves, heat exchangers, filters, and separators).
    • CTE.BCT.C.7.0: Pathway Standard:Demonstrate a practical knowledge of basic electricity and skills necessary to service and maintain the electrical components of heating, air-conditioning, and refrigeration equipment.
    • CTE.BCT.C.7.1: Pathway Standard:Demonstrate a practical knowledge of basic electricity and skills necessary to service and maintain the electrical components of heating, air conditioning, and refrigeration equipment. Performance Indicator:Explain the principles and properties of electricity.
    • CTE.BCT.C.7.2: Pathway Standard:Demonstrate a practical knowledge of basic electricity and skills necessary to service and maintain the electrical components of heating, air-conditioning, and refrigeration equipment. Performance Indicator:Compare and contrast single-phase versus three-phase electrical distribution.
    • CTE.BCT.C.7.3: Pathway Standard:Demonstrate a practical knowledge of basic electricity and skills necessary to service and maintain the electrical components of heating, air-conditioning, and refrigeration equipment. Performance Indicator:Define and distinguish amps, ohms, volts, and watts.
    • CTE.BCT.C.7.4: Pathway Standard:Demonstrate a practical knowledge of basic electricity and skills necessary to service and maintain the electrical components of heating, air-conditioning, and refrigeration equipment. Performance Indicator:Demonstrate the ways to measure watts, voltage, amperage, and resistance using appropriate instruments while adhering to industry standards.
    • CTE.BCT.C.7.5: Pathway Standard:Demonstrate a practical knowledge of basic electricity and skills necessary to service and maintain the electrical components of heating, air-conditioning, and refrigeration equipment. Performance Indicator:Illustrate and summarize a wiring schematic diagram for a heating or cooling system.
    • CTE.BCT.C.7.6: Pathway Standard:Demonstrate a practical knowledge of basic electricity and skills necessary to service and maintain the electrical components of heating, air-conditioning, and refrigeration equipment. Performance Indicator:Analyze and troubleshoot the protection devices, such as fuses and breakers, in an electrical system.
    • CTE.BCT.C.7.7: Pathway Standard:Demonstrate a practical knowledge of basic electricity and skills necessary to service and maintain the electrical components of heating, air-conditioning, and refrigeration equipment. Performance Indicator:Interpret charts and tables from the National Electrical Codes (NEC).
    • CTE.BCT.C.8.0: Pathway Standard:Troubleshoot electrical control systems, motors, and their components.
    • CTE.BCT.C.8.1: Pathway Standard:Troubleshoot electrical control systems, motors, and their components. Performance Indicator:Identify and explain the operations of electrical control systems and their components.
    • CTE.BCT.C.8.10: Pathway Standard:Troubleshoot electrical control systems, motors, and their components. Performance Indicator:Assess an electric motor for proper function and repair as necessary.
    • CTE.BCT.C.8.2: Pathway Standard:Troubleshoot electrical control systems, motors, and their components. Performance Indicator:Install and troubleshoot electrical control systems.
    • CTE.BCT.C.8.3: Pathway Standard:Troubleshoot electrical control systems, motors, and their components. Performance Indicator:Describe the operation and function of different types of electromechanical thermostats.
    • CTE.BCT.C.8.4: Pathway Standard:Troubleshoot electrical control systems, motors, and their components. Performance Indicator:Analyze operational problems with different types of electromechanical thermostats.
    • CTE.BCT.C.8.5: Pathway Standard:Troubleshoot electrical control systems, motors, and their components. Performance Indicator:Describe the electrical and mechanical operations of a basic heat pump.
    • CTE.BCT.C.8.6: Pathway Standard:Troubleshoot electrical control systems, motors, and their components. Performance Indicator:Demonstrate the ability to wire a basic heating, air-conditioning, and/or refrigeration system.
    • CTE.BCT.C.8.7: Pathway Standard:Troubleshoot electrical control systems, motors, and their components. Performance Indicator:Identify and explain the functions of various types of motors and their individual components.
    • CTE.BCT.C.8.8: Pathway Standard:Troubleshoot electrical control systems, motors, and their components. Performance Indicator:Describe the differences between single-phase and three-phase motors.
    • CTE.BCT.C.8.9: Pathway Standard:Troubleshoot electrical control systems, motors, and their components. Performance Indicator:Analyze and test motors using a variety of different methods.
    • CTE.BCT.C.9.0: Pathway Standard:Demonstrate a practical knowledge of solid-state electronics.
    • CTE.BCT.C.9.1: Pathway Standard:Demonstrate a practical knowledge of solid-state electronics. Performance Indicator:Explain the basic principles and functions of Direct Digital Control (DDC).
    • CTE.BCT.C.9.2: Pathway Standard:Demonstrate a practical knowledge of solid-state electronics. Performance Indicator:Describe basic solid-state circuits and boards.
    • CTE.BCT.C.9.3: Pathway Standard:Demonstrate a practical knowledge of solid-state electronics. Performance Indicator:Identify, analyze, and replace solid-state circuit boards.
    • CTE.BCT.C.9.4: Pathway Standard:Demonstrate a practical knowledge of solid-state electronics. Performance Indicator:Explain the major functions of a building-management system.
    • CTE.BCT.C.9.5: Pathway Standard:Demonstrate a practical knowledge of solid-state electronics. Performance Indicator:Install and program a programmable thermostat.
  • Career Technical Education Grade 7-12 - Pathways : Mental and Behavioral Health Pathway:
    • CTE.HSMT.F.1.0: Pathway Standard:Recognize and interpret principles of community engagement.
    • CTE.HSMT.F.1.1: Pathway Standard:Recognize and interpret principles of community engagement. Performance Indicator:Identify and describe prevention and early intervention barriers to mental health care.
    • CTE.HSMT.F.1.2: Pathway Standard:Recognize and interpret principles of community engagement. Performance Indicator:Define the psycho-education approach and describe how it is used as a tool to help consumers and their families learn more about managing their mental illness.
    • CTE.HSMT.F.1.3: Pathway Standard:Recognize and interpret principles of community engagement. Performance Indicator:Define the principles of community engagement and how they apply to community- based participatory research.
    • CTE.HSMT.F.1.4: Pathway Standard:Recognize and interpret principles of community engagement. Performance Indicator:Use and apply community-based participatory research methods to increase community participation and resources.
    • CTE.HSMT.F.1.5: Pathway Standard:Recognize and interpret principles of community engagement. Performance Indicator:Develop and explore basic outreach approaches that can be successful in increasing awareness about mental health services.
    • CTE.HSMT.F.1.6: Pathway Standard:Recognize and interpret principles of community engagement. Performance Indicator:Research and organize community resources that promote community wellness.
    • CTE.HSMT.F.1.7: Pathway Standard:Recognize and interpret principles of community engagement. Performance Indicator:Advocate community inclusion and social roles such as; supported housing, employment, education, parenting, citizenship, and anti-stigma.
    • CTE.HSMT.F.10.0: Pathway Standard:Formulate an argument and predict how electronic health records can transform quality of care and promote a green economy.
    • CTE.HSMT.F.10.1: Pathway Standard:Formulate an argument and predict how electronic health records can transform quality of care and promote a green economy. Performance Indicator:Access and become familiar with basic electronic health records functions.
    • CTE.HSMT.F.10.2: Pathway Standard:Formulate an argument and predict how electronic health records can transform quality of care and promote a green economy. Performance Indicator:Analyze the effect of electronic health records on the quality of care and a green economy.
    • CTE.HSMT.F.10.3: Pathway Standard:Formulate an argument and predict how electronic health records can transform quality of care and promote a green economy. Performance Indicator:List and describe at least five ways that electronic health records will advance a green economy.
    • CTE.HSMT.F.10.4: Pathway Standard:Formulate an argument and predict how electronic health records can transform quality of care and promote a green economy. Performance Indicator:Distinguish between interoperability at the local primary care level and interoperability with statewide mental health systems in using electronic health records.
    • CTE.HSMT.F.11.0: Pathway Standard:Recognize and respect the various cultures of a community and other factors that indicate its diversity in all aspects of communicating, designing, and implementing patient care.
    • CTE.HSMT.F.11.1: Pathway Standard:Recognize and respect the various cultures of a community and other factors that indicate its diversity in all aspects of communicating, designing, and implementing patient care. Performance Indicator:Identify and understand the patterns of communication including the use of languages.
    • CTE.HSMT.F.11.2: Pathway Standard:Recognize and respect the various cultures of a community and other factors that indicate its diversity in all aspects of communicating, designing, and implementing patient care. Performance Indicator:Communicate and listen effectively across cultures and all levels of care.
    • CTE.HSMT.F.11.3: Pathway Standard:Recognize and respect the various cultures of a community and other factors that indicate its diversity in all aspects of communicating, designing, and implementing patient care. Performance Indicator:Demonstrate appropriate judgment on when and how to use trained interpreters.
    • CTE.HSMT.F.11.4: Pathway Standard:Recognize and respect the various cultures of a community and other factors that indicate its diversity in all aspects of communicating, designing, and implementing patient care. Performance Indicator:Research factors that define cultural differences between and among different ethnic, racial, and special populations.
    • CTE.HSMT.F.11.5: Pathway Standard:Recognize and respect the various cultures of a community and other factors that indicate its diversity in all aspects of communicating, designing, and implementing patient care. Performance Indicator:Design and execute an ethnographic approach focusing on information retrieval, observing social behavior, managing stress and time, ask questions, explore aspects of global significance, and analyze data using relevant concepts.
    • CTE.HSMT.F.11.5: Pathway Standard:Recognize and respect the various cultures of a community and other factors that indicate its diversity in all aspects of communicating, designing, and implementing patient care. Performance Indicator:Illustrate how to incorporate culturally appropriate community resources.
    • CTE.HSMT.F.12.0: Pathway Standard:Evaluate the purpose and components of a treatment plan related to the consumer's health status.
    • CTE.HSMT.F.12.1: Pathway Standard:Evaluate the purpose and components of a treatment plan related to the consumer's health status. Performance Indicator:Understand the roles of a patient advocate to ensure treatment quality and resources.
    • CTE.HSMT.F.12.2: Pathway Standard:Evaluate the purpose and components of a treatment plan related to the consumer's health status. Performance Indicator:Explain the components of a treatment plan.
    • CTE.HSMT.F.12.3: Pathway Standard:Evaluate the purpose and components of a treatment plan related to the consumer's health status. Performance Indicator:Select appropriate equipment and instruments in accord with the treatment plan.
    • CTE.HSMT.F.12.4: Pathway Standard:Evaluate the purpose and components of a treatment plan related to the consumer's health status. Performance Indicator:Adhere to the roles and responsibilities, within scope of practice, that contribute to the design and implementation of a treatment plan.
    • CTE.HSMT.F.12.5: Pathway Standard:Evaluate the purpose and components of a treatment plan related to the consumer's health status. Performance Indicator:Prioritize and organize work in accordance with the patient's treatment plans.
    • CTE.HSMT.F.12.6: Pathway Standard:Evaluate the purpose and components of a treatment plan related to the consumer's health status. Performance Indicator:Determine the resources available for the effective implementation of treatment plans for patients.
    • CTE.HSMT.F.13.0: Pathway Standard:Identify and apply leadership styles in personal growth and development.
    • CTE.HSMT.F.13.1: Pathway Standard:Identify and apply leadership styles in personal growth and development. Performance Indicator:Develop goal setting that leads to professional and career growth.
    • CTE.HSMT.F.13.2: Pathway Standard:Identify and apply leadership styles in personal growth and development. Performance Indicator:Participate in student leadership and skill development activities such as California Health Occupations Students of America (Cal-HOSA).
    • CTE.HSMT.F.13.3: Pathway Standard:Identify and apply leadership styles in personal growth and development. Performance Indicator:Employ self-regulation strategies that include self-monitoring and self-evaluation in approaching new and challenging tasks.
    • CTE.HSMT.F.13.4: Pathway Standard:Identify and apply leadership styles in personal growth and development. Performance Indicator:Build and employ self-confidence to empower self and others.
    • CTE.HSMT.F.13.5: Pathway Standard:Identify and apply leadership styles in personal growth and development. Performance Indicator:Refine and upgrade technical and clinical skills.
    • CTE.HSMT.F.13.6: Pathway Standard:Identify and apply leadership styles in personal growth and development. Performance Indicator:Create and design a working portfolio that will be used for interviews for both post- secondary and employment acceptance.
    • CTE.HSMT.F.2.0: Pathway Standard:Demonstrate the ability to build relationships by communicating empathy.
    • CTE.HSMT.F.2.1: Pathway Standard:Demonstrate the ability to build relationships by communicating empathy. Performance Indicator:Describe the elements of active listening.
    • CTE.HSMT.F.2.2: Pathway Standard:Demonstrate the ability to build relationships by communicating empathy. Performance Indicator:Demonstrate active listening by connecting new knowledge or experiences with prior knowledge and problem solving.
    • CTE.HSMT.F.2.3: Pathway Standard:Demonstrate the ability to build relationships by communicating empathy. Performance Indicator:Differentiate between giving advice and active listening by constructing real-life examples.
    • CTE.HSMT.F.2.4: Pathway Standard:Demonstrate the ability to build relationships by communicating empathy. Performance Indicator:Build strong verbal knowledge to frame language in ways that increase engagement.
    • CTE.HSMT.F.2.5: Pathway Standard:Demonstrate the ability to build relationships by communicating empathy. Performance Indicator:Recognize complex language semantics and make appropriate adaptations for the community being served.
    • CTE.HSMT.F.2.6: Pathway Standard:Demonstrate the ability to build relationships by communicating empathy. Performance Indicator:Build on communication by using motivational interviewing as an engagement tool.
    • CTE.HSMT.F.3.0: Pathway Standard:Develop and employ collaboration skills that engage others and build trust.
    • CTE.HSMT.F.3.1: Pathway Standard:Develop and employ collaboration skills that engage others and build trust. Performance Indicator:Define collaboration in a mental health context and build on prior knowledge by recalling collaborative experiences.
    • CTE.HSMT.F.3.2: Pathway Standard:Develop and employ collaboration skills that engage others and build trust. Performance Indicator:Employ aspects of collaborative leadership that enhances decision making and consensus building.
    • CTE.HSMT.F.3.3: Pathway Standard:Develop and employ collaboration skills that engage others and build trust. Performance Indicator:Explore and practice collaborative methods for working with special populations to increase their community capacity.
    • CTE.HSMT.F.3.4: Pathway Standard:Develop and employ collaboration skills that engage others and build trust. Performance Indicator:Design innovative strategies to monitor and evaluate engagement.
    • CTE.HSMT.F.4.0: Pathway Standard:Recognize and differentiate between the stages of mental health recovery.
    • CTE.HSMT.F.4.1: Pathway Standard:Recognize and differentiate between the stages of mental health recovery. Performance Indicator:Define four stages of mental health recovery (hope, empowerment, self-responsibility, and meaningful role in life) and demonstrate impact on complex mental health problems.
    • CTE.HSMT.F.4.2: Pathway Standard:Recognize and differentiate between the stages of mental health recovery. Performance Indicator:Demonstrate the ability to formulate goals related to each of the four stages of recovery using a multiple-step process of goal setting.
    • CTE.HSMT.F.4.3: Pathway Standard:Recognize and differentiate between the stages of mental health recovery. Performance Indicator:Compare and contrast a psychosocial rehabilitation and recovery model that supports each individual's potential for recovery verses a medical model that views abnormal behavior as the result of physical problems and should be treated medically.
    • CTE.HSMT.F.4.4: Pathway Standard:Recognize and differentiate between the stages of mental health recovery. Performance Indicator:Integrate and apply four stages of recovery by designing a recovery plan based on goals that require real-world scenarios.
    • CTE.HSMT.F.4.5: Pathway Standard:Recognize and differentiate between the stages of mental health recovery. Performance Indicator:Assess the implementation of the recovery plan and formulate alternative approaches to reach desired outcomes.
    • CTE.HSMT.F.4.6: Pathway Standard:Recognize and differentiate between the stages of mental health recovery. Performance Indicator:Advocate for hope and respect, and believe that all individuals have the capacity for learning and growth.
    • CTE.HSMT.F.4.7: Pathway Standard:Recognize and differentiate between the stages of mental health recovery. Performance Indicator:Examine ways in which one's recovery from mental illness can be measured.
    • CTE.HSMT.F.5.0: Pathway Standard:Communicate and practice leadership and accountability behaviors.
    • CTE.HSMT.F.5.1: Pathway Standard:Communicate and practice leadership and accountability behaviors. Performance Indicator:Identify strategies to work under pressure and cope with stress.
    • CTE.HSMT.F.5.2: Pathway Standard:Communicate and practice leadership and accountability behaviors. Performance Indicator:Develop a basic understanding of various leadership styles that promote positive change in mental health services.
    • CTE.HSMT.F.5.3: Pathway Standard:Communicate and practice leadership and accountability behaviors. Performance Indicator:Compare and contrast different leadership styles and accountability in mental health.
    • CTE.HSMT.F.5.4: Pathway Standard:Communicate and practice leadership and accountability behaviors. Performance Indicator:Construct multiple steps to solve complex problems using real-world scenarios in mental health services.
    • CTE.HSMT.F.6.0: Pathway Standard:Analyze and interpret elements of positive psychology (e.g., hope, resilience, strengths, creativity, community building, and supportive spirituality).
    • CTE.HSMT.F.6.1: Pathway Standard:Analyze and interpret elements of positive psychology (e.g., hope, resilience, strengths, creativity, community building, and supportive spirituality). Performance Indicator:Recall the recovery model and communicate how positive psychology impacts a mental health consumer's recovery.
    • CTE.HSMT.F.6.2: Pathway Standard:Analyze and interpret elements of positive psychology (e.g., hope, resilience, strengths, creativity, community building, and supportive spirituality). Performance Indicator:Interpret key terms from the positive psychology perspective in relationship to holistic wellness.
    • CTE.HSMT.F.6.3: Pathway Standard:Analyze and interpret elements of positive psychology (e.g., hope, resilience, strengths, creativity, community building, and supportive spirituality). Performance Indicator:Assess the impact of positive psychology's elements on risk reduction and integrated primary care.
    • CTE.HSMT.F.6.4: Pathway Standard:Analyze and interpret elements of positive psychology (e.g., hope, resilience, strengths, creativity, community building, and supportive spirituality). Performance Indicator:Build on the discovered strengths and capabilities of individuals.
    • CTE.HSMT.F.7.0: Pathway Standard:Formulate and implement quality care and treatment plans.
    • CTE.HSMT.F.7.1: Pathway Standard:Formulate and implement quality care and treatment plans. Performance Indicator:Define and describe practices that help individuals improve the quality of all aspects of their lives, including social, occupational, educational, spiritual, and financial.
    • CTE.HSMT.F.7.2: Pathway Standard:Formulate and implement quality care and treatment plans. Performance Indicator:Identify and provide evidence for an effective collaborative approach in mental health recovery that is inclusive of the individual in need.
    • CTE.HSMT.F.7.3: Pathway Standard:Formulate and implement quality care and treatment plans. Performance Indicator:Practice promoting health and wellness, encouraging individuals to develop and use individualized wellness plans.
    • CTE.HSMT.F.7.4: Pathway Standard:Formulate and implement quality care and treatment plans. Performance Indicator:Design a treatment plan that addresses the unique needs of individuals, consistent with their values, hopes and aspirations.
    • CTE.HSMT.F.7.5: Pathway Standard:Formulate and implement quality care and treatment plans. Performance Indicator:Adhere to consistent documentation of implemented interventions and progress.
    • CTE.HSMT.F.8.0: Pathway Standard:Synthesize, understand, and predict the impact of mental health disparities across consumer populations.
    • CTE.HSMT.F.8.1: Pathway Standard:Synthesize, understand, and predict the impact of mental health disparities across consumer populations. Performance Indicator:Define mental health disparities.
    • CTE.HSMT.F.8.2: Pathway Standard:Synthesize, understand, and predict the impact of mental health disparities across consumer populations. Performance Indicator:Organize and summarize knowledge on the impact of mental health disparities among different populations.
    • CTE.HSMT.F.8.3: Pathway Standard:Synthesize, understand, and predict the impact of mental health disparities across consumer populations. Performance Indicator:Analyze causes for mental health disparities using current research methods and literature.
    • CTE.HSMT.F.8.4: Pathway Standard:Synthesize, understand, and predict the impact of mental health disparities across consumer populations. Performance Indicator:Synthesize research articles related to mental health disparities and produce a statement problem on what causes such disparities.
    • CTE.HSMT.F.9.0: Pathway Standard:Design a practice model of a personal support network by utilizing prior knowledge of recovery concepts and using natural supports within communities.
    • CTE.HSMT.F.9.1: Pathway Standard:Design a practice model of a personal support network by utilizing prior knowledge of recovery concepts and using natural supports within communities. Performance Indicator:Identify community-based self-help/peer support groups.
    • CTE.HSMT.F.9.2: Pathway Standard:Design a practice model of a personal support network by utilizing prior knowledge of recovery concepts and using natural supports within communities. Performance Indicator:Communicate with self-help/peer support groups in the community and generate information about their specific functions and responsibilities to the community they serve.
    • CTE.HSMT.F.9.3: Pathway Standard:Design a practice model of a personal support network by utilizing prior knowledge of recovery concepts and using natural supports within communities. Performance Indicator:Compare and contrast self-help/peer support groups to determine strengths and gaps in service delivery.
    • CTE.HSMT.F.9.4: Pathway Standard:Design a practice model of a personal support network by utilizing prior knowledge of recovery concepts and using natural supports within communities. Performance Indicator:Design a practice self-help/peer support group model that fills in the identified gaps and builds on the identified strengths.
    • CTE.HSMT.F.9.5: Pathway Standard:Design a practice model of a personal support network by utilizing prior knowledge of recovery concepts and using natural supports within communities. Performance Indicator:Examine the role that natural supports such as spiritual organizations, community centers, and other community-related resources play in an individual's mental health recovery.
  • Career Technical Education Grade 7-12 - Pathways : Networking Pathway:
    • CTE.ICT.B.1.0: Pathway Standard:Identify and describe the principles of networking and the technologies, models, and protocols used in a network.
    • CTE.ICT.B.1.1: Pathway Standard:Identify and describe the principles of networking and the technologies, models, and protocols used in a network. Performance Indicator:Define the terminology used in the design, assembly, configuration, and implementation of networks.
    • CTE.ICT.B.1.2: Pathway Standard:Identify and describe the principles of networking and the technologies, models, and protocols used in a network. Performance Indicator:List the fundamental elements of the major networking models established by the industry standards of recognized organizations: the Open System Interconnect (OSI) or transmission-control/Internet protocol (TCP/IP) models.
    • CTE.ICT.B.1.3: Pathway Standard:Identify and describe the principles of networking and the technologies, models, and protocols used in a network. Performance Indicator:Identify and explain how data, voice, and video/communications are carried through the most common network media.
    • CTE.ICT.B.1.4: Pathway Standard:Identify and describe the principles of networking and the technologies, models, and protocols used in a network. Performance Indicator:List the characteristics, advantages, and disadvantages of the various networking presentation functions, data formatting, data encryption, and data compression.
    • CTE.ICT.B.1.5: Pathway Standard:Identify and describe the principles of networking and the technologies, models, and protocols used in a network. Performance Indicator:Explain the characteristics of networking hardware and applications and the methods to deploy them.
    • CTE.ICT.B.1.6: Pathway Standard:Identify and describe the principles of networking and the technologies, models, and protocols used in a network. Performance Indicator:Design and document data/communication systems networks.
    • CTE.ICT.B.2.0: Pathway Standard:Identify, describe, and implement network media and physical topologies.
    • CTE.ICT.B.2.1: Pathway Standard:Identify, describe, and implement network media and physical topologies. Performance Indicator:Use appropriate wiring and wireless standards and plan, install, and maintain media (copper, fiber, and wireless) for a variety of network systems.
    • CTE.ICT.B.2.2: Pathway Standard:Identify, describe, and implement network media and physical topologies. Performance Indicator:Demonstrate standard procedures and practices for safely using tools and working safely around the electrical environment in various networking systems.
    • CTE.ICT.B.2.3: Pathway Standard:Identify, describe, and implement network media and physical topologies. Performance Indicator:Test and maintain wired and wireless network communications components and systems.
    • CTE.ICT.B.3.0: Pathway Standard:Install, configure, and differentiate between common network devices.
    • CTE.ICT.B.3.1: Pathway Standard:Install, configure, and differentiate between common network devices. Performance Indicator:Identify and describe the functions of various network devices, including network connectivity hardware.
    • CTE.ICT.B.3.2: Pathway Standard:Install, configure, and differentiate between common network devices. Performance Indicator:Describe the differences between various network environments: peer-to-peer, client-server, thin client, virtualized, internetworks, intranets, and extranets.
    • CTE.ICT.B.3.3: Pathway Standard:Install, configure, and differentiate between common network devices. Performance Indicator:Distinguish between the topologies and protocols of local area networks and those of wide area networks.
    • CTE.ICT.B.3.4: Pathway Standard:Install, configure, and differentiate between common network devices. Performance Indicator:Confirm operating parameters, apply test procedures, make necessary adjustments, and assemble the components of a network system or subsystem.
    • CTE.ICT.B.3.5: Pathway Standard:Install, configure, and differentiate between common network devices. Performance Indicator:Configure the major addressing and routing protocols used in networking.
    • CTE.ICT.B.3.6: Pathway Standard:Install, configure, and differentiate between common network devices. Performance Indicator:Implement a functional wired and wireless network, including the installation and configuration of components, software, and plug-ins.
    • CTE.ICT.B.3.7: Pathway Standard:Install, configure, and differentiate between common network devices. Performance Indicator:Evaluate, select, and deploy a variety of network architectures, information and communication technologies, and protocols.
    • CTE.ICT.B.4.0: Pathway Standard:Demonstrate proper network administration and management skills.
    • CTE.ICT.B.4.1: Pathway Standard:Demonstrate proper network administration and management skills. Performance Indicator:Identify and use network tools to troubleshoot and verify network availability and performance.
    • CTE.ICT.B.4.2: Pathway Standard:Demonstrate proper network administration and management skills. Performance Indicator:Identify common customer policies and procedures, including those for management of incidents.
    • CTE.ICT.B.4.3: Pathway Standard:Demonstrate proper network administration and management skills. Performance Indicator:Identify the implications of major protocols and international standards and their impact on network management.
    • CTE.ICT.B.4.4: Pathway Standard:Demonstrate proper network administration and management skills. Performance Indicator:Apply appropriate technologies to improve network performance for data, voice, and video transmission.
    • CTE.ICT.B.4.5: Pathway Standard:Demonstrate proper network administration and management skills. Performance Indicator:Apply the proper security patches, updates, and procedures necessary to maintain and support a network.
    • CTE.ICT.B.4.6: Pathway Standard:Demonstrate proper network administration and management skills. Performance Indicator:Use common help-desk tools and resources, such as incident tracking, knowledge database, and staffing to administer and manage a network.
    • CTE.ICT.B.4.7: Pathway Standard:Demonstrate proper network administration and management skills. Performance Indicator:Apply known effective methods of disseminating information and instruction to users.
    • CTE.ICT.B.4.8: Pathway Standard:Demonstrate proper network administration and management skills. Performance Indicator:Use project management skills and tools for managing and maintaining various types of networks.
    • CTE.ICT.B.4.9: Pathway Standard:Demonstrate proper network administration and management skills. Performance Indicator:Analyze network system interdependencies and constraints.
    • CTE.ICT.B.5.0: Pathway Standard:Demonstrate how to communicate and interpret information clearly in industry-standard visual and written formats.
    • CTE.ICT.B.5.1: Pathway Standard:Demonstrate how to communicate and interpret information clearly in industry-standard visual and written formats. Performance Indicator:Classify and use various electronic components, symbols, abbreviations, and media common to network topology diagrams.
    • CTE.ICT.B.5.2: Pathway Standard:Demonstrate how to communicate and interpret information clearly in industry-standard visual and written formats. Performance Indicator:Interpret, organize, and communicate complex network diagrams by using information collected from detailed drawings.
    • CTE.ICT.B.6.0: Pathway Standard:Use and assess network communication applications and infrastructure.
    • CTE.ICT.B.6.1: Pathway Standard:Use and assess network communication applications and infrastructure. Performance Indicator:Identify and document the appropriate uses of networking services, products, and applications.
    • CTE.ICT.B.6.2: Pathway Standard:Use and assess network communication applications and infrastructure. Performance Indicator:Evaluate the features of communications software products in terms of their appropriateness to organizational tasks.
    • CTE.ICT.B.6.3: Pathway Standard:Use and assess network communication applications and infrastructure. Performance Indicator:Configure compatible systems across various platforms and types of media.
    • CTE.ICT.B.7.0: Pathway Standard:Analyze a customer's organizational needs and requirements to identify networking needs.
    • CTE.ICT.B.7.1: Pathway Standard:Analyze a customer's organizational needs and requirements to identify networking needs. Performance Indicator:Describe the effective management of human, financial, and communications resources from the standpoints of the user and the provider.
    • CTE.ICT.B.7.2: Pathway Standard:Analyze a customer's organizational needs and requirements to identify networking needs. Performance Indicator:Diagram physical and logical layouts of networks that support information and communication technologies.
    • CTE.ICT.B.7.3: Pathway Standard:Analyze a customer's organizational needs and requirements to identify networking needs. Performance Indicator:Evaluate emerging products, services, and business models in relation to the creation, setup, and management of networks that support information and communication technologies.
    • CTE.ICT.B.7.4: Pathway Standard:Analyze a customer's organizational needs and requirements to identify networking needs. Performance Indicator:Evaluate, create, and process voice, video, and data transmissions.
    • CTE.ICT.B.8.0: Pathway Standard:Identify security threats to a network and describe general methods to mitigate those threats.
    • CTE.ICT.B.8.1: Pathway Standard:Identify security threats to a network and describe general methods to mitigate those threats. Performance Indicator:Identify and define command network security threats: hackers, crackers, viruses, worms, and Trojan horses.
    • CTE.ICT.B.8.2: Pathway Standard:Identify security threats to a network and describe general methods to mitigate those threats. Performance Indicator:Describe the importance of classifying appropriate monitoring devices and procedures for quick identification and prevention of security violations.
    • CTE.ICT.B.8.3: Pathway Standard:Identify security threats to a network and describe general methods to mitigate those threats. Performance Indicator:List the policies and procedures for routine administration, such as user agreement, incident reporting, and recovery for users.
    • CTE.ICT.B.8.4: Pathway Standard:Identify security threats to a network and describe general methods to mitigate those threats. Performance Indicator:Identify common potential risks and entrance points, including internal and external risks, and the tools used to neutralize them: firewalls; monitoring; and antivirus, spyware, and spam protection.
    • CTE.ICT.B.8.5: Pathway Standard:Identify security threats to a network and describe general methods to mitigate those threats. Performance Indicator:Identify and apply common techniques for disaster prevention and recovery.
  • Career Technical Education Grade 7-12 - Pathways : Operations Pathway:
    • CTE.T.A.1.0: Pathway Standard:Evaluate and assess all aspects of facilities and facility planning for efficient and effectiveprocessing/handling of people, goods, and services in the transportation industry (housing, storage, maintenance, parts).
    • CTE.T.A.1.1: Pathway Standard:Evaluate and assess all aspects of facilities and facility planning for efficient and effective processing/handling of people, goods, and services in the transportation industry (housing, storage, maintenance, parts). Performance Indicator:Recognize the importance of space and location of equipment.
    • CTE.T.A.1.2: Pathway Standard:Evaluate and assess all aspects of facilities and facility planning for efficient and effective processing/handling of people, goods, and services in the transportation industry (housing, storage, maintenance, parts). Performance Indicator:Define and understand highway, rail, harbor, port, and airport controls.
    • CTE.T.A.1.3: Pathway Standard:Evaluate and assess all aspects of facilities and facility planning for efficient and effective processing/handling of people, goods, and services in the transportation industry (housing, storage, maintenance, parts). Performance Indicator:Identify where to place equipment for effective and efficient processing.
    • CTE.T.A.1.4: Pathway Standard:Evaluate and assess all aspects of facilities and facility planning for efficient and effective processing/handling of people, goods, and services in the transportation industry (housing, storage, maintenance, parts). Performance Indicator:Explain the difference between office area and processing areas.
    • CTE.T.A.1.5: Pathway Standard:Evaluate and assess all aspects of facilities and facility planning for efficient and effective processing/handling of people, goods, and services in the transportation industry (housing, storage, maintenance, parts). Performance Indicator:Design a/an processing center/office/shop.
    • CTE.T.A.2.0: Pathway Standard:Describe and identify tools, techniques, and systems used to plan, staff, lead, and organize human resources as it relates to the transportation sector.
    • CTE.T.A.2.1: Pathway Standard:Describe and identify tools, techniques, and systems used to plan, staff, lead, and organize human resources as it relates to the transportation sector. Performance Indicator:Define the role of management and the responsibility and importance that are required to hold or maintain a position.
    • CTE.T.A.2.2: Pathway Standard:Describe and identify tools, techniques, and systems used to plan, staff, lead, and organize human resources as it relates to the transportation sector. Performance Indicator:Describe the production and use of industry-generated documents, records, and forms as well as related management skills used in the transportation industries.
    • CTE.T.A.2.3: Pathway Standard:Describe and identify tools, techniques, and systems used to plan, staff, lead, and organize human resources as it relates to the transportation sector. Performance Indicator:Understand work-related systems of the transportation industries.
    • CTE.T.A.2.4: Pathway Standard:Describe and identify tools, techniques, and systems used to plan, staff, lead, and organize human resources as it relates to the transportation sector. Performance Indicator:Maintain accurate records as applicable.
    • CTE.T.A.2.5: Pathway Standard:Describe and identify tools, techniques, and systems used to plan, staff, lead, and organize human resources as it relates to the transportation sector. Performance Indicator:Understand how guidelines, rules, regulations, and laws control transportation-industry practices and how they are overseen by local, state, federal, and international agencies.
    • CTE.T.A.2.6: Pathway Standard:Describe and identify tools, techniques, and systems used to plan, staff, lead, and organize human resources as it relates to the transportation sector. Performance Indicator:Explore career paths and opportunities within the transportation industry.
    • CTE.T.A.2.7: Pathway Standard:Describe and identify tools, techniques, and systems used to plan, staff, lead, and organize human resources as it relates to the transportation sector. Performance Indicator:Analyze asset acquisition and procurement needs.
    • CTE.T.A.2.8: Pathway Standard:Describe and identify tools, techniques, and systems used to plan, staff, lead, and organize human resources as it relates to the transportation sector. Performance Indicator:Research the various types of communication systems needed.
    • CTE.T.A.3.0: Pathway Standard:Demonstrate an understanding of the concepts and processes needed to move, store/house, locate, and/or transfer people, goods, and services.
    • CTE.T.A.3.1: Pathway Standard:Demonstrate an understanding of the concepts and processes needed to move, store/house, locate, and/or transfer people, goods, and services. Performance Indicator:Identify and understand transportation options such as rail, air, road, and sea.
    • CTE.T.A.3.2: Pathway Standard:Demonstrate an understanding of the concepts and processes needed to move, store/house, locate, and/or transfer people, goods, and services. Performance Indicator:Define the different types of process controls available.
    • CTE.T.A.3.3: Pathway Standard:Demonstrate an understanding of the concepts and processes needed to move, store/house, locate, and/or transfer people, goods, and services. Performance Indicator:Describe hazardous and nonhazardous materials handling.
    • CTE.T.A.3.4: Pathway Standard:Demonstrate an understanding of the concepts and processes needed to move, store/house, locate, and/or transfer people, goods, and services. Performance Indicator:Understand process controls, from planning to completion.
    • CTE.T.A.3.5: Pathway Standard:Demonstrate an understanding of the concepts and processes needed to move, store/house, locate, and/or transfer people, goods, and services. Performance Indicator:Determine the uses of information systems in the order fulfillment process.
    • CTE.T.A.3.6: Pathway Standard:Demonstrate an understanding of the concepts and processes needed to move, store/house, locate, and/or transfer people, goods, and services. Performance Indicator:Determine the effects of government regulations on stock handling techniques and warehousing.
    • CTE.T.A.3.7: Pathway Standard:Demonstrate an understanding of the concepts and processes needed to move, store/house, locate, and/or transfer people, goods, and services. Performance Indicator:Explore the functions of the shipping and receiving process in the success of the distribution function.
    • CTE.T.A.3.8: Pathway Standard:Demonstrate an understanding of the concepts and processes needed to move, store/house, locate, and/or transfer people, goods, and services. Performance Indicator:Evaluate types of inventory controls.
    • CTE.T.A.4.0: Pathway Standard:Demonstrate an understanding of business fundamentals, uses and application of technologies, communications, and basic management functions.
    • CTE.T.A.4.1: Pathway Standard:Demonstrate an understanding of business fundamentals, uses and application of technologies, communications, and basic management functions. Performance Indicator:Describe current business and marketing trends.
    • CTE.T.A.4.2: Pathway Standard:Demonstrate an understanding of business fundamentals, uses and application of technologies, communications, and basic management functions. Performance Indicator:Identify and analyze the risks associated with obtaining business credit.
    • CTE.T.A.4.3: Pathway Standard:Demonstrate an understanding of business fundamentals, uses and application of technologies, communications, and basic management functions. Performance Indicator:Identify considerations in planning and implementing marketing/business strategies.
    • CTE.T.A.4.4: Pathway Standard:Demonstrate an understanding of business fundamentals, uses and application of technologies, communications, and basic management functions. Performance Indicator:Identify target audience for specific marketing and sales needs.
    • CTE.T.A.4.5: Pathway Standard:Demonstrate an understanding of business fundamentals, uses and application of technologies, communications, and basic management functions. Performance Indicator:Identify the legal aspects of sales contracts and warranties.
    • CTE.T.A.4.6: Pathway Standard:Demonstrate an understanding of business fundamentals, uses and application of technologies, communications, and basic management functions. Performance Indicator:Explain the nature of sales forecasting and marketing needs.
    • CTE.T.A.4.7: Pathway Standard:Demonstrate an understanding of business fundamentals, uses and application of technologies, communications, and basic management functions. Performance Indicator:Understand the practices of acceptable customer relations services.
    • CTE.T.A.4.8: Pathway Standard:Demonstrate an understanding of business fundamentals, uses and application of technologies, communications, and basic management functions. Performance Indicator:Compare and contrast advantages and disadvantages of business ownership.
    • CTE.T.A.5.0: Pathway Standard:Analyze and evaluate the design advantages and disadvantages of transportation-industry systems and the effects of those systems on people and the environment.
    • CTE.T.A.5.1: Pathway Standard:Analyze and evaluate the design advantages and disadvantages of transportation-industry systems and the effects of those systems on people and the environment. Performance Indicator:Identify environmental conditions that would impact various aspects of the transportation industry.
    • CTE.T.A.5.2: Pathway Standard:Analyze and evaluate the design advantages and disadvantages of transportation-industry systems and the effects of those systems on people and the environment. Performance Indicator:Identify steps necessary to design a specific mode of transportation using aerodynamics.
    • CTE.T.A.5.3: Pathway Standard:Analyze and evaluate the design advantages and disadvantages of transportation-industry systems and the effects of those systems on people and the environment. Performance Indicator:Research the effects of ergonomics on the health and safety of workers and customers.
    • CTE.T.A.5.4: Pathway Standard:Analyze and evaluate the design advantages and disadvantages of transportation-industry systems and the effects of those systems on people and the environment. Performance Indicator:Create a model of a vehicle (train, airplane, railroad, car) incorporating ergonomics and aerodynamics in the design.
    • CTE.T.A.6.0: Pathway Standard:Demonstrate safety practices pertaining to the transportation industry, including requirements of the Occupational Safety and Health Administration (OSHA), Environmental Protection Agency (EPA), Air Quality Management Districts (AQMDs), and other regulatory agencies.
    • CTE.T.A.6.1: Pathway Standard:Demonstrate safety practices pertaining to the transportation industry, including requirements of the Occupational Safety and Health Administration (OSHA), Environmental Protection Agency (EPA), Air Quality Management Districts (AQMDs), and other regulatory agencies. Performance Indicator:Extract information from Material Safety Data Sheets (MSDS) pertaining to chemicals used in the workplace.
    • CTE.T.A.6.2: Pathway Standard:Demonstrate safety practices pertaining to the transportation industry, including requirements of the Occupational Safety and Health Administration (OSHA), Environmental Protection Agency (EPA), Air Quality Management Districts (AQMDs), and other regulatory agencies. Performance Indicator:Locate regulatory information and manufacturer recalls.
    • CTE.T.A.6.3: Pathway Standard:Demonstrate safety practices pertaining to the transportation industry, including requirements of the Occupational Safety and Health Administration (OSHA), Environmental Protection Agency (EPA), Air Quality Management Districts (AQMDs), and other regulatory agencies. Performance Indicator:Conform to federal, state, and local regulations and manufacturer's specifications when handling, storing, and disposing of chemicals and equipment, including necessary certifications.
    • CTE.T.A.6.4: Pathway Standard:Demonstrate safety practices pertaining to the transportation industry, including requirements of the Occupational Safety and Health Administration (OSHA), Environmental Protection Agency (EPA), Air Quality Management Districts (AQMDs), and other regulatory agencies. Performance Indicator:Adhere to ergonomic and environmental safety regulations in the workplace.
    • CTE.T.A.6.5: Pathway Standard:Demonstrate safety practices pertaining to the transportation industry, including requirements of the Occupational Safety and Health Administration (OSHA), Environmental Protection Agency (EPA), Air Quality Management Districts (AQMDs), and other regulatory agencies. Performance Indicator:Participate in compliance training activities and exercises.
    • CTE.T.A.6.6: Pathway Standard:Demonstrate safety practices pertaining to the transportation industry, including requirements of the Occupational Safety and Health Administration (OSHA), Environmental Protection Agency (EPA), Air Quality Management Districts (AQMDs), and other regulatory agencies. Performance Indicator:Determine the safe and correct application and use for chemicals used in the transportation industry.
    • CTE.T.A.7.0: Pathway Standard:Describe and identify the infrastructures required and used in the transportation industry.
    • CTE.T.A.7.1: Pathway Standard:Describe and identify the infrastructures required and used in the transportation industry. Performance Indicator:Identify the infrastructure needed to move people, goods, and equipment from one location to another (highways, bridges, waterways, railways).
    • CTE.T.A.7.2: Pathway Standard:Describe and identify the infrastructures required and used in the transportation industry. Performance Indicator:Recognize the need for traffic signals, signs, and markings.
    • CTE.T.A.7.3: Pathway Standard:Describe and identify the infrastructures required and used in the transportation industry. Performance Indicator:Define fueling infrastructure needed to move vehicles, equipment, goods, and services from one location to another.
    • CTE.T.A.7.4: Pathway Standard:Describe and identify the infrastructures required and used in the transportation industry. Performance Indicator:Explain the importance of infrastructure in transporting vehicles, goods, and/or equipment in our everyday lives.
    • CTE.T.A.7.5: Pathway Standard:Describe and identify the infrastructures required and used in the transportation industry. Performance Indicator:Evaluate the need to safely move fluids from one location to another.
  • Career Technical Education Grade 7-12 - Pathways : Ornamental Horticulture Pathway:
    • CTE.ANR.F1.0: Pathway Standard:Compare and contrast the hierarchical classification of plants.
    • CTE.ANR.F1.1: Pathway Standard:Compare and contrast the hierarchical classification of plants. Performance Indicator:Practice how to classify and identify plants by order, family, genus, and species.
    • CTE.ANR.F1.2: Pathway Standard:Compare and contrast the hierarchical classification of plants. Performance Indicator:Demonstrate how to identify plants by using a dichotomous key.
    • CTE.ANR.F1.3: Pathway Standard:Compare and contrast the hierarchical classification of plants. Performance Indicator:Illustrate how common plant parts are used to classify the plants.
    • CTE.ANR.F1.4: Pathway Standard:Compare and contrast the hierarchical classification of plants. Performance Indicator:Distinguish how to classify and identify plants by using botanical growth habits, landscape uses, and cultural requirements.
    • CTE.ANR.F1.5: Pathway Standard:Compare and contrast the hierarchical classification of plants. Performance Indicator:Identify and select plants for local landscape applications.
    • CTE.ANR.F10.0: Pathway Standard:Understand basic landscape planning, design, construction, and maintenance.
    • CTE.ANR.F10.1: Pathway Standard:Understand basic landscape planning, design, construction, and maintenance. Performance Indicator:Utilize terms associated with landscape and design in appropriate context.
    • CTE.ANR.F10.2: Pathway Standard:Understand basic landscape planning, design, construction, and maintenance. Performance Indicator:Produce a residential design, including how to render design to scale using design technology and principles.
    • CTE.ANR.F10.3: Pathway Standard:Understand basic landscape planning, design, construction, and maintenance. Performance Indicator:Use proper landscape planting and maintenance practices.
    • CTE.ANR.F10.4: Pathway Standard:Understand basic landscape planning, design, construction, and maintenance. Performance Indicator:Prune ornamental shrubs, trees, and fruit trees.
    • CTE.ANR.F10.5: Pathway Standard:Understand basic landscape planning, design, construction, and maintenance. Performance Indicator:Produce clear and concise landscape business contracts.
    • CTE.ANR.F11.0: Pathway Standard:Understand basic floral design principles.
    • CTE.ANR.F11.1: Pathway Standard:Understand basic floral design principles. Performance Indicator:Demonstrate the use of plant materials and tools.
    • CTE.ANR.F11.2: Pathway Standard:Understand basic floral design principles. Performance Indicator:Apply basic design principles to products and designs.
    • CTE.ANR.F11.3: Pathway Standard:Understand basic floral design principles. Performance Indicator:Handle, prepare, and arrange cut flowers appropriately.
    • CTE.ANR.F11.4: Pathway Standard:Understand basic floral design principles. Performance Indicator:Develop a marketing and merchandising strategy to use in the floral industry.
    • CTE.ANR.F2.0: Pathway Standard:Summarize plant physiology and growth principles.
    • CTE.ANR.F2.1: Pathway Standard:Summarize plant physiology and growth principles. Performance Indicator:Understand plant systems, nutrient transportation, structure, and energy storage.
    • CTE.ANR.F2.2: Pathway Standard:Summarize plant physiology and growth principles. Performance Indicator:Diagram the seed's essential parts and explain the functions of each.
    • CTE.ANR.F2.3: Pathway Standard:Summarize plant physiology and growth principles. Performance Indicator:Explain how primary, secondary, and trace elements are used in plant growth.
    • CTE.ANR.F2.4: Pathway Standard:Summarize plant physiology and growth principles. Performance Indicator:Experiment with the factors that influence plant growth, including water, nutrients, light, soil, air, and climate.
    • CTE.ANR.F2.5: Pathway Standard:Summarize plant physiology and growth principles. Performance Indicator:Differentiate the tissues seen in a cross section of woody and herbaceous plants.
    • CTE.ANR.F2.6: Pathway Standard:Summarize plant physiology and growth principles. Performance Indicator:Explore the factors that affect plant growth.
    • CTE.ANR.F3.0: Pathway Standard:Demonstrate plant propagation techniques.
    • CTE.ANR.F3.1: Pathway Standard:Demonstrate plant propagation techniques. Performance Indicator:Explain the different forms of sexual and asexual plant reproduction.
    • CTE.ANR.F3.2: Pathway Standard:Demonstrate plant propagation techniques. Performance Indicator:Demonstrate the various techniques for successful plant propagation (e.g., budding, grafting, cuttings, seeds).
    • CTE.ANR.F3.3: Pathway Standard:Demonstrate plant propagation techniques. Performance Indicator:Utilize and monitor plant reproduction for the development of a saleable product.
    • CTE.ANR.F4.0: Pathway Standard:Develop and implement a plan for basic integrated pest management.
    • CTE.ANR.F4.1: Pathway Standard:Develop and implement a plan for basic integrated pest management. Performance Indicator:Read and interpret pesticide labels and understand safe pesticide management practices.
    • CTE.ANR.F4.2: Pathway Standard:Develop and implement a plan for basic integrated pest management. Performance Indicator:Research how pesticide regulations and government agencies affect agriculture.
    • CTE.ANR.F4.3: Pathway Standard:Develop and implement a plan for basic integrated pest management. Performance Indicator:Identify common horticultural pests and diseases and methods of controlling them.
    • CTE.ANR.F4.4: Pathway Standard:Develop and implement a plan for basic integrated pest management. Performance Indicator:Design an integrated approach to solving plant problems.
    • CTE.ANR.F5.0: Pathway Standard:Summarize water and soil (media) management practices.
    • CTE.ANR.F5.1: Pathway Standard:Summarize water and soil (media) management practices. Performance Indicator:Explain how basic soil science and water principles affect plant growth.
    • CTE.ANR.F5.2: Pathway Standard:Summarize water and soil (media) management practices. Performance Indicator:Illustrate basic irrigation design and installation methods.
    • CTE.ANR.F5.3: Pathway Standard:Summarize water and soil (media) management practices. Performance Indicator:Prepare and amend soils, implement soil conservation methods, and compare results.
    • CTE.ANR.F5.4: Pathway Standard:Summarize water and soil (media) management practices. Performance Indicator:Research major issues related to water sources and water quality.
    • CTE.ANR.F5.5: Pathway Standard:Summarize water and soil (media) management practices. Performance Indicator:Explain the components of soilless media and test the use of those media in various types of containers.
    • CTE.ANR.F6.0: Pathway Standard:Apply ornamental plant nutrition practices.
    • CTE.ANR.F6.1: Pathway Standard:Apply ornamental plant nutrition practices. Performance Indicator:Analyze how primary and secondary nutrients and trace elements affect ornamental plants.
    • CTE.ANR.F6.2: Pathway Standard:Apply ornamental plant nutrition practices. Performance Indicator:Use basic nutrient testing procedures on soil and plant tissue.
    • CTE.ANR.F6.3: Pathway Standard:Apply ornamental plant nutrition practices. Performance Indicator:Analyze organic and inorganic fertilizers to understand their appropriate uses.
    • CTE.ANR.F6.4: Pathway Standard:Apply ornamental plant nutrition practices. Performance Indicator:Read and interpret labels to properly apply fertilizers.
    • CTE.ANR.F7.0: Pathway Standard:Develop a plan for the selection, installation, and maintenance of turf.
    • CTE.ANR.F7.1: Pathway Standard:Develop a plan for the selection, installation, and maintenance of turf. Performance Indicator:Explain the selection and management of landscape and sports field turf.
    • CTE.ANR.F7.2: Pathway Standard:Develop a plan for the selection, installation, and maintenance of turf. Performance Indicator:Demonstrate how to select, install, and maintain a designated turf grass area.
    • CTE.ANR.F7.3: Pathway Standard:Develop a plan for the selection, installation, and maintenance of turf. Performance Indicator:Distinguish how the use of turf benefits the environment.
    • CTE.ANR.F8.0: Pathway Standard:Employ nursery production principles.
    • CTE.ANR.F8.1: Pathway Standard:Employ nursery production principles. Performance Indicator:Demonstrate the proper use of production facilities and common nursery equipment.
    • CTE.ANR.F8.2: Pathway Standard:Employ nursery production principles. Performance Indicator:Use common nursery production practices.
    • CTE.ANR.F8.3: Pathway Standard:Employ nursery production principles. Performance Indicator:Demonstrate how to propagate and maintain a horticultural crop to the point of sale.
    • CTE.ANR.F8.4: Pathway Standard:Employ nursery production principles. Performance Indicator:Design a marketing and merchandising strategy to use in nursery production.
    • CTE.ANR.F9.0: Pathway Standard:Demonstrate the proper use of containers and horticultural tools, equipment, and facilities.
    • CTE.ANR.F9.1: Pathway Standard:Demonstrate the proper use of containers and horticultural tools, equipment, and facilities. Performance Indicator:Use different types of containers and demonstrate how to maintain growing containers in controlled environments.
    • CTE.ANR.F9.2: Pathway Standard:Demonstrate the proper use of containers and horticultural tools, equipment, and facilities. Performance Indicator:Operate and maintain selected hand and power equipment safely and appropriately.
    • CTE.ANR.F9.3: Pathway Standard:Demonstrate the proper use of containers and horticultural tools, equipment, and facilities. Performance Indicator:Select proper tools for specific horticultural jobs.
    • CTE.ANR.F9.4: Pathway Standard:Demonstrate the proper use of containers and horticultural tools, equipment, and facilities. Performance Indicator:Install landscape components and electrical, land, and water features.
  • Career Technical Education Grade 7-12 - Pathways : Patient Care Pathway:
    • CTE.HSMT.B.1.0: Pathway Standard:Recognize the integrated systems approach to health care delivery services: prevention, diagnosis, pathology, and treatment.
    • CTE.HSMT.B.1.1: Pathway Standard:Recognize the integrated systems approach to health care delivery services: prevention, diagnosis, pathology, and treatment. Performance Indicator:Know relationship and use of an integrated health care delivery system.
    • CTE.HSMT.B.1.2: Pathway Standard:Recognize the integrated systems approach to health care delivery services: prevention, diagnosis, pathology, and treatment. Performance Indicator:Understand the range between prevention, diagnosis, pathology, and treatment procedures.
    • CTE.HSMT.B.1.3: Pathway Standard:Recognize the integrated systems approach to health care delivery services: prevention, diagnosis, pathology, and treatment. Performance Indicator:Understand the significance of nontraditional approaches to health care in relationship to delivery systems.
    • CTE.HSMT.B.1.4: Pathway Standard:Recognize the integrated systems approach to health care delivery services: prevention, diagnosis, pathology, and treatment. Performance Indicator:Illustrate the value of preventive and early intervention in relationship to health care practices.
    • CTE.HSMT.B.1.5: Pathway Standard:Recognize the integrated systems approach to health care delivery services: prevention, diagnosis, pathology, and treatment. Performance Indicator:Describe the importance of reimbursement systems in relationship to the delivery of patient care.
    • CTE.HSMT.B.10.0: Pathway Standard:Comply with protocols and preventative health practices necessary to maintain a safe and healthy environment for patients, health care workers, coworkers, and self within the health care setting.
    • CTE.HSMT.B.10.1: Pathway Standard:Comply with protocols and preventative health practices necessary to maintain a safe and healthy environment for patients, health care workers, coworkers, and self within the health care setting. Performance Indicator:Describe the infection control cycle with consideration of the various types of microorganisms.
    • CTE.HSMT.B.10.2: Pathway Standard:Comply with protocols and preventative health practices necessary to maintain a safe and healthy environment for patients, health care workers, coworkers, and self within the health care setting. Performance Indicator:Demonstrate use of facility policies and procedures of infection control while performing patient care.
    • CTE.HSMT.B.10.3: Pathway Standard:Comply with protocols and preventative health practices necessary to maintain a safe and healthy environment for patients, health care workers, coworkers, and self within the health care setting. Performance Indicator:Evaluate potential causes and methods of transmitting infections and how to apply standard precautionary guidelines.
    • CTE.HSMT.B.10.4: Pathway Standard:Comply with protocols and preventative health practices necessary to maintain a safe and healthy environment for patients, health care workers, coworkers, and self within the health care setting. Performance Indicator:Demonstrate the use of appropriate personal protective equipment (PPE).
    • CTE.HSMT.B.10.5: Pathway Standard:Comply with protocols and preventative health practices necessary to maintain a safe and healthy environment for patients, health care workers, coworkers, and self within the health care setting. Performance Indicator:Practice proper hand hygiene.
    • CTE.HSMT.B.10.6: Pathway Standard:Comply with protocols and preventative health practices necessary to maintain a safe and healthy environment for patients, health care workers, coworkers, and self within the health care setting. Performance Indicator:Use various manual and mechanical decontamination and sterilization techniques and procedures.
    • CTE.HSMT.B.10.7: Pathway Standard:Comply with protocols and preventative health practices necessary to maintain a safe and healthy environment for patients, health care workers, coworkers, and self within the health care setting. Performance Indicator:Document and analyze sanitation and infection control procedures.
    • CTE.HSMT.B.11.0: Pathway Standard:Comply with hazardous waste disposal policies and procedures, including documentation, to ensure that regulated waste is handled, packaged, stored, and disposed of in accordance with federal, state, and local regulations.
    • CTE.HSMT.B.11.1: Pathway Standard:Comply with hazardous waste disposal policies and procedures, including documentation, to ensure that regulated waste is handled, packaged, stored, and disposed of in accordance with federal, state, and local regulations. Performance Indicator:Describe basic emergency procedures used to respond to a hazardous spill.
    • CTE.HSMT.B.11.2: Pathway Standard:Comply with hazardous waste disposal policies and procedures, including documentation, to ensure that regulated waste is handled, packaged, stored, and disposed of in accordance with federal, state, and local regulations. Performance Indicator:Explain how waste is handled, packaged, stored, and disposed of in accordance with federal, state, and local regulations including hazardous chemicals, biohazards, and radioactive materials.
    • CTE.HSMT.B.11.3: Pathway Standard:Comply with hazardous waste disposal policies and procedures, including documentation, to ensure that regulated waste is handled, packaged, stored, and disposed of in accordance with federal, state, and local regulations. Performance Indicator:Adhere to the health care setting's waste management program (e.g., recycling and reduction of regulated medical, solid, hazardous, chemical, and radioactive waste materials).
    • CTE.HSMT.B.11.4: Pathway Standard:Comply with hazardous waste disposal policies and procedures, including documentation, to ensure that regulated waste is handled, packaged, stored, and disposed of in accordance with federal, state, and local regulations. Performance Indicator:Apply protective practices and procedure for airborne and blood-borne pathogens for equipment and facilities and identify unsafe conditions for corrective action.
    • CTE.HSMT.B.12.0: Pathway Standard:Adhere to the roles and responsibilities, within the scope of practice, that contribute to the design and implementation of treatment planning.
    • CTE.HSMT.B.12.1: Pathway Standard:Adhere to the roles and responsibilities, within the scope of practice, that contribute to the design and implementation of treatment planning. Performance Indicator:Understand scope of practice and related skills within prevention, diagnosis, pathology, and treatment occupations.
    • CTE.HSMT.B.12.2: Pathway Standard:Adhere to the roles and responsibilities, within the scope of practice, that contribute to the design and implementation of treatment planning. Performance Indicator:Describe the various roles and responsibilities of health care workers as team members in an integrated health care delivery system.
    • CTE.HSMT.B.12.3: Pathway Standard:Adhere to the roles and responsibilities, within the scope of practice, that contribute to the design and implementation of treatment planning. Performance Indicator:Demonstrate the knowledge and delivery of specific skills and procedures as outlined within the scope of practice appropriate for patient care in prevention, diagnosis, pathology, and treatment.
    • CTE.HSMT.B.12.4: Pathway Standard:Adhere to the roles and responsibilities, within the scope of practice, that contribute to the design and implementation of treatment planning. Performance Indicator:Follow appropriate guidelines for implementation of various procedures.
    • CTE.HSMT.B.13.0: Pathway Standard:Research factors that define cultural differences between and among different ethnic, racial, and cultural groups and special populations.
    • CTE.HSMT.B.13.1: Pathway Standard:Research factors that define cultural differences between and among different ethnic, racial, and cultural groups and special populations. Performance Indicator:Utilize culturally appropriate community resources.
    • CTE.HSMT.B.13.2: Pathway Standard:Research factors that define cultural differences between and among different ethnic, racial, and cultural groups and special populations. Performance Indicator:Recognize complementary and alternative medicine as practiced within various cultures.
    • CTE.HSMT.B.13.3: Pathway Standard:Research factors that define cultural differences between and among different ethnic, racial, and cultural groups and special populations. Performance Indicator:Develop ethnographic skills, by location and information retrieval, carefully observe social behavior, and manage stress and time.
    • CTE.HSMT.B.13.4: Pathway Standard:Research factors that define cultural differences between and among different ethnic, racial, and cultural groups and special populations. Performance Indicator:Ask questions and explore aspects of global significance.
    • CTE.HSMT.B.13.5: Pathway Standard:Research factors that define cultural differences between and among different ethnic, racial, and cultural groups and special populations. Performance Indicator:Analyze data using relevant concepts.
    • CTE.HSMT.B.13.6: Pathway Standard:Research factors that define cultural differences between and among different ethnic, racial, and cultural groups and special populations. Performance Indicator:Know when and how to incorporate trained interpreters to facilitate communication and improve patient outcomes.
    • CTE.HSMT.B.2.0: Pathway Standard:Understand the basic structure and function of the human body and relate normal function to common disorders.
    • CTE.HSMT.B.2.1: Pathway Standard:Understand the basic structure and function of the human body and relate normal function to common disorders. Performance Indicator:Know basic human body structure and function in relationship to specific care between prevention, diagnosis, pathology, and treatment.
    • CTE.HSMT.B.2.2: Pathway Standard:Understand the basic structure and function of the human body and relate normal function to common disorders. Performance Indicator:Describe basic stages of growth and development.
    • CTE.HSMT.B.2.3: Pathway Standard:Understand the basic structure and function of the human body and relate normal function to common disorders. Performance Indicator:Recognize common disease and disorders of the human body.
    • CTE.HSMT.B.2.4: Pathway Standard:Understand the basic structure and function of the human body and relate normal function to common disorders. Performance Indicator:Compare normal function of the human body to the diagnosis and treatment of disease and disorders.
    • CTE.HSMT.B.3.0: Pathway Standard:Know how to apply mathematical computations used in health care delivery system.
    • CTE.HSMT.B.3.1: Pathway Standard:Know how to apply mathematical computations used in health care delivery system. Performance Indicator:Apply mathematical computations related to health care procedures (metric and household, conversions and measurements).
    • CTE.HSMT.B.3.2: Pathway Standard:Know how to apply mathematical computations used in health care delivery system. Performance Indicator:Analyze diagrams, charts, graphs, and tables to interpret health care results.
    • CTE.HSMT.B.3.3: Pathway Standard:Know how to apply mathematical computations used in health care delivery system. Performance Indicator:Record time using the 24-hour clock.
    • CTE.HSMT.B.4.0: Pathway Standard:Recognize and practice components of an intake assessment relevant to patient care.
    • CTE.HSMT.B.4.1: Pathway Standard:Recognize and practice components of an intake assessment relevant to patient care. Performance Indicator:Conduct basic interview to acquire new knowledge (e.g., medical and family histories).
    • CTE.HSMT.B.4.2: Pathway Standard:Recognize and practice components of an intake assessment relevant to patient care. Performance Indicator:Identify and summarize major life events as they impact health care practices and patient outcomes.
    • CTE.HSMT.B.4.3: Pathway Standard:Recognize and practice components of an intake assessment relevant to patient care. Performance Indicator:Observe patient actions, interests, and behaviors while documenting responses.
    • CTE.HSMT.B.4.4: Pathway Standard:Recognize and practice components of an intake assessment relevant to patient care. Performance Indicator:Collect and synthesize information or data about the patient's symptoms and vital signs.
    • CTE.HSMT.B.4.5: Pathway Standard:Recognize and practice components of an intake assessment relevant to patient care. Performance Indicator:Evaluate information gathered and connect patient data to appropriate system of care.
    • CTE.HSMT.B.5.0: Pathway Standard:Know the definition, spelling, pronunciation, and use of appropriate terminology in the health care setting.
    • CTE.HSMT.B.5.1: Pathway Standard:Know the definition, spelling, pronunciation, and use of appropriate terminology in the health care setting. Performance Indicator:Use medical terminology in patient care appropriate to communicate information and observations.
    • CTE.HSMT.B.5.2: Pathway Standard:Know the definition, spelling, pronunciation, and use of appropriate terminology in the health care setting. Performance Indicator:Accurately spell and define occupationally specific terms related to health care.
    • CTE.HSMT.B.5.3: Pathway Standard:Know the definition, spelling, pronunciation, and use of appropriate terminology in the health care setting. Performance Indicator:Use roots, prefixes, and suffixes to communicate information.
    • CTE.HSMT.B.5.4: Pathway Standard:Know the definition, spelling, pronunciation, and use of appropriate terminology in the health care setting. Performance Indicator:Use medical abbreviations to communicate information.
    • CTE.HSMT.B.5.5: Pathway Standard:Know the definition, spelling, pronunciation, and use of appropriate terminology in the health care setting. Performance Indicator:Know the basic structure of medical terms.
    • CTE.HSMT.B.5.6: Pathway Standard:Know the definition, spelling, pronunciation, and use of appropriate terminology in the health care setting. Performance Indicator:Demonstrate the correct pronunciation of medical terms.
    • CTE.HSMT.B.5.7: Pathway Standard:Know the definition, spelling, pronunciation, and use of appropriate terminology in the health care setting. Performance Indicator:Practice word building medical terminology skills.
    • CTE.HSMT.B.6.0: Pathway Standard:Communicate procedures and goals to patients using various communication strategies to respond to questions and concerns.
    • CTE.HSMT.B.6.1: Pathway Standard:Communicate procedures and goals to patients using various communication strategies to respond to questions and concerns. Performance Indicator:Observe and document the ability of patients to comprehend and understand procedures and determine how to adjust communication techniques.
    • CTE.HSMT.B.6.2: Pathway Standard:Communicate procedures and goals to patients using various communication strategies to respond to questions and concerns. Performance Indicator:Use active listening skills (e.g., reflection, restatement, and clarification) and communication techniques to gather information from the patient.
    • CTE.HSMT.B.6.3: Pathway Standard:Communicate procedures and goals to patients using various communication strategies to respond to questions and concerns. Performance Indicator:Formulate appropriate responses to address the patients concerns and questions in a positive manner.
    • CTE.HSMT.B.6.4: Pathway Standard:Communicate procedures and goals to patients using various communication strategies to respond to questions and concerns. Performance Indicator:Employ sensitivity and withhold bias when communicating with patients.
    • CTE.HSMT.B.6.5: Pathway Standard:Communicate procedures and goals to patients using various communication strategies to respond to questions and concerns. Performance Indicator:Report patient's progress and response to treatment goals.
    • CTE.HSMT.B.6.6: Pathway Standard:Communicate procedures and goals to patients using various communication strategies to respond to questions and concerns. Performance Indicator:Maintain written guidelines of the Health Insurance Portability and Accountability Act (HIPAA) in all communications.
    • CTE.HSMT.B.7.0: Pathway Standard:Apply observation techniques to detect changes in the health status of patients.
    • CTE.HSMT.B.7.1: Pathway Standard:Apply observation techniques to detect changes in the health status of patients. Performance Indicator:Demonstrate observation techniques.
    • CTE.HSMT.B.7.2: Pathway Standard:Apply observation techniques to detect changes in the health status of patients. Performance Indicator:Differentiate between normal and abnormal patient health status.
    • CTE.HSMT.B.7.3: Pathway Standard:Apply observation techniques to detect changes in the health status of patients. Performance Indicator:Document the patient findings and report information appropriately.
    • CTE.HSMT.B.7.4: Pathway Standard:Apply observation techniques to detect changes in the health status of patients. Performance Indicator:Plan basic care procedures within the scope of practice to assist with patient comfort.
    • CTE.HSMT.B.8.0: Pathway Standard:Demonstrate the principles of body mechanics as they apply to the positioning, transferring, and transporting of patients.
    • CTE.HSMT.B.8.1: Pathway Standard:Demonstrate the principles of body mechanics as they apply to the positioning, transferring, and transporting of patients. Performance Indicator:Explain the principles of body mechanics.
    • CTE.HSMT.B.8.2: Pathway Standard:Demonstrate the principles of body mechanics as they apply to the positioning, transferring, and transporting of patients. Performance Indicator:Determine appropriate equipment for transportation and transfer, including the modification of equipment and techniques to accommodate the health status of the patient.
    • CTE.HSMT.B.8.3: Pathway Standard:Demonstrate the principles of body mechanics as they apply to the positioning, transferring, and transporting of patients. Performance Indicator:Demonstrate appropriate transport and transfer methods to accommodate the health status of the patient.
    • CTE.HSMT.B.8.4: Pathway Standard:Demonstrate the principles of body mechanics as they apply to the positioning, transferring, and transporting of patients. Performance Indicator:Evaluate equipment for possible hazards.
    • CTE.HSMT.B.8.5: Pathway Standard:Demonstrate the principles of body mechanics as they apply to the positioning, transferring, and transporting of patients. Performance Indicator:Integrate proper body mechanics, ergonomics, safety equipment, and techniques to prevent personal injury to patients and clients.
    • CTE.HSMT.B.9.0: Pathway Standard:Implement wellness strategies for the prevention of injury and disease.
    • CTE.HSMT.B.9.1: Pathway Standard:Implement wellness strategies for the prevention of injury and disease. Performance Indicator:Know and implement practices to prevent injury and protect health for self and others.
    • CTE.HSMT.B.9.2: Pathway Standard:Implement wellness strategies for the prevention of injury and disease. Performance Indicator:Determine effective health and wellness routines for health care workers (i.e., stress management, hygiene, diet, rest, and drug use).
    • CTE.HSMT.B.9.3: Pathway Standard:Implement wellness strategies for the prevention of injury and disease. Performance Indicator:Identify practices to prevent injuries and protect health, for self and others (i.e., seatbelts, helmets, and body mechanics).
    • CTE.HSMT.B.9.4: Pathway Standard:Implement wellness strategies for the prevention of injury and disease. Performance Indicator:Know how to access available wellness services (i.e., screening, exams, and immunizations).
    • CTE.HSMT.B.9.5: Pathway Standard:Implement wellness strategies for the prevention of injury and disease. Performance Indicator:Identify alternative/complementary health practices as used for injury and disease prevention.
    • CTE.HSMT.B.9.6: Pathway Standard:Implement wellness strategies for the prevention of injury and disease. Performance Indicator:Explore consequences of not utilizing available wellness services and behaviors that prevent injury and illness.
  • Career Technical Education Grade 7-12 - Pathways : Performing Arts Pathway:
    • CTE.AME.B.1.0: Pathway Standard:Explore and formulate responses to peer and professional work using the fundamental elements of Theater, Dance, and Music.
    • CTE.AME.B.1.1: Pathway Standard:Explore and formulate responses to peer and professional work using the fundamental elements of Theater, Dance, and Music. Performance Indicator:Demonstrate movement skills, process sensory information, and describe movement using the professional vocabulary of dance.
    • CTE.AME.B.1.2: Pathway Standard:Explore and formulate responses to peer and professional work using the fundamental elements of Theater, Dance, and Music. Performance Indicator:Apply highly developed physical coordination and control when performing complex loco motor and axial movement phrases from a variety of genres (e.g., refined body articulation, agility, balance, strength).
    • CTE.AME.B.1.3: Pathway Standard:Explore and formulate responses to peer and professional work using the fundamental elements of Theater, Dance, and Music. Performance Indicator:Apply a wide range of kinesthetic communication demonstrating clarity of intent and stylistic nuance.
    • CTE.AME.B.1.4: Pathway Standard:Explore and formulate responses to peer and professional work using the fundamental elements of Theater, Dance, and Music. Performance Indicator:Differentiate dance vocabulary to describe movement and dance in a professional setting.
    • CTE.AME.B.1.5: Pathway Standard:Explore and formulate responses to peer and professional work using the fundamental elements of Theater, Dance, and Music. Performance Indicator:Create and perform complicated works of dance at a level of professionalism (i.e., a high level of refinement).
    • CTE.AME.B.1.6: Pathway Standard:Explore and formulate responses to peer and professional work using the fundamental elements of Theater, Dance, and Music. Performance Indicator:Perform in multiple professional dance genres integrating an advanced level of technical skill and clear intent.
    • CTE.AME.B.1.7: Pathway Standard:Explore and formulate responses to peer and professional work using the fundamental elements of Theater, Dance, and Music. Performance Indicator:Deconstruct formal and informal (improvisational) performances of theater, dance, and music, both live and electronic, and evaluate using appropriate artistic vocabulary.
    • CTE.AME.B.2.0: Pathway Standard:Read, listen to, deconstruct, and analyze peer and professional music using the elements and terminology of music.
    • CTE.AME.B.2.1: Pathway Standard:Read, listen to, deconstruct, and analyze peer and professional music using the elements and terminology of music. Performance Indicator:Read a full instrument or vocal score with a direct industry connection (Film score, Philharmonic score, commercial underscore).
    • CTE.AME.B.2.2: Pathway Standard:Read, listen to, deconstruct, and analyze peer and professional music using the elements and terminology of music. Performance Indicator:Describe how the elements of music are used.
    • CTE.AME.B.2.3: Pathway Standard:Read, listen to, deconstruct, and analyze peer and professional music using the elements and terminology of music. Performance Indicator:Transcribe simple songs into melodic and rhythmic notation when presented.
    • CTE.AME.B.2.4: Pathway Standard:Read, listen to, deconstruct, and analyze peer and professional music using the elements and terminology of music. Performance Indicator:Sight-read music accurately and expressively.
    • CTE.AME.B.2.5: Pathway Standard:Read, listen to, deconstruct, and analyze peer and professional music using the elements and terminology of music. Performance Indicator:Analyze and describe significant musical events perceived and remembered in a given industry generated example.
    • CTE.AME.B.2.6: Pathway Standard:Read, listen to, deconstruct, and analyze peer and professional music using the elements and terminology of music. Performance Indicator:Analyze and describe the use of musical elements in a given professional work that makes it unique, interesting, and expressive.
    • CTE.AME.B.2.7: Pathway Standard:Read, listen to, deconstruct, and analyze peer and professional music using the elements and terminology of music. Performance Indicator:Demonstrate the different uses of form, both past and present, in a varied repertoire of music in commercial settings from diverse genres, styles, and professional applications.
    • CTE.AME.B.3.0: Pathway Standard:Observe, deconstruct, and analyze peer and professional theater, film, video, and electronic media and respond using the vocabulary of theater.
    • CTE.AME.B.3.1: Pathway Standard:Observe, deconstruct, and analyze peer and professional theater, film, video, and electronic media and respond using the vocabulary of theater. Performance Indicator:Identify the use of metaphor, subtext, and symbolic elements in text and performance of professional theatrical work (live or recorded).
    • CTE.AME.B.3.2: Pathway Standard:Observe, deconstruct, and analyze peer and professional theater, film, video, and electronic media and respond using the vocabulary of theater. Performance Indicator:Research, analyze, and plan a theatrical performance (live or recorded) with the director, designer, or playwright.
    • CTE.AME.B.3.3: Pathway Standard:Observe, deconstruct, and analyze peer and professional theater, film, video, and electronic media and respond using the vocabulary of theater. Performance Indicator:Create a product which assesses professional theater, film, and video performance products using the vocabulary of theater, such as genre, style, acting values, theme, and design.
    • CTE.AME.B.4.0: Pathway Standard:Apply choreographic principles, processes, and skills to create and communicate meaning through improvisation, composition, and performance of dance for a variety of professional applications.
    • CTE.AME.B.4.1: Pathway Standard:Apply choreographic principles, processes, and skills to create and communicate meaning through improvisation, composition, and performance of dance for a variety of professional applications. Performance Indicator:Specify applications of VPA Creative Expression Standards for Dance at the proficient level.
    • CTE.AME.B.4.2: Pathway Standard:Apply choreographic principles, processes, and skills to create and communicate meaning through improvisation, composition, and performance of dance for a variety of professional applications. Performance Indicator:Notate dances using a variety of systems (Labanotation, motif writing, and personal systems).
    • CTE.AME.B.4.3: Pathway Standard:Apply choreographic principles, processes, and skills to create and communicate meaning through improvisation, composition, and performance of dance for a variety of professional applications. Performance Indicator:Apply basic music elements (rhythm, meter, tempo, timbre) to construct and perform dances for a variety of professional settings.
    • CTE.AME.B.4.4: Pathway Standard:Apply choreographic principles, processes, and skills to create and communicate meaning through improvisation, composition, and performance of dance for a variety of professional applications. Performance Indicator:Create a dance that utilizes an established dance style or genre in response to an industry-specific prompt.
    • CTE.AME.B.4.5: Pathway Standard:Apply choreographic principles, processes, and skills to create and communicate meaning through improvisation, composition, and performance of dance for a variety of professional applications. Performance Indicator:Perform works by various dance artists communicating the original intent of the work while employing personal artistic intent and interpretation.
    • CTE.AME.B.4.6: Pathway Standard:Apply choreographic principles, processes, and skills to create and communicate meaning through improvisation, composition, and performance of dance for a variety of professional applications. Performance Indicator:Perform combinations, in response to audition requirements, in a variety of professional dance genres that demonstrate proficiency relative to industry expectations.
    • CTE.AME.B.4.7: Pathway Standard:Apply choreographic principles, processes, and skills to create and communicate meaning through improvisation, composition, and performance of dance for a variety of professional applications. Performance Indicator:Create a diverse body of work in dance, which demonstrates originality, unity, clarity of intent, and a dynamic range of movement appropriate to a variety of professional applications.
    • CTE.AME.B.4.8: Pathway Standard:Apply choreographic principles, processes, and skills to create and communicate meaning through improvisation, composition, and performance of dance for a variety of professional applications. Performance Indicator:Create a performance piece using dance structures, musical forms, theatrical elements, and technology for a specific professional application.
    • CTE.AME.B.4.9: Pathway Standard:Apply choreographic principles, processes, and skills to create and communicate meaning through improvisation, composition, and performance of dance for a variety of professional applications. Performance Indicator:Perform original works that employ personal artistic intent and respond to industry- specific criteria.
    • CTE.AME.B.5.0: Pathway Standard:Apply vocal and/or instrumental skill and knowledge to perform a varied repertoire of music appropriate to music industry application.
    • CTE.AME.B.5.1: Pathway Standard:Apply vocal and/or instrumental skill and knowledge to perform a varied repertoire of music appropriate to music industry application. Performance Indicator:Sing or play a repertoire of musical literature representing various genres, styles, and cultures with expression and technical accuracy.
    • CTE.AME.B.5.2: Pathway Standard:Apply vocal and/or instrumental skill and knowledge to perform a varied repertoire of music appropriate to music industry application. Performance Indicator:Sing or play music written in multiple parts, individually or with a group.
    • CTE.AME.B.5.3: Pathway Standard:Apply vocal and/or instrumental skill and knowledge to perform a varied repertoire of music appropriate to music industry application. Performance Indicator:Sight read and perform a brief musical composition from a professional resource.
    • CTE.AME.B.5.4: Pathway Standard:Apply vocal and/or instrumental skill and knowledge to perform a varied repertoire of music appropriate to music industry application. Performance Indicator:Employ a variety of music technology to record, integrate, or modify a live or recorded performance to produce a new artistic product.
    • CTE.AME.B.5.5: Pathway Standard:Apply vocal and/or instrumental skill and knowledge to perform a varied repertoire of music appropriate to music industry application. Performance Indicator:Compose music in distinct styles.
    • CTE.AME.B.5.6: Pathway Standard:Apply vocal and/or instrumental skill and knowledge to perform a varied repertoire of music appropriate to music industry application. Performance Indicator:Compose and arrange music for various combinations of voice and acoustic and digital/electronic instruments using appropriate ranges and traditional and nontraditional sound sources.
    • CTE.AME.B.5.7: Pathway Standard:Apply vocal and/or instrumental skill and knowledge to perform a varied repertoire of music appropriate to music industry application. Performance Indicator:Create melodic and rhythmic improvisations in a style or genre within a musical culture (gamelan, jazz, and mariachi).
    • CTE.AME.B.6.0: Pathway Standard:Apply skill and knowledge in acting, directing, design, and composition to create formal and informal (improvised) theater, film, video, and electronic media performances.
    • CTE.AME.B.6.1: Pathway Standard:Apply skill and knowledge in acting, directing, design, and composition to create formal and informal (improvised) theater, film, video, and electronic media performances. Performance Indicator:Demonstrate media appropriate acting choices using script analysis, character research, reflection, and revision in live and recorded performance applications.
    • CTE.AME.B.6.2: Pathway Standard:Apply skill and knowledge in acting, directing, design, and composition to create formal and informal (improvised) theater, film, video, and electronic media performances. Performance Indicator:Use acting choices, such as script analysis, character research, reflection, and revision; and apply to a variety of professional settings.
    • CTE.AME.B.6.3: Pathway Standard:Apply skill and knowledge in acting, directing, design, and composition to create formal and informal (improvised) theater, film, video, and electronic media performances. Performance Indicator:Create performance products applying basic dramatic structure: exposition, complication, conflict, crises, climax, and resolution.
    • CTE.AME.B.6.4: Pathway Standard:Apply skill and knowledge in acting, directing, design, and composition to create formal and informal (improvised) theater, film, video, and electronic media performances. Performance Indicator:Design, produce, or perform scenes applicable to a variety of professional settings and media applications.
    • CTE.AME.B.6.5: Pathway Standard:Apply skill and knowledge in acting, directing, design, and composition to create formal and informal (improvised) theater, film, video, and electronic media performances. Performance Indicator:Improvise or write dialogues and scenes applying basic dramatic structure (exposition, complication, crises, climax, and resolution) appropriate to a variety of industry settings.
    • CTE.AME.B.6.6: Pathway Standard:Apply skill and knowledge in acting, directing, design, and composition to create formal and informal (improvised) theater, film, video, and electronic media performances. Performance Indicator:Work collaboratively as designer, producer, or actor to meet directorial goals in scenes and plays from a variety of professional sources.
    • CTE.AME.B.7.0: Pathway Standard:Analyze the historical and cultural perspective of multiple industry performance products from a discipline-specific perspective.
    • CTE.AME.B.7.1: Pathway Standard:Analyze the historical and cultural perspective of multiple industry performance products from a discipline-specific perspective. Performance Indicator:Identify and compare how film, theater, television, and electronic media productions influence values and behaviors.
    • CTE.AME.B.7.2: Pathway Standard:Analyze the historical and cultural perspective of multiple industry performance products from a discipline-specific perspective. Performance Indicator:Analyze the historical and cultural perspective of the dancer in the professional setting.
    • CTE.AME.B.7.3: Pathway Standard:Analyze the historical and cultural perspective of multiple industry performance products from a discipline-specific perspective. Performance Indicator:Analyze the historical and cultural perspective of the musician in the professional setting.
    • CTE.AME.B.7.4: Pathway Standard:Analyze the historical and cultural perspective of multiple industry performance products from a discipline-specific perspective. Performance Indicator:Analyze the historical and cultural perspective of the actor and performance artist in the professional setting.
    • CTE.AME.B.7.5: Pathway Standard:Analyze the historical and cultural perspective of multiple industry performance products from a discipline-specific perspective. Performance Indicator:Create a product comparing and contrasting universal themes and sociopolitical issues in a variety of music, dance, or theatrical products.
    • CTE.AME.B.8.0: Pathway Standard:Deconstruct the aesthetic values that drive professional performance and the artistic elements necessary for industry production.
    • CTE.AME.B.8.1: Pathway Standard:Deconstruct the aesthetic values that drive professional performance and the artistic elements necessary for industry production. Performance Indicator:Critique discipline-specific professional works using the language and terminology specific to the discipline.
    • CTE.AME.B.8.2: Pathway Standard:Deconstruct the aesthetic values that drive professional performance and the artistic elements necessary for industry production. Performance Indicator:Use selected criteria to compare, contrast, and assess various professional performance forms.
    • CTE.AME.B.8.3: Pathway Standard:Deconstruct the aesthetic values that drive professional performance and the artistic elements necessary for industry production. Performance Indicator:Analyze the aesthetic principles that apply in a professional work designed for live performance, film, video, or live broadcast.
    • CTE.AME.B.8.4: Pathway Standard:Deconstruct the aesthetic values that drive professional performance and the artistic elements necessary for industry production. Performance Indicator:Use complex evaluation criteria and terminology to compare and contrast a variety of genres of professional performance products.
    • CTE.AME.B.9.0: Pathway Standard:Explore the connection between artistic preparation and professional standards and practices.
    • CTE.AME.B.9.1: Pathway Standard:Explore the connection between artistic preparation and professional standards and practices. Performance Indicator:Examine the training, education, and experience needed to pursue discipline-specific performance options.
    • CTE.AME.B.9.2: Pathway Standard:Explore the connection between artistic preparation and professional standards and practices. Performance Indicator:Demonstrate effective knowledge and skills with the audiovisual equipment and technology used in professional performance.
    • CTE.AME.B.9.3: Pathway Standard:Explore the connection between artistic preparation and professional standards and practices. Performance Indicator:Demonstrate entry-level competencies for a career in an artistic or technical field in the theatrical arts.
    • CTE.AME.B.9.4: Pathway Standard:Explore the connection between artistic preparation and professional standards and practices. Performance Indicator:Understand the technical aspects of lights, sound, properties, costumes, and makeup from the perspective of the professional performer.
    • CTE.AME.B.9.5: Pathway Standard:Explore the connection between artistic preparation and professional standards and practices. Performance Indicator:Contrast differing roles in professional skill sets of creators, performers, and others involved in the production and presentation of the performing arts.
    • CTE.AME.B.9.6: Pathway Standard:Explore the connection between artistic preparation and professional standards and practices. Performance Indicator:Create a career plan leading to professional performance in one of the performance disciplines.
  • Career Technical Education Grade 7-12 - Pathways : Personal Services Pathway:
    • CTE.FID.C.1.0: Pathway Standard:Understand the history and events that have influenced the design of furnishings and interiors. Performance Indicator:Define the state board licensing requirements and procedures that currently exist in California.
    • CTE.FID.C.1.0: Pathway Standard:Identify the importance of state board licensing, rules and regulations for the beauty industry.
    • CTE.FID.C.1.2: Pathway Standard:Identify the importance of state board licensing, rules and regulations for the beauty industry. Performance Indicator:List the state board rules and regulations that currently exist in California.
    • CTE.FID.C.1.3: Pathway Standard:Identify the importance of state board licensing, rules and regulations for the beauty industry. Performance Indicator:Identify the state board officials to contact when professionals have comments, concerns, or complaints regarding state board rules, regulations, policies or procedures in California.
    • CTE.FID.C.1.4: Pathway Standard:Identify the importance of state board licensing, rules and regulations for the beauty industry. Performance Indicator:State the purposes of having a governing or licensing board over the beauty industry in California.
    • CTE.FID.C.1.5: Pathway Standard:Identify the importance of state board licensing, rules and regulations for the beauty industry. Performance Indicator:Access information regarding the Barbering and Cosmetology Board meetings, agendas, and minutes in California.
    • CTE.FID.C.10.0: Pathway Standard:Synthesize the treatment protocols of clients to assess, re-evaluate, and change the services or treatment plans to reach their goals.
    • CTE.FID.C.10.1: Pathway Standard:Synthesize the treatment protocols of clients to assess, re-evaluate, and change the services or treatment plans to reach their goals. Performance Indicator:Revise or modify treatment protocols for clients as needed based on re-evaluating their needs, goals, or achievements during services or treatment plans offered.
    • CTE.FID.C.10.2: Pathway Standard:Synthesize the treatment protocols of clients to assess, re-evaluate, and change the services or treatment plans to reach their goals. Performance Indicator:Generate professional treatment protocols to ensure the best possible outcomes for clients during services or treatments performed.
    • CTE.FID.C.10.3: Pathway Standard:Synthesize the treatment protocols of clients to assess, re-evaluate, and change the services or treatment plans to reach their goals. Performance Indicator:Create a treatment plan for each client individually to achieve their needs and goals of services or treatments being offered.
    • CTE.FID.C.10.4: Pathway Standard:Synthesize the treatment protocols of clients to assess, re-evaluate, and change the services or treatment plans to reach their goals. Performance Indicator:Describe training all staff and personnel on the importance of assessing, re-evaluating, and changing the services or treatment plans offered to clients.
    • CTE.FID.C.10.5: Pathway Standard:Synthesize the treatment protocols of clients to assess, re-evaluate, and change the services or treatment plans to reach their goals. Performance Indicator:Prepare a treatment protocol or client consultation form that is inclusive of helping the client obtain their needs and goals, and eliminating as many challenges for them as possible.
    • CTE.FID.C.11.0: Pathway Standard:Evaluate the various equipment, supplies, products, and distributors, and manufacturers, and that represent the beauty industry.
    • CTE.FID.C.11.1: Pathway Standard:Evaluate the various equipment, supplies, products, and distributors, and manufacturers, and that represent the beauty industry. Performance Indicator:Explain the rational used when buying new technology, equipment or products to use in services or treatment plans for clients.
    • CTE.FID.C.11.2: Pathway Standard:Evaluate the various equipment, supplies, products, and distributors, and manufacturers, and that represent the beauty industry. Performance Indicator:Interpret the rules and regulations that govern the personal service career pathways sector to limit your liability on services or treatment plans offered to clients.
    • CTE.FID.C.11.3: Pathway Standard:Evaluate the various equipment, supplies, products, and distributors, and manufacturers, and that represent the beauty industry. Performance Indicator:Appraise the value and worth of all equipment and products that are on the market for the beauty industry today.
    • CTE.FID.C.11.4: Pathway Standard:Evaluate the various equipment, supplies, products, and distributors, and manufacturers, and that represent the beauty industry. Performance Indicator:Compare and contrast all distributors, manufacturers, and suppliers for the goods that they are promoting.
    • CTE.FID.C.11.5: Pathway Standard:Evaluate the various equipment, supplies, products, and distributors, and manufacturers, and that represent the beauty industry. Performance Indicator:Discriminate reputable distributors, manufacturers, and suppliers from those which are not as professional or reliable with their products/equipment.
    • CTE.FID.C.12.0: Pathway Standard:Assess the current state, federal, and international scope of practice, rules, and regulations required of professionals in the beauty industry.
    • CTE.FID.C.12.1: Pathway Standard:Assess the current state, federal, and international scope of practice, rules, and regulations required of professionals in the beauty industry. Performance Indicator:Describe the current state, federal, and international scope of practice for the various careers in personal services.
    • CTE.FID.C.12.2: Pathway Standard:Assess the current state, federal, and international scope of practice, rules, and regulations required of professionals in the beauty industry. Performance Indicator:Interpret existing laws and regulations to make proposal to state legislative members and state board officials on the scope of practice for the various career fields within the beauty industry.
    • CTE.FID.C.12.3: Pathway Standard:Assess the current state, federal, and international scope of practice, rules, and regulations required of professionals in the beauty industry. Performance Indicator:Evaluate the current rules and regulations of California to propose new ideas or changes to the beauty industry to make it better for the future.
    • CTE.FID.C.12.4: Pathway Standard:Assess the current state, federal, and international scope of practice, rules, and regulations required of professionals in the beauty industry. Performance Indicator:Justify rationale for changes in the personal services career pathway of the beauty industry to keep up with the market trends and needs of the population at-large.
    • CTE.FID.C.12.5: Pathway Standard:Assess the current state, federal, and international scope of practice, rules, and regulations required of professionals in the beauty industry. Performance Indicator:Support the need for state, federal, and international governing agencies to work together more to make the personal service career pathways a more seamless transition.
    • CTE.FID.C.2.0: Pathway Standard:Recognize the different communication skills that are necessary to be successful in the personal service career pathways of the beauty industry.
    • CTE.FID.C.2.1: Pathway Standard:Recognize the different communication skills that are necessary to be successful in the personal service career pathways of the beauty industry. Performance Indicator:Describe the different types of communication skills that must be used when pursuing a career in the beauty industry.
    • CTE.FID.C.2.2: Pathway Standard:Recognize the different communication skills that are necessary to be successful in the personal service career pathways of the beauty industry. Performance Indicator:List the ways that communication skills can enhance a career in the beauty industry.
    • CTE.FID.C.2.3: Pathway Standard:Recognize the different communication skills that are necessary to be successful in the personal service career pathways of the beauty industry. Performance Indicator:Describe the communications skills that are essential to being successful in the beauty industry.
    • CTE.FID.C.2.4: Pathway Standard:Recognize the different communication skills that are necessary to be successful in the personal service career pathways of the beauty industry. Performance Indicator:Describe the communications skills that are essential to being successful in the beauty industry.
    • CTE.FID.C.2.5: Pathway Standard:Recognize the different communication skills that are necessary to be successful in the personal service career pathways of the beauty industry. Performance Indicator:Identify the reasons why people skills, critical thinking, and soft skills are an important component of being successful in the beauty industry.
    • CTE.FID.C.3.0: Pathway Standard:Explain the importance of following the federal and state health and safety regulations, Occupational Safety and Health Administration (OSHA) regulations, infection control practicesfor the beauty industry.
    • CTE.FID.C.3.1: Pathway Standard:Explain the importance of following the federal and state health and safety regulations, Occupational Safety and Health Administration (OSHA) regulations, infection control practicesfor the beauty industry. Performance Indicator:Classify the different health and safety regulations for the industry from the federal, state, and local levels.
    • CTE.FID.C.3.2: Pathway Standard:Explain the importance of following the federal and state health and safety regulations, Occupational Safety and Health Administration (OSHA) regulations, infection control practicesfor the beauty industry. Performance Indicator:Locate all Material Safety Data Sheets (MSDS) for chemicals and products.
    • CTE.FID.C.3.3: Pathway Standard:Explain the importance of following the federal and state health and safety regulations, Occupational Safety and Health Administration (OSHA) regulations, infection control practicesfor the beauty industry. Performance Indicator:Discuss the purposes of knowing OSHA regulations.
    • CTE.FID.C.3.4: Pathway Standard:Explain the importance of following the federal and state health and safety regulations, Occupational Safety and Health Administration (OSHA) regulations, infection control practicesfor the beauty industry. Performance Indicator:Distinguish the differences of the various infection control practices to protect the consumer as well as the professional.
    • CTE.FID.C.3.5: Pathway Standard:Explain the importance of following the federal and state health and safety regulations, Occupational Safety and Health Administration (OSHA) regulations, infection control practicesfor the beauty industry. Performance Indicator:Review the various business and industry companies that provide equipment and products for inflectional control practices for quality and safety.
    • CTE.FID.C.4.0: Pathway Standard:Describe importance of keeping up with new trends, technologies, product development, new equipment, and services for clients.
    • CTE.FID.C.4.1: Pathway Standard:Describe importance of keeping up with new trends, technologies, product development, new equipment, and services for clients. Performance Indicator:Identify the need for professionals to continue with their education and training.
    • CTE.FID.C.4.2: Pathway Standard:Describe importance of keeping up with new trends, technologies, product development, new equipment, and services for clients. Performance Indicator:Recognize which trends, technologies, products, equipment and services that will increase success.
    • CTE.FID.C.4.3: Pathway Standard:Describe importance of keeping up with new trends, technologies, product development, new equipment, and services for clients. Performance Indicator:Explain the benefits of keeping up with the trends, technologies and new products for treatment plans.
    • CTE.FID.C.4.4: Pathway Standard:Describe importance of keeping up with new trends, technologies, product development, new equipment, and services for clients. Performance Indicator:Review new trends, technologies, product development, equipment, and services with a benefit/cost analysis perspective.
    • CTE.FID.C.5.0: Pathway Standard:Demonstrate the key concepts and principles to designing and performing services and treatment plans for clients.
    • CTE.FID.C.5.1: Pathway Standard:Demonstrate the key concepts and principles to designing and performing services and treatment plans for clients. Performance Indicator:Apply consistent concepts and principles in designing a service or treatment plan for each client.
    • CTE.FID.C.5.2: Pathway Standard:Demonstrate the key concepts and principles to designing and performing services and treatment plans for clients. Performance Indicator:Practice ethical and moral leadership when performing services or treatment plans with/on clients at all times.
    • CTE.FID.C.5.3: Pathway Standard:Demonstrate the key concepts and principles to designing and performing services and treatment plans for clients. Performance Indicator:Use professional respect, courtesy, and demeanor at all times when working with clients and other professionals.
    • CTE.FID.C.5.4: Pathway Standard:Demonstrate the key concepts and principles to designing and performing services and treatment plans for clients. Performance Indicator:Illustrate the purpose of having a thorough client consultation and record system of services or treatment plans performed for clients.
    • CTE.FID.C.5.5: Pathway Standard:Demonstrate the key concepts and principles to designing and performing services and treatment plans for clients. Performance Indicator:Modify the service or treatment plan accordingly as the goals of the client change or become achieved in the services provided.
    • CTE.FID.C.6.0: Pathway Standard:Employ the leadership and business management practices and cultural proficiencies that would lead to success in the beauty industry.
    • CTE.FID.C.6.1: Pathway Standard:Employ the leadership and business management practices and cultural proficiencies that would lead to success in the beauty industry. Performance Indicator:Discover various methods to develop cultural proficiencies for a successful career.
    • CTE.FID.C.6.2: Pathway Standard:Employ the leadership and business management practices and cultural proficiencies that would lead to success in the beauty industry. Performance Indicator:Prepare to be a successful leader by practicing positive leadership and business management skills.
    • CTE.FID.C.6.3: Pathway Standard:Employ the leadership and business management practices and cultural proficiencies that would lead to success in the beauty industry. Performance Indicator:Operate as an ethical and responsible leader on a daily basis.
    • CTE.FID.C.6.4: Pathway Standard:Employ the leadership and business management practices and cultural proficiencies that would lead to success in the beauty industry. Performance Indicator:Prepare and train new personnel in the salons, spas, or other beauty industry careers with integrity, ethics, and professionalism at all times.
    • CTE.FID.C.7.0: Pathway Standard:Differentiate the types of business ownership and the advantages/disadvantages of owning and/or managing a business.
    • CTE.FID.C.7.1: Pathway Standard:Differentiate the types of business ownership and the advantages/disadvantages of owning and/or managing a business. Performance Indicator:Identify successful mentors in the personal service career pathways to help become successful.
    • CTE.FID.C.7.2: Pathway Standard:Differentiate the types of business ownership and the advantages/disadvantages of owning and/or managing a business. Performance Indicator:Categorize the advantages and disadvantages of being a business owner.
    • CTE.FID.C.7.3: Pathway Standard:Differentiate the types of business ownership and the advantages/disadvantages of owning and/or managing a business. Performance Indicator:Examine the pros and cons of managing a business.
    • CTE.FID.C.7.4: Pathway Standard:Differentiate the types of business ownership and the advantages/disadvantages of owning and/or managing a business. Performance Indicator:Compare and contrast the components that make up a good business plan.
    • CTE.FID.C.7.5: Pathway Standard:Differentiate the types of business ownership and the advantages/disadvantages of owning and/or managing a business. Performance Indicator:Model positive attributes about work.
    • CTE.FID.C.8.0: Pathway Standard:Analyze the client's needs, abilities, purpose, and challenges to obtaining their goals with services and treatment.
    • CTE.FID.C.8.1: Pathway Standard:Analyze the client's needs, abilities, purpose, and challenges to obtaining their goals with services and treatment. Performance Indicator:Identify the appropriate tools, products, and supplies that are needed to help the client reach their treatment plan goals.
    • CTE.FID.C.8.2: Pathway Standard:Analyze the client's needs, abilities, purpose, and challenges to obtaining their goals with services and treatment. Performance Indicator:Select the proper products and equipment to be used at home or in professional treatments to achieve the client's needs and goals.
    • CTE.FID.C.8.3: Pathway Standard:Analyze the client's needs, abilities, purpose, and challenges to obtaining their goals with services and treatment. Performance Indicator:Outline an at-home protocol for clients to use daily to assist in achieving their personal goals in the beauty services or treatment plans performed.
    • CTE.FID.C.8.4: Pathway Standard:Analyze the client's needs, abilities, purpose, and challenges to obtaining their goals with services and treatment. Performance Indicator:Illustrate the purpose of having a well-designed client consultation form for services and treatment plans.
    • CTE.FID.C.8.5: Pathway Standard:Analyze the client's needs, abilities, purpose, and challenges to obtaining their goals with services and treatment. Performance Indicator:Diagram a service or treatment plan protocol for the client's needs, goals, and challenges to follow at home and with professional services.
    • CTE.FID.C.9.0: Pathway Standard:Explain the legal, ethical, scope of practice, and financial responsibilities that exist in the beauty industry.
    • CTE.FID.C.9.1: Pathway Standard:Explain the legal, ethical, scope of practice, and financial responsibilities that exist in the beauty industry. Performance Indicator:Collect information on the scope of practice from other states to ensure that the industry is staying up on new trends and technology that should be available for trained and licensed professionals to offer their clients in California.
    • CTE.FID.C.9.2: Pathway Standard:Explain the legal, ethical, scope of practice, and financial responsibilities that exist in the beauty industry. Performance Indicator:Comply with all local, state and federal laws, rules, and regulations that affect the beauty industry at all times.
    • CTE.FID.C.9.3: Pathway Standard:Explain the legal, ethical, scope of practice, and financial responsibilities that exist in the beauty industry. Performance Indicator:Construct a training manual or protocol on legal, ethical, scope of practice, and financial responsibilities.
    • CTE.FID.C.9.4: Pathway Standard:Explain the legal, ethical, scope of practice, and financial responsibilities that exist in the beauty industry. Performance Indicator:Prepare for all of the possible legal, ethical, and financial responsibilities that exist in the beauty industry in California.
  • Career Technical Education Grade 7-12 - Pathways : Plant and Soil Science Pathway:
    • CTE.ANR.G1.0: Pathway Standard:Apply plant classification principles.
    • CTE.ANR.G1.1: Pathway Standard:Apply plant classification principles. Performance Indicator:Classify and identify plants by order, family, genus, and species.
    • CTE.ANR.G1.2: Pathway Standard:Apply plant classification principles. Performance Indicator:Practice how to identify plants by using a dichotomous key.
    • CTE.ANR.G1.3: Pathway Standard:Apply plant classification principles. Performance Indicator:Demonstrate how common plant parts are used to classify the plants.
    • CTE.ANR.G1.4: Pathway Standard:Apply plant classification principles. Performance Indicator:Communicate the differences between, and uses of, native and nonnative plants.
    • CTE.ANR.G1.5: Pathway Standard:Apply plant classification principles. Performance Indicator:Distinguish the differences between monocots and dicots.
    • CTE.ANR.G1.6: Pathway Standard:Apply plant classification principles. Performance Indicator:Explain the differences between plants under production and weeds.
    • CTE.ANR.G10.0: Pathway Standard:Apply local crop management and production practices.
    • CTE.ANR.G10.1: Pathway Standard:Apply local crop management and production practices. Performance Indicator:Practice local cultural techniques, including monitoring, pruning, fertilization, planting, irrigation, harvest treatments, processing, and packaging practices for various tree, grain, hay, and vegetable classes.
    • CTE.ANR.G10.2: Pathway Standard:Apply local crop management and production practices. Performance Indicator:Explain common marketing and shipping characteristics of local commodities.
    • CTE.ANR.G10.3: Pathway Standard:Apply local crop management and production practices. Performance Indicator:Interpret general maturity and harvest-time guidelines for specific local plant products.
    • CTE.ANR.G10.4: Pathway Standard:Apply local crop management and production practices. Performance Indicator:Apply point-of-origin safety and sanitation procedures in the production, harvesting, handling, processing, and storing of edible plant products.
    • CTE.ANR.G11.0: Pathway Standard:Demonstrate competence in applications of scientific principles and techniques in plant science.
    • CTE.ANR.G11.1: Pathway Standard:Demonstrate competence in applications of scientific principles and techniques in plant science. Performance Indicator:Research how changing technology, such as micro-propagation, biological pest controls, and genetic engineering (including DNA extraction and gel electrophoresis), affects plant production, yields, and management.
    • CTE.ANR.G11.2: Pathway Standard:Demonstrate competence in applications of scientific principles and techniques in plant science. Performance Indicator:Explain the various technology advancements that affect plant and soil science, such as global positioning systems, global information systems, variable rate technology, and remote sensing.
    • CTE.ANR.G11.3: Pathway Standard:Demonstrate competence in applications of scientific principles and techniques in plant science. Performance Indicator:Assess how herbicide-resistant plant genes can affect the environment.
    • CTE.ANR.G11.4: Pathway Standard:Demonstrate competence in applications of scientific principles and techniques in plant science. Performance Indicator:Communicate how genetic engineering techniques have been used to improve crop yields.
    • CTE.ANR.G11.5: Pathway Standard:Demonstrate competence in applications of scientific principles and techniques in plant science. Performance Indicator:Compare and contrast the effects of agricultural biotechnology, including genetically modified organisms, on the agriculture industry and the larger society and the pros and cons of such use.
    • CTE.ANR.G2.0: Pathway Standard:Explore cell biology.
    • CTE.ANR.G2.1: Pathway Standard:Explore cell biology. Performance Indicator:Compare differences between prokaryotic cells and plant and animal eukaryotic cells and how viruses differ from them in complexity and general structure.
    • CTE.ANR.G2.2: Pathway Standard:Explore cell biology. Performance Indicator:Test plant cellular function reactions when plants are grown under different conditions.
    • CTE.ANR.G2.3: Pathway Standard:Explore cell biology. Performance Indicator:Explain functions organelles play in the health of the cell.
    • CTE.ANR.G2.4: Pathway Standard:Explore cell biology. Performance Indicator:Recognize the part of the cell that is responsible for the genetic information that controls plant growth and development.
    • CTE.ANR.G2.5: Pathway Standard:Explore cell biology. Performance Indicator:Summarize plant inheritance principles, including the structure and role of DNA.
    • CTE.ANR.G2.6: Pathway Standard:Explore cell biology. Performance Indicator:List which organelles in plant cells carry out photosynthesis.
    • CTE.ANR.G3.0: Pathway Standard:Understand plant physiology and growth principles.
    • CTE.ANR.G3.1: Pathway Standard:Understand plant physiology and growth principles. Performance Indicator:Investigate plant systems, nutrient transportation, and energy storage.
    • CTE.ANR.G3.2: Pathway Standard:Understand plant physiology and growth principles. Performance Indicator:Label the seed's essential parts and describe their functions.
    • CTE.ANR.G3.3: Pathway Standard:Understand plant physiology and growth principles. Performance Indicator:Discern how primary, secondary, and trace elements are used in plant growth.
    • CTE.ANR.G3.4: Pathway Standard:Understand plant physiology and growth principles. Performance Indicator:Research the factors that influence plant growth, including water, nutrients, light, soil, air, and climate.
    • CTE.ANR.G3.5: Pathway Standard:Understand plant physiology and growth principles. Performance Indicator:Identify the tissues seen in a cross section of woody and herbaceous plants.
    • CTE.ANR.G3.6: Pathway Standard:Understand plant physiology and growth principles. Performance Indicator:Conduct experiment(s) testing the factors that affect plant growth and predict plant response.
    • CTE.ANR.G4.0: Pathway Standard:Demonstrate an understanding of sexual and asexual reproduction of plants.
    • CTE.ANR.G4.1: Pathway Standard:Demonstrate an understanding of sexual and asexual reproduction of plants. Performance Indicator:Explain the different forms of sexual and asexual plant reproduction.
    • CTE.ANR.G4.2: Pathway Standard:Demonstrate an understanding of sexual and asexual reproduction of plants. Performance Indicator:Demonstrate the various techniques for successful plant propagation (e.g., budding, grafting, cuttings, and seeds).
    • CTE.ANR.G4.3: Pathway Standard:Demonstrate an understanding of sexual and asexual reproduction of plants. Performance Indicator:Use the proper sterile technique used in tissue culture.
    • CTE.ANR.G5.0: Pathway Standard:Assess pest problems and management.
    • CTE.ANR.G5.1: Pathway Standard:Assess pest problems and management. Performance Indicator:Demonstrate how to categorize insects as pests, beneficial or neutral, and describe their roles.
    • CTE.ANR.G5.2: Pathway Standard:Assess pest problems and management. Performance Indicator:Explain the role of other pests, such as nematodes, molds, mildews, and weeds.
    • CTE.ANR.G5.3: Pathway Standard:Assess pest problems and management. Performance Indicator:Compare and contrast conventional, sustainable, and organic management methods to prevent or treat plant disease symptoms.
    • CTE.ANR.G5.4: Pathway Standard:Assess pest problems and management. Performance Indicator:Use integrated pest management to prevent, treat, and control plant disease symptoms (including conventional, sustainable, and organic management methods).
    • CTE.ANR.G5.5: Pathway Standard:Assess pest problems and management. Performance Indicator:Research how biotechnology can be used to manage pests.
    • CTE.ANR.G6.0: Pathway Standard:Assess the role of soils in plant production.
    • CTE.ANR.G6.1: Pathway Standard:Assess the role of soils in plant production. Performance Indicator:Understand soil types, soil texture, structure, and bulk density and explain the U.S. Department of Agriculture (USDA) soil-quality rating procedure.
    • CTE.ANR.G6.2: Pathway Standard:Assess the role of soils in plant production. Performance Indicator:Analyze soil properties necessary for successful plant production, including pH, electrical conductivity (EC), and essential nutrients.
    • CTE.ANR.G6.3: Pathway Standard:Assess the role of soils in plant production. Performance Indicator:Explain soil biology and diagram the cycles in nature as related to the soil food chain.
    • CTE.ANR.G6.4: Pathway Standard:Assess the role of soils in plant production. Performance Indicator:Research how soil biology affects the environment and natural resources.
    • CTE.ANR.G7.0: Pathway Standard:Integrate effective tillage and soil conservation management practices.
    • CTE.ANR.G7.1: Pathway Standard:Integrate effective tillage and soil conservation management practices. Performance Indicator:Plan how to effectively manage and conserve soil through conventional, minimum, conservation, and no-tillage irrigation and through drainage and tillage practices.
    • CTE.ANR.G7.2: Pathway Standard:Integrate effective tillage and soil conservation management practices. Performance Indicator:Assess how global positioning systems, surveying, laser leveling, and other tillage practices conserve soil.
    • CTE.ANR.G7.3: Pathway Standard:Integrate effective tillage and soil conservation management practices. Performance Indicator:Use tools such as the USDA and the local Resource Conservation District soil survey maps to determine appropriate soil management practices.
    • CTE.ANR.G8.0: Pathway Standard:Evaluate effective water management practices.
    • CTE.ANR.G8.1: Pathway Standard:Evaluate effective water management practices. Performance Indicator:Summarize California water history, current issues, water rights, water law, and water transfer through different distribution projects throughout the state.
    • CTE.ANR.G8.2: Pathway Standard:Evaluate effective water management practices. Performance Indicator:Research and describe the local, state, and federal agencies that regulate water quality and availability in California.
    • CTE.ANR.G8.3: Pathway Standard:Evaluate effective water management practices. Performance Indicator:Define the definition of a watershed and explain how it is used to measure water quality.
    • CTE.ANR.G8.4: Pathway Standard:Evaluate effective water management practices. Performance Indicator:Explain effective water management and conservation practices, including the use of tailwater ponds.
    • CTE.ANR.G8.5: Pathway Standard:Evaluate effective water management practices. Performance Indicator:Use water-testing standards and perform bioassay and macro-invertebrate protocols to assess water quality.
    • CTE.ANR.G9.0: Pathway Standard:Explain the concept of an agrosystem approach to production.
    • CTE.ANR.G9.1: Pathway Standard:Explain the concept of an agrosystem approach to production. Performance Indicator:Identify and classify the plants and animals in an agricultural system (as producers, consumers, or decomposers).
    • CTE.ANR.G9.2: Pathway Standard:Explain the concept of an agrosystem approach to production. Performance Indicator:Compare and contrast the elements of conventional, sustainable, and organic production systems.
    • CTE.ANR.G9.3: Pathway Standard:Explain the concept of an agrosystem approach to production. Performance Indicator:Differentiate among the components of whole-system management.
  • Career Technical Education Grade 7-12 - Pathways : Product Innovation and Design Pathway:
    • CTE.MPD.D.1.0: Pathway Standard:Understand the basic product design and development process as it relates to the design of a product, line of products, system design, or services.
    • CTE.MPD.D.1.1: Pathway Standard:Understand the basic product design and development process as it relates to the design of a product, line of products, system design, or services. Performance Indicator:Identify the variations in the product design and development process as it relates to the designing of a product, product line, system design, or service.
    • CTE.MPD.D.1.2: Pathway Standard:Understand the basic product design and development process as it relates to the design of a product, line of products, system design, or services. Performance Indicator:Apply and identify the various phases of the product design development process to an existing product, product line, system design, or service.
    • CTE.MPD.D.10.0: Pathway Standard:Produce a presentation of the product, product line, system design, or service.
    • CTE.MPD.D.10.1: Pathway Standard:Produce a presentation of the product, product line, system design, or service. Performance Indicator:Create a presentation of the design solution (e.g., product, product line, system design, or service) that effectively communicates its features and benefits.
    • CTE.MPD.D.10.2: Pathway Standard:Produce a presentation of the product, product line, system design, or service. Performance Indicator:Integrate into the presentation a marketing plan that may include an advertisement, promotion, and packaging/retail strategy using one or more visual communication tools (e.g., graphics, multimedia).
    • CTE.MPD.D.2.0: Pathway Standard:Understand and apply research methodologies as a means to identify a need, problem, or opportunity for a new product, product line, system design, or service.
    • CTE.MPD.D.2.1: Pathway Standard:Understand and apply research methodologies as a means to identify a need, problem, or opportunity for a new product, product line, system design, or service. Performance Indicator:Employ research methodologies, using primary research and electronic reference materials, to gather information relevant to the topic or area of opportunity.
    • CTE.MPD.D.2.2: Pathway Standard:Understand and apply research methodologies as a means to identify a need, problem, or opportunity for a new product, product line, system design, or service. Performance Indicator:Organize information to identify and define an area of opportunity, need, or problem that can be resolved through design.
    • CTE.MPD.D.2.3: Pathway Standard:Understand and apply research methodologies as a means to identify a need, problem, or opportunity for a new product, product line, system design, or service. Performance Indicator:Identify potential design areas (e.g., product, product line, system design, or service) that would address the need, problem, or opportunity.
    • CTE.MPD.D.2.4: Pathway Standard:Understand and apply research methodologies as a means to identify a need, problem, or opportunity for a new product, product line, system design, or service. Performance Indicator:Research and identify the user demographic for the product, product line, system design, or service (local, national, global market).
    • CTE.MPD.D.3.0: Pathway Standard:Understand and apply various ideation techniques to develop ideas and concepts.
    • CTE.MPD.D.3.1: Pathway Standard:Understand and apply various ideation techniques to develop ideas and concepts. Performance Indicator:Apply ideation techniques to explore and produce multiple concepts.
    • CTE.MPD.D.3.2: Pathway Standard:Understand and apply various ideation techniques to develop ideas and concepts. Performance Indicator:Edit concepts and identify key idea(s) that solve the problem, fulfill a need, or address an opportunity.
    • CTE.MPD.D.3.3: Pathway Standard:Understand and apply various ideation techniques to develop ideas and concepts. Performance Indicator:Assess the environmental impact of the design solution and other sustainability issues and product life cycle considerations.
    • CTE.MPD.D.3.4: Pathway Standard:Understand and apply various ideation techniques to develop ideas and concepts. Performance Indicator:Synthesize information and experiment with nontraditional possibilities for innovative design solutions.
    • CTE.MPD.D.4.0: Pathway Standard:Apply various two-dimensional (2-D) graphic and/or three-dimensional (3-D) modeling techniques to development concept.
    • CTE.MPD.D.4.1: Pathway Standard:Apply various two-dimensional (2-D) graphic and/or three-dimensional (3-D) modeling techniques to development concept. Performance Indicator:Create a preliminary design of a product concept utilizing drawing, computer software (graphic or CAD), and/or conceptual model fabrication techniques.
    • CTE.MPD.D.4.2: Pathway Standard:Apply various two-dimensional (2-D) graphic and/or three-dimensional (3-D) modeling techniques to development concept. Performance Indicator:Identify materials, mechanisms, technologies, and other requirements (e.g., safety, manufacturing, sustainability) the concept may require.
    • CTE.MPD.D.4.3: Pathway Standard:Apply various two-dimensional (2-D) graphic and/or three-dimensional (3-D) modeling techniques to development concept. Performance Indicator:Analyze and assess the strengths and weaknesses in the design, function, ergonomics, features, and benefits and identify possible resolutions for improvement.
    • CTE.MPD.D.5.0: Pathway Standard:Develop the concept into a well-defined product for prototyping.
    • CTE.MPD.D.5.1: Pathway Standard:Develop the concept into a well-defined product for prototyping. Performance Indicator:Produce technical drawings and other specifications required for the prototyping or manufacturing of the product.
    • CTE.MPD.D.5.2: Pathway Standard:Develop the concept into a well-defined product for prototyping. Performance Indicator:Recognize the safety issues related to the reliability, functionality, and use of the product.
    • CTE.MPD.D.5.3: Pathway Standard:Develop the concept into a well-defined product for prototyping. Performance Indicator:Communicate and collaborate with fabricators, manufacturers, engineers, technologists, or other industry experts to review requirements and specifications and to validate the design.
    • CTE.MPD.D.6.0: Pathway Standard:Produce a prototype of a product.
    • CTE.MPD.D.6.1: Pathway Standard:Produce a prototype of a product. Performance Indicator:Build a looks-like, works-like prototype of the model using the appropriate fabrication, manufacturing, or reproduction techniques or technologies.
    • CTE.MPD.D.6.2: Pathway Standard:Produce a prototype of a product. Performance Indicator:Assess the outcome of the prototype product and analyze any issues that need redesigning or refining related to function, construction, or other factors.
    • CTE.MPD.D.6.3: Pathway Standard:Produce a prototype of a product. Performance Indicator:Resolve and/or redesign issues with a prototype.
    • CTE.MPD.D.7.0: Pathway Standard:Evaluate the prototype to determine if it meets the requirements and objectives.
    • CTE.MPD.D.7.1: Pathway Standard:Evaluate the prototype to determine if it meets the requirements and objectives. Performance Indicator:Create a performance criteria and a quality standard to measure and evaluate a prototype.
    • CTE.MPD.D.7.2: Pathway Standard:Evaluate the prototype to determine if it meets the requirements and objectives. Performance Indicator:Test the functionality and other features of the prototype against the performance criteria and quality standard and evaluate the results.
    • CTE.MPD.D.7.3: Pathway Standard:Evaluate the prototype to determine if it meets the requirements and objectives. Performance Indicator:Identify any redesigning or additional corrections required to improve the overall quality, look, and performance of the prototype model.
    • CTE.MPD.D.8.0: Pathway Standard:Understand and apply basic business and entrepreneurial principles and identify potential markets and/or other business opportunities for distribution of the product.
    • CTE.MPD.D.8.1: Pathway Standard:Understand and apply basic business and entrepreneurial principles and identify potential markets and/or other business opportunities for distribution of the product. Performance Indicator:Apply research methodologies to identify potential investors or business opportunities to market the product.
    • CTE.MPD.D.8.2: Pathway Standard:Understand and apply basic business and entrepreneurial principles and identify potential markets and/or other business opportunities for distribution of the product. Performance Indicator:Create a marketing plan for the product that includes target consumer, price, product name, brand, and product positioning in the retail market.
    • CTE.MPD.D.9.0: Pathway Standard:Produce a package design concept for a product or line of products.
    • CTE.MPD.D.9.1: Pathway Standard:Produce a package design concept for a product or line of products. Performance Indicator:Understand physical packaging construction and materials used; e. g., chipboard, cardboard, PVC, plastic blisters, etc. as it relates to protecting the product, costs, and logistic requirements.
    • CTE.MPD.D.9.2: Pathway Standard:Produce a package design concept for a product or line of products. Performance Indicator:Understand and apply packaging graphic strategies that effectively communicate and influence the purchasing of the product.
    • CTE.MPD.D.9.3: Pathway Standard:Produce a package design concept for a product or line of products. Performance Indicator:Create a packaging concept utilizing drawing computer software (graphic or CAD).
    • CTE.MPD.D.9.4: Pathway Standard:Produce a package design concept for a product or line of products. Performance Indicator:Produce a physical package with graphics for the product.
  • Career Technical Education Grade 7-12 - Pathways : Production and Managerial Arts Pathway:
    • CTE.AME.C.1.0: Pathway Standard:Demonstrate knowledge of industry safety standards and practices in all areas of technical production.
    • CTE.AME.C.1.1: Pathway Standard:Demonstrate knowledge of industry safety standards and practices in all areas of technical production. Performance Indicator:Demonstrate understanding of various power tools used in construction and rigging.
    • CTE.AME.C.1.2: Pathway Standard:Demonstrate knowledge of industry safety standards and practices in all areas of technical production. Performance Indicator:Demonstrate knowledge of basic electrical safety.
    • CTE.AME.C.1.3: Pathway Standard:Demonstrate knowledge of industry safety standards and practices in all areas of technical production. Performance Indicator:Demonstrate understanding of safe workplace practices, including tool safety, rigging, electrical, and construction safety and awareness of hazardous materials in the workplace.
    • CTE.AME.C.1.4: Pathway Standard:Demonstrate knowledge of industry safety standards and practices in all areas of technical production. Performance Indicator:Apply safety related decision making and problem-solving techniques to live, recorded, or multimedia generated production.
    • CTE.AME.C.2.0: Pathway Standard:Understand the technical support functions and artistic competencies in film, video, and live production.
    • CTE.AME.C.2.1: Pathway Standard:Understand the technical support functions and artistic competencies in film, video, and live production. Performance Indicator:Analyze the production sequence involved in creating a media based or live performance production.
    • CTE.AME.C.2.2: Pathway Standard:Understand the technical support functions and artistic competencies in film, video, and live production. Performance Indicator:Produce a production flow chart for a live theatrical or media based production.
    • CTE.AME.C.2.3: Pathway Standard:Understand the technical support functions and artistic competencies in film, video, and live production. Performance Indicator:Plan one technical component of a production from design to performance.
    • CTE.AME.C.3.0: Pathway Standard:Analyze and differentiate the function of the various members of a production team.
    • CTE.AME.C.3.1: Pathway Standard:Analyze and differentiate the function of the various members of a production team. Performance Indicator:Identify the skills and competencies of the various members of a production team including producer, production manager, director, assistant director, stage manager, production designer(s), post production, etc.
    • CTE.AME.C.4.0: Pathway Standard:Demonstrate key skills and an understanding of the complexities of production planning.
    • CTE.AME.C.4.1: Pathway Standard:Demonstrate key skills and an understanding of the complexities of production planning. Performance Indicator:Know the main elements and functional responsibilities involved in the production and presentation of the performing, visual, and media arts.
    • CTE.AME.C.4.2: Pathway Standard:Demonstrate key skills and an understanding of the complexities of production planning. Performance Indicator:Know how artistic processes, organizational structure, and business principles, including funding and budgeting, are interrelated in both live and media production.
    • CTE.AME.C.4.3: Pathway Standard:Demonstrate key skills and an understanding of the complexities of production planning. Performance Indicator:Identify the responsibilities and activities associated with the preproduction, production, and post-production of a creative project.
    • CTE.AME.C.4.4: Pathway Standard:Demonstrate key skills and an understanding of the complexities of production planning. Performance Indicator:Demonstrate understanding of the appropriate use of technology in each phase of the production planning.
    • CTE.AME.C.4.5: Pathway Standard:Demonstrate key skills and an understanding of the complexities of production planning. Performance Indicator:Create a call sheet for equipment, crew, technical support, and cast requirements for an arts, media, and entertainment production.
    • CTE.AME.C.5.0: Pathway Standard:Apply knowledge of services, equipment capabilities, the workflow process, data acquisition, and technology to a timely completion of projects.
    • CTE.AME.C.5.1: Pathway Standard:Apply knowledge of services, equipment capabilities, the workflow process, data acquisition, and technology to a timely completion of projects. Performance Indicator:Identify essential qualifications and technological competencies for each team member, including artists, designers, performers, composers, writers, and technicians.
    • CTE.AME.C.5.2: Pathway Standard:Apply knowledge of services, equipment capabilities, the workflow process, data acquisition, and technology to a timely completion of projects. Performance Indicator:Plan the general coordination of various elements in a project or production.
    • CTE.AME.C.6.0: Pathway Standard:Understand the key elements of developing and promoting a production from creation to distribution.
    • CTE.AME.C.6.1: Pathway Standard:Understand the key elements of developing and promoting a production from creation to distribution. Performance Indicator:Design a production flow chart identifying chain of responsibility for a specific type of arts, media, and entertainment production.
    • CTE.AME.C.6.2: Pathway Standard:Understand the key elements of developing and promoting a production from creation to distribution. Performance Indicator:Create a budget for an aspect of an arts, media, and entertainment production of the arts, media, and entertainment industry.
    • CTE.AME.C.6.3: Pathway Standard:Understand the key elements of developing and promoting a production from creation to distribution. Performance Indicator:Design a promotional packet demonstrating knowledge of promotional.
    • CTE.AME.C.6.4: Pathway Standard:Understand the key elements of developing and promoting a production from creation to distribution. Performance Indicator:Create a promotional example using electronic media.
    • CTE.AME.C.6.5: Pathway Standard:Understand the key elements of developing and promoting a production from creation to distribution. Performance Indicator:Create a public service announcement using two or more production methods materials, such as standard public service announcements.
    • CTE.AME.C.7.0: Pathway Standard:Know various media production, communication, and dissemination techniques and methods, including written, oral, visual, and electronic media.
    • CTE.AME.C.7.1: Pathway Standard:Know various media production, communication, and dissemination techniques and methods, including written, oral, visual, and electronic media. Performance Indicator:Identify and describe licensing management for live and media based productions and intellectual properties.
    • CTE.AME.C.7.2: Pathway Standard:Know various media production, communication, and dissemination techniques and methods, including written, oral, visual, and electronic media. Performance Indicator:Identify successful business models and analyze various facets of those models, such as market analysis, marketing strategy, and product value.
    • CTE.AME.C.7.3: Pathway Standard:Know various media production, communication, and dissemination techniques and methods, including written, oral, visual, and electronic media. Performance Indicator:Discuss the relationships between publishers, developers, distributors, marketers, and retailers.
    • CTE.AME.C.7.4: Pathway Standard:Know various media production, communication, and dissemination techniques and methods, including written, oral, visual, and electronic media. Performance Indicator:Understand the role of audience and market research in promotional planning.
    • CTE.AME.C.7.5: Pathway Standard:Know various media production, communication, and dissemination techniques and methods, including written, oral, visual, and electronic media. Performance Indicator:Understand the components of marketing campaigns for live and media based productions, including advertising in both traditional and social media.
    • CTE.AME.C.7.6: Pathway Standard:Know various media production, communication, and dissemination techniques and methods, including written, oral, visual, and electronic media. Performance Indicator:Demonstrate understanding of the distribution component of both live and media based production including Web, print, radio, television, and communication based options.
  • Career Technical Education Grade 7-12 - Pathways : Professional Sales Pathway:
    • CTE.MSS.B.1.0: Pathway Standard:Understand the interrelationships between economic and marketing concepts and selling.
    • CTE.MSS.B.1.1: Pathway Standard:Understand the interrelationships between economic and marketing concepts and selling. Performance Indicator:Define the role of selling in the national economy.
    • CTE.MSS.B.1.2: Pathway Standard:Understand the interrelationships between economic and marketing concepts and selling. Performance Indicator:Determine economic indicators that affect selling.
    • CTE.MSS.B.1.3: Pathway Standard:Understand the interrelationships between economic and marketing concepts and selling. Performance Indicator:Evaluate the impact of the international economic climate and international trade on selling.
    • CTE.MSS.B.2.0: Pathway Standard:Analyze and evaluate legal, moral, and ethical issues affecting selling and sales management.
    • CTE.MSS.B.2.1: Pathway Standard:Analyze and evaluate legal, moral, and ethical issues affecting selling and sales management. Performance Indicator:Identify legal aspects of sales contracts and warranties.
    • CTE.MSS.B.2.2: Pathway Standard:Analyze and evaluate legal, moral, and ethical issues affecting selling and sales management. Performance Indicator:Recognize legal aspects of standardization, grading, and labeling options.
    • CTE.MSS.B.2.3: Pathway Standard:Analyze and evaluate legal, moral, and ethical issues affecting selling and sales management. Performance Indicator:Understand legal aspects pertaining to advertising and pricing.
    • CTE.MSS.B.2.4: Pathway Standard:Analyze and evaluate legal, moral, and ethical issues affecting selling and sales management. Performance Indicator:Analyze ethical responsibilities in relationships with sales personnel, customer/clients, competitors, and vendors.
    • CTE.MSS.B.3.0: Pathway Standard:Analyze customer/client behavior in the selling process.
    • CTE.MSS.B.3.1: Pathway Standard:Analyze customer/client behavior in the selling process. Performance Indicator:Define and predict buying motives in the customer's decision-making process.
    • CTE.MSS.B.3.2: Pathway Standard:Analyze customer/client behavior in the selling process. Performance Indicator:Differentiate between each stage of the customer buying process.
    • CTE.MSS.B.3.3: Pathway Standard:Analyze customer/client behavior in the selling process. Performance Indicator:Explain the importance of customer service and explain communication techniques.
    • CTE.MSS.B.3.4: Pathway Standard:Analyze customer/client behavior in the selling process. Performance Indicator:Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue.
    • CTE.MSS.B.3.5: Pathway Standard:Analyze customer/client behavior in the selling process. Performance Indicator:Resolve contradictions when possible.
    • CTE.MSS.B.3.6: Pathway Standard:Analyze customer/client behavior in the selling process. Performance Indicator:Determine what additional information and/or research is required to deepen the investigation or complete the task.
    • CTE.MSS.B.3.7: Pathway Standard:Analyze customer/client behavior in the selling process. Performance Indicator:Defend why quality customer service translates into a competitive edge in marketing efforts.
    • CTE.MSS.B.4.0: Pathway Standard:Understand the nature and scope of the functions associated with personal and business sales strategies, product knowledge, support activities, and management of selling techniques.
    • CTE.MSS.B.4.1: Pathway Standard:Understand the nature and scope of the functions associated with personal and business sales strategies, product knowledge, support activities, and management of selling techniques. Performance Indicator:Explain the main characteristics of a successful salesperson including; listening, verbal and written communication skills, product knowledge, customer connection, trust worthiness, and power of persuasion.
    • CTE.MSS.B.4.2: Pathway Standard:Understand the nature and scope of the functions associated with personal and business sales strategies, product knowledge, support activities, and management of selling techniques. Performance Indicator:Demonstrate steps of sales and techniques used in the selling process.
    • CTE.MSS.B.4.3: Pathway Standard:Understand the nature and scope of the functions associated with personal and business sales strategies, product knowledge, support activities, and management of selling techniques. Performance Indicator:Apply techniques used by salespeople to enhance selling potential and customer satisfaction.
    • CTE.MSS.B.4.4: Pathway Standard:Understand the nature and scope of the functions associated with personal and business sales strategies, product knowledge, support activities, and management of selling techniques. Performance Indicator:Compare and contrast selling strategies for wholesale and retail environments.
    • CTE.MSS.B.4.5: Pathway Standard:Understand the nature and scope of the functions associated with personal and business sales strategies, product knowledge, support activities, and management of selling techniques. Performance Indicator:Differentiate between each stage of the customer buying process.
    • CTE.MSS.B.4.6: Pathway Standard:Understand the nature and scope of the functions associated with personal and business sales strategies, product knowledge, support activities, and management of selling techniques. Performance Indicator:Obtain and analyze product and service information to facilitate the selling process.
    • CTE.MSS.B.5.0: Pathway Standard:Examine different types of sales pathways.
    • CTE.MSS.B.5.1: Pathway Standard:Examine different types of sales pathways. Performance Indicator:Compare retail and wholesale sales methods.
    • CTE.MSS.B.5.2: Pathway Standard:Examine different types of sales pathways. Performance Indicator:Discuss telemarketing sales techniques.
    • CTE.MSS.B.5.3: Pathway Standard:Examine different types of sales pathways. Performance Indicator:Examine Internet sales.
    • CTE.MSS.B.6.0: Pathway Standard:Analyze the support activities of sales staff and management.
    • CTE.MSS.B.6.1: Pathway Standard:Analyze the support activities of sales staff and management. Performance Indicator:Assess the responsibilities of building, training, and evaluating a sales staff.
    • CTE.MSS.B.6.2: Pathway Standard:Analyze the support activities of sales staff and management. Performance Indicator:Examine methods of compensation for a sales staff.
    • CTE.MSS.B.7.0: Pathway Standard:Complete a strategic plan that includes establishing individual and company sales goals to guide the activities of the sales staff.
    • CTE.MSS.B.7.1: Pathway Standard:Complete a strategic plan that includes establishing individual and company sales goals to guide the activities of the sales staff. Performance Indicator:Apply methods for motivating and evaluating sales staff.
    • CTE.MSS.B.7.2: Pathway Standard:Complete a strategic plan that includes establishing individual and company sales goals to guide the activities of the sales staff. Performance Indicator:Practice various approaches for organizing a sales staff and leading a sales force to maximize effectiveness.
    • CTE.MSS.B.7.3: Pathway Standard:Complete a strategic plan that includes establishing individual and company sales goals to guide the activities of the sales staff. Performance Indicator:Track sales figures, and prepare sales reports to analyze sales in relation to a sales plan.
    • CTE.MSS.B.8.0: Pathway Standard:Access and use marketing information to enhance sales opportunities and activities.
    • CTE.MSS.B.8.1: Pathway Standard:Access and use marketing information to enhance sales opportunities and activities. Performance Indicator:Identify sources of demographic data for sales and business planning.
    • CTE.MSS.B.8.2: Pathway Standard:Access and use marketing information to enhance sales opportunities and activities. Performance Indicator:Use personal sales information to guide business activities.
    • CTE.MSS.B.8.3: Pathway Standard:Access and use marketing information to enhance sales opportunities and activities. Performance Indicator:Analyze and use data to identify potential customers and locations for business expansion.
    • CTE.MSS.B.8.4: Pathway Standard:Access and use marketing information to enhance sales opportunities and activities. Performance Indicator:Track consumer spending trends, and analyze data to forecast sales, predict economic conditions, and guide business activities.
    • CTE.MSS.B.8.5: Pathway Standard:Access and use marketing information to enhance sales opportunities and activities. Performance Indicator:Research consumer's needs and wants to identify product/service gaps and to develop, maintain, and improve, products and services.
  • Career Technical Education Grade 7-12 - Pathways : Public and Community Health Pathway:
    • CTE.HSMT.E.1.0: Pathway Standard:Understand the context and scope of public health on improving health and quality of life in personal, community, and the global population.
    • CTE.HSMT.E.1.1: Pathway Standard:Understand the context and scope of public health on improving health and quality of life in personal, community, and the global population. Performance Indicator:Understand written text about the history, philosophy, services, and careers in public health.
    • CTE.HSMT.E.1.10: Pathway Standard:Understand the context and scope of public health on improving health and quality of life in personal, community, and the global population. Performance Indicator:Defend health decisions, individual rights, and social responsibilities.
    • CTE.HSMT.E.1.2: Pathway Standard:Understand the context and scope of public health on improving health and quality of life in personal, community, and the global population. Performance Indicator:Describe the environmental, behavioral, biological, and socio-economic factors as well as access, quality, intervention and cost of medical care that are central to communities and the population.
    • CTE.HSMT.E.1.3: Pathway Standard:Understand the context and scope of public health on improving health and quality of life in personal, community, and the global population. Performance Indicator:Identify the roles and responsibilities of public health in addressing populations, health disparity, and disaster prevention and management.
    • CTE.HSMT.E.1.4: Pathway Standard:Understand the context and scope of public health on improving health and quality of life in personal, community, and the global population. Performance Indicator:Explain how public health can utilize health information and health communications to improve the health of populations.
    • CTE.HSMT.E.1.5: Pathway Standard:Understand the context and scope of public health on improving health and quality of life in personal, community, and the global population. Performance Indicator:Explain how public health can utilize social and behavioral interventions to improve the health of populations.
    • CTE.HSMT.E.1.6: Pathway Standard:Understand the context and scope of public health on improving health and quality of life in personal, community, and the global population. Performance Indicator:Explain how public health can utilize health policy and law to improve the health of populations.
    • CTE.HSMT.E.1.7: Pathway Standard:Understand the context and scope of public health on improving health and quality of life in personal, community, and the global population. Performance Indicator:Explain how public health assesses the options for intervention to improve the health of a population.
    • CTE.HSMT.E.1.8: Pathway Standard:Understand the context and scope of public health on improving health and quality of life in personal, community, and the global population. Performance Indicator:Explain the impact of the environment and communicable diseases on the health of populations.
    • CTE.HSMT.E.1.9: Pathway Standard:Understand the context and scope of public health on improving health and quality of life in personal, community, and the global population. Performance Indicator:Compare the scope of current public health policies with past practices.
    • CTE.HSMT.E.2.0: Pathway Standard:Design, promote, and implement community health programs which result in health-positive behaviors among all individuals, families, groups in a community, and the global environment.
    • CTE.HSMT.E.2.1: Pathway Standard:Design, promote, and implement community health programs which result in health-positive behaviors among all individuals, families, groups in a community, and the global environment. Performance Indicator:Know public policies that have an impact on people's health.
    • CTE.HSMT.E.2.10: Pathway Standard:Design, promote, and implement community health programs which result in health-positive behaviors among all individuals, families, groups in a community, and the global environment. Performance Indicator:Conduct outreach and health education at community sites with various cultural groups.
    • CTE.HSMT.E.2.11: Pathway Standard:Design, promote, and implement community health programs which result in health-positive behaviors among all individuals, families, groups in a community, and the global environment. Performance Indicator:Evaluate the process and outcome of community-based health education programs.
    • CTE.HSMT.E.2.12: Pathway Standard:Design, promote, and implement community health programs which result in health-positive behaviors among all individuals, families, groups in a community, and the global environment. Performance Indicator:Research the social, cultural, and behavioral factors influencing health outcomes.
    • CTE.HSMT.E.2.2: Pathway Standard:Design, promote, and implement community health programs which result in health-positive behaviors among all individuals, families, groups in a community, and the global environment. Performance Indicator:Identify and document factors influencing people's health status through a strong grounding in social and behavioral theory.
    • CTE.HSMT.E.2.3: Pathway Standard:Design, promote, and implement community health programs which result in health-positive behaviors among all individuals, families, groups in a community, and the global environment. Performance Indicator:Understand various strategies to improve the health status of individuals and the community.
    • CTE.HSMT.E.2.4: Pathway Standard:Design, promote, and implement community health programs which result in health-positive behaviors among all individuals, families, groups in a community, and the global environment. Performance Indicator:Understand the many health disparities barriers to access among underserved communities.
    • CTE.HSMT.E.2.5: Pathway Standard:Design, promote, and implement community health programs which result in health-positive behaviors among all individuals, families, groups in a community, and the global environment. Performance Indicator:Develop specific competencies for work in underserved and/or linguistically isolated communities.
    • CTE.HSMT.E.2.6: Pathway Standard:Design, promote, and implement community health programs which result in health-positive behaviors among all individuals, families, groups in a community, and the global environment. Performance Indicator:Demonstrate competency in working with diverse cultures and communities.
    • CTE.HSMT.E.2.7: Pathway Standard:Design, promote, and implement community health programs which result in health-positive behaviors among all individuals, families, groups in a community, and the global environment. Performance Indicator:Demonstrate ways in which enhancing and maintaining personal health and well-being are established.
    • CTE.HSMT.E.2.8: Pathway Standard:Design, promote, and implement community health programs which result in health-positive behaviors among all individuals, families, groups in a community, and the global environment. Performance Indicator:Explain fiscal and organizational resources to ensure optimal health programs and service delivery in communities.
    • CTE.HSMT.E.2.9: Pathway Standard:Design, promote, and implement community health programs which result in health-positive behaviors among all individuals, families, groups in a community, and the global environment. Performance Indicator:Expand health knowledge to provide information and referrals and advocacy on a range of health topics more effectively.
    • CTE.HSMT.E.3.0: Pathway Standard:Examine gerontology and its social implications using a life-span perspective that focuses on older adult's needs/concerns along life's continuum in various environments.
    • CTE.HSMT.E.3.1: Pathway Standard:Examine gerontology and its social implications using a life-span perspective that focuses on older adult's needs/concerns along life's continuum in various environments. Performance Indicator:Understand how the demographics of the older population affect various aspects of our society.
    • CTE.HSMT.E.3.10: Pathway Standard:Examine gerontology and its social implications using a life-span perspective that focuses on older adult's needs/concerns along life's continuum in various environments. Performance Indicator:Differentiate between normal changes in functioning due to aging and pathological changes leading to disease.
    • CTE.HSMT.E.3.11: Pathway Standard:Examine gerontology and its social implications using a life-span perspective that focuses on older adult's needs/concerns along life's continuum in various environments. Performance Indicator:Analyze the impact of an aging society on the nation's health care system.
    • CTE.HSMT.E.3.2: Pathway Standard:Examine gerontology and its social implications using a life-span perspective that focuses on older adult's needs/concerns along life's continuum in various environments. Performance Indicator:Recognize the contributions that aging persons make to their communities.
    • CTE.HSMT.E.3.3: Pathway Standard:Examine gerontology and its social implications using a life-span perspective that focuses on older adult's needs/concerns along life's continuum in various environments. Performance Indicator:Define the life course perspective and describe how age, gender, race, and ethnicity influence the life course.
    • CTE.HSMT.E.3.4: Pathway Standard:Examine gerontology and its social implications using a life-span perspective that focuses on older adult's needs/concerns along life's continuum in various environments. Performance Indicator:Identify a range of available services for elders in most communities.
    • CTE.HSMT.E.3.5: Pathway Standard:Examine gerontology and its social implications using a life-span perspective that focuses on older adult's needs/concerns along life's continuum in various environments. Performance Indicator:Understand health disparities among older adults and their impact on society.
    • CTE.HSMT.E.3.6: Pathway Standard:Examine gerontology and its social implications using a life-span perspective that focuses on older adult's needs/concerns along life's continuum in various environments. Performance Indicator:Understand the role of service providers and the use of community recreation and health services in their involvement with older persons.
    • CTE.HSMT.E.3.7: Pathway Standard:Examine gerontology and its social implications using a life-span perspective that focuses on older adult's needs/concerns along life's continuum in various environments. Performance Indicator:Understand common threats to loss of independence: falls, medication management, and lifestyle.
    • CTE.HSMT.E.3.8: Pathway Standard:Examine gerontology and its social implications using a life-span perspective that focuses on older adult's needs/concerns along life's continuum in various environments. Performance Indicator:Advocate for technology to enhance older adult's function, independence, and safety.
    • CTE.HSMT.E.3.9: Pathway Standard:Examine gerontology and its social implications using a life-span perspective that focuses on older adult's needs/concerns along life's continuum in various environments. Performance Indicator:Assess how policies, regulations, and programs differentially impact older adults and their caregivers, particularly among historically disadvantaged populations.
    • CTE.HSMT.E.4.0: Pathway Standard:Promote the protection, sustainability, and enhancement of the overall environmental quality of life.
    • CTE.HSMT.E.4.1: Pathway Standard:Promote the protection, sustainability, and enhancement of the overall environmental quality of life. Performance Indicator:Identify the various environmental factors that affect a community's health and safety such as water quality, air quality, food supply, industrial hygiene, and solid and hazardous waste disposal.
    • CTE.HSMT.E.4.2: Pathway Standard:Promote the protection, sustainability, and enhancement of the overall environmental quality of life. Performance Indicator:Identify human health hazards that may cause sickness or impaired health/well-being.
    • CTE.HSMT.E.4.3: Pathway Standard:Promote the protection, sustainability, and enhancement of the overall environmental quality of life. Performance Indicator:Identify the carriers or vectors that promote the transfer of these agents from the environment to the human.
    • CTE.HSMT.E.4.4: Pathway Standard:Promote the protection, sustainability, and enhancement of the overall environmental quality of life. Performance Indicator:Interpret the principles of environmental health practices.
    • CTE.HSMT.E.4.5: Pathway Standard:Promote the protection, sustainability, and enhancement of the overall environmental quality of life. Performance Indicator:Summarize health conditions that are caused or aggravated by environmental conditions.
    • CTE.HSMT.E.4.6: Pathway Standard:Promote the protection, sustainability, and enhancement of the overall environmental quality of life. Performance Indicator:Discuss emerging global environmental health problems.
    • CTE.HSMT.E.4.7: Pathway Standard:Promote the protection, sustainability, and enhancement of the overall environmental quality of life. Performance Indicator:Analyze current legislation and regulation regarding environmental issues.
    • CTE.HSMT.E.4.8: Pathway Standard:Promote the protection, sustainability, and enhancement of the overall environmental quality of life. Performance Indicator:Explore approaches to control major environmental health problems.
    • CTE.HSMT.E.5.0: Pathway Standard:Predict and evaluate rates, risk factors, and health status indicators of morbidity and mortality, disease determinants, and causation.
    • CTE.HSMT.E.5.1: Pathway Standard:Predict and evaluate rates, risk factors, and health status indicators of morbidity and mortality, disease determinants, and causation. Performance Indicator:Describe the historical roots of epidemiological thinking and its contribution to the evolution of the scientific method.
    • CTE.HSMT.E.5.2: Pathway Standard:Predict and evaluate rates, risk factors, and health status indicators of morbidity and mortality, disease determinants, and causation. Performance Indicator:Describe the basic epidemiological concepts of rates, causation, and public health surveillance.
    • CTE.HSMT.E.5.3: Pathway Standard:Predict and evaluate rates, risk factors, and health status indicators of morbidity and mortality, disease determinants, and causation. Performance Indicator:Generate hypotheses of patterns of disease and injuries regarding person, place, and time.
    • CTE.HSMT.E.5.4: Pathway Standard:Predict and evaluate rates, risk factors, and health status indicators of morbidity and mortality, disease determinants, and causation. Performance Indicator:Research data regarding disease or injuries, including rates, risk factors, disease determinants, and causation of morbidity and mortality.
    • CTE.HSMT.E.5.5: Pathway Standard:Predict and evaluate rates, risk factors, and health status indicators of morbidity and mortality, disease determinants, and causation. Performance Indicator:Explore the effects of disease, injury, and violence on longevity and quality of life.
    • CTE.HSMT.E.5.6: Pathway Standard:Predict and evaluate rates, risk factors, and health status indicators of morbidity and mortality, disease determinants, and causation. Performance Indicator:Evaluate methods to prevent, detect, cure, and minimize disease, injury, and violence in the population.
    • CTE.HSMT.E.6.0: Pathway Standard:Integrate knowledge and skills necessary as a member of a Community Emergency Response Team (CERT) to demonstrate the response required to meet your community's immediate needs in emergencies or disasters.
    • CTE.HSMT.E.6.1: Pathway Standard:Integrate knowledge and skills necessary as a member of a Community Emergency Response Team (CERT) to demonstrate the response required to meet your community's immediate needs in emergencies or disasters. Performance Indicator:Describe the roles and responsibilities of a member of a Community Emergency Response Team (CERT) in immediate response.
    • CTE.HSMT.E.6.2: Pathway Standard:Integrate knowledge and skills necessary as a member of a Community Emergency Response Team (CERT) to demonstrate the response required to meet your community's immediate needs in emergencies or disasters. Performance Indicator:Describe potential hazards and their effect on the community.
    • CTE.HSMT.E.6.3: Pathway Standard:Integrate knowledge and skills necessary as a member of a Community Emergency Response Team (CERT) to demonstrate the response required to meet your community's immediate needs in emergencies or disasters. Performance Indicator:Describe prevention strategies in homes, workplaces, and communities.
    • CTE.HSMT.E.6.4: Pathway Standard:Integrate knowledge and skills necessary as a member of a Community Emergency Response Team (CERT) to demonstrate the response required to meet your community's immediate needs in emergencies or disasters. Performance Indicator:Identify planning and size-up requirements for potential search and rescue situations.
    • CTE.HSMT.E.6.5: Pathway Standard:Integrate knowledge and skills necessary as a member of a Community Emergency Response Team (CERT) to demonstrate the response required to meet your community's immediate needs in emergencies or disasters. Performance Indicator:Explain how the community has a role in disaster preparedness and response.
    • CTE.HSMT.E.6.6: Pathway Standard:Integrate knowledge and skills necessary as a member of a Community Emergency Response Team (CERT) to demonstrate the response required to meet your community's immediate needs in emergencies or disasters. Performance Indicator:Demonstrate preparation strategies to improve the quality of life for a person or community.
    • CTE.HSMT.E.6.7: Pathway Standard:Integrate knowledge and skills necessary as a member of a Community Emergency Response Team (CERT) to demonstrate the response required to meet your community's immediate needs in emergencies or disasters. Performance Indicator:Employ basic assessment, triage, and treatment as defined by CERT protocols under simulated disaster conditions.
    • CTE.HSMT.E.6.8: Pathway Standard:Integrate knowledge and skills necessary as a member of a Community Emergency Response Team (CERT) to demonstrate the response required to meet your community's immediate needs in emergencies or disasters. Performance Indicator:Demonstrate working as a team, applying safe techniques for debris removal, and victim extrication.
    • CTE.HSMT.E.6.9: Pathway Standard:Integrate knowledge and skills necessary as a member of a Community Emergency Response Team (CERT) to demonstrate the response required to meet your community's immediate needs in emergencies or disasters. Performance Indicator:Describe the post-disaster emotional environment and the steps that rescuers can take to relieve their own stressors and trauma and those of disaster survivors.
  • Career Technical Education Grade 7-12 - Pathways : Public Safety Pathway:
    • CTE.PS.A.1.0: Pathway Standard:Demonstrate an awareness of the personal, physical, and psychological qualities found in successful public safety job candidates, and recall critical types of decisions and outcomes which determine employability in public safety occupations.
    • CTE.PS.A.1.1: Pathway Standard:Demonstrate an awareness of the personal, physical, and psychological qualities found in successful public safety job candidates, and recall critical types of decisions and outcomes which determine employability in public safety occupations. Performance Indicator:State the major types of occupations found in the Public Safety Pathway and the number of those occupations that require background-investigation security clearance and personal records free of disqualifying information.
    • CTE.PS.A.1.10: Pathway Standard:Demonstrate an awareness of the personal, physical, and psychological qualities found in successful public safety job candidates, and recall critical types of decisions and outcomes which determine employability in public safety occupations. Performance Indicator:Understand how loyalty, duty, honor, integrity, selfless service, and personal courage play an important role in many public safety occupations.
    • CTE.PS.A.1.11: Pathway Standard:Demonstrate an awareness of the personal, physical, and psychological qualities found in successful public safety job candidates, and recall critical types of decisions and outcomes which determine employability in public safety occupations. Performance Indicator:Understand how to interact with others in ways that demonstrate respect for persons, property, individual lifestyle choices, and cultural differences.
    • CTE.PS.A.1.12: Pathway Standard:Demonstrate an awareness of the personal, physical, and psychological qualities found in successful public safety job candidates, and recall critical types of decisions and outcomes which determine employability in public safety occupations. Performance Indicator:Compile a personal portfolio specific to the expectations for employment in a public safety career.
    • CTE.PS.A.1.2: Pathway Standard:Demonstrate an awareness of the personal, physical, and psychological qualities found in successful public safety job candidates, and recall critical types of decisions and outcomes which determine employability in public safety occupations. Performance Indicator:Identify a range of personal choices and conduct that would disqualify an individual from public safety occupations, and describe ways to avoid such behaviors.
    • CTE.PS.A.1.3: Pathway Standard:Demonstrate an awareness of the personal, physical, and psychological qualities found in successful public safety job candidates, and recall critical types of decisions and outcomes which determine employability in public safety occupations. Performance Indicator:Recognize the extent and scope of a background investigation, what sorts of information is collected, and how it may impact the evaluation of a candidate for a position in a public safety occupation.
    • CTE.PS.A.1.4: Pathway Standard:Demonstrate an awareness of the personal, physical, and psychological qualities found in successful public safety job candidates, and recall critical types of decisions and outcomes which determine employability in public safety occupations. Performance Indicator:Know personal and ethical behaviors that demonstrate commitment to professional ethics and legal responsibilities.
    • CTE.PS.A.1.5: Pathway Standard:Demonstrate an awareness of the personal, physical, and psychological qualities found in successful public safety job candidates, and recall critical types of decisions and outcomes which determine employability in public safety occupations. Performance Indicator:Demonstrate strategies and requirements for individuals and organizations to employ to respond to unethical and illegal actions in a variety of workplace situations.
    • CTE.PS.A.1.6: Pathway Standard:Demonstrate an awareness of the personal, physical, and psychological qualities found in successful public safety job candidates, and recall critical types of decisions and outcomes which determine employability in public safety occupations. Performance Indicator:Understand the necessity of maintaining strong academic records, high levels of physical fitness, and positive personal history to successfully pursue a career in a public safety.
    • CTE.PS.A.1.7: Pathway Standard:Demonstrate an awareness of the personal, physical, and psychological qualities found in successful public safety job candidates, and recall critical types of decisions and outcomes which determine employability in public safety occupations. Performance Indicator:Understand the selection process for many public safety occupations that require certifications, reading and writing assessments, psychological evaluations, medical evaluations, and probationary periods.
    • CTE.PS.A.1.8: Pathway Standard:Demonstrate an awareness of the personal, physical, and psychological qualities found in successful public safety job candidates, and recall critical types of decisions and outcomes which determine employability in public safety occupations. Performance Indicator:Understand the importance of security and background checks, credit checks, and other assessments including oral interviews and polygraph tests that are required for some public safety occupations.
    • CTE.PS.A.1.9: Pathway Standard:Demonstrate an awareness of the personal, physical, and psychological qualities found in successful public safety job candidates, and recall critical types of decisions and outcomes which determine employability in public safety occupations. Performance Indicator:Understand the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace settings.
    • CTE.PS.A.2.0: Pathway Standard:Describe the history, shared mission, and roles of public safety agencies and professionals at the national, state, and local government levels.
    • CTE.PS.A.2.1: Pathway Standard:Describe the history, shared mission, and roles of public safety agencies and professionals at the national, state, and local government levels. Performance Indicator:Recognize issues particular to policing and other public safety occupations, including accountability, codes of ethical conduct, jurisdiction, and civil rights of individuals.
    • CTE.PS.A.2.10: Pathway Standard:Describe the history, shared mission, and roles of public safety agencies and professionals at the national, state, and local government levels. Performance Indicator:Create a scenario that includes a potential threat from terrorism, a hostage situation, or danger at a school site, describing who should respond and actions that should be taken.
    • CTE.PS.A.2.2: Pathway Standard:Describe the history, shared mission, and roles of public safety agencies and professionals at the national, state, and local government levels. Performance Indicator:Describe the public safety agency role in saving lives, protecting lives and property, reducing the vulnerability of critical infrastructure, identifying key resources, and maintaining order.
    • CTE.PS.A.2.3: Pathway Standard:Describe the history, shared mission, and roles of public safety agencies and professionals at the national, state, and local government levels. Performance Indicator:Describe public safety agency roles in preventing terrorism, enhancing security, managing border security, securing cyberspace, and preparing for and responding to emergencies and disasters.
    • CTE.PS.A.2.4: Pathway Standard:Describe the history, shared mission, and roles of public safety agencies and professionals at the national, state, and local government levels. Performance Indicator:Identify the major public safety agencies at the international, national, state, and local levels, as well as scenarios (including response to catastrophic events with multiple casualties) that call for a referral to a higher-level agency or collaboration with other public safety agencies.
    • CTE.PS.A.2.5: Pathway Standard:Describe the history, shared mission, and roles of public safety agencies and professionals at the national, state, and local government levels. Performance Indicator:Analyze information to make prompt, effective, and appropriate decisions.
    • CTE.PS.A.2.6: Pathway Standard:Describe the history, shared mission, and roles of public safety agencies and professionals at the national, state, and local government levels. Performance Indicator:Use conflict-resolution and anger-management skills and procedures to resolve problems.
    • CTE.PS.A.2.7: Pathway Standard:Describe the history, shared mission, and roles of public safety agencies and professionals at the national, state, and local government levels. Performance Indicator:Apply critical-thinking skills to manage emergency response situations.
    • CTE.PS.A.2.8: Pathway Standard:Describe the history, shared mission, and roles of public safety agencies and professionals at the national, state, and local government levels. Performance Indicator:Survey the history of public safety agencies in the United States and their influence on the current systems.
    • CTE.PS.A.2.9: Pathway Standard:Describe the history, shared mission, and roles of public safety agencies and professionals at the national, state, and local government levels. Performance Indicator:Analyze and evaluate ideas, proposals, and solutions to problems.
    • CTE.PS.A.3.0: Pathway Standard:Demonstrate an understanding of the appropriate level of nutrition, fitness, and agility required by the public safety career fields.
    • CTE.PS.A.3.1: Pathway Standard:Demonstrate an understanding of the appropriate level of nutrition, fitness, and agility required by the public safety career fields. Performance Indicator:Understand the need for physical fitness and proper nutrition in the public safety career areas.
    • CTE.PS.A.3.2: Pathway Standard:Demonstrate an understanding of the appropriate level of nutrition, fitness, and agility required by the public safety career fields. Performance Indicator:Recognize the different physical agility assessments required for entrance into a public safety career and understand the skills and techniques necessary for success in agility testing.
    • CTE.PS.A.3.3: Pathway Standard:Demonstrate an understanding of the appropriate level of nutrition, fitness, and agility required by the public safety career fields. Performance Indicator:Design and implement a personal plan for achieving and maintaining an acceptable level of agility and a lifetime fitness mindset.
    • CTE.PS.A.4.0: Pathway Standard:Employ active listening, concise reporting, and familiarity with professional equipment to communicate effectively.
    • CTE.PS.A.4.1: Pathway Standard:Employ active listening, concise reporting, and familiarity with professional equipment to communicate effectively. Performance Indicator:Know the basic techniques and methods of active listening to obtain and clarify information in oral communications.
    • CTE.PS.A.4.2: Pathway Standard:Employ active listening, concise reporting, and familiarity with professional equipment to communicate effectively. Performance Indicator:Demonstrate effective methods of communicating with the public with a variety of techniques, such as command presence, active listening, and empathy; projecting a professional tone of voice; paraphrasing; and the proper use of nonverbal body language.
    • CTE.PS.A.4.3: Pathway Standard:Employ active listening, concise reporting, and familiarity with professional equipment to communicate effectively. Performance Indicator:Demonstrate the use of clear, concise, and legible entries based on experience and observation to prepare and submit required reports.
    • CTE.PS.A.4.4: Pathway Standard:Employ active listening, concise reporting, and familiarity with professional equipment to communicate effectively. Performance Indicator:Understand the professional use of a variety of communication methods and equipment.
    • CTE.PS.A.4.5: Pathway Standard:Employ active listening, concise reporting, and familiarity with professional equipment to communicate effectively. Performance Indicator:Practice public safety verbal communication techniques that can be used when interacting with difficult individuals.
    • CTE.PS.A.4.6: Pathway Standard:Employ active listening, concise reporting, and familiarity with professional equipment to communicate effectively. Performance Indicator:Narrate a sequence of events consistent with agency reporting formats.
    • CTE.PS.A.4.7: Pathway Standard:Employ active listening, concise reporting, and familiarity with professional equipment to communicate effectively. Performance Indicator:Convey information and ideas from primary and secondary sources accurately and coherently, consistent with agency report-writing formats.
    • CTE.PS.A.5.0: Pathway Standard:Understand the laws, ordinances, regulations, and organizational policies that guide public safety career fields.
    • CTE.PS.A.5.1: Pathway Standard:Understand the laws, ordinances, regulations, and organizational policies that guide public safety career fields. Performance Indicator:Describe how federal, state, and local laws and regulations affect public safety operations.
    • CTE.PS.A.5.2: Pathway Standard:Understand the laws, ordinances, regulations, and organizational policies that guide public safety career fields. Performance Indicator:Explain the importance of individual liberties and civil rights provided in the Constitution and how public safety workers should safeguard these rights when interacting with the public.
    • CTE.PS.A.5.3: Pathway Standard:Understand the laws, ordinances, regulations, and organizational policies that guide public safety career fields. Performance Indicator:Prepare a chart showing the organizational chain of command and other administrative systems to assign tasks and responsibilities for maximum effectiveness.
    • CTE.PS.A.6.0: Pathway Standard:Know the skills and equipment needed to deal with various types of situations found in public safety occupations (e.g., working with special populations, responding to emergencies, and assisting with incidents).
    • CTE.PS.A.6.1: Pathway Standard:Know the skills and equipment needed to deal with various types of situations found in public safety occupations (e.g., working with special populations, responding to emergencies, and assisting with incidents). Performance Indicator:Know the principles of emergency communications management and the importance of technological interoperability for information sharing among public safety agencies and for effective public address/warning systems.
    • CTE.PS.A.6.10: Pathway Standard:Know the skills and equipment needed to deal with various types of situations found in public safety occupations (e.g., working with special populations, responding to emergencies, and assisting with incidents). Performance Indicator:Apply appropriate problem-solving strategies and critical-thinking skills to work-related issues and tasks.
    • CTE.PS.A.6.2: Pathway Standard:Know the skills and equipment needed to deal with various types of situations found in public safety occupations (e.g., working with special populations, responding to emergencies, and assisting with incidents). Performance Indicator:Identify the skills required to deal effectively with emergency situations.
    • CTE.PS.A.6.3: Pathway Standard:Know the skills and equipment needed to deal with various types of situations found in public safety occupations (e.g., working with special populations, responding to emergencies, and assisting with incidents). Performance Indicator:Become familiar with personal safety procedures to meet prescribed regulations and situations.
    • CTE.PS.A.6.4: Pathway Standard:Know the skills and equipment needed to deal with various types of situations found in public safety occupations (e.g., working with special populations, responding to emergencies, and assisting with incidents). Performance Indicator:List the key elements of an action plan.
    • CTE.PS.A.6.5: Pathway Standard:Know the skills and equipment needed to deal with various types of situations found in public safety occupations (e.g., working with special populations, responding to emergencies, and assisting with incidents). Performance Indicator:Understand the safety and health issues related to serving persons with disabilities.
    • CTE.PS.A.6.6: Pathway Standard:Know the skills and equipment needed to deal with various types of situations found in public safety occupations (e.g., working with special populations, responding to emergencies, and assisting with incidents). Performance Indicator:Demonstrate the techniques for restraining individuals without violating their individual rights or jeopardizing safety.
    • CTE.PS.A.6.7: Pathway Standard:Know the skills and equipment needed to deal with various types of situations found in public safety occupations (e.g., working with special populations, responding to emergencies, and assisting with incidents). Performance Indicator:Practice basic emergency lifesaving techniques in order to apply those skills as needed in emergencies.
    • CTE.PS.A.6.8: Pathway Standard:Know the skills and equipment needed to deal with various types of situations found in public safety occupations (e.g., working with special populations, responding to emergencies, and assisting with incidents). Performance Indicator:Implement procedures for emergency response and know the requirements for handling hazardous materials in normal and emergency situations to avoid health and environmental risks (e.g., airborne and blood-borne pathogens, contamination).
    • CTE.PS.A.6.9: Pathway Standard:Know the skills and equipment needed to deal with various types of situations found in public safety occupations (e.g., working with special populations, responding to emergencies, and assisting with incidents). Performance Indicator:Explain the management of crisis negotiations to promote the safety of individuals and the public.
    • CTE.PS.A.7.0: Pathway Standard:Demonstrate an understanding of the major elements and career opportunities within the United States Department of Defense (DOD), including the Army, Navy, Marine Corps, Air Force, and Coast Guard.
    • CTE.PS.A.7.1: Pathway Standard:Demonstrate an understanding of the major elements and career opportunities within the United States Department of Defense (DOD), including the Army, Navy, Marine Corps, Air Force, and Coast Guard. Performance Indicator:Describe the mission and role of the DOD and the individual armed services.
    • CTE.PS.A.7.2: Pathway Standard:Demonstrate an understanding of the major elements and career opportunities within the United States Department of Defense (DOD), including the Army, Navy, Marine Corps, Air Force, and Coast Guard. Performance Indicator:Understand the chain of command within organizations of the DOD.
    • CTE.PS.A.7.3: Pathway Standard:Demonstrate an understanding of the major elements and career opportunities within the United States Department of Defense (DOD), including the Army, Navy, Marine Corps, Air Force, and Coast Guard. Performance Indicator:Understand the initial entry assessments of physical, educational, and legal for military recruitment and levels of service.
    • CTE.PS.A.7.4: Pathway Standard:Demonstrate an understanding of the major elements and career opportunities within the United States Department of Defense (DOD), including the Army, Navy, Marine Corps, Air Force, and Coast Guard. Performance Indicator:Describe the structure and composition of the DOD.
    • CTE.PS.A.7.5: Pathway Standard:Demonstrate an understanding of the major elements and career opportunities within the United States Department of Defense (DOD), including the Army, Navy, Marine Corps, Air Force, and Coast Guard. Performance Indicator:Understand and adhere to the following personal attributes within the DOD: leadership, teamwork, fitness, honor, integrity, respect, selfless service, and personal courage.
    • CTE.PS.A.7.6: Pathway Standard:Demonstrate an understanding of the major elements and career opportunities within the United States Department of Defense (DOD), including the Army, Navy, Marine Corps, Air Force, and Coast Guard. Performance Indicator:Describe the need for, and the responsibilities of, the following functions within the DOD: armored security, maritime security and welfare, air superiority, space operations, and cyber security.
    • CTE.PS.A.7.7: Pathway Standard:Demonstrate an understanding of the major elements and career opportunities within the United States Department of Defense (DOD), including the Army, Navy, Marine Corps, Air Force, and Coast Guard. Performance Indicator:Understand the role and structure of federal agencies and national organizations.
    • CTE.PS.A.8.0: Pathway Standard:Demonstrate an understanding of the functions and career opportunities within the U.S. Department of Homeland Security (DHS).
    • CTE.PS.A.8.1: Pathway Standard:Demonstrate an understanding of the functions and career opportunities within the U.S. Department of Homeland Security (DHS). Performance Indicator:Describe the mission, roles, and responsibilities of the U.S. Department of Homeland Security.
    • CTE.PS.A.8.2: Pathway Standard:Demonstrate an understanding of the functions and career opportunities within the U.S. Department of Homeland Security (DHS). Performance Indicator:Assess the local, state, national, and global perspectives on homeland security and the implications of protecting the public from natural and man-made threats to public safety.
    • CTE.PS.A.8.3: Pathway Standard:Demonstrate an understanding of the functions and career opportunities within the U.S. Department of Homeland Security (DHS). Performance Indicator:Recognize the impact of the September 11, 2001, terror attacks on the security and intelligence community structure and the resulting emphasis placed on coordination and cooperation between public safety agencies.
    • CTE.PS.A.8.4: Pathway Standard:Demonstrate an understanding of the functions and career opportunities within the U.S. Department of Homeland Security (DHS). Performance Indicator:Identify the current global and national issues and policies concerning terrorism and homeland security.
    • CTE.PS.A.8.5: Pathway Standard:Demonstrate an understanding of the functions and career opportunities within the U.S. Department of Homeland Security (DHS). Performance Indicator:List the various techniques and methods of infrastructure and facilities protection.
    • CTE.PS.A.8.6: Pathway Standard:Demonstrate an understanding of the functions and career opportunities within the U.S. Department of Homeland Security (DHS). Performance Indicator:Understand the role of cyber-security professionals within the homeland defense community and the methods and techniques used to combat public and private cyber attacks.
    • CTE.PS.A.8.7: Pathway Standard:Demonstrate an understanding of the functions and career opportunities within the U.S. Department of Homeland Security (DHS). Performance Indicator:Survey the roles, functions, and interdependency among local, federal, and international law enforcement, intelligence, and military agencies.
    • CTE.PS.A.8.8: Pathway Standard:Demonstrate an understanding of the functions and career opportunities within the U.S. Department of Homeland Security (DHS). Performance Indicator:Analyze the various elements of emergency preparedness, including emergency response and recovery, within the context of homeland security.
    • CTE.PS.A.9.0: Pathway Standard:Demonstrate an understanding of the functions of the U.S. Foreign Service.
    • CTE.PS.A.9.1: Pathway Standard:Demonstrate an understanding of the functions of the U.S. Foreign Service. Performance Indicator:Describe the primary mission of the U.S. Department of State and the role of the Foreign Service within that Department.
    • CTE.PS.A.9.2: Pathway Standard:Demonstrate an understanding of the functions of the U.S. Foreign Service. Performance Indicator:Describe the primary mission and role of the Foreign Service.
    • CTE.PS.A.9.3: Pathway Standard:Demonstrate an understanding of the functions of the U.S. Foreign Service. Performance Indicator:Describe the roles and responsibilities of different career tracks within the Foreign Service: Consular Officers, Economic Officers, Management Officers, Political Officers, and Public Diplomacy Officers.
    • CTE.PS.A.9.4: Pathway Standard:Demonstrate an understanding of the functions of the U.S. Foreign Service. Performance Indicator:Research the history of the Foreign Service and describe how its careers have evolved and how the Foreign Service has impacted the United States and other societies.
    • CTE.PS.A.9.5: Pathway Standard:Demonstrate an understanding of the functions of the U.S. Foreign Service. Performance Indicator:Describe the countries and settings in which Foreign Service Officers serve.
    • CTE.PS.A.9.6: Pathway Standard:Demonstrate an understanding of the functions of the U.S. Foreign Service. Performance Indicator:Understand the potential impact of assignments to hardship posts and dangerous posts on life and family choices.
  • Career Technical Education Grade 7-12 - Pathways : Residential and Commercial Construction Pathway:
    • CTE.BCT.D.1.0: Pathway Standard:Recognize the impact of financial, technical, environmental, and labor trends on the past and future of the construction industry.
    • CTE.BCT.D.1.1: Pathway Standard:Recognize the impact of financial, technical, environmental, and labor trends on the past and future of the construction industry. Performance Indicator:Understand significant historical trends in the construction industry.
    • CTE.BCT.D.1.2: Pathway Standard:Recognize the impact of financial, technical, environmental, and labor trends on the past and future of the construction industry. Performance Indicator:Understand the environmental regulations that influence residential and commercial design.
    • CTE.BCT.D.1.3: Pathway Standard:Recognize the impact of financial, technical, environmental, and labor trends on the past and future of the construction industry. Performance Indicator:Demonstrate knowledge of the California Environmental Quality Act (CEQA) and Environmental Impact Review (EIRs) impacts on residential and commercial construction.
    • CTE.BCT.D.10.0: Pathway Standard:Demonstrate skills necessary to complete a plumbing system in a single-family residence in accordance with accepted industry standards.
    • CTE.BCT.D.10.1: Pathway Standard:Demonstrate skills necessary to complete a plumbing system in a single-family residence in accordance with accepted industry standards. Performance Indicator:Demonstrate techniques for cutting, deburring, and joining metallic and nonmetallic water piping.
    • CTE.BCT.D.10.10: Pathway Standard:Demonstrate skills necessary to complete a plumbing system in a single-family residence in accordance with accepted industry standards. Performance Indicator:Connect the water supply to faucets and water closets.
    • CTE.BCT.D.10.11: Pathway Standard:Demonstrate skills necessary to complete a plumbing system in a single-family residence in accordance with accepted industry standards. Performance Indicator:Connect fixture tailpieces to fixtures and to traps.
    • CTE.BCT.D.10.12: Pathway Standard:Demonstrate skills necessary to complete a plumbing system in a single-family residence in accordance with accepted industry standards. Performance Indicator:Check for the proper functioning of fixtures.
    • CTE.BCT.D.10.2: Pathway Standard:Demonstrate skills necessary to complete a plumbing system in a single-family residence in accordance with accepted industry standards. Performance Indicator:Lay out and install hot and cold water piping to fixture locations as indicated on the construction documents.
    • CTE.BCT.D.10.3: Pathway Standard:Demonstrate skills necessary to complete a plumbing system in a single-family residence in accordance with accepted industry standards. Performance Indicator:Perform pressure test of an installed piping system.
    • CTE.BCT.D.10.4: Pathway Standard:Demonstrate skills necessary to complete a plumbing system in a single-family residence in accordance with accepted industry standards. Performance Indicator:Install fastened in-place fixture valves and shut-off valves as indicated on construction drawings.
    • CTE.BCT.D.10.5: Pathway Standard:Demonstrate skills necessary to complete a plumbing system in a single-family residence in accordance with accepted industry standards. Performance Indicator:Install and secure proper drainage piping to fixture locations.
    • CTE.BCT.D.10.6: Pathway Standard:Demonstrate skills necessary to complete a plumbing system in a single-family residence in accordance with accepted industry standards. Performance Indicator:Determine the proper slope for DWV piping using hand levels, laser levels, and transits.
    • CTE.BCT.D.10.7: Pathway Standard:Demonstrate skills necessary to complete a plumbing system in a single-family residence in accordance with accepted industry standards. Performance Indicator:Install traps and vents as indicated by construction drawings, specifications, and government codes.
    • CTE.BCT.D.10.8: Pathway Standard:Demonstrate skills necessary to complete a plumbing system in a single-family residence in accordance with accepted industry standards. Performance Indicator:Install angle stops at water supply stub outs.
    • CTE.BCT.D.10.9: Pathway Standard:Demonstrate skills necessary to complete a plumbing system in a single-family residence in accordance with accepted industry standards. Performance Indicator:Install plumbing fixtures.
    • CTE.BCT.D.11.0: Pathway Standard:Demonstrate skills necessary to complete an electrical system in a single-family residence in accordance with accepted industry standards.
    • CTE.BCT.D.11.1: Pathway Standard:Demonstrate skills necessary to complete an electrical system in a single-family residence in accordance with accepted industry standards. Performance Indicator:Determine whether or not an electrical circuit is live.
    • CTE.BCT.D.11.10: Pathway Standard:Demonstrate skills necessary to complete an electrical system in a single-family residence in accordance with accepted industry standards. Performance Indicator:Terminate electrical connections to receptacles, switches, lighting fixtures, large appliances, and other devices.
    • CTE.BCT.D.11.11: Pathway Standard:Demonstrate skills necessary to complete an electrical system in a single-family residence in accordance with accepted industry standards. Performance Indicator:Select receptacles and switches based on load requirements.
    • CTE.BCT.D.11.12: Pathway Standard:Demonstrate skills necessary to complete an electrical system in a single-family residence in accordance with accepted industry standards. Performance Indicator:Terminate equipment grounding and neutral conductor at the electrical service.
    • CTE.BCT.D.11.13: Pathway Standard:Demonstrate skills necessary to complete an electrical system in a single-family residence in accordance with accepted industry standards. Performance Indicator:Terminate communication and control wiring.
    • CTE.BCT.D.11.2: Pathway Standard:Demonstrate skills necessary to complete an electrical system in a single-family residence in accordance with accepted industry standards. Performance Indicator:Prepare rough framing for the installation of electrical cables and conduit.
    • CTE.BCT.D.11.3: Pathway Standard:Demonstrate skills necessary to complete an electrical system in a single-family residence in accordance with accepted industry standards. Performance Indicator:Lay out components to the tolerances indicated on the construction drawings, specifications, and government codes.
    • CTE.BCT.D.11.4: Pathway Standard:Demonstrate skills necessary to complete an electrical system in a single-family residence in accordance with accepted industry standards. Performance Indicator:Install typical devices, junction boxes, and panels.
    • CTE.BCT.D.11.5: Pathway Standard:Demonstrate skills necessary to complete an electrical system in a single-family residence in accordance with accepted industry standards. Performance Indicator:Install lighting and ceiling fan support boxes according to the National Electrical Code (NEC).
    • CTE.BCT.D.11.6: Pathway Standard:Demonstrate skills necessary to complete an electrical system in a single-family residence in accordance with accepted industry standards. Performance Indicator:Install conduit typical of residential construction and pull conductors through conduit as required by the NEC.
    • CTE.BCT.D.11.7: Pathway Standard:Demonstrate skills necessary to complete an electrical system in a single-family residence in accordance with accepted industry standards. Performance Indicator:Splice and tap conductors for the installation of fixtures and devices.
    • CTE.BCT.D.11.8: Pathway Standard:Demonstrate skills necessary to complete an electrical system in a single-family residence in accordance with accepted industry standards. Performance Indicator:Install low voltage control and communication cables.
    • CTE.BCT.D.11.9: Pathway Standard:Demonstrate skills necessary to complete an electrical system in a single-family residence in accordance with accepted industry standards. Performance Indicator:Demonstrate grounding techniques for all electrical boxes, cabinets, and enclosures.
    • CTE.BCT.D.2.0: Pathway Standard:Apply the appropriate mathematical calculations used in the construction trades.
    • CTE.BCT.D.2.1: Pathway Standard:Apply the appropriate mathematical calculations used in the construction trades. Performance Indicator:Apply formulas to determine area, volume, lineal, board, and square feet.
    • CTE.BCT.D.2.2: Pathway Standard:Apply the appropriate mathematical calculations used in the construction trades. Performance Indicator:Apply the Pythagorean Theorem to calculate pipe offsets, roof slope, and check for square.
    • CTE.BCT.D.2.3: Pathway Standard:Apply the appropriate mathematical calculations used in the construction trades. Performance Indicator:Estimate the materials needed to complete a specific task.
    • CTE.BCT.D.2.4: Pathway Standard:Apply the appropriate mathematical calculations used in the construction trades. Performance Indicator:Determine the total developed length of the water supply piping system.
    • CTE.BCT.D.2.5: Pathway Standard:Apply the appropriate mathematical calculations used in the construction trades. Performance Indicator:Calculate the residual pressure at the highest outlet per the requirements of the Plumbing Code.
    • CTE.BCT.D.2.6: Pathway Standard:Apply the appropriate mathematical calculations used in the construction trades. Performance Indicator:Calculate the total fixture unit demand from the fixtures indicated on the construction drawings using the tables of the plumbing code.
    • CTE.BCT.D.2.7: Pathway Standard:Apply the appropriate mathematical calculations used in the construction trades. Performance Indicator:Calculate the proper slope for drain, waste and vent (DWV) piping.
    • CTE.BCT.D.2.8: Pathway Standard:Apply the appropriate mathematical calculations used in the construction trades. Performance Indicator:Apply Ohm's Law to calculate resistance, current flow, and voltage in series, parallel, and combination circuits.
    • CTE.BCT.D.2.9: Pathway Standard:Apply the appropriate mathematical calculations used in the construction trades. Performance Indicator:Calculate the load on an electrical system from general lighting and small and large appliances.
    • CTE.BCT.D.3.0: Pathway Standard:Interpret and apply information from technical drawings, schedules, and specifications used in the construction trades.
    • CTE.BCT.D.3.1: Pathway Standard:Interpret and apply information from technical drawings, schedules, and specifications used in the construction trades. Performance Indicator:Identify the elements used in technical drawings, including types of lines, symbols, details, and views.
    • CTE.BCT.D.3.2: Pathway Standard:Interpret and apply information from technical drawings, schedules, and specifications used in the construction trades. Performance Indicator:Identify and interpret the elements of technical drawings, including plan, elevation, section, and detail views.
    • CTE.BCT.D.3.3: Pathway Standard:Interpret and apply information from technical drawings, schedules, and specifications used in the construction trades. Performance Indicator:Interpret technical drawings specifications.
    • CTE.BCT.D.3.4: Pathway Standard:Interpret and apply information from technical drawings, schedules, and specifications used in the construction trades. Performance Indicator:Identify plumbing, electrical, and mechanical symbols and other abbreviations used in construction drawings.
    • CTE.BCT.D.3.5: Pathway Standard:Interpret and apply information from technical drawings, schedules, and specifications used in the construction trades. Performance Indicator:Interpret and scale dimensions from a set of plans using an architect's scale.
    • CTE.BCT.D.3.6: Pathway Standard:Interpret and apply information from technical drawings, schedules, and specifications used in the construction trades. Performance Indicator:Interpret sectional and detail drawings to determine construction details such as corners, rough openings, stairs, and roof systems.
    • CTE.BCT.D.3.7: Pathway Standard:Interpret and apply information from technical drawings, schedules, and specifications used in the construction trades. Performance Indicator:Understand the sequencing and phases of residential and commercial construction projects.
    • CTE.BCT.D.4.0: Pathway Standard:Demonstrate techniques for proper site preparation.
    • CTE.BCT.D.4.1: Pathway Standard:Demonstrate techniques for proper site preparation. Performance Indicator:Use leveling devices to check for elevation, level, and plumb.
    • CTE.BCT.D.4.2: Pathway Standard:Demonstrate techniques for proper site preparation. Performance Indicator:Demonstrate how to establish grades using survey instruments.
    • CTE.BCT.D.4.3: Pathway Standard:Demonstrate techniques for proper site preparation. Performance Indicator:Install batter boards.
    • CTE.BCT.D.4.4: Pathway Standard:Demonstrate techniques for proper site preparation. Performance Indicator:Check site layout for square using the diagonal method.
    • CTE.BCT.D.4.5: Pathway Standard:Demonstrate techniques for proper site preparation. Performance Indicator:Describe excavation and backfill methods.
    • CTE.BCT.D.4.6: Pathway Standard:Demonstrate techniques for proper site preparation. Performance Indicator:Identify different methods and equipment used for compaction.
    • CTE.BCT.D.4.7: Pathway Standard:Demonstrate techniques for proper site preparation. Performance Indicator:Identify types of backfill materials and how they are used.
    • CTE.BCT.D.5.0: Pathway Standard:Demonstrate foundation layout techniques to include setting forms, placing reinforcements, and placing concrete according to construction drawings, specifications, and building codes.
    • CTE.BCT.D.5.1: Pathway Standard:Demonstrate foundation layout techniques to include setting forms, placing reinforcements, and placing concrete according to construction drawings, specifications, and building codes. Performance Indicator:Describe the sequencing procedures for placing large and small slabs.
    • CTE.BCT.D.5.10: Pathway Standard:Demonstrate foundation layout techniques to include setting forms, placing reinforcements, and placing concrete according to construction drawings, specifications, and building codes. Performance Indicator:Use appropriate tools and techniques for placing, compacting, screeding, and finishing consolidating concrete in slabs and footings.
    • CTE.BCT.D.5.2: Pathway Standard:Demonstrate foundation layout techniques to include setting forms, placing reinforcements, and placing concrete according to construction drawings, specifications, and building codes. Performance Indicator:Demonstrate how to establish elevations for concrete structures.
    • CTE.BCT.D.5.3: Pathway Standard:Demonstrate foundation layout techniques to include setting forms, placing reinforcements, and placing concrete according to construction drawings, specifications, and building codes. Performance Indicator:Lay out location and elevation of concrete/masonry structures based on construction drawings.
    • CTE.BCT.D.5.4: Pathway Standard:Demonstrate foundation layout techniques to include setting forms, placing reinforcements, and placing concrete according to construction drawings, specifications, and building codes. Performance Indicator:Develop a material take-off in accordance with construction drawings and specifications.
    • CTE.BCT.D.5.5: Pathway Standard:Demonstrate foundation layout techniques to include setting forms, placing reinforcements, and placing concrete according to construction drawings, specifications, and building codes. Performance Indicator:Lay out location for reinforcements, expansion joints, openings, and embedded items based on construction drawings, specifications, and building codes.
    • CTE.BCT.D.5.6: Pathway Standard:Demonstrate foundation layout techniques to include setting forms, placing reinforcements, and placing concrete according to construction drawings, specifications, and building codes. Performance Indicator:Construct, place, and brace forms for concrete as detailed in construction drawings for footings, slab, and raised floors.
    • CTE.BCT.D.5.7: Pathway Standard:Demonstrate foundation layout techniques to include setting forms, placing reinforcements, and placing concrete according to construction drawings, specifications, and building codes. Performance Indicator:Place and secure reinforcement as detailed by construction drawings, building codes, and industry standards.
    • CTE.BCT.D.5.8: Pathway Standard:Demonstrate foundation layout techniques to include setting forms, placing reinforcements, and placing concrete according to construction drawings, specifications, and building codes. Performance Indicator:Place secure embedded hardware as detailed on construction drawings.
    • CTE.BCT.D.5.9: Pathway Standard:Demonstrate foundation layout techniques to include setting forms, placing reinforcements, and placing concrete according to construction drawings, specifications, and building codes. Performance Indicator:Demonstrate proper removal and care of concrete forms.
    • CTE.BCT.D.6.0: Pathway Standard:Demonstrate carpentry techniques for the construction of a single-family residence.
    • CTE.BCT.D.6.1: Pathway Standard:Demonstrate carpentry techniques for the construction of a single-family residence. Performance Indicator:Properly place a moisture barrier and pest control guard on a foundation.
    • CTE.BCT.D.6.10: Pathway Standard:Demonstrate carpentry techniques for the construction of a single-family residence. Performance Indicator:Lay out, cut, and install ceiling joists and common and jack rafters.
    • CTE.BCT.D.6.11: Pathway Standard:Demonstrate carpentry techniques for the construction of a single-family residence. Performance Indicator:Frame and erect shed and gable roof systems.
    • CTE.BCT.D.6.12: Pathway Standard:Demonstrate carpentry techniques for the construction of a single-family residence. Performance Indicator:Lay out and install trusses on-center with specified hardware.
    • CTE.BCT.D.6.13: Pathway Standard:Demonstrate carpentry techniques for the construction of a single-family residence. Performance Indicator:Install appropriate blocking, bracing, lookouts, fascia, and drip edge.
    • CTE.BCT.D.6.14: Pathway Standard:Demonstrate carpentry techniques for the construction of a single-family residence. Performance Indicator:Frame for roof penetrations and attic access.
    • CTE.BCT.D.6.15: Pathway Standard:Demonstrate carpentry techniques for the construction of a single-family residence. Performance Indicator:Apply roof sheathing and install appropriate flashings.
    • CTE.BCT.D.6.16: Pathway Standard:Demonstrate carpentry techniques for the construction of a single-family residence. Performance Indicator:Understand different roofing materials and methods of application.
    • CTE.BCT.D.6.2: Pathway Standard:Demonstrate carpentry techniques for the construction of a single-family residence. Performance Indicator:Attach a sill plate at top of concrete foundation.
    • CTE.BCT.D.6.3: Pathway Standard:Demonstrate carpentry techniques for the construction of a single-family residence. Performance Indicator:Lay out, cut, and install joist supports, rim joists, and floor joists as specified on construction plans.
    • CTE.BCT.D.6.4: Pathway Standard:Demonstrate carpentry techniques for the construction of a single-family residence. Performance Indicator:Install a subfloor.
    • CTE.BCT.D.6.5: Pathway Standard:Demonstrate carpentry techniques for the construction of a single-family residence. Performance Indicator:Demonstrate wall and plate layout, including rough openings.
    • CTE.BCT.D.6.6: Pathway Standard:Demonstrate carpentry techniques for the construction of a single-family residence. Performance Indicator:Measure, cut, and assemble wall components using appropriate tools and fasteners.
    • CTE.BCT.D.6.7: Pathway Standard:Demonstrate carpentry techniques for the construction of a single-family residence. Performance Indicator:Demonstrate the ability to square wall systems and install wall bracing and shear panels according to code.
    • CTE.BCT.D.6.8: Pathway Standard:Demonstrate carpentry techniques for the construction of a single-family residence. Performance Indicator:Stand, square, plumb, and brace walls.
    • CTE.BCT.D.6.9: Pathway Standard:Demonstrate carpentry techniques for the construction of a single-family residence. Performance Indicator:Describe the applications and uses of metal stud framing.
    • CTE.BCT.D.7.0: Pathway Standard:Demonstrate proper installation techniques of interior finish materials and protective finishes.
    • CTE.BCT.D.7.1: Pathway Standard:Demonstrate proper installation techniques of interior finish materials and protective finishes. Performance Indicator:Identify types and uses of wall finishing materials.
    • CTE.BCT.D.7.2: Pathway Standard:Demonstrate proper installation techniques of interior finish materials and protective finishes. Performance Indicator:Cut, fit, and install gypsum wallboard onto a framed wall using appropriate fasteners.
    • CTE.BCT.D.7.3: Pathway Standard:Demonstrate proper installation techniques of interior finish materials and protective finishes. Performance Indicator:Describe the finishes and textures for gypsum wallboard.
    • CTE.BCT.D.7.4: Pathway Standard:Demonstrate proper installation techniques of interior finish materials and protective finishes. Performance Indicator:Properly prepare walls to receive protective finishes.
    • CTE.BCT.D.7.5: Pathway Standard:Demonstrate proper installation techniques of interior finish materials and protective finishes. Performance Indicator:Apply finishes according to specifications and industry standards.
    • CTE.BCT.D.7.6: Pathway Standard:Demonstrate proper installation techniques of interior finish materials and protective finishes. Performance Indicator:Identify types and application of finish flooring materials.
    • CTE.BCT.D.7.7: Pathway Standard:Demonstrate proper installation techniques of interior finish materials and protective finishes. Performance Indicator:Install pre-hung interior doors.
    • CTE.BCT.D.7.8: Pathway Standard:Demonstrate proper installation techniques of interior finish materials and protective finishes. Performance Indicator:Install interior trim and case work.
    • CTE.BCT.D.8.0: Pathway Standard:Demonstrate the application of exterior finish materials and protective finishes in building construction.
    • CTE.BCT.D.8.1: Pathway Standard:Demonstrate the application of exterior finish materials and protective finishes in building construction. Performance Indicator:Describe the installation procedures and techniques of masonry siding materials.
    • CTE.BCT.D.8.10: Pathway Standard:Demonstrate the application of exterior finish materials and protective finishes in building construction. Performance Indicator:Install various types of floor, wall, and ceiling thermal insulation.
    • CTE.BCT.D.8.11: Pathway Standard:Demonstrate the application of exterior finish materials and protective finishes in building construction. Performance Indicator:Describe mold-prevention techniques.
    • CTE.BCT.D.8.3: Pathway Standard:Demonstrate the application of exterior finish materials and protective finishes in building construction. Performance Indicator:Install wood, vinyl, and/or manufactured siding.
    • CTE.BCT.D.8.4: Pathway Standard:Demonstrate the application of exterior finish materials and protective finishes in building construction. Performance Indicator:Demonstrate preparation techniques for applying exterior paint and stain.
    • CTE.BCT.D.8.5: Pathway Standard:Demonstrate the application of exterior finish materials and protective finishes in building construction. Performance Indicator:Apply exterior paint and stain according to specifications.
    • CTE.BCT.D.8.6: Pathway Standard:Demonstrate the application of exterior finish materials and protective finishes in building construction. Performance Indicator:Describe various types and uses of doors and windows used in building construction.
    • CTE.BCT.D.8.7: Pathway Standard:Demonstrate the application of exterior finish materials and protective finishes in building construction. Performance Indicator:Install pre-hung windows and doors using appropriate flashing and trim.
    • CTE.BCT.D.8.8: Pathway Standard:Demonstrate the application of exterior finish materials and protective finishes in building construction. Performance Indicator:Caulk and seal joints to prevent air and moisture infiltration and increase energy efficiency.
    • CTE.BCT.D.8.9: Pathway Standard:Demonstrate the application of exterior finish materials and protective finishes in building construction. Performance Indicator:Install vents for efficient attic and crawl space ventilation.
    • CTE.BCT.D.9.0: Pathway Standard:Understand, integrate, and employ sustainable construction practices in the building trades.
    • CTE.BCT.D.9.1: Pathway Standard:Understand, integrate, and employ sustainable construction practices in the building trades. Performance Indicator:Identify design and energy solutions for improving building energy efficiency.
    • CTE.BCT.D.9.2: Pathway Standard:Understand, integrate, and employ sustainable construction practices in the building trades. Performance Indicator:Identify materials used in building construction to increase energy efficiency and sustainability.
    • CTE.BCT.D.9.3: Pathway Standard:Understand, integrate, and employ sustainable construction practices in the building trades. Performance Indicator:Calculate energy requirements and loads for buildings and structures.
    • CTE.BCT.D.9.4: Pathway Standard:Understand, integrate, and employ sustainable construction practices in the building trades. Performance Indicator:Demonstrate the application of constructing materials intended to improve building efficiency and sustainability.
    • CTE.BCT.D.9.5: Pathway Standard:Understand, integrate, and employ sustainable construction practices in the building trades. Performance Indicator:Analyze and evaluate buildings for energy efficiency and performance.
    • CTE.BCT.D.9.6: Pathway Standard:Understand, integrate, and employ sustainable construction practices in the building trades. Performance Indicator:Develop solutions to improve building energy performance and efficiency.
  • Career Technical Education Grade 7-12 - Pathways : Software and Systems Development Pathway:
    • CTE.ICT.C.1.0: Pathway Standard:Identify and apply the systems development process.
    • CTE.ICT.C.1.1: Pathway Standard:Identify and apply the systems development process. Performance Indicator:Identify the phases of the systems development life cycle, including analysis, design, programming, testing, implementation, maintenance, and improvement.
    • CTE.ICT.C.1.2: Pathway Standard:Identify and apply the systems development process. Performance Indicator:Identify and describe models of systems development, systems development life cycle (SDLC), and agile computing.
    • CTE.ICT.C.1.3: Pathway Standard:Identify and apply the systems development process. Performance Indicator:Identify and describe how specifications and requirements are developed for new and existing software applications.
    • CTE.ICT.C.1.4: Pathway Standard:Identify and apply the systems development process. Performance Indicator:Work as a member of, and within the scope and boundaries of, a development project team.
    • CTE.ICT.C.1.5: Pathway Standard:Identify and apply the systems development process. Performance Indicator:Track development project milestones using the concept of versions.
    • CTE.ICT.C.1.6: Pathway Standard:Identify and apply the systems development process. Performance Indicator:Diagram processes using flowcharts and the Unified Modeling Language.
    • CTE.ICT.C.10.0: Pathway Standard:Develop intelligent computing.
    • CTE.ICT.C.10.1: Pathway Standard:Develop intelligent computing. Performance Indicator:Describe models of intelligent behavior and what distinguishes humans from machines.
    • CTE.ICT.C.10.2: Pathway Standard:Develop intelligent computing. Performance Indicator:Describe the major areas of intelligent computing, including perception, proximity, processing, and control.
    • CTE.ICT.C.10.3: Pathway Standard:Develop intelligent computing. Performance Indicator:Know artificial intelligence methods such as neural networks, Bayesian inferences, fuzzy logic, and finite state machines.
    • CTE.ICT.C.10.4: Pathway Standard:Develop intelligent computing. Performance Indicator:Implement artificial intelligent behavior through various methods: mathematical modeling, reinforcement learning, and probabilistic analysis.
    • CTE.ICT.C.2.0: Pathway Standard:Define and analyze systems and software requirements.
    • CTE.ICT.C.2.1: Pathway Standard:Define and analyze systems and software requirements. Performance Indicator:Describe the major purposes and benefits of development, including automation, improving productivity, modeling and analysis, and entertainment.
    • CTE.ICT.C.2.2: Pathway Standard:Define and analyze systems and software requirements. Performance Indicator:Recognize and prevent unintended consequences of development work: programming errors, security issues, health and environmental risks, and privacy concerns.
    • CTE.ICT.C.2.3: Pathway Standard:Define and analyze systems and software requirements. Performance Indicator:Develop strategies that target the specific needs and desires of the customer.
    • CTE.ICT.C.2.4: Pathway Standard:Define and analyze systems and software requirements. Performance Indicator:Analyze customer's needs for development.
    • CTE.ICT.C.2.5: Pathway Standard:Define and analyze systems and software requirements. Performance Indicator:Determine and document the requirements and alternative solutions to fulfill the customer's needs.
    • CTE.ICT.C.3.0: Pathway Standard:Create effective interfaces between humans and technology.
    • CTE.ICT.C.3.1: Pathway Standard:Create effective interfaces between humans and technology. Performance Indicator:Describe and apply the basic process of input, processing, and output.
    • CTE.ICT.C.3.2: Pathway Standard:Create effective interfaces between humans and technology. Performance Indicator:Design effective and intuitive interfaces using knowledge of cognitive, physical, and social interactions.
    • CTE.ICT.C.3.3: Pathway Standard:Create effective interfaces between humans and technology. Performance Indicator:Support methods of accessibility for all potential users, including users with disabilities and non-English-speaking users.
    • CTE.ICT.C.4.0: Pathway Standard:Develop software using programming languages.
    • CTE.ICT.C.4.1: Pathway Standard:Develop software using programming languages. Performance Indicator:Identify and describe the abstraction level of programming languages from low-level, hardware-based languages to high-level, interpreted, Web-based languages.
    • CTE.ICT.C.4.10: Pathway Standard:Develop software using programming languages. Performance Indicator:Create and know the comparative advantages of various queue, sorting, and searching algorithms.
    • CTE.ICT.C.4.11: Pathway Standard:Develop software using programming languages. Performance Indicator:Document development work for various audiences, such as comments for other programmers, and manuals for users.
    • CTE.ICT.C.4.2: Pathway Standard:Develop software using programming languages. Performance Indicator:Describe the interaction and integration of programming languages and protocols such as how client-side programming can work with server-side programming to use a query language to access a database.
    • CTE.ICT.C.4.3: Pathway Standard:Develop software using programming languages. Performance Indicator:Identify and use different authoring tools and integrated development environments (IDEs).
    • CTE.ICT.C.4.4: Pathway Standard:Develop software using programming languages. Performance Indicator:Identify and apply data types and encoding.
    • CTE.ICT.C.4.5: Pathway Standard:Develop software using programming languages. Performance Indicator:Demonstrate awareness of various programming paradigms, including procedural, object oriented, event-driven, and multithreaded programing.
    • CTE.ICT.C.4.6: Pathway Standard:Develop software using programming languages. Performance Indicator:Use proper programming language syntax.
    • CTE.ICT.C.4.7: Pathway Standard:Develop software using programming languages. Performance Indicator:Use various data structures, arrays, objects, files, and databases.
    • CTE.ICT.C.4.8: Pathway Standard:Develop software using programming languages. Performance Indicator:Use object oriented programming concepts, properties, methods, and inheritance.
    • CTE.ICT.C.4.9: Pathway Standard:Develop software using programming languages. Performance Indicator:Create programs using control structures, procedures, functions, parameters, variables, error recovery, and recursion.
    • CTE.ICT.C.5.0: Pathway Standard:Test, debug, and improve software development work.
    • CTE.ICT.C.5.1: Pathway Standard:Test, debug, and improve software development work. Performance Indicator:Identify the characteristics of reliable, effective, and efficient products.
    • CTE.ICT.C.5.2: Pathway Standard:Test, debug, and improve software development work. Performance Indicator:Describe the ways in which specification changes and technological advances can require the modification of programs.
    • CTE.ICT.C.5.3: Pathway Standard:Test, debug, and improve software development work. Performance Indicator:Use strategies to optimize code for improved performance.
    • CTE.ICT.C.5.4: Pathway Standard:Test, debug, and improve software development work. Performance Indicator:Test software and projects.
    • CTE.ICT.C.5.5: Pathway Standard:Test, debug, and improve software development work. Performance Indicator:Evaluate results against initial requirements.
    • CTE.ICT.C.5.6: Pathway Standard:Test, debug, and improve software development work. Performance Indicator:Debug software as part of the quality assurance process.
    • CTE.ICT.C.6.0: Pathway Standard:Integrate a variety of media into development projects.
    • CTE.ICT.C.6.1: Pathway Standard:Integrate a variety of media into development projects. Performance Indicator:Identify the basic design elements necessary to produce effective print, video, audio, and interactive media.
    • CTE.ICT.C.6.2: Pathway Standard:Integrate a variety of media into development projects. Performance Indicator:Describe the various encoding methods of media and trade-offs: vector graphics vs. bitmaps, and bit depth.
    • CTE.ICT.C.6.3: Pathway Standard:Integrate a variety of media into development projects. Performance Indicator:Use media design and editing software: keyframe animation, drawing software, image editors, and three-dimensional design.
    • CTE.ICT.C.6.4: Pathway Standard:Integrate a variety of media into development projects. Performance Indicator:Develop a presentation or other multimedia project: video, game, or interactive Web sites, from storyboard to production.
    • CTE.ICT.C.6.5: Pathway Standard:Integrate a variety of media into development projects. Performance Indicator:Analyze the use of media to determine the appropriate file format and level of compression.
    • CTE.ICT.C.6.6: Pathway Standard:Integrate a variety of media into development projects. Performance Indicator:Integrate media into a full project using appropriate tools.
    • CTE.ICT.C.6.7: Pathway Standard:Integrate a variety of media into development projects. Performance Indicator:Create and/or capture professional-quality media, images, documents, audio, and video clips.
    • CTE.ICT.C.7.0: Pathway Standard:Develop Web and online projects.
    • CTE.ICT.C.7.1: Pathway Standard:Develop Web and online projects. Performance Indicator:Identify the hardware (server) and software required for Web hosting and other services.
    • CTE.ICT.C.7.2: Pathway Standard:Develop Web and online projects. Performance Indicator:Describe the full process of online content delivery, registering domain names, setting up hosting, and setting up e-mail addresses.
    • CTE.ICT.C.7.3: Pathway Standard:Develop Web and online projects. Performance Indicator:Attract Web-site visitors through search engine optimization using various strategies like keywords and meta-tags.
    • CTE.ICT.C.7.4: Pathway Standard:Develop Web and online projects. Performance Indicator:Enable e-commerce capabilities to sell products, create a shopping cart, and handle credit card transactions.
    • CTE.ICT.C.7.5: Pathway Standard:Develop Web and online projects. Performance Indicator:Create an online project, Web-based business, and e-portfolio.
    • CTE.ICT.C.7.6: Pathway Standard:Develop Web and online projects. Performance Indicator:Optimize fast delivery and retrieval of online content such as Web pages.
    • CTE.ICT.C.8.0: Pathway Standard:Develop databases.
    • CTE.ICT.C.8.1: Pathway Standard:Develop databases. Performance Indicator:Describe the critical function of databases in modern organizations.
    • CTE.ICT.C.8.2: Pathway Standard:Develop databases. Performance Indicator:Identify and use the basic structures of databases, fields, records, tables, and views.
    • CTE.ICT.C.8.3: Pathway Standard:Develop databases. Performance Indicator:Identify and explain the types of relationships between tables (one-to-one, one-to-many, many-to-many) and use methods to establish these relationships, including primary keys, foreign keys, and indexes.
    • CTE.ICT.C.8.4: Pathway Standard:Develop databases. Performance Indicator:Use data modeling techniques to create databases based upon business needs.
    • CTE.ICT.C.8.5: Pathway Standard:Develop databases. Performance Indicator:Use queries to extract and manipulate data (select queries, action queries).
    • CTE.ICT.C.8.6: Pathway Standard:Develop databases. Performance Indicator:Develop databases that are properly normalized using appropriate schemas.
    • CTE.ICT.C.8.7: Pathway Standard:Develop databases. Performance Indicator:Export and import data to and from other applications and a database recognizing the limitations and challenges inherent in the process.
    • CTE.ICT.C.8.8: Pathway Standard:Develop databases. Performance Indicator:Analyze and display data to assist with decision making using methods like cross tabulations, graphs, and charts.
    • CTE.ICT.C.9.0: Pathway Standard:Develop software for a variety of devices, including robotics.
    • CTE.ICT.C.9.1: Pathway Standard:Develop software for a variety of devices, including robotics. Performance Indicator:Demonstrate awareness of the applications of device development work, including personalized computing, robotics, and smart appliances.
    • CTE.ICT.C.9.2: Pathway Standard:Develop software for a variety of devices, including robotics. Performance Indicator:Install equipment, assemble hardware, and perform tests using appropriate tools and technology.
    • CTE.ICT.C.9.3: Pathway Standard:Develop software for a variety of devices, including robotics. Performance Indicator:Use hardware to gain input, process information, and take action.
    • CTE.ICT.C.9.4: Pathway Standard:Develop software for a variety of devices, including robotics. Performance Indicator:Apply the concepts of embedded programming, including digital logic, machine-level representation of data, and memory-system organization.
    • CTE.ICT.C.9.5: Pathway Standard:Develop software for a variety of devices, including robotics. Performance Indicator:Program a micro-controller for a device or robot.
  • Career Technical Education Grade 7-12 - Pathways : Structural Repair and Refinishing Pathway:
    • CTE.T.B.1.0: Pathway Standard:Students practice personal and occupational safety and understand the environmental effects of collision repair and refinishing practices.
    • CTE.T.B.1.1: Pathway Standard:Students practice personal and occupational safety and understand the environmental effects of collision repair and refinishing practices. Performance Indicator:Describe industry environmental conservation practices and their applications.
    • CTE.T.B.1.2: Pathway Standard:Students practice personal and occupational safety and understand the environmental effects of collision repair and refinishing practices. Performance Indicator:Practice the safe handling and storage of chemicals and hazardous wastes as required by the Occupational Safety and Health Administration (OSHA), Air Resources Board (ARB), Air Quality Management Districts (AQMDs), and other regulatory agencies.
    • CTE.T.B.1.3: Pathway Standard:Students practice personal and occupational safety and understand the environmental effects of collision repair and refinishing practices. Performance Indicator:Understand the generation of waste products and other environmentally destructive substances.
    • CTE.T.B.1.4: Pathway Standard:Students practice personal and occupational safety and understand the environmental effects of collision repair and refinishing practices. Performance Indicator:Use appropriate materials and repair technologies.
    • CTE.T.B.1.5: Pathway Standard:Students practice personal and occupational safety and understand the environmental effects of collision repair and refinishing practices. Performance Indicator:Understand the environmental implications of using new and emerging materials, resources, and technologies.
    • CTE.T.B.1.6: Pathway Standard:Students practice personal and occupational safety and understand the environmental effects of collision repair and refinishing practices. Performance Indicator:Demonstrate the safety practices applied when servicing vehicle-body electronics and other vehicle systems.
    • CTE.T.B.2.0: Pathway Standard:Practice the safe and appropriate use of tools, equipment, and work processes.
    • CTE.T.B.2.1: Pathway Standard:Practice the safe and appropriate use of tools, equipment, and work processes. Performance Indicator:Understand how certain tools and equipment are used to perform maintenance and repair operations.
    • CTE.T.B.2.2: Pathway Standard:Practice the safe and appropriate use of tools, equipment, and work processes. Performance Indicator:Use tools, equipment, and machines to safely measure, test, diagnose, and analyze components and systems (e.g., electrical and electronic circuits, alternating- and direct-current applications, fluid/hydraulic and air/pneumatic systems).
    • CTE.T.B.3.0: Pathway Standard:Apply measurement systems and the mathematical functions necessary to perform required fabrication, maintenance, and operation procedures.
    • CTE.T.B.3.1: Pathway Standard:Apply measurement systems and the mathematical functions necessary to perform required fabrication, maintenance, and operation procedures. Performance Indicator:Use industry-standard measurement scales, devices, and systems to perform design, fabrication, diagnostic, maintenance, and repair procedures.
    • CTE.T.B.3.2: Pathway Standard:Apply measurement systems and the mathematical functions necessary to perform required fabrication, maintenance, and operation procedures. Performance Indicator:Use technical vocabulary, technical reports and manuals, electronic systems, and related technical data resources, as appropriate, to determine repairs and estimates.
    • CTE.T.B.3.3: Pathway Standard:Apply measurement systems and the mathematical functions necessary to perform required fabrication, maintenance, and operation procedures. Performance Indicator:Demonstrate the different types of welding and heat processes used in repair processes and procedures.
    • CTE.T.B.3.4: Pathway Standard:Apply measurement systems and the mathematical functions necessary to perform required fabrication, maintenance, and operation procedures. Performance Indicator:Understand the mathematical functions associated with collision repair and refinishing.
    • CTE.T.B.4.0: Pathway Standard:Apply scientific principles in relation to chemical, mechanical, and physical functions and in relation to industry and manufacturer standards.
    • CTE.T.B.4.1: Pathway Standard:Apply scientific principles in relation to chemical, mechanical, and physical functions and in relation to industry and manufacturer standards. Performance Indicator:Identify and understand the physical and chemical characteristics of metals, plastics, and other materials.
    • CTE.T.B.4.2: Pathway Standard:Apply scientific principles in relation to chemical, mechanical, and physical functions and in relation to industry and manufacturer standards. Performance Indicator:Describe the basic terms, characteristics, and concepts of physical and chemical processes.
    • CTE.T.B.4.3: Pathway Standard:Apply scientific principles in relation to chemical, mechanical, and physical functions and in relation to industry and manufacturer standards. Performance Indicator:Apply the principles of mechanical, electrical, hydraulic, and pneumatic power in relation to collision repair and refinishing.
    • CTE.T.B.4.4: Pathway Standard:Apply scientific principles in relation to chemical, mechanical, and physical functions and in relation to industry and manufacturer standards. Performance Indicator:Practice the principles of electricity and electronics.
    • CTE.T.B.4.5: Pathway Standard:Apply scientific principles in relation to chemical, mechanical, and physical functions and in relation to industry and manufacturer standards. Performance Indicator:Understand body and frame construction.
    • CTE.T.B.4.6: Pathway Standard:Apply scientific principles in relation to chemical, mechanical, and physical functions and in relation to industry and manufacturer standards. Performance Indicator:Know the importance of calibration processes, systems, and techniques in using various measurement and testing devices.
    • CTE.T.B.5,2: Pathway Standard:Apply scientific principles in relation to chemical, mechanical, and physical functions and in relation to industry and manufacturer standards. Performance Indicator:Use reference books and materials, technical service bulletins, and other related documents to determine repairs and rate of pay.
    • CTE.T.B.5.0: Pathway Standard:Perform and document repair procedures in accordance with manufacturer recommendations and industry standards.
    • CTE.T.B.5.1: Pathway Standard:Perform and document repair procedures in accordance with manufacturer recommendations and industry standards. Performance Indicator:Explain and practice the recommended procedures and practices of various manufacturers.
    • CTE.T.B.5.3: Pathway Standard:Perform and document repair procedures in accordance with manufacturer recommendations and industry standards. Performance Indicator:Document repair procedures accurately as required by the Bureau of Automotive Repair and other regulatory agencies.
    • CTE.T.B.6.0: Pathway Standard:Demonstrate basic business practices.
    • CTE.T.B.6.1: Pathway Standard:Demonstrate basic business practices. Performance Indicator:Know the laws and regulations applicable to the recordkeeping and handling of hazardous materials.
    • CTE.T.B.6.2: Pathway Standard:Demonstrate basic business practices. Performance Indicator:Use and understand work-related systems.
    • CTE.T.B.6.3: Pathway Standard:Demonstrate basic business practices. Performance Indicator:Practice and understand the importance of, and procedures for, maintaining accurate records.
    • CTE.T.B.6.4: Pathway Standard:Demonstrate basic business practices. Performance Indicator:Discuss and apply the concept and application of accepted ethical business practices.
    • CTE.T.B.6.5: Pathway Standard:Demonstrate basic business practices. Performance Indicator:Use and understand the concept and application of acceptable customer relations services.
    • CTE.T.B.7.0: Pathway Standard:Understand structural and nonstructural analysis and damage repair.
    • CTE.T.B.7.1: Pathway Standard:Understand structural and nonstructural analysis and damage repair. Performance Indicator:Perform frame inspection and repair.
    • CTE.T.B.7.2: Pathway Standard:Understand structural and nonstructural analysis and damage repair. Performance Indicator:Demonstrate applications, installations, and removal of fixed and moveable glass and hardware.
    • CTE.T.B.7.3: Pathway Standard:Understand structural and nonstructural analysis and damage repair. Performance Indicator:Demonstrate the principles of metal welding and cutting.
    • CTE.T.B.7.4: Pathway Standard:Understand structural and nonstructural analysis and damage repair. Performance Indicator:Prepare and analyze vehicles for repair.
    • CTE.T.B.7.5: Pathway Standard:Understand structural and nonstructural analysis and damage repair. Performance Indicator:Perform outer body panel repairs, replacements, and adjustments.
    • CTE.T.B.7.6: Pathway Standard:Understand structural and nonstructural analysis and damage repair. Performance Indicator:Prepare vehicles for metal finishing and body filling.
    • CTE.T.B.8.0: Pathway Standard:Demonstrate an understanding of mechanical and electrical components in relation to industry and manufacturer standards.
    • CTE.T.B.8.1: Pathway Standard:Demonstrate an understanding of mechanical and electrical components in relation to industry and manufacturer standards. Performance Indicator:Identify and communicate the operation of drivetrain, fuel, intake, and exhaust systems.
    • CTE.T.B.8.2: Pathway Standard:Demonstrate an understanding of mechanical and electrical components in relation to industry and manufacturer standards. Performance Indicator:Perform steering and suspension analysis and repairs.
    • CTE.T.B.8.3: Pathway Standard:Demonstrate an understanding of mechanical and electrical components in relation to industry and manufacturer standards. Performance Indicator:Perform electrical repairs.
    • CTE.T.B.8.4: Pathway Standard:Demonstrate an understanding of mechanical and electrical components in relation to industry and manufacturer standards. Performance Indicator:Perform brake analysis and repairs.
    • CTE.T.B.8.5: Pathway Standard:Demonstrate an understanding of mechanical and electrical components in relation to industry and manufacturer standards. Performance Indicator:Perform heating, air-conditioning, and cooling system repairs.
    • CTE.T.B.8.6: Pathway Standard:Demonstrate an understanding of mechanical and electrical components in relation to industry and manufacturer standards. Performance Indicator:Explain and demonstrate the operation of restraint systems.
    • CTE.T.B.9.0: Pathway Standard:Demonstrate the concepts, principles, and practices of painting and refinishing.
    • CTE.T.B.9.1: Pathway Standard:Demonstrate the concepts, principles, and practices of painting and refinishing. Performance Indicator:Identify, use, and repair plastics and adhesives.
    • CTE.T.B.9.2: Pathway Standard:Demonstrate the concepts, principles, and practices of painting and refinishing. Performance Indicator:Prepare surfaces for painting and finishing.
    • CTE.T.B.9.3: Pathway Standard:Demonstrate the concepts, principles, and practices of painting and refinishing. Performance Indicator:Practice operation of spray guns and related equipment.
    • CTE.T.B.9.4: Pathway Standard:Demonstrate the concepts, principles, and practices of painting and refinishing. Performance Indicator:Practice mixing, matching, and applying paint.
    • CTE.T.B.9.5: Pathway Standard:Demonstrate the concepts, principles, and practices of painting and refinishing. Performance Indicator:Prepare vehicles for final detail.
    • CTE.T.B.9.6: Pathway Standard:Demonstrate the concepts, principles, and practices of painting and refinishing. Performance Indicator:Analyze the causes and cures of paint defects.
  • Career Technical Education Grade 7-12 - Pathways : Systems Diagnostics, Service, and Repair Pathway:
    • CTE.T.C.1.0: Pathway Standard:Demonstrate the practice of personal and occupational safety and protecting the environment by using materials and processes in accordance with manufacturer and industry standards.
    • CTE.T.C.1.1: Pathway Standard:Demonstrate the practice of personal and occupational safety and protecting the environment by using materials and processes in accordance with manufacturer and industry standards. Performance Indicator:Know and understand common environmental conservation practices and their applications.
    • CTE.T.C.1.2: Pathway Standard:Demonstrate the practice of personal and occupational safety and protecting the environment by using materials and processes in accordance with manufacturer and industry standards. Performance Indicator:Practice the safe handling and storage of chemicals and hazardous wastes in accordance with Material Safety Data Sheets (MSDS) and the requirements of local, state, and federal regulatory agencies.
    • CTE.T.C.1.3: Pathway Standard:Demonstrate the practice of personal and occupational safety and protecting the environment by using materials and processes in accordance with manufacturer and industry standards. Performance Indicator:Understand the way in which waste gasses, emissions, and other environmentally destructive substances are generated and the effects of these substances on the environment.
    • CTE.T.C.1.4: Pathway Standard:Demonstrate the practice of personal and occupational safety and protecting the environment by using materials and processes in accordance with manufacturer and industry standards. Performance Indicator:Use appropriate personal protective equipment and safety practices.
    • CTE.T.C.1.5: Pathway Standard:Demonstrate the practice of personal and occupational safety and protecting the environment by using materials and processes in accordance with manufacturer and industry standards. Performance Indicator:Evaluate the advantages and disadvantages of existing, new, and emerging systems and the effects of those systems on the environment.
    • CTE.T.C.2.0: Pathway Standard:Practice the safe and appropriate use of tools, equipment, and work processes.
    • CTE.T.C.2.1: Pathway Standard:Practice the safe and appropriate use of tools, equipment, and work processes. Performance Indicator:Recognize the importance of calibration processes, systems, and techniques using various measurement and testing devices.
    • CTE.T.C.2.2: Pathway Standard:Practice the safe and appropriate use of tools, equipment, and work processes. Performance Indicator:Demonstrate and use appropriate tools and equipment such as wrenches, sockets, and pliers to diagnose, service, repair, and maintain systems and components.
    • CTE.T.C.2.3: Pathway Standard:Practice the safe and appropriate use of tools, equipment, and work processes. Performance Indicator:Use tools, equipment, and machines to safely measure, test, diagnose, and analyze components and systems (e.g., electrical and electronic circuits, alternating- and direct-current applications, fluid/hydraulic and air/pneumatic systems).
    • CTE.T.C.2.4: Pathway Standard:Practice the safe and appropriate use of tools, equipment, and work processes. Performance Indicator:Select and use the appropriate measurement device(s) and use mathematical functions necessary to perform required fabrication, maintenance, and operation procedures.
    • CTE.T.C.2.5: Pathway Standard:Practice the safe and appropriate use of tools, equipment, and work processes. Performance Indicator:Use measurement scales, devices, and systems, such as dial indicators and micrometers, to design, fabricate, diagnose, maintain, and repair vehicles and components following recommended industry standards.
    • CTE.T.C.2.6: Pathway Standard:Practice the safe and appropriate use of tools, equipment, and work processes. Performance Indicator:Demonstrate how to access technical reports, manuals, electronic retrieval systems, and related technical data resources.
    • CTE.T.C.2.7: Pathway Standard:Practice the safe and appropriate use of tools, equipment, and work processes. Performance Indicator:Test and analyze the elements of precision measuring using standard and metric systems.
    • CTE.T.C.3.0: Pathway Standard:Use scientific principles in relation to chemical, mechanical, and physical functions for various engine and vehicle systems.
    • CTE.T.C.3.1: Pathway Standard:Use scientific principles in relation to chemical, mechanical, and physical functions for various engine and vehicle systems. Performance Indicator:Describe the operating principles of internal and/or external combustion engines.
    • CTE.T.C.3.2: Pathway Standard:Use scientific principles in relation to chemical, mechanical, and physical functions for various engine and vehicle systems. Performance Indicator:Describe the function and principles of air-conditioning and heating systems.
    • CTE.T.C.3.3: Pathway Standard:Use scientific principles in relation to chemical, mechanical, and physical functions for various engine and vehicle systems. Performance Indicator:Describe the basic principles of pneumatic and hydraulic power and their applications.
    • CTE.T.C.3.4: Pathway Standard:Use scientific principles in relation to chemical, mechanical, and physical functions for various engine and vehicle systems. Performance Indicator:Describe the applications of alternative power sources.
    • CTE.T.C.3.5: Pathway Standard:Use scientific principles in relation to chemical, mechanical, and physical functions for various engine and vehicle systems. Performance Indicator:Practice the basic principles of electricity, electronics and electrical power generation, and distribution systems.
    • CTE.T.C.3.6: Pathway Standard:Use scientific principles in relation to chemical, mechanical, and physical functions for various engine and vehicle systems. Performance Indicator:Explain the principles of converting energy from one form to another.
    • CTE.T.C.3.7: Pathway Standard:Use scientific principles in relation to chemical, mechanical, and physical functions for various engine and vehicle systems. Performance Indicator:Perform necessary procedures to maintain, diagnose, service, and repair vehicle systems and malfunctions.
    • CTE.T.C.4.0: Pathway Standard:Perform and document maintenance procedures in accordance with the recommendations of the manufacturer.
    • CTE.T.C.4.1: Pathway Standard:Perform and document maintenance procedures in accordance with the recommendations of the manufacturer. Performance Indicator:Communicate the procedures and practices of various manufacturers regarding service, repair, and maintenance schedules.
    • CTE.T.C.4.2: Pathway Standard:Perform and document maintenance procedures in accordance with the recommendations of the manufacturer. Performance Indicator:Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules, laws, and regulations (e.g., Bureau of Auto Repair [BAR], Occupational Safety and Health Administration [OSHA], and the California Air Resources Board [ARB]).
    • CTE.T.C.4.3: Pathway Standard:Perform and document maintenance procedures in accordance with the recommendations of the manufacturer. Performance Indicator:Use reference books, technical service bulletins, and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems, equipment, and vehicles.
    • CTE.T.C.4.4: Pathway Standard:Perform and document maintenance procedures in accordance with the recommendations of the manufacturer. Performance Indicator:Complete a work order, including customer information, description of repairs, and billing information, in accordance with applicable rules, laws, and regulations.
    • CTE.T.C.5,3: Pathway Standard:Perform and document maintenance procedures in accordance with the recommendations of the manufacturer. Performance Indicator:Explain the importance of and the procedures for maintaining accurate records (e.g., business licenses, repair orders, billing and tax records).
    • CTE.T.C.5.0: Pathway Standard:Apply and understand appropriate business practices.
    • CTE.T.C.5.1: Pathway Standard:Apply and understand appropriate business practices. Performance Indicator:Identify work-related systems common to the transportation service industry.
    • CTE.T.C.5.2: Pathway Standard:Apply and understand appropriate business practices. Performance Indicator:Know the laws and regulations applicable to recordkeeping and the appropriate handling and disposal of hazardous materials.
    • CTE.T.C.5.4: Pathway Standard:Apply and understand appropriate business practices. Performance Indicator:Practice the concept and application of accepted ethical business practices.
    • CTE.T.C.5.5: Pathway Standard:Apply and understand appropriate business practices. Performance Indicator:Practice the concept and application of acceptable customer relations practices.
    • CTE.T.C.5.6: Pathway Standard:Apply and understand appropriate business practices. Performance Indicator:Recognize, analyze, and evaluate the need for maintenance of components and systems and the conditions under which service and maintenance are required.
    • CTE.T.C.6.0: Pathway Standard:Demonstrate the application, operation, maintenance, and diagnosis of engines, including but not limited to two- and four-stroke and supporting subsystems.
    • CTE.T.C.6.1: Pathway Standard:Demonstrate the application, operation, maintenance, and diagnosis of engines, including but not limited to two- and four-stroke and supporting subsystems. Performance Indicator:Perform general engine maintenance, diagnosis, service, and repair in accordance with portable national industry standards, such as the National Automotive Technicians Education Foundation and the Equipment and Engine Training Council.
    • CTE.T.C.6.2: Pathway Standard:Demonstrate the application, operation, maintenance, and diagnosis of engines, including but not limited to two- and four-stroke and supporting subsystems. Performance Indicator:Maintain, diagnose, service, and repair lubrication and cooling systems.
    • CTE.T.C.6.3: Pathway Standard:Demonstrate the application, operation, maintenance, and diagnosis of engines, including but not limited to two- and four-stroke and supporting subsystems. Performance Indicator:Practice how to maintain, diagnose, and repair computerized engine control systems and other engine-related systems.
    • CTE.T.C.6.4: Pathway Standard:Demonstrate the application, operation, maintenance, and diagnosis of engines, including but not limited to two- and four-stroke and supporting subsystems. Performance Indicator:Maintain, diagnose, service, and repair ignition, electronic, and computerized engine controls and fuel management systems.
    • CTE.T.C.7.0: Pathway Standard:Demonstrate the function, principles, and operation of electrical and electronic systems using manufacturer and industry standards.
    • CTE.T.C.7.1: Pathway Standard:Demonstrate the function, principles, and operation of electrical and electronic systems using manufacturer and industry standards. Performance Indicator:Practice maintenance, diagnosis, and repair of electrical systems.
    • CTE.T.C.7.2: Pathway Standard:Demonstrate the function, principles, and operation of electrical and electronic systems using manufacturer and industry standards. Performance Indicator:Maintain, diagnose, repair, and service batteries.
    • CTE.T.C.7.3: Pathway Standard:Demonstrate the function, principles, and operation of electrical and electronic systems using manufacturer and industry standards. Performance Indicator:Demonstrate maintenance, diagnosis, service, and repair of starting and charging systems.
    • CTE.T.C.7.4: Pathway Standard:Demonstrate the function, principles, and operation of electrical and electronic systems using manufacturer and industry standards. Performance Indicator:Diagnose, service, and repair lighting systems.
    • CTE.T.C.7.5: Pathway Standard:Demonstrate the function, principles, and operation of electrical and electronic systems using manufacturer and industry standards. Performance Indicator:Diagnose, service, and repair heating and air-conditioning systems and components.
    • CTE.T.C.7.6: Pathway Standard:Demonstrate the function, principles, and operation of electrical and electronic systems using manufacturer and industry standards. Performance Indicator:Diagnose, service, and repair horns, wipers/washers, and other accessories.
    • CTE.T.C.7.7: Pathway Standard:Demonstrate the function, principles, and operation of electrical and electronic systems using manufacturer and industry standards. Performance Indicator:Perform necessary procedures to maintain, diagnose, service, and repair vehicle electrical and electronic systems and malfunctions.
    • CTE.T.C.8.0: Pathway Standard:Demonstrate the function and principles of automotive drivetrain, steering and suspension, brake, and tire and wheel components and systems in accordance with national industry standards.
    • CTE.T.C.8.1: Pathway Standard:Demonstrate the function and principles of automotive drivetrain, steering and suspension, brake, and tire and wheel components and systems in accordance with national industry standards. Performance Indicator:Describe how to maintain, diagnose, service, and repair hydraulic and power assist systems.
    • CTE.T.C.8.2: Pathway Standard:Demonstrate the function and principles of automotive drivetrain, steering and suspension, brake, and tire and wheel components and systems in accordance with national industry standards. Performance Indicator:Describe the function and operation of automatic and manual transmissions and transaxles.
    • CTE.T.C.8.3: Pathway Standard:Demonstrate the function and principles of automotive drivetrain, steering and suspension, brake, and tire and wheel components and systems in accordance with national industry standards. Performance Indicator:Diagnose, service, and repair disc brakes, drum brakes, antilock brakes, and other brake systems as developed.
    • CTE.T.C.8.4: Pathway Standard:Demonstrate the function and principles of automotive drivetrain, steering and suspension, brake, and tire and wheel components and systems in accordance with national industry standards. Performance Indicator:Diagnose, service, and repair steering and suspension systems.
    • CTE.T.C.8.5: Pathway Standard:Demonstrate the function and principles of automotive drivetrain, steering and suspension, brake, and tire and wheel components and systems in accordance with national industry standards. Performance Indicator:Interpret tire and rim sizing to select appropriate wheels and tires for vehicles.
    • CTE.T.C.8.6: Pathway Standard:Demonstrate the function and principles of automotive drivetrain, steering and suspension, brake, and tire and wheel components and systems in accordance with national industry standards. Performance Indicator:Maintain, diagnose, service, and repair under-vehicle systems and malfunctions.
  • Career Technical Education Grade 7-12 - Pathways : Telecommunications Pathway:
    • CTE.EEU.C..8: Pathway Standard:Demonstrate understanding and use of the basic and emerging technologies that impact the telecommunications industry. Performance Indicator:Compare the benefits, drawbacks, and technology behind voice over IP (VoIP) using IP PBXs, IP phones and Internet telephony service providers (ITSP), and IPTV.
    • CTE.EEU.C.1.0: Pathway Standard:Understand the basic principles and concepts that impact the telecommunications industry, including systems, concepts, and regulations.
    • CTE.EEU.C.1.1: Pathway Standard:Understand the basic principles and concepts that impact the telecommunications industry, including systems, concepts, and regulations. Performance Indicator:Understand the relationship between telecommunications and society.
    • CTE.EEU.C.1.2: Pathway Standard:Understand the basic principles and concepts that impact the telecommunications industry, including systems, concepts, and regulations. Performance Indicator:Evaluate the effects of telecommunications media and networks (telephone, television, cellular, social networking, etc.).
    • CTE.EEU.C.1.3: Pathway Standard:Understand the basic principles and concepts that impact the telecommunications industry, including systems, concepts, and regulations. Performance Indicator:Understand the fundamentals of voice telephony and voice characteristics.
    • CTE.EEU.C.1.4: Pathway Standard:Understand the basic principles and concepts that impact the telecommunications industry, including systems, concepts, and regulations. Performance Indicator:Compare analog transmission concepts (bandwidth, voiceband, modulation), analog circuits and sounds, and plain ordinary telephone service (POTS).
    • CTE.EEU.C.1.5: Pathway Standard:Understand the basic principles and concepts that impact the telecommunications industry, including systems, concepts, and regulations. Performance Indicator:Understand digital transmission concepts (capacity, bits-per-second), converting sound to digital signals (PCM, CODECS), and compensating for transmission impairments (attenuation, noise, delay, jitter).
    • CTE.EEU.C.1.6: Pathway Standard:Understand the basic principles and concepts that impact the telecommunications industry, including systems, concepts, and regulations. Performance Indicator:Define voice over IP (VoIP).
    • CTE.EEU.C.1.7: Pathway Standard:Understand the basic principles and concepts that impact the telecommunications industry, including systems, concepts, and regulations. Performance Indicator:Describe public switched telephone network (PSTN) and signaling system 7 (SS7).
    • CTE.EEU.C.1.8: Pathway Standard:Understand the basic principles and concepts that impact the telecommunications industry, including systems, concepts, and regulations. Performance Indicator:Understand signaling: pulse dialing and dual tone multiple frequency (DTMF).
    • CTE.EEU.C.2.0: Pathway Standard:Demonstrate understanding and use of the basic and emerging technologies that impact the telecommunications industry.
    • CTE.EEU.C.2.1: Pathway Standard:Demonstrate understanding and use of the basic and emerging technologies that impact the telecommunications industry. Performance Indicator:Describe the differences between analog and digital transmission and the migration to a converged digital/optical network for voice, data, and video.
    • CTE.EEU.C.2.10: Pathway Standard:Demonstrate understanding and use of the basic and emerging technologies that impact the telecommunications industry. Performance Indicator:Understand the uses and effects of new technologies, such as social networking and cloud computing, on the network.
    • CTE.EEU.C.2.2: Pathway Standard:Demonstrate understanding and use of the basic and emerging technologies that impact the telecommunications industry. Performance Indicator:Compare and contrast the components of voice networks, such as carrier switches, routing, PBXs, T1 trunks, switched versus dedicated circuits, and packet and wireless networks.
    • CTE.EEU.C.2.3: Pathway Standard:Demonstrate understanding and use of the basic and emerging technologies that impact the telecommunications industry. Performance Indicator:Define the components of data networks, such as modems, virtual circuits, hubs, switches, and routers.
    • CTE.EEU.C.2.4: Pathway Standard:Demonstrate understanding and use of the basic and emerging technologies that impact the telecommunications industry. Performance Indicator:Evaluate the differences between the various access methods, including DSL, cable modems, wireless (cellular, WiMax, Wi-Fi), T1, and carrier Ethernet.
    • CTE.EEU.C.2.5: Pathway Standard:Demonstrate understanding and use of the basic and emerging technologies that impact the telecommunications industry. Performance Indicator:Compare private voice network design alternatives using tie-lines, Centrex, virtual private networks (VPN), and hosted services.
    • CTE.EEU.C.2.6: Pathway Standard:Demonstrate understanding and use of the basic and emerging technologies that impact the telecommunications industry. Performance Indicator:Understand the basics of local, metropolitan, and wide area networks (LANs, MANs, and WANs), including the differences between network bridging/switching and routing.
    • CTE.EEU.C.2.7: Pathway Standard:Demonstrate understanding and use of the basic and emerging technologies that impact the telecommunications industry. Performance Indicator:Recognize technologies such as frame relay, ATM, MLPS, Ethernet, and TCP/IP and determine each technology's impact on network design, communication capabilities, and quality of service (QOS).
    • CTE.EEU.C.2.9: Pathway Standard:Demonstrate understanding and use of the basic and emerging technologies that impact the telecommunications industry. Performance Indicator:Obtain a working knowledge of communications protocols and standards with an emphasis on their importance in network engineering and network operation.
    • CTE.EEU.C.3.0: Pathway Standard:Examine the role and functions of satellites in telecommunications.
    • CTE.EEU.C.3.1: Pathway Standard:Examine the role and functions of satellites in telecommunications. Performance Indicator:Understand the evolution of satellite communications.
    • CTE.EEU.C.3.10: Pathway Standard:Examine the role and functions of satellites in telecommunications. Performance Indicator:Understand the importance of modulation, multiplexing, and multiple access.
    • CTE.EEU.C.3.11: Pathway Standard:Examine the role and functions of satellites in telecommunications. Performance Indicator:Explain propagation and interference, including radio noise, ionosphere effects, troposphere effects, interference between satellite networks, and interference with terrestrial networks.
    • CTE.EEU.C.3.12: Pathway Standard:Examine the role and functions of satellites in telecommunications. Performance Indicator:Research applications and trends in satellite communications, including personal, commercial, military and government, and global applications.
    • CTE.EEU.C.3.2: Pathway Standard:Examine the role and functions of satellites in telecommunications. Performance Indicator:Analyze the limitations of terrestrial communications and the advantages and disadvantages of satellites.
    • CTE.EEU.C.3.3: Pathway Standard:Examine the role and functions of satellites in telecommunications. Performance Indicator:Illustrate and describe the basic elements of satellite communications.
    • CTE.EEU.C.3.4: Pathway Standard:Examine the role and functions of satellites in telecommunications. Performance Indicator:Describe common types of satellites and their respective functions.
    • CTE.EEU.C.3.5: Pathway Standard:Examine the role and functions of satellites in telecommunications. Performance Indicator:Learn the vocabulary and acronyms associated with satellite communications.
    • CTE.EEU.C.3.6: Pathway Standard:Examine the role and functions of satellites in telecommunications. Performance Indicator:Understand satellite orbits, including launch vehicles and the launching of satellites.
    • CTE.EEU.C.3.7: Pathway Standard:Examine the role and functions of satellites in telecommunications. Performance Indicator:Understand satellite systems, including geo-synchronous earth orbiting (GEO), low-earth orbiting (LEO), medium-earth orbiting (MEO), high-earth orbiting (HEO), and mobile satellite systems.
    • CTE.EEU.C.3.8: Pathway Standard:Examine the role and functions of satellites in telecommunications. Performance Indicator:Analyze satellite system architecture, including the network configuration, remotes, satellite subsystems, ground stations, and network management.
    • CTE.EEU.C.3.9: Pathway Standard:Examine the role and functions of satellites in telecommunications. Performance Indicator:Understand frequency bands and those used in satellite communications.
    • CTE.EEU.C.4.0: Pathway Standard:Research the components, interaction, and operations of wireless telecommunications systems.
    • CTE.EEU.C.4.1: Pathway Standard:Research the components, interaction, and operations of wireless telecommunications systems. Performance Indicator:Understand mobile wireless services and applications.
    • CTE.EEU.C.4.2: Pathway Standard:Research the components, interaction, and operations of wireless telecommunications systems. Performance Indicator:Demonstrate device management.
    • CTE.EEU.C.4.3: Pathway Standard:Research the components, interaction, and operations of wireless telecommunications systems. Performance Indicator:Describe access technologies, including wireline and wireless end-to-end switching and signaling.
    • CTE.EEU.C.4.4: Pathway Standard:Research the components, interaction, and operations of wireless telecommunications systems. Performance Indicator:Identify switching, routing, and security systems and technologies for wireless and Internet networking.
    • CTE.EEU.C.4.5: Pathway Standard:Research the components, interaction, and operations of wireless telecommunications systems. Performance Indicator:Understand radio frequency (RF), air interface, and radio access network (RAN).
    • CTE.EEU.C.4.6: Pathway Standard:Research the components, interaction, and operations of wireless telecommunications systems. Performance Indicator:Explain code division multiple access (CDMA), wireless technologies, services, and applications.
    • CTE.EEU.C.4.7: Pathway Standard:Research the components, interaction, and operations of wireless telecommunications systems. Performance Indicator:Research the different functions and uses of wireless and cable networks.
    • CTE.EEU.C.4.8: Pathway Standard:Research the components, interaction, and operations of wireless telecommunications systems. Performance Indicator:Describe mobile network components and basic operation, including cellular principles and AMPS (1G), 2G; digital radio voice communications and digital cellular; data communications and spectrum-sharing technologies; frequency division multiple access (FDMA), time division multiple access (TDMA), CDMA, orthogonal frequency division multiplexing (OFDM) and 3G cellular; CDMA and 4G mobile cellular; LTE, wireless local area networks (LANs) and WiFi.
    • CTE.EEU.C.4.9: Pathway Standard:Research the components, interaction, and operations of wireless telecommunications systems. Performance Indicator:Understand the function and basic operations of communications satellites.
    • CTE.EEU.C.5.0: Pathway Standard:Research the components, interaction, and operations of fixed-wire telecommunications systems.
    • CTE.EEU.C.5.1: Pathway Standard:Research the components, interaction, and operations of fixed-wire telecommunications systems. Performance Indicator:Demonstrate and apply safety procedures and practices for traffic control, pole climbing, roadside safety, electrical hazards, and data line safety checks.
    • CTE.EEU.C.5.10: Pathway Standard:Research the components, interaction, and operations of fixed-wire telecommunications systems. Performance Indicator:Prepare work site plans to demonstrate proficiency in site requirements and considerations.
    • CTE.EEU.C.5.11: Pathway Standard:Research the components, interaction, and operations of fixed-wire telecommunications systems. Performance Indicator:Understand the theory of twisted pair design and shielding.
    • CTE.EEU.C.5.2: Pathway Standard:Research the components, interaction, and operations of fixed-wire telecommunications systems. Performance Indicator:Demonstrate proficiency in making electrical connections, splices, and basic field repair.
    • CTE.EEU.C.5.3: Pathway Standard:Research the components, interaction, and operations of fixed-wire telecommunications systems. Performance Indicator:Understand the differences between function and uses of wireless and cable networks.
    • CTE.EEU.C.5.4: Pathway Standard:Research the components, interaction, and operations of fixed-wire telecommunications systems. Performance Indicator:Understand access technologies, including wireline and wireless end-to-end switching and signaling.
    • CTE.EEU.C.5.5: Pathway Standard:Research the components, interaction, and operations of fixed-wire telecommunications systems. Performance Indicator:Practice troubleshooting and repairing telecommunication system wiring.
    • CTE.EEU.C.5.6: Pathway Standard:Research the components, interaction, and operations of fixed-wire telecommunications systems. Performance Indicator:Demonstrate proficiency in basic AC and DC circuits.
    • CTE.EEU.C.5.7: Pathway Standard:Research the components, interaction, and operations of fixed-wire telecommunications systems. Performance Indicator:Inspect and demonstrate proficiency in the use of tools, equipment, and test equipment used in the voice and data communications industry.
    • CTE.EEU.C.5.8: Pathway Standard:Research the components, interaction, and operations of fixed-wire telecommunications systems. Performance Indicator:Install, repair, terminate, and test network cabling.
    • CTE.EEU.C.5.9: Pathway Standard:Research the components, interaction, and operations of fixed-wire telecommunications systems. Performance Indicator:Demonstrate cable repair techniques.
    • CTE.EEU.C.6.0: Pathway Standard:Consider privacy and security issues of the telecommunications systems.
    • CTE.EEU.C.6.1: Pathway Standard:Consider privacy and security issues of the telecommunications systems. Performance Indicator:Understand switching, routing, and security systems and technologies for wireless and Internet networking.
    • CTE.EEU.C.6.2: Pathway Standard:Consider privacy and security issues of the telecommunications systems. Performance Indicator:Explain the need and strategies for network security and integrity.
    • CTE.EEU.C.6.3: Pathway Standard:Consider privacy and security issues of the telecommunications systems. Performance Indicator:Demonstrate the appropriate applications of network and user data mining and behavior profiling.
    • CTE.EEU.C.6.4: Pathway Standard:Consider privacy and security issues of the telecommunications systems. Performance Indicator:Explain industry code of conduct.
    • CTE.EEU.C.7.0: Pathway Standard:Demonstrate proficiency in customer relations.
    • CTE.EEU.C.7.1: Pathway Standard:Demonstrate proficiency in customer relations. Performance Indicator:Demonstrate appropriate personal hygiene and professional attire.
    • CTE.EEU.C.7.2: Pathway Standard:Demonstrate proficiency in customer relations. Performance Indicator:Apply techniques for instilling customer confidence and satisfaction.
    • CTE.EEU.C.7.3: Pathway Standard:Demonstrate proficiency in customer relations. Performance Indicator:Apply techniques for keeping the customer informed.
    • CTE.EEU.C.7.4: Pathway Standard:Demonstrate proficiency in customer relations. Performance Indicator:Describe and demonstrate effective follow-up techniques.
    • CTE.EEU.C.7.5: Pathway Standard:Demonstrate proficiency in customer relations. Performance Indicator:Demonstrate discretion in interacting with customers in field and retail environments.
    • CTE.EEU.C.7.6: Pathway Standard:Demonstrate proficiency in customer relations. Performance Indicator:Illustrate basic conflict-resolution practices.
  • Career Technical Education Grade 7-12 - Pathways : Welding and Materials Joining Pathway:
    • CTE.MPD.C.1.0: Pathway Standard:Interpret and demonstrate the planning and layout operations used in the welding processes.
    • CTE.MPD.C.1.1: Pathway Standard:Interpret and demonstrate the planning and layout operations used in the welding processes. Performance Indicator:Use current information technology ideation and design process systems in the manufacturing of welded parts and products.
    • CTE.MPD.C.1.2: Pathway Standard:Interpret and demonstrate the planning and layout operations used in the welding processes. Performance Indicator:Interpret scaled welding blueprints; gather design and materials information; perform calculations; and use the detail to plan, lay out, and produce parts or finished products.
    • CTE.MPD.C.1.3: Pathway Standard:Interpret and demonstrate the planning and layout operations used in the welding processes. Performance Indicator:Analyze welding symbols on drawings, specifications, and welding procedure specifications.
    • CTE.MPD.C.1.4: Pathway Standard:Interpret and demonstrate the planning and layout operations used in the welding processes. Performance Indicator:Critique the design parameters across welding processes to produce a welded part or product.
    • CTE.MPD.C.2.0: Pathway Standard:Understand and demonstrate how materials can be processed through the use of welding tools and equipment.
    • CTE.MPD.C.2.1: Pathway Standard:Understand and demonstrate how materials can be processed through the use of welding tools and equipment. Performance Indicator:Introduce joint preparation methods and explain how to identify joint specifications.
    • CTE.MPD.C.2.2: Pathway Standard:Understand and demonstrate how materials can be processed through the use of welding tools and equipment. Performance Indicator:Use standard and new emerging welding tools and equipment, such as oxygen fuel cutting (OFC), plasma arc cutting (PAC), and carbon arc cutting (CAC) to cut materials for the purpose of completing a finished product that meets the standards of the AWS or a similar industry standard.
    • CTE.MPD.C.2.3: Pathway Standard:Understand and demonstrate how materials can be processed through the use of welding tools and equipment. Performance Indicator:Use welding tools and equipment such as oxy fuel welding (OFW), shielded metal arc welding (SMAW), gas metal arc welding (GMAW), flux-cored arc welding (FCAW), gas tungsten arc welding (GTAW), forge, and furnace to combine or join manufactured parts and products resulting in a finished product that meets the standards of the AWS or a similar industry standard.
    • CTE.MPD.C.2.4: Pathway Standard:Understand and demonstrate how materials can be processed through the use of welding tools and equipment. Performance Indicator:Compare and contrast the physical qualities of various industrial materials and how these qualities affect the ability of the materials to be processed to produce useful welded parts and products.
    • CTE.MPD.C.3.0: Pathway Standard:Differentiate and apply various types of welding assembly processes.
    • CTE.MPD.C.3.1: Pathway Standard:Differentiate and apply various types of welding assembly processes. Performance Indicator:Use welding tools such as OFW, SMAW, GMAW, FCAW, GTAW, forge, and furnace and the equipment and assembly processes appropriate to the design criteria of a specific product to result in a finished part or product that meets the standards of the AWS or similar industry welding standards.
    • CTE.MPD.C.3.2: Pathway Standard:Differentiate and apply various types of welding assembly processes. Performance Indicator:Produce bonded industrial materials by using adhesive such as flow, pressure, and fusion welding.
    • CTE.MPD.C.3.3: Pathway Standard:Differentiate and apply various types of welding assembly processes. Performance Indicator:Compare and contrast existing material bonding methods with future innovative bonding processes.
    • CTE.MPD.C.4.0: Pathway Standard:Understand finishing processes and the differences between various types of finishing materials used in the manufacture of welded parts and products.
    • CTE.MPD.C.4.1: Pathway Standard:Understand finishing processes and the differences between various types of finishing materials used in the manufacture of welded parts and products. Performance Indicator:Employ and explain the steps to be taken, and the choices to be made, in finishing welded materials.
    • CTE.MPD.C.4.2: Pathway Standard:Understand finishing processes and the differences between various types of finishing materials used in the manufacture of welded parts and products. Performance Indicator:Apply the processes used for finishing welded materials.
    • CTE.MPD.C.4.3: Pathway Standard:Understand finishing processes and the differences between various types of finishing materials used in the manufacture of welded parts and products. Performance Indicator:Assess how to select an appropriate finishing process to meet the design criteria of a specific welded product.
    • CTE.MPD.C.5.0: Pathway Standard:Understand and defend the purposes and processes of inspection and quality control in welding manufacturing processes.
    • CTE.MPD.C.5.1: Pathway Standard:Understand and defend the purposes and processes of inspection and quality control in welding manufacturing processes. Performance Indicator:Identify and explain weld imperfections and their causes.
    • CTE.MPD.C.5.2: Pathway Standard:Understand and defend the purposes and processes of inspection and quality control in welding manufacturing processes. Performance Indicator:Identify and explain destructive and nondestructive examination practices.
    • CTE.MPD.C.5.3: Pathway Standard:Understand and defend the purposes and processes of inspection and quality control in welding manufacturing processes. Performance Indicator:Describe the reasons for inspection and quality control in the manufacturing of welded parts.
    • CTE.MPD.C.5.4: Pathway Standard:Understand and defend the purposes and processes of inspection and quality control in welding manufacturing processes. Performance Indicator:Analyze and identify the steps to check for distortion, joint misalignment, and poor fit-up before and after welding.
    • CTE.MPD.C.5.5: Pathway Standard:Understand and defend the purposes and processes of inspection and quality control in welding manufacturing processes. Performance Indicator:Perform continuous online quality control inspections of welded parts.
    • CTE.MPD.C.5.6: Pathway Standard:Understand and defend the purposes and processes of inspection and quality control in welding manufacturing processes. Performance Indicator:Evaluate and know how to troubleshoot performance problems of welding systems.
    • CTE.MPD.C.6.0: Pathway Standard:Explore and understand various welding systems that require standard hand and machine tools.
    • CTE.MPD.C.6.1: Pathway Standard:Explore and understand various welding systems that require standard hand and machine tools. Performance Indicator:Select and use appropriate welding tools, equipment, and inspection devices to manufacture parts or products.
    • CTE.MPD.C.6.2: Pathway Standard:Explore and understand various welding systems that require standard hand and machine tools. Performance Indicator:Compare and contrast the various welding systems used in conventional manufacturing industries in order to select and use appropriate tools, equipment, and inspection devices.
    • CTE.MPD.C.6.3: Pathway Standard:Explore and understand various welding systems that require standard hand and machine tools. Performance Indicator:Research new and emerging welding systems and their effects on the standard hand and machine manufacturing industry.
    • CTE.MPD.C.7.0: Pathway Standard:Understand various automated welding systems, welding design for manufacturing, flexible manufacturing systems, and materials resource planning.
    • CTE.MPD.C.7.1: Pathway Standard:Understand various automated welding systems, welding design for manufacturing, flexible manufacturing systems, and materials resource planning. Performance Indicator:Recognize materials and processes in relation to welding systems.
    • CTE.MPD.C.7.2: Pathway Standard:Understand various automated welding systems, welding design for manufacturing, flexible manufacturing systems, and materials resource planning. Performance Indicator:Understand the importance of maintaining documentation for welding systems.
    • CTE.MPD.C.7.3: Pathway Standard:Understand various automated welding systems, welding design for manufacturing, flexible manufacturing systems, and materials resource planning. Performance Indicator:Distinguish between welding processes involved in the following manufacturing systems: just in time, design for manufacturing, flexible manufacturing systems, and materials resource planning.
    • CTE.MPD.C.7.4: Pathway Standard:Understand various automated welding systems, welding design for manufacturing, flexible manufacturing systems, and materials resource planning. Performance Indicator:Use computers to design and produce welded products, write numerical control programs, and control robots.
    • CTE.MPD.C.7.5: Pathway Standard:Understand various automated welding systems, welding design for manufacturing, flexible manufacturing systems, and materials resource planning. Performance Indicator:Compare and contrast the ways in which emerging welding systems may be integrated into current manufacturing processes.
    • CTE.MPD.C.8.0: Pathway Standard:Understand various joining or combining processes, including welding processes used in manufacturing, maintenance, and repair.
    • CTE.MPD.C.8.1: Pathway Standard:Understand various joining or combining processes, including welding processes used in manufacturing, maintenance, and repair. Performance Indicator:Recognize the importance of base metal preparation and joint fit-up and alignment.
    • CTE.MPD.C.8.2: Pathway Standard:Understand various joining or combining processes, including welding processes used in manufacturing, maintenance, and repair. Performance Indicator:Analyze and be able to defend various welding processes used to complete a fabrication, an assembly, or a repair.
    • CTE.MPD.C.8.3: Pathway Standard:Understand various joining or combining processes, including welding processes used in manufacturing, maintenance, and repair. Performance Indicator:Produce a completed fabrication, an assembly, or a repair by using appropriate joining and mechanical fastening techniques and processes.
    • CTE.MPD.C.9.0: Pathway Standard:Understand how a manufacturing company is organized and the elements of welding production management.
    • CTE.MPD.C.9.1: Pathway Standard:Understand how a manufacturing company is organized and the elements of welding production management. Performance Indicator:Know how scheduling, quality control, accident prevention, and inventory control are used efficiently and appropriately in a welding production management system.
    • CTE.MPD.C.9.2: Pathway Standard:Understand how a manufacturing company is organized and the elements of welding production management. Performance Indicator:Understand that a welding production management system includes planning, engineering, organizing, and controlling resources and manufacturing processes.
    • CTE.MPD.C.9.3: Pathway Standard:Understand how a manufacturing company is organized and the elements of welding production management. Performance Indicator:Diagram corporate structures that affect welding production.

Computer Science

• Computer Science Grade K-2:
  • Computer Science Grade K-2 : Algorithms & Programming:
    • K-2.AP.10: Practice(s)Recognizing and Defining Computational Problems, Developing and Using Abstractions (3.2, 4.4) Standard:Model daily processes by creating and following algorithms to complete tasks. Descriptive Statement:Algorithms are sequences of instructions that describe how to complete a specific task. Students create algorithms that reflect simple life tasks inside and outside of the classroom. For example, students could create algorithms to represent daily routines for getting ready for school, transitioning through center rotations, eating lunch, and putting away art materials. Students could then write a narrative sequence of events. (CA CCSS for ELA/Literacy W.K.3, W.1.3, W.2.3) Alternatively, students could create a game or a dance with a specific set of movements to reach an intentional goal or objective. (P.E K.2, 1.2, 2.2) Additionally, students could create a map of their neighborhood and give step-by-step directions of how they get to school. (HSS.K.4, 1.2, 2.2)
    • K-2.AP.11: Practice(s)Developing and Using Abstractions (4.4) Standard:Model the way programs store data. Descriptive Statement:Information in the real world can be represented in computer programs. Students model the digital storage of data by transforming real-world information into symbolic representations that include text, numbers, and images. For example, after identifying symbols on a map and explaining what they represent in the real world, students could create their own symbols and corresponding legend to represent items on a map of their classroom (HSS.K.4.3, 1.2.3, 2.2.2) Alternatively, students could invent symbols to represent beat and/or pitch. Students could then modify symbols within the notation and explain how the musical phrase changes. (VAPA Music K.1.1, 1.1.1, 2.1.1, 2.2.2)
    • K-2.AP.12: Practice(s)Creating Computational Artifacts (5.2) Standard:Create programs with sequences of commands and simple loops, to express ideas or address a problem. Descriptive Statement:People create programs by composing sequences of commands that specify the precise order in which instructions should be executed. Loops enable programs to repeat a sequence of commands multiple times. For example, students could follow simple movements in response to oral instructions. Students could then create a simple sequence of movement commands in response to a given problem (e.g., In how many ways can you travel from point A to point B?) and represent it as a computer program, using loops to repeat commands. (VAPA Dance K.1.4, 1.2.3, 1.2.5, 1.2.8, 2.2.1, 2.2.2, 2.2.3) Alternatively, on a mat with many different CVC words, students could program robots to move to words with a similar vowel sound. Students could look for multiple ways to solve the problem and simplify their solution by incorporating loops. (CA CCSS for ELA/Literacy RF.K.2.D, RF.1.2.C)
    • K-2.AP.13: Practice(s)Recognizing and Defining Computational Problems (3.2) Standard:Decompose the steps needed to solve a problem into a sequence of instructions. Descriptive Statement:Decomposition is the act of breaking down tasks into simpler tasks. For example, students could break down the steps needed to make a peanut butter and jelly sandwich, to brush their teeth, to draw a shape, to move a character across the screen, or to solve a level of a coding app. In a visual programming environment, students could break down the steps needed to draw a shape. (CA CCSS for Mathematics K.G.5, 1.G.1, 2.G.1) Alternatively, students could decompose the planning of a birthday party into tasks such as: 1) Decide when and where it should be, 2) List friends and family to invite, 3) Send the invitations, 4) Bake a cake, 5) Decorate, etc.
    • K-2.AP.14: Practice(s)Creating Computational Artifacts, Communicating About Computing (5.1, 7.2) Standard:Develop plans that describe a program's sequence of events, goals, and expected outcomes. Descriptive Statement:Creating a plan for what a program will do clarifies the steps that will be needed to create the program and can be used to check if a program runs as expected. Students create a planning document to illustrate their program's sequence of events, goals, and expected outcomes of what their program will do. Planning documents could include a story map, a storyboard, or a sequential graphic organizer, to illustrate their program's sequence of events, goals, and expected outcomes of what their program will do. Students at this level may complete the planning process with help from the teacher. For example, students could create a storyboard or timeline that represents a family's history, leading to their current location of residence. Students could then create a plan for a program that animates the story of family locations. (HSS 2.1.1) (CA CCSS for ELA/Literacy W.K.3, W.1.3, W.2.3)
    • K-2.AP.15: Practice(s)Communicating About Computing (7.3) Standard:Give attribution when using the ideas and creations of others while developing programs. Descriptive Statement:Computing makes it easy to reuse and remix others' creations, and this comes with a level of responsibility. Students credit artifacts that were created by others, such as pictures, music, and code. Credit could be given orally if presenting their work to the class, or in writing if sharing work on a class blog or website. Proper attribution at this stage does not require formal citation, such as in a bibliography or works cited document. For example, when creating an animation of the sun, moon, and stars using a blocks-based language, students could draw their own sun and use an image of the moon and stars from a website or a teammate. When students present the model to the class, they can orally give credit to the website or peer for the contributions. (CA CCSS for ELA/Literacy SL.K.5, SL.1.5, SL.2.5) (NGSS.1-ESS1-1) (CA Model School Library Standards 2.3.b, 2.4.2.a)
    • K-2.AP.16: Practice(s)Testing and Refining Computational Artifacts (6.2) Standard:Debug errors in an algorithm or program that includes sequences and simple loops. Descriptive Statement:Algorithms or programs may not always work correctly. Students use various strategies, such as changing the sequence of the steps, following the algorithm in a step-by-step manner, or trial and error to fix problems in algorithms and programs. For example, when given images placed in a random order, students could give step-by-step commands to direct a robot, or a student playing a robot, to navigate to the images in the correct sequence. Examples of images include storyboard cards from a familiar story (CA CCSS for ELA/Literacy RL.K.2, RL.1.2, RL.2.2) and locations of the sun at different times of the day (CA NGSS: 1-ESS1-1). Alternatively, students could "program" the teacher or another classmate by giving precise instructions to make a peanut butter and jelly sandwich or navigate around the classroom. When the teacher or classmate doesn't respond as intended, students correct their commands. Additionally, students could receive a partially completed soundboard program that has a variety of animals programmed to play a corresponding sound when the user touches them. Students correct any sounds that don't match the animal (e.g., if the cat moos, students change the moo sound to meow).
    • K-2.AP.17: Practice(s)Communicating About Computing (7.2) Standard:Describe the steps taken and choices made during the iterative process of program development. Descriptive Statement:Program developers make choices and iterate to continually refine their product. At this stage, students explain or write about the goals and expected outcomes of the programs they create and the choices that they made when creating programs. Students could use coding journals, discussions with a teacher, class presentations, or blogs. For example, students could use a combination of images, verbal reflections, a physical model, and/or written text to show the step-by-step process taken to develop a program such as cutting and pasting coding commands into a journal, using manipulatives that represent different commands and control structures, and taking screenshots of code and adding to a digital journal. This iterative process could be documented via a speech, journal, one on one conference with teacher or peer, small group conference, or blog. (CA CCSS for ELA/Literacy SL.K.5, SL.1.5, SL.2.5) (CA NGSS: K-2-ETS1.2)
  • Computer Science Grade K-2 : Computing Systems:
    • K-2.CS.1: Practice(s)Fostering an Inclusive Computing Culture (1.1) Standard:Select and operate computing devices that perform a variety of tasks accurately and quickly based on user needs and preferences. Descriptive Statement:People use computing devices to perform a variety of tasks accurately and quickly. Computing devices interpret and follow the given instructions literally. Students select and operate an appropriate computing device and corresponding program or app for a given task. For example, students could use computing devices to describe what plants and animals (including humans) need to survive. In this case, students could choose to use a keyboard to type explanatory sentences onto graphics. They could also choose to use a touchscreen device with a stylus to annotate an image for a slideshow, or choose to use a camera enabled device to make a video. Student choices may reflect their own needs or the needs of others. (CA NGSS: K-LS1-1 2-LS4-1) Alternatively, students could choose to use a computing device with audio recording capabilities to recount stories or poems. Students could clarify thoughts, ideas, or feelings via their preference of either using a device with digital drawing tools, or by creating paper and pencil drawing based on their needs and preferences. (CA CCSS for ELA/Literacy SL.K.5, SL.1.5, SL.2.5)
    • K-2.CS.2: Practice(s)Communicating About Computing (7.2) Standard:Explain the functions of common hardware and software components of computing systems. Descriptive Statement:A computing system is composed of hardware and software. Hardware includes the physical components of a computer system. Software provides instructions for the system. These instructions are represented in a form that a computer can understand and are designed for specific purposes. Students identify and describe the function of hardware, such as desktop computers, laptop computers, tablet devices, monitors, keyboards, mice, trackpads, microphones, and printers. Students also identify and describe common software applications such as web browsers, games, and word processors. For example, students could create drawings of a computing system and label its major components with appropriate terminology. Students could then explain the function of each component. (VAPA Visual Arts 2 5.0) (CA CCSS for ELA/Literacy SL.K.5, SL.K.6, SL.1.5, SL.1.6, SL.2.5, SL.2.6) Alternatively, students could each be assigned a component of a computing system and arrange their bodies to represent the system. Students could then describe how their assigned component functions within the system. (P.E.K.1, 1.1)
    • K-2.CS.3: Practice(s)Testing and Refining Computational Artifacts, Communicating About Computing (6.2, 7.2) Standard:Describe basic hardware and software problems using accurate terminology. Descriptive Statement:Problems with computing systems have different causes. Accurate description of the problem aids users in finding solutions. Students communicate a problem with accurate terminology (e.g., when an app or program is not working as expected, a device will not turn on, the sound does not work, etc.). Students at this level do not need to understand the causes of hardware and software problems. For example, students could sort hardware and software terms on a word wall, and refer to the word wall when describing problems using "I see..." statements (e.g., "I see the pointer on the screen is missing", "I see that the computer will not turn on"). (CA CCSS for ELA/Literacy L.K.5.A, L.1.5.A, SL K.5, SL1.5, SL 2.5) (Visual Arts Kinder 5.2) Alternatively, students could use appropriate terminology during collaborative conversations as they learn to debug, troubleshoot, collaborate, and think critically with technology. (CA CCSS for ELA/Literacy SL.K.1, SL.1.1, SL.2.1)
  • Computer Science Grade K-2 : Data & Analysis:
    • K-2.DA.7: Practice(s)Developing and Using Abstractions (4.2) Standard:Store, copy, search, retrieve, modify, and delete information using a computing device, and define the information stored as data. Descriptive Statement:Information from the real world can be stored and processed by a computing device. When stored on a computing device, it is referred to as data. Data can include images, text documents, audio files, and video files. Students store, copy, search, retrieve, modify, and delete information using a computing device and define the information stored as data. For example, students could produce a story using a computing device, storing it locally or remotely (e.g., in the cloud). They could then make a copy of the story for peer revision and editing. When the final copy of the story is complete, students delete any unnecessary files. They search for and retrieve data from a local or remote source, depending on where it was stored. (CA CCSS for ELA/Literacy W.K.6, W.K.5, W1.6, W.1.5, W.2.6, W.2.5) Alternatively, students could record their voices singing an age-appropriate song. They could store the data on a computing device, search for peers' audio files, retrieve their own files, and delete unnecesary takes. (VAPA Music K.2.2, 1.2.2, 2.2.2)
    • K-2.DA.8: Practice(s)Developing and Using Abstractions, Communicating About Computing (4.4, 7.1) Standard:Collect and present data in various visual formats. Descriptive Statement:Data can be collected and presented in various visual formats. For example, students could measure temperature changes throughout a day. They could then discuss ways to display the data visually. Students could extend the activity by writing different narratives based on collected data, such as a story that begins in the morning when temperatures are low and one that begins in the afternoon when the sun is high and temperatures are higher. (CA CCSS for ELA/Literacy RL.K.9, RL.1.9, RL.2.9, W.K.3, W.1.3, W.2.3). Alternatively, students collect peers' favorite flavor of ice cream and brainstorm differing ways to display the data. In groups, students can choose to display and present the data in a format of their choice. (CA CCSS for Mathematics K.MD.3, 1.MD.4, 2.MD.10)
    • K-2.DA.9: Practice(s)Developing and Using Abstractions (4.1) Standard:Identify and describe patterns in data visualizations, such as charts or graphs, to make predictions. Descriptive Statement:Data can be used to make inferences or predictions about the world. For example, students could record the number of each color of candy in a small packet. Then, they compare their individual data with classmates. Students could use the collected data to predict how many of each colored candy will be in a full size bag of like candy. (CA CCSS for Mathematics K.MD.3, 1.MD.4, 2.MD.10) Alternatively, students could sort and classify objects according to their properties and note observations. Students could then create a graph or chart of their observations and look for connections/relationships (e.g., items that are hard are usually also smooth, or items that are fluffy are usually also light in weight.) Students then look at pictures of additional objects and make predictions regarding the properties of the objects pictured. (CA NGSS: 2-PS1-1, 2-PS1-2)
  • Computer Science Grade K-2 : Impacts of Computing:
    • K-2.IC.18: Practice(s)Recognizing and Defining Computational Problems (3.1) Standard:Compare how people lived and worked before and after the adoption of new computing technologies. Descriptive Statement:Computing technologies have changed the way people live and work. Students describe the positive and negative impacts of these changes. For example, as a class, students could create a timeline that includes advancements in computing technologies. Each student could then choose an advancement from the timeline and make a graphic organizer noting how people's lives were different before and after its introduction into society. Student responses could include: In the past, if students wanted to read about a topic, they needed access to a library to find a book about it. Today, students can view and read information on the Internet about a topic or they can download e-books about it directly to a device. Such information may be available in more than one language and could be read to a student, allowing for great accessibility. (HSS.K.6.3) Alternatively, students could retell or dramatize stories, myths, and fairy tales from two distinct time periods before and after a particular computing technology had been introduced. For example, the setting of one story could take place before smartphones had been invented, while a second setting could take place with smartphones in use by characters in the story. Students could note the positive and negative aspects of smartphones on the daily lives of the characters in the story. (VAPA Theatre Arts K.3.1, K.3.2, 1.2.2, 2.3.2) (CA CCSS for ELA/Literacy RL.K.2, RL.K.9, RL.1., RL.1.9, RL.2.2, RL.2.9)
    • K-2.IC.19: Practice(s)Collaborating Around Computing (2.1) Standard:Work respectfully and responsibly with others when communicating electronically. Descriptive Statement:Electronic communication facilitates positive interactions, such as sharing ideas with many people, but the public and anonymous nature of electronic communication also allows intimidating and inappropriate behavior in the form of cyberbullying. Responsible electronic communication includes limiting access to personably identifiable information. Students learn and use appropriate behavior when communicating electronically (often called "netiquette"). For example, students could share their work on a classroom blog or in other collaborative spaces online, taking care to avoid sharing information that is inappropriate or that could personally identify themselves to others. (CA CCSS for ELA/Literacy W.K.6, W.1.6, W.21.6) Alternatively, students could provide feedback to others on their work in a kind and respectful manner. They could learn how written words can be easily misinterpreted and may seem negative when the intention may be to express confusion, give ideas, or prompt further discussion. They could also learn to identify harmful behavior on collaborative spaces and intervening to find the proper authority to help. (CA CCSS for ELA/Literacy W.K.5, W.1.5, W.2.5) (HSS 1.1.2)
    • K-2.IC.20: Practice(s)Recognizing and Defining Computational Problems (3.1) Standard:Describe approaches and rationales for keeping login information private, and for logging off of devices appropriately. Descriptive Statement:People use computing technology in ways that can help or hurt themselves and/or others. Harmful behaviors, such as sharing passwords or other private information and leaving public devices logged in should be recognized and avoided. Students keep login information private, log off of devices appropriately, and discuss the importance of these practices. For example, while learning about individual responsibility and citizenship, students could create a "privacy folder" to store login information, and keep this folder in a secure location that is not easily seen and accessed by classmates. Students could discuss the relative benefits and impacts of choosing to store passwords in a folder online versus on paper. They could also describe how using the same login and password across many systems and apps could lead to significant security issues and requires even more vigilance in maintaining security. (HSS K.1) Alternatively, students can write an informational piece regarding the importance of keeping login information private and logging off of public devices. (CA CCSS for ELA/Literacy W.K.2, W.1.2, W.2.2)
  • Computer Science Grade K-2 : Networks & the Internet:
    • K-2.NI.4: Practice(s)Developing and Using Abstractions (4.4) Standard:Model and describe how people connect to other people, places, information and ideas through a network. Descriptive Statement:Information is passed between multiple points (nodes) on a network. The Internet is a network that enables people to connect with other people worldwide through many different points of connection. Students model ways that people communicate, find information, or acquire ideas through a network. Students use a network, such as the internet, to access information from multiple locations or devices. For example, students could utilize a cloud-based platform to access shared documents or note-taking applications for group research projects, and then create a model (e.g., flowchart) to illustrate how this network aids collaboration. (CA CCSS for ELA/Literacy W.K.7, W.1.7, W.2.7) Alternatively, students could design devices that use light or sound to aid communication across distances (e.g., light source to send signals, paper cup and string "telephones," and a pattern of drum beats) and then describe how networks build connections. (CA NGSS: 1-PS4-4)
    • K-2.NI.5: Practice(s)Communicating About Computing (7.2) Standard:Explain why people use passwords. Descriptive Statement:Passwords protect information from unwanted use by others. When creating passwords, people often use patterns of familiar numbers and text to more easily remember their passwords. However, this may make the passwords weaker. Knowledge about the importance of passwords is an essential first step in learning about cybersecurity. Students explain that strong passwords are needed to protect devices and information from unwanted use. For example, students could play a game of guessing a three-character code. In one version of the game, the characters are only numbers. In the second version, characters are numbers or letters. Students describe why it would take longer to guess the correct code in the second case. Alternatively, students could engage in a collaborative discussion regarding passwords and their importance. Students may follow-up the discussion by exploring strong password components (combination of letters, numbers, and characters), creating their own passwords, and writing opinion pieces indicating reasons their passwords are strong. (CA CCSS for ELA/Literacy SL.K.1, SL.1.1, SL 2.1, W.1.1, W.2.1)
    • K-2.NI.6: Practice(s)Developing and Using Abstractions (4.4) Standard:Create patterns to communicate a message. Descriptive Statement:Connecting devices to a network or the Internet provides great benefit, but care must be taken to protect devices and information from unauthorized access. Messages can be protected by using secret languages or codes. Patterns help to ensure that the intended recipient can decode the message. Students create a pattern that can be decoded and translated into a message. For example, students could use a table to associate each text character with a number. Then, they could select a combination of text characters and use mathematical functions (e.g., simple arithmetic operations) to transform the numbers associated with the characters into a secret message. Using inverse functions, a peer could translate the secret message back into its original form. (CA CCSS for Mathematics 2.OA.A.1, 2.OA.B.2) Alternatively, students could use icons or invented symbols to represent patterns of beat, rhythm, or pitch to decode a musical phrase. (VAPA Music K.1.1, 1.1.1, 2.1.1, 2.2.2)
• Computer Science Grade 3-5:
  • Computer Science Grade 3-5 : Algorithms & Programming:
    • 3-5.AP.10: Practice(s)Recognizing and Defining Computational Problems, Testing and Refining Computational Artifacts (3.3, 6.3) Standard:Compare and refine multiple algorithms for the same task and determine which is the most appropriate. Descriptive Statement:Different algorithms can achieve the same result, though sometimes one algorithm might be more appropriate for a specific solution. Students examine different ways to solve the same task and decide which would be the better solution for the specific scenario. For example, students could use a map and create multiple algorithms to model the early land and sea routes to and from European settlements in California. They could then compare and refine their algorithms to reflect faster travel times, shorter distances, or avoid specific characteristics, such as mountains, deserts, ocean currents, and wind patterns. (HSS.4.2.2) Alternatively, students could identify multiple algorithms for decomposing a fraction into a sum of fractions with the same denominator and record each decomposition with an equation (e.g., 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8). Students could then select the most efficient algorithm (e.g., fewest number of steps). (CA CCSS for Mathematics 4.NF.3b) Additionally, students could compare algorithms that describe how to get ready for school and modify them for supporting different goals including having time to care for a pet, being able to talk with a friend before classes start, or taking a longer route to school to accompany a younger sibling to their school first. Students could then write an opinion piece, justifying with reasons their selected algorithm is most appropriate. (CA CCSS for ELA/Literacy W.3.1, W.4.1, W.5.1)
    • 3-5.AP.11: Practice(s)Creating Computational Artifacts (5.2) Standard:Create programs that use variables to store and modify data. Descriptive Statement:Variables are used to store and modify data. Students use variables in programs they create. At this level, students may need guidance in identifying when to create variables (i.e., performing the abstraction). For example, students could create a game to represent predators and prey in an ecosystem. They could declare a "score" variable, assign it to 0 at the start of the game, and add 1 (increment) the score each time the predator captures its prey. They could also declare a second "numberOfLives" variable, assign it to 3 at the start of the game, and subtract 1 (decrement) each time a prey is captured. They could program the game to end when "numberOfLives" equals 0. (CA NGSS: 5-LS2-1) (CA CCSS for Mathematics 5.OA.3) Alternatively, when students create programs to draw regular polygons, they could use variables to store the line size, line color, and/or side length. Students can extend learning by creatively combining a variety of polygons to create digital artwork, comparing and contrasting this to another work of art made by the use of different art tools and media, such as watercolor or tempera paints. (CA CCSS for Mathematics 3.G.1) (VAPA Visual Arts 3.1.4)
    • 3-5.AP.12: Practice(s)Creating Computational Artifacts (5.2) Standard:Create programs that include events, loops, and conditionals. Descriptive Statement:Control structures specify the order (sequence) in which instructions are executed within a program and can be combined to support the creation of more complex programs. Events allow portions of a program to run based on a specific action. Conditionals allow for the execution of a portion of code in a program when a certain condition is true. Loops allow for the repetition of a sequence of code multiple times. For example, students could program an interactive map of the United States of America. They could use events to initiate a question when the user clicks on a state and conditionals to check whether the user input is correct. They could use loops to repeat the question until the user answers correctly or to control the length of a "congratulations" scenario that plays after a correct answer. (HSS.5.9) Alternatively, students could write a math fluency game that asks products of two one-digit numbers and then uses a conditional to check whether or not the answer that was entered is correct. They could use a loop to repeatedly ask another question. They could use events to allow the user to click on a green button to play again or a red button to end the game. (CA CCSS for Mathematics 3.OA.7) Additionally, students could create a program as a role-playing game based on a literary work. Loops could be used to animate a character's movement. When reaching a decision point in the story, an event could initiate the user to type a response. A conditional could change the setting or have the story play out differently based on the user input. (CA CCSS for ELA/Literacy RL.5.3)
    • 3-5.AP.13: Practice(s)Recognizing and Defining Computational Problems (3.2) Standard:Decompose problems into smaller, manageable tasks which may themselves be decomposed. Descriptive Statement:Decomposition is the act of breaking down tasks into simpler tasks. This manages complexity in the problem solving and program development process. For example, students could create an animation to represent a story they have written. Students write a story and then break it down into different scenes. For each scene, they would select a background, place characters, and program actions in that scene. (CA CCSS for ELA/Literacy W.3.3, W.4.3, W.5.3) Alternatively, students could create a program to allow classmates to present data collected in an experiment. For example, if students collected rain gauge data once per week for 3 months, students could break down the program tasks: 1) ask the user to input 12 weeks' worth of data, 2) process the data (e.g., add the first four entries to calculate the rain amount for month 1, convert to metric system measurements), and 3) direct the creation or resizing of objects (e.g., one rectangular chart bar for each month) to represent the total number of rainfall for that month. (CA NGSS: 3-ETS-1-2) (CA CCSS for Mathematics 3.MD.2)
    • 3-5.AP.14: Practice(s)Developing and Using Abstractions, Creating Computational Artifacts (4.2, 5.3) Standard:Create programs by incorporating smaller portions of existing programs, to develop something new or add more advanced features. Descriptive Statement:Programs can be broken down into smaller parts, which can be incorporated into new or existing programs. Students incorporate predefined functions into their original designs. At this level, students do not need to understand all of the underlying implementation details of the abstractions that they use. For example, students could use code from a ping pong animation to make a ball bounce in a new basketball game. They could also incorporate code from a single-player basketball game to create a two-player game with slightly different rules. Alternatively, students could remix an animated story and add their own conclusion and/or additional dialogue. (CA CCSS for ELA/Literacy W.3.3.B, W.3.3.D, W.4.3.B, W.4.3.E, W.5.3.B, W.5.3.E) Additionally, when creating a game that occurs on the moon or planets, students could incorporate and modify code that simulates gravity on Earth. They could modify the strength of the gravitational force based on the mass of the planet or moon. (CA NGSS: 5-PS2-1)
    • 3-5.AP.15: Practice(s)Fostering an Inclusive Computing Culture, Creating Computational Artifacts (1.1, 5.1) Standard:Use an iterative process to plan and develop a program by considering the perspectives and preferences of others. Descriptive Statement:Planning is an important part of the iterative process of program development. Students gain a basic understanding of the importance and process of planning before beginning to write code for a program. They plan the development of a program by outlining key features, time and resource constraints, and user expectations. Students should document the plan as, for example, a storyboard, flowchart, pseudocode, or story map. For example, students could collaborate with a partner to plan and develop a program that graphs a function. They could iteratively modify the program based on feedback from diverse users, such as students who are color blind and may have trouble differentiating lines on a graph based on the color. (CA CCSS for Mathematics 5.G.1, 5.G.2) Alternatively, students could plan as a team to develop a program to display experimental data. They could implement the program in stages, generating basic displays first and then soliciting feedback from others on how easy it is to interpret (e.g., are labels clear and readable?, are lines thick enough?, are titles understandable?). Students could iteratively improve their display to make it more readable and to better support the communication of the finding of the experiment. (NGSS.3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3)
    • 3-5.AP.16: Practice(s)Creating Computational Artifacts, Communicating About Computing (5.2, 7.3) Standard:Observe intellectual property rights and give appropriate attribution when creating, remixing, or combining programs. Descriptive Statement:Intellectual property rights can vary by country, but copyright laws give the creator of a work a set of rights and prevents others from copying the work and using it in ways that they may not like. Students consider common licenses that place limitations or restrictions on the use of others' work, such as images and music downloaded from the Internet. When incorporating the work of others, students attribute the work. At this level, students could give attribution by including credits or links directly in their programs, code comments, or separate project pages. For example, when making a program to model the life cycle of a butterfly, students could modify and reuse an existing program that describes the life cycle of a frog. Based on their research, students could identify and use Creative Commons-licensed or public domain images and sounds of caterpillars and butterflies. Students give attribution by properly citing the source of the original piece as necessary. (CA NGSS: 3-LS-1-1) (CA CCSS for ELA/Literacy W.3.8, W.4.8, W.5.8) Alternatively, when creating a program explaining the structure of the United States goverment, students find Creative Commons-licensed or public domain images to represent the three branches of government and attribute ownership of the images appropriately. If students find and incorporate an audio file of a group playing part of the national anthem, they appropriately give attribution on the project page. (HSS.3.4.4)
    • 3-5.AP.17: Practice(s)Testing and Refining Computational Artifacts (6.2) Standard:Test and debug a program or algorithm to ensure it accomplishes the intended task. Descriptive Statement:Programs do not always run properly. Students need to understand how to test and make necessary corrections to their programs to ensure they run properly. Students successfully identify and fix errors in (debug) their programs and programs created by others. Debugging strategies at this level may include testing to determine the first place the solution is in error and fixing accordingly, leaving "breadcrumbs" in a program, and soliciting assistance from peers and online resources. For example, when students are developing a program to control the movement of a robot in a confined space, students test various inputs that control movement of the robot to make sure it behaves as intended (e.g., if an input would cause the robot to move past a wall of the confined space, it should not move at all). (CA NGSS: 3-5-ETS1-3) Additionally, students could test and debug an algorithm by tracing the inputs and outputs on a whiteboard. When noticing "bugs" (errors), students could identify what was supposed to happen and step through the algorithm to locate and then correct the error.
    • 3-5.AP.18: Practice(s)Collaborating Around Computing (2.2) Standard:Perform different roles when collaborating with peers during the design, implementation, and review stages of program development. Descriptive Statement:Collaborative computing is the process of creating computational artifacts by working in pairs or on teams. It involves asking for the contributions and feedback of others. Effective collaboration can often lead to better outcomes than working independently. With teacher guidance, students take turns in different roles during program development, such as driver, navigator, notetaker, facilitator, and debugger, as they design and implement their program. For example, while taking on different roles during program development, students could create and maintain a journal about their experiences working collaboratively. (CA CCSS for ELA/Literacy W.3.10, W.4.10, W.5.10) (CA NGSS: 3-5-ETS1-2)
    • 3-5.AP.19: Practice(s)Communicating About Computing (7.2) Standard:Describe choices made during program development using code comments, presentations, and demonstrations. Descriptive Statement:People communicate about their code to help others understand and use their programs. Explaining one's design choices gives others a better understanding of one's work. Students may explain their step-by-step process of creating a program in a presentation or demonstration of their personal code journals. They describe how comments within code organize thought and process during the develpment of the program. For example, students could describe the decision to have the score in a game flash when it can be rounded to 100 by writing a comment in the code. (CA CCSS for Mathematics 3.NBT.1) Alternatively, students could present their overall program development experience and justify choices made by using storyboards, annotated images, videos, and/or journal entries. (CA CCSS for ELA/Literacy SL.3.4, SL.4.4, SL.5.4, SL.3.5, SL.4.5, SL.5.5) (CA NGSS: 3-5-ETS1-1, 3.5-ETS1-2, 3.5-ETS1-3)
  • Computer Science Grade 3-5 : Computing Systems:
    • 3-5.CS.1: Practice(s)Communicating About Computing (7.2) Standard:Describe how computing devices connect to other components to form a system. Descriptive Statement:Computing devices often depend on other devices or components. Students describe physical and wireless connections to other components, including both input devices (e.g., keyboards, sensors, remote controls, microphones) and output devices (e.g., 3D printers, monitors, speakers). For example, students could describe the relationship among the heart, lungs, muscles, blood, and oxygen during physical activity and then compare this to how a mouse, keyboard, printer, and desktop computer connect and interact to allow for input, processing, and output. (P.E.3.4.7) Alternatively, when describing how light reflected from objects enters the eye and is then transferred to the brain to construct a visual image, students could compare this to a computing system that uses programming to construct a visual image when data is transferred and constructed/reconstructed through a keyboard, camera, or other components. (CA NGSS: 4-PS4-2)
    • 3-5.CS.2: Practice(s)Developing and Using Abstractions (4.4) Standard:Demonstrate how computer hardware and software work together as a system to accomplish tasks. Descriptive Statement:Hardware and software are both needed to accomplish tasks with a computing device. Students create a model to illustrate ways in which hardware and software work as a system. Students could draw a model on paper or in a drawing program, program an animation to demonstrate it, or demonstrate it by acting this out in some way. At this level, a model should only include the basic elements of a computer system, such as input, output, processor, sensors, and storage. For example, students could create a diagram or flow chart to indicate how a keyboard, desktop computer, monitor, and word processing software interact with each other. The keyboard (hardware) detects a key press, which the operating system and word processing application (software) displays as a new character that has been inserted into the document and is visible through the monitor (hardware). Students could also create a model by acting out the interactions of these different hardware and software components. Alternatively, when describing that animals and people receive different types of information through their senses, process the information in their brain, and respond to the information in different ways, students could compare this to the interaction of how the information traveling through a computer from mouse to processor are similar to signals sent through the nervous system telling our brain about the world around us to prompt responses. (CA NGSS: 4-LS1-2)
    • 3-5.CS.3: Practice(s)Testing and Refining Computational Artifacts (6.2) Standard:Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies. Descriptive Statement:Although computing systems vary, common troubleshooting strategies can be used across many different systems. Students use troubleshooting strategies to identify problems that could include a device not responding, lacking power, lacking a network connection, an app crashing, not playing sounds, or password entry not working. Students use and develop various solutions to address these problems. Solutions may include rebooting the device, checking for power, checking network availability, opening and closing an app, making sure speakers are turned on or headphones are plugged in, and making sure that the caps lock key is not on. For example, students could prepare for and participate in a collaborative discussion in which they identify and list computing system problems and then describe common successful fixes. (CA CCSS for ELA/Literacy SL.3.1, SL.4.1, SL.5.1) Alternatively, students could write informative/explanatory texts, create a poster, or use another medium of communication to examine common troubleshooting strategies and convey these ideas and information clearly. (CA CCSS for ELA/Literacy W.3.2, W.4.2, W.5.2)
  • Computer Science Grade 3-5 : Data & Analysis:
    • 3-5.DA.7: Practice(s)Developing and Using Abstractions (4.2) Standard:Explain that the amount of space required to store data differs based on the type of data and/or level of detail. Descriptive Statement:All saved data requires space to store it, whether locally or not (e.g., on the cloud). Music, images, video, and text require different amounts of storage. Video will often require more storage and different format than music or images alone because video combines both. The level of detail represented by that data also affects storage requirements. For instance, two pictures of the same object can require different amounts of storage based upon their resolution, and a high-resolution photo could require more storage than a low-resolution video. Students select appropriate storage for their data. For example, students could create an image using a standard drawing app. They could save the image in different formats (e.g., .png, .jpg, .pdf) and compare file sizes. They should also notice that different file sizes can result in differences in quality or resolution (e.g., some pictures could be more pixelated while some could be sharper). Alternatively, in an unplugged activity, students could represent images by coloring in squares within a large grid. They could model how a larger grid requires more storage but also represents a clearer image (i.e., higher resolution).
    • 3-5.DA.8: Practice(s)Communicating About Computing (7.1) Standard:Organize and present collected data visually to highlight relationships and support a claim. Descriptive Statement:Raw data has little meaning on its own. Data is often sorted or grouped to provide additional clarity. Organizing data can make interpreting and communicating it to others easier. Data points can be clustered by a number of commonalities. The same data could be manipulated in different ways to emphasize particular aspects or parts of the data set. For example, students could create and administer electronic surveys to their classmates. Possible topics could include favorite books, family heritage, and after school activities. Students could then create digital displays of the data they have collected such as column histogram charts showing the percent of respondents in each grade who selected a particular favorite book. Finally, students could make quantitative statements supported by the data such as which books are more appealing to specific ages of students. As an extension, students could write an opinion piece stating a claim and supporting it with evidence from the data they collected. (CA CCSS for Mathematics 3.MD.3, 4.MD.4, 5.MD.2) (CA CCSS for ELA/Literacy W.3.1, W.4.1, W.5.1) Alternatively, students could represent data in tables and graphical displays to describe weather experienced in the last several years. They could select the type of graphical display based on the specific data represented (e.g., daily high/low temperatures on a scatter plot, average temperatures for a month across years in a column chart). Students could then make a claim about expected weather in future months based on the data. (CA NGSS: 3-ESS2-1)
    • 3-5.DA.9: Practice(s)Communicating About Computing (7.1) Standard:Use data to highlight and/or propose relationships, predict outcomes, or communicate ideas. Descriptive Statement:The accuracy of data analysis is related to how the data is represented. Inferences or predictions based on data are less likely to be accurate if the data is insufficient, incomplete, or inaccurate or if the data is incorrect in some way. Additionally, people select aspects and subsets of data to be transformed, organized, and categorized. Students should be able to refer to data when communicating an idea, in order to highlight and/or propose relationships, predict outcomes, highlight different views and/or communicate insights and ideas. For example, students can be provided a scenario in which they are city managers who have a specific amount of funds to improve a city in California. Students can collect data of a city concerning land use, vegetation, wildlife, climate, population density, services and transportation (HSS.4.1.5) to determine and present what area needs to be focused on to improve a problem. Students can compare their data and planned use of funds with peers, clearly communicating or predict outcomes based on data collected. (CA CCCS for ELA/Literacy SL.3.1, SL.4.1, SL.5.1) Alternatively, students could record the temperature at noon each day to show that temperatures are higher in certain months of the year. If temperatures are not recorded on non-school days or are recorded incorrectly, the data would be incomplete and ideas being communicated could be inaccurate. Students may also record the day of the week on which the data was collected, but this would have no relevance to whether temperatures are higher or lower. In order to have sufficient and accurate data on which to communicate the idea, students might use data provided by a governmental weather agency. (CA NGSS: 3-ESS2-1)
  • Computer Science Grade 3-5 : Impacts of Computing:
    • 3-5.IC.20: Practice(s)Recognizing and Defining Computational Problems (3.1) Standard:Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices. Descriptive Statement:New computing technologies are created and existing technologies are modified for many reasons, including to increase their benefits, decrease their risks, and meet societal needs. Students, with guidance from their teacher, discuss topics that relate to the history of computing technologies and changes in the world due to these technologies. Topics could be based on current news content, such as robotics, wireless Internet, mobile computing devices, GPS systems, wearable computing, and how social media has influenced social and political changes. For example, students could conduct research in computing technologies that impact daily life such as self-driving cars. They engage in a collaborative discussion describing impacts of these advancements (e.g., self-driving cars could reduce crashes and decrease traffic, but there is a cost barrier to purchasing them). (CA CCSS for ELA/Literacy W.3.7, W.4.7, W.5.7, SL.3.1, SL.4.1, SL.5.1) Alternatively, students could discuss how technological advancements affected the entertainment industry and then compare and contrast the impacts on audiences. For instance, people with access to high-speed Internet may be able to choose to utilize streaming media (which may cost less than traditional media options), but those in rural areas may not have the same access and be able to reap those benefits. (VAPA Theatre Arts 4.3.2, 4.4.2)
    • 3-5.IC.21: Practice(s)Fostering an Inclusive Computing Culture (1.2) Standard:Propose ways to improve the accessibility and usability of technology products for the diverse needs and wants of users. Descriptive Statement:The development and modification of computing technology is driven by people's needs and wants and can affect groups differently. Students anticipate the needs and wants of diverse end users and propose ways to improve access and usability of technology, with consideration of potential perspectives of users with different backgrounds, ability levels, points of view, and disabilities. For example, students could research a wide variety of disabilities that would limit the use of traditional computational tools for the creation of multimedia artifacts, including digital images, songs, and videos. Students could then brainstorm and propose new software that would allow students that are limited by the disabilities to create similar artifacts in new ways (e.g., graphical display of music for the deaf, the sonification of images for visually impaired students, voice input for those that are unable to use traditional input like the mouse and the keyboard). (CA CCSS for ELA/Literacy W.3.7, W.4.7, W.5.7) Alternatively, as they anticipate unique user needs, students may consider using both speech and text to convey information in a game. They may also wish to vary the types of programs they create, knowing that not everyone shares their own tastes. (CA NGSS: 3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3)
    • 3-5.IC.22: Practice(s)Fostering an Inclusive Computing Culture (1.1) Standard:Seek and explain the impact of diverse perspectives for the purpose of improving computational artifacts. Descriptive Statement:Computing technologies enable global collaboration and sharing of ideas. Students solicit feedback from a diverse group of users and creators and explain how this input improves their computational artifacts. For example, students could seek feedback from classmates via user surveys, in order to create an idea and then make a claim as to how to improve the overall structure and function of their computational artifact. Using the feedback students could write an opinion piece supporting their claim. (CA CCSS for ELA/Literacy W.3.1, W.4.1, W.5.1) Alternatively, with guidance from their teacher, students could use video conferencing tools, shared documents, or other online collaborative spaces, such as blogs, wikis, forums, or website comments, to gather and synthesize feedback from individuals and groups about programming projects. (CA CCSS for ELA/Literacy SL.3.1, SL.4.1, SL.5.1)
    • 3-5.IC.23: Practice(s)Communicating About Computing (7.3) Standard:Describe reasons creators might limit the use of their work. Descriptive Statement:Ethical complications arise from the opportunities provided by computing. With the ease of sending and receiving copies of media on the Internet, in formats such as video, photos, and music, students consider the opportunities for unauthorized use, such as online piracy and disregard of copyrights. The license of a downloaded image or audio file may restrict modification, require attribution, or prohibit use entirely. For example, students could take part in a collaborative discussion regarding reasons why musicians who sell their songs in digital format choose to license their work so that they can earn money for their creative efforts. If others share the songs without paying for them, the musicians do not benefit financially and may struggle to produce music in the future. (CA CCSS for ELA/Literacy SL.3.1, SL.4.1, SL.5.1) Alternatively, students could review the rights and reproduction guidelines for digital artifacts on a publicly accessible media source. They could then state an opinion with reasons they believe these guidelines are in place. (CA CCSS for ELA/Literacy W.3.1, W.4.1, W.5.1)
  • Computer Science Grade 3-5 : Networks & the Internet:
    • 3-5.NI.4: Practice(s)Developing and Using Abstractions (4.4) Standard:Model how information is broken down into smaller pieces, transmitted as packets through multiple devices over networks and the Internet, and reassembled at the destination. Descriptive Statement:Information is sent and received over physical or wireless paths. It is broken down into smaller pieces called packets, which are sent independently and reassembled at the destination. Students demonstrate their understanding of this flow of information by, for instance, drawing a model of the way packets are transmitted, programming an animation to show how packets are transmitted, or demonstrating this through an unplugged activity in which they physically act this out. For example, students could design a structure using building blocks or other materials with the intention of re-engineering it in another location, just as early Americans did after the intercontinental railroad was constructed in the 1850s (HSS.4.4.1, 4.4.2). Students could deconstruct the designed structure, place materials into specific containers (or plastic bags/brown paper bags/etc.), and develop instructions on how to recreate the structure once each container arrives at its intended destination. (CA NGSS: 3-5-ETS1) For example, students could cut up a map of the United States by state lines. Students could then place the states in envelopes and transmit the "packets" through a physical network, represented by multiple students spreading out in arms reach of at least two others. At the destination, the student who receives the packets resassembles the individual states back into a map of the United States. (HSS 5.9) Alternatively, students could perform a similar activity with a diatonic scale, cutting the scale into individual notes. Each note, in order, should be placed into a numbered envelope based on its location on the scale. These envelopes can be transmitted across the network of students and reassembled at the destination. (VAPA Music 4.1.2)
    • 3-5.NI.5: Practice(s)Recognizing and Defining Computational Problems (3.1) Standard:Describe physical and digital security measures for protecting personal information. Descriptive Statement:Personal information can be protected physically and digitally. Cybersecurity is the protection from unauthorized use of electronic data, or the measures taken to achieve this. Students identify what personal information is and the reasons for protecting it. Students describe physical and digital approaches for protecting personal information such as using strong passwords and biometric scanners. For example, students could engage in a collaborative discussion orally or in writing regarding topics that relate to personal cybersecurity issues. Discussion topics could be based on current events related to cybersecurity or topics that are applicable to students, such as the necessity of backing up data to guard against loss, how to create strong passwords and the importance of not sharing passwords, or why we should keep operating systems updated and use anti-virus software to protect data and systems. Students could also discuss physical measures that can be used to protect data including biometric scanners, locked doors, and physical backups. (CA CCSS for ELA/Literacy SL.3.1, SL.4.1, SL.5.1)
    • 3-5.NI.6: Practice(s)Developing and Using Abstractions (4.4) Standard:Create patterns to protect information from unauthorized access. Descriptive Statement:Encryption is the process of converting information or data into a code, especially to prevent unauthorized access. At this level, students use patterns as a code for encryption, to protect information. Patterns should be decodable to the party for whom the message is intended, but difficult or impossible for those with unauthorized access. For example, students could create encrypted messages via flashing a flashlight in Morse code. Other students could decode this established language even if it wasn't meant for them. To model the idea of protecting data, students should create their own variations on or changes to Morse code. This ensures that when a member of that group flashes a message only other members of their group can decode it, even if other students in the room can see it. (CA NGSS: 4-PS4-3) Alternatively, students could engage in a CS Unplugged activity that models public key encryption: One student puts a paper containing a written secret in a box, locks it with a padlock, and hands the box to a second student. Student 2 puts on a second padlock and hands it back. Student 1 removes her lock and hands the box to student 2 again. Student 2 removes his lock, opens the box, and has access to the secret that student 1 sent him. Because the box always contained at least one lock while in transit, an outside party never had the opportunity to see the message and it is protected.
• Computer Science Grade 6-8:
  • Computer Science Grade 6-8 : Algorithms & Programming:
    • 6-8.AP.10: Practice(s)Developing and Using Abstractions (4.1, 4.4) Standard:Use flowcharts and/or pseudocode to design and illustrate algorithms that solve complex problems. Descriptive Statement:Complex problems are problems that would be difficult for students to solve without breaking them down into multiple steps. Flowcharts and pseudocode are used to design and illustrate the breakdown of steps in an algorithm. Students design and illustrate algorithms using pseudocode and/or flowcharts that organize and sequence the breakdown of steps for solving complex problems. For example, students might use a flowchart to illustrate an algorithm that produces a recommendation for purchasing sneakers based on inputs such as size, colors, brand, comfort, and cost. Alternatively, students could write pseudocode to express an algorithm for suggesting their outfit for the day, based on inputs such as the weather, color preferences, and day of the week.
    • 6-8.AP.11: Practice(s)Creating Computational Artifacts (5.1, 5.2) Standard:Create clearly named variables that store data, and perform operations on their contents. Descriptive Statement:A variable is a container for data, and the name used for accessing the variable is called the identifier. Students declare, initialize, and update variables for storing different types of program data (e.g., text, integers) using names and naming conventions (e.g. camel case) that clearly convey the purpose of the variable, facilitate debugging, and improve readability. For example, students could program a quiz game with a score variable (e.g. quizScore) that is initially set to zero and increases by increments of one each time the user answers a quiz question correctly and decreases by increments of one each time a user answers a quiz question incorrectly, resulting in a score that is either a positive or negative integer. (CA CCSS for Mathematics 6.NS.5) Alternatively, students could write a program that prompts the user for their name, stores the user's response in a variable (e.g. userName), and uses this variable to greet the user by name.
    • 6-8.AP.12: Practice(s)Creating Computational Artifacts (5.1, 5.2) Standard:Design and iteratively develop programs that combine control structures and use compound conditions. Descriptive Statement:Control structures can be combined in many ways. Nested loops are loops placed within loops, and nested conditionals allow the result of one conditional to lead to another. Compound conditions combine two or more conditions in a logical relationship (e.g., using AND, OR, and NOT). Students appropriately use control structures to perform repetitive and selection tasks. For example, when programming an interactive story, students could use a compound conditional within a loop to unlock a door only if a character has a key AND is touching the door. (CA CCSS for ELA/Literacy W.6.3, W.7.3, W.8.3) Alternatively, students could use compound conditionals when writing a program to test whether two points lie along the line defined by a particular linear function. (CA CCSS for Mathematics 8.EE.7) Additionally, students could use nested loops to program a character to do the "chicken dance" by opening and closing the beak, flapping the wings, shaking the hips, and clapping four times each this dance "chorus" is then repeated several times in its entirety.
    • 6-8.AP.13: Practice(s)Recognizing and Defining Computational Problems (3.2) Standard:Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs. Descriptive Statement:Decomposition facilitates program development by allowing students to focus on one piece at a time (e.g., getting input from the user, processing the data, and displaying the result to the user). Decomposition also enables different students to work on different parts at the same time. Students break down (decompose) problems into subproblems, which can be further broken down to smaller parts. Students could create an arcade game, with a title screen, a game screen, and a win/lose screen with an option to play the game again. To do this, students need to identify subproblems that accompany each screen (e.g., selecting an avatar goes in the title screen, events for controlling character action and scoring goes in the game screen, and displaying final and high score and asking whether to play again goes in the win/lose screen). Alternatively, students could decompose the problem of calculating and displaying class grades. Subproblems might include: accept input for students grades on various assignments, check for invalid grade entries, calculate per assignment averages, calculate per student averages, and display histograms of student scores for each assignment. (CA CCSS for Mathematics 6.RP.3c, 6.SP.4, 6.SP.5)
    • 6-8.AP.14: Practice(s)Developing and Using Abstractions (4.1, 4.3) Standard:Create procedures with parameters to organize code and make it easier to reuse. Descriptive Statement:Procedures support modularity in developing programs. Parameters can provide greater flexibility, reusability, and efficient use of resources. Students create procedures and/or functions that are used multiple times within a program to repeat groups of instructions. They generalize the procedures and/or functions by defining parameters that generate different outputs for a wide range of inputs. For example, students could create a procedure to draw a circle which involves many instructions, but all of them can be invoked with one instruction, such as "drawCircle." By adding a radius parameter, students can easily draw circles of different sizes. (CA CCSS for Mathematics 7.G.4) Alternatively, calculating the area of a regular polygon requires multiple steps. Students could write a function that accepts the number and length of the sides as parameters and then calculates the area of the polygon. This function can then be re-used inside any program to calculate the area of a regular polygon. (CA CCSS for Mathematics 6.G.1)
    • 6-8.AP.15: Practice(s)Fostering an Inclusive Computing Culture, Collaborating Around Computing (1.1, 2.3) Standard:Seek and incorporate feedback from team members and users to refine a solution that meets user needs. Descriptive Statement:Development teams that employ user-centered design processes create solutions (e.g., programs and devices) that can have a large societal impact (e.g., an app that allows people with speech difficulties to allow a smartphone to clarify their speech). Students begin to seek diverse perspectives throughout the design process to improve their computational artifacts. Considerations of the end-user may include usability, accessibility, age-appropriate content, respectful language, user perspective, pronoun use, or color contrast. For example, if students are designing an app to teach their classmates about recycling, they could first interview or survey their classmates to learn what their classmates already know about recycling and why they do or do not recycle. After building a prototype of the app, the students could then test the app with a sample of their classmates to see if they learned anything from the app and if they had difficulty using the app (e.g., trouble reading or understanding text). After gathering interview data, students could refine the app to meet classmate needs. (CA NGSS: MS-ETS1-4)
    • 6-8.AP.16: Practice(s)Developing and Using Abstractions, Creating Computational Artifacts, Communicating About Computing (4.2, 5.2, 7.3) Standard:Incorporate existing code, media, and libraries into original programs, and give attribution. Descriptive Statement:Building on the work of others enables students to produce more interesting and powerful creations. Students use portions of code, algorithms, digital media, and/or data created by others in their own programs and websites. They give attribution to the original creators to acknowledge their contributions. For example, when creating a side-scrolling game, students may incorporate portions of code that create a realistic jump movement from another person's game, and they may also import Creative Commons-licensed images to use in the background. Alternatively, when creating a website to demonstrate their knowledge of historical figures from the Civil War, students may use a professionally-designed template and public domain images of historical figures. (HSS.8.10.5) Additionally, students could import libraries and connect to web application program interfaces (APIs) to make their own programming processes more efficient and reduce the number of bugs (e.g., to check whether the user input is a valid date, to input the current temperature from another city).
    • 6-8.AP.17: Practice(s)Testing and Refining Computational Artifacts (6.1) Standard:Systematically test and refine programs using a range of test cases. Descriptive Statement:Use cases and test cases are created to evaluate whether programs function as intended. At this level, students develop use cases and test cases with teacher guidance. Testing should become a deliberate process that is more iterative, systematic, and proactive than at lower levels. For example, students test programs by considering potential errors, such as what will happen if a user enters invalid input (e.g., negative numbers and 0 instead of positive numbers). Alternatively, in an interactive program, students could test that the character cannot move off of the screen in any direction, cannot move through walls, and can interact with other characters. They then adjust character behavior as needed.
    • 6-8.AP.18: Practice(s)Collaborating Around Computing, Creating Computational Artifacts (2.2, 5.1) Standard:Distribute tasks and maintain a project timeline when collaboratively developing computational artifacts. Descriptive Statement:Collaboration is a common and crucial practice in programming development. Often, many individuals and groups work on the interdependent parts of a project together. Students assume pre-defined roles within their teams and manage the project workflow using structured timelines. With teacher guidance, they begin to create collective goals, expectations, and equitable workloads. For example, students could decompose the design stage of a game into planning the storyboard, flowchart, and different parts of the game mechanics. They can then distribute tasks and roles among members of the team and assign deadlines. Alternatively, students could work as a team to develop a storyboard for an animation representing a written narrative, and then program the scenes individually. (CA CCSS for ELA/Literacy W.6.3, W.7.3, W.8.3)
    • 6-8.AP.19: Practice(s)Communicating About Computing (7.2) Standard:Document programs in order to make them easier to use, read, test, and debug. Descriptive Statement:Documentation allows creators, end users, and other developers to more easily use and understand a program. Students provide documentation for end users that explains their artifacts and how they function (e.g., project overview, user instructions). They also include comments within code to describe portions of their programs and make it easier for themselves and other developers to use, read, test, and debug. For example, students could add comments to describe functionality of different segments of code (e.g., input scores between 0 and 100, check for invalid input, calculate and display the average of the scores). They could also communicate the process used by writing design documents, creating flowcharts, or making presentations. (CA CCSS for ELA/Literacy SL.6.5, SL.7.5, SL.8.5)
  • Computer Science Grade 6-8 : Computing Systems:
    • 6-8.CS.1: Practice(s)Fostering an Inclusive Computing Culture, Recognizing and Defining Computational Problems (1.2, 3.3) Standard:Design modifications to computing devices in order to improve the ways users interact with the devices. Descriptive Statement:Computing devices can extend the abilities of humans, but design considerations are critical to make these devices useful. Students suggest modifications to the design of computing devices and describe how these modifications would improve usabilty. For example, students could create a design for the screen layout of a smartphone that is more usable by people with vision impairments or hand tremors. They might also design how to use the device as a scanner to convert text to speech. Alternatively, students could design modifications for a student ID card reader to increase usability by planning for scanner height, need of scanner device to be connected physically to the computer, robustness of scanner housing, and choice of use of RFID or line of sight scanners. (CA NGSS: MS-ETS1-1)
    • 6-8.CS.2: Practice(s)Creating Computational Artifacts (5.1) Standard:Design a project that combines hardware and software components to collect and exchange data. Descriptive Statement:Collecting and exchanging data involves input, output, storage, and processing. When possible, students select the components for their project designs by considering tradeoffs between factors such as functionality, cost, size, speed, accessibility, and aesthetics. Students do not need to implement their project design in order to meet this standard. For example, students could design a mobile tour app that displays information relevant to specific locations when the device is nearby or when the user selects a virtual stop on the tour. They select appropriate components, such as GPS or cellular-based geolocation tools, textual input, and speech recognition, to use in their project design. Alternatively, students could design a project that uses a sensor to collect the salinity, moisture, and temperature of soil. They may select a sensor that connects wirelessly through a Bluetooth connection because it supports greater mobility, or they could instead select a physical USB connection that does not require a separate power source. (CA NGSS: MS-ETS1-1, MS-ETS1-2)
    • 6-8.CS.3: Practice(s)Testing and Refining Computational Artifacts (6.2) Standard:Systematically apply troubleshooting strategies to identify and resolve hardware and software problems in computing systems. Descriptive Statement:When problems occur within computing systems, it is important to take a structured, step-by-step approach to effectively solve the problem and ensure that potential solutions are not overlooked. Examples of troubleshooting strategies include following a troubleshooting flow diagram, making changes to software to see if hardware will work, checking connections and settings, and swapping in working components. Since a computing device may interact with interconnected devices within a system, problems may not be due to the specific computing device itself but to devices connected to it. For example, students could work through a checklist of solutions for connectivity problems in a lab of computers connected wirelessly or through physical cables. They could also search for technical information online and engage in technical reading to create troubleshooting documents that they then apply. (CA CCSS for ELA/Literacy RST.6-8.10) Alternatively, students could explore and utilize operating system tools to reset a computer's default language to English. Additionally, students could swap out an externally-controlled sensor giving fluctuating readings with a new sensor to check whether there is a hardware problem.
  • Computer Science Grade 6-8 : Data & Analysis:
    • 6-8.DA.7: Practice(s)Developing and Using Abstractions (4.4) Standard:Represent data in multiple ways. Descriptive Statement:Computers store data as sequences of 0s and 1s (bits). Software translates to and from this low-level representation to higher levels that are understandable by people. Furthermore, higher level data can be represented in multiple ways, such as the digital display of a color and its corresponding numeric RGB value, or a bar graph, a pie chart, and table representation of the same data in a spreadsheet. For example, students could use a color picker to explore the correspondence between the digital display or name of a color (high-level representations) and its RGB value or hex code (low-level representation). Alternatively, students could translate a word (high-level representation) into Morse code or its corresponding sequence of ASCII codes (low-level representation).
    • 6-8.DA.8: Practice(s)Communicating About Computing (7.1) Standard:Collect data using computational tools and transform the data to make it more useful. Descriptive Statement:Data collection has become easier and more ubiquitous. The cleaning of data is an important transformation for ensuring consistent format, reducing noise and errors (e.g., removing irrelevant responses in a survey), and/or making it easier for computers to process. Students build on their ability to organize and present data visually to support a claim, understanding when and how to transform data so information can be more easily extracted. Students also transform data to highlight or expose relationships. For example, students could use computational tools to collect data from their peers regarding the percentage of time technology is used for school work and entertainment, and then create digital displays of their data and findings. Students could then transform the data to highlight relationships representing males and females as percentages of a whole instead of as individual counts. (CA CCSS for Mathematics 6.SP.4, 7.SP.3, 8.SP.1, 8.SP.4) Alternatively, students could collect data from online forms and surveys, from a sensor, or by scraping a web page, and then transform the data to expose relationships. They could highlight the distribution of data (e.g., words on a web page, readings from a sensor) by giving quantitative measures of center and variability. (CA CCSS for Mathematics 6.SP.5.c, 7.SP.4)
    • 6-8.DA.9: Practice(s)Developing and Using Abstractions, Testing and Refining Computational Artifacts (4.4, 6.1) Standard:Test and analyze the effects of changing variables while using computational models. Descriptive Statement:Variables within a computational model may be changed, in order to alter a computer simulation or to more accurately represent how various data is related. Students interact with a given model, make changes to identified model variables, and observe and reflect upon the results. For example, students could test a program that makes a robot move on a track by making changes to variables (e.g., height and angle of track, size and mass of the robot) and discussing how these changes affect how far the robot travels. (CA NGSS: MS-PS2-2) Alternatively, students could test a game simulation and change variables (e.g., skill of simulated players, nature of opening moves) and analyze how these changes affect who wins the game. (CA NGSS: MS-ETS1-3) Additionally, students could modify a model for predicting the likely color of the next pick from a bag of colored candy and analyze the effects of changing variables representing the common color ratios in a typical bag of candy. (CA CCSS for Mathematics 7.SP.7, 8.SP.4)
  • Computer Science Grade 6-8 : Impacts of Computing:
    • 6-8.IC.20: Practice(s)Communicating About Computing (7.2) Standard:Compare tradeoffs associated with computing technologies that affect people's everyday activities and career options. Descriptive Statement:Advancements in computer technology are neither wholly positive nor negative. However, the ways that people use computing technologies have tradeoffs. Students consider current events related to broad ideas, including privacy, communication, and automation. For example, students could compare and contrast the impacts of computing technologies with the impacts of other systems developed throughout history such as the Pony Express and US Postal System. (HSS.7.8.4) Alternatively, students could identify tradeoffs for both personal and professional uses of a variety of computing technologies. For instance, driverless cars can increase convenience and reduce accidents, but they may be susceptible to hacking. The emerging industry will reduce the number of taxi and shared-ride drivers, but may create more software engineering and cybersecurity jobs.
    • 6-8.IC.21: Practice(s)Fostering an Inclusive Computing Culture (1.2) Standard:Discuss issues of bias and accessibility in the design of existing technologies. Descriptive Statement:Computing technologies should support users of many backgrounds and abilities. In order to maximize accessiblity, these differences need to be addressed by examining diverse populations. With the teacher's guidance, students test and discuss the usability of various technology tools, such as apps, games, and devices. For example, students could discuss the impacts of facial recognition software that works better for lighter skin tones and recognize that the software was likely developed with a homogeneous testing group. Students could then discuss how accessibility could be improved by sampling a more diverse population. (CA CCSS for ELA/Literacy SL.6.1, SL.7.1, SL.8.1)
    • 6-8.IC.22: Practice(s)Collaborating Around Computing, Creating Computational Artifacts (2.4, 5.2) Standard:Collaborate with many contributors when creating a computational artifact. Descriptive Statement:Users have diverse sets of experiences, needs, and wants. These need to be understood and integrated into the design of computational artifacts. Students use applications that enable crowdsourcing to gather services, ideas, or content from a large group of people. At this level, crowdsourcing can be done at the local level (e.g., classroom, school, or neighborhood) and/or global level (e.g., age-appropriate online communities). For example, a group of students could use electronic surveys to solicit input from their neighborhood regarding an important social or political issue. They could collaborate with a community artist to combine animations and create a digital community collage informing the public about various points of view regarding the topic. (VAPA Visual Art 8.5.2, 8.5.4)
    • 6-8.IC.23: Practice(s)Communicating About Computing (7.3) Standard:Compare tradeoffs associated with licenses for computational artifacts to balance the protection of the creators' rights and the ability for others to use and modify the artifacts. Descriptive Statement:Using and building on the works of others allows people to create meaningful works and fosters innovation. Copyright is an important law that helps protect the rights of creators so they receive credit and get paid for their work. Creative Commons is a kind of copyright that makes it easier for people to copy, share, and build on creative work, as long as they give credit for it. There are different kinds of Creative Commons licenses that allow people to do things such as change, remix, or make money from their work. As creators, students can pick and choose how they want their work to be used, and then create a Creative Commons license that they include in their work. For example, students could create interactive animations to educate others on bullying or protecting the environment. They then select an appropriate license to reflect how they want their program to be used by others (e.g., allow others to use their work and alter it, as long as they do not make a profit from it). Students use established methods to both protect their artifacts and attribute use of protected artifacts.
    • 6-8.IC.24: Practice(s)Communicating About Computing (7.2) Standard:Compare tradeoffs between allowing information to be public and keeping information private and secure. Descriptive Statement:While it is valuable to establish, maintain, and strengthen connections between people online, security attacks often start with intentionally or unintentionally providing personal information online. Students identify situations where the value of keeping information public outweighs privacy concerns, and vice versa. They also recognize practices such as phishing and social engineering and explain best practices to defend against them. For example, students could discuss the benefits of artists and designers displaying their work online to reach a broader audience. Students could also compare the tradeoffs of making a shared file accessible to anyone versus restricting it to specific accounts. (CA CCSS for ELA/Literacy SL.6.1, SL.7.1, SL.8.1) Alternatively, students could discuss the benefits and dangers of the increased accessibility of information available on the internet, and then compare this to the advantages and disadvantages of the introduction of the printing press in society. (HSS.7.8.4)
  • Computer Science Grade 6-8 : Networks & the Internet:
    • 6-8.NI.4: Practice(s)Developing and Using Abstractions (4.4) Standard:Model the role of protocols in transmitting data across networks and the Internet. Descriptive Statement:Protocols are rules that define how messages between computers are sent. They determine how quickly and securely information is transmitted across networks, as well as how to handle errors in transmission. Students model how data is sent using protocols to choose the fastest path and to deal with missing information. Knowledge of the details of how specific protocols work is not expected. The priority at this grade level is understanding the purpose of protocols and how they enable efficient and errorless communication. For example, students could devise a plan for sending data representing a textual message and devise a plan for resending lost information. Alternatively, students could devise a plan for sending data to represent a picture, and devise a plan for interpreting the image when pieces of the data are missing. Additionally, students could model the speed of sending messages by Bluetooth, Wi-Fi, or cellular networks and describe ways errors in data transmission can be detected and dealt with.
    • 6-8.NI.5: Practice(s)Recognizing and Defining Computational Problems (3.1, 3.3) Standard:Explain potential security threats and security measures to mitigate threats. Descriptive Statement:Cybersecurity is an important field of study and it is valuable for students to understand the need for protecting sensitive data. Students identify multiple methods for protecting data and articulate the value and appropriateness for each method. Students are not expected to implement or explain the implementation of such technologies. For example, students could explain the importance of keeping passwords hidden, setting secure router administrator passwords, erasing a storage device before it is reused, and using firewalls to restrict access to private networks. Alternatively, students could explain the importance of two-factor authentication and HTTPS connections to ensure secure data transmission.
    • 6-8.NI.6: Practice(s)Developing and Using Abstractions (4.4) Standard:Apply multiple methods of information protection to model the secure transmission of information. Descriptive Statement:Digital information is protected using a variety of cryptographic techniques. Cryptography is essential to many models of cybersecurity. At its core, cryptography has a mathematical foundation. Cryptographic encryption can be as simple as letter substitution or as complicated as modern methods used to secure networks and the Internet. Students encode and decode messages using encryption methods, and explore different levels of complexity used to hide or secure information. For example, students could identify methods of secret communication used during the Revolutionary War (e.g., ciphers, secret codes, invisible ink, hidden letters) and then secure their own methods such as substitution ciphers or steganography (i.e., hiding messages inside a picture or other data) to compose a message from either the Continental Army or British Army. (HSS.8.1) Alternatively, students could explore functions and inverse functions for encryption and decryption and consider functions that are complex enough to keep data secure from their peers. (CA CCSS for Mathematics 8.F.1)
• Computer Science Grade 9-12:
  • Computer Science Grade 9-12 : Algorithms & Programming:
    • 9-12.AP.12: Practice(s)Developing and Using Abstractions, Creating Computational Artifacts (4.2, 5.1) Standard:Design algorithms to solve computational problems using a combination of original and existing algorithms. Descriptive Statement:Knowledge of common algorithms improves how people develop software, secure data, and store information. Some algorithms may be easier to implement in a particular programming language, work faster, require less memory to store data, and be applicable in a wider variety of situations than other algorithms. Algorithms used to search and sort data are common in a variety of software applications. For example, students could design an algorithm to calculate and display various sports statistics and use common sorting or mathematical algorithms (e.g., average) in the design of the overall algorithm. Alternatively, students could design an algorithm to implement a game and use existing randomization algorithms to place pieces randomly in starting positions or to control the "roll" of a dice or selection of a "card" from a deck.
    • 9-12.AP.13: Practice(s)Developing and Using Abstractions (4.1) Standard:Create more generalized computational solutions using collections instead of repeatedly using simple variables. Descriptive Statement:Computers can automate repetitive tasks with algorithms that use collections to simplify and generalize computational problems. Students identify common features in multiple segments of code and substitute a single segment that uses collections (i.e., arrays, sets, lists) to account for the differences. For example, students could take a program that inputs students' scores into multiple variables and modify it to read these scores into a single array of scores. Alternatively, instead of writing one procedure to find averages of student scores and another to find averages of student absences, students could write a single general average procedure to support both tasks.
    • 9-12.AP.14: Practice(s)Creating Computational Artifacts (5.2) Standard:Justify the selection of specific control structures by identifying tradeoffs associated with implementation, readability, and performance. Descriptive Statement:The selection of control structures in a given programming language impacts readability and performance. Readability refers to how clear the program is to other programmers and can be improved through documentation. Control structures at this level may include, for example, conditional statements, loops, event handlers, and recursion. Students justify control structure selection and tradeoffs in the process of creating their own computational artifacts. The discussion of performance is limited to a theoretical understanding of execution time and storage requirements a quantitative analysis is not expected. For example, students could compare the readability and program performance of iterative and recursive implementations of procedures that calculate the Fibonacci sequence. Alternatively, students could compare the readability and performance tradeoffs of multiple if statements versus a nested if statement.
    • 9-12.AP.15: Practice(s)Creating Computational Artifacts (5.1, 5.2, 5.3) Standard:Iteratively design and develop computational artifacts for practical intent, personal expression, or to address a societal issue by using events to initiate instructions. Descriptive Statement:In this context, relevant computational artifacts can include programs, mobile apps, or web apps. Events can be user-initiated, such as a button press, or system-initiated, such as a timer firing. For example, students might create a tool for drawing on a canvas by first implementing a button to set the color of the pen. Alternatively, students might create a game where many events control instructions executed (e.g., when a score climbs above a threshold, a congratulatory sound is played when a user clicks on an object, the object is loaded into a basket when a user clicks on an arrow key, the player object is moved around the screen).
    • 9-12.AP.16: Practice(s)Recognizing and Defining Computational Problems (3.2) Standard:Decompose problems into smaller subproblems through systematic analysis, using constructs such as procedures, modules, and/or classes. Descriptive Statement:Decomposition enables solutions to complex problems to be designed and implemented as more manageable subproblems. Students decompose a given problem into subproblems that can be solved using existing functionalities, or new functionalities that they design and implement. For example, students could design a program for supporting soccer coaches in analyzing their teams' statistics. They decompose the problem in terms of managing input, analysis, and output. They decompose the data organization by designing what data will be stored per player, per game, and per team. Team players may be stored as a collection. Data per team player may include: number of shots, misses, saves, assists, penalty kicks, blocks, and corner kicks. Students design methods for supporting various statistical analyses and display options. Students design output formats for individual players or coaches.
    • 9-12.AP.17: Practice(s)Developing and Using Abstractions, Creating Computational Artifacts (4.3, 5.2) Standard:Create computational artifacts using modular design. Descriptive Statement:Computational artifacts are created by combining and modifying existing computational artifacts and/or by developing new artifacts. To reduce complexity, large programs can be designed as systems of interacting modules, each with a specific role, coordinating for a common overall purpose. Students should create computational artifacts with interacting procedures, modules, and/or libraries. For example, students could incorporate a physics library into an animation of bouncing balls. Alternatively, students could integrate open-source JavaScript libraries to expand the functionality of a web application. Additionally, students could create their own game to teach Spanish vocabulary words using their own modular design (e.g., including methods to: control scoring, manage wordlists, manage access to different game levels, take input from the user, etc.).
    • 9-12.AP.18: Practice(s)Fostering an Inclusive Computing Culture, Creating Computational Artifacts (1.1, 5.1) Standard:Systematically design programs for broad audiences by incorporating feedback from users. Descriptive Statement:Programmers use a systematic design and review process to meet the needs of a broad audience. The process includes planning to meet user needs, developing software for broad audiences, testing users from a cross-section of the audience, and refining designs based on feedback. For example, students could create a user satisfaction survey and brainstorm distribution methods to collect feedback about a mobile application. After collecting feedback from a diverse audience, students could incorporate feedback into their product design. Alternatively, while developing an e-textiles project with human touch sensors, students could collect data from peers and identify design changes needed to improve usability by users of different needs.
    • 9-12.AP.19: Practice(s)Communicating About Computing (7.3) Standard:Explain the limitations of licenses that restrict use of computational artifacts when using resources such as libraries. Descriptive Statement:Software licenses include copyright, freeware, and open-source licensing schemes. Licenses are used to protect the intellectual property of the author while also defining accessibility of the code. Students consider licensing implications for their own work, especially when incorporating libraries and other resources. For example, students might consider two software libraries that address a similar need, justifying their choice of one over the other. The choice could be based upon least restrictive licensing or further protections for their own intellectual property.
    • 9-12.AP.20: Practice(s)Testing and Refining Computational Artifacts (6.3) Standard:Iteratively evaluate and refine a computational artifact to enhance its performance, reliability, usability, and accessibility. Descriptive Statement:Evaluation and refinement of computational artifacts involves measuring, testing, debugging, and responding to the changing needs and expectations of users. Aspects that can be evaluated include correctness, performance, reliability, usability, and accessibility. For example, after witnessing common errors with user input in a computational artifact, students could refine the artifact to validate user input and provide an error message if invalid data is provided. Alternatively, students could observe a robot in a variety of lighting conditions to determine whether the code controlling a light sensor should be modified to make it less sensitive. Additionally, students could also incorporate feedback from a variety of end users to help guide the size and placement of menus and buttons in a user interface.
    • 9-12.AP.21: Practice(s)Collaborating Around Computing (2.4) Standard:Design and develop computational artifacts working in team roles using collaborative tools. Descriptive Statement:Collaborative tools can be as complex as a source code version control system or as simple as a collaborative word processor. Team roles in pair programming are driver and navigator but students can take on more specialized roles in larger teams. Teachers or students should choose resources that aid collaborative program development as programs grow more complex. For example, students might work as a team to develop a mobile application that addresses a problem relevant to the school or community, using appropriate tools to support actions such as: establish and manage the project timeline design, share, and revise graphical user interface elements implement program components, track planned, in-progress, and completed components, and design and implement user testing.
    • 9-12.AP.22: Practice(s)Communicating About Computing (7.2) Standard:Document decisions made during the design process using text, graphics, presentations, and/or demonstrations in the development of complex programs. Descriptive Statement:Complex programs are often iteratively designed as systems of interacting modules, each with a specific role, coordinating for a common overall purpose. Comments are included in code both to document the purpose of modules as well as the implementation details within a module. Together these support documentation of the design process. Students use resources such as libraries and tools to edit and manage parts of the program and corresponding documentation. For example, during development of a computational artifact students could comment their code (with date, modification, and rationale), sketch a flowchart to summarize control flow in a code journal, and share ideas and updates on a white board. Students may document their logic by explaining the development process and presenting to the class. The presentation could include photos of their white board, a video or screencast explaining the development process, or recorded audio description.
  • Computer Science Grade 9-12 : Computing Systems:
    • 9-12.CS.1: Practice(s)Developing and Using Abstractions (4.1) Standard:Describe ways in which abstractions hide the underlying implementation details of computing systems to simplify user experiences. Descriptive Statement:An abstraction is a representation of an idea or phenomenon that hides details irrelevant to the question at hand. Computing systems, both stand alone and embedded in products, are often integrated with other systems to simplify user experiences. For example, students could identify geolocation hardware embedded in a smartphone and describe how this simplifies the users experience since the user does not have to enter her own location on the phone. Alternatively, students might select an embedded device such as a car stereo, identify the types of data (e.g., radio station presets, volume level) and procedures (e.g., increase volume, store/recall saved station, mute) it includes, and explain how the implementation details are hidden from the user.
    • 9-12.CS.2: Practice(s)Developing and Using Abstractions (4.1) Standard:Compare levels of abstraction and interactions between application software, system software, and hardware. Descriptive Statement:At its most basic level, a computer is composed of physical hardware on which software runs. Multiple layers of software are built upon various layers of hardware. Layers manage interactions and complexity in the computing system. System software manages a computing device's resources so that software can interact with hardware. Application software communicates with the user and the system software to accomplish its purpose. Students compare and describe how application software, system software, and hardware interact. For example, students could compare how various levels of hardware and software interact when a picture is to be taken on a smartphone. Systems software provides low-level commands to operate the camera hardware, but the application software interacts with system software at a higher level by requesting a common image file format (e.g., .png) that the system software provides.
    • 9-12.CS.3: Practice(s)Testing and Refining Computational Artifacts (6.2) Standard:Develop guidelines that convey systematic troubleshooting strategies that others can use to identify and fix errors. Descriptive Statement:Troubleshooting complex problems involves the use of multiple sources when researching, evaluating, and implementing potential solutions. Troubleshooting also relies on experience, such as when people recognize that a problem is similar to one they have seen before and adapt solutions that have worked in the past. For example, students could create a list of troubleshooting strategies to debug network connectivity problems such as checking hardware and software status and settings, rebooting devices, and checking security settings. Alternatively, students could create troubleshooting guidelines for help desk employees based on commonly observed problems (e.g., problems connecting a new device to the computer, problems printing from a computer to a network printer).
  • Computer Science Grade 9-12 : Data & Analysis:
    • 9-12.DA.10: Practice(s)Creating Computational Artifacts (5.2) Standard:Create data visualizations to help others better understand real-world phenomena. Descriptive Statement:People transform, generalize, simplify, and present large data sets in different ways to influence how other people interpret and understand the underlying information. Students select relevant data from large or complex data sets in support of a claim or to communicate the information in a more sophisticated manner. Students use software tools or programming to perform a range of mathematical operations to transform and analyze data and create powerful data visualizations (that reveal patterns in the data). For example, students could create data visualizations to reveal patterns in voting data by state, gender, political affiliation, or socioeconomic status. Alternatively, students could use U.S. government data on criticially endangered animals to visualize population change over time.
    • 9-12.DA.11: Practice(s)Developing and Using Abstractions, Testing and Refining Computational Artifacts (4.4, 6.3) Standard:Refine computational models to better represent the relationships among different elements of data collected from a phenomenon or process. Descriptive Statement:Computational models are used to make predictions about processes or phenomena based on selected data and features. They allow people to investigate the relationships among different variables to understand a system. Predictions are tested to validate models. Students evaluate these models against real-world observations. For example, students could use a population model that allows them to speculate about interactions among different species, evaluate the model based on data gathered from nature, and then refine the model to reflect more complex and realistic interactions.
    • 9-12.DA.8: Practice(s)Developing and Using Abstractions (4.1) Standard:Translate between different representations of data abstractions of real-world phenomena, such as characters, numbers, and images. Descriptive Statement:Computers represent complex real-world concepts such as characters, numbers, and images through various abstractions. Students translate between these different levels of data representations. For example, students could convert an HTML (Hyper Text Markup Language) tag for red font into RGB (Red Green Blue), HEX (Hexadecimal Color Code), HSL (Hue Saturation Lightness), RGBA( Red Green Blue Alpha), or HSLA (Hue Saturation Lightness and Alpha) representations. Alternatively, students could convert the standard representation of a character such as ! into ASCII or Unicode.
    • 9-12.DA.9: Practice(s)Recognizing and Defining Computational Problems (3.3) Standard:Describe tradeoffs associated with how data elements are organized and stored. Descriptive Statement:People make choices about how data elements are organized and where data is stored. These choices affect cost, speed, reliability, accessibility, privacy, and integrity. Students describe implications for a given data organziation or storage choice in light of a specific problem. For example, students might consider the cost, speed, reliability, accessibility, privacy, and integrity tradeoffs between storing photo data on a mobile device versus in the cloud. Alternatively, students might compare the tradeoffs between file size and image quality of various image file formats and how choice of format may be infuenced by the device on which it is to be accessed (e.g., smartphone, computer).
  • Computer Science Grade 9-12 : Impacts of Computing:
    • 9-12.IC.23: Practice(s)Fostering an Inclusive Computing Culture, Recognizing and Defining Computational Problems (1.2, 3.1) Standard:Evaluate the ways computing impacts personal, ethical, social, economic, and cultural practices. Descriptive Statement:Computing may improve, harm, or maintain practices. An understanding of how equity deficits, such as minimal exposure to computing, access to education, and training opportunities, are related to larger, systemic problems in society enables students to create more meaningful artifacts. Students illustrate the positive, negative, and/or neutral impacts of computing. For example, students could evaluate the accessibility of a product for a broad group of end users, such as people who lack access to broadband or who have various disabilities. Students could identify potential bias during the design process and evaluate approaches to maximize accessibility in product design. Alternatively, students could evaluate the impact of social media on cultural, economic, and social practices around the world.
    • 9-12.IC.24: Practice(s)Fostering an Inclusive Computing Culture (1.2) Standard:Identify impacts of bias and equity deficit on design and implementation of computational artifacts and apply appropriate processes for evaluating issues of bias. Descriptive Statement:Biases could include incorrect assumptions developers have made about their users, including minimal exposure to computing, access to education, and training opportunities. Students identify and use strategies to test and refine computational artifacts with the goal of reducing bias and equity deficits and increasing universal access. For example, students could use a spreadsheet to chart various forms of equity deficits, and identify solutions in existing software. Students could use and refine the spreadsheet solutions to create a strategy for methodically testing software specifically for bias and equity.
    • 9-12.IC.25: Practice(s)Recognizing and Defining Computational Problems (3.1) Standard:Demonstrate ways a given algorithm applies to problems across disciplines. Descriptive Statement:Students identify how a given algorithm can be applied to real-world problems in different disciplines. For example, students could demonstrate how a randomization algorithm can be used to select participants for a clinical medical trial or to select a flash card to display on a vocabulary quiz. Alternatively, students could demonstrate how searching and sorting algorithms are needed to organize records in manufacturing settings, or to support doctors queries of patient records, or to help governments manage support services they provide to their citizens.
    • 9-12.IC.26: Practice(s)Communicating About Computing (7.2) Standard:Study, discuss, and think critically about the potential impacts and implications of emerging technologies on larger social, economic, and political structures, with evidence from credible sources. Descriptive Statement:For example, after studying the rise of artifical intelligence, students create a cause and effect chart to represent positive and negative impacts of this technology on society.
    • 9-12.IC.27: Practice(s)Collaborating Around Computing (2.4) Standard:Use collaboration tools and methods to increase connectivity with people of different cultures and careers. Descriptive Statement:Increased digital connectivity and communication between people across a variety of cultures and in differing professions has changed the collaborative nature of personal and professional interaction. Students identify, explain, and use appropriate collaborative tools. For example, students could compare ways that various technological collaboration tools could help a team become more cohesive and then choose one of these tools to manage their teamwork. Alternatively, students could use different collaborative tools and methods to solicit input from not only team members and classmates but also others, such as participants in online forums or local communities.
    • 9-12.IC.28: Practice(s)Communicating About Computing (7.3) Standard:Explain the beneficial and harmful effects that intellectual property laws can have on innovation. Descriptive Statement:Laws and ethics govern aspects of computing such as privacy, data, property, information, and identity. Students explain the beneficial and harmful effects of intellectual property laws as they relate to potential innovations and governance. For example, students could explain how patents protect inventions but may limit innovation. Alternatively, students could explain how intellectual property laws requiring that artists be paid for use of their media might limit the choice of songs developers can use in their computational artifacts.
    • 9-12.IC.29: Practice(s)Communicating About Computing (7.2) Standard:Explain the privacy concerns related to the collection and generation of data through automated processes. Descriptive Statement:Data can be collected and aggregated across millions of people, even when they are not actively engaging with or physically near the data collection devices. Students recognize automated and non-evident collection of information and the privacy concerns they raise for individuals. For example, students could explain the impact on an individual when a social media site's security settings allows for mining of account information even when the user is not online. Alternatively, students could discuss the impact on individuals of using surveillance video in a store to track customers. Additionally, students could discuss how road traffic can be monitored to change signals in real time to improve road efficiency without drivers being aware and discuss policies for retaining data that identifies drivers' cars and their behaviors.
    • 9-12.IC.30: Practice(s)Communicating About Computing (7.2) Standard:Evaluate the social and economic implications of privacy in the context of safety, law, or ethics. Descriptive Statement:Laws govern many aspects of computing, such as privacy, data, property, information, and identity. International differences in laws and ethics have implications for computing. Students make and justify claims about potential and/or actual privacy implications of policies, laws, or ethics and consider the associated tradeoffs, focusing on society and the economy. For example, students could explore the case of companies tracking online shopping behaviors in order to decide which products to target to consumers. Students could evaluate the ethical and legal dilemmas of collecting such data without consumer knowledge in order to profit companies. Alternatively, students could evaluate the implications of net neutrality laws on society's access to information and on the impacts to businesses of varying sizes.
  • Computer Science Grade 9-12 : Networks & the Internet:
    • 9-12.NI.4: Practice(s)Developing and Using Abstractions (4.1) Standard:Describe issues that impact network functionality. Descriptive Statement:Many different organizations, including educational, governmental, private businesses, and private households rely on networks to function adequately in order to engage in online commerce and activity. Quality of Service (QoS) refers to the capability of a network to provide better service to selected network traffic over various technologies from the perspective of the consumer. Students define and discuss performance measures that impact network functionality, such as latency, bandwidth, throughput, jitter, and error rate. For example, students could use online network simulators to explore how performance measures impact network functionality and describe impacts when various changes in the network occur. Alternatively, students could describe how pauses in television interviews conducted over satellite telephones are impacted by networking factors such as latency and jitter.
    • 9-12.NI.5: Practice(s)Communicating About Computing (7.2) Standard:Describe the design characteristics of the Internet. Descriptive Statement:The Internet connects devices and networks all over the world. Large-scale coordination occurs among many different machines across multiple paths every time a web page is opened or an image is viewed online. Through the domain name system (DNS), devices on the Internet can look up Internet Protocol (IP) addresses, allowing end-to-end communication between devices. The design decisions that direct the coordination among systems composing the Internet also allow for scalability and reliability. Students factor historical, cultural, and economic decisions in their explanations of the Internet. For example, students could explain how hierarchy in the DNS supports scalability and reliability. Alternatively, students could describe how the redundancy of routing between two nodes on the Internet increases reliability and scales as the Internet grows.
    • 9-12.NI.6: Practice(s)Communicating About Computing (7.2) Standard:Compare and contrast security measures to address various security threats. Descriptive Statement:Network security depends on a combination of hardware, software, and practices that control access to data and systems. The needs of users and the sensitivity of data determine the level of security implemented. Potential security problems, such as denial-of-service attacks, ransomware, viruses, worms, spyware, and phishing, present threats to sensitive data. Students compare and contrast different types of security measures based on factors such as efficiency, feasibility, ethical impacts, usability, and security. At this level, students are not expected to develop or implement the security measures that they discuss. For example, students could review case studies or current events in which governments or organizations experienced data leaks or data loss as a result of these types of attacks. Students could provide an analysis of actual security measures taken comparing to other security measure which may have led to different outcomes. Alternatively, students might discuss computer security policies in place at the local level that present a tradeoff between usability and security, such as a web filter that prevents access to many educational sites but keeps the campus network safe.
    • 9-12.NI.7: Practice(s)Recognizing and Defining Computational Problems, Developing and Using Abstractions (3.3, 4.4) Standard:Compare and contrast cryptographic techniques to model the secure transmission of information. Descriptive Statement:Cryptography is a technique for transforming information on a computer in such a way that it becomes unreadable by anyone except authorized parties. Cryptography is useful for supporting secure communication of data across networks. Examples of cryptographic methods include hashing, symmetric encryption/decryption (private key), and assymmetric encryption/decryption (public key/private key). Students use software to encode and decode messages using cryptographic methods. Students compare the costs and benefits of using various cryptographic methods. At this level, students are not expected to perform the mathematical calculations associated with encryption and decryption. For example, students could compare and contrast multiple examples of symmetric cryptographic techiques. Alternatively, students could compare and contrast symmetric and asymmetric cryptographic techniques in which they apply for a given scenario.
• Computer Science Grade 9-12 Specialty:
  • Computer Science Grade 9-12 Specialty : Algorithms & Programming:
    • 9-12S.AP.10: Practice(s)Recognizing and Defining Computational Problems, Communicating About Computing (3.1, 7.2) Standard:Describe how artificial intelligence drives many software and physical systems. Descriptive Statement:Artificial intelligence is a sub-discipline of computer science that enables computers to solve problems previously handled by biological systems. There are many applications of artificial intelligence, including computer vision and speech recognition. Students research and explain how artificial intelligence has been employed in a given system. Students are not expected to implement an artificially intelligent system in order to meet this standard. For example, students could observe an artificially intelligent system and notice where its behavior is not human-like, such as when a character in a videogame makes a mistake that a human is unlikely to make, or when a computer easily beats even the best human players at a given game. Alternatively, students could interact with a search engine asking various questions, and after reading articles on the topic, they could explain how the computer is able to respond to queries.
    • 9-12S.AP.11: Practice(s)Recognizing and Defining Computational Problems, Creating Computational Artifacts (3.1, 5.3) Standard:Implement an algorithm that uses artificial intelligence to overcome a simple challenge. Descriptive Statement:Artificial intelligence algorithms allow a computer to perceive and move in the world, use knowledge, and engage in problem solving. Students create a computational artifact that is able to carry out a simple task commonly performed by living organisms. Students do not need to realistically simulate human behavior or solve a complex problem in order to meet this standard. For example, students could implement an algorithm for playing tic-tac-toe that would select an appropriate location for the next move. Alternatively, students could implement an algorithm that allows a solar-powered robot to move to a sunny location when its batteries are low.
    • 9-12S.AP.12: Practice(s)Developing and Using Abstractions, Creating Computational Artifacts (4.2, 5.2) Standard:Implement searching and sorting algorithms to solve computational problems. Descriptive Statement:One of the core uses of computers is to store, organize, and retrieve information when working with large amounts of data. Students create computational artifacts that use searching and/or sorting algorithms to retrieve, organize, or store information. Students do not need to select their algorithm based on efficiency. For example, students could write a script to sequence their classmates in order from youngest to oldest. Alternatively, students could write a program to find certain words within a text and report their location.
    • 9-12S.AP.13: Practice(s)Recognizing and Defining Computational Problems (3.3) Standard:Evaluate algorithms in terms of their efficiency. Descriptive Statement:Algorithms that perform the same task can be implemented in different ways, which take different amounts of time to run on a given input set. Algorithms are commonly evaluated using asymptotic analysis (i.e., "Big O") which involves exploration of behavior when the input set grows very large. Students classify algorithms by the most common time classes (e.g., log n, linear, n log n, and quadratic or higher). For example, students could read a given algorithm, identify the control constructs, and in conjunction with input size, identify the efficiency class of the algorithm.
    • 9-12S.AP.14: Practice(s)Developing and Using Abstractions (4.2) Standard:Compare and contrast fundamental data structures and their uses. Descriptive Statement:Data structures are designed to provide different ways of storing and manipulating data sets to optimize various aspects of storage or runtime performance. Choice of data structures is made based on expected data characteristics and expected program functions. Students = compare and contrast how basic functions (e.g.., insertion, deletion, and modification) would differ for common data structures including lists, arrays, stacks, and queues. For example, students could draw a diagram of how different data structures change when items are added, deleted, or modified. They could explain tradeoffs in storage and efficiency issues. Alternatively, when presented with a description of a program and the functions it would be most likely to be running, students could list pros and cons for a specific data structure use in that scenario.
    • 9-12S.AP.15: Practice(s)Recognizing and Defining Computational Problems, Communicating About Computing (3.2, 7.2) Standard:Demonstrate the flow of execution of a recursive algorithm. Descriptive Statement:Recursion is a powerful problem-solving approach where the problem solution is built on solutions of smaller instances of the same problem. A base case, which returns a result without referencing itself, must be defined, otherwise infinite recursion will occur. Students represent a sequence of calls to a recursive algorithm and show how the process resolves to a solution. For example, students could draw a diagram to illustrate flow of execution by keeping track of parameter and returned values for each recursive call. Alternatively, students could create a video showing the passing of arguments as the recursive algorithm runs.
    • 9-12S.AP.16: Practice(s)Recognizing and Defining Computational Problems, Developing and Using Abstractions (3.2, 4.2) Standard:Analyze a large-scale computational problem and identify generalizable patterns or problem components that can be applied to a solution. Descriptive Statement:As students encounter complex, real-world problems that span multiple disciplines or social systems, they need to be able to decompose problems and apply already developed code as part of their solutions. Students decompose complex problems into manageable subproblems that could potentially be solved with programs or procedures that can be reused or already exist. For example, in analyzing an Internet radio app, students could identify that users need to create an account and enter a password. They could identify a common application programming interface (API) for checking and displaying password strength. Additionally, students could recognize that the songs would need to be sorted by the time last played in order to display the most recently played songs and identify a common API for sorting dates from most to least recent. Alternatively, in analyzing the problem of tracking medical treatment in a hospital, students could recognize that patient records need to be stored in a database and identify a database solution to support quick access and modification of patient records. Additionally, they could recognize that records in the database need to be stored securely and could identify an encryption API to support the desired level of privacy.
    • 9-12S.AP.17: Practice(s)Developing and Using Abstractions, Creating Computational Artifacts (4.3, 5.2) Standard:Construct solutions to problems using student-created components, such as procedures, modules, and/or objects. Descriptive Statement:Programmers often address complex tasks through design and decomposition using procedures and/or modules. In object-oriented programming languages, classes can support this decomposition. Students create a computational artifact that solves a problem through use of procedures, modules, and/or objects. This problem should be of sufficient complexity to benefit from decomposition and/or use of objects. For example, students could write a flashcard program in which each card is able to show both the question and answer and record user history. Alternatively, students could create a simulation of an ecosystem in which sprites carry out behaviors, such as consuming resources.
    • 9-12S.AP.18: Practice(s)Developing and Using Abstractions, Creating Computational Artifacts, Testing and Refining Computational Artifacts (4.2, 5.3, 6.2) Standard:Demonstrate code reuse by creating programming solutions using libraries and APIs. Descriptive Statement:Code reuse is critical both for managing complexity in modern programs, but also in increasing programming efficiency and reliability by having programmers reuse code that has been highly vetted and tested. Software libraries allow developers to integrate common and often complex functionality without having to reimplement that functionality from scratch. Students identify, evaluate, and select appropriate application programming interfaces (APIs) from software libraries to use with a given language and operating system. They appropriately use resources such as technical documentation, online forums, and developer communities to learn about libraries and troubleshoot problems with APIs that they have chosen. For example, students could import charting and graphing modules to display data sets, adopt an online service that provides cloud storage and retrieval for a database used in a multiplayer game, or import location services into an app that identifies points of interest on a map. Libraries of APIs can be student-created or publicly available (e.g., common graphics libraries or map/navigation APIs).
    • 9-12S.AP.19: Practice(s)Collaborating Around Computing, Creating Computational Artifacts (2.2, 2.3, 5.2) Standard:Plan and develop programs for broad audiences using a specific software life cycle process. Descriptive Statement:Software development processes are used to help manage the design, development, and product/project management of a software solution. Various types of processes have been developed over time to meet changing needs in the software landscape. The systems development life cycle (SDLC), also referred to as the application development life cycle, is a term used in systems engineering, information systems, and software engineering to describe a process for planning, creating, testing, and deploying an information system. Other examples of common processes could include agile, spiral, or waterfall. Students develop a program following a specific software life cycle process, with proper scaffolding from the teacher. For example, students could work in teams on a common project using the agile development process, which is based on breaking product development work into small increments. Alternatively, students could be guided in implementing sprints to focus work on daily standup meetings or scrums to support efficient communication.
    • 9-12S.AP.20: Practice(s)Creating Computational Artifacts (5.2) Standard:Develop programs for multiple computing platforms. Descriptive Statement:Humans use computers in various forms in their lives and work. Depending on the situation, software solutions are more appropriate or valuable when available on different computational platforms or devices. Students develop programs for more than one computing platform (e.g. desktop, web, or mobile). For example, students could develop a mobile app for a location-aware software product and a different program that is installed on a computer. Alternatively, students could create a browser-based product and make it accessible across multiple platforms or computers (e.g., email).
    • 9-12S.AP.21: Practice(s)Testing and Refining Computational Artifacts (6.2) Standard:Identify and fix security issues that might compromise computer programs. Descriptive Statement:Some common forms of security issues arise from specific programming languages, platforms, or program implementation choices. Students read a given a piece of code that contains a common security vulnerability, explain the code's intended function or purpose, provide and explain examples of how a specific input could exploit that vulnerability (e.g., the program accessing data or performing in unintended ways), and implement a change in the code to mitigate this vulnerability. For example, students could review code that takes a date as input, recognize that the code doesn't check for appropriate last days of the month, and modify the code to do that. Alternatively, students could review code that supports entry of patient data (e.g., height and weight) and doesn't prompt users to double check unreasonable values (e.g., height at 6 feet and weight at 20 pounds).
    • 9-12S.AP.22: Practice(s)Testing and Refining Computational Artifacts (6.1) Standard:Develop and use a series of test cases to verify that a program performs according to its design specifications. Descriptive Statement:Testing software is a critically important process. The ability of students to identify a set of important test cases communicates their understanding of the design specifications and potential issues due to implementation choices. Students select and apply their own test cases to cover both general behavior and the edge cases which show behavior at boundary conditions. For example, for a program that is supposed to accept test scores in the range of [0,100], students could develop appropriate tests (e.g, a negative value, 0, 100, and a value above 100). Alternatively, students developing an app to allow users to create and store calendar appointments could develop and use a series of test cases for various scenarios including checking for correct dates, flagging for user confirmation when a calendar event is very long, checking for correct email address format for invitees, and checking for appropriate screen display as users go through the process of adding, editing, and deleting events.
    • 9-12S.AP.23: Practice(s)Developing and Using Abstractions, Creating Computational Artifacts (4.2, 5.3) Standard:Modify an existing program to add additional functionality and discuss intended and unintended implications. Descriptive Statement:Modularity and code reuse is key in modern software. However, when code is modified, the programmer should consider relevant situations in which this code might be used in other places. Students create and document modifications to existing programs that enhance functionality, and then identify, document, and correct unintended consequences. For example, students could take an existing a procedure that calculates the average of a set of numbers and returns an integer (which lacks precision) and modify it to return a floating-point number instead. The student would explain how the change might impact multiple scenarios.
    • 9-12S.AP.24: Practice(s)Testing and Refining Computational Artifacts (6.3) Standard:Evaluate key qualities of a program through a process such as a code review. Descriptive Statement:Code reviews are a common software industry practice and valuable for developing technical communication skills. Key qualities of code include correctness, usability, readability, efficiency, and scalability. Students walk through code they created and explain how it works. Additionally, they follow along when someone else is explaining their code and ask appropriate questions. For example, students could present their code to a group or visually inspect code in pairs. Alternatively, in response to another student's presentation, students could provide feedback including comments on correctness of the code, comments on how code interacts with code that calls it, and design and documentation features.
    • 9-12S.AP.25: Practice(s)Collaborating Around Computing, Creating Computational Artifacts (2.4, 5.2) Standard:Use version control systems, integrated development environments (IDEs), and collaborative tools and practices (e.g., code documentation) while developing software within a group. Descriptive Statement:Software development is a process that benefits from the use of tools that manage complexity, iterative development, and collaboration. Large or complex software projects often require contributions from multiple developers. Version control systems and other collaborative tools and practices help coordinate the process and products contributed by individuals on a development team. An integrated development environment (IDE) is a program within which a developer implements, compiles or interprets, tests, debugs, and deploys a software project. Students use common software development and documentation support tools in the context of a group software development project. At this level, facility with the full functionality available in the collaborative tools is not expected. For example, students could use common version control systems to modify and improve code or revert to a previous code version. Alternatively, students could use appropriate IDEs to support more efficient code design and development. Additionally, students could use various collaboration, communication, and code documentation tools designed to support groups engaging in complex and interrelated work.
    • 9-12S.AP.26: Practice(s)Communicating About Computing (7.2) Standard:Compare multiple programming languages, and discuss how their features make them suitable for solving different types of problems. Descriptive Statement:Particular problems may be more effectively solved using some programming languages than other programming languages. Students provide a rationale for why a specific programming language is better suited for a solving a particular class of problem. For example, students could explain how a language with a large library base can make developing a web application easier. Alternatively, students could explain how languages that support particular programming paradigms (e.g., object-oriented or functional) can make implementation more aligned with design choices. Additionally, students could discuss how languages that implement garbage collection are good for simplicity of memory management, but may result in poor performance characteristics.
  • Computer Science Grade 9-12 Specialty : Computing Systems:
    • 9-12S.CS.1: Practice(s)Developing and Using Abstractions, Communicating About Computing (4.4, 7.2) Standard:Illustrate ways computing systems implement logic through hardware components. Descriptive Statement:Computing systems use processors (e.g., a central processing unit or CPU) to execute program instructions. Processors are composed of components that implement the logical or computational operations required by the instructions. AND, OR, and NOT are examples of logic gates. Adders are examples of higher-leveled circuits built using low-level logic gates. Students illustrate how modern computing devices are made up of smaller and simpler components which implement the logic underlying the functionality of a computer processor. At this level, knowledge of how logic gates are constructed is not expected. For example, students could construct truth tables, draw logic circuit diagrams, or use an online logic circuit simulator. Students could explore the interaction of the CPU, RAM, and I/O by labeling a diagram of the von Neumann architecture. Alternatively, students could design higher-level circuits using low-level logic gates (e.g., adders).
    • 9-12S.CS.2: Practice(s)Communicating About Computing (7.2) Standard:Categorize and describe the different functions of operating system software. Descriptive Statement:Operating systems (OS) software is the code that manages the computer's basic functions. Students describe at a high level the different functions of different components of operating system software. Examples of functions could include memory management, data storage/retrieval, processes management, and access control. For example, students could use monitoring tools including within an OS to inspect the services and functions running on a system and create an artifact to describe the activity that they observed (e.g., when a browser is running with many tabs open, memory usage is increased). They could also inspect and describe changes in the activity monitor that occur as different applications are executing (e.g., processor utilization increases when a new application is launched).
  • Computer Science Grade 9-12 Specialty : Data & Analysis:
    • 9-12S.DA.7: Practice(s)Communicating About Computing (7.1) Standard:Select and use data collection tools and techniques to generate data sets. Descriptive Statement:Data collection and organization is essential for obtaining new information insights and revealing new knowledge in our modern world. As computers are able to process larger sets of data, gathering data in an efficient and reliable matter remains important. The choice of data collection tools and quality of the data collected influences how new information, insights, and knowledge will support claims and be communicated. Students devise a reliable method to gather information, use software to extract digital data from data sets, and clean and organize the data in ways that support summaries of information obtained from the data. At this level, students may, but are not required to, create their own data collection tools. For example, students could create a computational artifact that records information from a sonic distance sensor to monitor the motion of a prototype vehicle. Alternatively, students could develop a reliable and practical way to automatically digitally record the number of animals entering a portion of a field to graze. Additionally, students could also find a web site containing data (e.g., race results for a major marathon), scrape the data from the web site using data collection tools, and format the data so it can be analyzed.
    • 9-12S.DA.8: Practice(s)Developing and Using Abstractions, Communicating About Computing (4.1, 7.1) Standard:Use data analysis tools and techniques to identify patterns in data representing complex systems. Descriptive Statement:Data analysis tools can be useful for identifying patterns in large amounts of data in many different fields. Computers can help with the processing of extremely large sets of data making very complex systems manageable. Students use computational tools to analyze, summarize, and visualize a large set of data. For example, students could analyze a data set containing marathon times and determine how age, gender, weather, and course features correlate with running times. Alternatively, students could analyze a data set of social media interactions to identify the most influential users and visualize the intersections between different social groups.
    • 9-12S.DA.9: Practice(s)Developing and Using Abstractions (4.4) Standard:Evaluate the ability of models and simulations to test and support the refinement of hypotheses. Descriptive Statement:A model could be implemented as a diagram or a program that represents key properties of a physical or other system. A simulation is based on a model, and enables observation of the system as key properties change. Students explore, explain, and evaluate existing models and simulations, in order to support the refinement of hypotheses about how the systems work. At this level, the ability to accurately and completely model and simulate complex systems is not expected. For example, a computer model of ants following a path created by other ants who found food explains the trail-like travel patterns of the insect. Students could evaluate if the output of the model fits well with their hypothesis that ants navigate the world through the use of pheromones. They could explain how the computer model supports this hypothesis and how it might leave out certain aspects of ant behavior and whether these are important to understanding ant travel behavior. Alternatively, students could hypothesize how different ground characteristics (e.g., soil type, thickness of sediment above bedrock) relate to the severity of shaking at the surface during an earthquake. They could add or modify input about ground characteristics into an earthquake simulator, observe the changed simulation output, and then evaluate their hypotheses.
  • Computer Science Grade 9-12 Specialty : Engineering, Technology, and Applications of Science:
  • Computer Science Grade 9-12 Specialty : Impacts of Computing:
    • 9-12S.IC.27: Practice(s)Fostering an Inclusive Computing Culture, Testing and Refining Computational Artifacts (1.2, 6.1) Standard:Evaluate computational artifacts with regard to improving their beneficial effects and reducing harmful effects on society. Descriptive Statement:People design computational artifacts to help make the lives of humans better. Students evaluate an artifact and comment on aspects of it which positively or negatively impact users and give ideas for reducing the possible negative impacts. For example, students could discuss how algorithms that screen job candidates' resumes can cut costs for companies (a beneficial effect) but introduce or amplify bias in the hiring process (a harmful effect). Alternatively, students could discuss how turn-by-turn navigation tools can help drivers avoid traffic and find alternate routes (a beneficial effect), but sometimes channel large amounts of traffic down small neighborhood streets (a harmful effect). Additionally, students could discuss how social media algorithms can help direct users' attention to interesting content (a beneficial effect), while simultaneously limiting users' exposure to information that contradicts pre-existing beliefs (a harmful effect).
    • 9-12S.IC.28: Practice(s)Communicating About Computing (7.2) Standard:Evaluate how computational innovations that have revolutionized aspects of our culture might evolve. Descriptive Statement:It is important to be able to evaluate current technologies and innovations and their potential for future impact on society. Students describe how a given computational innovation might change in the future and impacts these evolutions could have on society, economy, or culture. For example, students could consider ways in which computers may support education (or healthcare) in the future, or how developments in virtual reality might impact arts and entertainment. Alternatively, students could consider how autonomous vehicles will affect individuals' car ownership and car use habits as well as industries that employ human drivers (e.g., trucking, taxi service).
    • 9-12S.IC.29: Practice(s)Fostering an Inclusive Computing Culture (1.2) Standard:Evaluate the impact of equity, access, and influence on the distribution of computing resources in a global society. Descriptive Statement:Computers, computation, and technology can help improve the lives of humans and support positive developments in society, economy, and/or culture. However, access to such resources is not the same for everyone in the world. Students define and evaluate ways in which different technologies, applications, or computational tools might benefit all people in society or might only benefit those with the greatest access or resources. For example, students could describe ways in which groups of people benefit, do not benefit, or could benefit better by access to high-speed Internet connectivity. Alternatively, students could describe educational impacts of children not having access to a computer in their home.
    • 9-12S.IC.30: Practice(s)Communicating About Computing (7.2) Standard:Debate laws and regulations that impact the development and use of software. Descriptive Statement:Laws and regulations influence what software gets developed and how society benefits or does not. For example, students could debate the pros and cons of changes to regulations around net neutrality: Many believe that mandating that Internet service providers (ISPs) maintain net neutrality facilitates competition between Internet-based content providers and supports consumer choice, but others believe such regulations represent government overreach. Alternatively, students could debate the impacts of different copyright rules in various countries and impacts on economy, society, and culture: Long-lasting copyrights in the United States enable creators to profit from their works but also prevent works from entering the public domain where they can be freely used and adapted to create new works.
  • Computer Science Grade 9-12 Specialty : Networks & the Internet:
    • 9-12S.NI.3: Practice(s)Developing and Using Abstractions (4.4) Standard:Examine the scalability and reliability of networks, by describing the relationship between routers, switches, servers, topology, and addressing. Descriptive Statement:Choice of network topology is determined, in part, by how many devices can be supported and the character of communication needs between devices. Each device is assigned an address that uniquely identifies it on the network. Routers function by comparing addresses to determine how information on the network should reach its desgination. Switches compare addresses to determine which computers will receive information. Students explore and explain how network performance degrades when various factors affect the network. For example, students could use online network simulators to describe how network performance changes when the number of devices increases. Alternatively, students could visualize and describe changes to the distribution of network traffic when a router on the network fails.
    • 9-12S.NI.4: Practice(s)Communicating About Computing (7.2) Standard:Explain how the characteristics of the Internet influence the systems developed on it. Descriptive Statement:The design of the Internet includes hierarchy and redundancy to help it scale reliably. An end-to-end architecture means that key functions are placed at endpoints in the network (i.e., an Internet user's computer and the server hosting a website) rather than in the middle of the network. Open standards for transmitting information across the Internet help fuel its growth. This design philosophy impacts systems and technologies that integrate with the Internet. Students explain how Internet-based systems depend on these characteristics. For example, students could explain how having common, standard protocols enable products and services from different developers to communicate. Alternatively, students could describe how the end-to-end architecture and redundancy in routing enables Internet users to access information and services even if part of the network is down the information can still be routed from one end to another through a different path.
    • 9-12S.NI.5: Practice(s)Creating Computational Artifacts (5.3) Standard:Develop solutions to security threats. Descriptive Statement:Designing and implementing cybersecurity measures requires knowledge of software, hardware, and human components and understanding tradeoffs. Students design solutions to security threats and compare tradeoffs of easier access and use against the costs of losing information and disrupting services. For example, students could refine a technology that allows users to use blank or weak passwords. Alternatively, students could implement a firewall or proxy protection between an organization's private local area network (LAN) and the public Internet. Additionally, students could find and close exploitable threats on an infected computer in order to protect information.
    • 9-12S.NI.6: Practice(s)Recognizing and Defining Computational Problems, Developing and Using Abstractions (3.3, 4.2) Standard:Analyze cryptographic techniques to model the secure transmission of information. Descriptive Statement:Cryptography is essential to many models of cybersecurity. Open standards help to ensure cryptographic security. Certificate Authorities (CAs) issue digital certificates that validate the ownership of encrypted keys used in secured communications across the Internet. Students encode and decode messages using encryption and decryption methods, and they should understand the different levels of complexity to hide or secure information. For example, students could analyze the relative designs of private key vs. public key encryption techniques and apply the best choice for a particular scenario. Alternatively, students could analyze the design of the Diffie-Helman algorithm to RSA (Rivest-Shamir-Adleman) and apply the best choice for a particular scenario. They could provide a cost-benefit analysis of runtime and ease of cracking for various encryption techniques which are commonly used to secure transmission of data over the Internet.

English Language Arts

• ELA Grade K:
  • ELA Grade K : Comprehension and Collaboration:
    • SL.K.1: Standard:Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).b. Continue a conversation through multiple exchanges.
    • SL.K.2: Standard:Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.a. Understand and follow one- and two-step oral directions. CA
    • SL.K.3: Standard:Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
  • ELA Grade K : Conventions of Standard English:
    • L.K.1: Standard:Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Print many upper- and lowercase letters.b. Use frequently occurring nouns and verbs.c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).f. Produce and expand complete sentences in shared language activities.
    • L.K.2: Standard:Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Capitalize the first word in a sentence and the pronoun I.b. Recognize and name end punctuation.c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
  • ELA Grade K : Craft and Structure:
    • RI.K.4: Standard:With prompting and support, ask and answer questions about unknown words in a text. (See grade K Language standards 4-6 additional expectations.) CA
    • RI.K.5: Standard:Identify the front cover, back cover, and title page of a book.
    • RI.K.6: Standard:Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
    • RL.K.4: Standard:Ask and answer questions about unknown words in a text. (See grade K Language standards 4-6 for additional expectations.) CA
    • RL.K.5: Standard:Recognize common types of texts (e.g., storybooks, poems, fantasy, realistic text). CA
    • RL.K.6: Standard:With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
  • ELA Grade K : Fluency:
    • RF.K.4: Standard:Read emergent-reader texts with purpose and understanding.
  • ELA Grade K : Integration of Knowledge and Ideas:
    • RI.K.7: Standard:With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
    • RI.K.8: Standard:With prompting and support, identify the reasons an author gives to support points in a text.
    • RI.K.9: Standard:With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
    • RL.K.7: Standard:With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
    • RL.K.8: Standard:(Not applicable to literature)
    • RL.K.9: Standard:With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
  • ELA Grade K : Key Ideas and Details:
    • RI.K.1: Standard:With prompting and support, ask and answer questions about key details in a text.
    • RI.K.2: Standard:With prompting and support, identify the main topic and retell key details of a text.
    • RI.K.3: Standard:With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
    • RL.K.1: Standard:With prompting and support, ask and answer questions about key details in a text.
    • RL.K.2: Standard:With prompting and support, retell familiar stories, including key details.
    • RL.K.3: Standard:With prompting and support, identify characters, settings, and major events in a story.
  • ELA Grade K : Knowledge of Language:
    • L.K.3: Standard:(Begins in grade 2)
  • ELA Grade K : Phonics and Word Recognition:
    • RF.K.3: Standard:Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. CAa. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sounds or many of the most frequent sounds for each consonant.b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. (Identify which letters represent the five major vowels [Aa, Ee, Ii, Oo, and Uu] and know the long and short sound of each vowel. More complex long vowel graphemes and spellings are targeted in the grade 1 phonics standards.) CAc. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
  • ELA Grade K : Phonological Awareness:
    • RF.K.2: Standard:Demonstrate understanding of spoken words, syllables, and sounds (phonemes).a. Recognize and produce rhyming words.b. Count, pronounce, blend, and segment syllables in spoken words.c. Blend and segment onsets and rimes of single-syllable spoken words.d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.f. Blend two to three phonemes into recognizable words. CA Footnote:*Words, syllables, or phonemes written in /slashes/ refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word.
  • ELA Grade K : Presentation of Knowledge and Ideas:
    • SL.K.4: Standard:Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
    • SL.K.5: Standard:Add drawings or other visual displays to descriptions as desired to provide additional detail.
    • SL.K.6: Standard:Speak audibly and express thoughts, feelings, and ideas clearly.
  • ELA Grade K : Print Concepts:
    • RF.K.1: Standard:Demonstrate understanding of the organization and basic features of print.a. Follow words from left to right, top to bottom, and page by page.b. Recognize that spoken words are represented in written language by specific sequences of letters.c. Understand that words are separated by spaces in print.d. Recognize and name all upper- and lowercase letters of the alphabet.
  • ELA Grade K : Production and Distribution of Writing:
    • W.K.3: Standard:Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
    • W.K.4: Standard:(Begins in grade 2) CA
    • W.K.5: Standard:With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
    • W.K.6: Standard:With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
  • ELA Grade K : Range of Reading and Level of Text Complexity:
    • RI.K.10: Standard:Actively engage in group reading activities with purpose and understanding.a. Activate prior knowledge related to the information and events in texts. CAb. Use illustrations and context to make predictions about text. CA
    • RL.K.10: Standard:Actively engage in group reading activities with purpose and understanding.a. Activate prior knowledge related to the information and events in texts. CAb. Use illustrations and context to make predictions about text. CA
  • ELA Grade K : Range of Writing:
    • W.K.10: Standard:(Begins in grade 2) CA
  • ELA Grade K : Research to Build and Present Knowledge:
    • W.K.7: Standard:Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
    • W.K.8: Standard:With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
    • W.K.9: Standard:(Begins in grade 4)
  • ELA Grade K : Text Types and Purposes:
    • W.K.1: Standard:Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).
    • W.K.2: Standard:Use a combination of drawing, dictating, and writing to compose informative/explanatorytexts in which they name what they are writing about and supply some information about the topic.
  • ELA Grade K : Vocabulary Acquisition and Use:
    • L.K.4: Standard:Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word
    • L.K.5: Standard:With guidance and support from adults, explore word relationships and nuances in word meanings.a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
    • L.K.6: Standard:Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
• ELA Grade 1: (4)
  • ELA Grade 1 : Comprehension and Collaboration:
    • SL.1.1: Standard:Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).b. Build on others' talk in conversations by responding to the comments of others through multiple exchanges.c. Ask questions to clear up any confusion about the topics and texts under discussion.
    • SL.1.2: Standard:Ask and answer questions about key details in a text read aloud or information presented orally or through other media.a. Give, restate, and follow simple two-step directions. CA
    • SL.1.3: Standard:Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
  • ELA Grade 1 : Conventions of Standard English:
    • L.1.1: Standard:Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Print all upper- and lowercase letters.b. Use common, proper, and possessive nouns.c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).d. Use personal (subject, object), possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). CAe. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).f. Use frequently occurring adjectives.g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).h. Use determiners (e.g., articles, demonstratives).i. Use frequently occurring prepositions (e.g., during, beyond, toward).j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
    • L.1.2: Standard:Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writinga. Capitalize dates and names of people.b. Use end punctuation for sentences.c. Use commas in dates and to separate single words in a series.d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
  • ELA Grade 1 : Craft and Structure:
    • RI.1.4: Standard:Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (See grade 1 Language standards 4-6 for additional expectations.) CA
    • RI.1.5: Standard:Know and use various text structures (e.g., sequence) and text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. CA
    • RI.1.6: Standard:Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
    • RL.1.4: Standard:Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (See grade 1 Language standards 4-6 for additional expectations.) CA
    • RL.1.5: Standard:Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
    • RL.1.6: Standard:Identify who is telling the story at various points in a text.
  • ELA Grade 1 : Fluency:
    • RF.1.4: Standard:Read with sufficient accuracy and fluency to support comprehension.a. Read on-level text with purpose and understanding.b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
  • ELA Grade 1 : Integration of Knowledge and Ideas: (2)
    • RI.1.7: Standard:Use the illustrations and details in a text to describe its key ideas.
      • RI.1.7: Traditional Hmong Instruments
      • RI.1.7: Tết Lunar New Year Lanterns
    • RI.1.8: Standard:Identify the reasons an author gives to support points in a text.
    • RI.1.9: Standard:Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
    • RL.1.7: Standard:Use illustrations and details in a story to describe its characters, setting, or events.
    • RL.1.8: Standard:(Not applicable to literature)
    • RL.1.9: Standard:Compare and contrast the adventures and experiences of characters in stories.
  • ELA Grade 1 : Key Ideas and Details:
    • RI.1.1: Standard:Ask and answer questions about key details in a text.
    • RI.1.2: Standard:Identify the main topic and retell key details of a text.
    • RI.1.3: Standard:Describe the connection between two individuals, events, ideas, or pieces of information in a text.
    • RL.1.1: Standard:Ask and answer questions about key details in a text.
    • RL.1.2: Standard:Retell stories, including key details, and demonstrate understanding of their central message or lesson.
    • RL.1.3: Standard:Describe characters, settings, and major events in a story, using key details.
  • ELA Grade 1 : Knowledge of Language:
    • L.1.3: Standard:(Begins in grade 2)
  • ELA Grade 1 : Phonics and Word Recognition:
    • RF.1.3: Standard:Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. CAa. Know the spelling-sound correspondences for common consonant digraphs.b. Decode regularly spelled one-syllable words.c. Know final -e and common vowel team conventions for representing long vowel sounds.d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.e. Decode two-syllable words following basic patterns by breaking the words into syllables.f. Read words with inflectional endings.g. Recognize and read grade-appropriate irregularly spelled words.
  • ELA Grade 1 : Phonological Awareness:
    • RF.1.2: Standard:Demonstrate understanding of spoken words, syllables, and sounds (phonemes).a. Distinguish long from short vowel sounds in spoken single-syllable words.b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
  • ELA Grade 1 : Presentation of Knowledge and Ideas: (1)
    • SL.1.4: Standard:Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.a. Memorize and recite poems, rhymes, and songs with expression. CA
    • SL.1.5: Standard:Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
      • SL.1.5: Traditional Hmong Instruments
    • SL.1.6: Standard:Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)
  • ELA Grade 1 : Print Concepts:
    • RF.1.1: Standard:Demonstrate understanding of the organization and basic features of print.a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
  • ELA Grade 1 : Production and Distribution of Writing:
    • W.1.4: Standard:(Begins in grade 2) CA
    • W.1.5: Standard:With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
    • W.1.6: Standard:With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
  • ELA Grade 1 : Range of Reading and Level of Text Complexity:
    • RI.1.10: Standard:With prompting and support, read informational texts appropriately complex for grade 1.a. Activate prior knowledge related to the information and events in a text. CAb. Confirm predictions about what will happen next in a text. CA
    • RL.1.10: Standard:With prompting and support, read prose and poetry of appropriate complexity for grade 1.a. Activate prior knowledge related to the information and events in a text. CAb. Confirm predictions about what will happen next in a text. CA
  • ELA Grade 1 : Range of Writing:
    • W.1.10: Standard:(Begins in grade 2) CA
  • ELA Grade 1 : Research to Build and Present Knowledge: (1)
    • W.1.7: Standard:Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).
    • W.1.8: Standard:With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
      • W.1.8: Traditional Hmong Instruments
    • W.1.9: Standard:(Begins in grade 4)
  • ELA Grade 1 : Text Types and Purposes:
    • W.1.1: Standard:Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
    • W.1.2: Standard:Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
    • W.1.3: Standard:Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
  • ELA Grade 1 : Vocabulary Acquisition and Use:
    • L.1.4: Standard:Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.a. Use sentence-level context as a clue to the meaning of a word or phrase.b. Use frequently occurring affixes as a clue to the meaning of a word.c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
    • L.1.5: Standard:With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
    • L.1.6: Standard:Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
• ELA Grade 2: (14)
  • ELA Grade 2 : Comprehension and Collaboration: (1)
    • SL.2.1: Standard:Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways listening to others with care, speaking one at a time about the topics and texts under discussion).b. Build on others' talk in conversations by linking their comments to the remarks of others.c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
      • SL.2.1: Tracing Stories of Home
    • SL.2.2: Standard:Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.a. Give and follow three- and four-step oral directions. CA
    • SL.2.3: Standard:Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
  • ELA Grade 2 : Conventions of Standard English:
    • L.2.1: Standard:Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Use collective nouns (e.g., group).b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).c. Use reflexive pronouns (e.g., myself, ourselves).d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).e. Use adjectives and adverbs, and choose between them depending on what is to be modified.f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).g. Create readable documents with legible print. CA
    • L.2.2: Standard:Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Capitalize holidays, product names, and geographic names.b. Use commas in greetings and closings of letters.c. Use an apostrophe to form contractions and frequently occurring possessives.d. Generalize learned spelling patterns when writing words (e.g., cage ? badge; boy ? boil).e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
  • ELA Grade 2 : Craft and Structure: (2)
    • RI.2.4: Standard:Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (See grade 2 Language standards 4-6 for additional expectations.) CA
    • RI.2.5: Standard:Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
    • RI.2.6: Standard:Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
      • RI.2.6: Hmong Women Public Figures - Choua Thao
      • RI.2.6: Tracing the “Phamily” History
    • RL.2.4: Standard:Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (See grade 2 Language standards 4-6 for additional expectations.) CA
    • RL.2.5: Standard:Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
    • RL.2.6: Standard:Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
  • ELA Grade 2 : Fluency:
    • RF.2.4: Standard:Read with sufficient accuracy and fluency to support comprehension.a. Read on-level text with purpose and understanding.b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
  • ELA Grade 2 : Integration of Knowledge and Ideas: (1)
    • RI.2.7: Standard:Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
    • RI.2.8: Standard:Describe how reasons support specific points the author makes in a text.
    • RI.2.9: Standard:Compare and contrast the most important points presented by two texts on the same topic.
    • RL.2.7: Standard:Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
      • RL.2.7: From Laos to the United States
    • RL.2.8: Standard:(Not applicable to literature)
    • RL.2.9: Standard:Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
  • ELA Grade 2 : Key Ideas and Details: (3)
    • RI.2.1: Standard:Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
    • RI.2.2: Standard:Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
    • RI.2.3: Standard:Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
    • RL.2.1: Standard:Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
      • RL.2.1: Dia’s Journey: A Story of Survival and Resistance of the Hmong People
    • RL.2.2: Standard:Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
    • RL.2.3: Standard:Describe how characters in a story respond to major events and challenges.
      • RL.2.3: Tracing Stories of Home
      • RL.2.3: Dia’s Journey: A Story of Survival and Resistance of the Hmong People
  • ELA Grade 2 : Knowledge of Language:
    • L.2.3: Standard:Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Compare formal and informal uses of English.
  • ELA Grade 2 : Phonics and Word Recognition:
    • RF.2.3: Standard:Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. CAa. Distinguish long and short vowels when reading regularly spelled one-syllable words.b. Know spelling-sound correspondences for additional common vowel teams.c . Decode regularly spelled two-syllable words with long vowels.d. Decode words with common prefixes and suffixes.e. Identify words with inconsistent but common spelling-sound correspondences.f. Recognize and read grade-appropriate irregularly spelled words.
  • ELA Grade 2 : Presentation of Knowledge and Ideas: (2)
    • SL.2.4: Standard:Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.a. Plan and deliver a narrative presentation that: recounts a well-elaborated event, includes details, reflects a logical sequence, and provides a conclusion. CA
      • SL.2.4: Tracing the “Phamily” History
    • SL.2.5: Standard:Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
      • SL.2.5: Hmong Women Public Figures - Choua Thao
    • SL.2.6: Standard:Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.)
  • ELA Grade 2 : Production and Distribution of Writing: (1)
    • W.2.4: Standard:With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.) CA
      • W.2.4: Dia’s Journey: A Story of Survival and Resistance of the Hmong People
    • W.2.5: Standard:With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
    • W.2.6: Standard:With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
  • ELA Grade 2 : Range of Reading and Level of Text Complexity:
    • RI.2.10: Standard:By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
    • RL.2.10: Standard:By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
  • ELA Grade 2 : Range of Writing:
    • W.2.10: Standard:Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CA
  • ELA Grade 2 : Research to Build and Present Knowledge: (1)
    • W.2.7: Standard:Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
    • W.2.8: Standard:Recall information from experiences or gather information from provided sources to answer a question.
      • W.2.8: Hmong Women Public Figures - Choua Thao
    • W.2.9: Standard:(Begins in grade 4)
  • ELA Grade 2 : Text Types and Purposes: (3)
    • W.2.1: Standard:Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
    • W.2.2: Standard:Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
    • W.2.3: Standard:Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
      • W.2.3: Stories of Our Families
      • W.2.3: Tracing Stories of Home
      • W.2.3: From Laos to the United States
  • ELA Grade 2 : Vocabulary Acquisition and Use:
    • L.2.4: Standard:Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.a. Use sentence-level context as a clue to the meaning of a word or phrase.b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases in all content areas. CA
    • L.2.5: Standard:Demonstrate understanding of word relationships and nuances in word meanings.a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
    • L.2.6: Standard:Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
• ELA Grade 3: (9)
  • ELA Grade 3 : Comprehension and Collaboration:
    • SL.3.1: Standard:Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and+E601 texts, building on others' ideas and expressing their own clearly.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.d. Explain their own ideas and understanding in light of the discussion.
    • SL.3.2: Standard:Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
    • SL.3.3: Standard:Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
  • ELA Grade 3 : Conventions of Standard English:
    • L.3.1: Standard:Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.b. Form and use regular and irregular plural nouns.c. Use abstract nouns (e.g., childhood).d. Form and use regular and irregular verbs.e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.f. Ensure subject-verb and pronoun-antecedent agreement.*g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.h. Use coordinating and subordinating conjunctions.i. Produce simple, compound, and complex sentences.j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word and words in a sentence. CAk. Use reciprocal pronouns correctly. CA Footnote:Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
    • L.3.2: Standard:Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Capitalize appropriate words in titles.b. Use commas in addresses.c. Use commas and quotation marks in dialogue.d. Form and use possessives.e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
  • ELA Grade 3 : Craft and Structure:
    • RI.3.4: Standard:Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (See grade 3 Language standards 4-6 for additional expectations.) CA
    • RI.3.5: Standard:Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
    • RI.3.6: Standard:Distinguish their own point of view from that of the author of a text.
    • RL.3.4: Standard:Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (See grade 3 Language standards 4-6 for additional expectations.) CA
    • RL.3.5: Standard:Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
    • RL.3.6: Standard:Distinguish their own point of view from that of the narrator or those of the characters.
  • ELA Grade 3 : Fluency:
    • RF.3.4: Standard:Read with sufficient accuracy and fluency to support comprehension.a. Read on-level text with purpose and understanding.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
  • ELA Grade 3 : Integration of Knowledge and Ideas: (4)
    • RI.3.7: Standard:Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
      • RI.3.7: Stories of Our Families
      • RI.3.7: Narrating Hmong Migration
      • RI.3.7: Biography of General Vang Pao
      • RI.3.7: More than a Store: Small Businesses in Little Saigons (Elementary)
    • RI.3.8: Standard:Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
    • RI.3.9: Standard:Compare and contrast the most important points and key details presented in two texts on the same topic.
    • RL.3.7: Standard:Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
    • RL.3.8: Standard:(Not applicable to literature)
    • RL.3.9: Standard:Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
  • ELA Grade 3 : Key Ideas and Details: (1)
    • RI.3.1: Standard:Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
    • RI.3.2: Standard:Determine the main idea of a text; recount the key details and explain how they support the main idea.
      • RI.3.2: More than a Store: Small Businesses in Little Saigons (Elementary)
    • RI.3.3: Standard:Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
    • RL.3.1: Standard:Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
    • RL.3.2: Standard:Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
    • RL.3.3: Standard:Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
  • ELA Grade 3 : Knowledge of Language:
    • L.3.3: Standard:Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Choose words and phrases for effect.*b. Recognize and observe differences between the conventions of spoken and written standard English. Footnote:Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
  • ELA Grade 3 : Phonics and Word Recognition:
    • RF.3.3: Standard:Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. CAa. Identify and know the meaning of the most common prefixes and derivational suffixes.b. Decode words with common Latin suffixes.c. Decode multisyllable words.d. Read grade-appropriate irregularly spelled words.
  • ELA Grade 3 : Presentation of Knowledge and Ideas: (2)
    • SL.3.4: Standard:Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.a. Plan and deliver an informative/explanatory presentation on a topic that: organizes ideas around major points of information, follows a logical sequence, includes supporting details, uses clear and specific vocabulary, and provides a strong conclusion. CA
      • SL.3.4: Stories of Our Families
      • SL.3.4: Narrating Hmong Migration
    • SL.3.5: Standard:Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
    • SL.3.6: Standard:Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.)
  • ELA Grade 3 : Production and Distribution of Writing:
    • W.3.4: Standard:With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
    • W.3.5: Standard:With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3.)
    • W.3.6: Standard:With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
  • ELA Grade 3 : Range of Reading and Level of Text Complexity:
    • RI.3.10: Standard:By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
    • RL.3.10: Standard:By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
  • ELA Grade 3 : Range of Writing:
    • W.3.10: Standard:Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • ELA Grade 3 : Research to Build and Present Knowledge: (1)
    • W.3.7: Standard:Conduct short research projects that build knowledge about a topic.
      • W.3.7: Biography of General Vang Pao
    • W.3.8: Standard:Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
    • W.3.9: Standard:(Begins in grade 4)
  • ELA Grade 3 : Text Types and Purposes: (1)
    • W.3.1: Standard:Write opinion pieces on topics or texts, supporting a point of view with reasons.a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.b. Provide reasons that support the opinion.c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.d. Provide a concluding statement or section.
    • W.3.2: Standard:Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.b. Develop the topic with facts, definitions, and details.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.d. Provide a concluding statement or section.
      • W.3.2: More than a Store: Small Businesses in Little Saigons (Elementary)
    • W.3.3: Standard:Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.c. Use temporal words and phrases to signal event order.d. Provide a sense of closure.
  • ELA Grade 3 : Vocabulary Acquisition and Use:
    • L.3.4: Standard:Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.a. Use sentence-level context as a clue to the meaning of a word or phrase.b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases in all content areas. CA
    • L.3.5: Standard:Demonstrate understanding of word relationships and nuances in word meanings.a. Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps).b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
    • L.3.6: Standard:Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
• ELA Grade 4: (17)
  • ELA Grade 4 : Comprehension and Collaboration:
    • SL.4.1: Standard:Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.b. Follow agreed-upon rules for discussions and carry out assigned roles.c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.d.Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
    • SL.4.2: Standard:Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
    • SL.4.3: Standard:Identify the reasons and evidence a speaker of media source provides to support particular points. CA
  • ELA Grade 4 : Conventions of Standard English:
    • L.4.1: Standard:Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Use interrogative, relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). CAb. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).e. Form and use prepositional phrases.f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*g. Correctly use frequently confused words (e.g., to, too, two; there, their).*h. Write fluidly and legibly in cursive or joined italics. CA Footnote:Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
    • L.4.2: Standard:Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use correct capitalization.b. Use commas and quotation marks to mark direct speech and quotations from a text.c. Use a comma before a coordinating conjunction in a compound sentence.d. Spell grade-appropriate words correctly, consulting references as needed.
  • ELA Grade 4 : Craft and Structure: (1)
    • RI.4.4: Standard:Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. (See grade 4 Language standards 4-6 for additional expectations.) CA
      • RI.4.4: Building Community Through Public Art
    • RI.4.5: Standard:Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
    • RI.4.6: Standard:Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
    • RL.4.4: Standard:Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). (See grade 4 Language standards 4-6 for additional expectations.) CA
    • RL.4.5: Standard:Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
    • RL.4.6: Standard:Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
  • ELA Grade 4 : Fluency:
    • RF.4.4: Standard:Read with sufficient accuracy and fluency to support comprehension.a. Read on-level text with purpose and understanding.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
  • ELA Grade 4 : Integration of Knowledge and Ideas: (6)
    • RI.4.7: Standard:Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
      • RI.4.7: Spotlight Series on Cambodians and Cambodian Americans (Elementary)
      • RI.4.7: Portrait of a Refugee Camp
      • RI.4.7: HMong American Public Figures in America
      • RI.4.7: Sharing Food Stories
      • RI.4.7: Far Beyond Phở
      • RI.4.7: Monuments in the Vietnamese Diaspora (Elementary)
    • RI.4.8: Standard:Explain how an author uses reasons and evidence to support particular points in a text.
    • RI.4.9: Standard:Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
    • RL.4.7: Standard:Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
    • RL.4.8: Standard:(Not applicable to literature)
    • RL.4.9: Standard:Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
  • ELA Grade 4 : Key Ideas and Details: (2)
    • RI.4.1: Standard:Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
    • RI.4.2: Standard:Determine the main idea of a text and explain how it is supported by key details; summarize the text.
      • RI.4.2: The Aftermath of Cambodian Genocide: Fairness and Justice
    • RI.4.3: Standard:Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
    • RL.4.1: Standard:Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
    • RL.4.2: Standard:Determine a theme of a story, drama, or poem from details in the text; summarize the text.
    • RL.4.3: Standard:Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
      • RL.4.3: "The Boat" by Nam Le and Matt Huynh
  • ELA Grade 4 : Knowledge of Language:
    • L.4.3: Standard:Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Choose words and phrases to convey ideas precisely.*b. Choose punctuation for effect.*c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). Footnote:Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
  • ELA Grade 4 : Phonics and Word Recognition:
    • RF.4.3: Standard:Know and apply grade-level phonics and word analysis skills in decoding words.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
  • ELA Grade 4 : Presentation of Knowledge and Ideas: (1)
    • SL.4.4: Standard:Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.a. Plan and deliver a narrative presentation that: relates ideas, observations, or recollections; provides a clear context; and includes clear insight into why the event or experience is memorable. CA
      • SL.4.4: HMong American Public Figures in America
    • SL.4.5: Standard:Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
    • SL.4.6: Standard:Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 for specific expectations.)
  • ELA Grade 4 : Production and Distribution of Writing: (1)
    • W.4.4: Standard:Produce clear and coherent writing (including multiple-paragraph texts) in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) CA
    • W.4.5: Standard:With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4.)
    • W.4.6: Standard:With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
      • W.4.6: HMoob New Year Celebration
  • ELA Grade 4 : Range of Reading and Level of Text Complexity:
    • RI.4.10: Standard:By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
    • RL.4.10: Standard:By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
  • ELA Grade 4 : Range of Writing:
    • W.4.10: Standard:Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • ELA Grade 4 : Research to Build and Present Knowledge: (4)
    • W.4.7: Standard:Conduct short research projects that build knowledge through investigation of different aspects of a topic.
      • W.4.7: Spotlight Series on Cambodians and Cambodian Americans (Elementary)
      • W.4.7: HMong American Public Figures in America
    • W.4.8: Standard:Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources. CA
      • W.4.8: Far Beyond Phở
      • W.4.8: Monuments in the Vietnamese Diaspora (Elementary)
    • W.4.9: Standard:Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions].").b. Apply grade 4 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text").
  • ELA Grade 4 : Text Types and Purposes: (2)
    • W.4.1: Standard:Write opinion pieces on topics or texts, supporting a point of view with reasons and information.a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.b. Provide reasons that are supported by facts and details.c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).d. Provide a concluding statement or section related to the opinion presented.
      • W.4.1: The Aftermath of Cambodian Genocide: Fairness and Justice
    • W.4.2: Standard:Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.
      • W.4.2: The Story Behind Paj Ntaub (Story Cloth)
    • W.4.3: Standard:Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.c. Use a variety of transitional words and phrases to manage the sequence of events.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.e. Provide a conclusion that follows from the narrated experiences or events.
  • ELA Grade 4 : Vocabulary Acquisition and Use:
    • L.4.4: Standard:Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases and to identify alternate word choices in all content areas. CA
    • L.4.5: Standard:Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.b. Recognize and explain the meaning of common idioms, adages, and proverbs.c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
    • L.4.6: Standard:Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
• ELA Grade 5: (9)
  • ELA Grade 5 : Comprehension and Collaboration:
    • SL.5.1: Standard:Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.b. Follow agreed-upon rules for discussions and carry out assigned roles.c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
    • SL.5.2: Standard:Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
    • SL.5.3: Standard:Summarize the points a speaker or media source makes and explain how each claim is supported by reason and evidence, and identify and analyze and logical fallacies. CA
  • ELA Grade 5 : Conventions of Standard English:
    • L.5.1: Standard:Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.c. Use verb tense to convey various times, sequences, states, and conditions.d. Recognize and correct inappropriate shifts in verb tense.*e. Use correlative conjunctions (e.g., either/or, neither/nor). Footnote:Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
    • L.5.2: Standard:Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use punctuation to separate items in a series.*b. Use a comma to separate an introductory element from the rest of the sentence.c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?).d. Use underlining, quotation marks, or italics to indicate titles of works.e. Spell grade-appropriate words correctly, consulting references as needed. Footnote:Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
  • ELA Grade 5 : Craft and Structure:
    • RI.5.4: Standard:Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. (See grade 5 Language standards 4-6 for additional expectations.) CA
    • RI.5.5: Standard:Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
    • RI.5.6: Standard:Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
    • RL.5.4: Standard:Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (See grade 5 Language standards 4-6 for additional expectations.) CA
    • RL.5.5: Standard:Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
    • RL.5.6: Standard:Describe how a narrator's or speaker's point of view influences how events are described.
  • ELA Grade 5 : Fluency:
    • RF.5.4: Standard:Read with sufficient accuracy and fluency to support comprehension.a. Read on-level text with purpose and understanding.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
  • ELA Grade 5 : Integration of Knowledge and Ideas: (4)
    • RI.5.7: Standard:Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
      • RI.5.7: Glimpse of Cambodian Culture through a Photo (Snapshot)
      • RI.5.7: The Story Behind Paj Ntaub (Story Cloth)
      • RI.5.7: HMoob New Year Celebration
    • RI.5.8: Standard:Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
    • RI.5.9: Standard:Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
    • RL.5.7: Standard:Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
      • RL.5.7: "The Boat" by Nam Le and Matt Huynh
    • RL.5.8: Standard:(Not applicable to literature)
    • RL.5.9: Standard:Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
  • ELA Grade 5 : Key Ideas and Details: (2)
    • RI.5.1: Standard:Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
      • RI.5.1: Reflection from the Past: Building Resiliency
    • RI.5.2: Standard:Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
    • RI.5.3: Standard:Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
    • RL.5.1: Standard:Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
    • RL.5.2: Standard:Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
      • RL.5.2: "The Boat" by Nam Le and Matt Huynh
    • RL.5.3: Standard:Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
  • ELA Grade 5 : Knowledge of Language:
    • L.5.3: Standard:Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
  • ELA Grade 5 : Phonics and Word Recognition:
    • RF.5.3: Standard:Know and apply grade-level phonics and word analysis skills in decoding words.a. Use combined knowledge of all letter sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
  • ELA Grade 5 : Presentation of Knowledge and Ideas: (1)
    • SL.5.4: Standard:Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.a. Plan and deliver an opinion speech that: states an opinion, logically sequences evidence to support the speaker's position, uses transition words to effectively link opinions and evidence (e.g., consequently and therefore), and provides a concluding statement related to the speaker's position. CAb. Memorize and recite a poem or section of a speech or historical document using rate, expression, and gestures appropriate to the selection. CA
      • SL.5.4: The Story Behind Paj Ntaub (Story Cloth)
    • SL.5.5: Standard:Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
    • SL.5.6: Standard:Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 for specific expectations.)
  • ELA Grade 5 : Production and Distribution of Writing:
    • W.5.4: Standard:Produce clear and coherent writing (including multipleparagraph texts) in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) CA
    • W.5.5: Standard:With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5.)
    • W.5.6: Standard:With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
  • ELA Grade 5 : Range of Reading and Level of Text Complexity:
    • RI.5.10: Standard:By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
    • RL.5.10: Standard:By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
  • ELA Grade 5 : Range of Writing:
    • W.5.10: Standard:Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • ELA Grade 5 : Research to Build and Present Knowledge:
    • W.5.7: Standard:Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
    • W.5.8: Standard:Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
    • W.5.9: Standard:Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").b. Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]").
  • ELA Grade 5 : Text Types and Purposes: (2)
    • W.5.1: Standard:Write opinion pieces on topics or texts, supporting a point of view with reasons and information.a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.b. Provide logically ordered reasons that are supported by facts and details.c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).d. Provide a concluding statement or section related to the opinion presented.
      • W.5.1: Reflection from the Past: Building Resiliency
    • W.5.2: Standard:Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.
    • W.5.3: Standard:Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.e. Provide a conclusion that follows from the narrated experiences or events.
      • W.5.3: Glimpse of Cambodian Culture through a Photo (Snapshot)
  • ELA Grade 5 : Vocabulary Acquisition and Use:
    • L.5.4: Standard:Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases and to identify alternate word choices in all content areas. CA
    • L.5.5: Standard:Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figurative language, including similes and metaphors, in context.b. Recognize and explain the meaning of common idioms, adages, and proverbs.c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
    • L.5.6: Standard:Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
• ELA Grade 6: (22)
  • ELA Grade 6 : Comprehension and Collaboration:
    • SL.6.1: Standard:Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
    • SL.6.2: Standard:Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
    • SL.6.3: Standard:Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
  • ELA Grade 6 : Conventions of Standards English:
    • L.6.1: Standard:Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Ensure that pronouns are in the proper case (subjective, objective, possessive).b. Use all pronouns, including intensive pronouns (e.g., myself, ourselves) correctly. CAc. Recognize and correct inappropriate shifts in pronoun number and person.*d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*e. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.* Footnote:Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
    • L.6.2: Standard:Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*b. Spell correctly. Footnote:Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
  • ELA Grade 6 : Craft and Structure: (3)
    • RI.6.4: Standard:Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. (See grade 6 Language standards 4-6 for additional expectations.) CA
      • RI.6.4: Celebrating Pchum Ben
      • RI.6.4: Grounding of Homeland and Statelessness
    • RI.6.5: Standard:Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.a. Analyze the use of text features (e.g., graphics, headers, captions) in popular media. CA
    • RI.6.6: Standard:Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
    • RL.6.4: Standard:Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. (See grade 6 Language standards 4-6 for additional expectations.) CA
      • RL.6.4: Mainstay of Cambodian Culture: The Buddhist Temple
    • RL.6.5: Standard:Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
    • RL.6.6: Standard:Explain how an author develops the point of view of the narrator or speaker in a text.
  • ELA Grade 6 : Integration of Knowledge and Ideas: (3)
    • RI.6.7: Standard:Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
      • RI.6.7: Introduction to Written Language
      • RI.6.7: Hope Away from Home
      • RI.6.7: Overview of Religion in Vietnam
    • RI.6.8: Standard:Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
    • RI.6.9: Standard:Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
    • RL.6.7: Standard:Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.
    • RL.6.8: Standard:(Not applicable to literature)
    • RL.6.9: Standard:Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
  • ELA Grade 6 : Key Ideas and Details: (6)
    • RI.6.1: Standard:Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
      • RI.6.1: The Khmer Empire (AD 802-1431)
      • RI.6.1: The Khmer Empire: City of Angkor Temples (AD 802-1431)
      • RI.6.1: Introduction to Buddhist Practice
      • RI.6.1: Weaving Krama into the Tapestry of Khmer Identity
    • RI.6.2: Standard:Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
      • RI.6.2: Grounding of Homeland and Statelessness
    • RI.6.3: Standard:Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
      • RI.6.3: Hmong American Artists
    • RL.6.1: Standard:Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    • RL.6.2: Standard:Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
    • RL.6.3: Standard:Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
  • ELA Grade 6 : Knowledge of Language:
    • L.6.3: Standard:Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Vary sentence patterns for meaning, reader/listener interest, and style.*b. Maintain consistency in style and tone.* Footnote:Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
  • ELA Grade 6 : Presentation of Knowledge and Ideas: (1)
    • SL.6.4: Standard:Present claims and findings (e.g., argument, narrative, informative, response to literature presentations), sequencing ideas logically and using pertinent descriptions, facts, and details and nonverbal elements to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. CAa. Plan and deliver an informative/explanatory presentation that: develops a topic with relevant facts, definitions, and concrete details; uses appropriate transitions to clarify relationships; uses precise language and domain specific vocabulary; and provides a strong conclusion. CA
      • SL.6.4: Overview of Religion in Vietnam
    • SL.6.5: Standard:Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
    • SL.6.6: Standard:Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.)
  • ELA Grade 6 : Production and Distribution of Writing: (1)
    • W.6.4: Standard: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.6.5: Standard:With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6.)
    • W.6.6: Standard:Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
      • W.6.6: Hmong Religion (Shamanism)
  • ELA Grade 6 : Range of Reading and Level of Text Complexity:
    • RI.6.10: Standard:By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
    • RL.6.10: Standard:By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
  • ELA Grade 6 : Range of Writing:
    • W.6.10: Standard:Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • ELA Grade 6 : Research to Build and Present Knowledge: (4)
    • W.6.7: Standard:Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
    • W.6.8: Standard:Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
      • W.6.8: Celebrating Pchum Ben
      • W.6.8: Intergenerational Trauma and Healing
    • W.6.9: Standard:Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics").b. Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").
      • W.6.9: Mainstay of Cambodian Culture: The Buddhist Temple
      • W.6.9: Overview of Religion in Vietnam
  • ELA Grade 6 : Text Types and Purposes: (4)
    • W.6.1: Standard:Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s) and organize the reasons and evidence clearly.b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from the argument presented.
    • W.6.2: Standard:Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.a. Introduce a topic or thesis statement; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. CAb. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.c. Use appropriate transitions to clarify the relationships among ideas and concepts.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from the information or explanation presented.
      • W.6.2: The Khmer Empire (AD 802-1431)
      • W.6.2: The Khmer Empire: City of Angkor Temples (AD 802-1431)
      • W.6.2: Introduction to Buddhist Practice
      • W.6.2: Weaving Krama into the Tapestry of Khmer Identity
    • W.6.3: Standard:Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.e. Provide a conclusion that follows from the narrated experiences or events.
  • ELA Grade 6 : Vocabulary Acquisition and Use:
    • L.6.4: Standard:Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
    • L.6.5: Standard:Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g., personification) in context.b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
    • L.6.6: Standard:Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
• ELA Grade 6-8: (1)
  • ELA Grade 6-8 : Craft and Structure:
    • RH.6-8.4: Standard:Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
    • RH.6-8.5: Standard:Describe how a text presents information (e.g., sequentially, comparatively, causally).
    • RH.6-8.6: Standard:Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
    • RST.6-8.4: Standard:Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
    • RST.6-8.5: Standard:Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
    • RST.6-8.6: Standard:Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
  • ELA Grade 6-8 : Integration of Knowledge and Ideas:
    • RH.6-8.7: Standard:Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
    • RH.6-8.8: Standard:Distinguish among fact, opinion, and reasoned judgment in a text.
    • RH.6-8.9: Standard:Analyze the relationship between a primary and secondary source on the same topic.
    • RST.6-8.7: Standard:Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
    • RST.6-8.8: Standard:Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
    • RST.6-8.9: Standard:Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
  • ELA Grade 6-8 : Key Ideas and Details: (1)
    • RH.6-8.1: Standard:Cite specific textual evidence to support analysis of primary and secondary sources.
    • RH.6-8.2: Standard:Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
      • RH.6-8.2: Hmong Religion (Shamanism)
    • RH.6-8.3: Standard:Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
    • RST.6-8.1: Standard:Cite specific textual evidence to support analysis of science and technical texts.
    • RST.6-8.2: Standard:Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
    • RST.6-8.3: Standard:Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
  • ELA Grade 6-8 : Production and Distribution of Writing:
    • WHST.6-8.4: Standard:Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
    • WHST.6-8.5: Standard:With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
    • WHST.6-8.6: Standard:Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
  • ELA Grade 6-8 : Range of Reading and Level of Text Complexity:
    • RH.6-8.10: Standard:By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.
    • RST.6-8.10: Standard:By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
  • ELA Grade 6-8 : Range of Writing:
    • WHST.6-8.10: Standard:Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • ELA Grade 6-8 : Research to Build and Present Knowledge:
    • WHST.6-8.7: Standard:Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
    • WHST.6-8.8: Standard:Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. CA
    • WHST.6-8.9: Standard:Draw evidence from informational texts to support analysis reflection, and research.
  • ELA Grade 6-8 : Text Types and Purposes:
    • WHST.6-8.1: Standard:Write arguments focused on discipline-specific content.a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from and supports the argument presented.
    • WHST.6-8.2: Standard:Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Establish and maintain a formal style and objective tone.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
    • WHST.6-8.3: Standard:(See note; not applicable as a separate requirement)
• ELA Grade 7: (10)
  • ELA Grade 7 : Comprehension and Collaboration: (3)
    • SL.7.1: Standard:Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.d. Acknowledge new information expressed by others and, when warranted, modify their own views.
      • SL.7.1: Intergenerational Trauma and Healing
      • SL.7.1: Intergenerational Trauma and Healing
    • SL.7.2: Standard:Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
      • SL.7.2: Intergenerational Trauma and Healing
    • SL.7.3: Standard:Delineate a speaker's argument and specific claims, and attitude toward the subject, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. CA
  • ELA Grade 7 : Conventions of Standards English:
    • L.7.1: Standard:Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Explain the function of phrases and clauses in general and their function in specific sentences.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.* Footnote:Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
    • L.7.2: Standard:Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).b. Spell correctly.
  • ELA Grade 7 : Craft and Structure:
    • RI.7.4: Standard:Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. (See grade 7 Language standards 4-6 for additional expectations.) CA
    • RI.7.5: Standard:Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.a. Analyze the use of text features (e.g., graphics, headers, captions) in public documents. CA
    • RI.7.6: Standard:Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
    • RL.7.4: Standard:Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. (See grade 7 Language standards 4-6 for additional expectations.) CA
    • RL.7.5: Standard:Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
    • RL.7.6: Standard:Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
  • ELA Grade 7 : Integration of Knowledge and Ideas:
    • RI.7.7: Standard:Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
    • RI.7.8: Standard:Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
    • RI.7.9: Standard:Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
    • RL.7.7: Standard:Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
    • RL.7.8: Standard:(Not applicable to literature)
    • RL.7.9: Standard:Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
  • ELA Grade 7 : Key Ideas and Details: (4)
    • RI.7.1: Standard:Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
      • RI.7.1: Celebrating Cambodian Traditions: Ceremonial Practices
      • RI.7.1: Ethnic Diversity of Laos
    • RI.7.2: Standard:Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
      • RI.7.2: Flags of Vietnam
    • RI.7.3: Standard:Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
    • RL.7.1: Standard:Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
      • RL.7.1: What’s In a Name?
    • RL.7.2: Standard:Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
    • RL.7.3: Standard:Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
  • ELA Grade 7 : Knowledge of Language:
    • L.7.3: Standard:Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.* Footnote:Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
  • ELA Grade 7 : Presentation of Knowledge and Ideas:
    • SL.7.4: Standard:Present claims and findings (e.g., argument, narrative, summary presentations), emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. CAa. Plan and present an argument that: supports a claim, acknowledges counterarguments, organizes evidence logically, uses words and phrases to create cohesion, and provides a concluding statement that supports the argument presented. CA
    • SL.7.5: Standard:Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
    • SL.7.6: Standard:Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.)
  • ELA Grade 7 : Production and Distribution of Writing:
    • W.7.4: Standard: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.7.5: Standard:With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7.)
    • W.7.6: Standard:Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
  • ELA Grade 7 : Range of Reading and Level of Text Complexity:
    • RI.7.10: Standard:By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
    • RL.7.10: Standard:By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
  • ELA Grade 7 : Range of Writing:
    • W.7.10: Standard:Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • ELA Grade 7 : Research to Build and Present Knowledge: (3)
    • W.7.7: Standard:Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
      • W.7.7: What’s In a Name?
      • W.7.7: Celebrating Cambodian Traditions: Ceremonial Practices
      • W.7.7: Flags of Vietnam
    • W.7.8: Standard:Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
    • W.7.9: Standard:Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history").b. Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims").
  • ELA Grade 7 : Text Types and Purposes:
    • W.7.1: Standard:Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s), acknowledge and address alternate or opposing claims, and organize the reasons and evidence logically. CAb. Support claim(s) or counterarguments with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. CAc. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from and supports the argument presented.
    • W.7.2: Standard:Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.a. Introduce a topic or thesis statement clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/ contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. CAb. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
    • W.7.3: Standard:Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfoldds naturally and logically.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
  • ELA Grade 7 : Vocabulary Acquisition and Use:
    • L.7.4: Standard:Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech or trace the etymology of words. CAd. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
    • L.7.5: Standard:Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
    • L.7.6: Standard:Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
• ELA Grade 8: (8)
  • ELA Grade 8 : Comprehension and Collaboration:
    • SL.8.1: Standard:Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.c. Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
    • SL.8.2: Standard:Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
    • SL.8.3: Standard:Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
  • ELA Grade 8 : Conventions of Standards English:
    • L.8.1: Standard:Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.b. Form and use verbs in the active and passive voice.c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.d. Recognize and correct inappropriate shifts in verb voice and mood.* Footnote:Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
    • L.8.2: Standard:Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.b. Use an ellipsis to indicate an omission.c. Spell correctly.
  • ELA Grade 8 : Craft and Structure:
    • RI.8.4: Standard:Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. (See grade 8 Language standards 4-6 for additional expectations.) CA
    • RI.8.5: Standard:Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.a. Analyze the use of text features (e.g., graphics, headers, captions) in consumer materials. CA
    • RI.8.6: Standard:Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
    • RL.8.4: Standard:Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. (See grade 8 Language standards 4-6 for additional expectations.) CA
    • RL.8.5: Standard:Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
    • RL.8.6: Standard:Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
  • ELA Grade 8 : Integration of Knowledge and Ideas:
    • RI.8.7: Standard:Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
    • RI.8.8: Standard:Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
    • RI.8.9: Standard:Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
    • RL.8.7: Standard:Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
    • RL.8.8: Standard:(Not applicable to literature)
    • RL.8.9: Standard:Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
  • ELA Grade 8 : Key Ideas and Details: (3)
    • RI.8.1: Standard:Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
      • RI.8.1: Intergenerational Trauma and Healing
      • RI.8.1: Intergenerational Trauma and Healing
      • RI.8.1: Monuments in the Vietnamese Diaspora (Secondary)
    • RI.8.2: Standard:Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
    • RI.8.3: Standard:Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
    • RL.8.1: Standard:Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
    • RL.8.2: Standard:Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
    • RL.8.3: Standard:Analyze how particular lines of dialogue of incidents in a story or drama propel the action, revel aspects of a character, or provoke a decision.
  • ELA Grade 8 : Knowledge of Language:
    • L.8.3: Standard:Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).
  • ELA Grade 8 : Presentation of Knowledge and Ideas:
    • SL.8.4: Standard:Present claims and findings (e.g., argument, narrative, response to literature presentations), emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. CAa. Plan and present a narrative that: establishes a context and point of view, presents a logical sequence, uses narrative techniques (e.g., dialogue, pacing, description, sensory language), uses a variety of transitions, and provides a conclusion that reflects the experience. CA
    • SL.8.5: Standard:Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
    • SL.8.6: Standard:Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.)
  • ELA Grade 8 : Production and Distribution of Writing: (1)
    • W.8.4: Standard: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.8.5: Standard:With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8.)
    • W.8.6: Standard:Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
      • W.8.6: Ethnic Diversity of Laos
  • ELA Grade 8 : Range of Reading and Level of Text Complexity:
    • RI.8.10: Standard:By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
    • RL.8.10: Standard:By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.
  • ELA Grade 8 : Range of Writing:
    • W.8.10: Standard:Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • ELA Grade 8 : Research to Build and Present Knowledge: (1)
    • W.8.7: Standard:Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
    • W.8.8: Standard:Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
      • W.8.8: Monuments in the Vietnamese Diaspora (Secondary)
    • W.8.9: Standard:Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new").b. Apply grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced").
  • ELA Grade 8 : Text Types and Purposes: (2)
    • W.8.1: Standard:Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from and supports the argument presented.
    • W.8.2: Standard:Write informative/explanatory texts, including career development documents (e.g., simplebusiness letters and job applications), to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CAa. Introduce a topic or thesis statement clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. CAb. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
      • W.8.2: Introduction to Written Language
      • W.8.2: Hope Away from Home
    • W.8.3: Standard:Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
  • ELA Grade 8 : Vocabulary Acquisition and Use: (1)
    • L.8.4: Standard:Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech or trace the etymology of words. CAd. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
    • L.8.5: Standard:Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g. verbal irony, puns) in context.b. Use the relationship between particular words to better understand each of the words.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
    • L.8.6: Standard:Acquire and use accurately grade-appropriate general academic and domain-specific words and gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
      • L.8.6: Hmong Religion (Shamanism)
• ELA Grade 9-10: (104)
  • ELA Grade 9-10 : Comprehension and Collaboration: (3)
    • SL.9-10.1: Standard:Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
      • SL.9-10.1: The Origin of the Hmong in China
      • SL.9-10.1: Intergenerational Trauma and Healing
      • SL.9-10.1: Vietnamese Refugee Oral History Project
    • SL.9-10.2: Standard:Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
    • SL.9-10.3: Standard:Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
  • ELA Grade 9-10 : Conventions of Standard English:
    • L.9-10.1: Standard:Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Use parallel structure.*b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent ,dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. Footnote:Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
    • L.9-10.2: Standard:Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.b. Use a colon to introduce a list or quotation.c. Spell correctly.
  • ELA Grade 9-10 : Craft and Structure: (14)
    • RH.9-10.4: Standard:Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
    • RH.9-10.5: Standard:Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
    • RH.9-10.6: Standard:Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
    • RI.9-10.4: Standard:Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). (See grade 9-10 Language standards 4-6 for additional expectations.) CA
      • RI.9-10.4: Safeguarding Cambodia's Tangible and Intangible Cultural Heritages
      • RI.9-10.4: Poetry of Songs over the Course of Vietnamese History
      • RI.9-10.4: Extraordinary Chambers in the Courts of Cambodia
      • RI.9-10.4: UN Genocide Convention: UN Task Force Simulation
      • RI.9-10.4: The Vietnam War: War, Melancholy, and Loss
    • RI.9-10.5: Standard:Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).a. Analyze the use of text features (e.g., graphics, headers, captions) in functional workplace documents. CA
      • RI.9-10.5: Ten Stages of Genocide - Cambodian Genocide Timeline Activity
      • RI.9-10.5: Landmines in Cambodia
      • RI.9-10.5: Cambodian Refugee-History, Process, and Implication
    • RI.9-10.6: Standard:Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
      • RI.9-10.6: Introduction to Hmong Family Practices and Values
      • RI.9-10.6: The First Republic: Hopes and Visions for a New Nation
    • RL.9-10.4: Standard:Determine the meaning of words and phrases as they are used in the text ,including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). (See grade 9-10 Language standards 4-6 for additional expectations.) CA
      • RL.9-10.4: The French Colonial Period (1893-1954)
      • RL.9-10.4: Hmong Names and Name Changes
    • RL.9-10.5: Standard:Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
    • RL.9-10.6: Standard:Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
      • RL.9-10.6: The Lasting Impact of the Genocide
      • RL.9-10.6: Cambodian American Memory Work
    • RST.9-10.4: Standard:Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
    • RST.9-10.5: Standard:Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
    • RST.9-10.6: Standard:Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
  • ELA Grade 9-10 : Integration of Knowledge and Ideas: (17)
    • RH.9-10.7: Standard:Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
    • RH.9-10.8: Standard:Assess the extent to which the reasoning and evidence in a text support the author's claims.
    • RH.9-10.9: Standard:Compare and contrast treatments of the same topic in several primary and secondary sources.
    • RI.9-10.7: Standard:Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
      • RI.9-10.7: Sustaining Vietnamese Language and Culture in the US
      • RI.9-10.7: Cambodian-Vietnamese War
      • RI.9-10.7: Causes and Consequences of the Genocide
      • RI.9-10.7: Change and Continuity Over Time: The Cambodian Genocide
      • RI.9-10.7: Cambodian Genocide Survivor Testimonies
      • RI.9-10.7: Using Oral Histories to Understand the Cambodian Genocide
      • RI.9-10.7: Perseverance in Fighting Continued Displacement in Cambodia
      • RI.9-10.7: Spotlight Series on Cambodians and Cambodian Americans (Secondary)
      • RI.9-10.7: Dance as Cultural Memory
      • RI.9-10.7: Hmong Family Practices and Values - Birth
      • RI.9-10.7: The Aftermath of the Cambodian Genocide from a Human Rights Perspective
      • RI.9-10.7: War and Home - Part II
      • RI.9-10.7: HMong American Public Figures in America
      • RI.9-10.7: Sharing Food Stories
      • RI.9-10.7: Sustaining Vietnamese Language and Culture in the US
      • RI.9-10.7: Reflecting on Roots: Understanding our Identity
    • RI.9-10.8: Standard:Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
      • RI.9-10.8: Independence and Competing Visions for Vietnam 1945-1954
    • RI.9-10.9: Standard:Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.
    • RL.9-10.7: Standard:Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).
    • RL.9-10.8: Standard:(Not applicable in literature)
    • RL.9-10.9: Standard:Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
    • RST.9-10.7: Standard:Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
    • RST.9-10.8: Standard:Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.
    • RST.9-10.9: Standard:Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
  • ELA Grade 9-10 : Key Ideas and Details: (20)
    • RH.9-10.1: Standard:Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
    • RH.9-10.2: Standard:Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
    • RH.9-10.3: Standard:Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
    • RI.9-10.1: Standard:Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
      • RI.9-10.1: How Cambodia’s Border Was Influenced by Siam (Thailand), France, and the United States
      • RI.9-10.1: Cham Cultural Heritage in Cambodia
      • RI.9-10.1: Donuts and Pink Boxes: Form of Resilience
      • RI.9-10.1: Hmong Clan Structures
      • RI.9-10.1: The First Republic: Hopes and Visions for a New Nation
      • RI.9-10.1: Intergenerational Trauma and Healing
      • RI.9-10.1: Human, Cultural, and Physical Geography in Vietnam
    • RI.9-10.2: Standard:Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
      • RI.9-10.2: Cause and Effect of US Bombings in Cambodia (1969-1973)
      • RI.9-10.2: Food & Memory in Cambodian American Writing
      • RI.9-10.2: Cambodian Popular Music
      • RI.9-10.2: Early Vietnamese History until Colonization
      • RI.9-10.2: War and Home - Part I
      • RI.9-10.2: Vietnamese Youth Organizations & Cultural Preservation in the Postwar Generation
    • RI.9-10.3: Standard:Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
      • RI.9-10.3: Khmer Language: The Origin of the Word “Khmer” and “Cambodia”
      • RI.9-10.3: Donuts and Pink Boxes: Form of Resilience
    • RL.9-10.1: Standard:Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
      • RL.9-10.1: “The Civilizing Mission:” French Colonialism in Vietnam (1858-1954)
    • RL.9-10.2: Standard:Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
      • RL.9-10.2: Cambodian American Memory Work
      • RL.9-10.2: The Origin of the Hmong in China
      • RL.9-10.2: Mental Health in Vietnamese American Resettlement
    • RL.9-10.3: Standard:Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
      • RL.9-10.3: Sounds of Survival: The Music of Daran Kravanh
    • RST.9-10.1: Standard:Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
    • RST.9-10.2: Standard:Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
    • RST.9-10.3: Standard:Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
  • ELA Grade 9-10 : Knowledge of Language:
    • L.9-10.3: Standard:Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.
  • ELA Grade 9-10 : Presentation of Knowledge and Ideas: (3)
    • SL.9-10.4: Standard:Present information, findings, and supporting evidence clearly, concisely, and logically (using appropriate eye contact, adequate volume, and clear pronunciation) such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose (e.g., argument, narrative, informative, response to literature presentations), audience, and task. CAa. Plan and deliver an informative/explanatory presentation that: presents evidence in support of a thesis, conveys information from primary and secondary sources coherently, uses domain specific vocabulary, and provides a conclusion that summarizes the main points. (9th or 10th grade) CAb. Plan, memorize, and present a recitation (e.g., poem, selection from a speech or dramatic soliloquy) that: conveys the meaning of the selection and includes appropriate performance techniques (e.g., tone, rate, voice modulation) to achieve the desired aesthetic effect. (9th or 10th grade) CA
      • SL.9-10.4: Independence and Competing Visions for Vietnam 1945-1954
      • SL.9-10.4: HMong American Public Figures in America
      • SL.9-10.4: Vietnamese Youth Organizations & Cultural Preservation in the Postwar Generation
    • SL.9-10.5: Standard:Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
    • SL.9-10.6: Standard:Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 for specific expectations.)
  • ELA Grade 9-10 : Production and Distribution of Writing: (29)
    • W.9-10.4: Standard: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.9-10.4: Safeguarding Cambodia's Tangible and Intangible Cultural Heritages
      • W.9-10.4: Cambodian-Vietnamese War
      • W.9-10.4: Change and Continuity Over Time: The Cambodian Genocide
      • W.9-10.4: The Aftermath of the Cambodian Genocide from a Human Rights Perspective
      • W.9-10.4: UN Genocide Convention: UN Task Force Simulation
      • W.9-10.4: War and Home - Part I
      • W.9-10.4: War and Home - Part II
      • W.9-10.4: Intergenerational Trauma and Healing
    • W.9-10.5: Standard: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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10.)
      • W.9-10.5: Ten Stages of Genocide - Cambodian Genocide Timeline Activity
    • W.9-10.6: Standard:Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
      • W.9-10.6: Cham Cultural Heritage in Cambodia
      • W.9-10.6: Cause and Effect of US Bombings in Cambodia (1969-1973)
    • W.9-10.7: Standard:Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
      • W.9-10.7: Spotlight Series on Cambodians and Cambodian Americans (Secondary)
      • W.9-10.7: Hmong Names and Name Changes
      • W.9-10.7: The Origin of the Hmong in China
      • W.9-10.7: HMong American Public Figures in America
      • W.9-10.7: Vietnamese Refugee Oral History Project
    • W.9-10.8: Standard:Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation including footnotes and endnotes. CA
      • W.9-10.8: Sustaining Vietnamese Language and Culture in the US
      • W.9-10.8: Extraordinary Chambers in the Courts of Cambodia
      • W.9-10.8: Perseverance in Fighting Continued Displacement in Cambodia
      • W.9-10.8: Cambodian Refugee-History, Process, and Implication
      • W.9-10.8: Sustaining Vietnamese Language and Culture in the US
    • W.9-10.9: Standard:Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grades 9-10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]").b. Apply grades 9-10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning").
      • W.9-10.9: “The Civilizing Mission:” French Colonialism in Vietnam (1858-1954)
      • W.9-10.9: Poetry of Songs over the Course of Vietnamese History
      • W.9-10.9: Donuts and Pink Boxes: Form of Resilience
      • W.9-10.9: Hmong Clan Structures
      • W.9-10.9: Introduction to Hmong Family Practices and Values
      • W.9-10.9: Hmong Family Practices and Values - Birth
      • W.9-10.9: Early Vietnamese History until Colonization
      • W.9-10.9: Sharing Food Stories
    • WHST.9-10.4: Standard:Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
    • WHST.9-10.5: Standard: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.
    • WHST.9-10.6: Standard:Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
  • ELA Grade 9-10 : Range of Reading and Level of Text Complexity:
    • RH.9-10.10: Standard:By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently.
    • RI.9-10.10: Standard:By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.
    • RL.9-10.10: Standard:By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.
    • RST.9-10.10: Standard:By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.
  • ELA Grade 9-10 : Range of Writing:
    • W.9-10.10: Standard:Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purpose, and audiences.
    • WHST.9-10.10: Standard:Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • ELA Grade 9-10 : Research to Build and Present Knowledge:
    • WHST.9-10.7: Standard:Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
    • WHST.9-10.8: Standard:Gather relevant information from multiple authoritative print and digital sources (primary and secondary), using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CA
    • WHST.9-10.9: Standard:Draw evidence from informational texts to support analysis, reflection, and research.
  • ELA Grade 9-10 : Text Types and Purposes: (17)
    • W.9-10.1: Standard:Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the disciplines in which they are writing.e. Provide a concluding statement or section that follows from and supports the argument presented.
      • W.9-10.1: How Cambodia’s Border Was Influenced by Siam (Thailand), France, and the United States
      • W.9-10.1: Dance as Cultural Memory
      • W.9-10.1: The Aftermath of the Secret War in Laos and Chemical Warfare
    • W.9-10.2: Standard: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 or thesis statement; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CAb. Develop the topic with well-chosen, relevant, and sufficient 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 to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.d. Use precise language and domain-specific vocabulary 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 disciplines 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).
      • W.9-10.2: Khmer Language: The Origin of the Word “Khmer” and “Cambodia”
      • W.9-10.2: The French Colonial Period (1893-1954)
      • W.9-10.2: Causes and Consequences of the Genocide
      • W.9-10.2: Cambodian Genocide Survivor Testimonies
      • W.9-10.2: Using Oral Histories to Understand the Cambodian Genocide
      • W.9-10.2: Cambodian American Memory Work
    • W.9-10.3: Standard:Write narratives to develop real or imagined experiences or events using effective technique, well chosen details, and well-structured event sequences.a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
      • W.9-10.3: Independence Period of Cambodia (1953-1970)
      • W.9-10.3: Sounds of Survival: The Music of Daran Kravanh
      • W.9-10.3: The Lasting Impact of the Genocide
      • W.9-10.3: Landmines in Cambodia
      • W.9-10.3: Food & Memory in Cambodian American Writing
      • W.9-10.3: Cambodian Popular Music
      • W.9-10.3: Reflecting on Roots: Understanding our Identity
      • W.9-10.3: Vietnamese Youth Organizations & Cultural Preservation in the Postwar Generation
    • WHST.9-10.1: Standard:Write arguments focused on discipline-specific content.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from or supports the argument presented.
    • WHST.9-10.2: Standard:Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.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).
    • WHST.9-10.3: Standard:(See note; not applicable as a separate requirement)
  • ELA Grade 9-10 : Vocabulary Acquisition and Use: (1)
    • L.9-10.4: Standard:Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy) and continue to apply knowledge of Greek and Latin roots and affixes. CAc. Consult general and specialized reference materials (e.g., college-level dictionaries, rhyming dictionaries, bilingual dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. CAd. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
      • L.9-10.4: Hmong Clan Structures
    • L.9-10.5: Standard:Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.b. Analyze nuances in the meaning of words with similar denotations.
    • L.9-10.6: Standard:Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
• ELA Grade 11-12: (180)
  • ELA Grade 11-12 : Comprehension and Collaboration: (11)
    • SL.11-12.1: Standard:Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
      • SL.11-12.1: The Survival and Resilience of the Hmong People
      • SL.11-12.1: Contextualizing the Hmong Refugee Experience
      • SL.11-12.1: Critical Hope of Hmong People in Thailand Refugee Camps
      • SL.11-12.1: Refugee Experiences of Mental Health and Trauma
      • SL.11-12.1: Being Queer and Hmong
      • SL.11-12.1: Overview of Second Wave Refugees “Boat People”
      • SL.11-12.1: Expressing Culture and Identity through Vietnamese American Music
      • SL.11-12.1: Early Political Movement in Vietnamese American Communities
      • SL.11-12.1: LGBTQ+ Communities and Organizing
    • SL.11-12.2: Standard:Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
      • SL.11-12.2: Overview of First Wave Vietnamese Refugee Route
    • SL.11-12.3: Standard:Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
      • SL.11-12.3: What’s in a Name?
  • ELA Grade 11-12 : Conventions of Standard English:
    • L.11-12.1: Standard:Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.b. Resolve issues of complex or contested usage, consulting references(e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed.
    • L.11-12.2: Standard:Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Observe hyphenation conventions.b. Spell correctly.
  • ELA Grade 11-12 : Craft and Structure: (8)
    • RH.11-12.4: Standard:Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
    • RH.11-12.5: Standard:Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
    • RH.11-12.6: Standard:Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
    • RI.11-12.4: Standard: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). (See grade 11-12 Language standards 4-6 for additional expectations.) CA
      • RI.11-12.4: Overview of Refugee Law and Immigration Terminology
    • RI.11-12.5: Standard:Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.a. Analyze the use of text features (e.g., graphics, headers, captions) in public documents. CA
    • RI.11-12.6: Standard:Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
      • RI.11-12.6: Viewing Vietnam War Documentaries: Biases and Multiple Perspectives
    • RL.11-12.4: Standard:Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) (See grade 11-12 Language standards 4-6 for additional expectations.) CA
      • RL.11-12.4: Generational Trauma and Cambodian Americans
      • RL.11-12.4: What’s in a Name?
      • RL.11-12.4: Hmong Worldview through Oral Traditions
      • RL.11-12.4: Music Study of Republic of Vietnam from 1955-1962
      • RL.11-12.4: Separation and Vietnamese Refugees
    • RL.11-12.5: Standard:Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
      • RL.11-12.5: Cambodian American Poetry
    • RL.11-12.6: Standard:Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
    • RST.11-12.4: Standard:Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
    • RST.11-12.5: Standard:Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
    • RST.11-12.6: Standard:Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
  • ELA Grade 11-12 : Integration of Knowledge and Ideas: (56)
    • RH.11-12.7: Standard:Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
    • RH.11-12.8: Standard:Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
    • RH.11-12.9: Standard:Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
    • RI.11-12.10: Standard: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. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.
    • RI.11-12.7: Standard: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.
      • RI.11-12.7: Glimpse of Cambodian Culture through a Photo (Snapshot-High School)
      • RI.11-12.7: Reverberations of War: The U.S. Bombing of Cambodia
      • RI.11-12.7: Cambodian Refugees: Building Community and Maintaining Cultural Connection
      • RI.11-12.7: Exploring an Ethnic Enclave: Cambodia Town, USA
      • RI.11-12.7: Hmong Family Practices and Values - Marriage
      • RI.11-12.7: A Look at Gender Norms
      • RI.11-12.7: Hmong Family Practices and Values - Death and Funeral Rituals
      • RI.11-12.7: Secret War in Laos (Multiple Perspectives)
      • RI.11-12.7: The Hmong and the Secret War in Laos
      • RI.11-12.7: The Aftermath of the Secret War in Laos and Chemical Warfare
      • RI.11-12.7: Hmong Women Shaping History
      • RI.11-12.7: Overview of Refugee Policies and Hmong Resettlement
      • RI.11-12.7: Crossing into Thailand: Secret War & HMoob Refugee Narrative
      • RI.11-12.7: Critical Hope of Hmong People in Thailand Refugee Camps
      • RI.11-12.7: Becoming a Refugee (1975-1992)
      • RI.11-12.7: Religious Sponsorship
      • RI.11-12.7: The Refugee Act of 1980 and Cambodian Resettlement in the United States
      • RI.11-12.7: Narratives About the Republic of Vietnam
      • RI.11-12.7: Hmong Communities in California
      • RI.11-12.7: Hmong Contributions: Industrial and Societal Impacts
      • RI.11-12.7: Civic Engagement and Empowerment
      • RI.11-12.7: Hmong in American Political Power
      • RI.11-12.7: Being Queer and Hmong
      • RI.11-12.7: Community Action Plan
      • RI.11-12.7: Secondary Migration, Resettlement, and Community Building
      • RI.11-12.7: The Fall of Sài Gòn
      • RI.11-12.7: Overview of First Wave Vietnamese Refugee Route
      • RI.11-12.7: Visualizing: Vietnamese Refugee Camps
      • RI.11-12.7: Camp Pendleton and Early Communities (1975-1980)
      • RI.11-12.7: Life in Refugee Camps - Resettlement Obstacles and Resilience
      • RI.11-12.7: Overview of Second Wave Refugees “Boat People”
      • RI.11-12.7: Exploring the Vietnamese Exodus
      • RI.11-12.7: Challenges and Hardships of Escaping by Boat
      • RI.11-12.7: “Re-education” Camps
      • RI.11-12.7: Connecting Our Experiences to Vietnamese Refugees
      • RI.11-12.7: Vietnamese Refugee Laws
      • RI.11-12.7: Vietnamese Refugee Oral History Project
      • RI.11-12.7: Living Under Communist Regime
      • RI.11-12.7: Vietnamese Refugee Stories and Music: Mini-Project
      • RI.11-12.7: Expressing Culture and Identity through Vietnamese American Music
      • RI.11-12.7: Vietnamese American Patterns of Settlement and Community Building
      • RI.11-12.7: Vietnamese American Partisan Identification
      • RI.11-12.7: Anti-Communism and Diasporic Nationalism
      • RI.11-12.7: Religion in Vietnamese American Communities
      • RI.11-12.7: Experiences of Vietnamese Women
      • RI.11-12.7: Overview of Vietnamese American Studies in Media and Text
      • RI.11-12.7: Vietnamese Language Newspapers: Formation of Little Saigon & Vietnamese American Identity
      • RI.11-12.7: More than a Store: Small Businesses in Little Saigon (Secondary)
      • RI.11-12.7: Vietnamese and the Nail Industry
      • RI.11-12.7: LGBTQ+ Communities and Organizing
      • RI.11-12.7: Genealogy of Stereotypes and Place-Making in Gangs
      • RI.11-12.7: Fighting A New War: Marginalization and Criminalization of Vietnamese Refugee Youth in the US
      • RI.11-12.7: Deportation & Community Resistance
      • RI.11-12.7: Debunking the Good Refugee: Vietnamese American Resistance
      • RI.11-12.7: Issues in Vietnamese American Education: Future of Refugee History, Language, and Culture
    • RI.11-12.8: Standard:Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
    • RI.11-12.9: Standard:Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.
      • RI.11-12.9: Intergenerational Communication and Memory
    • RL.11-12.7: Standard:Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
    • RL.11-12.8: Standard:(Not applicable to literature)
    • RL.11-12.9: Standard:Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
    • RST.11-12.7: Standard:Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
    • RST.11-12.8: Standard:Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
    • RST.11-12.9: Standard:Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
  • ELA Grade 11-12 : Key Ideas and Details: (23)
    • RH.11-12.1: Standard:Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
    • RH.11-12.2: Standard:Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
    • RH.11-12.3: Standard:Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
      • RH.11-12.3: Bridging Generations through Hmong Music
    • RI.11-12.1: Standard:Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
      • RI.11-12.1: Mainstay of Cambodian American Culture: Healing and Buddhism
      • RI.11-12.1: Hmong Displacement from Laos
      • RI.11-12.1: Contextualizing the Hmong Refugee Experience
      • RI.11-12.1: Refugee Experiences of Mental Health and Trauma
      • RI.11-12.1: Northern Refugees in North-South Migration of 1954
      • RI.11-12.1: Vietnamese Refugee Experiences: Resilience and Challenges
      • RI.11-12.1: Vietnamese Amerasian Experiences
      • RI.11-12.1: Community Placemaking and Racial Conflict on the Texas Gulf Coast
      • RI.11-12.1: Intergenerational Communication and Memory
    • RI.11-12.2: Standard:Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
      • RI.11-12.2: Vietnamese Refugee Experiences: Resilience and Challenges
      • RI.11-12.2: Life-long impact of “Re-education” Camp for Prisoners
      • RI.11-12.2: Early Political Movement in Vietnamese American Communities
      • RI.11-12.2: Introduction to Mental Health in Vietnamese American Resettlement
      • RI.11-12.2: Mental Health in the Vietnamese American Community
    • RI.11-12.3: Standard: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.
      • RI.11-12.3: Music and Song as History and Story: The Example of “Champa Battambang”
      • RI.11-12.3: The Cambodian Refugee Experience
    • RL.11-12.1: Standard:Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
      • RL.11-12.1: The Survival and Resilience of the Hmong People
      • RL.11-12.1: Picturing the Khmer Refugee Family
      • RL.11-12.1: Agents of Change: Students in Civic Action
      • RL.11-12.1: Agents of Change: Students in Civic Action (Hmong Communities)
      • RL.11-12.1: Agents of Change: Students in Civic Action
    • RL.11-12.2: Standard:Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
    • RL.11-12.3: Standard:Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are introduced and developed). CA
      • RL.11-12.3: Mental Health in Vietnamese American Resettlement
    • RST.11-12.1: Standard:Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
    • RST.11-12.2: Standard:Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
    • RST.11-12.3: Standard: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.
  • ELA Grade 11-12 : Knowledge of Language:
    • L.11-12.3: Standard:Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.a. Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences)for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
  • ELA Grade 11-12 : Presentation of Knowledge and Ideas: (4)
    • SL.11-12.4: Standard:Present information, findings, and supporting evidence (e.g., reflective, historical investigation, response to literature presentations), conveying a clear and distinct perspective and a logical argument, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Use appropriate eye contact, adequate volume, and clear pronunciation. CAa. Plan and deliver a reflective narrative that: explores the significance of a personal experience, event, or concern; uses sensory language to convey a vivid picture; includes appropriate narrative techniques (e.g., dialogue, pacing, description); and draws comparisons between the specific incident and broader themes. (11th or 12th grade) CAb. Plan and present an argument that: supports a precise claim; provides a logical sequence for claims, counterclaims, and evidence; uses rhetorical devices to support assertions (e.g., analogy, appeal to logic through reasoning, appeal to emotion or ethical belief); uses varied syntax to link major sections of the presentation to create cohesion and clarity; and provides a concluding statement that supports the argument presented. (11th or 12th grade) CA
      • SL.11-12.4: Hmong Displacement from Laos
      • SL.11-12.4: Issues in Vietnamese American Education: Future of Refugee History, Language, and Culture
    • SL.11-12.5: Standard:Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
      • SL.11-12.5: Hmong Women Shaping History
      • SL.11-12.5: Vietnamese Refugee Stories and Music: Mini-Project
    • SL.11-12.6: Standard:Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 for specific expectations.)
  • ELA Grade 11-12 : Production and Distribution of Writing: (14)
    • W.11-12.4: Standard: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.11-12.4: Khmer Language: What is the Khmer Language?
      • W.11-12.4: Hmong Worldview through Oral Traditions
      • W.11-12.4: Critical Hope of Hmong People in Thailand Refugee Camps
      • W.11-12.4: The Cambodian Refugee Experience
      • W.11-12.4: Civic Engagement and Empowerment
      • W.11-12.4: The Fall of Sài Gòn
      • W.11-12.4: Overview of Vietnamese American Studies in Media and Text
    • W.11-12.5: Standard: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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12.)
    • W.11-12.6: Standard: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.
      • W.11-12.6: Glimpse of Cambodian Culture through a Photo (Snapshot-High School)
      • W.11-12.6: Hmong Communities in California
      • W.11-12.6: Hmong Contributions: Industrial and Societal Impacts
      • W.11-12.6: Overview of First Wave Vietnamese Refugee Route
      • W.11-12.6: Vietnamese Refugee Stories and Music: Mini-Project
      • W.11-12.6: More than a Store: Small Businesses in Little Saigon (Secondary)
      • W.11-12.6: Deportation & Community Resistance
    • WHST.11-12.4: Standard:Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
    • WHST.11-12.5: Standard: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.
    • WHST.11-12.6: Standard: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.
  • ELA Grade 11-12 : Range of Reading and Level of Text Complexity:
    • RH.11-12.10: Standard:By the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently.
    • RL.11-12.10: Standard:By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
    • RST.11-12.10: Standard:By the end of grade 12, read and comprehend science/technical texts in the grades 11-12 text complexity band independently and proficiently.
  • ELA Grade 11-12 : Range of Writing:
    • WHST.11-12.10: Standard:Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • ELA Grade 11-12 : Research to Build and Present Knowledge: (38)
    • W.11-12.10: Standard:Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
    • W.11-12.7: Standard:Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
      • W.11-12.7: The Survival and Resilience of the Hmong People
      • W.11-12.7: Cambodian American Poetry
      • W.11-12.7: Hmong Women Shaping History
      • W.11-12.7: Agents of Change: Students in Civic Action
      • W.11-12.7: Narratives About the Republic of Vietnam
      • W.11-12.7: Community Action Plan
      • W.11-12.7: Agents of Change: Students in Civic Action (Hmong Communities)
      • W.11-12.7: Vietnamese Amerasian Experiences
      • W.11-12.7: Community Placemaking and Racial Conflict on the Texas Gulf Coast
      • W.11-12.7: Living Under Communist Regime
      • W.11-12.7: Vietnamese American Patterns of Settlement and Community Building
      • W.11-12.7: Anti-Communism and Diasporic Nationalism
      • W.11-12.7: Agents of Change: Students in Civic Action
    • W.11-12.8: Standard:Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation including footnotes and endnotes. CA
      • W.11-12.8: Visualizing: Vietnamese Refugee Camps
      • W.11-12.8: Camp Pendleton and Early Communities (1975-1980)
      • W.11-12.8: Life in Refugee Camps - Resettlement Obstacles and Resilience
      • W.11-12.8: “Re-education” Camps
      • W.11-12.8: Experiences of Vietnamese Women
      • W.11-12.8: Overview of Refugee Law and Immigration Terminology
      • W.11-12.8: Vietnamese and the Nail Industry
    • W.11-12.9: Standard:Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grades 11-12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics").b. Apply grades 11-12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidentialaddresses]").
      • W.11-12.9: Music and Song as History and Story: The Example of “Champa Battambang”
      • W.11-12.9: Picturing the Khmer Refugee Family
      • W.11-12.9: Bridging Generations through Hmong Music
      • W.11-12.9: Overview of Refugee Policies and Hmong Resettlement
      • W.11-12.9: Contextualizing the Hmong Refugee Experience
      • W.11-12.9: Religious Sponsorship
      • W.11-12.9: Refugee Experiences of Mental Health and Trauma
      • W.11-12.9: Northern Refugees in North-South Migration of 1954
      • W.11-12.9: The Vietnam War: War, Melancholy, and Loss
      • W.11-12.9: Secondary Migration, Resettlement, and Community Building
      • W.11-12.9: Overview of Second Wave Refugees “Boat People”
      • W.11-12.9: Exploring the Vietnamese Exodus
      • W.11-12.9: Challenges and Hardships of Escaping by Boat
      • W.11-12.9: Connecting Our Experiences to Vietnamese Refugees
      • W.11-12.9: Vietnamese Refugee Laws
      • W.11-12.9: Viewing Vietnam War Documentaries: Biases and Multiple Perspectives
      • W.11-12.9: Introduction to Mental Health in Vietnamese American Resettlement
      • W.11-12.9: Debunking the Good Refugee: Vietnamese American Resistance
    • WHST.11-12.7: Standard:Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
    • WHST.11-12.8: Standard:Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
    • WHST.11-12.9: Standard:Draw evidence from informational texts to support analysis, reflection, and research.
  • ELA Grade 11-12 : Text Types and Purposes: (25)
    • W.11-12.1: Standard:Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from and supports the argument presented.f. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy). CA
      • W.11-12.1: Reverberations of War: The U.S. Bombing of Cambodia
      • W.11-12.1: Exploring an Ethnic Enclave: Cambodia Town, USA
      • W.11-12.1: Secret War in Laos (Multiple Perspectives)
      • W.11-12.1: The Hmong and the Secret War in Laos
    • W.11-12.2: Standard: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 or thesis statement; 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. CAb. 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).
      • W.11-12.2: Cambodian Refugees: Building Community and Maintaining Cultural Connection
      • W.11-12.2: Generational Trauma and Cambodian Americans
      • W.11-12.2: Hmong Family Practices and Values - Marriage
      • W.11-12.2: Hmong Family Practices and Values - Death and Funeral Rituals
      • W.11-12.2: Hmong Displacement from Laos
      • W.11-12.2: The Refugee Act of 1980 and Cambodian Resettlement in the United States
      • W.11-12.2: Hmong in American Political Power
      • W.11-12.2: Separation and Vietnamese Refugees
      • W.11-12.2: Religion in Vietnamese American Communities
      • W.11-12.2: Fighting A New War: Marginalization and Criminalization of Vietnamese Refugee Youth in the US
      • W.11-12.2: Issues in Vietnamese American Education: Future of Refugee History, Language, and Culture
    • W.11-12.3: Standard:Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
      • W.11-12.3: Cambodian American Poetry
      • W.11-12.3: Mainstay of Cambodian American Culture: Healing and Buddhism
      • W.11-12.3: What’s in a Name?
      • W.11-12.3: Crossing into Thailand: Secret War & HMoob Refugee Narrative
      • W.11-12.3: Becoming a Refugee (1975-1992)
      • W.11-12.3: Music Study of Republic of Vietnam from 1955-1962
      • W.11-12.3: Life-long impact of “Re-education” Camp for Prisoners
      • W.11-12.3: Vietnamese American Partisan Identification
      • W.11-12.3: Vietnamese Language Newspapers: Formation of Little Saigon & Vietnamese American Identity
      • W.11-12.3: Genealogy of Stereotypes and Place-Making in Gangs
    • WHST.11-12.1: Standard:Write arguments focused on discipline-specific content.a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from or supports the argument presented.
    • WHST.11-12.2: Standard:Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.a. Introduce a topic and 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 varied transitions and sentence structures 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; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
    • WHST.11-12.3: Standard:(See note; not applicable as a separate requirement)
  • ELA Grade 11-12 : Vocabulary Acquisition and Use: (1)
    • L.11-12.4: Standard:Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). Apply knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to draw inferences concerning the meaning of scientific and mathematical terminology. CAc. Consult general and specialized reference materials (e.g., college-level dictionaries, rhyming dictionaries, bilingual dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. CAd. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
    • L.11-12.5: Standard:Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.b. Analyze nuances in the meaning of words with similar denotations.
    • L.11-12.6: Standard:Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
      • L.11-12.6: Hmong in American Political Power

English Language Development

• ELD Grade K:
  • ELD Grade K : Adapting language choices:
    • ELD.PI.K.4.Br: No standard for kindergarten.
    • ELD.PI.K.4.Em: No standard for kindergarten.
    • ELD.PI.K.4.Ex: No standard for kindergarten.
  • ELD Grade K : Analyzing language choices:
    • ELD.PI.K.8.Br: Distinguish how multiple different words with similar meaning (e.g., walk, march, strut, prance) produce shades of meaning and a different effect.
    • ELD.PI.K.8.Em: Distinguish how two different frequently used words (e.g., describing an action with the verb walk versus run) produce a different effect.
    • ELD.PI.K.8.Ex: Distinguish how two different words with similar meaning (e.g., describing an action as walk versus march) produce shades of meaning and a different effect.
  • ELD Grade K : Composing/Writing:
    • ELD.PI.K.10.Br: Draw, dictate, and write to compose longer literary texts (e.g., story) and informational texts (e.g., an information report on dogs), collaboratively with an adult (e.g., joint construction of texts), with peers, and independently using appropriate text organization.
    • ELD.PI.K.10.Em: Draw, dictate, and write to compose very short literary texts (e.g., story) and informational texts (e.g., a description of a dog), using familiar vocabulary collaboratively in shared language activities with an adult (e.g., joint construction of texts), with peers, and sometimes independently.
    • ELD.PI.K.10.Ex: Draw, dictate, and write to compose short literary texts (e.g., story) and informational texts (e.g., a description of dogs), collaboratively with an adult (e.g., joint construction of texts), with peers, and with increasing independence.
  • ELD Grade K : Condensing ideas:
    • ELD.PII.K.7.Br: No standard for kindergarten.
    • ELD.PII.K.7.Em: No standard for kindergarten.
    • ELD.PII.K.7.Ex: No standard for kindergarten.
  • ELD Grade K : Connecting ideas:
    • ELD.PII.K.6.Br: Combine clauses in a wide variety of ways (e.g., rearranging complete simple sentences to form compound sentences) to make connections between and join ideas (e.g., The boy was hungry. The boy ate a sandwich. ? The boy was hungry so he ate a sandwich) in shared language activities guided by the teacher and independently.
    • ELD.PII.K.6.Em: Combine clauses in a few basic ways to make connections between and join ideas (e.g., creating compound sentences using and, but, so) in shared language activities guided by the teacher and sometimes independently.
    • ELD.PII.K.6.Ex: Combine clauses in an increasing variety of ways to make connections between and join ideas, for example, to express cause/effect (e.g., She jumped because the dog barked) in shared language activities guided by the teacher and with increasing independence.
  • ELD Grade K : Evaluating language choices:
    • ELD.PI.K.7.Br: Describe the language an author uses to present or support an idea (e.g., the vocabulary used to describe people and places), with prompting and light support.
    • ELD.PI.K.7.Em: Describe the language an author uses to present an idea (e.g., the words and phrases used when a character is introduced), with prompting and substantial support.
    • ELD.PI.K.7.Ex: Describe the language an author uses to present an idea (e.g., the adjectives used to describe a character), with prompting and moderate support.
  • ELD Grade K : Exchanging information and ideas:
    • ELD.PI.K.1.Br: Contribute to class, group, and partner discussions by listening attentively, following turn-taking rules, and asking and answering questions.
    • ELD.PI.K.1.Em: Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using gestures, words, and simple phrases
    • ELD.PI.K.1.Ex: Contribute to class, group, and partner discussions by listening attentively, following turn-taking rules, and asking and answering questions.
  • ELD Grade K : Interacting via written English:
    • ELD.PI.K.2.Br: Collaborate with the teacher and peers on joint composing projects of informational and literary texts that include a greater amount of writing (e.g., a very short story), using technology, where appropriate, for publishing, graphics, and the like.
    • ELD.PI.K.2.Em: Collaborate with the teacher and peers on joint composing projects of short informational and literary texts that include minimal writing (labeling with a few words), using technology, where appropriate, for publishing, graphics, and the like.
    • ELD.PI.K.2.Ex: Collaborate with the teacher and peers on joint composing projects of informational and literary texts that include some writing (e.g., short sentences), using technology, where appropriate, for publishing, graphics, and the like.
  • ELD Grade K : Listening actively:
    • ELD.PI.K.5.Br: Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions, with minimal prompting and light support.
    • ELD.PI.K.5.Em: Demonstrate active listening to read-alouds and oral presentations by asking and answering yes-no and wh- questions with oral sentence frames and substantial prompting and support.
    • ELD.PI.K.5.Ex: Demonstrate active listening to read-alouds and oral presentations by asking and answering questions with oral sentence frames and occasional prompting and support.
  • ELD Grade K : Modifying to add details:
    • ELD.PII.K.5.Br: Expand simple and compound sentences with prepositional phrases to provide details (e.g., time, manner, place, cause) in shared language activities guided by the teacher and independently.
    • ELD.PII.K.5.Em: Expand sentences with frequently used prepositional phrases (such as in the house, on the boat) to provide details (e.g., time, manner, place, cause) about a familiar activity or process in shared language activities guided by the teacher and sometimes independently.
    • ELD.PII.K.5.Ex: Modifying to add details Expand sentences with prepositional phrases to provide details (e.g., time, manner, place, cause) about a familiar or new activity or process in shared language activities guided by the teacher and with increasing independence.
  • ELD Grade K : Offering opinions:
    • ELD.PI.K.3.Br: Offer opinions in conversations using an expanded set of learned phrases (e.g., I think/don't think X. I agree with X, but . . .), as well as open responses, in order to gain and/or hold the floor or add information to an idea.
    • ELD.PI.K.3.Em: Offer opinions and ideas in conversations using a small set of learned phrases (e.g., I think X), as well as open responses.
    • ELD.PI.K.3.Ex: Offer opinions in conversations using an expanded set of learned phrases (e.g., I think/don't think X. I agree with X), as well as open responses, in order to gain and/or hold the floor.
  • ELD Grade K : Presenting:
    • ELD.PI.K.9.Br: Plan and deliver longer oral presentations on a variety of topics in a variety of content areas (e.g., retelling a story, describing a science experiment).
    • ELD.PI.K.9.Em: Plan and deliver very brief oral presentation on a variety of topics (e.g., show and tell, describing a picture).
    • ELD.PI.K.9.Ex: Plan and deliver brief oral presentations on a variety of topics (e.g., show and tell, author's chair, recounting an experience, describing an animal).
  • ELD Grade K : Reading/viewing closely:
    • ELD.PI.K.6.Br: Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., major events, characters, setting) using key details based on understanding of a variety of grade-level texts and viewing of multimedia, with light support.
    • ELD.PI.K.6.Em: Describe ideas, phenomena (e.g., parts of a plant), and text elements (e.g., characters) based on understanding of a select set of grade-level texts and viewing of multimedia, with substantial support.
    • ELD.PI.K.6.Ex: Describe ideas, phenomena (e.g., how butterflies eat), and text elements (e.g., setting, characters) in greater detail based on understanding of a variety of grade-level texts and viewing of multimedia, with moderate support.
  • ELD Grade K : Selecting language resources:
    • ELD.PI.K.12a.Br: Retell texts and recount experiences using increasingly detailed complete sentences and key words.
    • ELD.PI.K.12a.Em: Retell texts and recount experiences using a select set of key words.
    • ELD.PI.K.12a.Ex: Retell texts and recount experiences using complete sentences and key words.
    • ELD.PI.K.12b.Br: Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and language to create an effect (e.g., using the word suddenly to signal a change) or to create shades of meaning (e.g., The cat's fur was as white as snow) while speaking and composing.
    • ELD.PI.K.12b.Em: Use a select number of general academic and domain-specific words to add detail (e.g., adding the word spicy to describe a favorite food, using the word larva when explaining insect metamorphosis) while speaking and composing.
    • ELD.PI.K.12b.Ex: Use a growing number of general academic and domain-specific words in order to add detail or to create shades of meaning (e.g., using the word scurry versus run) while speaking and composing.
  • ELD Grade K : Supporting opinions:
    • ELD.PI.K.11.Br: Supporting opinions Offer opinions and provide good reasons with detailed textual evidence or relevant background knowledge (e.g., specific examples from text or knowledge of content).
    • ELD.PI.K.11.Em: Offer opinions and provide good reasons (e.g., My favorite book is X because X.) referring to the text or to relevant background knowledge.
    • ELD.PI.K.11.Ex: Offer opinions and provide good reasons and some textual evidence or relevant background knowledge (e.g., paraphrased examples from text or knowledge of content).
  • ELD Grade K : Understanding cohesion:
    • ELD.PII.K.2.Br: Apply understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., first/second/third, once, at the end) to comprehending texts and composing texts in shared language activities guided by the teacher, with peers, and independently.
    • ELD.PII.K.2.Em: Apply basic understanding of how ideas, events, or reasons are linked throughout a text using more everyday connecting words or phrases (e.g., one time, then) to comprehending texts and composing texts in shared language activities guided by the teacher, with peers, and sometimes independently.
    • ELD.PII.K.2.Ex: Apply understanding of how ideas, events, or reasons are linked throughout a text using a growing number of connecting words or phrases (e.g., next, after a long time) to comprehending texts and composing texts in shared language activities guided by the teacher, collaboratively with peers, and with increasing independence.
  • ELD Grade K : Understanding text structure:
    • ELD.PII.K.1.Br: Apply understanding of how different text types are organized predictably (e.g., a narrative text versus an informative text versus an opinion text) to comprehending texts and composing texts in shared language activities guided by the teacher, with peers, and independently.
    • ELD.PII.K.1.Em: Apply understanding of how text types are organized (e.g., how a story is organized by a sequence of events) to comprehending and composing texts in shared language activities guided by the teacher, with peers, and sometimes independently.
    • ELD.PII.K.1.Ex: Apply understanding of how different text types are organized to express ideas (e.g., how a story is organized sequentially with predictable stages versus how an informative text is organized by topic and details) to comprehending texts and composing texts in shared language activities guided by the teacher, collaboratively with peers, and with increasing independence.
  • ELD Grade K : Using nouns and noun phrases:
    • ELD.PII.K.4.Br: Expand noun phrases in a wide variety of ways (e.g., adding a variety of adjectives to noun phrases) in order to enrich the meaning of phrases/sentences and add details about ideas, people, things, and so on, in shared language activities guided by the teacher and independently.
    • ELD.PII.K.4.Em: Expand noun phrases in simple ways (e.g., adding a familiar adjective to describe a noun) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on, in shared language activities guided by the teacher and sometimes independently.
    • ELD.PII.K.4.Ex: Expand noun phrases in a growing number of ways (e.g., adding a newly learned adjective to a noun) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on, in shared language activities guided by the teacher and with increasing independence.
  • ELD Grade K : Using verbs and verb phrases:
    • ELD.PII.K.3a.Br: Use a wide variety of verbs and verb types (e.g., doing, saying, being/having, and thinking/feeling) in shared language activities guided by the teacher and independently.
    • ELD.PII.K.3a.Em: Use frequently used verbs (e.g., go, eat, run) and verb types (e.g., doing, saying, being/having, thinking/feeling) in shared language activities guided by the teacher and with increasing independence.
    • ELD.PII.K.3a.Ex: Use a growing number of verbs and verb types (e.g., doing, saying, being/having, and thinking/feeling) in shared language activities guided by the teacher and independently.
    • ELD.PII.K.3b.Br: Use a wide variety of verb tenses appropriate for the text type and discipline to convey time (e.g., simple present for a science description, simple future to predict) in shared language activities guided by the teacher and independently.
    • ELD.PII.K.3b.Em: Use simple verb tenses appropriate for the text type and discipline to convey time (e.g., simple past for recounting an experience) in shared language activities guided by the teacher and with increasing independence.
    • ELD.PII.K.3b.Ex: Use a growing number of verb tenses appropriate for the text type and discipline to convey time (e.g., simple past tense for retelling, simple present for a science description) in shared language activities guided by the teacher and independently.
• ELD Grade 1:
  • ELD Grade 1 : Adapting language choices:
    • ELD.PI.1.4.Br: No standard for grade 1
    • ELD.PI.1.4.Em: No standard for grade 1.
    • ELD.PI.1.4.Ex: No standard for grade 1.
  • ELD Grade 1 : Analyzing language choices:
    • ELD.PI.1.8.Br: Distinguish how multiple different words with similar meaning (e.g., big, large, huge, enormous, gigantic) produce shades of meaning and a different effect on the audience.
    • ELD.PI.1.8.Em: Distinguish how two different frequently used words (e.g., large versus small) produce a different effect on the audience.
    • ELD.PI.1.8.Ex: Distinguish how two different words with similar meaning (e.g., large versus enormous) produce shades of meaning and a different effect on the audience.
  • ELD Grade 1 : Condensing ideas:
    • ELD.PII.1.7.Br: Condense clauses in a variety of ways (e.g., through embedded clauses and other condensing, for example, through embedded clauses as in She's a doctor. She's amazing. She saved the animals. ? She's the amazing doctor who saved the animals) to create precise and detailed sentences in shared language activities guided by the teacher and independently.
    • ELD.PII.1.7.Em: Condense clauses in simple ways (e.g., changing: I like blue. I like red. I like purple ? I like blue, red, and purple) to create precise and detailed sentences in shared language activities guided by the teacher and sometimes independently.
    • ELD.PII.1.7.Ex: Condense clauses in a growing number of ways (e.g., through embedded clauses as in, She's a doctor. She saved the animals. ? She's the doctor who saved the animals) to create precise and detailed sentences in shared language activities guided by the teacher and with increasing independence.
  • ELD Grade 1 : Connecting ideas:
    • ELD.PII.1.6.Br: Combine clauses in a wide variety of ways (e.g., rearranging complete, simple-to-form compound sentences) to make connections between and to join ideas (e.g., The boy was hungry. The boy ate a sandwich. ? The boy was hungry so he ate a sandwich) in shared language activities guided by the teacher and independently.
    • ELD.PII.1.6.Em: Combine clauses in a few basic ways to make connections between and to join ideas (e.g., creating compound sentences using and, but, so) in shared language activities guided by the teacher and sometimes independently.
    • ELD.PII.1.6.Ex: Combine clauses in an increasing variety of ways to make connections between and to join ideas, for example, to express cause/effect (e.g., She jumped because the dog barked), in shared language activities guided by the teacher and with increasing independence.
  • ELD Grade 1 : Evaluating language choices:
    • ELD.PI.1.7.Br: Describe the language writers or speakers use to present or support an idea (e.g., the author's choice of vocabulary to portray characters, places, or real people) with prompting and light support.
    • ELD.PI.1.7.Em: Describe the language writers or speakers use to present an idea (e.g., the words and phrases used to describe a character), with prompting and substantial support.
    • ELD.PI.1.7.Ex: Describe the language writers or speakers use to present or support an idea (e.g., the adjectives used to describe people and places), with prompting and moderate support.
  • ELD Grade 1 : Exchanging information and ideas:
    • ELD.PI.1.1.Br: Contribute to class, group, and partner discussions by listening attentively, following turn-taking rules, and asking and answering questions.
    • ELD.PI.1.1.Em: Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using gestures, words, and simple phrases.
    • ELD.PI.1.1.Ex: Contribute to class, group, and partner discussions by listening attentively, following turn-taking rules, and asking and answering questions.
  • ELD Grade 1 : Interacting via written English:
    • ELD.PI.1.2.Br: Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
    • ELD.PI.1.2.Em: Collaborate with teacher and peers on joint writing projects of short informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
    • ELD.PI.1.2.Ex: Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
  • ELD Grade 1 : Listening actively:
    • ELD.PI.1.5.Br: Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions, with minimal prompting and light support.
    • ELD.PI.1.5.Em: Demonstrate active listening to read-alouds and oral presentations by asking and answering yes-no and wh- questions with oral sentence frames and substantial prompting and support.
    • ELD.PI.1.5.Ex: Demonstrate active listening to read-alouds and oral presentations by asking and answering questions, with oral sentence frames and occasional prompting and support.
  • ELD Grade 1 : Modifying to add details:
    • ELD.PII.1.5.Br: Expand simple and compound sentences with prepositional phrases to provide details (e.g., time, manner, place, cause) in shared language activities guided by the teacher and independently.
    • ELD.PII.1.5.Em: Expand sentences with frequently used prepositional phrases (such as in the house, on the boat) to provide details (e.g., time, manner, place, cause) about a familiar activity or process in shared language activities guided by the teacher and sometimes independently.
    • ELD.PII.1.5.Ex: Expand sentences with prepositional phrases to provide details (e.g., time, manner, place, cause) about a familiar or new activity or process in shared language activities guided by the teacher and with increasing independence.
  • ELD Grade 1 : Offering opinions:
    • ELD.PI.1.3.Br: Offer opinions and negotiate with others in conversations using an expanded set of learned phrases (e.g., I think/don't think X. I agree with X), and open responses in order to gain and/or hold the floor, elaborate on an idea, provide different opinions, and so on.
    • ELD.PI.1.3.Em: Offer opinions and ideas in conversations using a small set of learned phrases (e.g., I think X), as well as open responses in order to gain and/or hold the floor.
    • ELD.PI.1.3.Ex: Offer opinions and negotiate with others in conversations using an expanded set of learned phrases (e.g., I think/don't think X. I agree with X), as well as open responses in order to gain and/or hold the floor, elaborate on an idea, and so on.
  • ELD Grade 1 : Presenting:
    • ELD.PI.1.9.Br: Plan and deliver longer oral presentations on a variety of topics in a variety of content areas (e.g., retelling a story, describing a science experiment).
    • ELD.PI.1.9.Em: Plan and deliver very brief oral presentations
    • ELD.PI.1.9.Ex: Plan and deliver brief oral presentations on a variety of topics (e.g., show and tell, author's chair, recounting an experience, describing an animal, and the like).
  • ELD Grade 1 : Reading/viewing closely:
    • ELD.PI.1.6.Br: Describe ideas, phenomena (e.g., erosion), and text elements (e.g., central message, character traits) using key details based on understanding of a variety of grade-level texts and viewing of multimedia, with light support.
    • ELD.PI.1.6.Em: Describe ideas, phenomena (e.g., plant life cycle), and text elements (e.g., characters) based on understanding of a select set of grade-level texts and viewing of multimedia, with substantial support.
    • ELD.PI.1.6.Ex: Describe ideas, phenomena (e.g., how earthworms eat), and text elements (e.g., setting, main idea) in greater detail based on understanding of a variety of grade-level texts and viewing of multimedia, with moderate support.
  • ELD Grade 1 : Selecting language resources:
    • ELD.PI.1.12a.Br: Retell texts and recount experiences, using increasingly detailed complete sentences and key words.
    • ELD.PI.1.12a.Em: Retell text and recount experiences, using key words.
    • ELD.PI.1.12a.Ex: Retell texts and recount experiences, using complete sentences and key words.
    • ELD.PI.1.12b.Br: Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and non-literal language (e.g., The dog was as big as a house) to create an effect, precision, and shades of meaning while speaking and writing.
    • ELD.PI.1.12b.Em: Use a select number of general academic and domain-specific words to add detail (e.g., adding the word scrumptious to describe a favorite food, using the word thorax to refer to insect anatomy) while speaking and writing.
    • ELD.PI.1.12b.Ex: Use a growing number of general academic and domain-specific words in order to add detail, create an effect (e.g., using the word suddenly to signal a change), or create shades of meaning (e.g., prance versus walk) while speaking and writing.
  • ELD Grade 1 : Supporting opinions:
    • ELD.PI.1.11.Br: Offer opinions and provide good reasons with detailed textual evidence or relevant background knowledge (e.g., specific examples from text or knowledge of content).
    • ELD.PI.1.11.Em: Offer opinions and provide good reasons (e.g., My favorite book is X because X) referring to the text or to relevant background knowledge.
    • ELD.PI.1.11.Ex: Offer opinions and provide good reasons and some textual evidence or relevant background knowledge (e.g., paraphrased examples from text or knowledge of content).
  • ELD Grade 1 : Understanding cohesion:
    • ELD.PII.1.2.Br: Apply understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., for example, after that, first/ second/third) to comprehending texts and writing texts in shared language activities guided by the teacher and independently.
    • ELD.PII.1.2.Em: Apply basic understanding of how ideas, events, or reasons are linked throughout a text using more everyday connecting words or phrases (e.g., one day, after, then) to comprehending texts and writing texts in shared language activities guided by the teacher, with peers, and sometimes independently.
    • ELD.PII.1.2.Ex: Apply understanding of how ideas, events, or reasons are linked throughout a text using a growing number of connecting words or phrases (e.g., a long time ago, suddenly) to comprehending texts and writing texts in shared language activities guided by the teacher and with increasing independence.
  • ELD Grade 1 : Understanding text structure:
    • ELD.PII.1.1.Br: Apply understanding of how different text types are organized predictably to express ideas (e.g., how a story is organized versus an informative/ explanatory text versus an opinion text) to comprehending texts and writing texts in shared language activities guided by the teacher and independently.
    • ELD.PII.1.1.Em: Apply understanding of how text types are organized (e.g., how a story is organized by a sequence of events) to comprehending texts and composing basic texts with substantial support (e.g., using drawings, through joint construction with a peer or teacher) to comprehending texts in shared language activities guided by the teacher, with peers, and sometimes independently.
    • ELD.PII.1.1.Ex: Apply understanding of how different text types are organized to express ideas (e.g., how a story is organized sequentially with predictable stages versus how an informative text is organized by topic and details) to comprehending texts and writing texts in shared language activities guided by the teacher and with increasing independence.
  • ELD Grade 1 : Using nouns and noun phrases:
    • ELD.PII.1.4.Br: Expand noun phrases in a wide variety of ways (e.g., adding a variety of adjectives to noun phrases) in order to enrich the meaning of phrases/ sentences and add details about ideas, people, things, and the like, in shared language activities guided by the teacher and independently.
    • ELD.PII.1.4.Em: Expand noun phrases in simple ways (e.g., adding a familiar adjective to describe a noun) in order to enrich the meaning of sentences and add details about ideas, people, things, and the like, in shared language activities guided by the teacher and sometimes independently.
    • ELD.PII.1.4.Ex: Expand noun phrases in a growing number of ways (e.g., adding a newly learned adjective to a noun) to enrich the meaning of sentences and add details about ideas, people, things, and the like, in shared language activities guided by the teacher and with increasing independence.
  • ELD Grade 1 : Using verbs and verb phrases:
    • ELD.PII.1.3a.Br: Use a wide variety of verbs and verb types (e.g., doing, saying, being/having, thinking/feeling) in shared language activites guided by the teacher and independently.
    • ELD.PII.1.3a.Em: Use frequently used verbs (e.g., go, eat, run) and verb types (e.g., doing, saying, being/having, thinking/feeling) in shared language activities guided by the teacher and sometimes independently.
    • ELD.PII.1.3a.Ex: Use a growing number of verbs and verb types (e.g., doing, saying, being/having, thinking/feeling) in shared language activites guided by the teacher and with increasing independence.
    • ELD.PII.1.3b.Br: Use a wide variety of verb tenses appropriate for the text type and discipline to convey time (e.g., simple present for a science description, simple future to predict) in shared language activities guided by the teacher and independently.
    • ELD.PII.1.3b.Em: Use simple verb tenses appropriate for the text type and discipline to convey time (e.g., simple past for recounting an experience) in shared language activities guided by the teacher and sometimes independently.
    • ELD.PII.1.3b.Ex: Use a growing number of verb tenses appropriate for the text type and discipline to convey time (e.g., simple past tense for retelling, simple present for a science description) in shared language activities guided by the teacher and with increasing independence.
  • ELD Grade 1 : Writing:
    • ELD.PI.1.10.Br: Write longer literary texts (e.g., a story) and informational texts (e.g., an informative text on the life cycle of insects) collaboratively with an adult (e.g., joint construction), with peers, and independently.
    • ELD.PI.1.10.Em: Write very short literary texts (e.g., story) and informational texts (e.g., a description of an insect) using familiar vocabulary collaboratively with an adult (e.g., joint construction of texts), with peers, and sometimes independently.
    • ELD.PI.1.10.Ex: Write short literary texts (e.g., a story) and informational texts (e.g., an informative text on the life cycle of an insect) collaboratively with an adult (e.g., joint construction of texts), with peers, and with increasing independence.
• ELD Grade 2:
  • ELD Grade 2 : Adapting language choices:
    • ELD.PI.2.4.Br: Adjust language choices according to purpose (e.g., persuading, entertaining), task, and audience (e.g., peer-to-peer versus peer-to-teacher), with light support from peers or adults.
    • ELD.PI.2.4.Em: Recognize that language choices (e.g., vocabulary) vary according to social setting (e.g., playground versus classroom), with substantial support from peers or adults.
    • ELD.PI.2.4.Ex: Adjust language choices (e.g., vocabulary, use of dialogue, and so on) according to purpose (e.g., persuading, entertaining), task, and audience (e.g., peers versus adults), with moderate support from peers or adults.
  • ELD Grade 2 : Analyzing language choices:
    • ELD.PI.2.8.Br: Distinguish how multiple different words with similar meaning (e.g., pleased versus happy versus ecstatic, heard or knew versus believed) produce shades of meaning and different effects on the audience.
    • ELD.PI.2.8.Em: Distinguish how two different frequently used words (e.g., describing a character as happy versus angry) produce a different effect on the audience.
    • ELD.PI.2.8.Ex: Distinguish how two different words with similar meaning (e.g., describing a character as happy versus ecstatic) produce shades of meaning and different effects on the audience.
  • ELD Grade 2 : Condensing ideas:
    • ELD.PII.2.7.Br: Condense clauses in a variety of ways (e.g., through embedded clauses and other condensing as in, It's a plant. It's green and red. It's found in the tropical rain forest. ? It's a green and red plant that's found in the tropical rain forest) to create precise and detailed sentences independently.
    • ELD.PII.2.7.Em: Condensing clauses in simple ways (e.g., changing: It's green. It's red. ? It's green and red) to create precise and detailed sentences in shared language activities guided by the teacher and sometimes independently.
    • ELD.PII.2.7.Ex: Condense clauses in simple ways (e.g., changing: It's green. It's red. ? It's green and red) to create precise and detailed sentences in shared language activities guided by the teacher and sometimes independently.
  • ELD Grade 2 : Connecting ideas:
    • ELD.PII.2.6.Br: Combine clauses in a wide variety of ways (e.g., rearranging complete simple to form compound sentences) to make connections between and to join ideas (e.g., The boy was hungry. The boy ate a sandwich. ? The boy was hungry so he ate a sandwich) independently.
    • ELD.PII.2.6.Em: Combine clauses in a few basic ways to make connections between and to join ideas (e.g., creating compound sentences using and, but, so) in shared language activities guided by the teacher and sometimes independently.
    • ELD.PII.2.6.Ex: Combine clauses in an increasing variety of ways to make connections between and to join ideas, for example, to express cause/effect (e.g., She jumped because the dog barked) with increasing independence.
  • ELD Grade 2 : Evaluating language choices:
    • ELD.PI.2.7.Br: Describe how well writers or speakers use specific language resources to support an opinion or present an idea (e.g., whether the vocabulary used to present evidence is strong enough), with light support.
    • ELD.PI.2.7.Em: Describe the language writers or speakers use to present an idea (e.g., the words and phrases used to describe a character), with prompting and substantial support.
    • ELD.PI.2.7.Ex: Describe the language writers or speakers use to present or support an idea (e.g., the author's choice of vocabulary or phrasing to portray characters, places, or real people), with prompting and moderate support.
  • ELD Grade 2 : Exchanging information and ideas:
    • ELD.PI.2.1.Br: Contribute to class, group, and partner discussions, including sustained dialogue, by listening attentively, following turn-taking rules, asking relevant questions, affirming others, adding pertinent information, building on responses, and providing useful feedback.
    • ELD.PI.2.1.Em: Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using gestures, words, and learned phrases.
    • ELD.PI.2.1.Ex: Contribute to class, group, and partner discussions, including sustained dialogue, by listening attentively, following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.
  • ELD Grade 2 : Interacting via written English:
    • ELD.PI.2.2.Br: Collaborate with peers on joint writing projects of a variety of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
    • ELD.PI.2.2.Em: Collaborate with peers on joint writing projects of short informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
    • ELD.PI.2.2.Ex: Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
  • ELD Grade 2 : Listening actively:
    • ELD.PI.2.5.Br: Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions, with minimal prompting and light support.
    • ELD.PI.2.5.Em: Demonstrate active listening to read-alouds and oral presentations by asking and answering basic questions, with oral sentence frames and substantial prompting and support.
    • ELD.PI.2.5.Ex: Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions, with oral sentence frames and occasional prompting and support.
  • ELD Grade 2 : Modifying to add details:
    • ELD.PII.2.5.Br: Expand sentences with a variety of adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) independently.
    • ELD.PII.2.5.Em: Expand sentences with frequently used adverbials (e.g., prepositional phrases, such as at school, with my friend) to provide details e.g., time, manner, place, cause) about a familiar activity or process in shared language activities guided by the teacher and sometimes independently.
    • ELD.PII.2.5.Ex: Expand sentences with a growing number of adverbials (e.g., adverbs, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a familiar or new activity or process with increasing independence.
  • ELD Grade 2 : Offering opinions:
    • ELD.PI.2.3.Br: Offer opinions and negotiate with others in conversations using a variety of learned phrases (e.g., That's a good idea, but X), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, elaborate on an idea, and the like.
    • ELD.PI.2.3.Em: Offer opinions and negotiate with others in conversations using learned phrases (e.g., I think X.), as well as open responses, in order to gain and/or hold the floor.
    • ELD.PI.2.3.Ex: Offer opinions and negotiate with others in conversations using an expanded set of learned phrases (e.g., I agree with X, but X.), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, and the like.
  • ELD Grade 2 : Presenting:
    • ELD.PI.2.9.Br: Plan and deliver longer oral presentations on a variety of topics and content areas (e.g., retelling story, recounting a science experiment, describing how to solve a mathematics problem).
    • ELD.PI.2.9.Em: Plan and deliver very brief oral presentations (e.g., recounting an experience, retelling a story, describing a picture).
    • ELD.PI.2.9.Ex: Plan and deliver brief oral presentations on a variety of topics (e.g., retelling a story, describing an animal.
  • ELD Grade 2 : Reading/viewing closely:
    • ELD.PI.2.6.Br: Describe ideas, phenomena (e.g., erosion), and text elements (e.g., central message, character traits) using key details based on understanding of a variety of grade-level texts and viewing of multimedia, with light support.
    • ELD.PI.2.6.Em: Describe ideas, phenomena (e.g., plant life cycle), and text elements (e.g., main idea, characters, events) based on understanding of a select set of grade-level texts and viewing of multimedia, with substantial support.
    • ELD.PI.2.6.Ex: Describe ideas, phenomena (e.g., how earthworms eat), and text elements (e.g., setting, events) in greater detail based on understanding of a variety of grade-level texts and viewing of multimedia, with moderate support.
  • ELD Grade 2 : Selecting language resources:
    • ELD.PI.2.12a.Br: Retell texts and recount experiences using increasingly detailed complete sentences and key words.
    • ELD.PI.2.12a.Em: Retell texts and recount experiences by using key words.
    • ELD.PI.2.12a.Ex: Retell texts and recount experiences using complete sentences and key words.
    • ELD.PI.2.12b.Br: Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and non-literal language (e.g., He was as quick as a cricket) to create an effect, precision, and shades of meaning while speaking and writing.
    • ELD.PI.2.12b.Em: Use a select number of general academic and domain-specific words to add detail (e.g., adding the word generous to describe a character, using the word lava to explain volcanic eruptions) while speaking and writing.
    • ELD.PI.2.12b.Ex: Use a growing number of general academic and domain-specific words in order to add detail, create an effect (e.g., using the word suddenly to signal a change), or create shades of meaning (e.g., scurry versus dash) while speaking and writing.
  • ELD Grade 2 : Supporting opinions:
    • ELD.PI.2.11.Br: Support opinions or persuade others by providing good reasons and detailed textual evidence (e.g., specific events or graphics from text) or relevant background knowledge about the content.
    • ELD.PI.2.11.Em: Support opinions by providing good reasons and some textual evidence or relevant background knowledge (e.g., referring to textual evidence or knowledge of content).
    • ELD.PI.2.11.Ex: Support opinions by providing good reasons and increasingly detailed textual evidence (e.g., providing examples from the text) or relevant background knowledge about the content.
  • ELD Grade 2 : Understanding cohesion:
    • ELD.PII.2.2.Br: Apply understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., for example, after that, suddenly) to comprehending and writing texts independently.
    • ELD.PII.2.2.Em: Apply basic understanding of how ideas, events, or reasons are linked throughout a text using more everyday connecting words or phrases (e.g., today, then) to comprehending and composing texts in shared language activities guided by the teacher, with peers, and sometimes independently.
    • ELD.PII.2.2.Ex: Understanding cohesion Apply understanding of how ideas, events, or reasons are linked throughout a text using a growing number of connecting words or phrases (e.g., after a long time, first/ next) to comprehending texts and writing texts with increasing independence.
  • ELD Grade 2 : Understanding text structure:
    • ELD.PII.2.1.Br: Apply understanding of how different text types are organized predictably to express ideas (e.g., a narrative versus an informative/explanatory text versus an opinion text) to comprehending and writing texts independently.
    • ELD.PII.2.1.Em: Apply understanding of how different text types are organized to express ideas (e.g., how a story is organized sequentially) to comprehending and composing texts in shared language activities guided by the teacher, with peers, and sometimes independently.
    • ELD.PII.2.1.Ex: Apply understanding of how different text types are organized to express ideas (e.g., how a story is organized sequentially with predictable stages versus how an information report is organized by topic and details) to comprehending texts and composing texts with increasing independence.
  • ELD Grade 2 : Using nouns and noun phrases:
    • ELD.PII.2.4.Br: Expand noun phrases in a variety of ways (e.g., adding comparative/superlative adjectives to nouns) in order to enrich the meaning of phrases/sentences and to add details about ideas, people, things, and the like, independently.
    • ELD.PII.2.4.Em: Expand noun phrases in simple ways (e.g., adding a familiar adjective to describe a noun) in order to enrich the meaning of sentences and to add details about ideas, people, things, and the like, in shared language activities guided by the teacher and sometimes independently.
    • ELD.PII.2.4.Ex: Expand noun phrases in a growing number of ways (e.g., adding a newly learned adjective to a noun) in order to enrich the meaning of sentences and to add details about ideas, people, things, and the like, with increasing independence.
  • ELD Grade 2 : Using verbs and verb phrases:
    • ELD.PII.2.3a.Br: Use a variety of verb types (e.g., doing, saying, being/having, thinking/feeling) independently.
    • ELD.PII.2.3a.Em: Use frequently used verbs (e.g., walk, run) and verb types (e.g., doing, saying, being/having, and thinking/feeling) in shared language activities guided by the teacher and sometimes independently.
    • ELD.PII.2.3a.Ex: Use a growing number of verb types (e.g., doing, saying, being/having, and thinking/feeling) with increasing independence.
    • ELD.PII.2.3b.Br: Use a wide variety of verb tenses appropriate to the text type and discipline to convey time (e.g., simple present tense for a science description, simple future to predict) independently.
    • ELD.PII.2.3b.Em: Use simple verb tenses appropriate to the text type and discipline to convey time (e.g., simple past tense for recounting an experience) in shared language activities guided by the teacher and sometimes independently.
    • ELD.PII.2.3b.Ex: Use a growing number of verb tenses appropriate to the text type and disciplines to convey time (e.g., simple past tense for retelling, simple present for a science description) with increasing independence.
  • ELD Grade 2 : Writing:
    • ELD.PI.2.10.Br: Write longer literary texts (e.g., a story) and informational texts (e.g., an explanatory text explaining how a volcano erupts) collaboratively with an adult (e.g., joint construction), with peers and independently.
    • ELD.PI.2.10.Em: Write very short literary texts (e.g., story) and informational texts (e.g., a description of a volcano) using familiar vocabulary collaboratively with an adult (e.g., joint construction of texts), with peers, sometimes independently.
    • ELD.PI.2.10.Ex: Write short literary texts (e.g., a story) and informational texts (e.g., an explanatory text explaining how a volcano erupts) collaboratively with an adult (e.g., joint construction of texts), with peers, and with increasing independence.
• ELD Grade 3:
  • ELD Grade 3 : Adapting language choices:
    • ELD.PI.3.4.Br: Adjust language choices according to purpose e.g., persuading, entertaining), task, and audience (e.g., peer-to-peer versus peer-to-teacher), with light support from peers or adults.
    • ELD.PI.3.4.Em: Recognize that language choices (e.g., vocabulary) vary according to social setting (e.g., playground versus classroom), with substantial support from peers or adults.
    • ELD.PI.3.4.Ex: Adjust language choices (e.g., vocabulary, use of dialogue, and the like) according to purpose (e.g., persuading, entertaining), social setting, and audience (e.g., peers versus adults), with moderate support from peers or adults.
  • ELD Grade 3 : Analyzing language choices:
    • ELD.PI.3.8.Br: Distinguish how multiple different words with similar meanings (e.g., pleased versus happy versus ecstatic, heard versus knew versus believed) produce shades of meaning and different effects on the audience.
    • ELD.PI.3.8.Em: Distinguish how different words produce different effects on the audience (e.g., describing a character as happy versus sad).
    • ELD.PI.3.8.Ex: Distinguish how different words with similar meanings (e.g., describing a character as happy versus ecstatic) produce shades of meaning and different effects on the audience.
  • ELD Grade 3 : Condensing ideas:
    • ELD.PII.3.7.Br: Condense clauses in a variety of ways (e.g., through embedded clauses and other condensing as in, It's a plant. It's green and red. It's found in the tropical rain forest. ? It's a green and red plant that's found in the tropical rain forest) to create precise and detailed sentences.
    • ELD.PII.3.7.Em: Condense clauses in simple ways (e.g., changing: It's green. ? It's red. It's green and red) to create precise and detailed sentences.
    • ELD.PII.3.7.Ex: Condense clauses in a growing number of ways (e.g., through embedded clauses as in, It's a plant. It's found in the rain forest. ? It's a green and red plant that's found in the tropical rain forest) to create precise and detailed sentences.
  • ELD Grade 3 : Connecting ideas:
    • ELD.PII.3.6.Br: Combine clauses in a wide variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express cause/effect (e.g., The deer ran because the mountain lion approached them), to make a concession (e.g., She studied all night even though she wasn't feeling well), or to link two ideas that happen at the same time (e.g., The cubs played while their mother hunted).
    • ELD.PII.3.6.Em: Combine clauses in a few basic ways to make connections between and join ideas (e.g., creating compound sentences using and, but, so).
    • ELD.PII.3.6.Ex: Combine clauses in an increasing variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express cause/effect (e.g., The deer ran because the mountain lion came) or to make a concession (e.g., She studied all night even though she wasn't feeling well).
  • ELD Grade 3 : Evaluating language choices:
    • ELD.PI.3.7.Br: Describe how well writers or speakers use specific language resources to support an opinion or present an idea (e.g., whether the vocabulary or phrasing used to provide evidence is strong enough), with light support.
    • ELD.PI.3.7.Em: Describe the language writers or speakers use to support an opinion or present an idea (e.g., by identifying the phrases or words in the text that provide evidence), with prompting and substantial support.
    • ELD.PI.3.7.Ex: Describe the specific language writers or speakers use to present or support an idea (e.g., the specific vocabulary or phrasing used to provide evidence), with prompting and moderate support.
  • ELD Grade 3 : Exchanging information and ideas:
    • ELD.PI.3.1.Br: Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, building on responses, and providing useful feedback.
    • ELD.PI.3.1.Em: Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using short phrases.
    • ELD.PI.3.1.Ex: Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.
  • ELD Grade 3 : Interacting via written English:
    • ELD.PI.3.2.Br: Collaborate with peers on joint writing projects of a variety of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
    • ELD.PI.3.2.Em: Collaborate with peers on joint writing projects of short informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
    • ELD.PI.3.2.Ex: Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
  • ELD Grade 3 : Listening actively:
    • ELD.PI.3.5.Br: Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions, with minimal prompting and light support.
    • ELD.PI.3.5.Em: Demonstrate active listening to read-alouds and oral presentations by asking and answering basic questions, with prompting and substantial support.
    • ELD.PI.3.5.Ex: Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions, with occasional prompting and moderate support.
  • ELD Grade 3 : Modifying to add details:
    • ELD.PII.3.5.Br: Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause, and the like) about a range of familiar and new activities or processes (e.g., They worked quietly all night in their room).
    • ELD.PII.3.5.Em: Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause, and the like) about a familiar activity or process (e.g., They walked to the soccer field).
    • ELD.PII.3.5.Ex: Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause, and the like) about a familiar or new activity or process (e.g., They worked quietly; they ran across the soccer field).
  • ELD Grade 3 : Offering opinions:
    • ELD.PI.3.3.Br: Offer opinions and negotiate with others in conversations using a variety of learned phrases (e.g., That's a good idea, but . . .), as well as open responses in order to gain and/or hold the floor, provide counterarguments, elaborate on an idea, and the like.
    • ELD.PI.3.3.Em: Offer opinions and negotiate with others in conversations using basic learned phrases (e.g., I think . . .), as well as open responses in order to gain and/or hold the floor.
    • ELD.PI.3.3.Ex: Offer opinions and negotiate with others in conversations using an expanded set of learned phrases (e.g., I agree with X, and . . .), as well as open responses in order to gain and/or hold the floor, provide counter arguments, and the like.
  • ELD Grade 3 : Presenting:
    • ELD.PI.3.9.Br: Plan and deliver longer oral presentations on a variety of topics and content areas (e.g., retelling a story, explaining a science process or historical event, and the like).
    • ELD.PI.3.9.Em: Plan and deliver very brief oral presentations (e.g., retelling a story, describing an animal, and the like).
    • ELD.PI.3.9.Ex: Plan and deliver brief oral presentations on a variety of topics and content areas (e.g., retelling a story, explaining a science process, and the like).
  • ELD Grade 3 : Reading/viewing closely:
    • ELD.PI.3.6.Br: Describe ideas, phenomena (e.g., volcanic eruptions), and text elements (e.g., central message, character traits, major events) using key details based on understanding of a variety of grade-level texts and viewing of multimedia, with light support.
    • ELD.PI.3.6.Em: Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., main idea, characters, setting) based on understanding of a select set of grade-level texts and viewing of multimedia, with substantial support.
    • ELD.PI.3.6.Ex: Describe ideas, phenomena (e.g., how cows digest food), and text elements (e.g., main idea, characters, events) in greater detail based on understanding of a variety of grade-level texts and viewing of multimedia, with moderate support.
  • ELD Grade 3 : Selecting language resources:
    • ELD.PI.3.12.Br: Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and non-literal language to create an effect, precision, and shades of meaning while speaking and writing.
    • ELD.PI.3.12.Em: Use a select number of general academic and domain-specific words to add detail (e.g., adding the word dangerous to describe a place, using the word habitat when describing animal behavior) while speaking and writing.
    • ELD.PI.3.12.Ex: Use a growing number of general academic and domain-specific words in order to add detail, create an effect (e.g., using the word suddenly to signal a change), or create shades of meaning (e.g., scurry versus dash) while speaking and writing.
  • ELD Grade 3 : Supporting opinions:
    • ELD.PI.3.11.Br: Support opinions or persuade others by providing good reasons and detailed textual evidence (e.g., specific events or graphics from text) or relevant background knowledge about the content.
    • ELD.PI.3.11.Em: Support opinions by providing good reasons and some textual evidence or relevant background knowledge (e.g., referring to textual evidence or knowledge of content).
    • ELD.PI.3.11.Ex: Support opinions by providing good reasons and increasingly detailed textual evidence (e.g., providing examples from the text) or relevant background knowledge about the content.
  • ELD Grade 3 : Understanding cohesion:
    • ELD.PII.3.2a.Br: Apply increasing understanding of language resources that refer the reader back or forward in text (e.g., how pronouns or synonyms refer back to nouns in text) to comprehending and writing cohesive texts.
    • ELD.PII.3.2a.Em: Apply basic understanding of language resources that refer the reader back or forward in text (e.g., how pronouns refer back to nouns in text) to comprehending texts and writing basic texts.
    • ELD.PII.3.2a.Ex: Apply growing understanding of language resources that refer the reader back or forward in text (e.g., how pronouns refer back to nouns in text) to comprehending texts and writing texts with increasing cohesion.
    • ELD.PII.3.2b.Br: Apply increasing understanding of how ideas, events, or reasons are linked throughout a text using an increasing variety of connecting and transitional words or phrases (e.g., for example, afterward, first/next/last) to comprehending texts and writing cohesive texts.
    • ELD.PII.3.2b.Em: Apply basic understanding of how ideas, events, or reasons are linked throughout a text using everyday connecting words or phrases (e.g., then, next) to comprehending texts and writing basic texts.
    • ELD.PII.3.2b.Ex: Apply growing understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., at the beginning/ end, first/next) to comprehending texts and writing texts with increasing cohesion.
  • ELD Grade 3 : Understanding text structure:
    • ELD.PII.3.1.Br: Apply understanding of how different text types are organized to express ideas (e.g., how a story is organized sequentially with predictable stages versus how opinion/arguments are structured logically, grouping related ideas) to comprehending texts and writing cohesive texts.
    • ELD.PII.3.1.Em: Apply understanding of how different text types are organized to express ideas (e.g., how a story is organized sequentially) to comprehending texts and writing basic texts.
    • ELD.PII.3.1.Ex: Apply understanding of how different text types are organized to express ideas (e.g., how a story is organized sequentially with predictable stages) to comprehending texts and writing texts with increasing cohesion.
  • ELD Grade 3 : Using nouns and noun phrases:
    • ELD.PII.3.4.Br: Expand noun phrases in a variety of ways (e.g., adding comparative/ superlative adjectives to noun phrases, simple clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, and the like.
    • ELD.PII.3.4.Em: Expand noun phrases in simple ways (e.g., adding an adjective to a noun) in order to enrich the meaning of sentences and add details about ideas, people, things, and the like.
    • ELD.PII.3.4.Ex: Expand noun phrases in a growing number of ways (e.g., adding comparative/superlative adjectives to nouns) in order to enrich the meaning of sentences and add details about ideas, people, things, and the like.
  • ELD Grade 3 : Using verbs and verb phrases:
    • ELD.PII.3.3.Br: Using verbs and verb phrases Use a variety of verb types (e.g., doing, saying, being/having, thinking/feeling) and verb tense appropriate to the text type and discipline to convey time (e.g., simple present for a science description, simple future to predict).
    • ELD.PII.3.3.Em: Use frequently used verbs, different verb types (e.g., doing, saying, being/having, thinking/feeling), and verb tenses appropriate to the text type and discipline to convey time (e.g., simple past for recounting an experience).
    • ELD.PII.3.3.Ex: Use a growing number of verb types (e.g., doing, saying, being/having, thinking/ (e.g., doing, saying, being/having, thinking/feeling) and verb tenses appropriate to the text type and discipline to convey time (e.g., simple past for retelling, simple present for a science description).
  • ELD Grade 3 : Writing:
    • ELD.PI.3.10a.Br: Write longer and more detailed literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or with peers) and independently using appropriate text organization and growing understanding of register.
    • ELD.PI.3.10a.Em: Write longer literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or with peers) and sometimes independently.
    • ELD.PI.3.10a.Ex: Write longer literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or with peers) and with increasing independence using appropriate text organization.
    • ELD.PI.3.10b.Br: Paraphrase texts and recount experiences using increasingly detailed complete sentences and key words from notes or graphic organizers.
    • ELD.PI.3.10b.Em: Paraphrase texts and recount experiences using key words from notes or graphic organizers.
    • ELD.PI.3.10b.Ex: Paraphrase texts and recount experiences using complete sentences and key words from notes or graphic organizers.
• ELD Grade 4:
  • ELD Grade 4 : Adapting language choices:
    • ELD.PI.4.4.Br: Adjust language choices according to purpose, task (e.g., facilitating a science experiment), and audience, with light support.
    • ELD.PI.4.4.Em: Adjust language choices according to social setting (e.g., playground, classroom) and audience (e.g., peers, teacher), with substantial support.
    • ELD.PI.4.4.Ex: Adjust language choices according to purpose (e.g., persuading, entertaining), task (e.g., telling a story versus explaining a science experiment), and audience, with moderate support.
  • ELD Grade 4 : Analyzing language choices:
    • ELD.PI.4.8.Br: Analyzing language choices Distinguish how different words with related meanings (e.g., fun versus entertaining versus thrilling, possibly versus certainly) and figurative language produce shades of meaning and different effects on the audience.
    • ELD.PI.4.8.Em: Distinguish how different words with similar meanings produce different effects on the audience (e.g., describing a character's actions as whined versus said).
    • ELD.PI.4.8.Ex: Distinguish how different words with similar meanings (e.g., describing a character as smart versus an expert) and figurative language (e.g., as big as a whale) produce shades of meaning and different effects on the audience.
  • ELD Grade 4 : Condensing ideas:
    • ELD.PII.4.7.Br: Condense clauses in a variety of ways (e.g., through various types of embedded clauses and other ways of condensing as in, There was a Gold Rush. It began in the 1850s. It brought a lot of people to California. ? The Gold Rush that began in the 1850s brought a lot of people to California) to create precise and detailed sentences.
    • ELD.PII.4.7.Em: Condense clauses in simple ways (e.g., through simple embedded clauses, as in, The woman is a doctor. She helps children. ? The woman is a doctor who helps children) to create precise and detailed sentences.
    • ELD.PII.4.7.Ex: Condense clauses in an increasing variety of ways (e.g., through a growing number of embedded clauses and other condensing, as in, The dog ate quickly. The dog choked. ? The dog ate so quickly that it choked) to create precise and detailed sentences.
  • ELD Grade 4 : Connecting ideas:
    • ELD.PII.4.6.Br: Combine clauses in a wide variety of ways (e.g., creating complex sentences using a variety of subordinate conjunctions) to make connections between and join ideas, for example, to express cause/effect (e.g., Since the lion was at the waterhole, the deer ran away), to make a concession, or to link two ideas that happen at the same time (e.g., The cubs played while their mother hunted).
    • ELD.PII.4.6.Em: Combine clauses in a few basic ways to make connections between and join ideas in sentences (e.g., creating compound sentences using coordinate conjunctions, such as and, but, so).
    • ELD.PII.4.6.Ex: Combine clauses in an increasing variety of ways (e.g., creating complex sentences using familiar subordinate conjunctions) to make connections between and join ideas in sentences, for example, to express cause/ effect (e.g., The deer ran because the mountain lion came) or to make a concession (e.g., She studied all night even though she wasn't feeling well).
  • ELD Grade 4 : Evaluating language choices:
    • ELD.PI.4.7.Br: Describe how well writers and speakers use specific language resources to support an opinion or present an idea (e.g., the clarity or appealing nature of language used to present evidence), with prompting and light support.
    • ELD.PI.4.7.Em: Describe the specific language writers or speakers use to present or support an idea (e.g., the specific vocabulary or phrasing used to provide evidence), with prompting and substantial support.
    • ELD.PI.4.7.Ex: Describe how well writers or speakers use specific language resources to support an opinion or present an idea (e.g., whether the vocabulary or phrasing used to provide evidence is strong enough), with prompting and moderate support.
  • ELD Grade 4 : Exchanging information/ideas:
    • ELD.PI.4.1.Br: Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, building on responses, and providing useful feedback.
    • ELD.PI.4.1.Em: Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using short phrases
    • ELD.PI.4.1.Ex: Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.
  • ELD Grade 4 : Interacting via written English:
    • ELD.PI.4.2.Br: Collaborate with peers on joint writing projects of a variety of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
    • ELD.PI.4.2.Em: Collaborate with peers on joint writing projects of short informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
    • ELD.PI.4.2.Ex: Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
  • ELD Grade 4 : Listening actively:
    • ELD.PI.4.5.Br: Demonstrate active listening of read-alouds and oral presentations by asking and answering detailed questions, with minimal prompting and light support.
    • ELD.PI.4.5.Em: Demonstrate active listening of read-alouds and oral presentations by asking and answering basic questions, with prompting and substantial support.
    • ELD.PI.4.5.Ex: Demonstrate active listening of read-alouds and oral presentations by asking and answering detailed questions, with occasional prompting and moderate support.
  • ELD Grade 4 : Modifying to add details:
    • ELD.PII.4.5.Br: Expand sentences with a variety of adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a variety of familiar and new activities and processes (e.g., They worked quietly all night in their room).
    • ELD.PII.4.5.Em: Expand sentences with familiar adverbials (e.g., basic prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a familiar activity or process (e.g., They walked to the soccer field).
    • ELD.PII.4.5.Ex: Expand sentences with a growing variety of adverbials (e.g., adverbs, prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a familiar or new activity or process (e.g., They worked quietly. They ran across the soccer field).
  • ELD Grade 4 : Offering opinions:
    • ELD.PI.4.3.Br: Negotiate with or persuade others in conversations using a variety of learned phrases (e.g., That's a good idea. However . . .), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, elaborate on an idea, and so on.
    • ELD.PI.4.3.Em: Negotiate with or persuade others in conversations using basic learned phrases (e.g., I think ...), as well as open responses, in order to gain and/or hold the floor.
    • ELD.PI.4.3.Ex: Negotiate with or persuade others in conversations using an expanded set of learned phrases (e.g., I agree with X, but . . .), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, and so on.
  • ELD Grade 4 : Presenting:
    • ELD.PI.4.9.Br: Plan and deliver oral presentations on a variety of topics in a variety of content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with light support.
    • ELD.PI.4.9.Em: Plan and deliver brief oral presentations on a variety of topics and content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with substantial support.
    • ELD.PI.4.9.Ex: Plan and deliver longer oral presentations on a variety of topics and content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with moderate support.
  • ELD Grade 4 : Reading/viewing closely:
    • ELD.PI.4.6a.Br: Describe ideas, phenomena (e.g., pollination), and text elements (main idea, character traits, event sequence, and the like) in detail based on close reading of a variety of grade-level texts, with light support.
    • ELD.PI.4.6a.Em: Describe ideas, phenomena (e.g., volcanic eruptions), and text elements (main idea, characters, events, and the like) based on close reading of a select set of grade level texts, with substantial support.
    • ELD.PI.4.6a.Ex: Describe ideas, phenomena (e.g., animal migration), and text elements (main idea, central message, and the like) in greater detail based on close reading of a variety of grade-level texts, with moderate support.
    • ELD.PI.4.6b.Br: Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context to determine the meaning of unknown and multiple-meaning words on familiar and new topics.
    • ELD.PI.4.6b.Em: Use knowledge of frequently used affixes (e.g., un-, mis-) and linguistic context, reference materials, and visual cues to determine the meaning of unknown words on familiar topics.
    • ELD.PI.4.6b.Ex: Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context, and reference materials to determine the meaning of unknown words on familiar topics.
  • ELD Grade 4 : Selecting language resources:
    • ELD.PI.12a.Br: Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing
    • ELD.PI.12a.Em: Use a select number of general academic and domain-specific words to create precision while speaking and writing.
    • ELD.PI.12a.Ex: Use a growing number of general academic and domain-specific words, synonyms, and antonyms to create precision and shades of meaning while speaking and writing.
    • ELD.PI.4.12b.Br: Select a variety of appropriate affixes for accuracy and precision (e.g., She's walking. I'm uncomfortable. They left reluctantly).
    • ELD.PI.4.12b.Em: Select a few frequently used affixes for accuracy and precision (e.g., She walks, I'm unhappy).
    • ELD.PI.4.12b.Ex: Select a growing number of frequently used affixes for accuracy and precision (e.g., She walked. He likes . .. , I'm unhappy).
  • ELD Grade 4 : Supporting opinions:
    • ELD.PI.4.11a.Br: Support opinions or persuade others by expressing appropriate/accurate reasons using detailed textual evidence (e.g., quotations or specific events from text) or relevant background knowledge about content, with light support.
    • ELD.PI.4.11a.Em: Support opinions by expressing appropriate/accurate reasons using textual evidence (e.g., referring to text) or relevant background knowledge about content, with substantial support.
    • ELD.PI.4.11a.Ex: Support opinions or persuade others by expressing appropriate/accurate reasons using some textual evidence (e.g., paraphrasing facts) or relevant background knowledge about content, with moderate support.
    • ELD.PI.4.11b.Br: Express attitude and opinions or temper statements with nuanced modal expressions (e.g., probably/certainly, should/would) and phrasing (e.g., In my opinion . . .).
    • ELD.PI.4.11b.Em: Express ideas and opinions or temper statements using basic modal expressions (e.g., can, will, maybe).
    • ELD.PI.4.11b.Ex: Express attitude and opinions or temper statements with familiar modal expressions (e.g., maybe/probably, can/must).
  • ELD Grade 4 : Understanding cohesion:
    • ELD.PII.4.2a.Br: Apply increasing understanding of language resources for referring the reader back or forward in text (e.g., how pronouns, synonyms, or nominalizations refer back to nouns in text) to comprehending texts and writing cohesive texts.
    • ELD.PII.4.2a.Em: Apply basic understanding of language resources for referring the reader back or forward in text (e.g., how pronouns refer back to nouns in text) to comprehending texts and writing basic texts.
    • ELD.PII.4.2a.Ex: Apply growing understanding of language resources for referring the reader back or forward in text (e.g., how pronouns or synonyms refer back to nouns in text) to comprehending texts and writing texts with increasing cohesion.
    • ELD.PII.4.2b.Br: Apply increasing understanding of how ideas, events, or reasons are linked throughout a text using an increasing variety of academic connecting and transitional words or phrases (e.g., for instance, in addition, at the end) to comprehending texts and writing cohesive texts.
    • ELD.PII.4.2b.Em: Apply basic understanding of how ideas, events, or reasons are linked throughout a text using everyday connecting words or phrases (e.g., first, yesterday) to comprehending texts and writing basic texts.
    • ELD.PII.4.2b.Ex: Apply growing understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., since, next, for example) to comprehending texts and writing texts with increasing cohesion.
  • ELD Grade 4 : Understanding text structure:
    • ELD.PII.4.1.Br: Apply understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how opinions/arguments are structured logically, grouping related ideas) to comprehending texts and writing cohesive texts.
    • ELD.PII.4.1.Em: Apply understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially) to comprehending texts and writing basic texts.
    • ELD.PII.4.1.Ex: Apply increasing understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how an explanation is organized around ideas) to comprehending texts and writing texts with increasing cohesion.
  • ELD Grade 4 : Using nouns and noun phrases:
    • ELD.PII.4.4.Br: Expand noun phrases in an increasing variety of ways (e.g., adding general academic adjectives and adverbs to noun phrases or more complex clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.
    • ELD.PII.4.4.Em: Expand noun phrases in simple ways (e.g., adding an adjective) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.
    • ELD.PII.4.4.Ex: Expand noun phrases in a variety of ways (e.g., adding adjectives to noun phrases or simple clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.
  • ELD Grade 4 : Using verbs and verb phrases:
    • ELD.PII.4.3.Br: Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the task and text type (e.g., timeless present for science explanation, mixture of past and present for historical information report) for a variety of familiar and new topics.
    • ELD.PII.4.3.Em: Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the text type and discipline (e.g., simple past for recounting an experience) for familiar topics.
    • ELD.PII.4.3.Ex: Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the task, text type, and discipline (e.g., simple past for retelling, timeless present for science explanation) for an increasing variety of familiar and new topics.
  • ELD Grade 4 : Writing:
    • ELD.PI.4.10a.Br: Write longer and more detailed literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or with peers) and independently using appropriate text organization and growing understanding of register.
    • ELD.PI.4.10a.Em: Write short literary and informational text (e.g., a description of a flashlight) collaboratively (e.g., joint construction of texts with an adult or with peers) and sometimes independently.
    • ELD.PI.4.10a.Ex: Write longer literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or with peers) and with increasing independence using appropriate text organization.
    • ELD.PI.4.10b.Br: Write clear and coherent summaries of texts and experiences using complete and concise sentences and key words (e.g., from notes or graphic organizers).
    • ELD.PI.4.10b.Em: Write brief summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).
    • ELD.PI.4.10b.Ex: Write increasingly concise summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).
• ELD Grade 5:
  • ELD Grade 5 : Adapting language choices:
    • ELD.PI.5.4.Br: Adjust language choices according to purpose, task (e.g., facilitating a science experiment), and audience, with light support.
    • ELD.PI.5.4.Em: Adjust language choices according to social setting (e.g., playground, classroom) and audience (e.g., peers, teacher), with substantial support.
    • ELD.PI.5.4.Ex: Adjust language choices according to purpose (e.g., persuading, entertaining), tasks (e.g., telling a story versus explaining a science experiment), and audience, with moderate support.
  • ELD Grade 5 : Analyzing language choices:
    • ELD.PI.5.8.Br: Distinguish how different words with related meanings (e.g., fun versus thrilling, possibly versus certainly) and figurative language (e.g., the stream slithered through the parched land) produce shades of meaning and different effects on the audience.
    • ELD.PI.5.8.Em: Distinguish how different words with similar meanings produce different effects on the audience (e.g., describing a character as angry versus furious).
    • ELD.PI.5.8.Ex: Distinguish how different words with similar meanings (e.g., describing an event as sad versus tragic) and figurative language (e.g., she ran like a cheetah) produce shades of meaning and different effects on the audience.
  • ELD Grade 5 : Condensing ideas:
    • ELD.PII.5.7.Br: Condense clauses in a variety of ways (e.g., through various types of embedded clauses and some nominalizations as in, They were a very strong army. They had a lot of enemies. They crushed their enemies because they were strong. ? Their strength helped them crush their numerous enemies) to create precise and detailed sentences.
    • ELD.PII.5.7.Em: Condense clauses in simple ways (e.g., through simple embedded clauses as in, The book is on the desk. The book is mine. G318 The book that is on the desk is mine) to create precise and detailed sentences.
    • ELD.PII.5.7.Ex: Condense clauses in an increasing variety of ways (e.g., through a growing number of types of embedded clauses and other condensing as in, The book is mine. The book is about science. The book is on the desk. ? The science book that's on the desk is mine) to create precise and detailed sentences.
  • ELD Grade 5 : Connecting ideas:
    • ELD.PII.5.6.Br: Combine clauses in a wide variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express cause/effect (e.g., The deer ran because the mountain lion approached them), to make a concession (e.g., She studied all night even though she wasn't feeling well), to link two ideas that happen at the same time (e.g., The cubs played while their mother hunted), or to provide reasons to support ideas (e.g., The author persuades the reader by _________ ).
    • ELD.PII.5.6.Em: Combine clauses in a few basic ways to make connections between and join ideas (e.g. You must X because X) or to provide evidence to support ideas or opinions (e.g., creating compound sentences using and, but, so).
    • ELD.PII.5.6.Ex: Combine clauses in an increasing variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express cause/effect (e.g., The deer ran because the mountain lion came), to make a concession (e.g., She studied all night even though she wasn't feeling well), or to provide reasons to support ideas (e.g., X is an extremely good book because ___________).
  • ELD Grade 5 : Evaluating language choices:
    • ELD.PI.5.7.Br: Explain how well writers and speakers use specific language resources to support an opinion or present an idea (e.g., the clarity or appealing nature of language used to provide evidence or describe characters, or if the phrasing used to introduce a topic is appropriate), with light support.
    • ELD.PI.5.7.Em: Describe the specific language writers or speakers use to present or support an idea (e.g., the specific vocabulary or phrasing used to provide evidence), with prompting and substantial support.
    • ELD.PI.5.7.Ex: Explain how well writers and speakers use language resources to support an opinion or present an idea (e.g., whether the vocabulary used to provide evidence is strong enough, or if the phrasing used to signal a shift in meaning does this well), with moderate support.
  • ELD Grade 5 : Exchanging information/ideas:
    • ELD.PI.5.1.Br: Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, and adding relevant information, building on responses, and providing useful feedback.
    • ELD.PI.5.1.Em: Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using short phrases.
    • ELD.PI.5.1.Ex: Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.
  • ELD Grade 5 : Interacting via written English:
    • ELD.PI.5.2.Br: Collaborate with peers on joint writing projects of a variety of longer informational and literary texts, using technology where appropriate for publishing, graphic, and the like.
    • ELD.PI.5.2.Em: Collaborate with peers on joint writing projects of short informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
    • ELD.PI.5.2.Ex: Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
  • ELD Grade 5 : Listening actively:
    • ELD.PI.5.5.Br: Demonstrate active listening of read-alouds and oral presentations by asking and answering detailed questions, with minimal prompting and light support.
    • ELD.PI.5.5.Em: Demonstrate active listening of read-alouds and oral presentations by asking and answering basic questions, with prompting and substantial support.
    • ELD.PI.5.5.Ex: Demonstrate active listening of read-alouds and oral presentations by asking and answering detailed questions, with occasional prompting and moderate support.
  • ELD Grade 5 : Modifying to add details:
    • ELD.PII.5.5.Br: Expand and enrich sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause, and the like) about a variety of familiar and new activities and processes.
    • ELD.PII.5.5.Em: Expand and enrich sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause, and the like) about a familiar activity or process.
    • ELD.PII.5.5.Ex: Expand and enrich sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause, and the like) about a familiar or new activity or process.
  • ELD Grade 5 : Offering opinions:
    • ELD.PI.5.3.Br: Negotiate with or persuade others in conversations using a variety of learned phrases (e.g., That's an interesting idea. However, . . .), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, elaborate on an idea, and so on.
    • ELD.PI.5.3.Em: Negotiate with or persuade others in conversations using basic learned phrases (e.g., I think ... ), as well as open responses, in order to gain and/or hold the floor.
    • ELD.PI.5.3.Ex: Negotiate with or persuade others in conversations using an expanded set of learned phrases (e.g., I agree with X, but . . .), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, and so on.
  • ELD Grade 5 : Presenting:
    • ELD.PI.5.9.Br: Plan and deliver oral presentations on a variety of topics in a variety of content areas (e.g., providing an opinion speech on a current event, reciting a poem, recounting an experience, explaining a science process), with light support.
    • ELD.PI.5.9.Em: Plan and deliver brief oral presentations on a variety of topics and content areas (e.g., providing a report on a current event, reciting a poem, recounting an experience, explaining a science process), with produce support, such as graphic organizers.
    • ELD.PI.5.9.Ex: Plan and deliver longer oral presentations on a variety of topics and content areas (e.g., providing an opinion speech on a current event, reciting a poem, recounting an experience, explaining a science process), with moderate support.
  • ELD Grade 5 : Reading/viewing closely:
    • ELD.PI.5.6a.Br: Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, and problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with light support.
    • ELD.PI.5.6a.Em: Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, and problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with substantial support.
    • ELD.PI.5.6a.Ex: Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, and problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with moderate support.
    • ELD.PI.5.6b.Br: Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context, and reference materials to determine the meaning of unknown words on familiar and new topics.
    • ELD.PI.5.6b.Em: Use knowledge of frequently-used affixes (e.g., un-, mis-), linguistic context, reference materials, and visual cues to determine the meaning of unknown words on familiar topics.
    • ELD.PI.5.6b.Ex: Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context, and reference materials to determine the meaning of unknown words on familiar and new topics.
  • ELD Grade 5 : Selecting language resources:
    • ELD.PI.5.12a.Br: Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.
    • ELD.PI.5.12a.Em: Use a select number of general academic and domain-specific words to create precision while speaking and writing.
    • ELD.PI.5.12a.Ex: Use a growing number of general academic and domain-specific words, synonyms, and antonyms to create precision and shades of meaning while speaking and writing.
    • ELD.PI.5.12b.Br: Select a variety of appropriate affixes for accuracy and precision (e.g., She's walking. I'm uncomfortable. They left reluctantly).
    • ELD.PI.5.12b.Em: Select a few frequently used affixes for accuracy and precision (e.g., She walks, I'm unhappy).
    • ELD.PI.5.12b.Ex: Select a growing number of frequently used affixes for accuracy and precision (e.g., She walked. He likes . . . , I'm unhappy).
  • ELD Grade 5 : Supporting opinions:
    • ELD.PI.5.11a.Br: Support opinions or persuade others by expressing appropriate/accurate reasons using detailed textual evidence (e.g., quoting the text directly or specific events from text) or relevant background knowledge about content, with mild support.
    • ELD.PI.5.11a.Em: Support opinions by expressing appropriate/accurate reasons using textual evidence (e.g., referring to text) or relevant background knowledge about content, with substantial support.
    • ELD.PI.5.11a.Ex: Support opinions or persuade others by expressing appropriate/accurate reasons using some textual evidence (e.g., paraphrasing facts from a text) or relevant background knowledge about content, with moderate support.
    • ELD.PI.5.11b.Br: Express attitude and opinions or temper statements with nuanced modal expressions (e.g., probably/certainly, should/would) and phrasing (e.g., In my opinion . . .).
    • ELD.PI.5.11b.Em: Express ideas and opinions or temper statements using basic modal expressions (e.g., can, has to, maybe).
    • ELD.PI.5.11b.Ex: Express attitude and opinions or temper statements with familiar modal expressions (e.g., maybe/probably, can/must).
  • ELD Grade 5 : Understanding cohesion:
    • ELD.PII.5.2a.Br: Apply increasing understanding of language resources for referring the reader back or forward in text (e.g., how pronouns, synonyms, or nominalizations refer back to nouns in text) to comprehending texts and writing cohesive texts.
    • ELD.PII.5.2a.Em: Apply basic understanding of language resources for referring the reader back or forward in text (e.g., how pronouns refer back to nouns in text) to comprehending texts and writing basic texts.
    • ELD.PII.5.2a.Ex: Apply growing understanding of language resources for referring the reader back or forward in text (e.g., how pronouns or synonyms refer back to nouns in text) to comprehending texts and writing texts with increasing cohesion.
    • ELD.PII.5.2b.Br: Apply increasing understanding of how ideas, events, or reasons are linked throughout a text using an increasing variety of academic connecting and transitional words or phrases (e.g., consequently, specifically, however) to comprehending text and writing cohesive texts.
    • ELD.PII.5.2b.Em: Apply basic understanding of how ideas, events, or reasons are linked throughout a text using a select set of everyday connecting words or phrases (e.g., first/next, at the beginning) to comprehending texts and writing basic texts.
    • ELD.PII.5.2b.Ex: Apply growing understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., for example, in the first place, as a result) to comprehending texts and writing texts with increasing cohesion.
  • ELD Grade 5 : Understanding text structure:
    • ELD.PII.5.1.Br: Apply increasing understanding of how different text types are organized to express ideas (e.g., how a historical account is organized chronologically versus how opinions/arguments are structured logically around reasons and evidence) to comprehending texts and writing cohesive texts.
    • ELD.PII.5.1.Em: Apply basic understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how opinions/arguments are organized around ideas) to comprehending texts and writing basic texts.
    • ELD.PII.5.1.Ex: Apply growing understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how opinions/arguments are structured logically around reasons and evidence) to comprehending texts and writing texts with increasing cohesion.
  • ELD Grade 5 : Using nouns and noun phrases:
    • ELD.PII.5.4.Br: Expand noun phrases in an increasing variety of ways (e.g., adding comparative/superlative and general academic adjectives to noun phrases or more complex clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, and the like.
    • ELD.PII.5.4.Em: Expand noun phrases in simple ways (e.g., adding an adjective to a noun) in order to enrich the meaning of sentences and add details about ideas, people, things, and the like.
    • ELD.PII.5.4.Ex: Expand noun phrases in a variety of ways (e.g., adding comparative/superlative adjectives to noun phrases or simple clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, and the like.
  • ELD Grade 5 : Using verbs and verb phrases:
    • ELD.PII.5.3.Br: Use various verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the task, text type, and discipline (e.g., timeless present for science description, mixture of past and present for narrative or history explanation) on a variety of topics.
    • ELD.PII.5.3.Em: Use frequently used verbs (e.g., take, like, eat) and various verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the text type and discipline (e.g., simple past for recounting an experience) on familiar topics.
    • ELD.PII.5.3.Ex: Use various verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the task, text type, and discipline (e.g., simple past for recounting an experience, timeless present for a science description) on an increasing variety of topics.
  • ELD Grade 5 : Writing:
    • ELD.PI.5.10a.Br: Write longer and more detailed literary and informational texts (e.g., an explanation of how camels survive without water for a long time) collaboratively (e.g., joint construction of texts with an adult or with peers) and independently by using appropriate text organization and growing understanding of register.
    • ELD.PI.5.10a.Em: Write short literary and informational texts (e.g., a description of a camel) collaboratively (e.g., joint construction of texts with an adult or with peers) and sometimes independently.
    • ELD.PI.5.10a.Ex: Write longer literary and informational texts (e.g., an informative report on different kinds of camels) collaboratively (e.g., joint construction of texts with an adult or with peers) and with increasing independence by using appropriate text organization.
    • ELD.PI.5.10b.Br: Write clear and coherent summaries of texts and experiences using complete and concise sentences and key words (e.g. from notes or graphic organizers).
    • ELD.PI.5.10b.Em: Write brief summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).
    • ELD.PI.5.10b.Ex: Write increasingly concise summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).
• ELD Grade 6:
  • ELD Grade 6 : Adapting language choices:
    • ELD.PI.6.4.Br: Adjust language choices according to task (e.g., facilitating a science experiment, providing peer feedback on a writing assignment), purpose, task, and audience.
    • ELD.PI.6.4.Em: Adjust language choices according to social setting (e.g., classroom, break time) and audience (e.g., peers, teacher).
    • ELD.PI.6.4.Ex: Adjust language choices according to purpose (e.g., explaining, persuading, entertaining), task, and audience.
  • ELD Grade 6 : Analyzing language choices:
    • ELD.PI.6.8.Br: Explain how phrasing, different words with similar meaning (e.g., stingy, economical, frugal, thrifty), or figurative language (e.g., The room was depressed and gloomy. The room was like a dank cave, littered with food wrappers, soda cans, and piles of laundry) produce shades of meaning, nuances, and different effects on the audience.
    • ELD.PI.6.8.Em: Explain how phrasing or different common words with similar meaning (e.g., choosing to use the word cheap versus the phrase a good saver) produce different effects on the audience.
    • ELD.PI.6.8.Ex: Explain how phrasing, different words with similar meaning (e.g., describing a character as stingy versus economical), or figurative language (e.g., The room was like a dank cave, littered with food wrappers, soda cans, and piles of laundry) produce shades of meaning and different effects on the audience.
  • ELD Grade 6 : Condensing ideas:
    • ELD.PII.6.7.Br: Condense ideas in a variety of ways (e.g., through various types of embedded clauses, ways of condensing, and nominalization as in, They destroyed the rain forest. Lots of animals died --- The destruction of the rain forest led to the death of many animals) to create precise and detailed sentences.
    • ELD.PII.6.7.Em: Condense ideas in simple ways (e.g., by compounding verbs, adding prepositional phrases, or through simple embedded clauses or other ways of condensing as in, This is a story about a girl. The girl changed the world. --- This is a story about a girl who changed the world) to create precise and detailed sentences.
    • ELD.PII.6.7.Ex: Condense ideas in an increasing variety of ways (e.g., through various types of embedded clauses and other ways of condensing, as in, Organic vegetables are food. They're made without chemical fertilizers. They're made without chemical insecticides) --- Organic vegetables are foods that are made without chemical fertilizers or insecticides) to create precise and detailed sentences.
  • ELD Grade 6 : Connecting ideas:
    • ELD.PII.6.6.Br: Combine clauses in a wide variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express a reason (e.g., He stayed at home on Sunday because he had an exam on Monday), to make a concession (e.g., She studied all night even though she wasn't feeling well), or to link two ideas that happen at the same time (e.g., The students worked in groups while their teacher walked around the room).
    • ELD.PII.6.6.Em: Combine clauses in a few basic ways to make connections between and join ideas (e.g., creating compound sentences using and, but, so).
    • ELD.PII.6.6.Ex: Combine clauses in an increasing variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express a reason (e.g., He stayed at home on Sunday to study for Monday's exam) or to make a concession (e.g., She studied all night even though she wasn't feeling well).
  • ELD Grade 6 : Evaluating language choices:
    • ELD.PI.6.7.Br: Explain how well writers and speakers use specific language resources to present ideas or support arguments and provide detailed evidence (e.g., identifying the specific language used to present ideas and claims that are well supported and distinguishing them from those that are not) with light support.
    • ELD.PI.6.7.Em: Explain how well writers and speakers use language to support ideas and arguments with detailed evidence (e.g., identifying the precise vocabulary used to present evidence, or the phrasing used to signal a shift in meaning) with substantial support.
    • ELD.PI.6.7.Ex: Explain how well writers and speakers use specific language to present ideas or support arguments and provide detailed evidence (e.g., showing the clarity of the phrasing used to present an argument) with moderate support.
  • ELD Grade 6 : Exchanging information/ideas:
    • ELD.PI.6.1.Br: Contribute to class, group, and partner discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information and evidence, paraphrasing key ideas, building on responses, and providing useful feedback.
    • ELD.PI.6.1.Em: Engage in conversational exchanges and express ideas on familiar topics by asking and answering yes-no and wh- questions and responding using simple phrases.
    • ELD.PI.6.1.Ex: Contribute to class, group, and partner discussions by following turn-taking rules, asking relevant information, affirming others, adding relevant information, and paraphrasing key ideas.
  • ELD Grade 6 : Interacting via written English:
    • ELD.PI.6.2.Br: Engage in extended written exchanges with peers and collaborate on complex written texts on a variety of topics, using technology when appropriate.
    • ELD.PI.6.2.Em: Engage in short written exchanges with peers and collaborate on simple written texts on familiar topics, using technology when appropriate.
    • ELD.PI.6.2.Ex: Engage in long written exchanges with peers and collaborate on more detailed written texts on a variety of topics, using technology when appropriate.
  • ELD Grade 6 : Justifying/arguing:
    • ELD.PI.6.11a.Br: Justify opinions or persuade others by providing detailed and relevant textual evidence (e.g., quoting from the text directly or referring to specific textual evidence) or relevant background knowledge, with light support.
    • ELD.PI.6.11a.Em: Justify opinions by providing some textual evidence (e.g., quoting from the text) or relevant background knowledge, with substantial support.
    • ELD.PI.6.11a.Ex: Justify opinions or persuade others by providing relevant textual evidence (e.g., quoting from the text or referring to what the text says) or relevant background knowledge, with moderate support.
    • ELD.PI.6.11b.Br: Express attitude and opinions or temper statements with nuanced modal expressions (e.g., probably/certainly/definitely, should/would, might) and phrasing (e.g., In my opinion. . . ).
    • ELD.PI.6.11b.Em: Express attitude and opinions or temper statements with some basic modal expressions (e.g., can, has to).
    • ELD.PI.6.11b.Ex: Express attitude and opinions or temper statements with a variety of familiar modal expressions (e.g., maybe/probably, can/could, must).
  • ELD Grade 6 : Listening actively:
    • ELD.PI.6.5.Br: Demonstrate active listening in oral presentation activities by asking and answering detailed questions, with minimal prompting and support.
    • ELD.PI.6.5.Em: Demonstrate active listening in oral presentation activities by asking and answering basic questions, with prompting and substantial support.
    • ELD.PI.6.5.Ex: Demonstrate active listening in oral presentation activities by asking and answering detailed questions, with occasional prompting and moderate support.
  • ELD Grade 6 : Modifying to add details:
    • ELD.PII.6.5.Br: Expand sentences with a variety of adverbials (e.g., adverbs, adverb phrases and clauses, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a variety of familiar and new activities and processes.
    • ELD.PII.6.5.Em: Expand sentences with simple adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a familiar activity or process.
    • ELD.PII.6.5.Ex: Expand sentences with an increasing variety of adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a familiar or new activity or process.
  • ELD Grade 6 : Presenting:
    • ELD.PI.6.9.Br: Plan and deliver longer oral presentations on a variety of topics and content areas, using reasoning and evidence to support ideas, as well as growing understanding of register.
    • ELD.PI.6.9.Em: Plan and deliver brief oral presentations on a variety of topics and content areas.
    • ELD.PI.6.9.Ex: Plan and deliver longer oral presentations on a variety of topics and content areas, using details and evidence to support ideas.
  • ELD Grade 6 : Reading/viewing closely:
    • ELD.PI.6.6a.Br: Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, and problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with light support.
    • ELD.PI.6.6a.Em: Explain ideas, phenomena, processes, and text relationships (e.g., compare/ contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with substantial support.
    • ELD.PI.6.6a.Ex: Explain ideas, phenomena, processes, and text relationships (e.g., compare/ contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with moderate support.
    • ELD.PI.6.6b.Br: Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia using a variety of precise academic verbs (e.g., indicates that, influences).
    • ELD.PI.6.6b.Em: Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia using some frequently used verbs (e.g., shows that, based on).
    • ELD.PI.6.6b.Ex: Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia using a variety of verbs (e.g., suggests that, leads to).
    • ELD.PI.6.6c.Br: Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meaning, including figurative and connotative meanings, of unknown and multiple-meaning words on a variety of new topics.
    • ELD.PI.6.6c.Em: Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar topics.
    • ELD.PI.6.6c.Ex: Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar and new topics.
  • ELD Grade 6 : Selecting language resources:
    • ELD.PI.6.12a.Br: Use an expanded set of general academic words (e.g., affect, evidence, demonstrate, reluctantly), domain-specific words (e.g., scene, setting, plot, point of view, fraction, cell membrane, democracy), synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.
    • ELD.PI.6.12a.Em: Use a select number of general academic words (e.g., author, chart) and domain-specific words (e.g., scene, cell, fraction) to create some precision while speaking and writing.
    • ELD.PI.6.12a.Ex: Use a growing set of academic words (e.g., author, chart, global, affect), domain-specific words (e.g., scene, setting, plot, point of view, fraction, cell membrane, democracy), synonyms, and antonyms to create precision and shades of meaning while speaking and writing.
    • ELD.PI.6.12b.Br: Use knowledge of morphology to appropriately select affixes in a variety of ways to manipulate language (e.g., changing observe ? observation, reluctant ? reluctantly, produce ? production, and so on).
    • ELD.PI.6.12b.Em: Use knowledge of morphology to appropriately select affixes in basic ways (e.g., She likes X).
    • ELD.PI.6.12b.Ex: Use knowledge of morphology to appropriately select affixes in a growing number of ways to manipulate language (e.g., She likes X. That's impossible).
  • ELD Grade 6 : Supporting opinions and persuading others:
    • ELD.PI.6.3.Br: Negotiate with or persuade others in conversations using appropriate register (e.g., to reflect on multiple perspectives) using a variety of learned phrases, indirect reported speech (e.g., I heard you say X, and Gabriel just pointed out Y), as well as open responses.
    • ELD.PI.6.3.Em: Negotiate with or persuade others in conversations (e.g., to gain and hold the floor or ask for clarification) using basic learned phrases (e.g., I think . . . , Would you please repeat that?), as well as open responses.
    • ELD.PI.6.3.Ex: Negotiate with or persuade others in conversations (e.g., to provide counterarguments) using an expanded set of learned phrases (I agree with X, but . . .), as well as open responses.
  • ELD Grade 6 : Understanding cohesion:
    • ELD.PII.6.2a.Br: Apply increasing understanding of language resources for referring the reader back or forward in text (e.g., how pronouns, synonyms, or nominalizations refer back to nouns in text) to comprehending texts and writing cohesive texts.
    • ELD.PII.6.2a.Em: Apply basic understanding of language resources for referring the reader back or forward in text (e.g., how pronouns refer back to nouns in text) to comprehending texts and writing basic texts.
    • ELD.PII.6.2a.Ex: Apply growing understanding of language resources for referring the reader back or forward in text (e.g., how pronouns or synonyms refer back to nouns in text) to comprehending texts and writing texts with increasing cohesion.
    • ELD.PII.6.2b.Br: Apply increasing understanding of how ideas, events, or reasons are linked throughout a text using an increasing variety of academic connecting and transitional words or phrases (e.g., consequently, specifically, however, moreover) to comprehending texts and writing cohesive texts.
    • ELD.PII.6.2b.Em: Apply basic understanding of how ideas, events, or reasons are linked throughout a text using a select set of everyday connecting words or phrases (e.g., first/next, at the beginning) to comprehending texts and writing basic texts.
    • ELD.PII.6.2b.Ex: Apply growing understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., for example, in the first place, as a result, on the other hand) to comprehending texts and writing texts with increasing cohesion.
  • ELD Grade 6 : Understanding text structure:
    • ELD.PII.6.1.Br: Apply increasing understanding of how different text types are organized to express ideas (e.g., how a historical account is organized chronologically versus how arguments are structured logically around reasons and evidence) to comprehending texts and writing cohesive texts.
    • ELD.PII.6.1.Em: Apply basic understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how arguments are organized around ideas) to comprehending texts and writing basic texts.
    • ELD.PII.6.1.Ex: Apply growing understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how arguments are structured logically around reasons and evidence) to comprehending texts and writing texts with increasing cohesion.
  • ELD Grade 6 : Using nouns and noun phrases:
    • ELD.PII.6.4.Br: Expand noun phrases in an increasing variety of ways (e.g., adding comparative/ superlative and general academic adjectives to noun phrases or more complex clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, and the like.
    • ELD.PII.6.4.Em: Expand noun phrases in simple ways (e.g., adding a sensory adjective to a noun) in order to enrich the meaning of sentences and add details about ideas, people, things, and the like.
    • ELD.PII.6.4.Ex: Expand noun phrases in a variety of ways (e.g., adding comparative/superlative adjectives to noun phrases or simple clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, and the like.
  • ELD Grade 6 : Using verbs and verb phrases:
    • ELD.PII.6.3.Br: Use various verb types (e.g., doing, saying, being/having, thinking/feeling, reporting), tenses (e.g., present, past, future, simple, progressive, perfect) appropriate to the task, text type, and discipline (e.g., the present perfect to describe previously made claims or conclusions) on a variety of topics.
    • ELD.PII.6.3.Em: Use a variety of verb types (e.g., doing, saying, being/having, thinking/feeling), tenses (e.g., present, past, future, simple, progressive) appropriate to the text type and discipline (e.g., simple past and past progressive for recounting an experience) on familiar topics.
    • ELD.PII.6.3.Ex: Use various verb types (e.g., doing, saying, being/having, thinking/feeling, reporting), tenses (e.g., present, past, future, simple, progressive, perfect) appropriate to the task, text type, and discipline (e.g., simple present for literary analysis) on an increasing variety of topics.
  • ELD Grade 6 : Writing:
    • ELD.PI.6.10a.Br: Write longer and more detailed literary and informational texts (e.g., an argument for protecting the rain forests) collaboratively (e.g., with peers) and independently using appropriate text organization and growing understanding of register.
    • ELD.PI.6.10a.Em: Write short literary and informational texts (e.g., an argument for protecting the rain forests) collaboratively (e.g., with peers) and independently.
    • ELD.PI.6.10a.Ex: Write longer literary and informational texts (e.g., an argument for protecting the rain forests) collaboratively (e.g., with peers) and independently using appropriate text organization.
    • ELD.PI.6.10b.Br: Write clear and coherent summaries of texts and experiences using complete and concise sentences and key words (e.g., from notes or graphic organizers).
    • ELD.PI.6.10b.Em: Write brief summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).
    • ELD.PI.6.10b.Ex: Write increasingly concise summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).
• ELD Grade 7:
  • ELD Grade 7 : Adapting language choices:
    • ELD.PI.7.4.Br: Adjust language choices according to task (e.g., facilitating a science experiment, providing peer feedback on a writing assignment), purpose, task, and audience.
    • ELD.PI.7.4.Em: Adjust language choices according to social setting (e.g., classroom, break time) and audience (e.g., peers, teacher).
    • ELD.PI.7.4.Ex: Adjust language choices according to purpose (e.g., explaining, persuading, entertaining), task, and audience.
  • ELD Grade 7 : Analyzing language choices:
    • ELD.PI.7.78.Em: Explain how phrasing or different common words with similar meaning (e.g., choosing to use the word polite versus good) produce different effects on the audience.
    • ELD.PI.7.8.Br: Explain how phrasing, different words with similar meaning (e.g., refined-respectful-polite-diplomatic), or figurative language (e.g., The wind whispered through the night) produce shades of meaning, nuances, and different effects on the audience.
    • ELD.PI.7.8.Ex: Explain how phrasing, different words with similar meaning (e.g., describing a character as diplomatic versus respectful) or figurative language (e.g., The wind blew through the valley like a furnace) produce shades of meaning and different effects on the audience.
  • ELD Grade 7 : Condensing ideas:
    • ELD.PII.7.7.Br: Condense ideas in a variety of ways (e.g., through various types of embedded clauses, ways of condensing, and nominalization as in, They destroyed the rain forest. Lots of animals died G566 The destruction of the rainforest led to the death of many animals) to create precise and detailed sentences.
    • ELD.PII.7.7.Em: Condense ideas in simple ways (e.g., by compounding verbs, adding prepositional phrases, or through simple embedded clauses or other ways of condensing as in, This is a story about a girl. The girl changed the world ? This is a story about a girl who changed the world) to create precise and detailed sentences.
    • ELD.PII.7.7.Ex: Condense ideas in an increasing variety of ways (e.g., through various types of embedded clauses and other ways of condensing, as in, Organic vegetables are food. They're made without chemical fertilizers. They're made without chemical insecticides. ? Organic vegetables are foods that are made without chemical fertilizers or insecticides) to create precise and detailed sentences.
  • ELD Grade 7 : Connecting ideas:
    • ELD.PII.7.6.Br: Combine clauses in a wide variety of ways (e.g., creating compound, complex, and compound-complex sentences) to make connections between and join ideas, for example, to show the relationship between multiple events or ideas (e.g., After eating lunch, the students worked in groups while their teacher walked around the room) or to evaluate an argument (e.g., The author claims X, although there is a lack of evidence to support this claim).
    • ELD.PII.7.6.Em: Combine clauses in a few basic ways to make connections between and join ideas (e.g., creating compound sentences using and, but, so; creating complex sentences using because).
    • ELD.PII.7.6.Ex: Combine clauses in an increasing variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express a reason (e.g., He stayed at home on Sunday in order to study for Monday's exam) or to make a concession (e.g., She studied all night even though she wasn't feeling well).
  • ELD Grade 7 : Evaluating language choices:
    • ELD.PI.7.7.Br: Explain how well writers and speakers use specific language resources to present ideas or support arguments and provide detailed evidence (e.g., identifying the specific language used to present ideas and claims that are well supported and distinguishing them from those that are not) when provided with light support.
    • ELD.PI.7.7.Em: Explain how well writers and speakers use language to support ideas and arguments with detailed evidence (e.g., identifying the precise vocabulary used to present evidence, or the phrasing used to signal a shift in meaning) when provided with substantial support.
    • ELD.PI.7.7.Ex: Explain how well writers and speakers use specific language to present ideas of support arguments and provide detailed evidence (e.g., showing the clarity of the phrasing used to present an argument) when provided with moderate support.
  • ELD Grade 7 : Exchanging information/ideas:
    • ELD.PI.7.1.Br: Contribute to class, group, and partner discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information and evidence, paraphrasing key ideas, building on responses, and providing useful feedback.
    • ELD.PI.7.1.Em: Engage in conversational exchanges and express ideas on familiar topics by asking and answering yes-no and wh- questions and responding using simple phrases.
    • ELD.PI.7.1.Ex: Contribute to class, group, and partner discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, and paraphrasing key ideas.
  • ELD Grade 7 : Interacting via written English:
    • ELD.PI.7.2.Br: Engage in extended written exchanges with peers and collaborate on complex written texts on a variety of topics, using technology when appropriate.
    • ELD.PI.7.2.Em: Engage in short written exchanges with peers and collaborate on simple written texts on familiar topics, using technology when appropriate.
    • ELD.PI.7.2.Ex: Engage in longer written exchanges with peers and collaborate on more detailed written texts on a variety of topics, using technology when appropriate.
  • ELD Grade 7 : Justifying/arguing:
    • ELD.PI.7.11a.Br: Justify opinions or persuade others by providing detailed and relevant textual evidence or relevant background knowledge, with light support.
    • ELD.PI.7.11a.Em: Justify opinions by providing some textual evidence or relevant background knowledge, with substantial support.
    • ELD.PI.7.11a.Ex: Justify opinions or persuade others by providing relevant textual evidence or relevant background knowledge, with moderate support.
    • ELD.PI.7.11b.Br: Express attitude and opinions or temper statements with nuanced modal expressions, (e.g., possibly/potentially/absolutely, should/might).
    • ELD.PI.7.11b.Em: Express attitude and opinions or temper statements with familiar modal expressions (e.g., can, may).
    • ELD.PI.7.11b.Ex: Express attitude and opinions or temper statements with a variety of familiar modal expressions (e.g., possibly/likely, could/ would/should).
  • ELD Grade 7 : Listening actively:
    • ELD.PI.7.5.Br: Demonstrate active listening in oral presentation activities by asking and answering detailed questions, with minimal prompting and support.
    • ELD.PI.7.5.Em: Demonstrate active listening in oral presentation activities by asking and answering basic questions, with prompting and substantial support.
    • ELD.PI.7.5.Ex: Demonstrate active listening in oral presentation activities by asking and answering detailed questions, with occasional prompting and moderate support.
  • ELD Grade 7 : Modifying to add details:
    • ELD.PII.7.5.Br: Expand sentences with a variety of adverbials (e.g., adverbs, adverb phrases and clauses, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a variety of familiar and new activities and processes.
    • ELD.PII.7.5.Em: Expand sentences with simple adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a familiar activity or process.
    • ELD.PII.7.5.Ex: Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a familiar or new activity or process.
  • ELD Grade 7 : Presenting:
    • ELD.PI.7.9.Br: Plan and deliver longer oral presentations on a variety of topics in a variety of disciplines, using reasoning and evidence to support ideas, as well as growing understanding of register.
    • ELD.PI.7.9.Em: Plan and deliver brief informative oral presentations on familiar topics.
    • ELD.PI.7.9.Ex: Plan and deliver longer oral presentations on a variety of topics, using details and evidence to support ideas.
  • ELD Grade 7 : Reading/viewing closely:
    • ELD.PI.7.6a.Br: Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with light support.
    • ELD.PI.7.6a.Em: Explain ideas, phenomena, processes, and text relationships (e.g., compare/ contrast, cause/effect, problem/solution) based on close reading of a variety of grade-appropriate texts and viewing of multimedia, with substantial support.
    • ELD.PI.7.6a.Ex: Explain ideas, phenomena, processes, and text relationships (e.g., compare/ contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with moderate support.
    • ELD.PI.7.6b.Br: Express inferences and conclusions drawn based on close reading of grade-level texts and viewing multimedia using a variety of precise academic verbs (e.g., indicates that, influences).
    • ELD.PI.7.6b.Em: Express inferences and conclusions drawn based on close reading of grade-appropriate texts and viewing of multimedia using some frequently used verbs (e.g., shows that, based on).
    • ELD.PI.7.6b.Ex: Express inferences and conclusions drawn based on close reading of grade-appropriate texts and viewing of multimedia using a variety of verbs (e.g., suggests that, leads to).
    • ELD.PI.7.6c.Br: Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meaning, including figurative and connotative meanings, of unknown an multiple-meaning words on a variety of new topics.
    • ELD.PI.7.6c.Em: Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar topics.
    • ELD.PI.7.6c.Ex: Use knowledge of morphology (e.g., affixes, roots, and base words), context reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar and new topics.
  • ELD Grade 7 : Selecting language resources:
    • ELD.PI.7.12a.Br: Use an expanded set of general academic words (e.g., cycle, alternative, indicate, process, emphasize, illustrate), domain-specific words (e.g., scene, soliloquy, sonnet, friction, monarchy, fraction), synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.
    • ELD.PI.7.12a.Em: Use a select number of general academic words (e.g., cycle, alternative) and domain-specific words (e.g., scene, chapter, paragraph, cell) to create some precision while speaking and writing.
    • ELD.PI.7.12a.Ex: Use a growing set of academic words (e.g., cycle, alternative, indicate, process), domain-specific words (e.g., scene, soliloquy, sonnet, friction, monarchy, fraction), synonyms, and antonyms to create precision and shades of meaning while speaking and writing.
    • ELD.PI.7.12b.Br: Use knowledge of morphology to appropriately select affixes in a variety of ways to manipulate language (e.g., changing destroy ? destruction, probably ? probability, reluctant ? reluctantly).
    • ELD.PI.7.12b.Em: Use knowledge of morphology to appropriately select affixes in basic ways (e.g., She likes X. He walked to school).
    • ELD.PI.7.12b.Ex: Use knowledge of morphology to appropriately select affixes in a growing number of ways to manipulate language (e.g., She likes walking to school. That's impossible).
  • ELD Grade 7 : Supporting opinions and persuading others:
    • ELD.PI.7.3.Br: Negotiate with or persuade others in conversations using appropriate register (e.g., to acknowledge new information) using a variety of learned phrases, indirect reported speech (e.g., I heard you say X, and I haven't thought about that before), and open responses.
    • ELD.PI.7.3.Em: Negotiate with or persuade others in conversations (e.g., to gain and hold the floor or ask for clarification) using learned phrases (e.g., I think . . . , Would you please repeat that?) and open responses.
    • ELD.PI.7.3.Ex: Negotiate with or persuade others in conversations (e.g., to provide counterarguments) using learned phrases (I agree with X, but . . .), and open responses.
  • ELD Grade 7 : Understanding cohesion:
    • ELD.PII.7.2a.Br: Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., how pronouns, synonyms, or nominalizations are used to refer backward in a text) to comprehending texts and writing cohesive texts.
    • ELD.PII.7.2a.Em: Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., how pronouns refer back to nouns in text) to comprehending texts and writing brief texts.
    • ELD.PII.7.2a.Ex: Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., how pronouns refer back to nouns in text, how using synonyms helps avoid repetition) to comprehending texts and writing texts with increasing cohesion.
    • ELD.PII.7.2b.Br: Apply increasing understanding of how ideas, events, or reasons are linked throughout a text using an increasing variety of academic connecting and transitional words or phrases (e.g., for instance, in addition, consequently) to comprehending texts and writing texts with increasing cohesion.
    • ELD.PII.7.2b.Em: Apply basic understanding of how ideas, events, or reasons are linked throughout a text using everyday connecting words or phrases (e.g., at the end, next) to comprehending texts and writing brief texts.
    • ELD.PII.7.2b.Ex: Apply growing understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., for example, as a result, on the other hand) to comprehending texts and writing texts with increasing cohesion.
  • ELD Grade 7 : Understanding text structure:
    • ELD.PII.7.1.Br: Apply understanding of the organizational structures of different text types (e.g., how narratives are organized by an event sequence that unfolds naturally versus how arguments are organized around reasons and evidence) to comprehending texts and to writing clear and cohesive arguments, informative/explanatory texts and narratives.
    • ELD.PII.7.1.Em: Apply understanding of how different text types are organized to express ideas (e.g., how narratives are organized sequentially) to comprehending texts and to writing brief arguments, informative/explanatory texts and narratives.
    • ELD.PII.7.1.Ex: Apply understanding of the organizational features of different text types (e.g., how narratives are organized by an event sequence that unfolds naturally versus how arguments are organized around reasons and evidence) to comprehending texts and to writing increasingly clear and coherent arguments, informative/explanatory texts and narratives.
  • ELD Grade 7 : Using nouns and noun phrases:
    • ELD.PII.7.4.Br: Expand noun phrases in an increasing variety of ways (e.g., more complex clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, and things.
    • ELD.PII.7.4.Em: Expand noun phrases in basic ways (e.g., adding a sensory adjective to a noun) in order to enrich the meaning of sentences and add details about ideas, people, and things.
    • ELD.PII.7.4.Ex: Expand noun phrases in a growing number of ways (e.g., adding adjectives to nouns or simple clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, and things.
  • ELD Grade 7 : Using verbs and verb phrases:
    • ELD.PII.7.3.Br: Use a variety of verbs in different tenses (e.g., present, past, future, simple, progressive, perfect) appropriate to the task, text type, and discipline (e.g., the present perfect to describe previously made claims or conclusions) on a variety of topics.
    • ELD.PII.7.3.Em: Use a variety of verbs in different tenses (e.g., present, past, future, simple, progressive) appropriate to the text type and discipline (e.g., simple past and past progressive for recounting an experience) on familiar topics.
    • ELD.PII.7.3.Ex: Use a variety of verbs in different tenses (e.g., present, past, future, simple, progressive, perfect) appropriate to the task, text type, and discipline (e.g., simple present for literary analysis) on an increasing variety of topics.
  • ELD Grade 7 : Writing:
    • ELD.PI.7.10a.Br: Write longer and more detailed literary and informational texts (e.g., an argument for wearing school uniforms) collaboratively (e.g., with peers) and independently using appropriate text organization and growing understanding of register.
    • ELD.PI.7.10a.Em: Write short literary and informational texts (e.g., an argument for wearing school uniforms) collaboratively (e.g., with peers) and independently.
    • ELD.PI.7.10a.Ex: Write longer literary and informational texts (e.g., an argument for wearing school uniforms) collaboratively (e.g., with peers) and independently using appropriate text organization.
    • ELD.PI.7.10b.Br: Write clear and coherent summaries of texts and experiences using complete and concise sentences and key words (e.g., from notes or graphic organizers).
    • ELD.PI.7.10b.Em: Write brief summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).
    • ELD.PI.7.10b.Ex: Write increasingly concise summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).
• ELD Grade 8:
  • ELD Grade 8 : Adapting language choices:
    • ELD.PI.8.4.Br: Adjust language choices according to task (e.g., facilitating a science experiment, providing peer feedback on a writing assignment), purpose, and audience.
    • ELD.PI.8.4.Em: Adjust language choices according to social setting (e.g., classroom, break time) and audience (e.g., peers, teacher).
    • ELD.PI.8.4.Ex: Adjust language choices according to purpose (e.g., explaining, persuading, entertaining), task, and audience.
  • ELD Grade 8 : Analyzing language choices:
    • ELD.PI.8.8.Br: Explain how phrasing or different words with similar meanings (e.g., cunning versus smart, stammer versus say) or figurative language (e.g., Let me throw some light onto the topic) produce shades of meaning, nuances, and different effects on the audience.
    • ELD.PI.8.8.Em: Explain how phrasing or different common words with similar meanings (e.g., choosing to use the word persistent versus the term hard worker) produce different effects on the audience.
    • ELD.PI.8.8.Ex: Explain how phrasing or different words with similar meanings (e.g., describing a character as stubborn versus persistent) or figurative language (e.g., Let me throw some light onto the topic) produce shades of meaning and different effects on the audience.
  • ELD Grade 8 : Condensing ideas:
    • ELD.PII.8.7.Br: Condense ideas in a variety of ways (e.g., through various types of embedded clauses, ways of condensing, and nominalization as in, They destroyed the rain forest. Lots of animals died. ? The destruction of the rain forest led to the death of many animals) to create precise and detailed sentences.
    • ELD.PII.8.7.Em: Condense ideas in simple ways (e.g., by compounding verbs, adding prepositional phrases, or through simple embedded clauses or other ways of condensing as in, This is a story about a girl. The girl changed the world. ? This is a story about a girl who changed the world) to create precise and detailed sentences.
    • ELD.PII.8.7.Ex: Condense ideas in an increasing variety of ways (e.g., through various types of embedded clauses and other ways of condensing, as in, Organic vegetables are food. They're made without chemical fertilizers. They're made without chemical insecticides. ? Organic vegetables are foods that are made without chemical fertilizers or insecticides) to create precise and detailed sentences.
  • ELD Grade 8 : Connecting ideas:
    • ELD.PII.8.6.Br: Combine clauses in a wide variety of ways (e.g., creating compound and complex sentences, and compound-complex sentences) to make connections between and join ideas, for example, to show the relationship between multiple events or ideas (e.g., After eating lunch, the students worked in groups while their teacher walked around the room) or to evaluate an argument (e.g., The author claims X, although there is a lack of evidence to support this claim).
    • ELD.PII.8.6.Em: Combine clauses in a few basic ways to make connections between and join ideas (e.g., creating compound sentences using and, but, so; creating complex sentences using because).
    • ELD.PII.8.6.Ex: Combine clauses in an increasing variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express a reason (e.g., He stayed at home on Sunday to study for Monday's exam) or to make a concession (e.g., She studied all night even though she wasn't feeling well).
  • ELD Grade 8 : Evaluating language choices:
    • ELD.PI.8.7.Br: Explain how well writers and speakers use specific language resources to present ideas or support arguments and provide detailed evidence (e.g., identifying the specific language used to present ideas and claims that are well supported and distinguishing them from those that are not) when provided with light support.
    • ELD.PI.8.7.Em: Explain how well writers and speakers use language to support ideas and arguments with detailed evidence (e.g., identifying the precise vocabulary used to present evidence, or the phrasing used to signal a shift in meaning) when provided with substantial support.
    • ELD.PI.8.7.Ex: Explain how well writers and speakers use specific language to present ideas or support arguments and provide detailed evidence (e.g., showing the clarity of the phrasing used to present an argument) when provided with moderate support.
  • ELD Grade 8 : Exchanging information/ideas:
    • ELD.PI.8.1.Br: Contribute to class, group, and partner discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information and evidence, paraphrasing key ideas, building on responses, and providing useful feedback.
    • ELD.PI.8.1.Em: Engage in conversational exchanges and express ideas on familiar topics by asking and answering yes-no and wh- questions and responding using simple phrases.
    • ELD.PI.8.1.Ex: Contribute to class, group, and partner discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, and paraphrasing key ideas.
  • ELD Grade 8 : Interacting via written English:
    • ELD.PI.8.2.Br: Engage in extended written exchanges with peers and collaborate on complex written texts on a variety of topics, using technology when appropriate.
    • ELD.PI.8.2.Em: Engage in short written exchanges with peers and collaborate on simple written texts on familiar topics, using technology when appropriate.
    • ELD.PI.8.2.Ex: Engage in longer written exchanges with peers and collaborate on more detailed written texts on a variety of topics, using technology when appropriate.
  • ELD Grade 8 : Justifying/arguing:
    • ELD.PI.8.11a.Br: Justify opinions or persuade others by providing detailed and relevant textual evidence or relevant background knowledge, with light support.
    • ELD.PI.8.11a.Em: Justify opinions by providing some textual evidence or relevant background knowledge, with substantial support.
    • ELD.PI.8.11a.Ex: Justify opinions or persuade others by providing relevant textual evidence or relevant background knowledge, with moderate support.
    • ELD.PI.8.11b.Br: Express attitude and opinions or temper statements with nuanced modal expressions (e.g., potentially/certainly/absolutely, should/might).
    • ELD.PI.8.11b.Em: Express attitude and opinions or temper statements with familiar modal expressions (e.g., can, may).
    • ELD.PI.8.11b.Ex: Express attitude and opinions or temper statements with a variety of familiar modal expressions (e.g., possibly/likely, could/would.)
  • ELD Grade 8 : Listening actively:
    • ELD.PI.8.5.Br: Demonstrate active listening in oral presentation activities by asking and answering detailed questions, with occasional prompting and moderate support. detailed questions, with minimal prompting and support.
    • ELD.PI.8.5.Em: Demonstrate active listening in oral presentation activities by asking and answering basic questions, with prompting and substantial support.
    • ELD.PI.8.5.Ex: Demonstrate active listening in oral presentation activities by asking and answering detailed questions, with occasional prompting and moderate support.
  • ELD Grade 8 : Modifying to add details:
    • ELD.PII.8.5.Br: Expand sentences with increasingly complex adverbials (e.g., adverbs, adverb phrases and clauses, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a variety of familiar and new activities and processes.
    • ELD.PII.8.5.Em: Expand sentences with simple adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a familiar activity or process.
    • ELD.PII.8.5.Ex: Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a familiar or new activity or process.
  • ELD Grade 8 : Presenting:
    • ELD.PI.8.9.Br: Plan and deliver longer oral presentations on a variety of concrete and abstract topics using reasoning and evidence to support ideas and using a growing understanding of register.
    • ELD.PI.8.9.Em: Plan and deliver brief informative oral presentations on concrete topics.
    • ELD.PI.8.9.Ex: Plan and deliver longer oral presentations on a variety of topics using details and evidence to support ideas.
  • ELD Grade 8 : Reading/viewing closely:
    • ELD.PI.8.6a.Br: Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with light support.
    • ELD.PI.8.6a.Em: Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-appropriate texts and viewing of multimedia, with substantial support.
    • ELD.PI.8.6a.Ex: Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-appropriate texts and viewing of multimedia, with moderate support.
    • ELD.PI.8.6b.Br: Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia using a variety of precise academic verbs (e.g., indicates that, influences).
    • ELD.PI.8.6b.Em: Express inferences and conclusions drawn based on close reading of grade-appropriate texts and viewing of multimedia using some frequently used verbs (e.g., shows that, based on).
    • ELD.PI.8.6b.Ex: Express inferences and conclusions drawn based on close reading grade-appropriate texts and viewing of multimedia using a variety of verbs (e.g., suggests that, leads to).
    • ELD.PI.8.6c.Br: Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meanings, including figurative and connotative meanings, of unknown and multiple-meaning words on a variety of new topics.
    • ELD.PI.8.6c.Em: Use knowledge of morphology (e.g., affixes, roots, and base words), context reference materials, and visual cues to determine the meanings of unknown and multiple-meaning words on familiar topics.
    • ELD.PI.8.6c.Ex: Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meanings of unknown and multiple-meaning words on familiar and new topics.
  • ELD Grade 8 : Selecting language resources:
    • ELD.PI.8.12a.Br: Use an expanded set of general academic words (e.g., specific, contrast, significant, function, adequate, analysis), domain-specific words (e.g., scene, irony, suspense, analogy, cell membrane, fraction), synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.
    • ELD.PI.8.12a.Em: Use a select number of general academic words (e.g., specific, contrast) and domain-specific words (e.g., scene, cell, fraction) to create some precision while speaking and writing.
    • ELD.PI.8.12a.Ex: Use a growing set of academic words (e.g., specific, contrast, significant, function), domain-specific words (e.g., scene, irony, suspense, analogy, cell membrane, fraction), synonyms, and antonyms to create precision and shades of meaning while speaking and writing.
    • ELD.PI.8.12b.Br: Use knowledge of morphology to appropriately select affixes in a variety of ways to manipulate language (e.g., changing destroy ? destruction, probably ? probability, reluctant ? reluctantly).
    • ELD.PI.8.12b.Em: Use knowledge of morphology to appropriately select affixes in basic ways (e.g., She likes X. He walked to school).
    • ELD.PI.8.12b.Ex: Use knowledge of morphology to appropriately select affixes in a growing number of ways to manipulate language (e.g., She likes walking to school. That's impossible).
  • ELD Grade 8 : Supporting opinions and persuading others:
    • ELD.PI.8.3.Br: Negotiate with or persuade others in conversations using an appropriate register (e.g., to acknowledge new information and justify views) using a variety of learned phrases, indirect reported speech (e.g., I heard you say X, and that's a good point. I still think Y, though, because . . .) and open responses.
    • ELD.PI.8.3.Em: Negotiate with or persuade others in conversations (e.g., to gain and hold the floor or to ask for clarification) using learned phrases (e.g., I think . . . Would you please repeat that?) and open responses.
    • ELD.PI.8.3.Ex: Negotiate with or persuade others in conversations (e.g., to provide counter-arguments) using learned phrases (I agree with X, but . . .) and open responses.
  • ELD Grade 8 : Understanding cohesion:
    • ELD.PII.8.2a.Br: Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., how pronouns, synonyms, or nominalizations are used to refer backward in a text) to comprehending texts and writing cohesive texts.
    • ELD.PII.8.2a.Em: Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., how pronouns refer back to nouns in text) to comprehending and writing brief texts.
    • ELD.PII.8.2a.Ex: Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., how pronouns refer back to nouns in text, how using synonyms helps avoid repetition) to comprehending and writing texts with increasing cohesion.
    • ELD.PII.8.2b.Br: Apply increasing understanding of how ideas, events, or reasons are linked throughout a text using an increasing variety of academic connecting and transitional words or phrases (e.g., for instance, in addition, consequently) to comprehending and writing texts with increasing cohesion.
    • ELD.PII.8.2b.Em: Apply basic understanding of how ideas, events, or reasons are linked throughout a text using everyday connecting words or phrases (e.g., at the end, next) to comprehending and writing brief texts.
    • ELD.PII.8.2b.Ex: Apply growing understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., for example, as a result, on the other hand) to comprehending and writing texts with increasing cohesion.
  • ELD Grade 8 : Understanding text structure:
    • ELD.PII.8.1.Br: Apply understanding of the organizational structure of different text types (e.g., how narratives are organized by an event sequence that unfolds naturally versus how arguments are organized around reasons and evidence) to comprehending texts and to writing clear and cohesive arguments, informative/explanatory texts and narratives.
    • ELD.PII.8.1.Em: Apply understanding of how different text types are organized to express ideas (e.g., how narratives are organized sequentially) to comprehending texts and to writing brief arguments, informative/explanatory texts and narratives.
    • ELD.PII.8.1.Ex: Apply understanding of the organizational features of different text types (e.g., how narratives are organized by an event sequence that unfolds naturally versus how arguments are organized around reasons and evidence) to comprehending texts and to writing increasingly clear and coherent arguments, informative/explanatory texts and narratives.
  • ELD Grade 8 : Using nouns and noun phrases:
    • ELD.PII.8.4.Br: Expand noun phrases in an increasing variety of ways (e.g., embedding relative or complement clauses) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.
    • ELD.PII.8.4.Em: Expand noun phrases in basic ways (e.g., adding a sensory adjective to a noun) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.
    • ELD.PII.8.4.Ex: Expand noun phrases in a growing number of ways (e.g., adding prepositional or adjective phrases) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.
  • ELD Grade 8 : Using verbs and verb phrases:
    • ELD.PII.8.3.Br: Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive, perfect) voices (active and passive), and moods (e.g., declarative, interrogative, subjunctive) appropriate to the task, text type, and discipline (e.g., the passive voice in simple past to describe the methods of a scientific experiment) on a variety of topics.
    • ELD.PII.8.3.Em: Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive) appropriate to the text type and discipline (e.g., simple past and past progressive for recounting an experience) on familiar topics.
    • ELD.PII.8.3.Ex: Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive, perfect) appropriate to the task, text type, and discipline (e.g., the present perfect to describe previously made claims or conclusions) on an increasing variety of topics.
  • ELD Grade 8 : Writing:
    • ELD.PI.8.10a.Br: Write longer and more detailed literary and informational texts (e.g., an argument about whether the government should fund research using stem cells) collaboratively (e.g., with peers) and independently using appropriate text organization and growing understanding of register.
    • ELD.PI.8.10a.Em: Write short literary and informational texts (e.g., an argument about whether the government should fund research using stem cells) collaboratively (e.g., with peers) and independently.
    • ELD.PI.8.10a.Ex: Write longer literary and informational texts (e.g., an argument about whether the government should fund research using stem cells) collaboratively (e.g., with peers) and independently using appropriate text organization.
    • ELD.PI.8.10b.Br: Write clear and coherent summaries of texts and experiences using complete and concise sentences and key words (e.g., from notes or graphic organizers).
    • ELD.PI.8.10b.Em: Write brief summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).
    • ELD.PI.8.10b.Ex: Write increasingly concise summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).
• ELD Grade 9 and 10:
  • ELD Grade 9 and 10 : Adapting language choices:
    • ELD.PI.9-10.4.Br: Adjust language choices according to the task (e.g., group presentation of research projects), context (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counterarguments), and audience (e.g., peers, teachers, college recruiter).
    • ELD.PI.9-10.4.Em: Adjust language choices according to the context (e.g., classroom, community) and audience (e.g., peers, teachers).
    • ELD.PI.9-10.4.Ex: Adjust language choices according to the context (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counterarguments), task, and audience (e.g., peers, teachers, guest lecturer).
  • ELD Grade 9 and 10 : Analyzing language choices:
    • ELD.PI.9-10.8.Br: Explain how a writer's or speaker's choice of a variety of different types of phrasing or words (e.g., hyperbole, varying connotations, the cumulative impact of word choices) produces nuances and different effects on the audience.
    • ELD.PI.9-10.8.Em: Explain how a writer's or speaker's choice of phrasing or specific words (e.g., describing a character or action as aggressive versus bold) produces nuances and different effects on the audience.
    • ELD.PI.9-10.8.Ex: Explain how a writer's or speaker's choice of phrasing or specific words (e.g., using figurative language or words with multiple meanings to describe an event or character) produces nuances and different effects on the audience.
  • ELD Grade 9 and 10 : Condensing ideas:
    • ELD.PII.9-10.7.Br: Condense ideas in a variety of ways (e.g., through a variety of embedded clauses, or by compounding verbs or prepositional phrases, nominalization) to create precise simple, compound, and complex sentences that condense concrete and abstract ideas (e.g., Another issue that people may be concerned with is the amount of money that it will cost to construct the new building).
    • ELD.PII.9-10.7.Em: Condense ideas in a few basic ways (e.g., by compounding verb or prepositional phrases) to create precise and detailed simple, compound, and complex sentences (e.g., The students asked survey questions and recorded the responses).
    • ELD.PII.9-10.7.Ex: Condense ideas in a growing number of ways (e.g., through embedded clauses or by compounding verbs or prepositional phrases) to create more precise and detailed simple, compound, and complex sentences (e.g., Species that could not adapt to the changing climate eventually disappeared).
  • ELD Grade 9 and 10 : Connecting ideas:
    • ELD.PII.9-10.6.Br: Combine clauses in a variety of ways to create compound and complex sentences that make connections between and link concrete and abstract ideas, for example, to make a concession (e.g., While both characters strive for success, they each take different approaches through which to reach their goals.), or to establish cause (e.g., Women's lives were changed forever after World War II as a result of joining the workforce).
    • ELD.PII.9-10.6.Em: Combine clauses in a few basic ways (e.g., creating compound sentences using and, but, so; creating complex sentences using because) to make connections between and to join ideas (e.g., I want to read this book because it describes the solar system).
    • ELD.PII.9-10.6.Ex: Combine clauses in a growing number of ways to create compound and complex sentences that make connections between and link concrete and abstract ideas, for example, to express a reason (e.g., He stayed at home on Sunday in order to study for Monday's exam) or to make a concession (e.g., She studied all night even though she wasn't feeling well).
  • ELD Grade 9 and 10 : Evaluating language choices:
    • ELD.PI.9-10.7.Br: Explain how successfully writers and speakers structure texts and use language (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing well-worded evidence to support claims or connecting points in an argument in specific ways) or create other specific effects, with light support.
    • ELD.PI.9-10.7.Em: Explain how successfully writers and speakers structure texts and use language (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing evidence to support claims or connecting points in an argument) or create other specific effects, with substantial support.
    • ELD.PI.9-10.7.Ex: Explain how successfully writers and speakers structure texts and use language (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing well-worded evidence to support claims or connecting points in an argument in specific ways) or create other specific effects, with moderate support.
  • ELD Grade 9 and 10 : Exchanging information/ideas:
    • ELD.PI.9-10.1.Br: Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade-appropriate academic topics by following turn-taking rules, asking and answering relevant, on-topic questions, affirming others, and providing coherent and well-articulated comments and additional information.
    • ELD.PI.9-10.1.Em: Engage in conversational exchanges and express ideas on familiar current events and academic topics by asking and answering yes-no questions and wh- questions and responding using phrases and short sentences.
    • ELD.PI.9-10.1.Ex: Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade-appropriate academic topics by following turn-taking rules, asking and answering relevant, on-topic questions, affirming others, providing additional, relevant information, and paraphrasing key ideas.
  • ELD Grade 9 and 10 : Interacting via written English:
    • ELD.PI.9-10.2.Br: Collaborate with peers to engage in a variety of extended written exchanges and complex grade-appropriate writing projects, using technology as appropriate.
    • ELD.PI.9-10.2.Em: Collaborate with peers to engage in short, grade-appropriate written exchanges and writing projects, technology as appropriate.
    • ELD.PI.9-10.2.Ex: Collaborate with peers to engage in increasingly complex grade-appropriate written exchanges and writing projects, using technology as appropriate.
  • ELD Grade 9 and 10 : Justifying/arguing:
    • ELD.PI.9-10.11a.Br: Justify opinions or persuade others by making connections and distinctions between ideas and texts and articulating sufficient, detailed, and relevant textual evidence or background knowledge, using appropriate register.
    • ELD.PI.9-10.11a.Em: Justify opinions by articulating some relevant textual evidence or background knowledge, with visual support.
    • ELD.PI.9-10.11a.Ex: Justify opinions and positions or persuade others by making connections between ideas and articulating relevant textual evidence or background knowledge.
    • ELD.PI.9-10.11b.Br: Express attitude and opinions or temper statements with nuanced modal expressions (e.g., possibly/ potentially/ certainly/absolutely, should/might).
    • ELD.PI.9-10.11b.Em: Express attitude and opinions or temper statements with familiar modal expressions (e.g., can, may).
    • ELD.PI.9-10.11b.Ex: Express attitude and opinions or temper statements with a variety of familiar modal expressions (e.g., possibly/likely, could/would).
  • ELD Grade 9 and 10 : Listening actively:
    • ELD.PI.9-10.5.Br: Demonstrate comprehension of oral presentations and discussions on a variety of social and academic topics by asking and answering detailed and complex questions that show thoughtful consideration of the ideas or arguments, with light support.
    • ELD.PI.9-10.5.Em: Demonstrate comprehension of oral presentations and discussions on familiar social and academic topics by asking and answering questions, with prompting and substantial support.
    • ELD.PI.9-10.5.Ex: Demonstrate comprehension of oral presentations and discussions on a variety of social and academic topics by asking and answering questions that show thoughtful consideration of the ideas or arguments, with moderate support.
  • ELD Grade 9 and 10 : Modifying to add details:
    • ELD.PII.9-10.5.Br: Expand sentences with a variety of adverbials (e.g., adverbs, adverb phrases and clauses, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a variety of familiar and new activities and processes.
    • ELD.PII.9-10.5.Em: Expand sentences with simple adverbials (e.g., adverbs, adverb phrases prepositional phrases) to provide details (e.g., time, manner, place, cause) about familiar activities or processes.
    • ELD.PII.9-10.5.Ex: Expand sentences with a growing variety of adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about familiar or new activities or processes.
  • ELD Grade 9 and 10 : Presenting:
    • ELD.PI.9-10.9.Br: Plan and deliver a variety of oral presentations and reports on grade-appropriate topics that express complex and abstract ideas well supported by evidence and sound reasoning, and are delivered using an appropriate level of formality and understanding of register.
    • ELD.PI.9-10.9.Em: Plan and deliver brief oral presentations and reports on grade-appropriate topics that present evidence and facts to support ideas.
    • ELD.PI.9-10.9.Ex: Plan and deliver a variety of oral presentations and reports on grade-appropriate topics that present evidence and facts to support ideas by using growing understanding of register.
  • ELD Grade 9 and 10 : Reading/viewing closely:
    • ELD.PI.9-10.6a.Br: Explain ideas, phenomena, processes, and relationships within and across texts (e.g., compare/contrast, cause/effect, themes, evidence-based argument) based on close reading of a variety of grade-level texts, presented in various print and multimedia formats, using a variety of detailed sentences and a range of general academic and domain-specific words.
    • ELD.PI.9-10.6a.Em: Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, evidence-based argument) based on close reading of a variety of grade-appropriate texts, presented in various print and multimedia formats, using short sentences and a select set of general academic and domain-specific words.
    • ELD.PI.9-10.6a.Ex: Explain ideas, phenomena, processes, an relationships within and across texts (e.g., compare/contrast, cause/effect, themes, evidence-based argument) based on close reading of a variety of grade-appropriate texts, presented in various print and multimedia formats, using increasingly detailed sentences, and an increasing variety of general academic and domain-specific words.
    • ELD.PI.9-10.6b.Br: Explain inferences and conclusions drawn from close reading of grade-level texts and viewing of multimedia using a variety of verbs and adverbials (e.g., creates the impression that, consequently).
    • ELD.PI.9-10.6b.Em: Explain inferences and conclusions drawn from close reading of grade-appropriate texts and viewing of multimedia using familiar verbs (e.g., seems that).
    • ELD.PI.9-10.6b.Ex: Explain inferences and conclusions drawn from close reading of grade-appropriate texts and viewing of multimedia using an increasing variety of verbs and adverbials (e.g., indicates that, suggests, as a result).
    • ELD.PI.9-10.6c.Br: Use knowledge of morphology (e.g., derivational suffixes), context, reference materials, and visual cues to determine the meaning, including figurative and connotative meanings, of unknown and multiple-meaning words on a variety of new topics.
    • ELD.PI.9-10.6c.Em: Use knowledge of morphology (e.g., common prefixes and suffixes), context, references materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar topics.
    • ELD.PI.9-10.6c.Ex: Use knowledge of morphology (e.g., affixes, Greek and Latin roots), context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar and new topics.
  • ELD Grade 9 and 10 : Selecting language resources:
    • ELD.PI.9-10.12a.Br: Use a variety of grade-appropriate general (e.g., anticipate, transaction) and domain-specific (e.g., characterization, photosynthesis, society, quadratic functions) academic words and phrases, including persuasive language, accurately and appropriately when producing complex written and spoken texts.
    • ELD.PI.9-10.12a.Em: Use familiar general academic (e.g., temperature, document) and domain-specific (e.g., characterization, photosynthesis, society, quadratic functions) words to create clear spoken and written texts.
    • ELD.PI.9-10.12a.Ex: Use an increasing variety of grade-appropriate general academic (e.g., dominate, environment) and domain-specific (e.g., characterization, photosynthesis, society, quadratic functions) academic words accurately and appropriately when producing increasingly complex written and spoken texts.
    • ELD.PI.9-10.12b.Br: Use knowledge of morphology to appropriately select affixes in a variety of ways to manipulate language (e.g., changing humiliate to humiliation or incredible to incredibly).
    • ELD.PI.9-10.12b.Em: Use knowledge of morphology to appropriately select basic affixes (e.g., The skull protects the brain).
    • ELD.PI.9-10.12b.Ex: Use knowledge of morphology to appropriately select affixes in a growing number of ways to manipulate language (e.g., diplomatic, stems are branched or unbranched).
  • ELD Grade 9 and 10 : Supporting opinions and persuading others:
    • ELD.PI.9-10.3.Br: Negotiate with or persuade others in conversations in appropriate registers (e.g., to acknowledge new information in an academic conversation but then politely offer a counterpoint) using a variety of learned phrases, indirect reported speech (e.g., I heard you say X, and I haven't thought about that before. However . . .), and open responses to express and defend nuanced opinions.
    • ELD.PI.9-10.3.Em: Negotiate with or persuade others in conversations using learned phrases (e.g., Would you say that again? I think . . .), as well as open responses to express and defend opinions.
    • ELD.PI.9-10.3.Ex: Negotiate with or persuade others in conversations (e.g., to provide counterarguments) using a growing number of learned phrases (I see your point, but . . .) and open responses to express and defend nuanced opinions.
  • ELD Grade 9 and 10 : Understanding cohesion:
    • ELD.PII.9-10.2a.Br: Apply knowledge of a variety of language resources for referring to make texts more cohesive (e.g., using nominalization, paraphrasing, or summaries to reference or recap an idea or explanation provided earlier) to comprehending grade-level texts and to writing clear and cohesive grade-level texts for specific purposes and audiences.
    • ELD.PII.9-10.2a.Em: Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., using pronouns to refer back to nouns in text) to comprehending and writing brief texts.
    • ELD.PII.9-10.2a.Ex: Apply knowledge of a growing number of language resources for referring to make texts more cohesive (e.g., using nominalizations to refer back to an action or activity described earlier) to comprehending texts and to writing increasingly cohesive texts for specific purposes and audiences.
    • ELD.PII.9-10.2b.Br: Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as on the contrary, in addition, moreover) to comprehending grade-level texts and to writing cohesive texts for specific purposes and audiences.
    • ELD.PII.9-10.2b.Em: Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as first, second, third) to comprehending and writing brief texts.
    • ELD.PII.9-10.2b.Ex: Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as meanwhile, however, on the other hand) to comprehending texts and to writing increasingly cohesive texts for specific purposes and audiences.
  • ELD Grade 9 and 10 : Understanding text structure:
    • ELD.PII.9-10.1.Br: Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing clear and cohesive arguments, informative/explanatory texts and narratives.
    • ELD.PII.9-10.1.Em: Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing brief arguments, informative/explanatory texts and narratives.
    • ELD.PII.9-10.1.Ex: Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing increasingly clear and cohesive arguments, informative/explanatory texts and narratives.
  • ELD Grade 9 and 10 : Using nouns and noun phrases:
    • ELD.PII.9-10.4.Br: Expand noun phrases in a variety of ways (e.g., more complex clause embedding) to create detailed sentences that accurately describe concrete and abstract ideas, explain procedures and sequences, summarize texts and ideas, and present and critique points of view on a variety of academic topics.
    • ELD.PII.9-10.4.Em: Expand noun phrases to create increasingly detailed sentences (e.g., adding adjectives for precision) about personal and familiar academic topics.
    • ELD.PII.9-10.4.Ex: Expand noun phrases in a growing number of ways (e.g., adding adjectives to nouns; simple clause embedding) to create detailed sentences that accurately describe, explain, and summarize information and ideas on a variety of personal and academic topics.
  • ELD Grade 9 and 10 : Using verbs and verb phrases:
    • ELD.PII.9-10.3.Br: Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive, perfect), and mood (e.g., subjunctive) appropriate to the text type and discipline to create a variety of texts that describe concrete and abstract ideas, explain procedures and sequences, summarize texts and ideas, and present and critique points of view.
    • ELD.PII.9-10.3.Em: Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive) appropriate to the text type and discipline to create short texts on familiar academic topics.
    • ELD.PII.9-10.3.Ex: Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive) appropriate to the text type and discipline to create a variety of texts that explain, describe, and summarize concrete and abstract thoughts and ideas.
  • ELD Grade 9 and 10 : Writing:
    • ELD.PI.9-10.10a.Br: Write longer and more detailed literary and informational texts (e.g., an argument about water rights) collaboratively (e.g., with peers) and independently using appropriate text organization and register.
    • ELD.PI.9-10.10a.Em: Write short literary and informational texts (e.g., an argument about water rights) collaboratively (e.g., with peers) and independently.
    • ELD.PI.9-10.10a.Ex: Write longer literary and informational texts (e.g., an argument about water rights) collaboratively (e.g., with peers) and independently by using appropriate text organization and growing understanding of register.
    • ELD.PI.9-10.10b.Br: Write clear and coherent summaries of texts and experiences by using complete and concise sentences and key words (e.g., from notes or graphic organizers).
    • ELD.PI.9-10.10b.Em: Write brief summaries of texts and experiences by using complete sentences and key words (e.g., from notes or graphic organizers).
    • ELD.PI.9-10.10b.Ex: Write increasingly concise summaries of texts and experiences by using complete sentences and key words (e.g., from notes or graphic organizers).
• ELD Grade 11 and 12:
  • ELD Grade 11 and 12 : Adapting language choices:
    • ELD.PI.11-12.4.Br: Adjust language choices according to the task (e.g., group presentation of research project), context (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counterarguments), and audience (e.g., peers, teachers, college recruiter).
    • ELD.PI.11-12.4.Em: Adjust language choices according to the to the context (e.g., classroom, community) and audience (e.g., peers, teachers).
    • ELD.PI.11-12.4.Ex: Adjust language choices according to the context (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counterarguments), task, and audience (e.g., peers, teachers, guest lecturer).
  • ELD Grade 11 and 12 : Analyzing language choices:
    • ELD.PI.11-12.8.Br: Explain how a writer's or speaker's choice of a variety of different types of phrasing or words (e.g., hyperbole, varying connotations, the cumulative impact of word choices) produces nuances and different effects on the audience.
    • ELD.PI.11-12.8.Em: Explain how a writer's or speaker's choice of phrasing or specific words (e.g., describing a character or action as aggressive versus bold) produces nuances or different effects on the audience.
    • ELD.PI.11-12.8.Ex: Explain how a writer's or speaker's choice of phrasing or specific words (e.g., using figurative language or words with multiple meanings to describe an event or character) produces nuances and different effects on the audience.
  • ELD Grade 11 and 12 : Condensing ideas:
    • ELD.PII.11-12.7.Br: Condense ideas in a variety of ways (e.g., through a variety of embedded clauses, or by compounding verb or prepositional phrases, nominalization) to create precise simple, compound, and complex sentences that condense concrete and abstract ideas (e.g., The epidemic, which ultimately affected hundreds of thousands of people, did not subside for another year).
    • ELD.PII.11-12.7.Em: Condense ideas in a few basic ways (e.g., by compounding verb or prepositional phrases) to create precise and detailed simple, compound, and complex sentences (e.g., The students asked survey questions and recorded the responses).
    • ELD.PII.11-12.7.Ex: Condense ideas in a growing number of ways (e.g., through embedded clauses or by compounding verb or prepositional phrases) to create more precise and detailed simple, compound, and complex sentences (e.g., Species that could not adapt to the changing climate eventually disappeared).
  • ELD Grade 11 and 12 : Connecting ideas:
    • ELD.PII.11-12.6.Br: Combine clauses in a variety of ways to create compound and complex sentences that make connections between and link concrete and abstract ideas, for example, to make a concession (e.g., While both characters strive for success, they each take different approaches to reach their goals), or to establish cause (e.g., Women's lives were changed forever after World War II as a result of joining the workforce).
    • ELD.PII.11-12.6.Em: Combine clauses in a few basic ways (e.g., creating compound sentences using and, but, so; creating complex sentences using because) to make connections between and join ideas (e.g., I want to read this book because it tells the history of Pi).
    • ELD.PII.11-12.6.Ex: Combine clauses in a growing number of ways to create compound and complex sentences that make connections between and link concrete and abstract ideas, for example, to express a reason (e.g., He stayed at home on Sunday in order to study for Monday's exam) or to make a concession (e.g., She studied all night even though she wasn't feeling well).
  • ELD Grade 11 and 12 : Evaluating language choices:
    • ELD.PI.11-12.7.Br: Explain how successfully writers and speakers structure texts and use language (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing well-worded evidence to support claims or connecting points in an argument in specific ways) or create other specific effects, with light support.
    • ELD.PI.11-12.7.Em: Explain how successfully writers and speakers structure texts and use language (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing evidence to support claims or connecting points in an argument) or create other specific effects.
    • ELD.PI.11-12.7.Ex: Explain how successfully writers and speakers structure texts and use language (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing well-worded evidence to support claims or connecting points in an argument in specific ways) or create other specific effects, with moderate support.
  • ELD Grade 11 and 12 : Exchanging information/ideas:
    • ELD.PI.11-12.1.Br: Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade-appropriate academic topics by following turn-taking rules, asking and answering relevant, on-topic questions, affirming others, and providing coherent and well-articulated comments and additional information.
    • ELD.PI.11-12.1.Em: Engage in conversational exchanges and express ideas on familiar current events and academic topics by asking and answering yes-no questions and wh- questions and responding using phrases and short sentences.
    • ELD.PI.11-12.1.Ex: Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade-appropriate academic topics by following turn-taking rules, asking and answering relevant, on-topic questions, affirming others, providing additional, relevant information, and paraphrasing key ideas.
  • ELD Grade 11 and 12 : Interacting via written English:
    • ELD.PI.11-12.2.Br: Collaborate with peers to engage in a variety of extended written exchanges and complex grade-appropriate writing projects, using technology as appropriate.
    • ELD.PI.11-12.2.Em: Collaborate with peers to engage in short, grade-appropriate written exchanges and writing projects, using technology as appropriate.
    • ELD.PI.11-12.2.Ex: Collaborate with peers to engage in increasingly complex grade-appropriate written exchanges and writing projects, using technology as appropriate.
  • ELD Grade 11 and 12 : Justifying/arguing:
    • ELD.PI.11-12.11a.Br: Justify opinions or persuade others by making connections and distinctions between ideas and texts and articulating sufficient, detailed, and relevant textual evidence or background knowledge by using appropriate register.
    • ELD.PI.11-12.11a.Em: Justify opinions by articulating some textual evidence or background knowledge with visual support.
    • ELD.PI.11-12.11a.Ex: Justify opinions and positions or persuade others by making connections between ideas and articulating relevant textual evidence or background knowledge.
    • ELD.PI.11-12.11b.Br: Express attitude and opinions or temper statements with nuanced modal expressions (e.g., possibly/potentially/certainly/absolutely, should/might).
    • ELD.PI.11-12.11b.Em: Express attitude and opinions or temper statements with familiar modal expressions (e.g., can, may).
    • ELD.PI.11-12.11b.Ex: Express attitude and opinions or temper statements with a variety of familiar modal expressions (e.g., possibly/likely, could/would).
  • ELD Grade 11 and 12 : Listening actively:
    • ELD.PI.11-12.5.Br: Demonstrate comprehension of oral presentations and discussions on a variety of social and academic topics by asking and answering detailed and complex questions that show thoughtful consideration of the ideas or arguments with light support.
    • ELD.PI.11-12.5.Em: Demonstrate comprehension of oral presentations and discussions on familiar social and academic topics by asking and answering questions with prompting and substantial support.
    • ELD.PI.11-12.5.Ex: Demonstrate comprehension of oral presentations and discussions on a variety of social and academic topics by asking and answering questions that show thoughtful consideration of the ideas or arguments with moderate support.
  • ELD Grade 11 and 12 : Modifying to add details:
    • ELD.PII.11-12.5.Br: Expand sentences with a variety of adverbials (e.g., adverbs, adverb phrases and clauses, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a variety of familiar and new activities and processes.
    • ELD.PII.11-12.5.Em: Expand sentences with simple adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about familiar activities or processes.
    • ELD.PII.11-12.5.Ex: Expand sentences with a growing variety of adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about familiar or new activities or processes.
  • ELD Grade 11 and 12 : Presenting:
    • ELD.PI.11-12.9.Br: Plan and deliver a variety of oral presentations and reports on grade-appropriate topics that express complex and abstract ideas, well supported by evidence and reasoning, and are delivered by using an appropriate level of formality and understanding of register.
    • ELD.PI.11-12.9.Em: Plan and deliver brief oral presentations and reports on grade-appropriate topics that present evidence and facts to support ideas.
    • ELD.PI.11-12.9.Ex: Plan and deliver a variety of oral presentations and reports on grade-appropriate topics that present evidence and facts to support ideas by using growing understanding of register.
  • ELD Grade 11 and 12 : Reading/viewing closely:
    • ELD.PI.11-12.6a.Br: Explain ideas, phenomena, processes, and relationships within and across texts (e.g., compare/contrast, cause/effect, themes, evidence-based argument) based on close reading of a variety of grade-level texts, presented in various print and multimedia formats, using a variety of detailed sentences and precise general academic and domain-specific words.
    • ELD.PI.11-12.6a.Em: Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, evidence-based argument) based on close reading of a variety of grade-appropriate texts, presented in various print and multimedia formats, using phrases, short sentences, and a select set of general academic and domain-specific words.
    • ELD.PI.11-12.6a.Ex: Explain ideas, phenomena, processes, and relationships within and across texts (e.g., compare/contrast, cause/effect, themes, evidence-based argument) based on close reading of a variety of grade-appropriate texts, presented in various print and multimedia formats, using increasingly detailed sentences, and a range of general academic and domain-specific words.
    • ELD.PI.11-12.6b.Br: Explain inferences and conclusions drawn from close reading of grade-level texts and viewing of multimedia using a variety of verbs and adverbials (e.g., creates the impression that, consequently).
    • ELD.PI.11-12.6b.Em: Explain inferences and conclusions drawn from close reading of grade-appropriate texts and viewing of multimedia, using familiar verbs (e.g., seems that).
    • ELD.PI.11-12.6b.Ex: Explain inferences and conclusions drawn from close reading of grade-appropriate texts and viewing of multimedia using a variety of verbs and adverbials (e.g., indicates that, suggests, as a result).
    • ELD.PI.11-12.6c.Br: Use knowledge of morphology (e.g., derivational suffixes), context, reference materials, and visual cues to determine the meaning, including figurative and connotative meanings, of unknown and multiple-meaning words on a variety of new topics.
    • ELD.PI.11-12.6c.Em: Use knowledge of morphology (e.g., common prefixes and suffixes), context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar topics.
    • ELD.PI.11-12.6c.Ex: Use knowledge of morphology (e.g., affixes, Greek and Latin roots), context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar and new topics.
  • ELD Grade 11 and 12 : Selecting language resources:
    • ELD.PI.11-12.12a.Br: Use a variety of grade-appropriate general (e.g., alleviate, salutary) and domain-specific (e.g., soliloquy, microorganism) academic words and phrases, including persuasive language, accurately and appropriately when producing complex written and spoken texts.
    • ELD.PI.11-12.12a.Em: Use familiar general academic (e.g., temperature, document) and domain-specific (e.g., cell, the Depression) words to create clear spoken and written texts.
    • ELD.PI.11-12.12a.Ex: Use an increasing variety of grade-appropriate general academic (e.g., fallacy, dissuade) and domain-specific (e.g., chromosome, federalism) academic words accurately and appropriately when producing increasingly complex written and spoken texts.
    • ELD.PI.11-12.12b.Br: Use knowledge of morphology to appropriately select affixes in a variety of ways to manipulate language (e.g., changing inaugurate to inauguration).
    • ELD.PI.11-12.12b.Em: Use knowledge of morphology to appropriately select basic affixes (e.g., The news media relies on official sources).
    • ELD.PI.11-12.12b.Ex: Use knowledge of morphology to appropriately select affixes in a growing number of ways to manipulate language (e.g., The cardiac muscle works continuously.).
  • ELD Grade 11 and 12 : Supporting opinions and persuading others:
    • ELD.PI.11-12.3.Br: Negotiate with or persuade others in discussions and conversations in appropriate registers (e.g., to acknowledge new information and politely offer a counterpoint) using a variety of learned phrases (e.g., You postulate that X. However, I've reached a different conclusion on this issue) and open responses to express and defend nuanced opinions.
    • ELD.PI.11-12.3.Em: Negotiate with or persuade others in conversations (e.g., ask for clarification or repetition) using learned phrases (e.g., Could you repeat that please? I believe . . .) and open responses to express and defend opinions.
    • ELD.PI.11-12.3.Ex: Negotiate with and persuade others (e.g., by presenting counter-arguments) in discussions and conversations using learned phrases (e.g., You make a valid point, but my view is . . .) and open responses to express and defend nuanced opinions.
  • ELD Grade 11 and 12 : Understanding cohesion:
    • ELD.PII.11-12.2a.Br: Apply knowledge of a variety of resources for referring to make texts more cohesive (e.g., using nominalization, paraphrases, or summaries to reference or recap an idea or explanation provided earlier) to comprehending grade-level texts and to writing clear and cohesive texts for specific purposes and audiences.
    • ELD.PII.11-12.2a.Em: Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., using pronouns or synonyms to refer back to characters or concepts introduced earlier) to comprehending and writing brief texts.
    • ELD.PII.11-12.2a.Ex: Apply knowledge of a growing number of language resources for referring to make texts more cohesive (e.g., using nominalizations to refer back to an action or activity described earlier) to comprehending texts and to writing increasingly cohesive texts for specific purposes and audiences.
    • ELD.PII.11-12.2b.Br: Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/ transition words and phrases, such as on the contrary, in addition, moreover) to comprehending grade-level texts and writing cohesive texts for specific purposes and audiences
    • ELD.PII.11-12.2b.Em: Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as first, second, finally) to comprehending and writing brief texts.
    • ELD.PII.11-12.2b.Ex: Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/ transition words and phrases, such as meanwhile, however, on the other hand) to comprehending texts and to writing increasingly cohesive texts for specific purposes and audiences.
  • ELD Grade 11 and 12 : Understanding text structure:
    • ELD.PII.11-12.1.Br: Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing clear and cohesive arguments, informative/explanatory texts, and narratives.
    • ELD.PII.11-12.1.Em: Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing brief arguments, informative/explanatory texts, and narratives.
    • ELD.PII.11-12.1.Ex: Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing increasingly clear and cohesive arguments, informative/explanatory texts, and narratives.
  • ELD Grade 11 and 12 : Using nouns and noun phrases:
    • ELD.PII.11-12.4.Br: Expand noun phrases in a variety of ways (e.g., complex clause embedding) to create detailed sentences that accurately describe concrete and abstract ideas, explain procedures and sequences, summarize texts and ideas, and present and critique points of view on a variety of academic topics.
    • ELD.PII.11-12.4.Em: Expand noun phrases to create increasingly detailed sentences (e.g., adding adjectives for precision) about personal and familiar academic topics.
    • ELD.PII.11-12.4.Ex: Expand noun phrases in a growing number of ways (e.g., adding adjectives to nouns, simple clause embedding) to create detailed sentences that accurately describe, explain, and summarize information and ideas on a variety of personal and academic topics.
  • ELD Grade 11 and 12 : Using verbs and verb phrases:
    • ELD.PII.11-12.3.Br: Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive, perfect), and mood (e.g., subjunctive) appropriate to the text type and discipline to create a variety of texts that describe concrete and abstract ideas, explain procedures and sequences, summarize texts and ideas, and present and critique points of view.
    • ELD.PII.11-12.3.Em: Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive) appropriate to the text type and discipline to create short texts on familiar academic topics.
    • ELD.PII.11-12.3.Ex: Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive) appropriate to the text type and discipline to create a variety of texts that explain, describe, and summarize concrete and abstract thoughts and ideas.
  • ELD Grade 11 and 12 : Writing:
    • ELD.PI.11-12.10a.Br: Write longer and more detailed literary and informational texts (e.g., an argument about free speech) collaboratively (e.g., with peers) and independently by using appropriate text organization and register.
    • ELD.PI.11-12.10a.Em: Write short literary and information texts (e.g., an argument about free speech) collaboratively (e.g., with peers) and independently.
    • ELD.PI.11-12.10a.Ex: Write longer literary and informational texts (e.g., an argument about free speech) collaboratively (e.g., with peers) and independently by using appropriate text organization and growing understanding of register.
    • ELD.PI.11-12.10b.Br: Write clear and coherent summaries of texts and experiences by using complete and concise sentences and key words (e.g., from notes or graphic organizers).
    • ELD.PI.11-12.10b.Em: Write brief summaries of texts and experiences by using complete sentences and key words (e.g., from notes or graphic organizers).
    • ELD.PI.11-12.10b.Ex: Write increasingly concise summaries of texts and experiences by using complete sentences and key words (e.g., from notes or graphic organizers).

Health Education

• HE Grade K:
  • HE Grade K: Essential Concepts:
    • K.1.1.A: Explain why medicines are used.
    • K.1.1.G: Explain that living things grow and mature.
    • K.1.1.M: Identify a variety of emotions.
    • K.1.1.N: Name a variety of healthy foods and explain why they are necessary for good health.
    • K.1.1.P: Identify effective dental and personal hygiene practices.
    • K.1.1.S: Identify safety rules for the home, the school, and the community.
    • K.1.10.S: Identify people who are strangers and how to avoid contact with strangers.
    • K.1.11.S: Demonstrate how to ask trusted adults for help.
    • K.1.12.S: a. Define and explain the dangers of weapons.[1] [1] See Education Code (EC) Section 49330 and the Glossary for the legal definition of a weapon.
    • K.1.13.S: a. Explain the importance of telling a trusted adult if you see or hear about someone having a weapon.[2] [2] EC Section 49330.
    • K.1.2.A: Explain that medicines can be helpful or harmful.
    • K.1.2.G: Describe their own physical characteristics.
    • K.1.2.M: Describe the characteristics of families.
    • K.1.2.N: Identify a variety of healthy snacks.
    • K.1.2.P: Describe sun-safety practices.
    • K.1.3.A: Recognize that medicines should be taken only under the supervision of a trusted adult.
    • K.1.2.S: Identify emergency situations.
    • K.1.3.G: Name ways in which people are similar and ways in which they are different.
    • K.1.3.M: Identify trusted adults at home and at school.
    • K.1.3.N: Describe the benefits of being physically active.
    • K.1.3.P: Define “germs.”
    • K.1.3.S: Explain ways to stay safe when riding in a bus or other vehicle.
    • K.1.4.A: Recognize that some household products are harmful if ingested or inhaled.
    • K.1.4.G: Identify trusted adults who promote healthy growth and development (e.g., physicians, nurses, dentists, and optometrists).
    • K.1.4.M: Describe characteristics that make each individual unique.
    • K.1.4.N: Recognize the importance of a healthy breakfast.
    • K.1.4.P: Explain why the transmission of germs may be harmful to health.
    • K.1.4.S: Distinguish between appropriate and inappropriate touching.
    • K.1.5.A: Recognize that tobacco smoke is harmful to health and should be avoided.
    • K.1.5.G: Name body parts and their functions.
    • K.1.5.M: Describe and practice situations when it is appropriate to use “Please,” “Thank you,” “Excuse me,” and “I’m sorry.”
    • K.1.5.P: Identify practices that are good for the environment, such as turning off lights and water, recycling, and picking up trash.
    • K.1.5.S: Explain that everyone has the right to tell others not to touch his or her body.
    • K.1.6.G: Name and describe the five senses.
    • K.1.6.S: Describe school rules about getting along with others.
    • K.1.7.S: Recognize the characteristics of bullying.
    • K.1.8.S: Identify ways to stay safe when crossing streets, riding a bicycle, or playing.
    • K.1.9.S: Recognize that anything may be poisonous or cause harm if used unsafely.
  • HE Grade K: Analyzing Influences:
    • K.2.1.M: Identify ways family and friends help promote well-being.
    • K.2.1.N: Recognize that not all products advertised or sold are good for them.
  • HE Grade K: Accessing Valid Health Information:
    • K.3.1.M: Identify trusted adults at home and at school who can help with mental and emotional health concerns.
    • K.3.1.P: Identify health care workers who can help promote healthy practices.
    • K.3.1.S: Identify trusted adults who can help in emergency situations.
  • HE Grade K: Interpersonal Communication:
    • K.4.1.M: Show how to express personal needs and wants appropriately.
    • K.4.1.N: Explain how to ask family members for healthy food options.
    • K.4.1.P: Demonstrate how to ask for assistance with a health-related problem.
    • K.4.1.S: Demonstrate how to ask a trusted adult for help or call 9-1-1.
    • K.4.2.M: Cooperate and share with others.
    • K.4.2.S: Show how to answer the phone in a safe way.
  • HE Grade K: Decision Making:
    • K.5.1.N: Describe ways to participate regularly in active play and enjoyable physical activities.
    • K.5.1.S: Identify situations when it is necessary to seek adult help or call 9-1-1.
    • K.5.2.S: Role-play what to do if a stranger at home, in a car, or on the street approaches you.
  • HE Grade K: Goal Setting:
    • K.6.1.M: Make a plan to help family members at home.
  • HE Grade K: Practicing Health-Enhancing Behaviors:
    • K.7.1.M: Express emotions appropriately.
    • K.7.1.N: Select nutritious snacks.
    • K.7.1.P: Show effective dental and personal hygiene practices.
    • K.7.1.S: Follow rules for safe play and safety routines.
    • K.7.2.M: Describe positive ways to show care, consideration, and concern for others.
    • K.7.2.N: Plan a nutritious breakfast.
    • K.7.2.P: Demonstrate ways to prevent the transmission of germs (e.g., washing hands, using tissues).
    • K.7.2.S: Show how to cross the street safely.
    • K.7.3.N: Choose healthy foods in a variety of settings.
  • HE Grade K: Health Promotion:
    • K.8.1.M: Encourage others when they engage in safe and healthy behaviors.
    • K.8.1.S: a. Show how to tell a trusted adult when you or a friend find a weapon.[3] [3] EC Section 49330.
• HE Grade 1:
  • HE Grade 1: Essential Concepts:
    • 1.1.1.G: Describe how living things grow and mature.
    • 1.1.1.P: Explain the importance of effective dental and personal hygiene practices.
    • 1.1.1.S: Describe characteristics of safe and unsafe places.
    • 1.1.10.S: Identify ways to reduce risk of injuries while traveling in an automobile or bus (e.g., wearing a safety belt).
    • 1.1.11.S: Demonstrate proper lifting and carrying techniques for handling heavy backpacks and book bags.
    • 1.1.12.S: Define simple conflict resolution techniques.
    • 1.1.13.S: Identify refusal skills when in personal-safety situations (e.g., use a clear “no” statement, walk or run away, change subject, delay).
    • 1.1.2.G: Identify anatomical names of major internal and external body parts.
    • 1.1.2.P: Identify the importance of sun safety.
    • 1.1.2.S: Identify labels of products that give information about cautions and dangers.
    • 1.1.3.G: Identify a variety of behaviors that promote healthy growth and development.
    • 1.1.3.P: Discuss the importance of preventing the transmission of germs.
    • 1.1.3.S: Discuss the meaning of basic safety-related signs, symbols, and warning labels.
    • 1.1.4.G: Describe how members of a family have various roles, responsibilities, and individual needs.
    • 1.1.4.P: Identify ways to prevent the transmission of communicable diseases.
    • 1.1.4.S: Identify safety hazards in the home, at school, and in the community.
    • 1.1.5.P: Describe symptoms of some common health problems and illnesses, including chronic diseases (e.g., asthma, allergies, diabetes, influenza).
    • 1.1.5.S: Identify ways to reduce risk of injuries at home, at school, and in the community.
    • 1.1.6.P: Explain the difference between communicable diseases and non- communicable diseases.
    • 1.1.6.S: Explain the importance of telling an adult if someone is in danger or being bullied.
    • 1.1.7.P: Discuss how individual behavior affects the environment and community.
    • 1.1.7.S: Distinguish between appropriate and inappropriate touching.
    • 1.1.8.P: Identify materials that can be reduced, reused, or recycled.
    • 1.1.8.S: Explain why the back seat is the safest place for young people to be when riding in a vehicle equipped with air bags.
    • 1.1.9.P: Identify emergency situations (e.g., injuries, abductions, fires, floods, earthquakes).
    • 1.1.9.S: Define and explain the dangers of weapons and the importance of telling a trusted adult if you see or hear about someone having a weapon.
  • HE Grade 1: Analyzing Influences:
    • 1.2.1.G: Explain why sleep and rest are important for proper growth and good health.
    • 1.2.1.P: Explain how family and friends influence positive health practices.
    • 1.2.1.S: Describe internal and external influences that could lead to or prevent injury or violence.
  • HE Grade 1: Accessing Valid Health Information:
    • 1.3.1.G: Recognize parents, guardians, and other trusted adults as resources for information about growth and development.
    • 1.3.1.P: Identify individuals in the school and in the community who promote health.
    • 1.3.1.S: List people to go to for help if feeling unsafe or threatened.
    • 1.3.2.P: Explain why parents or guardians keep a health record for their child.
  • HE Grade 1: Interpersonal Communication:
    • 1.4.1.P: Demonstrate effective communication skills when asking for assistance with health-related problems.
    • 1.4.1.S: Describe how to report dangerous situations.
    • 1.4.2.P: Demonstrate effective communication skills in an emergency situation.
    • 1.4.2.S: Identify ways to report inappropriate touching.
  • HE Grade 1: Decision Making:
    • 1.5.1.P: Use a decision-making process to evaluate how personal hygiene behaviors promote one’s health.
    • 1.5.1.S: Analyze steps to take in emergency or potentially dangerous situations.
    • 1.5.2.S: Identify the benefits of using nonviolent means to resolve conflicts.
    • 1.5.3.S: Assess reasons for reporting weapons possession.
    • 1.5.4.S: Analyze why wearing a helmet when biking, skateboarding, or in-line skating increases safety.
  • HE Grade 1: Goal Setting:
    • 1.6.1.P: Make a plan to practice dental and personal hygiene.
  • HE Grade 1: Practicing Health-Enhancing Behaviors:
    • 1.7.1.P: Demonstrate proper tooth brushing and flossing techniques.
    • 1.7.1.S: Practice ways to stay safe at home, at school, and in the community.
    • 1.7.2.P: Demonstrate techniques for preventing disease transmission (e.g., covering sneezes and coughs, frequent hand washing).
    • 1.7.2.S: Practice emergency, fire, and safety plans at home and at school.
    • 1.7.3.P: Demonstrate proper ways of protecting oneself from the sun and ways to select and apply sunscreen.
    • 1.7.3.S: Explain appropriate protective gear and equipment.
    • 1.7.4.P: Demonstrate appropriate behaviors during fire drills, earthquake drills, and other disaster drills.
  • HE Grade 1: Health Promotion:
    • 1.8.1.P: Educate family and peers to protect against skin damage from the sun.
    • 1.8.1.S: Encourage others to practice safe behaviors in the classroom and on the playground.
    • 1.8.2.P: Demonstrate the ability to support other students who have chronic diseases and conditions (e.g., asthma, allergies, diabetes, and epilepsy).
• HE Grade 2:
  • HE Grade 2: Essential Concepts:
    • 2.1.1.A: Distinguish between helpful and harmful substances (including alcohol, tobacco, and other drugs).
    • 2.1.1.M: Describe a variety of emotions.
    • 2.1.1.N: Classify various foods into appropriate food groups.
    • 2.1.10.M: Describe how to work and play cooperatively.
    • 2.1.11.M: Identify the positive ways that peers and family members show support, care, and appreciation for one another.
    • 2.1.12.M: Describe the characteristics of a trusted friend and adult.
    • 2.1.2.A: Explain why household products are harmful if ingested or inhaled.
    • 2.1.2.M: Explain what it means to be emotionally or mentally healthy.
    • 2.1.2.N: Identify the number of servings of food from each food group that a child needs daily.
    • 2.1.3.A: Identify that a drug is a chemical that changes how the body and brain work.
    • 2.1.3.M: Explain the importance of talking with parents or trusted adults about feelings.
    • 2.1.3.N: Discuss the benefits of eating a nutritious breakfast every day.
    • 2.1.4.A: Explain why it is dangerous to taste, swallow, sniff, or play with unknown substances.
    • 2.1.4.M: Identify changes that occur within families.
    • 2.1.4.N: List the benefits of healthy eating (including beverages and snacks).
    • 2.1.5.A: Explain why it is important to follow the medical recommendations for prescription and nonprescription medicines.
    • 2.1.5.M: Identify characteristics of a responsible family member.
    • 2.1.5.N: Describe the benefits of drinking water in amounts consistent with current research-based health guidelines.
    • 2.1.6.A: Identify rules for taking medicine at school and at home.
    • 2.1.6.M: Identify feelings and emotions associated with loss or grief.
    • 2.1.6.N: Describe how to keep food safe from harmful germs.
    • 2.1.8.N: Identify and explore opportunities outside of school for regular participation in physical activity.
    • 2.1.7.A: Identify refusal skills when confronted or pressured to use alcohol, tobacco, or other drugs (e.g., use a clear “no” statement, walk or run away, change subject, delay).
    • 2.1.7.M: Discuss how to show respect for similarities and differences between and among individuals and groups.
    • 2.1.7.N: Identify a variety of healthy snacks.
    • 2.1.8.M: List healthy ways to express affection, love, friendship, and concern.
    • 2.1.9.M: Identify positive and negative ways of dealing with stress.
    • 2.1.9.N: Explain how both physical activity and eating habits can affect a person’s health.
  • HE Grade 2: Analyzing Influences:
    • 2.2.1.M: Identify internal and external factors that influence mental, emotional, and social health.
    • 2.2.1.N: Discuss how family, friends, and media influence food choices.
    • 2.2.1.M: Identify internal and external factors that influence mental, emotional, and social health.
    • 2.2.1.N: Discuss how family, friends, and media influence food choices.
  • HE Grade 2: Accessing Valid Health Information:
    • 2.3.1.A: Identify parents, guardians, and trusted adults who can provide accurate information and guidance regarding medicines.
    • 2.3.1.M: Discuss ways to obtain information from family, school personnel, health professionals, and other responsible adults.
    • 2.3.1.N: Identify resources for reliable information about healthy foods.
    • 2.3.2.M: Identify people in the community who are caring, supportive, and trustworthy.
  • HE Grade 2: 4: Interpersonal Communication:
    • 2.4.1.A: Demonstrate refusal skills to resist an offer to use drugs or inappropriate medicines.
    • 2.4.1.M: Identify and demonstrate ways to express needs and wants appropriately.
    • 2.4.1.N: Demonstrate how to ask family members for healthy food options.
    • 2.4.2.A: Demonstrate communication skills to alert an adult about unsafe situations involving drugs or medicines.
    • 2.4.2.M: Demonstrate how to ask for help from trusted adults or friends.
  • HE Grade 2: Decision Making:
    • 2.5.1.A: Evaluate why one person’s medicines may not be safe for another person.
    • 2.5.1.M: Use a decision-making process for solving problems with peers and family members.
    • 2.5.1.N: Use a decision-making process to select healthy foods.
    • 2.5.2.N: Compare and contrast healthy and less-healthy food choices for a variety of settings.
    • 2.5.3.N: Identify safe ways to increase physical activity.
  • HE Grade 2: Goal Setting:
    • 2.6.1.M: Describe how to make a commitment to be a good friend.
    • 2.6.1.N: Set a short-term goal to choose healthy foods for snacks and meals.
    • 2.6.2.N: Set a short-term goal to participate daily in vigorous physical activity.
  • HE Grade 2: Practicing Health-Enhancing Behaviors:
    • 2.7.1.M: Manage emotions appropriately in a variety of situations.
    • 2.7.1.N: Examine the importance of eating a nutritious breakfast every day.
    • 2.7.2.M: Show respect for individual differences.
    • 2.7.2.N: Plan a nutritious meal.
    • 2.7.3.N: Select healthy beverages.
    • 2.7.4.N: Examine the criteria for choosing a nutritious snack.
    • 2.7.5.N: Participate in physical activities with friends and family.
  • HE Grade 2: Health Promotion:
    • 2.8.1.N: Practice making healthy eating choices with friends and family.
    • 2.8.1.M: Object appropriately to teasing of peers that is based on personal characteristics.
    • 2.8.2.M: Support peers in school and community activities.
    • 2.8.2.N: Explain to others what is enjoyable about physical activity.
• HE Grade 3:
  • HE Grade 3: Essential Concepts:
    • 3.1.1.G: Describe the cycle of birth, growth, aging, and death in living things.
    • 3.1.1.M: Describe examples of healthy social behaviors (e.g., helping others, being respectful of others, cooperation, consideration).
    • 3.1.1.P: Examine the difference between communicable and non-communicable diseases.
    • 3.1.2.G: Recognize that there are individual differences in growth and development.
    • 3.1.2.M: Describe the importance of assuming responsibility within the family and community.
    • 3.1.2.P: Describe how bacteria and viruses affect the body.
    • 3.1.3.G: Identify major internal and external body parts and their functions.
    • 3.1.3.M: Explain the benefits of having positive relationships with family and friends.
    • 3.1.3.P: Identify positive health practices that reduce illness and disease.
    • 3.1.4.M: Discuss the importance of setting (and ways to set) personal boundaries for privacy, safety, and expression of emotions.
    • 3.1.4.P: Identify life-threatening conditions (e.g., heart attacks, asthma attacks, poisoning).
    • 3.1.5.P: Describe how a healthy environment is essential to personal and community health.
    • 3.1.6.P: Discuss how reducing, recycling, and reusing products make for a healthier environment.
  • HE Grade 3: Analyzing Influences:
    • 3.2.1.G: Explain how individual behaviors and one’s family and school influence growth and development.
    • 3.2.1.M: Describe internal and external factors that affect friendships and family relationships.
    • 3.2.1.P: Identify how culture, family, friends, and media influence positive health practices.
  • HE Grade 3: Accessing Valid Health Information:
    • 3.3.1.G: Identify parents, guardians, and trusted adults with whom one can discuss the cycle of birth, growth, aging, and death in living things.
    • 3.3.1.M: Access trusted adults at home, at school, and in the community who can help with mental, emotional, and social health concerns.
    • 3.3.1.P: Recognize individuals who can assist with health-related issues and potentially life-threatening health conditions (e.g., asthma episodes or seizures).
    • 3.3.2.P: Describe how to access help when feeling threatened.
  • HE Grade 3: Interpersonal Communication:
    • 3.4.1.G: Demonstrate how to communicate with parents, guardians, and trusted adults about growth and development.
    • 3.4.1.M: Demonstrate how to communicate directly, respectfully, and assertively regarding personal boundaries.
    • 3.4.1.P: Demonstrate refusal skills to avoid the spread of disease.
    • 3.4.2.G: Identify how to show respect for individual differences.
  • HE Grade 3: Decision Making:
    • 3.5.1.G: Examine why a variety of behaviors promote healthy growth and development.
    • 3.5.1.M: Describe effective strategies to cope with changes within the family.
    • 3.5.1.P: Use a decision-making process to reduce the risk of communicable disease or illness.
    • 3.5.2.M: Evaluate situations in which a trusted adult should be asked for help.
  • HE Grade 3: Goal Setting:
    • 3.6.1.M: Make a plan to help at home and show responsibility as a family member.
    • 3.6.1.P: Set a short-term goal for positive health practices.
  • HE Grade 3: Practicing Health-Enhancing Behaviors:
    • 3.7.1.G: Determine behaviors that promote healthy growth and development.
    • 3.7.1.M: Evaluate effective strategies to cope with fear, stress, anger, loss, and grief in oneself and others.
    • 3.7.1.P: Evaluate ways to prevent the transmission of communicable diseases.
    • 3.7.2.P: Demonstrate ways to reduce, reuse, and recycle at home, at school, and in the community.
  • HE Grade 3: Health Promotion:
    • 3.8.1.G: Encourage peers to show respect for others regardless of differences in growth and development.
    • 3.8.1.M: Promote a positive and respectful school environment.
    • 3.8.1.P: Support others in making positive health choices.
    • 3.8.2.M: Object appropriately to teasing of peers and family members that is based on personal characteristics.
    • 3.8.2.P: Encourage others to promote a healthy environment.
    • 3.8.3.M: Demonstrate the ability to support and respect people with differences.
• HE Grade 4:
  • HE Grade 4: Essential Concepts:
    • 4.1.1.A: Describe the harmful short- and long-term effects of alcohol, tobacco, and other drugs, including inhalants.
    • 4.1.1.N: Identify and define key nutrients and their functions.
    • 4.1.1.S: Describe safety hazards, including those related to fire, water, dangerous objects, being home alone, and using the Internet.
    • 4.1.10.S: Define a gang and how it is different from a club, sports team, or clique.
    • 4.1.11.S: Describe the dangers of gang activity.
    • 4.1.12.S: Identify positive alternatives to gang activity.
    • 4.1.13.S: Demonstrate proper lifting and carrying techniques for handling heavy backpacks and book bags.
    • 4.1.14.S: Identify personal protection equipment needed for sports and recreational activities (e.g., mouthpieces, pads, helmets).
    • 4.1.15.S: Explain what to do if someone is poisoned (e.g., by household cleaning or paint products): call 9-1-1, a poison control center, or other local emergency number.
    • 4.1.16.S: Identify ways to reduce risk of injuries from fires, around water, while riding a motor vehicle, as a pedestrian, on the playground, and from falls.
    • 4.1.17.S: Identify ways to prevent vision and hearing damage.
    • 4.1.18.S: Explain how courtesy, compassion, and respect toward others reduce conflict and promote nonviolent behavior.
    • 4.1.19.S: Demonstrate escape strategies for cases of inappropriate touching or attempted abduction.
    • 4.1.2.A: Identify ways to cope with situations involving alcohol, tobacco, and other drugs.
    • 4.1.2.N: State the recommended number of servings and serving sizes for different food groups.
    • 4.1.2.S: Identify behaviors that may lead to conflict with others.
    • 4.1.3.A: Explain the differences between medicines and illicit drugs.
    • 4.1.3.N: Describe the relationship between food intake, physical activity, and good health.
    • 4.1.3.S: Describe the different types of bullying and harassment.
    • 4.1.4.A: Identify family and school rules about alcohol, tobacco, and drug use.
    • 4.1.4.N: Identify how to keep food safe through proper food preparation and storage.
    • 4.1.4.S: Examine the effects of bullying and harassment on others.
    • 4.1.5.A: Explain why individual reactions to alcohol and drug use may vary.
    • 4.1.5.N: Explain how food can contain germs that cause illness.
    • 4.1.5.S: Identify basic safety guidelines associated with weather-related emergencies and natural disasters (e.g., floods, earthquakes, and tsunamis).
    • 4.1.6.N: Explain the importance of drinking plenty of water, especially during vigorous physical activity.
    • 4.1.6.S: Identify disaster preparedness procedures at home, at school, and in the community.
    • 4.1.7.N: Describe the benefits of moderate and vigorous physical activity.
    • 4.1.7.S: Describe ways to seek assistance if worried, abused, or threatened.
    • 4.1.8.N: Identify ways to increase and monitor physical activity.
    • 4.1.8.S: Explain the dangers of having weapons at school, at home, and in the community.
    • 4.1.9.S: Explain the importance of wearing helmets, pads, mouth guards, water safety vests, and other safety equipment during athletic and outdoor activities.
  • HE Grade 4: Analyzing Influences:
    • 4.2.1.A: Identify internal and external influences that affect the use of alcohol, tobacco, and other drugs.
    • 4.2.1.N: Identify internal and external influences that affect food choices.
    • 4.2.1.S: Analyze how emotions contribute to both safe and violent behaviors.
    • 4.2.2.A: Examine advertising strategies used for alcohol, tobacco, and other drugs.
    • 4.2.2.N: Analyze advertising and marketing techniques used for food and beverages.
    • 4.2.2.S: Examine the influence of violence in media and technology on health behavior.
    • 4.2.3.N: Identify internal and external influences that affect physical activity.
    • 4.2.3.S: Explain that most young people do not use violence to deal with problems.
  • HE Grade 4: Accessing Valid Health Information:
    • 4.3.1.A: Identify sources of valid information regarding alcohol, tobacco, and other drugs.
    • 4.3.1.N: Identify resources for valid information about safe and healthy foods.
    • 4.3.1.S: Identify accurate sources of information about injury prevention and safety.
    • 4.3.2.N: Use food labels to determine nutrient and sugar content.
    • 4.3.2.S: Demonstrate how to access emergency services and communicate effectively with emergency personnel.
    • 4.3.3.S: Identify safe people and places to go to if feeling unsafe or threatened (e.g., school counselor, police department, fire department).
    • 4.3.4.S: Identify trusted adults to report to if people are in danger of hurting themselves or others.
    • 4.3.5.S: Demonstrate how to dial 9-1-1 or other emergency numbers and how to provide appropriate information.
    • 4.3.6.S: Demonstrate the ability to read and follow labels of common household products concerning dangers and safe use, storage, and proper disposal.
  • HE Grade 4: Interpersonal Communication:
    • 4.4.1.A: Demonstrate refusal skills to resist the pressure to experiment with alcohol, tobacco, and other drugs.
    • 4.4.1.N: Demonstrate effective communication skills to ask for healthy food choices.
    • 4.4.1.S: Demonstrate the ability to use refusal skills in risky situations.
    • 4.4.2.A: Practice effective verbal communication skills to request assistance in situations where alcohol, tobacco, and other drugs are being used.
    • 4.4.2.S: Practice effective conflict resolution techniques with others.
    • 4.4.3.S: Report bullying, harassment, and other dangerous situations.
    • 4.4.4.S: Demonstrate refusal skills to avoid gang involvement.
    • 4.4.5.S: Demonstrate what to say and do when witnessing bullying.
  • HE Grade 4: Decision Making:
    • 4.5.1.A: Evaluate strategies to avoid situations where alcohol, tobacco, and other drugs are being used.
    • 4.5.1.N: Describe how to use a decision-making process to select nutritious foods and beverages.
    • 4.5.1.S: Evaluate strategies to avoid potentially dangerous situations.
    • 4.5.2.N: Describe how to use a decision-making process to select healthy options for physical activity.
    • 4.5.2.S: Examine the consequences of bullying and harassment.
    • 4.5.3.S: Analyze the benefits of using nonviolent means to resolve conflicts.
    • 4.5.4.S: Evaluate how following family, school, and community rules can impact safety.
  • HE Grade 4: Goal Setting:
    • 4.6.1.A: Make a plan to choose healthy alternatives to tobacco and drug use.
    • 4.6.1.N: Make a plan to choose healthy foods and beverages.
    • 4.6.1.S: Make a personal commitment to use appropriate protective gear while engaging in activities.
    • 4.6.2.N: Make a plan to choose physical activities at school and at home.
    • 4.6.2.S: Make a personal commitment to stay away from people involved in gang activity.
  • HE Grade 4: Practicing Health-Enhancing Behaviors:
    • 4.7.1.A: Use a variety of effective coping strategies when faced with alcohol, tobacco, and other drug use and abuse by family or friends.
    • 4.7.1.N: Practice how to take personal responsibility for eating healthy foods.
    • 4.7.1.S: Demonstrate strategies to avoid bullying and other types of harassment.
    • 4.7.2.N: Practice how to take personal responsibility for limiting sugar consumption in foods, snacks, and beverages.
    • 4.7.2.S: Practice disaster preparedness procedures at home and at school.
    • 4.7.3.N: Identify ways to establish and maintain healthy eating practices consistent with current research-based guidelines for a nutritionally balanced diet.
    • 4.7.3.S: Use appropriate protective gear and equipment.
    • 4.7.4.N: Practice how to take personal responsibility for engaging in physical activity.
    • 4.7.4.S: Follow safety rules and laws at home, at school, and in the community.
    • 4.7.5.S: Demonstrate escape strategies for cases of inappropriate touching or attempted abduction.
    • 4.7.6.S: Demonstrate the ability to execute an escape plan for incidents of fires, floods, earthquakes, and other natural disasters.
  • HE Grade 4: Health Promotion:
    • 4.8.1.A: Encourage others to be free of alcohol, tobacco, and other drugs.
    • 4.8.1.N: Support others in making positive food and physical activity choices.
    • 4.8.1.S: Encourage specific measures to improve home or school safety.
    • 4.8.2.S: Offer friendship and support to someone who was bullied.
    • 4.8.3.S: Encourage others’ safety behaviors (e.g., wearing bicycle helmets and seat belts).
• HE Grade 5:
  • HE Grade 5: Essential Concepts:
    • 5.1.1.G: Describe the human cycle of reproduction, birth, growth, aging, and death.
    • 5.1.1.N: Describe the food groups, including recommended portions to eat from each food group.
    • 5.1.1.P: Identify effective personal health strategies that reduce illness and injury (e.g., adequate sleep, ergonomics, sun safety, hand washing, hearing protection, and tooth brushing and tooth flossing).
    • 5.1.10.G: Identify personal hygiene practices and health and safety issues related to puberty (e.g., showering, use of sanitary products, deodorant, and athletic supporters).
    • 5.1.10.N: Describe how physical activity, rest, and sleep are related.
    • 5.1.11.N: Identify physical, academic, mental, and social benefits of regular physical activity.
    • 5.1.2.G: Explain the structure, function, and major parts of the human reproductive system.
    • 5.1.2.N: Identify key components of the “Nutrition Facts” labels.
    • 5.1.2.P: Explain how viruses and bacteria affect the immune system and impact health.
    • 5.1.3.G: Identify the physical, social, and emotional changes that occur during puberty.
    • 5.1.3.N: Explain the relationship between the intake of nutrients and metabolism.
    • 5.1.3.P: Describe how environmental conditions affect personal health.
    • 5.1.4.G: Define sexually transmitted diseases (STDs), including human immunodeficiency virus (HIV) and acquired immunodeficiency syndrome (AIDS).
    • 5.1.4.N: Explain why some food groups have a greater number of recommended portions than other food groups.
    • 5.1.4.P: Describe the personal hygiene needs associated with the onset of puberty.
    • 5.1.5.G: Describe how HIV is and is not transmitted.
    • 5.1.5.N: Describe safe food handling and preparation practices.
    • 5.1.5.P: Define life-threatening situations (e.g., heart attacks, asthma attacks, poisonings).
    • 5.1.6.G: Recognize that there are individual differences in growth and development, physical appearance, and gender roles.
    • 5.1.6.N: Differentiate between more-nutritious and less-nutritious beverages and snacks.
    • 5.1.6.P: Explain that all individuals have a responsibility to protect and preserve the environment.
    • 5.1.7.G: Recognize that everyone has the right to establish personal boundaries.
    • 5.1.7.N: Explain the concept of eating in moderation.
    • 5.1.8.G: Recognize that friendship, attraction, and affection can be expressed in different ways.
    • 5.1.8.N: Describe the benefits of eating a nutritionally balanced diet consistent with current research-based dietary guidelines.
    • 5.1.9.G: Explain that puberty and physical development can vary considerably and still be normal.
    • 5.1.9.N: Explain how good health is influenced by healthy eating and being physically active.
  • HE Grade 5: Analyzing Influences:
    • 5.2.1.G: Explain how culture, media, and other factors influence perceptions about body image, gender roles, and attractiveness.
    • 5.2.1.N: Describe internal and external influences that affect food choices and physical activity.
    • 5.2.1.P: Identify internal and external influences that affect personal health practices.
    • 5.2.2.G: Describe how heredity influences growth and development.
    • 5.2.2.N: Recognize that family and cultural influences affect food choices.
    • 5.2.3.G: Discuss how changes during puberty affect thoughts, emotions, and behaviors.
    • 5.2.3.N: Describe the influence of advertising and marketing techniques on food and beverage choices.
  • HE Grade 5: Accessing Valid Health Information:
    • 5.3.1.G: Recognize parents, guardians, and other trusted adults as resources for information about puberty.
    • 5.3.1.N: Locate age-appropriate guidelines for eating and physical activity.
    • 5.3.1.P: Identify sources of valid information about personal health products and services.
    • 5.3.2.G: Differentiate between reliable and unreliable sources of information about puberty.
    • 5.3.2.N: Interpret information provided on food labels.
    • 5.3.2.P: Identify individuals who can assist with health-related issues and potentially life-threatening health conditions (e.g., asthma episodes or seizures).
  • HE Grade 5: Interpersonal Communication:
    • 5.4.1.G: Use effective communication skills to discuss with parents, guardians, and other trusted adults the changes that occur during puberty.
    • 5.4.1.N: Use communication skills to deal effectively with influences from peers and media regarding food choices and physical activity.
    • 5.4.1.P: Practice effective communication skills to seek help for health-related problems or emergencies.
    • 5.4.2.G: Use healthy and respectful ways to express friendship, attraction, and affection.
    • 5.4.3.G: Demonstrate refusal skills to protect personal boundaries.
  • HE Grade 5: Decision Making:
    • 5.5.1.G: Describe the importance of identifying personal boundaries.
    • 5.5.1.N: Use a decision-making process to identify healthy foods for meals and snacks.
    • 5.5.1.P: Use a decision-making process to determine personal choices that promote personal, environmental, and community health.
    • 5.5.2.G: Analyze why it is safe to be a friend to someone who is living with HIV or AIDS.
    • 5.5.2.N: Use a decision-making process to determine activities that increase physical fitness.
    • 5.5.2.P: Use a decision-making process to determine when medical assistance is needed.
    • 5.5.3.N: Compare personal eating and physical activity patterns with current age-appropriate guidelines.
  • HE Grade 5: Goal Setting:
    • 5.6.1.G: Identify steps to achieve and maintain a healthy and accurate body image.
    • 5.6.1.N: Monitor personal progress toward a nutritional goal.
    • 5.6.1.P: Monitor progress toward a goal to help protect the environment.
    • 5.6.2.G: Develop plans to maintain personal hygiene during puberty.
    • 5.6.2.N: Monitor personal progress toward a physical activity goal.
    • 5.6.2.P: Monitor progress toward a personal health goal.
  • HE Grade 5: Practicing Health-Enhancing Behaviors:
    • 5.7.1.G: Engage in behaviors that promote healthy growth and development during puberty.
    • 5.7.1.N: Identify ways to choose healthy snacks based on current research-based guidelines.
    • 5.7.1.P: Practice good personal and dental hygiene.
    • 5.7.2.G: Describe ways people can protect themselves against serious bloodborne communicable diseases.
    • 5.7.2.N: Demonstrate how to prepare a healthy meal or snack using sanitary food preparation and storage practices.
    • 5.7.2.P: Demonstrate personal responsibility for health habits.
    • 5.7.3.N: Demonstrate the ability to balance food intake and physical activity.
    • 5.7.3.P: Practice strategies to protect against the harmful effects of the sun.
    • 5.7.4.N: Demonstrate the ability to assess personal physical activity levels.
  • HE Grade 5: Health Promotion:
    • 5.8.1.N: Encourage and promote healthy eating and increased physical activity opportunities at school and in the community.
    • 5.8.1.P: Encourage others to minimize pollution in the environment.
• HE Grade 6:
  • HE Grade 6 : Accessing Valid Health Information:
    • 6.3.1.A: Identify sources of valid information regarding alcohol, tobacco, and other drug use and abuse.
    • 6.3.1.M: Identify sources of valid information and services for getting help with mental, emotional, and social health problems.
    • 6.3.1.S: Identify rules and laws intended to prevent injuries.
    • 6.3.2.M: Discuss the importance of getting help from a trusted adult when it is needed.
    • 6.3.2.S: Demonstrate the ability to ask a trusted adult for help when feeling personally threatened or unsafe, including while using the Internet.
  • HE Grade 6 : Analyzing Influences:
    • 6.2.1.A: Describe internal influences that affect the use of alcohol, tobacco, and other drugs.
    • 6.2.1.M: Analyze the external and internal influences on mental, emotional, and social health.
    • 6.2.1.S: Analyze the role of self and others in causing or preventing injuries.
    • 6.2.2.A: Analyze the influence of marketing and advertising techniques, including the use of role models and how they affect use of alcohol, tobacco, and other drugs.
    • 6.2.2.S: Analyze influences on both safe and violent behaviors.
    • 6.2.3.A: Analyze how impaired judgment and other effects of using alcohol or marijuana impact personal safety, relationships with friends and families, school success, and attainment of present and future goals.
    • 6.2.3.S: Analyze personal behaviors that may lead to injuries or cause harm.
    • 6.2.4.A: Explain how culture and media influence the use of alcohol and other drugs.
  • HE Grade 6 : Decision Making:
    • 6.5.1.A: Analyze how decisions to use alcohol, tobacco, and other drugs will affect relationships with friends and family.
    • 6.5.1.M: Apply a decision-making process to enhance health.
    • 6.5.1.S: Use a decision-making process to determine a safe course of action in risky situations.
    • 6.5.2.A: Analyze the kinds of situations involving alcohol, tobacco, and other drugs for which help from an adult should be requested.
    • 6.5.2.M: Describe situations for which someone should seek help with stress, loss, and depression.
    • 6.5.2.S: Use a decision-making process to determine appropriate strategies for responding to bullying and harassment.
    • 6.5.3.A: Analyze the legal, emotional, social, and health consequences of using alcohol and other drugs.
    • 6.5.3.M: Compare and contrast being angry and angry behavior, and discuss the consequences.
  • HE Grade 6 : Essential Concepts:
    • 6.1.1.A: Explain short- and long-term effects of alcohol, tobacco, inhalant, and other drug use, including social, legal, and economic implications.
    • 6.1.1.M: Describe the signs, causes, and health effects of stress, loss, and depression.
    • 6.1.1.S: Explain methods to reduce conflict, harassment, and violence.
    • 6.1.2.A: Identify positive alternatives to alcohol, tobacco, and other drug use.
    • 6.1.2.M: Summarize feelings and emotions associated with loss and grief.
    • 6.1.2.S: Describe basic first aid and emergency procedures, including those for accidental loss of or injuries to teeth.
    • 6.1.3.A: Differentiate between the use and misuse of prescription and nonprescription medicines.
    • 6.1.3.M: Discuss how emotions change during adolescence.
    • 6.1.3.S: Describe the risks of gang involvement.
    • 6.1.4.A: Identify the benefits of a tobacco-free environment.
    • 6.1.4.M: Describe the importance of being aware of one's emotions.
    • 6.1.4.S: Examine disaster preparedness plans for the home and school.
    • 6.1.5.A: Explain the dangers of secondhand smoke.
    • 6.1.5.M: Describe the importance of being empathetic to individual differences, including people with disabilities and chronic diseases.
    • 6.1.5.S: Examine the risks of possessing a weapon at home, at school, and in the community.
    • 6.1.6.A: Explain the stages of drug dependence and addiction and the effects of drugs on the adolescent brain.
    • 6.1.6.M: Explain why getting help for mental, emotional, and social health problems is appropriate and necessary.
    • 6.1.6.S: Examine safety procedures when using public transportation and traveling in vehicles.
    • 6.1.7.A: Identify the effects of alcohol, tobacco, and other drug use on physical activity, including athletic performance.
    • 6.1.7.M: Describe the importance of setting personal boundaries for privacy, safety, and expressions of emotions and opinions.
    • 6.1.7.S: Discuss safety hazards related to Internet usage.
    • 6.1.8.M: Describe the similarities between types of violent behaviors (e.g., bullying, hazing, fighting, and verbal abuse).
    • 6.1.8.S: Describe hazards related to sun, water, and ice.
    • 6.1.9.M: Discuss the harmful effects of violent behaviors.
    • 6.1.9.S: Describe how the presence of weapons increases the risk of serious violent injuries.
  • HE Grade 6 : Goal Setting:
    • 6.6.1.A: Develop personal goals to remain drug-free.
    • 6.6.1.M: Make a plan to prevent and manage stress.
    • 6.6.1.S: Develop a personal plan to remain safe and injury-free.
    • 6.6.2.M: Describe how personal goals can be affected if violence is used to solve problems.
    • 6.6.3.M: Make a personal commitment to avoid persons, places, or activities that encourage violence or delinquency.
  • HE Grade 6 : Health Promotion:
    • 6.8.1.A: Practice effective persuasion skills for encouraging others not to use alcohol, tobacco, and other drugs.
    • 6.8.1.M: Encourage a school environment that is respectful of individual differences.
    • 6.8.1.S: Support injury prevention at school, at home, and in the community.
    • 6.8.2.M: Object appropriately to teasing or bullying of peers that is based on personal characteristics and perceived sexual orientation.
    • 6.8.2.S: Promote a bully-free school and community environment.
    • 6.8.3.S: Encourage others to practice safe behaviors, including the proper use of safety belts when riding in cars, wearing helmets when riding bicycles, and wearing mouth guards when participating in athletic activities.
  • HE Grade 6 : Interpersonal Communication:
    • 6.4.1.A: Use effective verbal communication skills to avoid situations where alcohol, tobacco, and other drugs are being used.
    • 6.4.1.M: Practice asking for help with mental, emotional, or social health problems from trusted adults.
    • 6.4.1.S: Practice effective communication skills to prevent and avoid risky situations.
    • 6.4.2.A: Demonstrate effective verbal and nonverbal refusal skills to resist the pressure to use alcohol, tobacco, and other drugs.
    • 6.4.2.M: Describe how prejudice, discrimination, and bias can lead to violence.
    • 6.4.2.S: Explain the importance of immediately reporting a weapon that is found or is in the possession of peers.
    • 6.4.3.M: Demonstrate ways to communicate respect for diversity.
    • 6.4.3.S: Demonstrate escape strategies for situations in which weapons or other dangerous objects are present.
    • 6.4.4.M: Demonstrate the ability to use steps of conflict resolution.
    • 6.4.4.S: Practice communication and refusal skills to avoid gang involvement.
  • HE Grade 6 : Practicing Health-Enhancing Behaviors:
    • 6.7.1.A: Practice positive alternatives to using alcohol, tobacco, and other drugs.
    • 6.7.1.M: Carry out personal and social responsibilities appropriately.
    • 6.7.1.S: Practice ways to resolve conflicts nonviolently.
    • 6.7.2.M: Practice strategies to manage stress.
    • 6.7.2.S: Practice safe use of technology.
    • 6.7.3.M: Practice appropriate ways to respect and include others who are different from oneself.
    • 6.7.3.S: Practice positive alternatives to gang involvement.
    • 6.7.4.M: Demonstrate how to use self-control when angry.
    • 6.7.4.S: Practice basic first aid and emergency procedures.
• HE Grade 7 and 8:
  • HE Grade 7 and 8 : Accessing Valid Health Information:
    • 7-8.3.1.A: Analyze the validity of information, products, and services related to the use of alcohol, tobacco, and other drugs.
    • 7-8.3.1.G: Identify trusted adults in one's family, school, and community for advice and counseling regarding reproductive and sexual health.
    • 7-8.3.1.M: Access accurate sources of information and services about mental, emotional, and social health.
    • 7-8.3.1.N: Distinguish between valid and invalid sources of nutrition information.
    • 7-8.3.1.P: Demonstrate the ability to access information about personal health products (e.g., deodorant, shampoo, sunscreen, and dental care products), and evaluate the information's validity.
    • 7-8.3.1.S: Analyze sources of information regarding injury and violence prevention.
    • 7-8.3.2.G: Locate medically and scientifically accurate sources of information on reproductive health.
    • 7-8.3.2.M: Describe situations for which adult help is needed, including intimidating and dangerous situations, and how to access help for oneself and others.
    • 7-8.3.2.N: Evaluate the accuracy of claims about dietary supplements and popular diets.
    • 7-8.3.2.P: Access valid information about preventing common communicable diseases.
    • 7-8.3.2.S: Demonstrate the ability to access accurate sources of information about abuse, violence, and bullying.
    • 7-8.3.3.G: Identify health care providers for reproductive and sexual health services.
    • 7-8.3.3.M: Identify trusted adults to report to if people are in danger of hurting themselves or others.
    • 7-8.3.3.N: Describe how to access nutrition information about foods offered in restaurants in one's community.
    • 7-8.3.3.P: Locate resources in school, in the community, and on the Internet for first aid information and training, and assess the validity of the resources.
    • 7-8.3.4.M: Analyze situations to determine whether they call for acts of caring among friends or require getting the help of trusted adults.
    • 7-8.3.4.N: Identify places where youths and families can be physically active.
    • 7-8.3.4.P: Demonstrate how to access school and community health services.
    • 7-8.3.5.N: Identify trusted adults in one's family, school, and community for advice and counseling regarding healthy eating and physical activity.
  • HE Grade 7 and 8 : Analyzing Influences:
    • 7-8.2.1.A: Analyze internal influences that affect the use and abuse of alcohol, tobacco, and other drugs.
    • 7-8.2.1.G: Analyze how internal and external influences affect growth and development, relationships, and sexual behavior.
    • 7-8.2.1.M: Analyze internal and external influences on mental, emotional, and social health.
    • 7-8.2.1.N: Describe the influence of culture and media on body image.
    • 7-8.2.1.P: Analyze a variety of influences that affect personal health practices.
    • 7-8.2.1.S: Analyze how the media portray fire and explosives.
    • 7-8.2.2.A: Evaluate the influence of marketing and advertising techniques and how they affect alcohol, tobacco, and other drug use and abuse.
    • 7-8.2.2.G: Evaluate how culture, media, and other people influence our perceptions of body image, gender roles, sexuality, attractiveness, relationships, and sexual orientation.
    • 7-8.2.2.M: Analyze techniques that are used to pressure someone to engage in or be a target of violent behavior.
    • 7-8.2.2.N: Evaluate internal and external influences on food choices.
    • 7-8.2.2.P: Analyze how environmental pollutants, including noise pollution, affect health.
    • 7-8.2.2.S: Evaluate individual, group, and societal influences that promote cooperation and respectful behaviors and those that promote violence and disrespectful behaviors.
    • 7-8.2.3.A: Analyze family and peer pressure as influences on the use of alcohol, tobacco, and other drugs.
    • 7-8.2.3.G: Analyze the influence of alcohol and other drugs on sexual behaviors.
    • 7-8.2.3.M: Analyze the influence of culture on family values and practices.
    • 7-8.2.3.N: Analyze the impact of nutritional choices on future reproductive and prenatal health.
    • 7-8.2.3.P: Analyze the relationship between the health of a community and the global environment.
    • 7-8.2.4.G: Describe situations that could lead to pressure for sexual activity and to the risk of contracting HIV and other STDs.
    • 7-8.2.4.N: Analyze the influence of technology and media on physical activity.
    • 7-8.2.4.P: Analyze the influence of culture, media, and technology on health decisions.
    • 7-8.2.5.G: Recognize that there are individual, family, and cultural differences in relationships.
    • 7-8.2.5.P: Analyze the social influences that encourage or discourage sun-safety practices.
    • 7-8.2.6.G: Explain how sexual exploitation can occur through the Internet.
  • HE Grade 7 and 8 : Decision Making:
    • 7-8.5.1.A: Use a decision-making process to avoid using alcohol, tobacco, and other drugs in a variety of situations.
    • 7-8.5.1.G: Analyze why abstinence is the most effective method for the prevention of HIV, STDs, and pregnancy.
    • 7-8.5.1.M: Apply decision-making processes to a variety of situations that impact mental, emotional, and social health.
    • 7-8.5.1.N: Use a decision-making process to evaluate daily food intake for nutritional requirements.
    • 7-8.5.1.P: Apply a decision-making process to determine safe and healthy strategies for dealing with personal health problems.
    • 7-8.5.1.S: Use a decision-making process to examine risky social and dating situations.
    • 7-8.5.2.G: Use a decision-making process to examine the characteristics of healthy relationships.
    • 7-8.5.2.M: Monitor personal stressors and assess techniques for managing them.
    • 7-8.5.2.N: Identify recreational activities that increase physical activity.
    • 7-8.5.2.P: Apply a decision-making process when selecting health care products.
    • 7-8.5.2.S: Apply a decision-making process to avoid potentially dangerous situations, such as gang activities, violence in dating, and other social situations.
    • 7-8.5.3.G: Use a decision-making process to evaluate individual differences in growth and development, physical appearance, gender roles, and sexual orientation.
    • 7-8.5.3.M: Describe healthy ways to express caring, friendship, affection, and love.
    • 7-8.5.3.N: Contrast healthy and risky approaches to weight management.
    • 7-8.5.3.P: Analyze the characteristics of informed health choices.
    • 7-8.5.3.S: Use a decision-making process to analyze the consequences of gang involvement.
    • 7-8.5.4.G: Analyze the responsibilities and privileges of becoming a young adult.
    • 7-8.5.4.M: Describe situations for which someone would seek help with stress, loss, an unrealistic body image, or depression.
    • 7-8.5.4.N: Analyze the physical, mental, and social benefits of physical activity.
    • 7-8.5.4.S: Evaluate why some students are bullies.
    • 7-8.5.5.G: Identify how good health practices in adolescence affect lifelong health and the health of future children.
    • 7-8.5.5.M: Analyze the importance of setting personal boundaries for privacy, safety, and expressions of emotions and opinions.
    • 7-8.5.5.S: Apply decision-making or problem-solving steps to hypothetical situations involving assault and intimidation, including sexual harassment.
    • 7-8.5.6.G: Explain the immediate physical, social, and emotional risks and consequences associated with sexual activity.
    • 7-8.5.7.G: Use a decision-making process to evaluate the value of using FDA-approved condoms for pregnancy and STD prevention.
  • HE Grade 7 and 8 : Essential Concepts:
    • 7-8.1.1.A: Describe the harmful short- and long-term effects of alcohol, tobacco, and other drugs, including steroids, performance-enhancing drugs and inhalants.
    • 7-8.1.1.G: Explain physical, social, and emotional changes associated with adolescence.
    • 7-8.1.1.M: Explain positive social behaviors (e.g., helping others, being respectful to others, cooperation, consideration).
    • 7-8.1.1.N: Describe the short- and long-term impact of nutritional choices on health.
    • 7-8.1.1.P: Describe the importance of health-management strategies (e.g., those involving adequate sleep, ergonomics, sun safety, hearing protection, and self-examination).
    • 7-8.1.1.S: Describe the differences between physical, verbal, and sexual violence.
    • 7-8.1.10.G: Describe the emotional, psychological, and physical consequences of rape and sexual assault.
    • 7-8.1.10.M: Describe signs of depression, potential suicide, and other self-destructive behaviors.
    • 7-8.1.10.N: Identify the impact of nutrition on chronic disease.
    • 7-8.1.10.P: Identify human activities that contribute to environmental challenges (e.g., air, water, and noise pollution).
    • 7-8.1.10.S: Identify basic safety guidelines for emergencies and natural disasters.
    • 7-8.1.11.G: Explain why rape and sexual assault should be reported to authorities and trusted adults.
    • 7-8.1.11.M: Describe common mental health conditions and why seeking professional help for these conditions is important.
    • 7-8.1.11.N: Analyze the cognitive and physical benefits of eating breakfast daily.
    • 7-8.1.11.P: Describe global influences on personal and community health.
    • 7-8.1.11.S: Identify ways to prevent climate-related physical conditions such as exhaustion, sunburn, heat stroke, and hypothermia.
    • 7-8.1.12.G: Describe responsible prenatal and child care, including California's Safely Surrendered Baby Law.
    • 7-8.1.12.N: Examine the role of lifelong fitness activities in maintaining personal fitness, blood pressure, weight, and percentage of body fat.
    • 7-8.1.12.P: Identify ways to reduce exposure to the sun.
    • 7-8.1.12.S: Explain safety hazards associated with Internet usage.
    • 7-8.1.13.G: Evaluate the benefits to mother, father, and child when teenagers wait until adulthood to become parents.
    • 7-8.1.13.N: Explain how to use a Body Mass Index (BMI) score as a tool for measuring general health.
    • 7-8.1.13.S: Explain ways to prevent fires and reduce the risk of fire-related injuries.
    • 7-8.1.14.N: Identify ways to increase daily physical activity.
    • 7-8.1.14.S: Explain ways to reduce the risk of injuries in and around water.
    • 7-8.1.15.N: Explain that incorporating daily moderate or vigorous physical activity into one's life does not require a structured exercise plan or special equipment.
    • 7-8.1.15.S: Explain ways to reduce the risk of injuries (including oral injuries) that can occur during sports and recreational activities.
    • 7-8.1.16.N: Differentiate between physical activity and exercise and health-related and skill-related fitness.
    • 7-8.1.2.A: Describe the relationship between using alcohol, tobacco, and other drugs and engaging in other risky behaviors.
    • 7-8.1.2.G: Summarize the human reproduction cycle.
    • 7-8.1.2.M: Identify a variety of nonviolent ways to respond when angry or upset.
    • 7-8.1.2.N: Identify nutrients and their relationships to health.
    • 7-8.1.2.P: Identify the importance of age-appropriate medical services.
    • 7-8.1.2.S: Explain how witnesses and bystanders can help prevent violence by reporting dangerous situations.
    • 7-8.1.3.A: Explain the dangers of drug dependence and addiction.
    • 7-8.1.3.G: Explain the effectiveness of abstinence in preventing HIV, other STDs, and unintended pregnancy.
    • 7-8.1.3.M: Identify qualities that contribute to a positive self-image.
    • 7-8.1.3.N: Examine the health risks caused by food contaminants.
    • 7-8.1.3.P: Identify Standard (Universal) Precautions and why they are important.
    • 7-8.1.3.S: Describe how the presence of weapons increases the risk of serious violent injuries.
    • 7-8.1.4.A: Describe the consequences of using alcohol, tobacco, and other drugs during pregnancy, including fetal alcohol spectrum disorders.
    • 7-8.1.4.G: Explain how conception occurs, the stages of pregnancy, and the responsibilities associated with parenting.
    • 7-8.1.4.M: Describe how emotions change during adolescence.
    • 7-8.1.4.N: Describe how to keep food safe through proper food purchasing, preparation, and storage practices.
    • 7-8.1.4.P: Examine the causes and symptoms of communicable and non-communicable diseases.
    • 7-8.1.4.S: Discuss the importance of reporting weapon possession.
    • 7-8.1.5.A: Analyze the harmful effects of using diet pills without physician supervision.
    • 7-8.1.5.G: Explain the effectiveness of FDA-approved condoms and other contraceptives in preventing HIV, other STDs, and unintended pregnancy.
    • 7-8.1.5.M: Recognize diversity among people, including disability, gender, race, sexual orientation, and body size.
    • 7-8.1.5.N: Differentiate between diets that are health-promoting and diets linked to disease.
    • 7-8.1.5.P: Discuss the importance of effective personal and dental hygiene practices for preventing illness.
    • 7-8.1.5.S: Explain how violence, aggression, bullying, and harassment affect health and safety.
    • 7-8.1.6.A: Explain the short- and long-term consequences of using alcohol and other drugs to cope with problems.
    • 7-8.1.6.G: Identify the short- and long-term effects of HIV, AIDS, and other STDs.
    • 7-8.1.6.M: Describe the changing roles and responsibilities of adolescents as members of a family and community.
    • 7-8.1.6.N: Analyze the caloric and nutritional value of foods and beverages.
    • 7-8.1.6.P: Identify effective brushing and flossing techniques for oral care.
    • 7-8.1.6.S: Identify trusted adults to whom school or community violence should be reported.
    • 7-8.1.7.A: Explain why most youths do not use alcohol, tobacco, or other drugs.
    • 7-8.1.7.G: Identify ways to prevent or reduce the risk of contracting HIV, AIDS, and other STDs.
    • 7-8.1.7.M: Describe the benefits of having positive relationships with trusted adults.
    • 7-8.1.7.N: Describe the benefits of eating a variety of foods high in iron, calcium, and fiber.
    • 7-8.1.7.P: Identify effective protection for teeth, eyes, head, and neck during sports and recreational activities.
    • 7-8.1.7.S: Describe possible legal consequences of sexual harassment and violence.
    • 7-8.1.8.A: Explain school policies and community laws related to the use, possession, and sale of alcohol, tobacco, and illegal drugs.
    • 7-8.1.8.G: Recognize that there are individual differences in growth and development, physical appearance, gender roles, and sexual orientation.
    • 7-8.1.8.M: Analyze the harmful effects of using diet pills without physician supervision.
    • 7-8.1.8.N: Identify ways to prepare food that are consistent with current research-based guidelines for a nutritionally balanced diet.
    • 7-8.1.8.P: Identify ways to prevent vision or hearing damage.
    • 7-8.1.8.S: Describe types of sexual harassment and ways to report them.
    • 7-8.1.9.G: Explain why individuals have the right to refuse sexual contact.
    • 7-8.1.9.M: Identify the signs of various eating disorders.
    • 7-8.1.9.N: Analyze the harmful effects of engaging in unscientific diet practices to lose or gain weight.
    • 7-8.1.9.P: Identify ways that environmental factors, including air quality, affect our health.
    • 7-8.1.9.S: Describe the behavioral and environmental factors associated with major causes of death in the United States.
  • HE Grade 7 and 8 : Goal Setting:
    • 7-8.6.1.A: Develop short- and long-term goals to remain drug-free.
    • 7-8.6.1.G: Develop a plan to avoid HIV, AIDS, other STDs, and pregnancy.
    • 7-8.6.1.M: Develop achievable goals for handling stressors in healthy ways.
    • 7-8.6.1.N: Make a personal plan for improving one's nutrition and incorporating physical activity into daily routines.
    • 7-8.6.1.P: Establish goals for improving personal and community health.
    • 7-8.6.1.S: Make a personal commitment to avoid persons, places, or activities that encourage violence or delinquency.
    • 7-8.6.2.G: Describe how HIV, AIDS, other STDs, or pregnancy could impact life goals.
    • 7-8.6.2.N: Set a goal to increase daily physical activity.
    • 7-8.6.2.P: Design a plan to minimize environmental pollutants, including noise at home and in the community.
    • 7-8.6.2.S: Create a personal-safety plan.
    • 7-8.6.3.P: Create a plan to incorporate adequate rest and sleep into daily routines.
  • HE Grade 7 and 8 : Health Promotion:
    • 7-8.8.1.A: Participate in school and community efforts to promote a drug-free lifestyle.
    • 7-8.8.1.G: Support and encourage safe, respectful, and responsible relationships.
    • 7-8.8.1.M: Promote a positive and respectful school environment.
    • 7-8.8.1.N: Encourage nutrient-dense food choices in school.
    • 7-8.8.1.P: Promote the importance of regular screenings and medical examinations.
    • 7-8.8.1.S: Support changes to promote safety in the home, at school, and in the community.
    • 7-8.8.2.G: Promote respect for and dignity of persons living with HIV or AIDS.
    • 7-8.8.2.M: Object appropriately to teasing of peers and community members that is based on perceived personal characteristics or sexual orientation.
    • 7-8.8.2.N: Support increased opportunities for physical activity at school and in the community.
    • 7-8.8.2.P: Demonstrate the ability to be a positive peer role model in the school and community.
    • 7-8.8.2.S: Design a campaign for preventing violence, aggression, bullying, and harassment.
    • 7-8.8.3.N: Encourage peers to eat healthy foods and to be physically active.
    • 7-8.8.3.P: Demonstrate ways to accept responsibility for conserving natural resources.
    • 7-8.8.3.S: Demonstrate the ability to influence others' safety behaviors (e.g., wearing bicycle helmets and seat belts).
  • HE Grade 7 and 8 : Interpersonal Communication:
    • 7-8.4.1.A: Use effective refusal and negotiation skills to avoid risky situations, especially where alcohol, tobacco, and other drugs are being used.
    • 7-8.4.1.G: Practice effective communication skills with parents, guardians, health care providers, or other trusted adults by discussing issues related to reproductive and sexual health.
    • 7-8.4.1.M: Seek help from trusted adults for oneself or a friend with an emotional or social health problem.
    • 7-8.4.1.N: Demonstrate the ability to use effective skills to model healthy decision making and prevent overconsumption of foods and beverages.
    • 7-8.4.1.P: Practice how to make a health-related consumer complaint.
    • 7-8.4.1.S: Report to a trusted adult situations that could lead to injury or harm.
    • 7-8.4.2.G: Use effective verbal and nonverbal communication skills to prevent sexual involvement, HIV, other STDs, and unintended pregnancy.
    • 7-8.4.2.N: Practice effective communication skills with parents, guardians, or trusted adults regarding healthy nutrition and physical activity choices.
    • 7-8.4.2.P: Use assertive communication skills to avoid situations that increase risk of communicable disease or illness.
    • 7-8.4.2.S: Use communication and refusal skills to avoid violence, gang involvement, and risky situations.
    • 7-8.4.3.G: Use healthy and respectful ways to express friendship, attraction, and affection.
    • 7-8.4.3.S: Describe ways to manage interpersonal conflicts nonviolently.
    • 7-8.4.4.G: Analyze the benefits of respecting individual differences in growth and development, physical appearance, gender roles, and sexual orientation.
    • 7-8.4.4.S: Demonstrate ways to ask a parent or other trusted adult for help with a threatening situation.
    • 7-8.4.5.G: Demonstrate how to ask for help from parents, other trusted adults, or friends when pressured to participate in sexual behavior.
    • 7-8.4.5.S: Describe characteristics of effective communication.
    • 7-8.4.6.S: Differentiate between passive, aggressive, and assertive communication.
    • 7-8.4.7.S: Locate resources in school, in the community, and on the Internet for first aid information and training, and assess the validity of the resources.
  • HE Grade 7 and 8 : Practicing Health-Enhancing Behaviors:
    • 7-8.7.1.A: Use a variety of effective coping strategies when there is alcohol, tobacco, or other drug use in group situations.
    • 7-8.7.1.G: Describe strategies for refusing unwanted sexual activity.
    • 7-8.7.1.M: Demonstrate effective coping mechanisms and strategies for managing stress.
    • 7-8.7.1.N: Make healthy food choices in a variety of settings.
    • 7-8.7.1.P: Practice and take responsibility for personal and dental hygiene practices.
    • 7-8.7.1.S: Practice first aid and emergency procedures.
    • 7-8.7.2.A: Practice positive alternatives to the use of alcohol, tobacco, and other drugs.
    • 7-8.7.2.G: Demonstrate the ability to anticipate and minimize exposure to situations that pose a risk to sexual health.
    • 7-8.7.2.M: Practice respect for individual differences and diverse backgrounds.
    • 7-8.7.2.N: Explain proper food handling safety when preparing meals and snacks.
    • 7-8.7.2.P: Describe situations where Standard (Universal) Precautions are appropriate.
    • 7-8.7.2.S: Practice ways to resolve conflicts nonviolently.
    • 7-8.7.3.G: Describe personal actions that can protect reproductive and sexual health.
    • 7-8.7.3.M: Participate in clubs, organizations, and activities in the school and community that offer opportunities for student and family involvement.
    • 7-8.7.3.N: Assess personal physical activity levels.
    • 7-8.7.3.S: Practice the safe use of technology.
    • 7-8.7.4.M: Practice personal boundaries in a variety of situations.
    • 7-8.7.4.N: Examine ways to be physically active throughout a lifetime.
    • 7-8.7.5.M: Demonstrate skills to avoid or escape from potentially violent situations, including dating.
• HE Grade 9-12:
  • HE Grade 9-12 : Accessing Valid Health Information:
    • 9-12.3.1.A: Access information, products, and services related to the use of alcohol, tobacco, and other drugs.
    • 9-12.3.1.G: Analyze the validity of health information, products, and services related to reproductive and sexual health.
    • 9-12.3.1.M: Access school and community resources to help with mental, emotional, and social health concerns.
    • 9-12.3.1.N: Access sources of accurate information about safe and healthy weight management.
    • 9-12.3.1.P: Access valid information about personal health products and services available in the community.
    • 9-12.3.1.S: Analyze sources of information and services concerning safety and violence prevention.
    • 9-12.3.2.A: Evaluate prevention, intervention, and treatment resources and programs concerning alcohol, tobacco, and other drugs.
    • 9-12.3.2.G: Identify local resources concerning reproductive and sexual health, including all FDA-approved contraceptives, HIV/STD testing, and medical care.
    • 9-12.3.2.M: Evaluate the benefits of professional services for people with mental, emotional, or social health conditions.
    • 9-12.3.2.N: Evaluate the accuracy of claims about food and dietary supplements.
    • 9-12.3.2.P: Access valid information about common diseases.
    • 9-12.3.2.S: Analyze community resources for disaster preparedness.
    • 9-12.3.3.G: Compare the success and failure rates of FDA-approved condoms and other contraceptives in preventing HIV, other STDs, and pregnancy.
    • 9-12.3.3.N: Describe how to use nutrition information on food labels to compare products.
    • 9-12.3.3.P: Evaluate current research about the health consequences of poor environmental conditions.
    • 9-12.3.4.G: Evaluate laws related to sexual involvement with minors.
    • 9-12.3.4.N: Evaluate the accuracy of claims about the safety of fitness products.
    • 9-12.3.4.P: Identify government and community agencies that promote health and protect the environment.
    • 9-12.3.5.N: Describe community programs and services that help people gain access to affordable, healthy foods.
    • 9-12.3.5.P: Assess ways to be a responsible consumer of health products and services.
    • 9-12.3.6.N: Describe internal and external influences that affect physical activity.
  • HE Grade 9-12 : Analyzing Influences:
    • 9-12.2.1.A: Evaluate strategies for managing the impact of internal and external influences on alcohol, tobacco, and other drug use.
    • 9-12.2.1.G: Determine personal, family, school, and community factors that can help reduce the risk of engaging in sexual activity.
    • 9-12.2.1.M: Analyze the internal and external issues related to seeking mental health assistance.
    • 9-12.2.1.N: Evaluate internal and external influences that affect food choices.
    • 9-12.2.1.P: Discuss influences that affect positive health practices.
    • 9-12.2.1.S: Analyze internal and external influences on personal, family, and community safety.
    • 9-12.2.2.A: Analyze the role of individual, family, community, and cultural norms on the use of alcohol, tobacco, and other drugs.
    • 9-12.2.2.G: Evaluate how growth and development, relationships, and sexual behaviors are affected by internal and external influences.
    • 9-12.2.2.N: Assess personal barriers to healthy eating and physical activity.
    • 9-12.2.2.P: Evaluate influences on the selection of personal health care products and services.
    • 9-12.2.2.S: Analyze the influence of alcohol and other drug use on personal, family, and community safety.
    • 9-12.2.3.A: Describe financial, political, social, and legal influences on the use of alcohol, tobacco, and other drugs.
    • 9-12.2.3.G: Assess the discrepancies between actual and perceived social norms related to sexual activity among teenagers.
    • 9-12.2.3.N: Distinguish between facts and myths regarding nutrition practices, products, and physical performance.
    • 9-12.2.3.P: Analyze how environmental conditions affect personal and community health.
    • 9-12.2.3.S: Explain how one's behavior when traveling as a passenger in a vehicle influences the behavior of others.
    • 9-12.2.4.G: Assess situations that could lead to pressure for sexual activity and to the risk of HIV, other STDs, and pregnancy.
    • 9-12.2.4.N: Analyze the impact of nutritional choices on future reproductive and prenatal health.
    • 9-12.2.4.P: Discuss ways to stay informed about environmental issues.
    • 9-12.2.4.S: Analyze why it is risky to belong to a gang.
    • 9-12.2.5.G: Evaluate how culture, media, and other people influence perceptions about body image, gender roles, sexuality, attractiveness, relationships, and sexual orientation.
    • 9-12.2.5.N: Analyze the impact of various influences, including the environment, on eating habits and attitudes toward weight management.
    • 9-12.2.5.P: Analyze the social influences that encourage or discourage sun-safety practices.
    • 9-12.2.6.N: Analyze internal and external influences that affect physical activity.
    • 9-12.2.6.P: Evaluate the benefits of informed health choices.
    • 9-12.2.7.P: Evaluate the need for rest, sleep, and exercise.
  • HE Grade 9-12 : Decision Making:
    • 9-12.5.1.A: Use a decision-making process to evaluate how the use of alcohol, tobacco, and other drugs affects individuals, families, and society.
    • 9-12.5.1.G: Use a decision-making process to evaluate the physical, emotional, and social benefits of abstinence, monogamy, and the avoidance of multiple sexual partners.
    • 9-12.5.1.M: Monitor personal stressors and assess techniques for managing them.
    • 9-12.5.1.N: Demonstrate how nutritional needs are affected by age, gender, activity level, pregnancy, and health status.
    • 9-12.5.1.P: Apply a decision-making process to a personal health issue or problem.
    • 9-12.5.1.S: Apply a decision-making process to avoid potentially dangerous situations.
    • 9-12.5.2.A: Explain healthy alternatives to alcohol, tobacco, and other drug use.
    • 9-12.5.2.G: Use a decision-making process to examine barriers to making healthy decisions about relationships and sexual health.
    • 9-12.5.2.M: Compare various coping mechanisms for managing stress.
    • 9-12.5.2.N: Use a decision-making process to plan nutritionally adequate meals at home and away from home.
    • 9-12.5.2.P: Explain how decisions regarding health behaviors have consequences for oneself and others.
    • 9-12.5.2.S: Analyze the laws regarding and detrimental effects of sexual harassment.
    • 9-12.5.3.G: Use a decision-making process to analyze when it is necessary to seek help with or leave an unhealthy situation.
    • 9-12.5.3.M: Analyze situations when it is important to seek help with stress, loss, an unrealistic body image, and depression.
    • 9-12.5.3.N: Demonstrate how to use safe food handling procedures when preparing meals and snacks.
    • 9-12.5.3.P: Apply a decision-making process to a community or environmental health issue.
    • 9-12.5.3.S: Analyze the consequences of gang involvement for self, family, and the community.
    • 9-12.5.4.G: Evaluate the risks and consequences associated with sexual activities, including HIV, other STDs, and pregnancy.
    • 9-12.5.4.P: Analyze how using alcohol, tobacco, and other drugs influences health and other behaviors.
    • 9-12.5.4.S: Analyze the consequences of violence for self, family, and the community.
    • 9-12.5.5.G: Use a decision-making process to analyze the benefits of respecting individual differences in growth and development, physical appearance, gender roles, and sexual orientation.
    • 9-12.5.5.P: Analyze the possible consequences of risky hygienic and health behaviors and fads (e.g., tattooing, body piercing, sun exposure, and sound volume).
    • 9-12.5.6.G: Use a decision-making process to evaluate the social, emotional, physical, and economic effects of teen pregnancy on the child, the teen parent, the family, and society.
    • 9-12.5.7.G: Use a decision-making process to evaluate the use of FDA-approved condoms and other contraceptives for pregnancy and STD prevention.
  • HE Grade 9-12 : Essential Concepts:
    • 9-12.1.1.A: Describe the health benefits of abstaining from or discontinuing use of alcohol, tobacco, and other drugs.
    • 9-12.1.1.G: Describe physical, social, and emotional changes associated with being a young adult.
    • 9-12.1.1.M: Describe the benefits of having positive relationships with trusted adults.
    • 9-12.1.1.N: Distinguish between facts and myths regarding nutrition practices, products, and physical performance.
    • 9-12.1.1.P: Discuss the value of actively managing personal health behaviors (e.g., getting adequate sleep, practicing ergonomics, and performing self-examinations).
    • 9-12.1.1.S: Discuss ways to reduce the risk of injuries that can occur during athletic and social activities.
    • 9-12.1.10.A: Clarify myths regarding the scope of alcohol, tobacco, and other drug use among adolescents.
    • 9-12.1.10.G: Recognize that there are individual differences in growth and development, physical appearance, gender roles, and sexual orientation.
    • 9-12.1.10.M: Identify warning signs for suicide.
    • 9-12.1.10.N: Evaluate various approaches to maintaining a healthy weight.
    • 9-12.1.10.P: Explain how public health policies and government regulations influence health promotion and disease prevention.
    • 9-12.1.10.S: Describe procedures for emergency care and lifesaving, including CPR, first aid, and control of bleeding.
    • 9-12.1.11.G: Evaluate the benefits to mother, father, and child when teenagers wait until adulthood to become parents.
    • 9-12.1.11.M: Identify loss and grief.
    • 9-12.1.11.N: Identify the causes, symptoms, and harmful effects of eating disorders.
    • 9-12.1.11.P: Examine ways to prevent and manage asthma.
    • 9-12.1.11.S: Identify ways to stay safe during natural disasters and emergency situations (e.g., land-slides, floods, earthquakes, wildfires, electrical storms, winter storms, and terrorist attacks).
    • 9-12.1.12.G: Evaluate the safety and effectiveness (including success and failure rates) of FDA-approved condoms and other contraceptives in preventing HIV, other STDs, and pregnancy.
    • 9-12.1.12.N: Explain why people with eating disorders need professional help.
    • 9-12.1.12.P: Identify global environmental issues.
    • 9-12.1.12.S: Identify ways to prevent situations that might harm vision, hearing, or dental health.
    • 9-12.1.13.N: Describe the amounts and types of physical activity recommended for teenagers' overall health and for the maintenance of a healthy body weight.
    • 9-12.1.13.P: Describe the impact of air and water pollution on health.
    • 9-12.1.14.N: Analyze the harmful effects of using diet pills and anabolic steroids.
    • 9-12.1.14.P: Identify ways to reduce pollution and harmful health effects (e.g., by using alternative methods of transportation).
    • 9-12.1.15.N: Explain the physical, academic, mental, and social benefits of physical activity and the relationship between a sedentary lifestyle and chronic disease.
    • 9-12.1.2.A: Explain the impact of alcohol, tobacco, and other drug use on brain chemistry, brain function, and behavior.
    • 9-12.1.2.G: Explain how conception occurs, the stages of pregnancy, and the responsibilities of parenting.
    • 9-12.1.2.M: Analyze the qualities of healthy peer and family relationships.
    • 9-12.1.2.N: Research and discuss the practical use of current research-based guidelines for a nutritionally balanced diet.
    • 9-12.1.2.P: Evaluate the importance of regular medical and dental checkups, vaccinations, and examinations.
    • 9-12.1.2.S: Recognize potentially harmful or abusive relationships, including dangerous dating situations.
    • 9-12.1.3.A: Explain the connection between alcohol and tobacco use and the risk of oral cancer.
    • 9-12.1.3.G: Discuss the characteristics of healthy relationships, dating, committed relationships, and marriage.
    • 9-12.1.3.M: Describe healthy ways to express caring, friendship, affection, and love.
    • 9-12.1.3.N: Explain the importance of variety and moderation in food selection and consumption.
    • 9-12.1.3.P: Identify symptoms that should prompt individuals to seek health care.
    • 9-12.1.3.S: Analyze emergency preparedness plans for the home, the school, and the community.
    • 9-12.1.4.A: Identify the social and legal implications of using and abusing alcohol, tobacco, and other drugs.
    • 9-12.1.4.G: Identify why abstinence is the most effective method for the prevention of HIV, other STDs, and pregnancy.
    • 9-12.1.4.M: Describe qualities that contribute to a positive self-image.
    • 9-12.1.4.N: Describe dietary guidelines, food groups, nutrients, and serving sizes for healthy eating habits.
    • 9-12.1.4.P: Identify types of pathogens that cause disease.
    • 9-12.1.4.S: Examine ways that injuries are caused while traveling to and from school and in the community.
    • 9-12.1.5.A: Describe the use and abuse of prescription and nonprescription medicines and illegal substances.
    • 9-12.1.5.G: Summarize fertilization, fetal development, and childbirth.
    • 9-12.1.5.M: Describe how social environments affect health and well-being.
    • 9-12.1.5.N: Describe the relationship between poor eating habits and chronic diseases such as heart disease, obesity, cancer, diabetes, hypertension, and osteoporosis.
    • 9-12.1.5.P: Investigate the causes and symptoms of communicable and non-communicable diseases.
    • 9-12.1.5.S: Describe rules and laws intended to prevent injuries.
    • 9-12.1.6.A: Analyze the consequences for the mother and child of using alcohol, tobacco, and other drugs during pregnancy-including fetal alcohol spectrum disorders and other birth defects.
    • 9-12.1.6.G: Explain responsible prenatal and perinatal care and parenting, including California's Safely Surrendered Baby Law.
    • 9-12.1.6.M: Describe the importance of recognizing signs of disordered eating and other common mental health conditions.
    • 9-12.1.6.N: Explain how to keep food safe through proper food purchasing, preparation, and storage practices.
    • 9-12.1.6.P: Describe the dangers of exposure to ultraviolet (UV) light, lead, asbestos, pesticides, and unclean air and water; and discuss strategies for avoiding exposure.
    • 9-12.1.6.S: Evaluate the risks and responsibilities associated with teen driving and auto accidents.
    • 9-12.1.7.A: Analyze the consequences of binge drinking and its relationship to cancer; to liver, pancreatic, and cardiovascular diseases; and to a variety of gastrointestinal problems, neurological disorders, and reproductive system disorders.
    • 9-12.1.7.G: Describe the short- and long-term effects of HIV, AIDS, and other STDs.
    • 9-12.1.7.M: Analyze signs of depression, potential suicide, and other self-destructive behaviors.
    • 9-12.1.7.N: Describe nutrition practices that are important for the health of a pregnant woman and her baby.
    • 9-12.1.7.P: Identify symptoms that indicate a need for an ear, eye, or dental examination.
    • 9-12.1.7.S: Discuss the characteristics of gang members.
    • 9-12.1.8.A: Interpret school policies and community laws related to alcohol, tobacco, and illegal drug use, possession, and sale.
    • 9-12.1.8.G: Analyze STD rates among teens.
    • 9-12.1.8.M: Explain how witnesses and bystanders can help prevent violence by reporting dangerous situations.
    • 9-12.1.8.N: Describe the prevalence, causes, and long-term consequences of unhealthy eating.
    • 9-12.1.8.P: Examine common types and symptoms of cancer.
    • 9-12.1.8.S: Describe California laws regarding bullying, sexual violence, and sexual harassment.
    • 9-12.1.9.A: Explain the impact of alcohol and other drug use on vehicle crashes, injuries, violence, and risky sexual behavior.
    • 9-12.1.9.G: Explain laws related to sexual behavior and the involvement of minors.
    • 9-12.1.9.M: Classify personal stressors at home, in school, and with peers.
    • 9-12.1.9.N: Analyze the relationship between physical activity and overall health.
    • 9-12.1.9.P: Identify the importance of medical screenings (including breast, cervical, testicular, and prostate examinations, and other testing) necessary to maintain reproductive health.
    • 9-12.1.9.S: Explain the effects of violence on individuals, families, and communities.
  • HE Grade 9-12 : Goal Setting:
    • 9-12.6.1.A: Predict how a drug-free lifestyle will support the achievement of short- and long-term goals.
    • 9-12.6.1.G: Evaluate how HIV, AIDS, other STDs, or pregnancy could impact life goals.
    • 9-12.6.1.M: Evaluate how preventing and managing stress and getting help for mental and social problems can help a person achieve short- and long-term goals.
    • 9-12.6.1.N: Assess one's personal nutrition needs and physical activity level.
    • 9-12.6.1.P: Develop a plan of preventive health management.
    • 9-12.6.1.S: Develop a plan to prevent injuries during emergencies and natural disasters.
    • 9-12.6.2.G: Identify short- and long-term goals related to abstinence and maintaining reproductive and sexual health, including the use of FDA-approved condoms and other contraceptives for pregnancy and STD prevention.
    • 9-12.6.2.M: Set a goal to reduce life stressors in a health-enhancing way.
    • 9-12.6.2.N: Develop practical solutions for removing barriers to healthy eating and physical activity.
    • 9-12.6.2.P: Develop a plan of preventive dental health management.
    • 9-12.6.3.N: Create a personal nutrition and physical activity plan based on current guidelines.
  • HE Grade 9-12 : Health Promotion:
    • 9-12.8.1.A: Participate in activities in the school and community that help other individuals make positive choices regarding the use of alcohol, tobacco, and other drugs.
    • 9-12.8.1.G: Encourage and support safe, respectful, and responsible relationships.
    • 9-12.8.1.M: Support the needs and rights of others regarding mental and social health.
    • 9-12.8.1.N: Advocate enhanced nutritional options in the school and community.
    • 9-12.8.1.P: Support personal or consumer health issues that promote community wellness.
    • 9-12.8.1.S: Identify and support changes in the home, at school, and in the community that promote safety.
    • 9-12.8.2.A: Present a persuasive solution to the problem of alcohol, tobacco, and other drug use among youths.
    • 9-12.8.2.G: Advocate the respect for and the dignity of persons living with HIV or AIDS.
    • 9-12.8.2.M: Promote a positive and respectful environment at school and in the community.
    • 9-12.8.2.N: Educate family and peers about choosing healthy foods.
    • 9-12.8.2.P: Encourage societal and environmental conditions that benefit health.
    • 9-12.8.2.S: Encourage peers to use safety equipment during physical activity.
    • 9-12.8.3.G: Support others in making positive and healthful choices about sexual behavior.
    • 9-12.8.3.M: Object appropriately to teasing of peers and community members that is based on perceived personal characteristics and sexual orientation.
    • 9-12.8.3.S: Encourage actions to promote safe driving experiences.
  • HE Grade 9-12 : Interpersonal Communication:
    • 9-12.4.1.A: Demonstrate assertive communication skills to resist pressure to use alcohol, tobacco, and other drugs.
    • 9-12.4.1.G: Analyze how interpersonal communication affects relationships.
    • 9-12.4.1.M: Seek help from trusted adults for oneself or a friend with an emotional or social health problem.
    • 9-12.4.1.N: Analyze positive strategies to communicate healthy eating and physical activity needs at home, at school, and in the community.
    • 9-12.4.1.P: Use effective communication skills to ask for assistance from parents, guardians, and medical or dental health care professionals to enhance health.
    • 9-12.4.1.S: Demonstrate effective negotiation skills for avoiding dangerous and risky situations.
    • 9-12.4.2.A: Use effective refusal and negotiation skills to avoid riding in a car or engaging in other risky behaviors with someone who has been using alcohol or other drugs.
    • 9-12.4.2.G: Use effective verbal and nonverbal communication skills to prevent sexual involvement, HIV, other STDs, and pregnancy.
    • 9-12.4.2.M: Discuss healthy ways to respond when you or someone you know is grieving.
    • 9-12.4.2.N: Practice how to refuse less-nutritious foods in social settings.
    • 9-12.4.2.S: Use effective communication skills for preventing and reporting sexual assault and molestation.
    • 9-12.4.3.G: Demonstrate effective communication skills within healthy dating relationships.
  • HE Grade 9-12 : Practicing Health-Enhancing Behaviors:
    • 9-12.7.1.A: Use effective coping strategies when faced with various social situations involving the use of alcohol, tobacco, and other drugs.
    • 9-12.7.1.G: Describe personal actions that can protect sexual and reproductive health (including one's ability to deliver a healthy baby in adulthood).
    • 9-12.7.1.M: Assess personal patterns of response to stress and use of resources.
    • 9-12.7.1.N: Select healthy foods and beverages in a variety of settings.
    • 9-12.7.1.P: Analyze environmental barriers to adopting positive personal health practices and strategies for overcoming the barriers.
    • 9-12.7.1.S: Practice injury prevention during athletic, social, and motor vehicle-related activities.
    • 9-12.7.2.M: Practice effective coping mechanisms and strategies for managing stress.
    • 9-12.7.2.N: Critique one's personal diet for overall balance of key nutrients.
    • 9-12.7.2.P: Execute a plan for maintaining good personal hygiene (including oral hygiene) and getting adequate rest and sleep.
    • 9-12.7.2.S: Demonstrate conflict resolution skills to avoid potentially violent situations.
    • 9-12.7.3.M: Discuss suicide-prevention strategies.
    • 9-12.7.3.N: Identify strategies for eating more fruits and vegetables.
    • 9-12.7.3.P: Demonstrate the proper steps for protecting oneself against the harmful effects of the sun.
    • 9-12.7.3.S: Demonstrate first aid and CPR procedures.
    • 9-12.7.4.M: Practice respect for individual differences and diverse backgrounds.
    • 9-12.7.4.N: Describe how to take more personal responsibility for eating healthy foods.
    • 9-12.7.4.P: Describe the steps involved in breast or testicular self-exams.
    • 9-12.7.4.S: Apply strategies to avoid and report dangerous situations, including conflicts involving weapons and gangs.
    • 9-12.7.5.M: Participate in clubs, organizations, and activities in the school and in the community that offer opportunities for student and family involvement.
    • 9-12.7.5.N: Participate in school and community activities that promote fitness and health.
    • 9-12.7.5.S: Assess characteristics of harmful or abusive relationships.
    • 9-12.7.6.M: Practice setting personal boundaries in a variety of situations.

History-Social Science

• HSS Grade K: Learning and Working Now and Long Ago (1)
  • HSS K.1: Students understand that being a good citizen involves acting in certain ways. (1)
    • HSS K.1.1: Follow rules, such as sharing and taking turns, and know the consequences of breaking them.
      • HSS K.1.1: Good Citizenship: School Safety
    • HSS K.1.2: Learn examples of honesty, courage, determination, individual responsibility, and patriotism in American and world history from stories and folklore.
    • HSS K.1.3: Know beliefs and related behaviors of characters in stories from times past and understand the consequences of the characters' actions.
  • HSS K.2: Students recognize national and state symbols and icons such as the national and state flags, the bald eagle, and the of Liberty.
  • HSS K.3: Students match simple descriptions of work that people do and the names of related jobs at the school, in the local community, and from historical accounts.
  • HSS K.4: Students compare and contrast the locations of people, places, and environments and describe their characteristics.
    • HSS K.4.1: Determine the relative locations of objects using the terms near/far, left/right, and behind/in front.
    • HSS K.4.2: Distinguish between land and water on maps and globes and locate general areas referenced in historical legends and stories.
    • HSS K.4.3: Identify traffic symbols and map symbols (e.g., those for land, water, roads, cities).
    • HSS K.4.4: Construct maps and models of neighborhoods, incorporating such structures as police and fire stations, airports, banks, hospitals, supermarkets, harbors, schools, homes, places of worship, and transportation lines.
    • HSS K.4.5: Demonstrate familiarity with the school's layout, environs, and the jobs people do there.
  • HSS K.5: Students put events in temporal order using a calendar, placing days, weeks, and months in proper order.
  • HSS K.6: Students understand that history relates to events, people, and places of other times.
    • HSS K.6.1: Identify the purposes of, and the people and events honored in, commemorative holidays, including the human struggles that were the basis for the events (e.g., Thanksgiving, Independence Day, Washington's and Lincoln's Birthdays, Martin Luther King Jr. Day, Memorial Day, Labor Day, Columbus Day, Veterans Day).
    • HSS K.6.2: Know the triumphs in American legends and historical accounts through the stories of such people as Pocahontas, George Washing-ton, Booker T. Washington, Daniel Boone, and Benjamin Franklin.
    • HSS K.6.3: Understand how people lived in earlier times and how their lives would be different today (e.g., getting water from a well, growing food, making clothing, having fun, forming organizations, living by rules and laws).
• Grade One: A Child’s Place in Time and Space (1)
  • HSS 1.1: Students describe the rights and individual responsibilities of citizenship.
    • HSS 1.1.1: Understand the rule-making process in a direct democracy (everyone votes on the rules) and in a representative democracy (an elected group of people makes the rules), giving examples of both systems in their classroom, school, and community.
    • HSS 1.1.2: Understand the elements of fair play and good sportsmanship, respect for the rights and opinions of others, and respect for rules by which we live, including the meaning of the "Golden Rule."
  • HSS 1.2: Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places.
    • HSS 1.2.1: Locate on maps and globes their local community, California, the United States, the seven continents, and the four oceans.
    • HSS 1.2.2: Compare the information that can be derived from a three-dimensional model to the information that can be derived from a picture of the same location.
    • HSS 1.2.3: Construct a simple map, using cardinal directions and map symbols.
    • HSS 1.2.4: Describe how location, weather, and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation, and recreation.
  • HSS 1.3: Students know and understand the symbols, icons, and traditions of the United States that provide continuity and a sense of community across time.
    • HSS 1.3.1: Recite the Pledge of Allegiance and sing songs that express American ideals (e.g., "America").
    • HSS 1.3.2: Understand the significance of our national holidays and the heroism and achievements of the people associated with them.
    • HSS 1.3.3: Identify American symbols, landmarks, and essential documents, such as the flag, bald eagle, Statue of Liberty, U.S. Constitution, and Declaration of Independence, and know the people and events associated with them.
  • HSS 1.4: Students compare and contrast everyday life in different times and places around the world and recognize that some aspects of people, places, and things change over time while others stay the same.
    • HSS 1.4.1: Examine the structure of schools and communities in the past.
    • HSS 1.4.2: Study transportation methods of earlier days.
    • HSS 1.4.3: Recognize similarities and differences of earlier generations in such areas as work (inside and outside the home), dress, manners, stories, games, and festivals, drawing from biographies, oral histories, and folklore.
  • HSS 1.5: Students describe the human characteristics of familiar places and the varied backgrounds of American citizens and residents in those places. (1)
    • HSS 1.5.1: Recognize the ways in which they are all part of the same community, sharing principles, goals, and traditions despite their varied ancestry; the forms of diversity in their school and community; and the benefits and challenges of a diverse population.
    • HSS 1.5.2: Understand the ways in which American Indians and immigrants have helped define Californian and American culture.
    • HSS 1.5.3: Compare the beliefs, customs, ceremonies, traditions, and social practices of the varied cultures, drawing from folklore.
      • HSS 1.5.3: Traditional Hmong Instruments
  • HSS 1.6: Students understand basic economic concepts and the role of individual choice in a free-market economy.
    • HSS 1.6.1: Understand the concept of exchange and the use of money to purchase goods and services.
    • HSS 1.6.2: Identify the specialized work that people do to manufacture, transport, and market goods and services and the contributions of those who work in the home.
• Grade Two: People Who Make a Difference (5)
  • HSS 2.1: Students differentiate between things that happened long ago and things that happened yesterday. (3)
    • HSS 2.1.1: Trace the history of a family through the use of primary and secondary sources, including artifacts, photographs, interviews, and documents.
      • HSS 2.1.1: Stories of Our Families
      • HSS 2.1.1: Tracing Stories of Home
      • HSS 2.1.1: From Laos to the United States
    • HSS 2.1.2: Compare and contrast their daily lives with those of their parents, grandparents, and/or guardians.
    • HSS 2.1.3: Place important events in their lives in the order in which they occurred (e.g., on a time line or storyboard).
  • HSS 2.2: Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments. (2)
    • HSS 2.2.1: Locate on a simple letter-number grid system the specific locations and geographic features in their neighborhood or community (e.g., map of the classroom, the school).
    • HSS 2.2.2: Label from memory a simple map of the North American continent, including the countries, oceans, Great Lakes, major rivers, and mountain ranges. Identify the essential map elements: title, legend, directional indicator, scale, and date.
    • HSS 2.2.3: Locate on a map where their ancestors live(d), telling when the family moved to the local community and how and why they made the trip.
      • HSS 2.2.3: Dia’s Journey: A Story of Survival and Resistance of the Hmong People
      • HSS 2.2.3: From Laos to the United States
    • HSS 2.2.4: Compare and contrast basic land use in urban, suburban, and rural environments in California.
  • HSS 2.3: Students explain governmental institutions and practices in the United States and other countries.
    • HSS 2.3.1: Explain how the United States and other countries make laws, carry out laws, determine whether laws have been violated, and punish wrongdoers.
    • HSS 2.3.2: Describe the ways in which groups and nations interact with one another to try to resolve problems in such areas as trade, cultural contacts, treaties, diplomacy, and military force.
  • HSS 2.4: Students understand basic economic concepts and their individual roles in the economy and demonstrate basic economic reasoning skills.
    • HSS 2.4.1: Describe food production and consumption long ago and today, including the roles of farmers, processors, distributors, weather, and land and water resources.
    • HSS 2.4.2: Understand the role and interdependence of buyers (consumers) and sellers (producers) of goods and services.
    • HSS 2.4.3: Understand how limits on resources affect production and consumption (what to produce and what to consume).
  • HSS 2.5: Students understand the importance of individual action and character and explain how heroes from long ago and the recent past have made a difference in others' lives (e.g., from biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull, George Washington Carver, Marie Curie, Albert Einstein, Golda Meir, Jackie Robinson, Sally Ride).
• Grade Three: Continuity and Change (3)
  • HSS 3.1: Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context.
    • HSS 3.1.1: Identify geographical features in their local region (e.g., deserts, mountains, valleys, hills, coastal areas, oceans, lakes).
    • HSS 3.1.2: Trace the ways in which people have used the resources of the local region and modified the physical environment (e.g., a dam constructed upstream changed a river or coastline).
  • HSS 3.2: Students describe the American Indian nations in their local region long ago and in the recent past.
    • HSS 3.2.1: Describe national identities, religious beliefs, customs, and various folklore traditions.
    • HSS 3.2.2: Discuss the ways in which physical geography, including climate, influenced how the local Indian nations adapted to their natural environment (e.g., how they obtained food, clothing, tools).
    • HSS 3.2.3: Describe the economy and systems of government, particularly those with tribal constitutions, and their relationship to federal and state governments.
    • HSS 3.2.4: Discuss the interaction of new settlers with the already established Indians of the region.
  • HSS 3.3: Students draw from historical and community resources to organize the sequence of local historical events and describe how each period of settlement left its mark on the land. (1)
    • HSS 3.3.1: Research the explorers who visited here, the newcomers who settled here, and the people who continue to come to the region, including their cultural and religious traditions and contributions.
    • HSS 3.3.2: Describe the economies established by settlers and their influence on the present-day economy, with emphasis on the importance of private property and entrepreneurship.
    • HSS 3.3.3: Trace why their community was established, how individuals and families contributed to its founding and development, and how the community has changed over time, drawing on maps, photographs, oral histories, letters, newspapers, and other primary sources.
      • HSS 3.3.3: Narrating Hmong Migration
  • HSS 3.4: Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government. (2)
    • HSS 3.4.1: Determine the reasons for rules, laws, and the U.S. Constitution; the role of citizenship in the promotion of rules and laws; and the consequences for people who violate rules and laws.
    • HSS 3.4.2: Discuss the importance of public virtue and the role of citizens, including how to participate in a classroom, in the community, and in civic life.
    • HSS 3.4.3: Know the histories of important local and national landmarks, symbols, and essential documents that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty, the U.S. Constitution, the Declaration of Independence, the U.S. Capitol).
    • HSS 3.4.4: Understand the three branches of government, with an emphasis on local government.
    • HSS 3.4.5: Describe the ways in which California, the other states, and sovereign American Indian tribes contribute to the making of our nation and participate in the federal system of government.
    • HSS 3.4.6: Describe the lives of American heroes who took risks to secure our freedoms (e.g., Anne Hutchinson, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass, Harriet Tubman, Martin Luther King, Jr.).
      • HSS 3.4.6: Biography of General Vang Pao
      • HSS 3.4.6: HMong American Public Figures in America
  • HSS 3.5: Students demonstrate basic economic reasoning skills and an understanding of the economy of the local region.
    • HSS 3.5.1: Describe the ways in which local producers have used and are using natural resources, human resources, and capital resources to produce goods and services in the past and the present.
    • HSS 3.5.2: Understand that some goods are made locally, some elsewhere in the United States, and some abroad.
    • HSS 3.5.3: Understand that individual economic choices involve trade-offs and the evaluation of benefits and costs.
    • HSS 3.5.4: Discuss the relationship of students' "work" in school and their personal human capital.
• Grade Four: California: A Changing State (4)
  • HSS 4.1: Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.
    • HSS 4.1.1: Explain and use the coordinate grid system of latitude and longitude to determine the absolute locations of places in California and on Earth.
    • HSS 4.1.2: Distinguish between the North and South Poles; the equator and the prime meridian; the tropics; and the hemispheres, using coordinates to plot locations.
    • HSS 4.1.3: Identify the state capital and describe the various regions of California, including how their characteristics and physical environments (e.g., water, landforms, vegetation, climate) affect human activity.
    • HSS 4.1.4: Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and explain their effects on the growth of towns.
    • HSS 4.1.5: Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation.
  • HSS 4.2: Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods.
    • HSS 4.2.1: Discuss the major nations of California Indians, including their geographic distribution, economic activities, legends, and religious beliefs; and describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources.
    • HSS 4.2.2: Identify the early land and sea routes to, and European settlements in, California with a focus on the exploration of the North Pacific (e.g., by Captain James Cook, Vitus Bering, Juan Cabrillo), noting especially the importance of mountains, deserts, ocean currents, and wind patterns.
    • HSS 4.2.3: Describe the Spanish exploration and colonization of California, including the relationships among soldiers, missionaries, and Indians (e.g., Juan Crespi, Junipero Serra, Gaspar de Portola).
    • HSS 4.2.4: Describe the mapping of, geographic basis of, and economic factors in the placement and function of the Spanish missions; and understand how the mission system expanded the influence of Spain and Catholicism throughout New Spain and Latin America.
    • HSS 4.2.5: Describe the daily lives of the people, native and nonnative, who occupied the presidios, missions, ranchos, and pueblos.
    • HSS 4.2.6: Discuss the role of the Franciscans in changing the economy of California from a hunter-gatherer economy to an agricultural economy.
    • HSS 4.2.7: Describe the effects of the Mexican War for Independence on Alta California, including its effects on the territorial boundaries of North America.
    • HSS 4.2.8: Discuss the period of Mexican rule in California and its attributes, including land grants, secularization of the missions, and the rise of the rancho economy.
  • HSS 4.3: Students explain the economic, social, and political life in California from the establishment of the Bear Flag Republic through the Mexican-American War, the Gold Rush, and the granting of statehood.
    • HSS 4.3.1: Identify the locations of Mexican settlements in California and those of other settlements, including Fort Ross and Sutter's Fort.
    • HSS 4.3.2: Compare how and why people traveled to California and the routes they traveled (e.g., James Beckwourth, John Bidwell, John C. Fremont, Pio Pico).
    • HSS 4.3.3: Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physical environment (e.g., using biographies of John Sutter, Mariano Guadalupe Vallejo, Louise Clapp).
    • HSS 4.3.4: Study the lives of women who helped build early California (e.g., Biddy Mason).
    • HSS 4.3.5: Discuss how California became a state and how its new government differed from those during the Spanish and Mexican periods.
  • HSS 4.4: Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s. (4)
    • HSS 4.4.1: Understand the story and lasting influence of the Pony Express, Overland Mail Service, Western Union, and the building of the transcontinental railroad, including the contributions of Chinese workers to its construction.
    • HSS 4.4.2: Explain how the Gold Rush transformed the economy of California, including the types of products produced and consumed, changes in towns (e.g., Sacramento, San Francisco), and economic conflicts between diverse groups of people.
    • HSS 4.4.3: Discuss immigration and migration to California between 1850 and 1900, including the diverse composition of those who came; the countries of origin and their relative locations; and conflicts and accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act).
      • HSS 4.4.3: Portrait of a Refugee Camp
    • HSS 4.4.4: Describe rapid American immigration, internal migration, settlement, and the growth of towns and cities (e.g., Los Angeles).
      • HSS 4.4.4: Sharing Food Stories
    • HSS 4.4.5: Discuss the effects of the Great Depression, the Dust Bowl, and World War II on California.
    • HSS 4.4.6: Describe the development and locations of new industries since the nineteenth century, such as the aerospace industry, electronics industry, large-scale commercial agriculture and irrigation projects, the oil and automobile industries, communications and defense industries, and important trade links with the Pacific Basin.
    • HSS 4.4.7: Trace the evolution of California's water system into a network of dams, aqueducts, and reservoirs.
    • HSS 4.4.8: Describe the history and development of California's public education system, including universities and community colleges.
    • HSS 4.4.9: Analyze the impact of twentieth-century Californians on the nation's artistic and cultural development, including the rise of the entertainment industry (e.g., Louis B. Mayer, Walt Disney, John Steinbeck, Ansel Adams, Dorothea Lange, John Wayne).
      • HSS 4.4.9: Spotlight Series on Cambodians and Cambodian Americans (Elementary)
      • HSS 4.4.9: HMong American Public Figures in America
  • HSS 4.5: Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution.
    • HSS 4.5.1: Discuss what the U.S. Constitution is and why it is important (i.e., a written document that defines the structure and purpose of the U.S. government and describes the shared powers of federal, state, and local governments).
    • HSS 4.5.2: Understand the purpose of the California Constitution, its key principles, and its relationship to the U.S. Constitution.
    • HSS 4.5.3: Describe the similarities (e.g., written documents, rule of law, consent of the governed, three separate branches) and differences (e.g., scope of jurisdiction, limits on government powers, use of the military) among federal, state, and local governments.
    • HSS 4.5.4: Explain the structures and functions of state governments, including the roles and responsibilities of their elected officials.
    • HSS 4.5.5: Describe the components of California's governance structure (e.g., cities and towns, Indian rancherias and reservations, counties, school districts).
• Grade Five: United States History and Geography: Making a New Nation
  • HSS 5.1: Students describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River.
    • HSS 5.1.1: Describe how geography and climate influenced the way various nations lived and adjusted to the natural environment, including locations of villages, the distinct structures that they built, and how they obtained food, clothing, tools, and utensils.
    • HSS 5.1.2: Describe their varied customs and folklore traditions.
    • HSS 5.1.3: Explain their varied economies and systems of government.
  • HSS 5.2: Students trace the routes of early explorers and describe the early explorations of the Americas.
    • HSS 5.2.1: Describe the entrepreneurial characteristics of early explorers (e.g., Christopher Columbus, Francisco Vásquez de Coronado) and the technological developments that made sea exploration by latitude and longitude possible (e.g., compass, sextant, astrolabe, seaworthy ships, chronometers, gunpowder).
    • HSS 5.2.2: Explain the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world (e.g., the Spanish Reconquista, the Protestant Reformation, the Counter Reformation).
    • HSS 5.2.3: Trace the routes of the major land explorers of the United States, the distances traveled by explorers, and the Atlantic trade routes that linked Africa, the West Indies, the British colonies, and Europe.
    • HSS 5.2.4: Locate on maps of North and South America land claimed by Spain, France, England, Portugal, the Netherlands, Sweden, and Russia.
  • HSS 5.3: Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.
    • HSS 5.3.1: Describe the competition among the English, French, Spanish, Dutch, and Indian nations for control of North America.
    • HSS 5.3.2: Describe the cooperation that existed between the colonists and Indians during the 1600s and 1700s (e.g., in agriculture, the fur trade, military alliances, treaties, cultural interchanges).
    • HSS 5.3.3: Examine the conflicts before the Revolutionary War (e.g., the Pequot and King Philip's Wars in New England, the Powhatan Wars in Virginia, the French and Indian War).
    • HSS 5.3.4: Discuss the role of broken treaties and massacres and the factors that led to the Indians' defeat, including the resistance of Indian nations to encroachments and assimilation (e.g., the story of the Trail of Tears).
    • HSS 5.3.5: Describe the internecine Indian conflicts, including the competing claims for control of lands (e.g., actions of the Iroquois, Huron, Lakota [Sioux]).
    • HSS 5.3.6: Explain the influence and achievements of significant leaders of the time (e.g., John Marshall, Andrew Jackson, Chief Tecumseh, Chief Logan, Chief John Ross, Sequoyah).
  • HSS 5.4: Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
    • HSS 5.4.1: Understand the influence of location and physical setting on the founding of the original 13 colonies, and identify on a map the locations of the colonies and of the American Indian nations already inhabiting these areas.
    • HSS 5.4.2: Identify the major individuals and groups responsible for the founding of the various colonies and the reasons for their founding (e.g., John Smith, Virginia; Roger Williams, Rhode Island; William Penn, Pennsylvania; Lord Baltimore, Maryland; William Bradford, Plymouth; John Winthrop, Massachusetts).
    • HSS 5.4.3: Describe the religious aspects of the earliest colonies (e.g., Puritanism in Massachusetts, Anglicanism in Virginia, Catholicism in Maryland, Quakerism in Pennsylvania).
    • HSS 5.4.4: Identify the significance and leaders of the First Great Awakening, which marked a shift in religious ideas, practices, and allegiances in the colonial period, the growth of religious toleration, and free exercise of religion.
    • HSS 5.4.5: Understand how the British colonial period created the basis for the development of political self-government and a free-market economic system and the differences between the British, Spanish, and French colonial systems.
    • HSS 5.4.6: Describe the introduction of slavery into America, the responses of slave families to their condition, the ongoing struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the South.
    • HSS 5.4.7: Explain the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town meetings.
  • HSS 5.5: Students explain the causes of the American Revolution.
    • HSS 5.5.1: Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts).
    • HSS 5.5.2: Know the significance of the first and second Continental Congresses and of the Committees of Correspondence.
    • HSS 5.5.3: Understand the people and events associated with the drafting and signing of the Declaration of Independence and the document's significance, including the key political concepts it embodies, the origins of those concepts, and its role in severing ties with Great Britain.
    • HSS 5.5.4: Describe the views, lives, and impact of key individuals during this period (e.g., King George III, Patrick Henry, Thomas Jefferson, George Washington, Benjamin Franklin, John Adams).
  • HSS 5.6: Students understand the course and consequences of the American Revolution.
    • HSS 5.6.1: Identify and map the major military battles, campaigns, and turning points of the Revolutionary War, the roles of the American and British leaders, and the Indian leaders' alliances on both sides.
    • HSS 5.6.2: Describe the contributions of France and other nations and of individuals to the outcome of the Revolution (e.g., Benjamin Franklin's negotiations with the French, the French navy, the Treaty of Paris, The Netherlands, Russia, the Marquis Marie Joseph de Lafayette, Tadeusz Kósciuszko, Baron Friedrich Wilhelm von Steuben).
    • HSS 5.6.3: Identify the different roles women played during the Revolution (e.g., Abigail Adams, Martha Washington, Molly Pitcher, Phillis Wheatley, Mercy Otis Warren).
    • HSS 5.6.4: Understand the personal impact and economic hardship of the war on families, problems of financing the war, wartime inflation, and laws against hoarding goods and materials and profiteering.
    • HSS 5.6.5: Explain how state constitutions that were established after 1776 embodied the ideals of the American Revolution and helped serve as models for the U.S. Constitution.
    • HSS 5.6.6: Demonstrate knowledge of the significance of land policies developed under the Continental Congress (e.g., sale of western lands, the North-west Ordinance of 1787) and those policies' impact on American Indians' land.
    • HSS 5.6.7: Understand how the ideals set forth in the Declaration of Independence changed the way people viewed slavery.
  • HSS 5.7: Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution's significance as the foundation of the American republic.
    • HSS 5.7.1: List the shortcomings of the Articles of Confederation as set forth by their critics.
    • HSS 5.7.2: Explain the significance of the new Constitution of 1787, including the struggles over its ratification and the reasons for the addition of the Bill of Rights.
    • HSS 5.7.3: Understand the fundamental principles of American constitutional democracy, including how the government derives its power from the people and the primacy of individual liberty.
    • HSS 5.7.4: Understand how the Constitution is designed to secure our liberty by both empowering and limiting central government and compare the powers granted to citizens, Congress, the president, and the Supreme Court with those reserved to the states.
    • HSS 5.7.5: Discuss the meaning of the American creed that calls on citizens to safeguard the liberty of individual Americans within a unified nation, to respect the rule of law, and to preserve the Constitution.
    • HSS 5.7.6: Know the songs that express American ideals (e.g., "America the Beautiful," "The Star Spangled Banner").
  • HSS 5.8: Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.
    • HSS 5.8.1: Discuss the waves of immigrants from Europe between 1789 and 1850 and their modes of transportation into the Ohio and Mississippi Valleys and through the Cumberland Gap (e.g., overland wagons, canals, flatboats, steamboats).
    • HSS 5.8.2: Name the states and territories that existed in 1850 and identify their locations and major geographical features (e.g., mountain ranges, principal rivers, dominant plant regions).
    • HSS 5.8.3: Demonstrate knowledge of the explorations of the trans-Mississippi West following the Louisiana Purchase (e.g., Meriwether Lewis and William Clark, Zebulon Pike, John Fremont).
    • HSS 5.8.4: Discuss the experiences of settlers on the overland trails to the West (e.g., location of the routes; purpose of the journeys; the influence of the terrain, rivers, vegetation, and climate; life in the territories at the end of these trails).
    • HSS 5.8.5: Describe the continued migration of Mexican settlers into Mexican territories of the West and Southwest.
    • HSS 5.8.6: Relate how and when California, Texas, Oregon, and other western lands became part of the United States, including the significance of the Texas War for Independence and the Mexican-American War.
  • HSS 5.9: Students know the location of the current 50 states and the names of their capitals.
• Grade Six: World History and Geography: Ancient Civilizations (7)
  • HSS 6.1: Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution. (4)
    • HSS 6.1.1: Describe the hunter-gatherer societies, including the development of tools and the use of fire.
    • HSS 6.1.2: Identify the locations of human communities that populated the major regions of the world and describe how humans adapted to a variety of environments.
      • HSS 6.1.2: What’s In a Name?
      • HSS 6.1.2: The Khmer Empire (AD 802-1431)
      • HSS 6.1.2: The Khmer Empire: City of Angkor Temples (AD 802-1431)
      • HSS 6.1.2: Weaving Krama into the Tapestry of Khmer Identity
    • HSS 6.1.3: Discuss the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter.
  • HSS 6.2: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
    • HSS 6.2.1: Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations.
    • HSS 6.2.2: Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power.
    • HSS 6.2.3: Understand the relationship between religion and the social and political order in Mesopotamia and Egypt.
    • HSS 6.2.4: Know the significance of Hammurabi's Code.
    • HSS 6.2.5: Discuss the main features of Egyptian art and architecture.
    • HSS 6.2.6: Describe the role of Egyptian trade in the eastern Mediterranean and Nile valley.
    • HSS 6.2.7: Understand the significance of Queen Hatshepsut and Ramses the Great.
    • HSS 6.2.8: Identify the location of the Kush civilization and describe its political, commercial, and cultural relations with Egypt.
    • HSS 6.2.9: Trace the evolution of language and its written forms.
  • HSS 6.3: Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.
    • HSS 6.3.1: Describe the origins and significance of Judaism as the first monotheistic religion based on the concept of one God who sets down moral laws for humanity.
    • HSS 6.3.2: Identify the sources of the ethical teachings and central beliefs of Judaism (the Hebrew Bible, the Commentaries): belief in God, observance of law, practice of the concepts of righteousness and justice, and importance of study; and describe how the ideas of the Hebrew traditions are reflected in the moral and ethical traditions of Western civilization.
    • HSS 6.3.3: Explain the significance of Abraham, Moses, Naomi, Ruth, David, and Yohanan ben Zaccai in the development of the Jewish religion.
    • HSS 6.3.4: Discuss the locations of the settlements and movements of Hebrew peoples, including the Exodus and their movement to and from Egypt, and outline the significance of the Exodus to the Jewish and other people.
    • HSS 6.3.5: Discuss how Judaism survived and developed despite the continuing dispersion of much of the Jewish population from Jerusalem and the rest of Israel after the destruction of the second Temple in A.D. 70.
  • HSS 6.4: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
    • HSS 6.4.1: Discuss the connections between geography and the development of city-states in the region of the Aegean Sea, including patterns of trade and commerce among Greek city-states and within the wider Mediterranean region.
    • HSS 6.4.2: Trace the transition from tyranny and oligarchy to early democratic forms of government and back to dictatorship in ancient Greece, including the significance of the invention of the idea of citizenship (e.g., from Pericles' Funeral Oration).
    • HSS 6.4.3: State the key differences between Athenian, or direct, democracy and representative democracy.
    • HSS 6.4.4: Explain the significance of Greek mythology to the everyday life of people in the region and how Greek literature continues to permeate our literature and language today, drawing from Greek mythology and epics, such as Homer's Iliad and Odyssey, and from Aesop's Fables.
    • HSS 6.4.5: Outline the founding, expansion, and political organization of the Persian Empire.
    • HSS 6.4.6: Compare and contrast life in Athens and Sparta, with emphasis on their roles in the Persian and Peloponnesian Wars.
    • HSS 6.4.7: Trace the rise of Alexander the Great and the spread of Greek culture eastward and into Egypt.
    • HSS 6.4.8: Describe the enduring contributions of important Greek figures in the arts and sciences (e.g., Hypatia, Socrates, Plato, Aristotle, Euclid, Thucydides).
  • HSS 6.5: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India. (3)
    • HSS 6.5.1: Locate and describe the major river system and discuss the physical setting that supported the rise of this civilization.
    • HSS 6.5.2: Discuss the significance of the Aryan invasions.
    • HSS 6.5.3: Explain the major beliefs and practices of Brahmanism in India and how they evolved into early Hinduism.
    • HSS 6.5.4: Outline the social structure of the caste system.
    • HSS 6.5.5: Know the life and moral teachings of the Buddha and how Buddhism spread in India, Ceylon, and Central Asia.
      • HSS 6.5.5: Introduction to Buddhist Practice
      • HSS 6.5.5: Mainstay of Cambodian Culture: The Buddhist Temple
      • HSS 6.5.5: Celebrating Pchum Ben
    • HSS 6.5.6: Describe the growth of the Maurya empire and the political and moral achievements of the emperor Asoka.
    • HSS 6.5.7: Discuss important aesthetic and intellectual traditions (e.g., Sanskrit literature, including the Bhagavad Gita; medicine; metallurgy; and mathematics, including Hindu-Arabic numerals and the zero).
  • HSS 6.6: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
    • HSS 6.6.1: Locate and describe the origins of Chinese civilization in the Huang-He Valley during the Shang Dynasty.
    • HSS 6.6.2: Explain the geographic features of China that made governance and the spread of ideas and goods difficult and served to isolate the country from the rest of the world.
    • HSS 6.6.3: Know about the life of Confucius and the fundamental teachings of Confucianism and Daoism.
    • HSS 6.6.4: Identify the political and cultural problems prevalent in the time of Confucius and how he sought to solve them.
    • HSS 6.6.5: List the policies and achievements of the emperor Shi Huangdi in unifying northern China under the Qin Dynasty.
    • HSS 6.6.6: Detail the political contributions of the Han Dynasty to the development of the imperial bureaucratic state and the expansion of the empire.
    • HSS 6.6.7: Cite the significance of the trans-Eurasian "silk roads" in the period of the Han Dynasty and Roman Empire and their locations.
    • HSS 6.6.8: Describe the diffusion of Buddhism northward to China during the Han Dynasty.
  • HSS 6.7: Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
    • HSS 6.7.1: Identify the location and describe the rise of the Roman Republic, including the importance of such mythical and historical figures as Aeneas, Romulus and Remus, Cincinnatus, Julius Caesar, and Cicero.
    • HSS 6.7.2: Describe the government of the Roman Republic and its significance (e.g., written constitution and tripartite government, checks and balances, civic duty).
    • HSS 6.7.3: Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes.
    • HSS 6.7.4: Discuss the influence of Julius Caesar and Augustus in Rome's transition from republic to empire.
    • HSS 6.7.5: Trace the migration of Jews around the Mediterranean region and the effects of their conflict with the Romans, including the Romans' restrictions on their right to live in Jerusalem.
    • HSS 6.7.6: Note the origins of Christianity in the Jewish Messianic prophecies, the life and teachings of Jesus of Nazareth as described in the New Testament, and the contribution of St. Paul the Apostle to the definition and spread of Christian beliefs (e.g., belief in the Trinity, resurrection, salvation).
    • HSS 6.7.7: Describe the circumstances that led to the spread of Christianity in Europe and other Roman territories.
    • HSS 6.7.8: Discuss the legacies of Roman art and architecture, technology and science, literature, language, and law.
• Grade Seven: World History and Geography: Medieval and Early Modern Times
  • HSS 7.1: Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.
    • HSS 7.1.1: Study the early strengths and lasting contributions of Rome (e.g., significance of Roman citizenship; rights under Roman law; Roman art, architecture, engineering, and philosophy; preservation and transmission of Christianity) and its ultimate internal weaknesses (e.g., rise of autonomous military powers within the empire, under-mining of citizenship by the growth of corruption and slavery, lack of education, and distribution of news).
    • HSS 7.1.2: Discuss the geographic borders of the empire at its height and the factors that threatened its territorial cohesion.
    • HSS 7.1.3: Describe the establishment by Constantine of the new capital in Constantinople and the development of the Byzantine Empire, with an emphasis on the consequences of the development of two distinct European civilizations, Eastern Orthodox and Roman Catholic, and their two distinct views on church-state relations.
  • HSS 7.2: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
    • HSS 7.2.1: Identify the physical features and describe the climate of the Arabian peninsula, its relationship to surrounding bodies of land and water, and nomadic and sedentary ways of life.
    • HSS 7.2.2: Trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings on the connection with Judaism and Christianity.
    • HSS 7.2.3: Explain the significance of the Qur'an and the Sunnah as the primary sources of Islamic beliefs, practice, and law, and their influence in Muslims' daily life.
    • HSS 7.2.4: Discuss the expansion of Muslim rule through military conquests and treaties, emphasizing the cultural blending within Muslim civilization and the spread and acceptance of Islam and the Arabic language.
    • HSS 7.2.5: Describe the growth of cities and the establishment of trade routes among Asia, Africa, and Europe, the products and inventions that traveled along these routes (e.g., spices, textiles, paper, steel, new crops), and the role of merchants in Arab society.
    • HSS 7.2.6: Understand the intellectual exchanges among Muslim scholars of Eurasia and Africa and the contributions Muslim scholars made to later civilizations in the areas of science, geography, mathematics, philosophy, medicine, art, and literature.
  • HSS 7.3: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.
    • HSS 7.3.1: Describe the reunification of China under the Tang Dynasty and reasons for the spread of Buddhism in Tang China, Korea, and Japan.
    • HSS 7.3.2: Describe agricultural, technological, and commercial developments during the Tang and Song periods.
    • HSS 7.3.3: Analyze the influences of Confucianism and changes in Confucian thought during the Song and Mongol periods.
    • HSS 7.3.4: Understand the importance of both overland trade and maritime expeditions between China and other civilizations in the Mongol Ascendancy and Ming Dynasty.
    • HSS 7.3.5: Trace the historic influence of such discoveries as tea, the manufacture of paper, wood-block printing, the compass, and gunpowder.
    • HSS 7.3.6: Describe the development of the imperial state and the scholar-official class.
  • HSS 7.4: Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.
    • HSS 7.4.1: Study the Niger River and the relationship of vegetation zones of forest, savannah, and desert to trade in gold, salt, food, and slaves; and the growth of the Ghana and Mali empires.
    • HSS 7.4.2: Analyze the importance of family, labor specialization, and regional commerce in the development of states and cities in West Africa.
    • HSS 7.4.3: Describe the role of the trans-Saharan caravan trade in the changing religious and cultural characteristics of West Africa and the influence of Islamic beliefs, ethics, and law.
    • HSS 7.4.4: Trace the growth of the Arabic language in government, trade, and Islamic scholarship in West Africa.
    • HSS 7.4.5: Describe the importance of written and oral traditions in the trans-mission of African history and culture.
  • HSS 7.5: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
    • HSS 7.5.1: Describe the significance of Japan's proximity to China and Korea and the intellectual, linguistic, religious, and philosophical influence of those countries on Japan.
    • HSS 7.5.2: Discuss the reign of Prince Shotoku of Japan and the characteristics of Japanese society and family life during his reign.
    • HSS 7.5.3: Describe the values, social customs, and traditions prescribed by the Content lord-vassal system consisting of shogun, daimyo, and samurai and lasting influence of the warrior code throughout the twentieth century.
    • HSS 7.5.4: Trace the development of distinctive forms of Japanese Buddhism.
• Grade Eight: United States History and Geography: Growth and Conflict
  • HSS 8.1: Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.
    • HSS 8.1.1: Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor
    • HSS 8.1.2: Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of securing individual rights (e.g., key phrases such as “all men are created equal, that they are endowed by their Creator with certain unalienable Rights”).
    • HSS 8.1.3: Analyze how the American Revolution affected other nations, especially France.
    • HSS 8.1.4: Describe the nation’s blend of civic republicanism, classical liberal principles, and English parliamentary traditions.
  • HSS 8.2: Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
    • HSS 8.2.1: Discuss the significance of the Magna Carta, the English Bill of Rights, and the Mayflower Compact.
    • HSS 8.2.2: Analyze the Articles of Confederation and the Constitution and the success of each in implementing the ideals of the Declaration of Independence.
    • HSS 8.2.3: Evaluate the major debates that occurred during the development of the Constitution and their ultimate resolutions in such areas as shared power among institutions, divided state-federal power, slavery, the rights of individuals and states (later addressed by the addition of the Bill of Rights), and the status of American Indian nations under the commerce clause.
    • HSS 8.2.4: Describe the political philosophy underpinning the Constitution as specified in the Federalist Papers (authored by James Madison, Alexander Hamilton, and John Jay) and the role of such leaders as Madison, George Washington, Roger Sherman, Gouverneur Morris, and James Wilson in the writing and ratification of the Constitution
    • HSS 8.2.5: Understand the significance of Jefferson’s Statute for Religious Freedom as a forerunner of the First Amendment and the origins, purpose, and differing views of the founding fathers on the issue of the separation of church and state.
    • HSS 8.2.6: Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights.
    • HSS 8.2.7: Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, the nature and purpose of majority rule, and the ways in which the American idea of constitutionalism preserves individual rights.
  • HSS 8.3: Students understand the foundation of the American political system and the ways in which citizens participate in it.
    • HSS 8.3.1: Analyze the principles and concepts codified in state constitutions between 1777 and 1781 that created the context out of which American political institutions and ideas developed.
    • HSS 8.3.2: Explain how the ordinances of 1785 and 1787 privatized national resources and transferred federally owned lands into private holdings, townships, and states.
    • HSS 8.3.3: Enumerate the advantages of a common market among the states as foreseen in and protected by the Constitution’s clauses on interstate commerce, common coinage, and full-faith and credit.
    • HSS 8.3.4: Understand how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties (e.g., view of foreign policy, Alien and Sedition Acts, economic policy, National Bank, funding and assumption of the revolutionary debt).
    • HSS 8.3.5: Know the significance of domestic resistance movements and ways in which the central government responded to such movements (e.g., Shays’ Rebellion, the Whiskey Rebellion).
    • HSS 8.3.6: Describe the basic law-making process and how the Constitution provides numerous opportunities for citizens to participate in the political process and to monitor and influence government (e.g., function of elections, political parties, interest groups).
    • HSS 8.3.7: Understand the functions and responsibilities of a free press.
  • HSS 8.4: Students analyze the aspirations and ideals of the people of the new nation.
    • HSS 8.4.1: Describe the country’s physical landscapes, political divisions, and territorial expansion during the terms of the first four presidents.
    • HSS 8.4.2: Explain the policy significance of famous speeches (e.g., Washington’s Farewell Address, Jefferson’s 1801 Inaugural Address, John Q. Adams’s Fourth of July 1821 Address).
    • HSS 8.4.3: Analyze the rise of capitalism and the economic problems and conflicts that accompanied it (e.g., Jackson’s opposition to the National Bank; early decisions of the U.S. Supreme Court that reinforced the sanctity of contracts and a capitalist economic system of law).
    • HSS 8.4.4: Discuss daily life, including traditions in art, music, and literature, of early national America (e.g., through writings by Washington Irving, James Fenimore Cooper).
  • HSS 8.5: Students analyze U.S. foreign policy in the early Republic.
    • HSS 8.5.1: Understand the political and economic causes and consequences of the War of 1812 and know the major battles, leaders, and events that led to a final peace.
    • HSS 8.5.2: Know the changing boundaries of the United States and describe the relationships the country had with its neighbors (current Mexico and Canada) and Europe, including the influence of the Monroe Doctrine, and how those relationships influenced westward expansion and the Mexican-American War.
    • HSS 8.5.3: Outline the major treaties with American Indian nations during the administrations of the first four presidents and the varying outcomes of those treaties.
  • HSS 8.6: Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
    • HSS 8.6.1: Discuss the influence of industrialization and technological developments on the region, including human modification of the landscape and how physical geography shaped human actions (e.g., growth of cities, deforestation, farming, mineral extraction).
    • HSS 8.6.2: Outline the physical obstacles to and the economic and political factors involved in building a network of roads, canals, and railroads (e.g., Henry Clay’s American System).
    • HSS 8.6.3: List the reasons for the wave of immigration from Northern Europe to the United States and describe the growth in the number, size, and spatial arrangements of cities (e.g., Irish immigrants and the Great Irish Famine).
    • HSS 8.6.4: Study the lives of black Americans who gained freedom in the North and founded schools and churches to advance their rights and communities.
    • HSS 8.6.5: Trace the development of the American education system from its earliest roots, including the roles of religious and private schools and Horace Mann’s campaign for free public education and its assimilating role in American culture
    • HSS 8.6.6: Examine the women’s suffrage movement (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony).
    • HSS 8.6.7: Identify common themes in American art as well as transcendentalism and individualism (e.g., writings about and by Ralph Waldo Emerson, Henry David Thoreau, Herman Melville, Louisa May Alcott, Nathaniel Hawthorne, Henry Wadsworth Longfellow).
  • HSS 8.7: Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.
    • HSS 8.7.1: Describe the development of the agrarian economy in the South, identify the locations of the cotton-producing states, and discuss the significance of cotton and the cotton gin.
    • HSS 8.7.2: Trace the origins and development of slavery; its effects on black Americans and on the region’s political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey).
    • HSS 8.7.3: Examine the characteristics of white Southern society and how the physical environment influenced events and conditions prior to the Civil War.
    • HSS 8.7.4: Compare the lives of and opportunities for free blacks in the North with those of free blacks in the South.
  • HSS 8.8: Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced.
    • HSS 8.8.1: Discuss the election of Andrew Jackson as president in 1828, the importance of Jacksonian democracy, and his actions as president (e.g., the spoils system, veto of the National Bank, policy of Indian removal, opposition to the Supreme Court).
    • HSS 8.8.2: Describe the purpose, challenges, and economic incentives associated with westward expansion, including the concept of Manifest Destiny (e.g., the Lewis and Clark expedition, accounts of the removal of Indians, the Cherokees’ “Trail of Tears,” settlement of the Great Plains) and the territorial acquisitions that spanned numerous decades.
    • HSS 8.8.3: Describe the role of pioneer women and the new status that western women achieved (e.g., Laura Ingalls Wilder, Annie Bidwell; slave women gaining freedom in the West; Wyoming granting suffrage to women in 1869).
    • HSS 8.8.4: Examine the importance of the great rivers and the struggle over water rights.
    • HSS 8.8.5: Discuss Mexican settlements and their locations, cultural traditions, attitudes toward slavery, land-grant system, and economies.
    • HSS 8.8.6: Describe the Texas War for Independence and the Mexican-American War, including territorial settlements, the aftermath of the wars, and the effects the wars had on the lives of Americans, including Mexican Americans today.
  • HSS 8.9: Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
    • HSS 8.9.1: Describe the leaders of the movement (e.g., John Quincy Adams and his proposed constitutional amendment, John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Benjamin Franklin, Theodore Weld, William Lloyd Garrison, Frederick Douglass).
    • HSS 8.9.2: Discuss the abolition of slavery in early state constitutions.
    • HSS 8.9.3: Describe the significance of the Northwest Ordinance in education and in the banning of slavery in new states north of the Ohio River.
    • HSS 8.9.4: Discuss the importance of the slavery issue as raised by the annexation of Texas and California’s admission to the union as a free state under the Compromise of 1850.
    • HSS 8.9.5: Analyze the significance of the States’ Rights Doctrine, the Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of 1850, Henry Clay’s role in the Missouri Compromise and the Compromise of 1850, the Kansas-Nebraska Act (1854), the Dred Scott v. Sandford decision (1857), and the Lincoln-Douglas debates (1858).
    • HSS 8.9.6: Describe the lives of free blacks and the laws that limited their freedom and economic opportunities.
  • HSS 8.10: Students analyze the multiple causes, key events, and complex consequences of the Civil War.
    • HSS 8.10.1: Compare the conflicting interpretations of state and federal authority as emphasized in the speeches and writings of statesmen such as Daniel Webster and John C. Calhoun.
    • HSS 8.10.2: Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists.
    • HSS 8.10.3: Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine.
    • HSS 8.10.4: Discuss Abraham Lincoln’s presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his “House Divided” speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).
    • HSS 8.10.5: Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments.
    • HSS 8.10.6: Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee’s surrender at Appomattox.
    • HSS 8.10.7: Explain how the war affected combatants, civilians, the physical environment, and future warfare.
  • HSS 8.11: Students analyze the character and lasting consequences of Reconstruction.
    • HSS 8.11.1: List the original aims of Reconstruction and describe its effects on the political and social structures of different regions.
    • HSS 8.11.2: Identify the push-pull factors in the movement of former slaves to the cities in the North and to the West and their differing experiences in those regions (e.g., the experiences of Buffalo Soldiers).
    • HSS 8.11.3: Understand the effects of the Freedmen’s Bureau and the restrictions placed on the rights and opportunities of freedmen, including racial segregation and “Jim Crow” laws.
    • HSS 8.11.4: Trace the rise of the Ku Klux Klan and describe the Klan’s effects.
    • HSS 8.11.5: Understand the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution and analyze their connection to Reconstruction.
  • HSS 8.12: Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
    • HSS 8.12.1: Trace patterns of agricultural and industrial development as they relate to climate, use of natural resources, markets, and trade and locate such development on a map.
    • HSS 8.12.2: Identify the reasons for the development of federal Indian policy and the wars with American Indians and their relationship to agricultural development and industrialization.
    • HSS 8.12.3: Explain how states and the federal government encouraged business expansion through tariffs, banking, land grants, and subsidies.
    • HSS 8.12.4: Discuss entrepreneurs, industrialists, and bankers in politics, commerce, and industry (e.g., Andrew Carnegie, John D. Rockefeller, Leland Stanford).
    • HSS 8.12.5: Examine the location and effects of urbanization, renewed immigration, and industrialization (e.g., the effects on social fabric of cities, wealth and economic opportunity, the conservation movement).
    • HSS 8.12.6: Discuss child labor, working conditions, and laissez-faire policies toward big business and examine the labor movement, including its leaders (e.g., Samuel Gompers), its demand for collective bargaining, and its strikes and protests over labor conditions.
    • HSS 8.12.7: Identify the new sources of large-scale immigration and the contributions of immigrants to the building of cities and the economy; explain the ways in which new social and economic patterns encouraged assimilation of newcomers into the mainstream amidst growing cultural diversity; and discuss the new wave of nativism.
    • HSS 8.12.8: Identify the characteristics and impact of Grangerism and Populism.
    • HSS 8.12.9: Name the significant inventors and their inventions and identify how they improved the quality of life (e.g., Thomas Edison, Alexander Graham Bell, Orville and Wilbur Wright).
• Grade Ten: World History, Culture, and Geography: The Modern World (17)
  • HSS 10.1: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.
    • HSS 10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.
    • HSS 10.1.2: Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato’s Republic and Aristotle’s Politics
    • HSS 10.1.3: Consider the influence of the U.S. Constitution on political systems in the contemporary world.
  • HSS 10.2: Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
    • HSS 10.2.1: Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison).
    • HSS 10.2.2: List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).
    • HSS 10.2.3: Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations.
    • HSS 10.2.4: Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.
    • HSS 10.2.5: Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.
  • HSS 10.3: Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
    • HSS 10.3.1: Analyze why England was the first country to industrialize.
    • HSS 10.3.2: Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).
    • HSS 10.3.3: Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
    • HSS 10.3.4: Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.
    • HSS 10.3.5: Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.
    • HSS 10.3.6: Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
    • HSS 10.3.7: Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe.
  • HSS 10.4: Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines. (4)
    • HSS 10.4.1: Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology).
      • HSS 10.4.1: “The Civilizing Mission:” French Colonialism in Vietnam (1858-1954)
      • HSS 10.4.1: The French Colonial Period (1893-1954)
    • HSS 10.4.2: Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
      • HSS 10.4.2: How Cambodia’s Border Was Influenced by Siam (Thailand), France, and the United States
    • HSS 10.4.3: Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.
      • HSS 10.4.3: “The Civilizing Mission:” French Colonialism in Vietnam (1858-1954)
    • HSS 10.4.4: Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion
  • HSS 10.5: Students analyze the causes and course of the First World War.
    • HSS 10.5.1: Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of “total war.”
    • HSS 10.5.2: Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).
    • HSS 10.5.3: Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.
    • HSS 10.5.4: Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort.
    • HSS 10.5.5: Discuss human rights violations and genocide, including the Ottoman government’s actions against Armenian citizens.
  • HSS 10.6: Students analyze the effects of the First World War.
    • HSS 10.6.1: Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson’s Fourteen Points, and the causes and effects of the United States’s rejection of the League of Nations on world politics.
    • HSS 10.6.2: Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.
    • HSS 10.6.3: Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.
    • HSS 10.6.4: Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g., Pablo Picasso, the “lost generation” of Gertrude Stein, Ernest Hemingway).
  • HSS 10.7: Students analyze the rise of totalitarian governments after World War I.
    • HSS 10.7.1: Understand the causes and consequences of the Russian Revolution, including Lenin’s use of totalitarian means to seize and maintain control (e.g., the Gulag).
    • HSS 10.7.2: Trace Stalin’s rise to power in the Soviet Union and the connection between economic policies, political policies, the absence of a free press, and systematic violations of human rights (e.g., the Terror Famine in Ukraine).
    • HSS 10.7.3: Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.
  • HSS 10.8: Students analyze the causes and consequences of World War II.
    • HSS 10.8.1: Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.
    • HSS 10.8.2: Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II.
    • HSS 10.8.3: Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.
    • HSS 10.8.4: Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).
    • HSS 10.8.5: Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.
    • HSS 10.8.6: Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.
  • HSS 10.9: Students analyze the international developments in the post–World War II world. (9)
    • HSS 10.9.1: Compare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan.
    • HSS 10.9.2: Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile.
      • HSS 10.9.2: Cambodian-Vietnamese War
      • HSS 10.9.2: War and Home - Part I
      • HSS 10.9.2: War and Home - Part II
    • HSS 10.9.3: Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America’s postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.
      • HSS 10.9.3: Cause and Effect of US Bombings in Cambodia (1969-1973)
      • HSS 10.9.3: Cambodian Genocide Survivor Testimonies
      • HSS 10.9.3: Using Oral Histories to Understand the Cambodian Genocide
    • HSS 10.9.4: Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square uprising).
    • HSS 10.9.5: Describe the uprisings in Poland (1956), Hungary (1956), and Czechoslovakia (1968) and those countries’ resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from Soviet control.
    • HSS 10.9.6: Understand how the forces of nationalism developed in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs.
    • HSS 10.9.7: Analyze the reasons for the collapse of the Soviet Union, including the weakness of the command economy, burdens of military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-Russian Soviet republics.
    • HSS 10.9.8: Discuss the establishment and work of the United Nations and the purposes and functions of the Warsaw Pact, SEATO, NATO, and the Organization of American States.
      • HSS 10.9.8: Ten Stages of Genocide - Cambodian Genocide Timeline Activity
      • HSS 10.9.8: Extraordinary Chambers in the Courts of Cambodia
      • HSS 10.9.8: UN Genocide Convention: UN Task Force Simulation
  • HSS 10.10: Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China. (4)
    • HSS 10.10.1: Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved.
      • HSS 10.10.1: Cham Cultural Heritage in Cambodia
      • HSS 10.10.1: Causes and Consequences of the Genocide
      • HSS 10.10.1: Cause and Effect of US Bombings in Cambodia (1969-1973)
      • HSS 10.10.1: Change and Continuity Over Time: The Cambodian Genocide
    • HSS 10.10.2: Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.
    • HSS 10.10.3: Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.
  • HSS 10.11: Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, computers).
• Grade Eleven: United States History and Geography: Continuity and Change in the Twentieth Century (18)
  • HSS 11.1: Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
    • HSS 11.1.1: Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.
    • HSS 11.1.2: Analyze the ideological origins of the American Revolution, the Founding Fathers’ philosophy of divinely bestowed unalienable natural rights, the debates on the drafting and ratification of the Constitution, and the addition of the Bill of Rights.
    • HSS 11.1.3: Understand the history of the Constitution after 1787 with emphasis on federal versus state authority and growing democratization.
    • HSS 11.1.4: Examine the effects of the Civil War and Reconstruction and of the industrial revolution, including demographic shifts and the emergence in the late nineteenth century of the United States as a world power.
  • HSS 11.2: Students analyze the relationship among the rise of industrialization, largescale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
    • HSS 11.2.1: Know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclair’s The Jungle.
    • HSS 11.2.2: Describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class.
    • HSS 11.2.3: Trace the effect of the Americanization movement.
    • HSS 11.2.4: Analyze the effect of urban political machines and responses to them by immigrants and middle-class reformers.
    • HSS 11.2.5: Discuss corporate mergers that produced trusts and cartels and the economic and political policies of industrial leaders.
    • HSS 11.2.6: Trace the economic development of the United States and its emergence as a major industrial power, including its gains from trade and the advantages of its physical geography.
    • HSS 11.2.7: Analyze the similarities and differences between the ideologies of Social Darwinism and Social Gospel (e.g., using biographies of William Graham Sumner, Billy Sunday, Dwight L. Moody).
    • HSS 11.2.8: Examine the effect of political programs and activities of Populists.
    • HSS 11.2.9: Understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Children’s Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson).
  • HSS 11.3: Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.
    • HSS 11.3.1: Describe the contributions of various religious groups to American civic principles and social reform movements (e.g., civil and human rights, individual responsibility and the work ethic, antimonarchy and self-rule, worker protection, family-centered communities).
    • HSS 11.3.2: Analyze the great religious revivals and the leaders involved in them, including the First Great Awakening, the Second Great Awakening, the Civil War revivals, the Social Gospel Movement, the rise of Christian liberal theology in the nineteenth century, the impact of the Second Vatican Council, and the rise of Christian fundamentalism in current times
    • HSS 11.3.3: Cite incidences of religious intolerance in the United States (e.g., persecution of Mormons, anti-Catholic sentiment, anti-Semitism).
    • HSS 11.3.4: Discuss the expanding religious pluralism in the United States and California that resulted from large-scale immigration in the twentieth century.
    • HSS 11.3.5: Describe the principles of religious liberty found in the Establishment and Free Exercise clauses of the First Amendment, including the debate on the issue of separation of church and state.
  • HSS 11.4: Students trace the rise of the United States to its role as a world power in the twentieth century.
    • HSS 11.4.1: List the purpose and the effects of the Open Door policy.
    • HSS 11.4.2: Describe the Spanish-American War and U.S. expansion in the South Pacific.
    • HSS 11.4.3: Discuss America’s role in the Panama Revolution and the building of the Panama Canal.
    • HSS 11.4.4: Explain Theodore Roosevelt’s Big Stick diplomacy, William Taft’s Dollar Diplomacy, and Woodrow Wilson’s Moral Diplomacy, drawing on relevant speeches.
    • HSS 11.4.5: Analyze the political, economic, and social ramifications of World War I on the home front.
    • HSS 11.4.6: Trace the declining role of Great Britain and the expanding role of the United States in world affairs after World War II.
  • HSS 11.5: Students analyze the major political, social, economic, technological, and cultural developments of the 1920s. (2)
    • HSS 11.5.1: Discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover.
    • HSS 11.5.2: Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey’s “back-to-Africa” movement, the Ku Klux Klan, and immigration quotas and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks.
    • HSS 11.5.3: Examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition).
    • HSS 11.5.4: Analyze the passage of the Nineteenth Amendment and the changing role of women in society.
      • HSS 11.5.4: A Look at Gender Norms
      • HSS 11.5.4: Hmong Women Shaping History
    • HSS 11.5.5: Describe the Harlem Renaissance and new trends in literature, music, and art, with special attention to the work of writers (e.g., Zora Neale Hurston, Langston Hughes).
    • HSS 11.5.6: Trace the growth and effects of radio and movies and their role in the worldwide diffusion of popular culture.
    • HSS 11.5.7: Discuss the rise of mass production techniques, the growth of cities, the impact of new technologies (e.g., the automobile, electricity), and the resulting prosperity and effect on the American landscape.
  • HSS 11.6: Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.
    • HSS 11.6.1: Describe the monetary issues of the late nineteenth and early twentieth centuries that gave rise to the establishment of the Federal Reserve and the weaknesses in key sectors of the economy in the late 1920s
    • HSS 11.6.2: Understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis.
    • HSS 11.6.3: Discuss the human toll of the Depression, natural disasters, and unwise agricultural practices and their effects on the depopulation of rural regions and on political movements of the left and right, with particular attention to the Dust Bowl refugees and their social and economic impacts in California.
    • HSS 11.6.4: Analyze the effects of and the controversies arising from New Deal economic policies and the expanded role of the federal government in society and the economy since the 1930s (e.g., Works Progress Administration, Social Security, National Labor Relations Board, farm programs, regional development policies, and energy development projects such as the Tennessee Valley Authority, California Central Valley Project, and Bonneville Dam).
    • HSS 11.6.5: Trace the advances and retreats of organized labor, from the creation of the American Federation of Labor and the Congress of Industrial Organizations to current issues of a postindustrial, multinational economy, including the United Farm Workers in California.
  • HSS 11.7: Students analyze America’s participation in World War II.
    • HSS 11.7.1: Examine the origins of American involvement in the war, with an emphasis on the events that precipitated the attack on Pearl Harbor.
    • HSS 11.7.2: Explain U.S. and Allied wartime strategy, including the major battles of Midway, Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.
    • HSS 11.7.3: Identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of the special fighting forces (e.g., the Tuskegee Airmen, the 442nd Regimental Combat team, the Navajo Code Talkers).
    • HSS 11.7.4: Analyze Roosevelt’s foreign policy during World War II (e.g., Four Freedoms speech).
    • HSS 11.7.5: Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans (e.g., Fred Korematsu v. United States of America) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler’s atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans.
    • HSS 11.7.6: Describe major developments in aviation, weaponry, communication, and medicine and the war’s impact on the location of American industry and use of resources.
    • HSS 11.7.7: Discuss the decision to drop atomic bombs and the consequences of the decision (Hiroshima and Nagasaki).
    • HSS 11.7.8: Analyze the effect of massive aid given to Western Europe under the Marshall Plan to rebuild itself after the war and the importance of a rebuilt Europe to the U.S. economy.
  • HSS 11.8: Students analyze the economic boom and social transformation of post–World War II America.
    • HSS 11.8.1: Trace the growth of service sector, white collar, and professional sector jobs in business and government.
    • HSS 11.8.2: Describe the significance of Mexican immigration and its relationship to the agricultural economy, especially in California.
    • HSS 11.8.3: Examine Truman’s labor policy and congressional reaction to it.
    • HSS 11.8.4: Analyze new federal government spending on defense, welfare, interest on the national debt, and federal and state spending on education, including the California Master Plan.
    • HSS 11.8.5: Describe the increased powers of the presidency in response to the Great Depression, World War II, and the Cold War.
    • HSS 11.8.6: Discuss the diverse environmental regions of North America, their relationship to local economies, and the origins and prospects of environmental problems in those regions.
    • HSS 11.8.7: Describe the effects on society and the economy of technological developments since 1945, including the computer revolution, changes in communication, advances in medicine, and improvements in agricultural technology.
    • HSS 11.8.8: Discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g., jazz and other forms of popular music, professional sports, architectural and artistic styles).
  • HSS 11.9: Students analyze U.S. foreign policy since World War II. (8)
    • HSS 11.9.1: Discuss the establishment of the United Nations and International Declaration of Human Rights, International Monetary Fund, World Bank, and General Agreement on Tariffs and Trade (GATT) and their importance in shaping modern Europe and maintaining peace and international order.
    • HSS 11.9.2: Understand the role of military alliances, including NATO and SEATO, in deterring communist aggression and maintaining security during the Cold War.
      • HSS 11.9.2: Reverberations of War: The U.S. Bombing of Cambodia
    • HSS 11.9.3: Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the following: • The era of McCarthyism, instances of domestic Communism (e.g., Alger Hiss) and blacklisting • The Truman Doctrine • The Berlin Blockade • The Korean War • The Bay of Pigs invasion and the Cuban Missile Crisis • Atomic testing in the American West, the “mutual assured destruction” doctrine, and disarmament policies • The Vietnam War • Latin American policy
      • HSS 11.9.3: Cambodian Refugees: Building Community and Maintaining Cultural Connection
      • HSS 11.9.3: Secret War in Laos (Multiple Perspectives)
      • HSS 11.9.3: The Hmong and the Secret War in Laos
      • HSS 11.9.3: Hmong Displacement from Laos
      • HSS 11.9.3: Crossing into Thailand: Secret War & HMoob Refugee Narrative
      • HSS 11.9.3: Critical Hope of Hmong People in Thailand Refugee Camps
      • HSS 11.9.3: Becoming a Refugee (1975-1992)
    • HSS 11.9.4: List the effects of foreign policy on domestic policies and vice versa (e.g., protests during the war in Vietnam, the “nuclear freeze” movement).
    • HSS 11.9.5: Analyze the role of the Reagan administration and other factors in the victory of the West in the Cold War.
    • HSS 11.9.6: Describe U.S. Middle East policy and its strategic, political, and economic interests, including those related to the Gulf War.
    • HSS 11.9.7: Examine relations between the United States and Mexico in the twentieth century, including key economic, political, immigration, and environmental issues.
  • HSS 11.10: Students analyze the development of federal civil rights and voting rights.
    • HSS 11.10.1: Explain how demands of African Americans helped produce a stimulus for civil rights, including President Roosevelt’s ban on racial discrimination in defense industries in 1941, and how African Americans’ service in World War II produced a stimulus for President Truman’s decision to end segregation in the armed forces in 1948.
    • HSS 11.10.2: Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.
    • HSS 11.10.3: Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education.
    • HSS 11.10.4: Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr.’s “Letter from Birmingham Jail” and “I Have a Dream” speech.
    • HSS 11.10.5: Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.
    • HSS 11.10.6: Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.
    • HSS 11.10.7: Analyze the women’s rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women.
  • HSS 11.11: Students analyze the major social problems and domestic policy issues in contemporary American society. (8)
    • HSS 11.11.1: Discuss the reasons for the nation’s changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society.
      • HSS 11.11.1: Exploring an Ethnic Enclave: Cambodia Town, USA
      • HSS 11.11.1: Overview of Refugee Policies and Hmong Resettlement
      • HSS 11.11.1: Religious Sponsorship
      • HSS 11.11.1: Hmong Communities in California
    • HSS 11.11.2: Discuss the significant domestic policy speeches of Truman, Eisenhower, Kennedy, Johnson, Nixon, Carter, Reagan, Bush, and Clinton (e.g., with regard to education, civil rights, economic policy, environmental policy).
    • HSS 11.11.3: Describe the changing roles of women in society as reflected in the entry of more women into the labor force and the changing family structure.
      • HSS 11.11.3: Hmong Family Practices and Values - Marriage
    • HSS 11.11.4: Explain the constitutional crisis originating from the Watergate scandal.
    • HSS 11.11.5: Trace the impact of, need for, and controversies associated with environmental conservation, expansion of the national park system, and the development of environmental protection laws, with particular attention to the interaction between environmental protection advocates and property rights advocates.
    • HSS 11.11.6: Analyze the persistence of poverty and how different analyses of this issue influence welfare reform, health insurance reform, and other social policies.
    • HSS 11.11.7: Explain how the federal, state, and local governments have responded to demographic and social changes such as population shifts to the suburbs, racial concentrations in the cities, Frostbelt-to-Sunbelt migration, international migration, decline of family farms, increases in out-of-wedlock births, and drug abuse.
      • HSS 11.11.7: Picturing the Khmer Refugee Family
      • HSS 11.11.7: Generational Trauma and Cambodian Americans
      • HSS 11.11.7: The Cambodian Refugee Experience
• Grade Twelve: Principles of American Democracy and Economics (2)
  • HSS 12.1: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy.
    • HSS 12.1.1: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government.
    • HSS 12.1.2: Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville.
    • HSS 12.1.3: Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “selfevident truths.”
    • HSS 12.1.4: Explain how the Founding Fathers’ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers.
    • HSS 12.1.5: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military.
    • HSS 12.1.6: Understand that the Bill of Rights limits the powers of the federal government and state governments.
  • HSS-PoAD.12.2: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured.
  • HSS 12.2: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. (2)
    • HSS 12.2.1: Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy).
    • HSS 12.2.2: Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one’s work; right to join or not join labor unions; copyright and patent).
    • HSS 12.2.3: Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes.
    • HSS 12.2.4: Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service.
      • HSS 12.2.4: Civic Engagement and Empowerment
      • HSS 12.2.4: Community Action Plan
    • HSS 12.2.5: Describe the reciprocity between rights and obligations; that is, why enjoyment of one’s rights entails respect for the rights of others.
    • HSS 12.2.6: Explain how one becomes a citizen of the United States, including the process of naturalization (e.g., literacy, language, and other requirements).
  • HSS 12.3: Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society.
    • HSS 12.3.1: Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes.
    • HSS 12.3.2: Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections.
    • HSS 12.3.3: Discuss the historical role of religion and religious diversity.
    • HSS 12.3.4: Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes.
  • HSS 12.4: Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution.
    • HSS 12.4.1: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law.
    • HSS 12.4.2: Explain the process through which the Constitution can be amended.
    • HSS 12.4.3: 3. Identify their current representatives in the legislative branch of the national government.
    • HSS 12.4.4: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers.
    • HSS 12.4.5: Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court.
    • HSS 12.4.6: Explain the processes of selection and confirmation of Supreme Court justices.
  • HSS 12.5: Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments.
    • HSS 12.5.1: Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-thelaw clauses of the Fourteenth Amendment.
    • HSS 12.5.2: Analyze judicial activism and judicial restraint and the effects of each policy over the decades (e.g., the Warren and Rehnquist courts).
    • HSS 12.5.3: Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases.
    • HSS 12.5.4: Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI).
  • HSS 12.6: Students evaluate issues regarding campaigns for national, state, and local elective offices.
    • HSS 12.6.1: Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties.
    • HSS 12.6.2: Discuss the history of the nomination process for presidential candidates and the increasing importance of primaries in general elections.
    • HSS 12.6.3: Evaluate the roles of polls, campaign advertising, and the controversies over campaign funding
    • HSS 12.6.4: Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office).
    • HSS 12.6.5: Discuss the features of direct democracy in numerous states (e.g., the process of referendums, recall elections).
    • HSS 12.6.6: Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College.
  • HSS 12.7: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments.
    • HSS 12.7.1: Explain how conflicts between levels of government and branches of government are resolved.
    • HSS 12.7.2: Identify the major responsibilities and sources of revenue for state and local governments.
    • HSS 12.7.3: Discuss reserved powers and concurrent powers of state governments.
    • HSS 12.7.4: Discuss the Ninth and Tenth Amendments and interpretations of the extent of the federal government’s power.
    • HSS 12.7.5: Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders.
    • HSS 12.7.6: Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media.
    • HSS 12.7.7: Identify the organization and jurisdiction of federal, state, and local (e.g., California) courts and the interrelationships among them.
    • HSS 12.7.8: Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia
  • HSS 12.8: Students evaluate and take and defend positions on the influence of the media on American political life.
    • HSS 12.8.1: Discuss the meaning and importance of a free and responsible press.
    • HSS 12.8.2: Describe the roles of broadcast, print, and electronic media, including the Internet, as means of communication in American politics.
    • HSS 12.8.3: Explain how public officials use the media to communicate with the citizenry and to shape public opinion.
  • HSS 12.9: Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles.
    • HSS 12.9.1: Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices.
    • HSS 12.9.2: Compare the various ways in which power is distributed, shared, and limited in systems of shared powers and in parliamentary systems, including the influence and role of parliamentary leaders (e.g., William Gladstone, Margaret Thatcher).
    • HSS 12.9.3: Discuss the advantages and disadvantages of federal, confederal, and unitary systems of government.
    • HSS 12.9.4: Describe for at least two countries the consequences of conditions that gave rise to tyrannies during certain periods (e.g., Italy, Japan, Haiti, Nigeria, Cambodia).
    • HSS 12.9.5: Identify the forms of illegitimate power that twentieth-century African, Asian, and Latin American dictators used to gain and hold office and the conditions and interests that supported them.
    • HSS 12.9.6: Identify the ideologies, causes, stages, and outcomes of major Mexican, Central American, and South American revolutions in the nineteenth and twentieth centuries.
    • HSS 12.9.7: Describe the ideologies that give rise to Communism, methods of maintaining control, and the movements to overthrow such governments in Czechoslovakia, Hungary, and Poland, including the roles of individuals (e.g., Alexander Solzhenitsyn, Pope John Paul II, Lech Walesa, Vaclav Havel).
    • HSS 12.9.8: Identify the successes of relatively new democracies in Africa, Asia, and Latin America and the ideas, leaders, and general societal conditions that have launched and sustained, or failed to sustain, them.
  • HSS 12.10: Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government.
• Grade Twelve Principles of Economics:
  • HSS POE 12.1: Students understand common economic terms and concepts and economic reasoning.
    • HSS POE 12.1.1: Examine the causal relationship between scarcity and the need for choices.
    • HSS POE 12.1.2: Explain opportunity cost and marginal benefit and marginal cost.
    • HSS POE 12.1.3: Identify the difference between monetary and nonmonetary incentives and how changes in incentives cause changes in behavior.
    • HSS POE 12.1.4: Evaluate the role of private property as an incentive in conserving and improving scarce resources, including renewable and nonrenewable natural resources.
    • HSS POE 12.1.5: Analyze the role of a market economy in establishing and preserving political and personal liberty (e.g., through the works of Adam Smith).
  • HSS POE 12.2: Students analyze the elements of America’s market economy in a global setting.
    • HSS POE 12.2.1: Understand the relationship of the concept of incentives to the law of supply and the relationship of the concept of incentives and substitutes to the law of demand.
    • HSS POE 12.2.2: Discuss the effects of changes in supply and/or demand on the relative scarcity, price, and quantity of particular products.
    • HSS POE 12.2.3: Explain the roles of property rights, competition, and profit in a market economy.
    • HSS POE 12.2.4: Explain how prices reflect the relative scarcity of goods and services and perform the allocative function in a market economy
    • HSS POE 12.2.5: Understand the process by which competition among buyers and sellers determines a market price.
    • HSS POE 12.2.6: Describe the effect of price controls on buyers and sellers.
    • HSS POE 12.2.7: Analyze how domestic and international competition in a market economy affects goods and services produced and the quality, quantity, and price of those products.
    • HSS POE 12.2.8: Explain the role of profit as the incentive to entrepreneurs in a market economy.
    • HSS POE 12.2.9: Describe the functions of the financial markets.
    • HSS POE 12.2.10: Discuss the economic principles that guide the location of agricultural production and industry and the spatial distribution of transportation and retail facilities.
  • HSS POE 12.3: Students analyze the influence of the federal government on the American economy.
    • HSS POE 12.3.1: Understand how the role of government in a market economy often includes providing for national defense, addressing environmental concerns, defining and enforcing property rights, attempting to make markets more competitive, and protecting consumers’ rights.
    • HSS POE 12.3.2: Identify the factors that may cause the costs of government actions to outweigh the benefits.
    • HSS POE 12.3.3: Describe the aims of government fiscal policies (taxation, borrowing, spending) and their influence on production, employment, and price levels.
    • HSS POE 12.3.4: Understand the aims and tools of monetary policy and their influence on economic activity (e.g., the Federal Reserve).
  • HSS POE 12.4: Students analyze the elements of the U.S. labor market in a global setting.
    • HSS POE 12.4.1: Understand the operations of the labor market, including the circumstances surrounding the establishment of principal American labor unions, procedures that unions use to gain benefits for their members, the effects of unionization, the minimum wage, and unemployment insurance.
    • HSS POE 12.4.2: Describe the current economy and labor market, including the types of goods and services produced, the types of skills workers need, the effects of rapid technological change, and the impact of international competition.
    • HSS POE 12.4.3: Discuss wage differences among jobs and professions, using the laws of demand and supply and the concept of productivity.
    • HSS POE 12.4.4: Explain the effects of international mobility of capital and labor on the U.S. economy.
  • HSS POE 12.5: Students analyze the aggregate economic behavior of the U.S. economy.
    • HSS POE 12.5.1: Distinguish between nominal and real data.
    • HSS POE 12.5.2: Define, calculate, and explain the significance of an unemployment rate, the number of new jobs created monthly, an inflation or deflation rate, and a rate of economic growth.
    • HSS POE 12.5.3: Distinguish between short-term and long-term interest rates and explain their relative significance.
  • HSS POE 12.6: Students analyze issues of international trade and explain how the U.S. economy affects, and is affected by, economic forces beyond the United States’s borders.
    • HSS POE 12.6.1: Identify the gains in consumption and production efficiency from trade, with emphasis on the main products and changing geographic patterns of twentieth-century trade among countries in the Western Hemisphere.
    • HSS POE 12.6.2: Compare the reasons for and the effects of trade restrictions during the Great Depression compared with present-day arguments among labor, business, and political leaders over the effects of free trade on the economic and social interests of various groups of Americans.
    • HSS POE 12.6.3: Understand the changing role of international political borders and territorial sovereignty in a global economy.
    • HSS POE 12.6.4: Explain foreign exchange, the manner in which exchange rates are determined, and the effects of the dollar’s gaining (or losing) value relative to other currencies.

Mathematics

• Mathematics Grade K:
  • Mathematics Grade K : Counting and Cardinality:
    • K.CC.1: Cluster:Know number names and the count sequence. Standard:Count to 100 by ones and by tens.
    • K.CC.2: Cluster:Know number names and the count sequence. Standard:Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
    • K.CC.3: Cluster:Know number names and the count sequence. Standard:Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
    • K.CC.4.a: Cluster:Count to tell the number of objects. Standard:Understand the relationship between numbers and quantities; connect counting to cardinality. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
    • K.CC.4.b: Cluster:Count to tell the number of objects. Standard:Understand the relationship between numbers and quantities; connect counting to cardinality. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
    • K.CC.4.c: Cluster:Count to tell the number of objects. Standard:Understand the relationship between numbers and quantities; connect counting to cardinality. Understand that each successive number name refers to a quantity that is one larger.
    • K.CC.5: Cluster:Count to tell the number of objects. Standard:Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
    • K.CC.6: Cluster:Compare numbers. Standard:Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Footnote:Includes groups with up to ten objects.
    • K.CC.7: Cluster:Compare numbers. Standard:Compare two numbers between 1 and 10 presented as written numerals.
  • Mathematics Grade K : Geometry:
    • K.G.1: Cluster:Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Standard:Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
    • K.G.2: Cluster:Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Standard:Correctly name shapes regardless of their orientations or overall size.
    • K.G.3: Cluster:Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Standard:Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
    • K.G.4: Cluster:Analyze, compare, create, and compose shapes. Standard:Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).
    • K.G.5: Cluster:Analyze, compare, create, and compose shapes. Standard:Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
    • K.G.6: Cluster:Analyze, compare, create, and compose shapes. Standard:Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?"
  • Mathematics Grade K : Measurement and Data:
    • K.MD.1: Cluster:Describe and compare measurable attributes. Standard:Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
    • K.MD.2: Cluster:Describe and compare measurable attributes. Standard:Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
    • K.MD.3: Cluster:Classify objects and count the number of objects in each category. Standard:Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Footnote:Limit category counts to be less than or equal to 10.
  • Mathematics Grade K : Number and Operations in Base Ten:
    • K.NBT.1: Cluster:Work with numbers 11-19 to gain foundations for place value. Standard:Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
  • Mathematics Grade K : Operations and Algebraic Thinking:
    • K.OA.1: Cluster:Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Standard:Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Footnote:Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)
    • K.OA.2: Cluster:Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Standard:Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
    • K.OA.3: Cluster:Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Standard:Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
    • K.OA.4: Cluster:Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Standard:For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
    • K.OA.5: Cluster:Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Standard:Fluently add and subtract within 5.
• Mathematics Grade 1:
  • Mathematics Grade 1 : Geometry:
    • 1.G.1: Cluster:Reason with shapes and their attributes. Standard:Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
    • 1.G.2: Cluster:Reason with shapes and their attributes. Standard:Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Footnote:Students do not need to learn formal names such as "right rectangular prism."
    • 1.G.3: Cluster:Reason with shapes and their attributes. Standard:Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
  • Mathematics Grade 1 : Measurement and Data:
    • 1.MD.1: Cluster:Measure lengths indirectly and by iterating length units. Standard:Order three objects by length; compare the lengths of two objects indirectly by using a third object.
    • 1.MD.2: Cluster:Measure lengths indirectly and by iterating length units. Standard:Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
    • 1.MD.3: Cluster:Tell and write time. Standard:Tell and write time in hours and half-hours using analog and digital clocks.
    • 1.MD.4: Cluster:Represent and interpret data. Standard:Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
  • Mathematics Grade 1 : Number and Operations in Base Ten:
    • 1.NBT.1: Cluster:Extend the counting sequence. Standard:Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
    • 1.NBT.2.a: Cluster:Understand place value. Standard:Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 10 can be thought of as a bundle of ten ones-called a "ten."
    • 1.NBT.2.b: Cluster:Understand place value. Standard:Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
    • 1.NBT.2.c: Cluster:Understand place value. Standard:Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
    • 1.NBT.3: Cluster:Understand place value. Standard:Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
    • 1.NBT.4: Cluster:Use place value understanding and properties of operations to add and subtract. Standard:Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
    • 1.NBT.5: Cluster:Use place value understanding and properties of operations to add and subtract. Standard:Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
    • 1.NBT.6: Cluster:Use place value understanding and properties of operations to add and subtract. Standard:Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
  • Mathematics Grade 1 : Operations and Algebraic Thinking:
    • 1.OA.1: Cluster:Represent and solve problems involving addition and subtraction. Standard:Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Footnote:See Glossary, Table 1.
    • 1.OA.2: Cluster:Represent and solve problems involving addition and subtraction. Standard:Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
    • 1.OA.3: Cluster:Understand and apply properties of operations and the relationship between addition and subtraction. Standard:Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) Footnote:Students need not use formal terms for these properties.
    • 1.OA.4: Cluster:Understand and apply properties of operations and the relationship between addition and subtraction. Standard:Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.
    • 1.OA.5: Cluster:Add and subtract within 20. Standard:Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
    • 1.OA.6: Cluster:Add and subtract within 20. Standard:Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
    • 1.OA.7: Cluster:Work with addition and subtraction equations. Standard:Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
    • 1.OA.8: Cluster:Work with addition and subtraction equations. Standard:Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? - 3, 6 + 6 = ?.
• Mathematics Grade 2:
  • Mathematics Grade 2 : Geometry:
    • 2.G.1: Cluster:Reason with shapes and their attributes. Standard:Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Footnote:Sizes are compared directly or visually, not compared by measuring.
    • 2.G.2: Cluster:Reason with shapes and their attributes. Standard:Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
    • 2.G.3: Cluster:Reason with shapes and their attributes. Standard:Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
  • Mathematics Grade 2 : Measurement and Data:
    • 2.MD.1: Cluster:Measure and estimate lengths in standard units. Standard:Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
    • 2.MD.10: Cluster:Represent and interpret data. Standard:Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems4 using information presented in a bar graph. Footnote:See Glossary, Table 1.
    • 2.MD.2: Cluster:Measure and estimate lengths in standard units. Standard:Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
    • 2.MD.3: Cluster:Measure and estimate lengths in standard units. Standard:Estimate lengths using units of inches, feet, centimeters, and meters.
    • 2.MD.4: Cluster:Measure and estimate lengths in standard units. Standard:Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
    • 2.MD.5: Cluster:Relate addition and subtraction to length. Standard:Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
    • 2.MD.6: Cluster:Relate addition and subtraction to length. Standard:Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, . . . , and represent whole-number sums and differences within 100 on a number line diagram.
    • 2.MD.7: Cluster:Work with time and money. Standard:Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). CA
    • 2.MD.8: Cluster:Work with time and money. Standard:Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
    • 2.MD.9: Cluster:Represent and interpret data. Standard:Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
  • Mathematics Grade 2 : Number and Operations in Base Ten:
    • 2.NBT.1.a: Cluster:Understand place value. Standard:Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: 100 can be thought of as a bundle of ten tens-called a "hundred."
    • 2.NBT.1.b: Cluster:Understand place value. Standard:Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
    • 2.NBT.2: Cluster:Understand place value. Standard:Count within 1000; skip-count by 2s, 5s, 10s, and 100s. CA
    • 2.NBT.3: Cluster:Understand place value. Standard:Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
    • 2.NBT.4: Cluster:Understand place value. Standard:Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
    • 2.NBT.5: Cluster:Use place value understanding and properties of operations to add and subtract. Standard:Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
    • 2.NBT.6: Cluster:Use place value understanding and properties of operations to add and subtract. Standard:Add up to four two-digit numbers using strategies based on place value and properties of operations.
    • 2.NBT.7: Cluster:Use place value understanding and properties of operations to add and subtract. Standard:Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
    • 2.NBT.7.1: Cluster:Use place value understanding and properties of operations to add and subtract. Standard:Use estimation strategies to make reasonable estimates in problem solving. CA
    • 2.NBT.8: Cluster:Use place value understanding and properties of operations to add and subtract. Standard:Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.
    • 2.NBT.9: Cluster:Use place value understanding and properties of operations to add and subtract. Standard:Explain why addition and subtraction strategies work, using place value and the properties of operations. Footnote:Explanations may be supported by drawings or objects.
  • Mathematics Grade 2 : Operations and Algebraic Thinking:
    • 2.OA.1: Cluster:Represent and solve problems involving addition and subtraction. Standard:Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Footnote:See Glossary, Table 1.
    • 2.OA.2: Cluster:Add and subtract within 20. Standard:Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Footnote:See standard 1.OA.6 for a list of mental strategies.
    • 2.OA.3: Cluster:Work with equal groups of objects to gain foundations for multiplication. Standard:Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
    • 2.OA.4: Cluster:Work with equal groups of objects to gain foundations for multiplication. Standard:Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
• Mathematics Grade 3:
  • Mathematics Grade 3 : Geometry:
    • 3.G.1: Cluster:Reason with shapes and their attributes. Standard:Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
    • 3.G.2: Cluster:Reason with shapes and their attributes. Standard:Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
  • Mathematics Grade 3 : Measurement and Data:
    • 3.MD.1: Cluster:Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. Standard:Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
    • 3.MD.2: Cluster:Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. Standard:Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. Footnote:Excludes compound units such as cm^3 and finding the geometric volume of a container. Excludes multiplicative comparison problems (problems involving notions of "times as much"; see Glossary, Table 2).
    • 3.MD.3: Cluster:Represent and interpret data. Standard:Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
    • 3.MD.4: Cluster:Represent and interpret data. Standard:Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units-whole numbers, halves, or quarters.
    • 3.MD.5.a: Cluster:Geometric measurement: understand concepts of area and relate area to multiplication and to addition. Standard:Recognize area as an attribute of plane figures and understand concepts of area measurement. A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area.
    • 3.MD.5.b: Cluster:Geometric measurement: understand concepts of area and relate area to multiplication and to addition. Standard:Recognize area as an attribute of plane figures and understand concepts of area measurement. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
    • 3.MD.6: Cluster:Geometric measurement: understand concepts of area and relate area to multiplication and to addition. Standard:Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
    • 3.MD.7.a: Cluster:Geometric measurement: understand concepts of area and relate area to multiplication and to addition. Standard:Relate area to the operations of multiplication and addition. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
    • 3.MD.7.b: Cluster:Geometric measurement: understand concepts of area and relate area to multiplication and to addition. Standard:Relate area to the operations of multiplication and addition. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real-world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
    • 3.MD.7.c: Cluster:Geometric measurement: understand concepts of area and relate area to multiplication and to addition. Standard:Relate area to the operations of multiplication and addition. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
    • 3.MD.7.d: Cluster:Geometric measurement: understand concepts of area and relate area to multiplication and to addition. Standard:Relate area to the operations of multiplication and addition. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real-world problems.
    • 3.MD.8: Cluster:Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. Standard:Solve real-world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
  • Mathematics Grade 3 : Number and Operations in Base Ten:
    • 3.NBT.1: Cluster:Use place value understanding and properties of operations to perform multi-digit arithmetic. Standard:Use place value understanding to round whole numbers to the nearest 10 or 100. Footnote:A range of algorithms may be used.
    • 3.NBT.2: Cluster:Use place value understanding and properties of operations to perform multi-digit arithmetic. Standard:Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
    • 3.NBT.3: Cluster:Use place value understanding and properties of operations to perform multi-digit arithmetic. Standard:Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
  • Mathematics Grade 3 : Number and Operations-Fractions:
    • 3.NF.1: Cluster:Develop understanding of fractions as numbers. Standard:Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Footnote:Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
    • 3.NF.2.a: Cluster:Develop understanding of fractions as numbers. Standard:Understand a fraction as a number on the number line; represent fractions on a number line diagram. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
    • 3.NF.2.b: Cluster:Develop understanding of fractions as numbers. Standard:Understand a fraction as a number on the number line; represent fractions on a number line diagram. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
    • 3.NF.3.a: Cluster:Develop understanding of fractions as numbers. Standard:Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
    • 3.NF.3.b: Cluster:Develop understanding of fractions as numbers. Standard:Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.
    • 3.NF.3.c: Cluster:Develop understanding of fractions as numbers. Standard:Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
    • 3.NF.3.d: Cluster:Develop understanding of fractions as numbers. Standard:Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
  • Mathematics Grade 3 : Operations and Algebraic Thinking:
    • 3.OA.1: Cluster:Represent and solve problems involving multiplication and division. Standard:Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
    • 3.OA.2: Cluster:Represent and solve problems involving multiplication and division. Standard:Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56÷8.
    • 3.OA.3: Cluster:Represent and solve problems involving multiplication and division. Standard:Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Footnote:See Glossary, Table 2.
    • 3.OA.4: Cluster:Represent and solve problems involving multiplication and division. Standard:Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = ? ÷ 3, 6 × 6 = ?.
    • 3.OA.5: Cluster:Understand properties of multiplication and the relationship between multiplication and division. Standard:Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) Footnote:Students need not use formal terms for these properties.
    • 3.OA.6: Cluster:Understand properties of multiplication and the relationship between multiplication and division. Standard:Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
    • 3.OA.7: Cluster:Multiply and divide within 100. Standard:Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
    • 3.OA.8: Cluster:Solve problems involving the four operations, and identify and explain patterns in arithmetic. Standard:Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Footnote:This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).
    • 3.OA.9: Standard:Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
• Mathematics Grade 4:
  • Mathematics Grade 4 : Geometry:
    • 4.G.1: Cluster:Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Standard:Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
    • 4.G.2: Cluster:Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Standard:Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. (Two-dimensional shapes should include special triangles, e.g., equilateral, isosceles, scalene, and special quadrilaterals, e.g., rhombus, square, rectangle, parallelogram, trapezoid.) CA
    • 4.G.3: Cluster:Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Standard:Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
  • Mathematics Grade 4 : Measurement and Data:
    • 4.MD.1: Cluster:Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Standard:Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), . . .
    • 4.MD.2: Cluster:Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Standard:Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
    • 4.MD.3: Cluster:Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Standard:Apply the area and perimeter formulas for rectangles in real-world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
    • 4.MD.4: Cluster:Represent and interpret data. Standard:Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.
    • 4.MD.5.a: Cluster:Geometric measurement: understand concepts of angle and measure angles. Standard:Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a "one-degree angle," and can be used to measure angles.
    • 4.MD.5.b: Cluster:Geometric measurement: understand concepts of angle and measure angles. Standard:Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
    • 4.MD.6: Cluster:Geometric measurement: understand concepts of angle and measure angles. Standard:Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
    • 4.MD.7: Cluster:Geometric measurement: understand concepts of angle and measure angles. Standard:Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real-world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.
  • Mathematics Grade 4 : Number and Operations in Base Ten:
    • 4.NBT.1: Cluster:Generalize place value understanding for multi-digit whole numbers. Standard:Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. Footnote:Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
    • 4.NBT.2: Cluster:Generalize place value understanding for multi-digit whole numbers. Standard:Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multidigit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
    • 4.NBT.3: Cluster:Generalize place value understanding for multi-digit whole numbers. Standard:Use place value understanding to round multi-digit whole numbers to any place.
    • 4.NBT.4: Cluster:Use place value understanding and properties of operations to perform multi-digit arithmetic. Standard:Fluently add and subtract multi-digit whole numbers using the standard algorithm.
    • 4.NBT.5: Cluster:Use place value understanding and properties of operations to perform multi-digit arithmetic. Standard:Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
    • 4.NBT.6: Cluster:Use place value understanding and properties of operations to perform multi-digit arithmetic. Standard:Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
  • Mathematics Grade 4 : Number and Operations-Fractions:
    • 4.NF.1: Cluster:Extend understanding of fraction equivalence and ordering. Standard:Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Footnote:Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
    • 4.NF.2: Cluster:Extend understanding of fraction equivalence and ordering. Standard:Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
    • 4.NF.3.a: Cluster:Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Standard:Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
    • 4.NF.3.b: Cluster:Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Standard:Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
    • 4.NF.3.c: Cluster:Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Standard:Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.
    • 4.NF.3.d: Cluster:Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Standard:Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
    • 4.NF.4.a: Cluster:Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Standard:Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).
    • 4.NF.4.b: Cluster:Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Standard:Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)
    • 4.NF.4.c: Cluster:Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Standard:Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
    • 4.NF.5: Cluster:Understand decimal notation for fractions, and compare decimal fractions. Standard:Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. Footnote:Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.
    • 4.NF.6: Cluster:Understand decimal notation for fractions, and compare decimal fractions. Standard:Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
    • 4.NF.7: Cluster:Understand decimal notation for fractions, and compare decimal fractions. Standard:Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using the number line or another visual model. CA
  • Mathematics Grade 4 : Operations and Algebraic Thinking:
    • 4.OA.1: Cluster:Use the four operations with whole numbers to solve problems. Standard:Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
    • 4.OA.2: Cluster:Use the four operations with whole numbers to solve problems. Standard:Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Footnote:See Glossary, Table 2.
    • 4.OA.3: Cluster:Use the four operations with whole numbers to solve problems. Standard:Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
    • 4.OA.4: Cluster:Gain familiarity with factors and multiples. Standard:Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.
    • 4.OA.5: Cluster:Generate and analyze patterns. Standard:Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
• Mathematics Grade 5:
  • Mathematics Grade 5 : Geometry:
    • 5.G.1: Cluster:Graph points on the coordinate plane to solve real-world and mathematical problems. Standard:Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
    • 5.G.2: Cluster:Graph points on the coordinate plane to solve real-world and mathematical problems. Standard:Represent real-world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
    • 5.G.3: Cluster:Classify two-dimensional figures into categories based on their properties. Standard:Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
    • 5.G.4: Cluster:Classify two-dimensional figures into categories based on their properties. Standard:Classify two-dimensional figures in a hierarchy based on properties.
  • Mathematics Grade 5 : Measurement and Data:
    • 5.MD.1: Cluster:Convert like measurement units within a given measurement system. Standard:Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real-world problems.
    • 5.MD.2: Cluster:Represent and interpret data. Standard:Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
    • 5.MD.3.a: Cluster:Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. Standard:Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume.
    • 5.MD.3.b: Cluster:Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. Standard:Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.
    • 5.MD.4: Cluster:Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. Standard:Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
    • 5.MD.5.a: Cluster:Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. Standard:Relate volume to the operations of multiplication and addition and solve real-world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.
    • 5.MD.5.b: Cluster:Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. Standard:Relate volume to the operations of multiplication and addition and solve real-world and mathematical problems involving volume. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real-world and mathematical problems.
    • 5.MD.5.c: Cluster:Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. Standard:Relate volume to the operations of multiplication and addition and solve real-world and mathematical problems involving volume. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real-world problems.
  • Mathematics Grade 5 : Number and Operations in Base Ten:
    • 5.NBT.1: Cluster:Understand the place value system. Standard:Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
    • 5.NBT.2: Cluster:Understand the place value system. Standard:Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
    • 5.NBT.3.a: Cluster:Understand the place value system. Standard:Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).
    • 5.NBT.3.b: Cluster:Understand the place value system. Standard:Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
    • 5.NBT.4: Cluster:Understand the place value system. Standard:Use place value understanding to round decimals to any place.
    • 5.NBT.5: Cluster:Perform operations with multi-digit whole numbers and with decimals to hundredths. Standard:Fluently multiply multi-digit whole numbers using the standard algorithm.
    • 5.NBT.6: Cluster:Perform operations with multi-digit whole numbers and with decimals to hundredths. Standard:Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
    • 5.NBT.7: Cluster:Perform operations with multi-digit whole numbers and with decimals to hundredths. Standard:Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
  • Mathematics Grade 5 : Number and Operations-Fractions:
    • 5.NF.1: Cluster:Use equivalent fractions as a strategy to add and subtract fractions. Standard:Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
    • 5.NF.2: Cluster:Use equivalent fractions as a strategy to add and subtract fractions. Standard:Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
    • 5.NF.3: Cluster:Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Standard:Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
    • 5.NF.4.a: Cluster:Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Standard:Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)
    • 5.NF.4.b: Cluster:Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Standard:Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
    • 5.NF.5.a: Cluster:Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Standard:Interpret multiplication as scaling (resizing), by: Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
    • 5.NF.5.b: Cluster:Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Standard:Interpret multiplication as scaling (resizing), by: Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.
    • 5.NF.6: Cluster:Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Standard:Solve real-world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
    • 5.NF.7.a: Cluster:Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Standard:Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3. Footnote:Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.
    • 5.NF.7.b: Cluster:Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Standard:Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
    • 5.NF.7.c: Cluster:Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Standard:Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Solve real-world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?
  • Mathematics Grade 5 : Operations and Algebraic Thinking:
    • 5.OA.1: Cluster:Write and interpret numerical expressions. Standard:Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
    • 5.OA.2: Cluster:Write and interpret numerical expressions. Standard:Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2" as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
    • 5.OA.2.1: Cluster:Write and interpret numerical expressions. Standard:Express a whole number in the range 2-50 as a product of its prime factors. For example, find the prime factors of 24 and express 24 as 2 × 2 × 2 × 3. CA
    • 5.OA.3: Cluster:Analyze patterns and relationships. Standard:Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3" and the starting number 0, and given the rule "Add 6" and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
• Mathematics Grade 6:
  • Mathematics Grade 6 : Expressions and Equations:
    • 6.EE.1: Cluster:Apply and extend previous understandings of arithmetic to algebraic expressions. Standard:Write and evaluate numerical expressions involving whole-number exponents.
    • 6.EE.2.a: Cluster:Apply and extend previous understandings of arithmetic to algebraic expressions. Standard:Write, read, and evaluate expressions in which letters stand for numbers. Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation "Subtract y from 5" as 5 - y.
    • 6.EE.2.b: Cluster:Apply and extend previous understandings of arithmetic to algebraic expressions. Standard:Write, read, and evaluate expressions in which letters stand for numbers. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.
    • 6.EE.2.c: Cluster:Apply and extend previous understandings of arithmetic to algebraic expressions. Standard:Write, read, and evaluate expressions in which letters stand for numbers. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2.
    • 6.EE.3: Cluster:Apply and extend previous understandings of arithmetic to algebraic expressions. Standard:Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.
    • 6.EE.4: Cluster:Apply and extend previous understandings of arithmetic to algebraic expressions. Standard:Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.
    • 6.EE.5: Cluster:Reason about and solve one-variable equations and inequalities. Standard:Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
    • 6.EE.6: Cluster:Reason about and solve one-variable equations and inequalities. Standard:Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
    • 6.EE.7: Cluster:Reason about and solve one-variable equations and inequalities. Standard:Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.
    • 6.EE.8: Cluster:Reason about and solve one-variable equations and inequalities. Standard:Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.
    • 6.EE.9: Cluster:Represent and analyze quantitative relationships between dependent and independent variables. Standard:Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.
  • Mathematics Grade 6 : Geometry:
    • 6.G.1: Cluster:Solve real-world and mathematical problems involving area, surface area, and volume. Standard:Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
    • 6.G.2: Cluster:Solve real-world and mathematical problems involving area, surface area, and volume. Standard:Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.
    • 6.G.3: Cluster:Solve real-world and mathematical problems involving area, surface area, and volume. Standard:Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.
    • 6.G.4: Cluster:Solve real-world and mathematical problems involving area, surface area, and volume. Standard:Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.
  • Mathematics Grade 6 : Ratios and Proportional Relationships:
    • 6.RP.1: Cluster:Understand ratio concepts and use ratio reasoning to solve problems. Standard:Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, "The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak." "For every vote candidate A received, candidate C received nearly three votes."
    • 6.RP.2: Cluster:Understand ratio concepts and use ratio reasoning to solve problems. Standard:Understand the concept of a unit rate a/b associated with a ratio a:b with b ? 0, and use rate language in the context of a ratio relationship. For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger." Footnote:Expectations for unit rates in this grade are limited to non-complex fractions.
    • 6.RP.3.a: Cluster:Understand ratio concepts and use ratio reasoning to solve problems. Standard:Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
    • 6.RP.3.b: Cluster:Understand ratio concepts and use ratio reasoning to solve problems. Standard:Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?
    • 6.RP.3.c: Cluster:Understand ratio concepts and use ratio reasoning to solve problems. Standard:Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
    • 6.RP.3.d: Cluster:Understand ratio concepts and use ratio reasoning to solve problems. Standard:Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
  • Mathematics Grade 6 : Statistics and Probability:
    • 6.SP.1: Cluster:Develop understanding of statistical variability. Standard:Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, "How old am I?" is not a statistical question, but "How old are the students in my school?" is a statistical question because one anticipates variability in students' ages.
    • 6.SP.2: Cluster:Develop understanding of statistical variability. Standard:Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
    • 6.SP.3: Cluster:Develop understanding of statistical variability. Standard:Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
    • 6.SP.4: Cluster:Summarize and describe distributions. Standard:Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
    • 6.SP.5.a: Cluster:Summarize and describe distributions. Standard:Summarize numerical data sets in relation to their context, such as by: Reporting the number of observations.
    • 6.SP.5.b: Cluster:Summarize and describe distributions. Standard:Summarize numerical data sets in relation to their context, such as by: Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
    • 6.SP.5.c: Cluster:Summarize and describe distributions. Standard:Summarize numerical data sets in relation to their context, such as by: Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
    • 6.SP.5.d: Cluster:Summarize and describe distributions. Standard:Summarize numerical data sets in relation to their context, such as by: Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
  • Mathematics Grade 6 : The Number System:
    • 6.NS.1: Cluster:Apply and extend previous understandings of multiplication and division to divide fractions by fractions. Standard:Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
    • 6.NS.2: Cluster:Compute fluently with multi-digit numbers and find common factors and multiples. Standard:Fluently divide multi-digit numbers using the standard algorithm.
    • 6.NS.3: Cluster:Compute fluently with multi-digit numbers and find common factors and multiples. Standard:Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
    • 6.NS.4: Cluster:Compute fluently with multi-digit numbers and find common factors and multiples. Standard:Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).
    • 6.NS.5: Cluster:Apply and extend previous understandings of numbers to the system of rational numbers. Standard:Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
    • 6.NS.6.a: Cluster:Apply and extend previous understandings of numbers to the system of rational numbers. Standard:Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., -(-3) = 3, and that 0 is its own opposite.
    • 6.NS.6.b: Cluster:Apply and extend previous understandings of numbers to the system of rational numbers. Standard:Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.
    • 6.NS.6.c: Cluster:Apply and extend previous understandings of numbers to the system of rational numbers. Standard:Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
    • 6.NS.7.a: Cluster:Apply and extend previous understandings of numbers to the system of rational numbers. Standard:Understand ordering and absolute value of rational numbers. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret -3 > -7 as a statement that -3 is located to the right of -7 on a number line oriented from left to right.
    • 6.NS.7.b: Cluster:Apply and extend previous understandings of numbers to the system of rational numbers. Standard:Understand ordering and absolute value of rational numbers. Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write -3°C > -7°C to express the fact that -3°C is warmer than -7°C.
    • 6.NS.7.c: Cluster:Apply and extend previous understandings of numbers to the system of rational numbers. Standard:Understand ordering and absolute value of rational numbers. Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of -30 dollars, write |-30| = 30 to describe the size of the debt in dollars.
    • 6.NS.7.d: Cluster:Apply and extend previous understandings of numbers to the system of rational numbers. Standard:Understand ordering and absolute value of rational numbers. Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than -30 dollars represents a debt greater than 30 dollars.
    • 6.NS.8: Cluster:Apply and extend previous understandings of numbers to the system of rational numbers. Standard:Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
• Mathematics Grade 7:
  • Mathematics Grade 7 : Expressions and Equations:
    • 7.EE.1: Cluster:Use properties of operations to generate equivalent expressions. Standard:Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
    • 7.EE.2: Cluster:Use properties of operations to generate equivalent expressions. Standard:Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that "increase by 5%" is the same as "multiply by 1.05."
    • 7.EE.3: Cluster:Solve real-life and mathematical problems using numerical and algebraic expressions and equations. Standard:Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.
    • 7.EE.4.a: Cluster:Solve real-life and mathematical problems using numerical and algebraic expressions and equations. Standard:Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?
    • 7.EE.4.b: Cluster:Solve real-life and mathematical problems using numerical and algebraic expressions and equations. Standard:Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions.
  • Mathematics Grade 7 : Geometry:
    • 7.G.1: Cluster:Draw, construct, and describe geometrical figures and describe the relationships between them. Standard:Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
    • 7.G.2: Cluster:Draw, construct, and describe geometrical figures and describe the relationships between them. Standard:Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
    • 7.G.3: Cluster:Draw, construct, and describe geometrical figures and describe the relationships between them. Standard:Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.
    • 7.G.4: Cluster:Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. Standard:Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
    • 7.G.5: Cluster:Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. Standard:Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
    • 7.G.6: Cluster:Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. Standard:Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
  • Mathematics Grade 7 : Ratios and Proportional Relationships:
    • 7.RP.1: Cluster:Analyze proportional relationships and use them to solve real-world and mathematical problems. Standard:Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction ½/¼ miles per hour, equivalently 2 miles per hour.
    • 7.RP.2.a: Cluster:Analyze proportional relationships and use them to solve real-world and mathematical problems. Standard:Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.
    • 7.RP.2.b: Cluster:Analyze proportional relationships and use them to solve real-world and mathematical problems. Standard:Recognize and represent proportional relationships between quantities. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.
    • 7.RP.2.c: Cluster:Analyze proportional relationships and use them to solve real-world and mathematical problems. Standard:Recognize and represent proportional relationships between quantities. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.
    • 7.RP.2.d: Cluster:Analyze proportional relationships and use them to solve real-world and mathematical problems. Standard:Recognize and represent proportional relationships between quantities. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.
    • 7.RP.3: Cluster:Analyze proportional relationships and use them to solve real-world and mathematical problems. Standard:Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
  • Mathematics Grade 7 : Statistics and Probability:
    • 7.SP.1: Cluster:Use random sampling to draw inferences about a population. Standard:Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.
    • 7.SP.2: Cluster:Use random sampling to draw inferences about a population. Standard:Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.
    • 7.SP.3: Cluster:Draw informal comparative inferences about two populations. Standard:Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.
    • 7.SP.4: Cluster:Draw informal comparative inferences about two populations. Standard:Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.
    • 7.SP.5: Cluster:Investigate chance processes and develop, use, and evaluate probability models. Standard:Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
    • 7.SP.6: Cluster:Investigate chance processes and develop, use, and evaluate probability models. Standard:Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.
    • 7.SP.7.a: Cluster:Investigate chance processes and develop, use, and evaluate probability models. Standard:Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected.
    • 7.SP.7.b: Cluster:Investigate chance processes and develop, use, and evaluate probability models. Standard:Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?
    • 7.SP.8.a: Cluster:Investigate chance processes and develop, use, and evaluate probability models. Standard:Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.
    • 7.SP.8.b: Cluster:Investigate chance processes and develop, use, and evaluate probability models. Standard:Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event.
    • 7.SP.8.c: Cluster:Investigate chance processes and develop, use, and evaluate probability models. Standard:Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood?
  • Mathematics Grade 7 : The Number System:
    • 7.NS.1.a: Cluster:Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Standard:Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged.
    • 7.NS.1.b: Cluster:Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Standard:Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.
    • 7.NS.1.c: Cluster:Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Standard:Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.
    • 7.NS.1.d: Cluster:Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Standard:Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Apply properties of operations as strategies to add and subtract rational numbers.
    • 7.NS.2.a: Cluster:Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Standard:Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.
    • 7.NS.2.b: Cluster:Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Standard:Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real-world contexts.
    • 7.NS.2.c: Cluster:Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Standard:Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Apply properties of operations as strategies to multiply and divide rational numbers.
    • 7.NS.2.d: Cluster:Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Standard:Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.
    • 7.NS.3: Cluster:Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Standard:Solve real-world and mathematical problems involving the four operations with rational numbers. Footnote:Computations with rational numbers extend the rules for manipulating fractions to complex fractions.
• Mathematics Grade 7-12:
  • Mathematics Grade 7-12 : Arithmetic with Polynomials and Rational Expressions:
    • A-APR.1: Cluster:Perform arithmetic operations on polynomials. [Linear and quadratic] Standard:Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
  • Mathematics Grade 7-12 : Building Functions:
    • F-BF.1.a: Cluster:Build a function that models a relationship between two quantities. [For F.BF.1, 2, linear, exponential, and quadratic] Standard:Write a function that describes a relationship between two quantities. Determine an explicit expression, a recursive process, or steps for calculation from a context.
    • F-BF.1.a: Cluster:Build a function that models a relationship between two quantities. [For F.BF.1, 2, linear and exponential (integer inputs)] Standard:Write a function that describes a relationship between two quantities. Determine an explicit expression, a recursive process, or steps for calculation from a context.
    • F-BF.1.b: Cluster:Build a function that models a relationship between two quantities. [For F.BF.1, 2, linear and exponential (integer inputs)] Standard:Write a function that describes a relationship between two quantities. 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.
    • F-BF.1.b: Cluster:Build a function that models a relationship between two quantities. [For F.BF.1, 2, linear, exponential, and quadratic] Standard:Write a function that describes a relationship between two quantities. 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.
    • F-BF.2: Cluster:Build a function that models a relationship between two quantities. [For F.BF.1, 2, linear, exponential, and quadratic] Standard:Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms. *
    • F-BF.2: Cluster:Build a function that models a relationship between two quantities. [For F.BF.1, 2, linear and exponential (integer inputs)] Standard:Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms. *
    • F-BF.3: Cluster:Build new functions from existing functions. [Linear and exponential; focus on vertical translations for exponential.] Standard:Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
    • F-BF.3: Cluster:Build new functions from existing functions. [Linear, exponential, quadratic, and absolute value; for F.BF.4a, linear only] Standard:Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
    • F-BF.4.a: Cluster:Build new functions from existing functions. [Linear, exponential, quadratic, and absolute value; for F.BF.4a, linear only] Standard:Find inverse functions. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse.
  • Mathematics Grade 7-12 : Congruence:
    • G-CO.1: Cluster:Experiment with transformations in the plane. Standard: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.12: Cluster:Make geometric constructions. [Formalize and explain processes.] Standard: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-CO.13: Cluster:Make geometric constructions. [Formalize and explain processes.] Standard:Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.
    • G-CO.2: Cluster:Experiment with transformations in the plane. Standard: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: Cluster:Experiment with transformations in the plane. Standard:Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.
    • G-CO.4: Cluster:Experiment with transformations in the plane. Standard:Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.
    • G-CO.5: Cluster:Experiment with transformations in the plane. Standard: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.6: Cluster:Understand congruence in terms of rigid motions. [Build on rigid motions as a familiar starting point for development of concept of geometric proof.] Standard:Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.
    • G-CO.7: Cluster:Understand congruence in terms of rigid motions. [Build on rigid motions as a familiar starting point for development of concept of geometric proof.] Standard:Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.
    • G-CO.8: Cluster:Understand congruence in terms of rigid motions. [Build on rigid motions as a familiar starting point for development of concept of geometric proof.] Standard:Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.
  • Mathematics Grade 7-12 : Creating Equations:
    • A-CED.1: Cluster:Create equations that describe numbers or relationships. [Linear, quadratic, and exponential (integer inputs only); for A.CED.3 linear only] Standard:Create equations and inequalities in one variable including ones with absolute value and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. CA *
    • A-CED.1: Cluster:Create equations that describe numbers or relationships. [Linear and exponential (integer inputs only); for A.CED.3, linear only] Standard:Create equations and inequalities in one variable including ones with absolute value and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. CA *
    • A-CED.2: Cluster:Create equations that describe numbers or relationships. [Linear and exponential (integer inputs only); for A.CED.3, linear only] Standard:Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. *
    • A-CED.2: Cluster:Create equations that describe numbers or relationships. [Linear, quadratic, and exponential (integer inputs only); for A.CED.3 linear only] Standard:Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. *
    • A-CED.3: Cluster:Create equations that describe numbers or relationships. [Linear, quadratic, and exponential (integer inputs only); for A.CED.3 linear only] Standard:Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods. *
    • A-CED.3: Cluster:Create equations that describe numbers or relationships. [Linear and exponential (integer inputs only); for A.CED.3, linear only] Standard:Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods. *
    • A-CED.4: Cluster:Create equations that describe numbers or relationships. [Linear and exponential (integer inputs only); for A.CED.3, linear only] Standard: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-CED.4: Cluster:Create equations that describe numbers or relationships. [Linear, quadratic, and exponential (integer inputs only); for A.CED.3 linear only] Standard: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. *
  • Mathematics Grade 7-12 : Expressing Geometric Properties with Equations:
    • G-GPE.4: Cluster:Use coordinates to prove simple geometric theorems algebraically. [Include distance formula; relate to Pythagorean Theorem.] Standard:Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, ?3) lies on the circle centered at the origin and containing the point (0, 2).
    • G-GPE.5: Cluster:Use coordinates to prove simple geometric theorems algebraically. [Include distance formula; relate to Pythagorean Theorem.] Standard:Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point).
    • G-GPE.7: Cluster:Use coordinates to prove simple geometric theorems algebraically. [Include distance formula; relate to Pythagorean Theorem.] Standard:Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula. *
  • Mathematics Grade 7-12 : Interpreting Categorical and Quantitative Data:
    • S-ID.1: Cluster:Summarize, represent, and interpret data on a single count or measurement variable. Standard:Represent data with plots on the real number line (dot plots, histograms, and box plots). *
    • S-ID.1: Cluster:Summarize, represent, and interpret data on a single count or measurement variable. Standard:Represent data with plots on the real number line (dot plots, histograms, and box plots). *
    • S-ID.2: Cluster:Summarize, represent, and interpret data on a single count or measurement variable. Standard:Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. *
    • S-ID.2: Cluster:Summarize, represent, and interpret data on a single count or measurement variable. Standard:Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. *
    • S-ID.3: Cluster:Summarize, represent, and interpret data on a single count or measurement variable. Standard:Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). *
    • S-ID.3: Cluster:Summarize, represent, and interpret data on a single count or measurement variable. Standard:Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). *
    • S-ID.5: Cluster:Summarize, represent, and interpret data on two categorical and quantitative variables. [Linear focus; discuss general principle.] Standard:Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data. *
    • S-ID.5: Cluster:Summarize, represent, and interpret data on two categorical and quantitative variables. [Linear focus; discuss general principle.] Standard:Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data. *
    • S-ID.6.a: Cluster:Summarize, represent, and interpret data on two categorical and quantitative variables. [Linear focus; discuss general principle.] Standard:Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models.
    • S-ID.6.a: Cluster:Summarize, represent, and interpret data on two categorical and quantitative variables. [Linear focus; discuss general principle.] Standard:Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models.
    • S-ID.6.b: Cluster:Summarize, represent, and interpret data on two categorical and quantitative variables. [Linear focus; discuss general principle.] Standard:Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. Informally assess the fit of a function by plotting and analyzing residuals.
    • S-ID.6.b: Cluster:Summarize, represent, and interpret data on two categorical and quantitative variables. [Linear focus; discuss general principle.] Standard:Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. Informally assess the fit of a function by plotting and analyzing residuals.
    • S-ID.6.c: Cluster:Summarize, represent, and interpret data on two categorical and quantitative variables. [Linear focus; discuss general principle.] Standard:Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. Fit a linear function for a scatter plot that suggests a linear association.
    • S-ID.6.c: Cluster:Summarize, represent, and interpret data on two categorical and quantitative variables. [Linear focus; discuss general principle.] Standard:Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. Fit a linear function for a scatter plot that suggests a linear association.
    • S-ID.7: Cluster:Interpret linear models. Standard:Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. *
    • S-ID.7: Cluster:Interpret linear models. Standard:Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. *
    • S-ID.8: Cluster:Interpret linear models. Standard:Compute (using technology) and interpret the correlation coefficient of a linear fit. *
    • S-ID.8: Cluster:Interpret linear models. Standard:Compute (using technology) and interpret the correlation coefficient of a linear fit. *
    • S-ID.9: Cluster:Interpret linear models. Standard:Distinguish between correlation and causation. *
    • S-ID.9: Cluster:Interpret linear models. Standard:Distinguish between correlation and causation. *
  • Mathematics Grade 7-12 : Interpreting Functions:
    • F-IF.1: Cluster:Understand the concept of a function and use function notation. [Learn as general principle; focus on linear and exponential and on arithmetic and geometric sequences.] Standard:Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
    • F-IF.1: Cluster:Understand the concept of a function and use function notation. [Learn as general principle. Focus on linear and exponential (integer domains) and on arithmetic and geometric sequences.] Standard:Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
    • F-IF.2: Cluster:Understand the concept of a function and use function notation. [Learn as general principle. Focus on linear and exponential (integer domains) and on arithmetic and geometric sequences.] Standard:Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
    • F-IF.2: Cluster:Understand the concept of a function and use function notation. [Learn as general principle; focus on linear and exponential and on arithmetic and geometric sequences.] Standard:Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
    • F-IF.3: Cluster:Understand the concept of a function and use function notation. [Learn as general principle; focus on linear and exponential and on arithmetic and geometric sequences.] Standard:Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n + 1) = f(n) + f(n ? 1) for n ? 1.
    • F-IF.3: Cluster:Understand the concept of a function and use function notation. [Learn as general principle. Focus on linear and exponential (integer domains) and on arithmetic and geometric sequences.] Standard:Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n + 1) = f(n) + f(n ? 1) for n ? 1.
    • F-IF.4: Cluster:Interpret functions that arise in applications in terms of the context. [Linear and exponential (linear domain)] Standard: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.4: Cluster:Interpret functions that arise in applications in terms of the context. [Linear, exponential, and quadratic] Standard: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: Cluster:Interpret functions that arise in applications in terms of the context. [Linear, exponential, and quadratic] Standard:Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h 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.5: Cluster:Interpret functions that arise in applications in terms of the context. [Linear and exponential (linear domain)] Standard:Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h 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: Cluster:Interpret functions that arise in applications in terms of the context. [Linear and exponential (linear domain)] Standard: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-IF.6: Cluster:Interpret functions that arise in applications in terms of the context. [Linear, exponential, and quadratic] Standard: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-IF.7.a: Cluster:Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined] Standard:Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Graph linear and quadratic functions and show intercepts, maxima, and minima.
    • F-IF.7.a: Cluster:Analyze functions using different representations. [Linear and exponential] Standard:Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Graph linear and quadratic functions and show intercepts, maxima, and minima.
    • F-IF.7.b: Cluster:Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined] Standard:Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
    • F-IF.7.e: Cluster:Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined] Standard:Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
    • F-IF.7.e: Cluster:Analyze functions using different representations. [Linear and exponential] Standard:Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
    • F-IF.8.a: Cluster:Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined] Standard:Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
    • F-IF.8.b: Cluster:Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined] Standard:Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)^t, y = (0.97)^t, y = (1.01)^12t, and y = (1.2)^t/10, and classify them as representing exponential growth or decay.
    • F-IF.9: Cluster:Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined] Standard:Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.
    • F-IF.9: Cluster:Analyze functions using different representations. [Linear and exponential] Standard:Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
  • Mathematics Grade 7-12 : Linear, Quadratic, and Exponential Models:
    • F-LE.1.a: Cluster:Construct and compare linear, quadratic, and exponential models and solve problems. [Linear and exponential] Standard: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.
    • F-LE.1.a: Cluster:Construct and compare linear, quadratic, and exponential models and solve problems. Standard: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.
    • F-LE.1.b: Cluster:Construct and compare linear, quadratic, and exponential models and solve problems. Standard:Distinguish between situations that can be modeled with linear functions and with exponential functions. Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
    • F-LE.1.b: Cluster:Construct and compare linear, quadratic, and exponential models and solve problems. [Linear and exponential] Standard:Distinguish between situations that can be modeled with linear functions and with exponential functions. Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
    • F-LE.1.c: Cluster:Construct and compare linear, quadratic, and exponential models and solve problems. [Linear and exponential] Standard:Distinguish between situations that can be modeled with linear functions and with exponential functions. Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.
    • F-LE.1.c: Cluster:Construct and compare linear, quadratic, and exponential models and solve problems. Standard:Distinguish between situations that can be modeled with linear functions and with exponential functions. Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.
    • F-LE.2: Cluster:Construct and compare linear, quadratic, and exponential models and solve problems. Standard:Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). *
    • F-LE.2: Cluster:Construct and compare linear, quadratic, and exponential models and solve problems. [Linear and exponential] Standard:Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). *
    • F-LE.3: Cluster:Construct and compare linear, quadratic, and exponential models and solve problems. [Linear and exponential] Standard:Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function. *
    • F-LE.3: Cluster:Construct and compare linear, quadratic, and exponential models and solve problems. Standard:Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function. *
    • F-LE.5: Cluster:Interpret expressions for functions in terms of the situation they model. Standard:Interpret the parameters in a linear or exponential function in terms of a context. * [Linear and exponential of form f(x) = b^x + k]
    • F-LE.5: Cluster:Interpret expressions for functions in terms of the situation they model. [Linear and exponential of form f(x) = b^x + k] Standard:Interpret the parameters in a linear or exponential function in terms of a context. *
    • F-LE.6: Cluster:Interpret expressions for functions in terms of the situation they model. Standard:Apply quadratic functions to physical problems, such as the motion of an object under the force of gravity. CA *
  • Mathematics Grade 7-12 : Quantities:
    • N-Q.1: Cluster:Reason quantitatively and use units to solve problems. [Foundation for work with expressions, equations, and functions] Standard: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.1: Cluster:Reason quantitatively and use units to solve problems. [Foundation for work with expressions, equations and functions] Standard: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: Cluster:Reason quantitatively and use units to solve problems. [Foundation for work with expressions, equations and functions] Standard:Define appropriate quantities for the purpose of descriptive modeling.*
    • N-Q.2: Cluster:Reason quantitatively and use units to solve problems. [Foundation for work with expressions, equations, and functions] Standard:Define appropriate quantities for the purpose of descriptive modeling. *
    • N-Q.3: Cluster:Reason quantitatively and use units to solve problems. [Foundation for work with expressions, equations, and functions] Standard:Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. *
    • N-Q.3: Cluster:Reason quantitatively and use units to solve problems. [Foundation for work with expressions, equations and functions] Standard:Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.*
  • Mathematics Grade 7-12 : Reasoning with Equations and Inequalities:
    • A-REI.1: Cluster:Understand solving equations as a process of reasoning and explain the reasoning. [Master linear; learn as general principle.] Standard: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.1: Cluster:Understand solving equations as a process of reasoning and explain the reasoning. [Master linear; learn as general principle.] Standard: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.10: Cluster:Represent and solve equations and inequalities graphically. [Linear and exponential; learn as general principle.] Standard:Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
    • A-REI.10: Cluster:Represent and solve equations and inequalities graphically. [Linear and exponential; learn as general principle.] Standard:Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
    • A-REI.11: Cluster:Represent and solve equations and inequalities graphically. [Linear and exponential; learn as general principle.] Standard:Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. *
    • A-REI.11: Cluster:Represent and solve equations and inequalities graphically. [Linear and exponential; learn as general principle.] Standard:Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. *
    • A-REI.12: Cluster:Represent and solve equations and inequalities graphically. [Linear and exponential; learn as general principle.] Standard:Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
    • A-REI.12: Cluster:Represent and solve equations and inequalities graphically. [Linear and exponential; learn as general principle.] Standard:Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
    • A-REI.3: Cluster:Solve equations and inequalities in one variable. [Linear inequalities; literal equations that are linear in the variables being solved for; quadratics with real solutions] Standard:Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
    • A-REI.3: Cluster:Solve equations and inequalities in one variable. Standard:Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. [Linear inequalities; literal equations that are linear in the variables being solved for; exponential of a form, such as 2^x = 1/16.]
    • A-REI.3.1: Cluster:Solve equations and inequalities in one variable. Standard:Solve one-variable equations and inequalities involving absolute value, graphing the solutions and interpreting them in context. CA
    • A-REI.3.1: Cluster:Solve equations and inequalities in one variable. [Linear inequalities; literal equations that are linear in the variables being solved for; quadratics with real solutions] Standard:Solve one-variable equations and inequalities involving absolute value, graphing the solutions and interpreting them in context. CA
    • A-REI.4.a: Cluster:Solve equations and inequalities in one variable. [Linear inequalities; literal equations that are linear in the variables being solved for; quadratics with real solutions] Standard:Solve quadratic equations in one variable. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x - p)^2 = q that has the same solutions. Derive the quadratic formula from this form.
    • A-REI.4.b: Cluster:Solve equations and inequalities in one variable. [Linear inequalities; literal equations that are linear in the variables being solved for; quadratics with real solutions] Standard:Solve quadratic equations in one variable. Solve quadratic equations by inspection (e.g., for x^2 = 49), taking square roots, completing the square, the quadratic formula, and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.
    • A-REI.5: Cluster:Solve systems of equations. [Linear-linear and linear-quadratic] Standard:Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.
    • A-REI.5: Cluster:Solve systems of equations. [Linear systems] Standard:Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.
    • A-REI.6: Cluster:Solve systems of equations. [Linear systems] Standard:Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
    • A-REI.6: Cluster:Solve systems of equations. [Linear-linear and linear-quadratic] Standard:Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
    • A-REI.7: Cluster:Solve systems of equations. [Linear-linear and linear-quadratic] Standard:Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically.
  • Mathematics Grade 7-12 : Seeing Structure in Expressions:
    • A-SSE.1.a: Cluster:Interpret the structure of expressions. [Linear, exponential, and quadratic] Standard:Interpret expressions that represent a quantity in terms of its context.* Interpret parts of an expression, such as terms, factors, and coefficients.*
    • A-SSE.1.a: Cluster:Interpret the structure of expressions. [Linear expressions and exponential expressions with integer exponents] Standard:Interpret expressions that represent a quantity in terms of its context. Interpret parts of an expression, such as terms, factors, and coefficients.
    • A-SSE.1.b: Cluster:Interpret the structure of expressions. [Linear expressions and exponential expressions with integer exponents] Standard:Interpret expressions that represent a quantity in terms of its context. 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.
    • A-SSE.1.b: Cluster:Interpret the structure of expressions. [Linear, exponential, and quadratic] Standard:Interpret expressions that represent a quantity in terms of its context.* 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.*
    • A-SSE.2: Cluster:Interpret the structure of expressions. [Linear, exponential, and quadratic] Standard:Use the structure of an expression to identify ways to rewrite it.
    • A-SSE.3.a: Cluster:Write expressions in equivalent forms to solve problems. [Quadratic and exponential] Standard:Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.* Factor a quadratic expression to reveal the zeros of the function it defines.*
    • A-SSE.3.b: Cluster:Write expressions in equivalent forms to solve problems. [Quadratic and exponential] Standard:Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.* Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.*
    • A-SSE.3.c: Cluster:Write expressions in equivalent forms to solve problems. [Quadratic and exponential] Standard:Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.* Use the properties of exponents to transform expressions for exponential functions. For example, the expression 1.15^t can be rewritten as (1.15^1/12)^12t ? 1.012^12t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.*
  • Mathematics Grade 7-12 : The Real Number System:
    • N-RN.1: Cluster:Extend the properties of exponents to rational exponents. Standard:Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 5^1/3 to be the cube root of 5 because we want (5^1/3)^3 = 5(^1/3)^3 to hold, so (5^1/3)^3 must equal 5.
    • N-RN.2: Cluster:Extend the properties of exponents to rational exponents. Standard:Rewrite expressions involving radicals and rational exponents using the properties of exponents.
    • N-RN.3: Cluster:Use properties of rational and irrational numbers. Standard:Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.
• Mathematics Grade 8:
  • Mathematics Grade 8 : Expressions and Equations:
    • 8.EE.1: Cluster:Work with radicals and integer exponents. Standard:Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/3^3 = 1/27.
    • 8.EE.2: Cluster:Work with radicals and integer exponents. Standard:Use square root and cube root symbols to represent solutions to equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational.
    • 8.EE.3: Cluster:Work with radicals and integer exponents. Standard:Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 × 10^8 and the population of the world as 7 × 10^9, and determine that the world population is more than 20 times larger.
    • 8.EE.4: Cluster:Work with radicals and integer exponents. Standard:Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.
    • 8.EE.5: Cluster:Understand the connections between proportional relationships, lines, and linear equations. Standard:Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.
    • 8.EE.6: Cluster:Understand the connections between proportional relationships, lines, and linear equations. Standard:Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
    • 8.EE.7.a: Cluster:Analyze and solve linear equations and pairs of simultaneous linear equations. Standard:Solve linear equations in one variable. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).
    • 8.EE.7.b: Cluster:Analyze and solve linear equations and pairs of simultaneous linear equations. Standard:Solve linear equations in one variable. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.
    • 8.EE.8.a: Cluster:Analyze and solve linear equations and pairs of simultaneous linear equations. Standard:Analyze and solve pairs of simultaneous linear equations. Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.
    • 8.EE.8.b: Cluster:Analyze and solve linear equations and pairs of simultaneous linear equations. Standard:Analyze and solve pairs of simultaneous linear equations. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.
    • 8.EE.8.c: Cluster:Analyze and solve linear equations and pairs of simultaneous linear equations. Standard:Analyze and solve pairs of simultaneous linear equations. Solve real-world and mathematical problems leading to to linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.
  • Mathematics Grade 8 : Functions:
    • 8.F.1: Cluster:Define, evaluate, and compare functions. Standard:Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. Footnote:Function notation is not required in grade 8.
    • 8.F.2: Cluster:Define, evaluate, and compare functions. Standard:Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
    • 8.F.3: Cluster:Define, evaluate, and compare functions. Standard:Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s^2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
    • 8.F.4: Cluster:Use functions to model relationships between quantities. Standard:Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
    • 8.F.5: Cluster:Use functions to model relationships between quantities. Standard:Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
  • Mathematics Grade 8 : Geometry:
    • 8.G.1.a: Cluster:Understand congruence and similarity using physical models, transparencies, or geometry software. Standard:Verify experimentally the properties of rotations, reflections, and translations: Lines are taken to lines, and line segments to line segments of the same length.
    • 8.G.1.b: Cluster:Understand congruence and similarity using physical models, transparencies, or geometry software. Standard:Verify experimentally the properties of rotations, reflections, and translations: Angles are taken to angles of the same measure.
    • 8.G.1.c: Cluster:Understand congruence and similarity using physical models, transparencies, or geometry software. Standard:Verify experimentally the properties of rotations, reflections, and translations: Parallel lines are taken to parallel lines.
    • 8.G.2: Cluster:Understand congruence and similarity using physical models, transparencies, or geometry software. Standard:Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.
    • 8.G.3: Cluster:Understand congruence and similarity using physical models, transparencies, or geometry software. Standard:Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
    • 8.G.4: Cluster:Understand congruence and similarity using physical models, transparencies, or geometry software. Standard:Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.
    • 8.G.5: Cluster:Understand congruence and similarity using physical models, transparencies, or geometry software. Standard:Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.
    • 8.G.6: Cluster:Understand and apply the Pythagorean Theorem. Standard:Explain a proof of the Pythagorean Theorem and its converse.
    • 8.G.7: Cluster:Understand and apply the Pythagorean Theorem. Standard:Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
    • 8.G.8: Cluster:Understand and apply the Pythagorean Theorem. Standard:Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
    • 8.G.9: Cluster:Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres. Standard:Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.
  • Mathematics Grade 8 : Statistics and Probability:
    • 8.SP.1: Cluster:Investigate patterns of association in bivariate data. Standard:Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
    • 8.SP.2: Cluster:Investigate patterns of association in bivariate data. Standard:Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
    • 8.SP.3: Cluster:Investigate patterns of association in bivariate data. Standard:Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.
    • 8.SP.4: Cluster:Investigate patterns of association in bivariate data. Standard:Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?
  • Mathematics Grade 8 : The Number System:
    • 8.NS.1: Cluster:Know that there are numbers that are not rational, and approximate them by rational numbers. Standard:Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.
    • 8.NS.2: Cluster:Know that there are numbers that are not rational, and approximate them by rational numbers. Standard:Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g.,?^2). For example, by truncating the decimal expansion of ?2, show that ?2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.
• Mathematics Grade 8-12:
  • Mathematics Grade 8-12 : Arithmetic with Polynomials and Rational Expressions:
    • A-APR.1: Cluster:Perform arithmetic operations on polynomials. [Polynomials that simplify to quadratics] Standard:Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
  • Mathematics Grade 8-12 : Building Functions:
    • F-BF.1.a: Cluster:Build a function that models a relationship between two quantities. [Quadratic and exponential] Standard:Write a function that describes a relationship between two quantities. Determine an explicit expression, a recursive process, or steps for calculation from a context.
    • F-BF.1.b: Cluster:Build a function that models a relationship between two quantities. [Quadratic and exponential] Standard:Write a function that describes a relationship between two quantities. Combine standard function types using arithmetic operations.
    • F-BF.3: Cluster:Build new functions from existing functions. [Quadratic, absolute value] Standard:Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
    • F-BF.4.a: Cluster:Build new functions from existing functions. [Quadratic, absolute value] Standard:Find inverse functions. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2x^3.
  • Mathematics Grade 8-12 : Circles:
    • G-C.1: Cluster:Understand and apply theorems about circles. Standard:Prove that all circles are similar.
    • G-C.1: Cluster:Understand and apply theorems about circles. Standard:Prove that all circles are similar.
    • G-C.2: Cluster:Understand and apply theorems about circles. Standard:Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.
    • G-C.2: Cluster:Understand and apply theorems about circles. Standard:Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.
    • G-C.3: Cluster:Understand and apply theorems about circles. Standard:Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.
    • G-C.3: Cluster:Understand and apply theorems about circles. Standard:Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.
    • G-C.4: Cluster:Understand and apply theorems about circles. Standard:(+) Construct a tangent line from a point outside a given circle to the circle.
    • G-C.4: Cluster:Understand and apply theorems about circles. Standard:(+) Construct a tangent line from a point outside a given circle to the circle.
    • G-C.5: Cluster:Find arc lengths and areas of sectors of circles. [Radian introduced only as unit of measure] Standard:Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector. Convert between degrees and radians. CA
    • G-C.5: Cluster:Find arc lengths and areas of sectors of circles. [Radian introduced only as unit of measure] Standard:Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector. Convert between degrees and radians. CA
  • Mathematics Grade 8-12 : Conditional Probability and the Rules of Probability:
    • S-CP.1: Cluster:Understand independence and conditional probability and use them to interpret data. [Link to data from simulations or experiments.] Standard:Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events ("or," "and," "not"). *
    • S-CP.1: Cluster:Understand independence and conditional probability and use them to interpret data. [Link to data from simulations or experiments.] Standard:Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events ("or," "and," "not"). *
    • S-CP.2: Cluster:Understand independence and conditional probability and use them to interpret data. [Link to data from simulations or experiments.] Standard:Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent. *
    • S-CP.2: Cluster:Understand independence and conditional probability and use them to interpret data. [Link to data from simulations or experiments.] Standard:Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent. *
    • S-CP.3: Cluster:Understand independence and conditional probability and use them to interpret data. [Link to data from simulations or experiments.] Standard:Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B. *
    • S-CP.3: Cluster:Understand independence and conditional probability and use them to interpret data. [Link to data from simulations or experiments.] Standard:Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B. *
    • S-CP.4: Cluster:Understand independence and conditional probability and use them to interpret data. [Link to data from simulations or experiments.] Standard:Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results. *
    • S-CP.4: Cluster:Understand independence and conditional probability and use them to interpret data. [Link to data from simulations or experiments.] Standard:Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results. *
    • S-CP.5: Cluster:Understand independence and conditional probability and use them to interpret data. [Link to data from simulations or experiments.] Standard:Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. *
    • S-CP.5: Cluster:Understand independence and conditional probability and use them to interpret data. [Link to data from simulations or experiments.] Standard:Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. *
    • S-CP.6: Cluster:Use the rules of probability to compute probabilities of compound events in a uniform probability model. Standard:Find the conditional probability of A given B as the fraction of B's outcomes that also belong to A, and interpret the answer in terms of the model. *
    • S-CP.6: Cluster:Use the rules of probability to compute probabilities of compound events in a uniform probability model. Standard:Find the conditional probability of A given B as the fraction of B's outcomes that also belong to A, and interpret the answer in terms of the model. *
    • S-CP.7: Cluster:Use the rules of probability to compute probabilities of compound events in a uniform probability model. Standard:Apply the Addition Rule, P(A or B) = P(A) + P(B) - P(A and B), and interpret the answer in terms of the model. *
    • S-CP.7: Cluster:Use the rules of probability to compute probabilities of compound events in a uniform probability model. Standard:Apply the Addition Rule, P(A or B) = P(A) + P(B) - P(A and B), and interpret the answer in terms of the model. *
    • S-CP.8: Cluster:Use the rules of probability to compute probabilities of compound events in a uniform probability model. Standard:(+) Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model. *
    • S-CP.8: Cluster:Use the rules of probability to compute probabilities of compound events in a uniform probability model. Standard:(+) Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model. *
    • S-CP.9: Cluster:Use the rules of probability to compute probabilities of compound events in a uniform probability model. Standard:(+) Use permutations and combinations to compute probabilities of compound events and solve problems. *
    • S-CP.9: Cluster:Use the rules of probability to compute probabilities of compound events in a uniform probability model. Standard:(+) Use permutations and combinations to compute probabilities of compound events and solve problems. *
  • Mathematics Grade 8-12 : Congruence:
    • G-CO.1: Cluster:Experiment with transformations in the plane. Standard: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.10: Cluster:Prove geometric theorems. [Focus on validity of underlying reasoning while using variety of ways of writing proofs.] Standard:Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.
    • G-CO.10: Cluster:Prove geometric theorems. [Focus on validity of underlying reasoning while using variety of ways of writing proofs.] Standard:Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.
    • G-CO.11: Cluster:Prove geometric theorems. [Focus on validity of underlying reasoning while using variety of ways of writing proofs.] Standard:Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals.
    • G-CO.11: Cluster:Prove geometric theorems. [Focus on validity of underlying reasoning while using variety of ways of writing proofs.] Standard:Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals.
    • G-CO.12: Cluster:Make geometric constructions. [Formalize and explain processes.] Standard: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-CO.13: Cluster:Make geometric constructions. [Formalize and explain processes.] Standard:Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.
    • G-CO.2: Cluster:Experiment with transformations in the plane. Standard: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: Cluster:Experiment with transformations in the plane. Standard:Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.
    • G-CO.4: Cluster:Experiment with transformations in the plane. Standard:Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.
    • G-CO.5: Cluster:Experiment with transformations in the plane. Standard: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.6: Cluster:Understand congruence in terms of rigid motions. [Build on rigid motions as a familiar starting point for development of concept of geometric proof.] Standard:Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.
    • G-CO.7: Cluster:Understand congruence in terms of rigid motions. [Build on rigid motions as a familiar starting point for development of concept of geometric proof.] Standard:Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.
    • G-CO.8: Cluster:Understand congruence in terms of rigid motions. [Build on rigid motions as a familiar starting point for development of concept of geometric proof.] Standard:Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.
    • G-CO.9: Cluster:Prove geometric theorems. [Focus on validity of underlying reasoning while using variety of ways of writing proofs.] Standard:Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment's endpoints.
    • G-CO.9: Cluster:Prove geometric theorems. [Focus on validity of underlying reasoning while using variety of ways of writing proofs.] Standard:Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment's endpoints.
  • Mathematics Grade 8-12 : Creating Equations:
    • A-CED.1: Cluster:Create equations that describe numbers or relationships. Standard:Create equations and inequalities in one variable including ones with absolute value and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. CA *
    • A-CED.2: Cluster:Create equations that describe numbers or relationships. Standard:Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. *
    • A-CED.4: Cluster:Create equations that describe numbers or relationships. Standard:Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. * [Include formulas involving quadratic terms.]
  • Mathematics Grade 8-12 : Expressing Geometric Properties with Equations:
    • G-GPE.1: Cluster:Translate between the geometric description and the equation for a conic section. Standard:Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.
    • G-GPE.1: Cluster:Translate between the geometric description and the equation for a conic section. Standard:Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.
    • G-GPE.2: Cluster:Translate between the geometric description and the equation for a conic section. Standard:Derive the equation of a parabola given a focus and directrix.
    • G-GPE.2: Cluster:Translate between the geometric description and the equation for a conic section. Standard:Derive the equation of a parabola given a focus and directrix.
    • G-GPE.4: Cluster:Use coordinates to prove simple geometric theorems algebraically. [Include distance formula; relate to Pythagorean Theorem.] Standard:Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, ?3) lies on the circle centered at the origin and containing the point (0, 2).
    • G-GPE.4: Cluster:Use coordinates to prove simple geometric theorems algebraically. Standard:Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, ?3) lies on the circle centered at the origin and containing the point (0, 2). [Include simple circle theorems.]
    • G-GPE.5: Cluster:Use coordinates to prove simple geometric theorems algebraically. [Include distance formula; relate to Pythagorean Theorem.] Standard:Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point).
    • G-GPE.6: Cluster:Use coordinates to prove simple geometric theorems algebraically. [Include distance formula; relate to Pythagorean Theorem.] Standard:Find the point on a directed line segment between two given points that partitions the segment in a given ratio.
    • G-GPE.6: Cluster:Use coordinates to prove simple geometric theorems algebraically. Standard:Find the point on a directed line segment between two given points that partitions the segment in a given ratio.
    • G-GPE.7: Cluster:Use coordinates to prove simple geometric theorems algebraically. [Include distance formula; relate to Pythagorean Theorem.] Standard:Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula. *
  • Mathematics Grade 8-12 : Geometric Measurement and Dimension:
    • G-GMD.1: Cluster:Explain volume formulas and use them to solve problems. Standard:Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri's principle, and informal limit arguments.
    • G-GMD.1: Cluster:Explain volume formulas and use them to solve problems. Standard:Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri's principle, and informal limit arguments.
    • G-GMD.3: Cluster:Explain volume formulas and use them to solve problems. Standard:Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. *
    • G-GMD.3: Cluster:Explain volume formulas and use them to solve problems. Standard:Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. *
    • G-GMD.4: Cluster:Visualize relationships between two-dimensional and three-dimensional objects. Standard: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-GMD.5: Cluster:Visualize relationships between two-dimensional and three-dimensional objects. Standard:Know that the effect of a scale factor k greater than zero on length, area, and volume is to multiply each by k, k^2, and k^3, respectively; determine length, area and volume measures using scale factors. CA
    • G-GMD.5: Cluster:Visualize relationships between two-dimensional and three-dimensional objects. Standard:Know that the effect of a scale factor k greater than zero on length, area, and volume is to multiply each by k, k^2, and k^3, respectively; determine length, area and volume measures using scale factors. CA
    • G-GMD.6: Cluster:Visualize relationships between two-dimensional and three-dimensional objects. Standard:Verify experimentally that in a triangle, angles opposite longer sides are larger, sides opposite larger angles are longer, and the sum of any two side lengths is greater than the remaining side length; apply these relationships to solve realworld and mathematical problems. CA
    • G-GMD.6: Cluster:Visualize relationships between two-dimensional and three-dimensional objects. Standard:Verify experimentally that in a triangle, angles opposite longer sides are larger, sides opposite larger angles are longer, and the sum of any two side lengths is greater than the remaining side length; apply these relationships to solve realworld and mathematical problems. CA
  • Mathematics Grade 8-12 : Interpreting Functions:
    • F-IF.4: Cluster:Interpret functions that arise in applications in terms of the context. [Quadratic] Standard: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: Cluster:Interpret functions that arise in applications in terms of the context. [Quadratic] Standard:Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. *
    • F-IF.6: Cluster:Interpret functions that arise in applications in terms of the context. [Quadratic] Standard: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-IF.7.a: Cluster:Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined] Standard:Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Graph linear and quadratic functions and show intercepts, maxima, and minima.
    • F-IF.7.b: Cluster:Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined] Standard:Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
    • F-IF.8.a: Cluster:Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined] Standard:Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
    • F-IF.8.b: Cluster:Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined] Standard:Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)^t, y = (0.97)^t, y = (1.01)^12t, and y = (1.2)^t/10, and classify them as representing exponential growth or decay.
    • F-IF.9: Cluster:Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined] Standard:Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.
  • Mathematics Grade 8-12 : Linear, Quadratic, and Exponential Models:
    • F-LE.3: Cluster:Construct and compare linear, quadratic, and exponential models and solve problems. [Include quadratic.] Standard:Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function. *
    • F-LE.6: Cluster:Interpret expressions for functions in terms of the situation they model. Standard:Apply quadratic functions to physical problems, such as the motion of an object under the force of gravity. CA *
  • Mathematics Grade 8-12 : Modeling with Geometry:
    • G-MG.1: Cluster:Apply geometric concepts in modeling situations. Standard: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: Cluster:Apply geometric concepts in modeling situations. Standard: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: Cluster:Apply geometric concepts in modeling situations. Standard: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). *
  • Mathematics Grade 8-12 : Reasoning with Equations and Inequalities:
    • A-REI.4.a: Cluster:Solve equations and inequalities in one variable. [Quadratics with real coefficients] Standard:Solve quadratic equations in one variable. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x - p)^2 = q that has the same solutions. Derive the quadratic formula from this form.
    • A-REI.4.b: Cluster:Solve equations and inequalities in one variable. [Quadratics with real coefficients] Standard:Solve quadratic equations in one variable. Solve quadratic equations by inspection (e.g., for x^2 = 49), taking square roots, completing the square, the quadratic formula, and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.
    • A-REI.7: Cluster:Solve systems of equations. [Linear-quadratic systems] Standard:Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = -3x and the circle x^2 + y^2 = 3.
  • Mathematics Grade 8-12 : Seeing Structure in Expressions:
    • A-SSE.1.a: Cluster:Interpret the structure of expressions. [Quadratic and exponential] Standard:Interpret expressions that represent a quantity in terms of its context. Interpret parts of an expression, such as terms, factors, and coefficients.
    • A-SSE.1.b: Cluster:Interpret the structure of expressions. [Quadratic and exponential] Standard:Interpret expressions that represent a quantity in terms of its context. 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.
    • A-SSE.2: Cluster:Interpret the structure of expressions. [Quadratic and exponential] Standard:Use the structure of an expression to identify ways to rewrite it. For example, see x^4 - y^4 as (x^2)^2 - (y^2)^2, thus recognizing it as a difference of squares that can be factored as (x^2 - y^2)(x^2 + y^2).
    • A-SSE.3.a: Cluster:Write expressions in equivalent forms to solve problems. [Quadratic and exponential] Standard:Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.* Factor a quadratic expression to reveal the zeros of the function it defines.*
    • A-SSE.3.b: Cluster:Write expressions in equivalent forms to solve problems. [Quadratic and exponential] Standard:Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.* Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.*
    • A-SSE.3.c: Cluster:Write expressions in equivalent forms to solve problems. [Quadratic and exponential] Standard:Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.* Use the properties of exponents to transform expressions for exponential functions. For example, the expression 1.15^t can be rewritten as (1.15^1/12)^12t ? 1.012^12t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.*
  • Mathematics Grade 8-12 : Similarity, Right Triangles, and Trigonometry:
    • G-SRT.1.a: Cluster:Understand similarity in terms of similarity transformations. Standard:Verify experimentally the properties of dilations given by a center and a scale factor: A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged.
    • G-SRT.1.a: Cluster:Understand similarity in terms of similarity transformations. Standard:Verify experimentally the properties of dilations given by a center and a scale factor: A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged.
    • G-SRT.1.b: Cluster:Understand similarity in terms of similarity transformations. Standard:Verify experimentally the properties of dilations given by a center and a scale factor: The dilation of a line segment is longer or shorter in the ratio given by the scale factor.
    • G-SRT.1.b: Cluster:Understand similarity in terms of similarity transformations. Standard:Verify experimentally the properties of dilations given by a center and a scale factor: The dilation of a line segment is longer or shorter in the ratio given by the scale factor.
    • G-SRT.10: Cluster:Apply trigonometry to general triangles. Standard:(+) Prove the Laws of Sines and Cosines and use them to solve problems.
    • G-SRT.11: Cluster:Apply trigonometry to general triangles. Standard:(+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces).
    • G-SRT.2: Cluster:Understand similarity in terms of similarity transformations. Standard: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.2: Cluster:Understand similarity in terms of similarity transformations. Standard: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: Cluster:Understand similarity in terms of similarity transformations. Standard:Use the properties of similarity transformations to establish the Angle-Angle (AA) criterion for two triangles to be similar.
    • G-SRT.3: Cluster:Understand similarity in terms of similarity transformations. Standard:Use the properties of similarity transformations to establish the Angle-Angle (AA) criterion for two triangles to be similar.
    • G-SRT.4: Cluster:Prove theorems involving similarity. Standard:Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally and conversely; the Pythagorean Theorem proved using triangle similarity.
    • G-SRT.4: Cluster:Prove theorems involving similarity. [Focus on validity of underlying reasoning while using variety of formats.] Standard:Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally and conversely; the Pythagorean Theorem proved using triangle similarity.
    • G-SRT.5: Cluster:Prove theorems involving similarity. [Focus on validity of underlying reasoning while using variety of formats.] Standard:Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.
    • G-SRT.5: Cluster:Prove theorems involving similarity. Standard:Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.
    • G-SRT.6: Cluster:Define trigonometric ratios and solve problems involving right triangles. Standard:Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.
    • G-SRT.6: Cluster:Define trigonometric ratios and solve problems involving right triangles. Standard:Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.
    • G-SRT.7: Cluster:Define trigonometric ratios and solve problems involving right triangles. Standard:Explain and use the relationship between the sine and cosine of complementary angles.
    • G-SRT.7: Cluster:Define trigonometric ratios and solve problems involving right triangles. Standard:Explain and use the relationship between the sine and cosine of complementary angles.
    • G-SRT.8: Cluster:Define trigonometric ratios and solve problems involving right triangles. Standard:Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. *
    • G-SRT.8: Cluster:Define trigonometric ratios and solve problems involving right triangles. Standard:Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. *
    • G-SRT.8.1: Cluster:Define trigonometric ratios and solve problems involving right triangles. Standard:Derive and use the trigonometric ratios for special right triangles (30°, 60°, 90°and 45°, 45°, 90°). CA
    • G-SRT.8.1: Cluster:Define trigonometric ratios and solve problems involving right triangles. Standard:Derive and use the trigonometric ratios for special right triangles (30°, 60°, 90°and 45°, 45°, 90°). CA
    • G-SRT.9: Cluster:Apply trigonometry to general triangles. Standard:(+) Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side.
  • Mathematics Grade 8-12 : The Complex Number System:
    • N-CN.1: Cluster:Perform arithmetic operations with complex numbers. [i^2 as highest power of i] Standard:Know there is a complex number i such that i^2 = ?1, and every complex number has the form a + bi with a and b real.
    • N-CN.2: Cluster:Perform arithmetic operations with complex numbers. [i^2 as highest power of i] Standard:Use the relation i^2 = ?1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.
    • N-CN.7: Cluster:Use complex numbers in polynomial identities and equations. [Quadratics with real coefficients] Standard:Solve quadratic equations with real coefficients that have complex solutions.
    • N-CN.8: Cluster:Use complex numbers in polynomial identities and equations. [Quadratics with real coefficients] Standard:(+) Extend polynomial identities to the complex numbers. For example, rewrite x^2 + 4 as (x + 2i)(x - 2i).
    • N-CN.9: Cluster:Use complex numbers in polynomial identities and equations. [Quadratics with real coefficients] Standard:(+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.
  • Mathematics Grade 8-12 : The Real Number System:
    • N-RN.1: Cluster:Extend the properties of exponents to rational exponents. Standard:Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 5^1/3 to be the cube root of 5 because we want (5^1/3)^3 = 5(^1/3)^3 to hold, so (5^1/3)^3 must equal 5.
    • N-RN.2: Cluster:Extend the properties of exponents to rational exponents. Standard:Rewrite expressions involving radicals and rational exponents using the properties of exponents.
    • N-RN.3: Cluster:Use properties of rational and irrational numbers. Standard:Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.
  • Mathematics Grade 8-12 : Trigonometric Functions:
    • F-TF.8: Cluster:Prove and apply trigonometric identities. Standard:Prove the Pythagorean identity sin^2(? ) + cos^2(? ) = 1 and use it to find sin(? ), cos(? ), or tan(? ) given sin(? ), cos(? ), or tan(? ) and the quadrant of the angle.
  • Mathematics Grade 8-12 : Using Probability to Make Decisions:
    • S-MD.6: Cluster:Use probability to evaluate outcomes of decisions. [Introductory; apply counting rules.] Standard:(+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). *
    • S-MD.6: Cluster:Use probability to evaluate outcomes of decisions. [Introductory; apply counting rules.] Standard:(+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). *
    • S-MD.7: Cluster:Use probability to evaluate outcomes of decisions. [Introductory; apply counting rules.] Standard:(+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game). *
    • S-MD.7: Cluster:Use probability to evaluate outcomes of decisions. [Introductory; apply counting rules.] Standard:(+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game). *
• Mathematics Grade 9-12:
  • AP-Prob&Stats.1.0: Standard:Students solve probability problems with finite sample spaces by using the rules for addition, multiplication, and complementation for probability distributions and understand the simplifications that arise with independent events.
  • AP-Prob&Stats.10.0: Standard:Students know the definitions of the mean, median, and mode of distribution of data and can compute each of them in particular situations.
  • AP-Prob&Stats.11.0: Standard:Students compute the variance and the standard deviation of a distribution of data.
  • AP-Prob&Stats.12.0: Standard:Students find the line of best fit to a given distribution of data by using least squares regression.
  • AP-Prob&Stats.13.0: Standard:Students know what the correlation coefficient of two variables means and are familiar with the coefficient's properties.
  • AP-Prob&Stats.14.0: Standard:Students organize and describe distributions of data by using a number of different methods, including frequency tables, histograms, standard line graphs and bar graphs, stem-and-leaf displays, scatterplots, and box-and-whisker plots.
  • AP-Prob&Stats.15.0: Standard:Students are familiar with the notions of a statistic of a distribution of values, of the sampling distribution of a statistic, and of the variability of a statistic.
  • AP-Prob&Stats.16.0: Standard:Students know basic facts concerning the relation between the mean and the standard deviation of a sampling distribution and the mean and the standard deviation of the population distribution.
  • AP-Prob&Stats.17.0: Standard:Students determine confidence intervals for a simple random sample from a normal distribution of data and determine the sample size required for a desired margin of error.
  • AP-Prob&Stats.18.0: Standard:Students determine the P-value for a statistic for a simple random sample from a normal distribution.
  • AP-Prob&Stats.19.0: Standard:Students are familiar with the chi-square distribution and chi-square test and understand their uses.
  • AP-Prob&Stats.2.0: Standard:Students know the definition of conditional probability and use it to solve for probabilities in finite sample spaces.
  • AP-Prob&Stats.3.0: Standard:Students demonstrate an understanding of the notion of discrete random variables by using this concept to solve for the probabilities of outcomes, such as the probability of the occurrence of five or fewer heads in 14 coin tosses.
  • AP-Prob&Stats.4.0: Standard:Students understand the notion of a continuous random variable and can interpret the probability of an outcome as the area of a region under the graph of the probability density function associated with the random variable.
  • AP-Prob&Stats.5.0: Standard:Students know the definition of the mean of a discrete random variable and can determine the mean for a particular discrete random variable.
  • AP-Prob&Stats.6.0: Standard:Students know the definition of the variance of a discrete random variable and can determine the variance for a particular discrete random variable.
  • AP-Prob&Stats.7.0: Standard:Students demonstrate an understanding of the standard distributions (normal, binomial, and exponential) and can use the distributions to solve for events in problems in which the distribution belongs to those families.
  • AP-Prob&Stats.8.0: Standard:Students determine the mean and the standard deviation of a normally distributed random variable.
  • AP-Prob&Stats.9.0: Standard:Students know the central limit theorem and can use it to obtain approximations for probabilities in problems of finite sample spaces in which the probabilities are distributed binomially.
  • Calculus.1.0: Standard:Students demonstrate knowledge of both the formal definition and the graphical interpretation of limit of values of functions. This knowledge includes one-sided limits, infinite limits, and limits at infinity. Students know the definition of convergence and divergence of a function as the domain variable approaches either a number or infinity:
  • Calculus.1.1: Standard:Students prove and use theorems evaluating the limits of sums, products, quotients, and composition of functions.
  • Calculus.1.2: Standard:Students use graphical calculators to verify and estimate limits.
  • Calculus.1.3: Standard:Students prove and use special limits, such as the limits of (sin(x))/x and (1?cos(x))/x as x tends to 0.
  • Calculus.10.0: Standard:Students know Newton's method for approximating the zeros of a function.
  • Calculus.11.0: Standard:Students use differentiation to solve optimization (maximum-minimum problems) in a variety of pure and applied contexts.
  • Calculus.12.0: Standard:Students use differentiation to solve related rate problems in a variety of pure and applied contexts.
  • Calculus.13.0: Standard:Students know the definition of the definite integral by using Riemann sums. They use this definition to approximate integrals.
  • Calculus.14.0: Standard:Students apply the definition of the integral to model problems in physics, economics, and so forth, obtaining results in terms of integrals.
  • Calculus.15.0: Standard:Students demonstrate knowledge and proof of the fundamental theorem of calculus and use it to interpret integrals as antiderivatives.
  • Calculus.16.0: Standard:Students use definite integrals in problems involving area, velocity, acceleration, volume of a solid, area of a surface of revolution, length of a curve, and work.
  • Calculus.16.0: Standard:Students compute, by hand, the integrals of a wide variety of functions by using techniques of integration, such as substitution, integration by parts, and trigonometric substitution. They can also combine these techniques when appropriate.
  • Calculus.18.0: Standard:Students know the definitions and properties of inverse trigonometric functions and the expression of these functions as indefinite integrals.
  • Calculus.19.0: Standard:Students compute, by hand, the integrals of rational functions by combining the techniques in standard 17.0 with the algebraic techniques of partial fractions and completing the square.
  • Calculus.2.0: Standard:Students demonstrate knowledge of both the formal definition and the graphical interpretation of continuity of a function.
  • Calculus.20.0: Standard:Students compute the integrals of trigonometric functions by using the techniques noted above.
  • Calculus.21.0: Standard:Students understand the algorithms involved in Simpson's rule and Newton's method. They use calculators or computers or both to approximate integrals numerically.
  • Calculus.22.0: Standard:Students understand improper integrals as limits of definite integrals.
  • Calculus.23.0: Standard:Students demonstrate an understanding of the definitions of convergence and divergence of sequences and series of real numbers. By using such tests as the comparison test, ratio test, and alternate series test, they can determine whether a series converges.
  • Calculus.24.0: Standard:Students understand and can compute the radius (interval) of the convergence of power series.
  • Calculus.25.0: Standard:Students differentiate and integrate the terms of a power series in order to form new series from known ones.
  • Calculus.26.0: Standard:Students calculate Taylor polynomials and Taylor series of basic functions, including the remainder term.
  • Calculus.27.0: Standard:Students know the techniques of solution of selected elementary differential equations and their applications to a wide variety of situations, including growth-and-decay problems.
  • Calculus.3.0: Standard:Students demonstrate an understanding and the application of the intermediate value theorem and the extreme value theorem.
  • Calculus.4.0: Standard:Students demonstrate an understanding of the formal definition of the derivative of a function at a point and the notion of differentiability:
  • Calculus.4.1: Standard:Students demonstrate an understanding of the derivative of a function as the slope of the tangent line to the graph of the function.
  • Calculus.4.2: Standard:Students demonstrate an understanding of the interpretation of the derivative as an instantaneous rate of change. Students can use derivatives to solve a variety of problems from physics, chemistry, economics, and so forth that involve the rate of change of a function.
  • Calculus.4.3: Standard:Students understand the relation between differentiability and continuity.
  • Calculus.4.4: Standard:Students derive derivative formulas and use them to find the derivatives of algebraic, trigonometric, inversetrigonometric, exponential, and logarithmic functions.
  • Calculus.5.0: Standard:Students know the chain rule and its proof and applications to the calculation of the derivative of a variety of composite functions.
  • Calculus.6.0: Standard:Students find the derivatives of parametrically defined functions and use implicit differentiation in a wide variety of problems in physics, chemistry, economics, and so forth.
  • Calculus.7.0: Standard:Students compute derivatives of higher orders.
  • Calculus.8.0: Standard:Students know and can apply Rolle's Theorem, the mean value theorem, and L'Hôpital's rule.
  • Calculus.9.0: Standard:Students use differentiation to sketch, by hand, graphs of functions. They can identify maxima, minima, inflection points, and intervals in which the function is increasing and decreasing.
  • Mathematics Grade 9-12 : Arithmetic with Polynomials and Rational Expressions:
    • A-APR.1: Cluster:Perform arithmetic operations on polynomials. [Beyond quadratic] Standard:Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
    • A-APR.2: Cluster:Understand the relationship between zeros and factors of polynomials. Standard:Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x - a is p(a), so p(a) = 0 if and only if (x - a) is a factor of p(x).
    • A-APR.2: Cluster:Understand the relationship between zeros and factors of polynomials. Standard:Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x - a is p(a), so p(a) = 0 if and only if (x - a) is a factor of p(x).
    • A-APR.3: Cluster:Understand the relationship between zeros and factors of polynomials. Standard:Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.
    • A-APR.3: Cluster:Understand the relationship between zeros and factors of polynomials. Standard:Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.
    • A-APR.4: Cluster:Use polynomial identities to solve problems. Standard:Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x^2 + y^2)2= (x^2 - y^2)^2 + (2xy)^2 can be used to generate Pythagorean triples.
    • A-APR.4: Cluster:Use polynomial identities to solve problems. Standard:Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x^2 + y^2)^2= (x^2 - y^2)^2 + (2xy)^2 can be used to generate Pythagorean triples.
    • A-APR.5: Cluster:Use polynomial identities to solve problems. Standard:(+) Know and apply the Binomial Theorem for the expansion of (x + y)^n in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal's Triangle. Footnote:The Binomial Theorem can be proved by mathematical induction or by a combinatorial argument.
    • A-APR.5: Cluster:Use polynomial identities to solve problems. Standard:(+) Know and apply the Binomial Theorem for the expansion of (x + y)^n in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal's Triangle. Footnote:The Binomial Theorem can be proved by mathematical induction or by a combinatorial argument.
    • A-APR.6: Cluster:Rewrite rational expressions. [Linear and quadratic denominators] Standard:Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system.
    • A-APR.6: Cluster:Rewrite rational expressions. [Linear and quadratic denominators] Standard:Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system.
    • A-APR.7: Cluster:Rewrite rational expressions. [Linear and quadratic denominators] Standard:(+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.
    • A-APR.7: Cluster:Rewrite rational expressions. [Linear and quadratic denominators] Standard:(+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.
  • Mathematics Grade 9-12 : Arithmetic with Polynomials and Rational Expressions:
  • Mathematics Grade 9-12 : Building Functions:
    • F-BF.1.b: Cluster:Build a function that models a relationship between two quantities. [Include all types of functions studied.] Standard:Write a function that describes a relationship between two quantities. 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.
    • F-BF.1.b: Cluster:Build a function that models a relationship between two quantities. [Include all types of functions studied.] Standard:Write a function that describes a relationship between two quantities. 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.
    • F-BF.3: Cluster:Build new functions from existing functions. [Include simple radical, rational, and exponential functions; emphasize common effect of each transformation across function types.] Standard:Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
    • F-BF.3: Cluster:Build new functions from existing functions. [Include simple radical, rational, and exponential functions; emphasize common effect of each transformation across function types.] Standard:Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
    • F-BF.4.a: Cluster:Build new functions from existing functions. [Include simple radical, rational, and exponential functions; emphasize common effect of each transformation across function types.] Standard:Find inverse functions. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2x^3 or f(x) = (x + 1)/(x ? 1) for x ? 1.
    • F-BF.4.a: Cluster:Build new functions from existing functions. [Include simple radical, rational, and exponential functions; emphasize common effect of each transformation across function types.] Standard:Find inverse functions. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2x^3 or f(x) = (x + 1)/(x ? 1) for x ? 1.
  • Mathematics Grade 9-12 : Creating Equations:
    • A-CED.1: Cluster:Create equations that describe numbers or relationships. [Equations using all available types of expressions, including simple root functions] Standard:Create equations and inequalities in one variable including ones with absolute value and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. CA *
    • A-CED.1: Cluster:Create equations that describe numbers or relationships. [Equations using all available types of expressions, including simple root functions] Standard:Create equations and inequalities in one variable including ones with absolute value and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. CA *
    • A-CED.2: Cluster:Create equations that describe numbers or relationships. [Equations using all available types of expressions, including simple root functions] Standard:Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. *
    • A-CED.2: Cluster:Create equations that describe numbers or relationships. [Equations using all available types of expressions, including simple root functions] Standard:Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. *
    • A-CED.3: Cluster:Create equations that describe numbers or relationships. [Equations using all available types of expressions, including simple root functions] Standard:Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. *
    • A-CED.3: Cluster:Create equations that describe numbers or relationships. [Equations using all available types of expressions, including simple root functions] Standard:Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods. *
    • A-CED.4: Cluster:Create equations that describe numbers or relationships. [Equations using all available types of expressions, including simple root functions] Standard:Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. *
    • A-CED.4: Cluster:Create equations that describe numbers or relationships. [Equations using all available types of expressions, including simple root functions] Standard:Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. *
  • Mathematics Grade 9-12 : Expressing Geometric Properties with Equations:
    • G-GPE.3.1: Cluster:Translate between the geometric description and the equation for a conic section. Standard:Given a quadratic equation of the form ax^2 + by^2 + cx + dy + e = 0, use the method for completing the square to put the equation into standard form; identify whether the graph of the equation is a circle, ellipse, parabola, or hyperbola and graph the equation. [In Algebra II, this standard addresses only circles and parabolas.] CA
    • G-GPE.3.1: Cluster:Translate between the geometric description and the equation for a conic section. Standard:Given a quadratic equation of the form ax^2 + by^2 + cx + dy + e = 0, use the method for completing the square to put the equation into standard form; identify whether the graph of the equation is a circle, ellipse, parabola, or hyperbola and graph the equation. [In Algebra II, this standard addresses only circles and parabolas.] CA
  • Mathematics Grade 9-12 : Geometric Measurement and Dimension:
    • G-GMD.4: Cluster:Visualize relationships between two-dimensional and three-dimensional objects. Standard:Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.
  • Mathematics Grade 9-12 : Interpreting Categorical and Quantitative Data:
    • S-ID.4: Cluster:Summarize, represent, and interpret data on a single count or measurement variable. Standard:Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. *
    • S-ID.4: Cluster:Summarize, represent, and interpret data on a single count or measurement variable. Standard:Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. *
  • Mathematics Grade 9-12 : Interpreting Functions:
    • F-IF.4: Cluster:Interpret functions that arise in applications in terms of the context. [Emphasize selection of appropriate models.] Standard: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.4: Cluster:Interpret functions that arise in applications in terms of the context. [Include rational, square root and cube root; emphasize selection of appropriate models.] Standard: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: Cluster:Interpret functions that arise in applications in terms of the context. [Include rational, square root and cube root; emphasize selection of appropriate models.] Standard:Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. *
    • F-IF.5: Cluster:Interpret functions that arise in applications in terms of the context. [Emphasize selection of appropriate models.] Standard:Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h 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: Cluster:Interpret functions that arise in applications in terms of the context. [Emphasize selection of appropriate models.] Standard: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-IF.6: Cluster:Interpret functions that arise in applications in terms of the context. [Include rational, square root and cube root; emphasize selection of appropriate models.] Standard: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-IF.7.b: Cluster:Analyze functions using different representations. [Include rational and radical; focus on using key features to guide selection of appropriate type of model function.] Standard:Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
    • F-IF.7.b: Cluster:Analyze functions using different representations. [Focus on using key features to guide selection of appropriate type of model function.] Standard:Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
    • F-IF.7.c: Cluster:Analyze functions using different representations. [Focus on using key features to guide selection of appropriate type of model function.] Standard:Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.
    • F-IF.7.c: Cluster:Analyze functions using different representations. [Focus on using key features to guide selection of appropriate type of model function.] Standard:Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.
    • F-IF.7.e: Cluster:Analyze functions using different representations. [Focus on using key features to guide selection of appropriate type of model function.] Standard:Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
    • F-IF.7.e: Cluster:Analyze functions using different representations. [Focus on using key features to guide selection of appropriate type of model function.] Standard:Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
    • F-IF.8: Cluster:Analyze functions using different representations. [Focus on using key features to guide selection of appropriate type of model function.] Standard:Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
    • F-IF.8: Cluster:Analyze functions using different representations. [Focus on using key features to guide selection of appropriate type of model function.] Standard:Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
    • F-IF.9: Cluster:Analyze functions using different representations. [Focus on using key features to guide selection of appropriate type of model function.] Standard:Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
    • F-IF.9: Cluster:Analyze functions using different representations. [Focus on using key features to guide selection of appropriate type of model function.] Standard:Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
  • Mathematics Grade 9-12 : Linear, Quadratic, and Exponential Models:
    • F-LE.4: Cluster:Construct and compare linear, quadratic, and exponential models and solve problems. Standard:For exponential models, express as a logarithm the solution to ab^ct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology. * [Logarithms as solutions for exponentials]
    • F-LE.4: Cluster:Construct and compare linear, quadratic, and exponential models and solve problems. Standard:For exponential models, express as a logarithm the solution to ab^ct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology. * [Logarithms as solutions for exponentials]
    • F-LE.4.1: Cluster:Construct and compare linear, quadratic, and exponential models and solve problems. Standard:Prove simple laws of logarithms. CA *
    • F-LE.4.1: Cluster:Construct and compare linear, quadratic, and exponential models and solve problems. Standard:Prove simple laws of logarithms. CA *
    • F-LE.4.2: Cluster:Construct and compare linear, quadratic, and exponential models and solve problems. Standard:Use the definition of logarithms to translate between logarithms in any base. CA *
    • F-LE.4.2: Cluster:Construct and compare linear, quadratic, and exponential models and solve problems. Standard:Use the definition of logarithms to translate between logarithms in any base. CA *
    • F-LE.4.3: Cluster:Construct and compare linear, quadratic, and exponential models and solve problems. Standard:Understand and use the properties of logarithms to simplify logarithmic numeric expressions and to identify their approximate values. CA *
    • F-LE.4.3: Cluster:Construct and compare linear, quadratic, and exponential models and solve problems. Standard:Understand and use the properties of logarithms to simplify logarithmic numeric expressions and to identify their approximate values. CA *
  • Mathematics Grade 9-12 : Making Inferences and Justifying Conclusions:
    • S-IC.1: Cluster:Understand and evaluate random processes underlying statistical experiments. Standard:Understand statistics as a process for making inferences about population parameters based on a random sample from that population. *
    • S-IC.1: Cluster:Understand and evaluate random processes underlying statistical experiments. Standard:Understand statistics as a process for making inferences about population parameters based on a random sample from that population. *
    • S-IC.2: Cluster:Understand and evaluate random processes underlying statistical experiments. Standard:Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model? *
    • S-IC.2: Cluster:Understand and evaluate random processes underlying statistical experiments. Standard:Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model? *
    • S-IC.3: Cluster:Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Standard:Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. *
    • S-IC.3: Cluster:Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Standard:Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. *
    • S-IC.4: Cluster:Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Standard:Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling. *
    • S-IC.4: Cluster:Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Standard:Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling. *
    • S-IC.5: Cluster:Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Standard:Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant. *
    • S-IC.5: Cluster:Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Standard:Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant. *
    • S-IC.6: Cluster:Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Standard:Evaluate reports based on data. *
    • S-IC.6: Cluster:Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Standard:Evaluate reports based on data. *
  • Mathematics Grade 9-12 : Modeling with Geometry:
    • G-MG.1: Cluster:Apply geometric concepts in modeling situations. Standard: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: Cluster:Apply geometric concepts in modeling situations. Standard: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: Cluster:Apply geometric concepts in modeling situations. Standard: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). *
  • Mathematics Grade 9-12 : Reasoning with Equations and Inequalities:
    • A-REI.11: Cluster:Represent and solve equations and inequalities graphically. [Combine polynomial, rational, radical, absolute value, and exponential functions.] Standard:Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. *
    • A-REI.11: Cluster:Represent and solve equations and inequalities graphically. [Combine polynomial, rational, radical, absolute value, and exponential functions.] Standard:Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. *
    • A-REI.2: Cluster:Understand solving equations as a process of reasoning and explain the reasoning. [Simple radical and rational] Standard:Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.
    • A-REI.2: Cluster:Understand solving equations as a process of reasoning and explain the reasoning. [Simple radical and rational] Standard:Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.
    • A-REI.3.1: Cluster:Solve equations and inequalities in one variable. Standard:Solve one-variable equations and inequalities involving absolute value, graphing the solutions and interpreting them in context. CA
  • Mathematics Grade 9-12 : Seeing Structure in Expressions:
    • A-SSE.1.a: Cluster:Interpret the structure of expressions. [Polynomial and rational] Standard:Interpret expressions that represent a quantity in terms of its context. Interpret parts of an expression, such as terms, factors, and coefficients.
    • A-SSE.1.a: Cluster:Interpret the structure of expressions. [Polynomial and rational] Standard:Interpret expressions that represent a quantity in terms of its context. Interpret parts of an expression, such as terms, factors, and coefficients.
    • A-SSE.1.b: Cluster:Interpret the structure of expressions. [Polynomial and rational] Standard:Interpret expressions that represent a quantity in terms of its context. Interpret complicated expressions by viewing one or more of their parts as a single entity.
    • A-SSE.1.b: Cluster:Interpret the structure of expressions. [Polynomial and rational] Standard:Interpret expressions that represent a quantity in terms of its context. 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.
    • A-SSE.2: Cluster:Interpret the structure of expressions. [Polynomial and rational] Standard:Use the structure of an expression to identify ways to rewrite it.
    • A-SSE.2: Cluster:Interpret the structure of expressions. [Polynomial and rational] Standard:Use the structure of an expression to identify ways to rewrite it.
    • A-SSE.4: Cluster:Write expressions in equivalent forms to solve problems. Standard:Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments.*
    • A-SSE.4: Cluster:Write expressions in equivalent forms to solve problems. Standard:Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments.*
  • Mathematics Grade 9-12 : Similarity, Right Triangles, and Trigonometry:
    • G-SRT.10: Cluster:Apply trigonometry to general triangles. Standard:(+) Prove the Laws of Sines and Cosines and use them to solve problems.
    • G-SRT.11: Cluster:Apply trigonometry to general triangles. Standard:(+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces).
    • G-SRT.9: Cluster:Apply trigonometry to general triangles. Standard:(+) Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side.
  • Mathematics Grade 9-12 : The Complex Number System:
    • N-CN.1: Cluster:Perform arithmetic operations with complex numbers. Standard:Know there is a complex number i such that i^2 = ?1, and every complex number has the form a + bi with a and b real.
    • N-CN.2: Cluster:Perform arithmetic operations with complex numbers. Standard:Use the relation i^2 = ?1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.
    • N-CN.7: Cluster:Use complex numbers in polynomial identities and equations. [Polynomials with real coefficients] Standard:Solve quadratic equations with real coefficients that have complex solutions.
    • N-CN.8: Cluster:Use complex numbers in polynomial identities and equations. [Polynomials with real coefficients] Standard:(+) Extend polynomial identities to the complex numbers. For example, rewrite x^2 + 4 as (x + 2i)(x - 2i).
    • N-CN.8: Cluster:Use complex numbers in polynomial identities and equations. [Polynomials with real coefficients; apply N.CN.9 to higher degree polynomials.] Standard:(+) Extend polynomial identities to the complex numbers.
    • N-CN.9: Cluster:Use complex numbers in polynomial identities and equations. [Polynomials with real coefficients; apply N.CN.9 to higher degree polynomials.] Standard:(+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.
    • N-CN.9: Cluster:Use complex numbers in polynomial identities and equations. [Polynomials with real coefficients] Standard:(+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.
  • Mathematics Grade 9-12 : Trigonometric Functions:
    • F-TF.1: Cluster:Extend the domain of trigonometric functions using the unit circle. Standard:Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.
    • F-TF.1: Cluster:Extend the domain of trigonometric functions using the unit circle. Standard:Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.
    • F-TF.2: Cluster:Extend the domain of trigonometric functions using the unit circle. Standard:Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.
    • F-TF.2: Cluster:Extend the domain of trigonometric functions using the unit circle. Standard:Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.
    • F-TF.2.1: Cluster:Extend the domain of trigonometric functions using the unit circle. Standard:Graph all 6 basic trigonometric functions. CA
    • F-TF.2.1: Cluster:Extend the domain of trigonometric functions using the unit circle. Standard:Graph all 6 basic trigonometric functions. CA
    • F-TF.5: Cluster:Model periodic phenomena with trigonometric functions. Standard:Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline. *
    • F-TF.5: Cluster:Model periodic phenomena with trigonometric functions. Standard:Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline. *
    • F-TF.8: Cluster:Prove and apply trigonometric identities. Standard:Prove the Pythagorean identity sin^2(? ) + cos^2(? ) = 1 and use it to find sin(? ), cos(? ), or tan(? ) given sin(? ), cos(? ), or tan(? ) and the quadrant of the angle.
  • Mathematics Grade 9-12 : Using Probability to Make Decisions:
    • S-MD.6: Cluster:Use probability to evaluate outcomes of decisions. [Include more complex situations.] Standard:(+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). *
    • S-MD.6: Cluster:Use probability to evaluate outcomes of decisions. [Include more complex situations.] Standard:(+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). *
    • S-MD.7: Cluster:Use probability to evaluate outcomes of decisions. [Include more complex situations.] Standard:(+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game). *
    • S-MD.7: Cluster:Use probability to evaluate outcomes of decisions. [Include more complex situations.] Standard:(+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game). *
• Mathematics Grade 10-12:
  • Mathematics Grade 10-12 : Conditional Probability and the Rules of Probability:
    • S-CP.1: Cluster:Understand independence and conditional probability and use them to interpret data. Standard:Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events ("or," "and," "not"). *
    • S-CP.2: Cluster:Understand independence and conditional probability and use them to interpret data. Standard:Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent. *
    • S-CP.3: Cluster:Understand independence and conditional probability and use them to interpret data. Standard:Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B. *
    • S-CP.4: Cluster:Understand independence and conditional probability and use them to interpret data. Standard:Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results. *
    • S-CP.5: Cluster:Understand independence and conditional probability and use them to interpret data. Standard:Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. For example, compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer. *
    • S-CP.6: Cluster:Use the rules of probability to compute probabilities of compound events in a uniform probability model. Standard:Find the conditional probability of A given B as the fraction of B's outcomes that also belong to A, and interpret the answer in terms of the model. *
    • S-CP.7: Cluster:Use the rules of probability to compute probabilities of compound events in a uniform probability model. Standard:Apply the Addition Rule, P(A or B) = P(A) + P(B) - P(A and B), and interpret the answer in terms of the model. *
    • S-CP.8: Cluster:Use the rules of probability to compute probabilities of compound events in a uniform probability model. Standard:(+) Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model. *
    • S-CP.9: Cluster:Use the rules of probability to compute probabilities of compound events in a uniform probability model. Standard:(+) Use permutations and combinations to compute probabilities of compound events and solve problems. *
  • Mathematics Grade 10-12 : Interpreting Categorical and Quantitative Data:
    • S-ID.1: Cluster:Summarize, represent, and interpret data on a single count or measurement variable. Standard:Represent data with plots on the real number line (dot plots, histograms, and box plots). *
    • S-ID.2: Cluster:Summarize, represent, and interpret data on a single count or measurement variable. Standard:Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. *
    • S-ID.3: Cluster:Summarize, represent, and interpret data on a single count or measurement variable. Standard:Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). *
    • S-ID.4: Cluster:Summarize, represent, and interpret data on a single count or measurement variable. Standard:Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. *
    • S-ID.5: Cluster:Summarize, represent, and interpret data on two categorical and quantitative variables. Standard:Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data. *
    • S-ID.6.a: Cluster:Summarize, represent, and interpret data on two categorical and quantitative variables. Standard:Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models.
    • S-ID.6.b: Cluster:Summarize, represent, and interpret data on two categorical and quantitative variables. Standard:Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. Informally assess the fit of a function by plotting and analyzing residuals.
    • S-ID.6.c: Cluster:Summarize, represent, and interpret data on two categorical and quantitative variables. Standard:Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. Fit a linear function for a scatter plot that suggests a linear association.
    • S-ID.7: Cluster:Interpret linear models. Standard:Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. *
    • S-ID.8: Cluster:Interpret linear models. Standard:Compute (using technology) and interpret the correlation coefficient of a linear fit. *
    • S-ID.9: Cluster:Interpret linear models. Standard:Distinguish between correlation and causation. *
  • Mathematics Grade 10-12 : Making Inferences and Justifying Conclusions:
    • S-IC.1: Cluster:Understand and evaluate random processes underlying statistical experiments. Standard:Understand statistics as a process for making inferences about population parameters based on a random sample from that population. *
    • S-IC.2: Cluster:Understand and evaluate random processes underlying statistical experiments. Standard:Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model? *
    • S-IC.3: Cluster:Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Standard:Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. *
    • S-IC.4: Cluster:Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Standard:Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling. *
    • S-IC.5: Cluster:Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Standard:Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant. *
    • S-IC.6: Cluster:Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Standard:Evaluate reports based on data. *
  • Mathematics Grade 10-12 : Using Probability to Make Decisions:
    • S-MD.1: Cluster:Calculate expected values and use them to solve problems. Standard:(+) Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions. *
    • S-MD.2: Cluster:Calculate expected values and use them to solve problems. Standard:(+) Calculate the expected value of a random variable; interpret it as the mean of the probability distribution. *
    • S-MD.3: Cluster:Calculate expected values and use them to solve problems. Standard:(+) Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value. For example, find the theoretical probability distribution for the number of correct answers obtained by guessing on all five questions of a multiple-choice test where each question has four choices, and find the expected grade under various grading schemes.*
    • S-MD.4: Cluster:Calculate expected values and use them to solve problems. Standard:(+) Develop a probability distribution for a random variable defined for a sample space in which probabilities are assigned empirically; find the expected value. For example, find a current data distribution on the number of TV sets per household in the United States, and calculate the expected number of sets per household. How many TV sets would you expect to find in 100 randomly selected households? *
    • S-MD.5.a: Cluster:Use probability to evaluate outcomes of decisions. Standard:(+) Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values. Find the expected payoff for a game of chance. For example, find the expected winnings from a state lottery ticket or a game at a fast-food restaurant.
    • S-MD.5.b: Cluster:Use probability to evaluate outcomes of decisions. Standard:(+) Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values. Evaluate and compare strategies on the basis of expected values. For example, compare a high-deductible versus a low-deductible automobile insurance policy using various, but reasonable, chances of having a minor or a major accident.
    • S-MD.6: Cluster:Use probability to evaluate outcomes of decisions. Standard:(+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). *
    • S-MD.7: Cluster:Use probability to evaluate outcomes of decisions. Standard:(+) Analyze decisions and strategies using probability concepts (e.g. product testing, medical testing, pulling a hockey goalie at the end of a game). *

Physical Education

• PE Grade K:
  • PE Grade K : Aerobic Capacity:
    • PE-K.3.2: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Participate three to four days each week in moderate to vigorous physical activities that increase breathing and heart rate.
    • PE-K.4.4: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Identify the location of the heart and explain that it is a muscle.
    • PE-K.4.5: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain that physical activity increases the heart rate.
    • PE-K.4.6: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Identify the location of the lungs and explain the role of the lungs in the collection of oxygen.
  • PE Grade K : Assessment:
    • PE-K.3.7: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Identify indicators of increased capacity to participate in vigorous physical activity.
  • PE Grade K : Body Composition:
    • PE-K.3.6: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Sustain continuous movement for increasing periods of time while participating in moderate to vigorous physical activity.
    • PE-K.4.10: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain that the body is composed of bones, organs, fat, and other tissues.
  • PE Grade K : Body Management:
    • PE-K.1.5: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Create shapes by using nonlocomotor movements.
    • PE-K.1.6: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Balance on one, two, three, four, and ?ve body parts.
    • PE-K.1.7: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Balance while walking forward and sideways on a narrow, elevated surface.
    • PE-K.1.8: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Demonstrate the relationship of under, over, behind, next to, through, right, left, up, down, forward, backward, and in front of by using the body and an object.
    • PE-K.2.3: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Identify and describe parts of the body: the head, shoulders, neck, back, chest, waist, hips, arms, elbows, wrists, hands, ?ngers, legs, knees, ankles, feet, and toes.
    • PE-K.2.4: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Explain base of support.
  • PE Grade K : Fitness Concepts:
    • PE-K.3.1: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Participate in physical activities that are enjoyable and challenging.
    • PE-K.4.1: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Identify physical activities that are enjoyable and challenging.
    • PE-K.4.2: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Describe the role of water as an essential nutrient for the body.
    • PE-K.4.3: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain that nutritious food provides energy for physical activity.
  • PE Grade K : Flexibility:
    • PE-K.3.5: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Stretch shoulders, legs, arms, and back without bouncing.
    • PE-K.4.9: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Identify the body part involved when stretching.
  • PE Grade K : Group Dynamics:
    • PE-K.5.5: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Participate as a leader and a follower during physical activities.
  • PE Grade K : Locomotor Movement:
    • PE-K.1.10: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Travel in straight, curved, and zigzag pathways.
    • PE-K.1.11: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Jump over a stationary rope several times in succession, using forward-and-back and side-to-side movement patterns.
    • PE-K.1.9: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Perform a continuous log roll.
    • PE-K.2.5: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Identify the locomotor skills of walk, jog, run, hop, jump, slide, and gallop.
  • PE Grade K : Manipulative Skills:
    • PE-K.1.12: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Strike a stationary ball or balloon with the hands, arms, and feet.
    • PE-K.1.13: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Toss a ball to oneself, using the underhand throw pattern, and catch it before it bounces twice.
    • PE-K.1.14: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Kick a stationary object, using a simple kicking pattern.
    • PE-K.1.15: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Bounce a ball continuously, using two hands.
    • PE-K.2.6: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Explain the role of the eyes when striking objects with the hands, arms, and feet.
    • PE-K.2.7: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Identify the point of contact for kicking a ball in a straight line.
    • PE-K.2.8: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Describe the position of the fingers in the follow-through phase of bouncing a ball continuously.
  • PE Grade K : Movement Concepts:
    • PE-K.1.1: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Travel within a large group, without bumping into others or falling, while using locomotor skills.
    • PE-K.1.2: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Travel forward and sideways while changing direction quickly in response to a signal.
    • PE-K.1.3: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Demonstrate contrasts between slow and fast speeds while using locomotor skills.
    • PE-K.1.4: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Create shapes at high, medium, and low levels by using hands, arms, torso, feet, and legs in a variety of combinations.
    • PE-K.2.1: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Explain the difference between under and over, behind and in front of, next to and through, up and down, forward and backward, and sideways.
    • PE-K.2.2: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Identify and independently use personal space, general space, and boundaries and discuss why they are important.
  • PE Grade K : Muscular Strength/Endurance:
    • PE-K.3.3: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Hang from overhead bars for increasing periods of time.
    • PE-K.3.4: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Climb a ladder, jungle gym, or apparatus.
    • PE-K.4.7: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain that strong muscles help the body to climb, hang, push, and pull.
    • PE-K.4.8: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Describe the role of muscles in moving the bones.
  • PE Grade K : Rhythmic Skills:
    • PE-K.1.16: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Perform locomotor and nonlocomotor movements to a steady beat.
    • PE-K.1.17: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Clap in time to a simple, rhythmic beat.
  • PE Grade K : Self-Responsibility:
    • PE-K.5.1: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Identify the feelings that result from participation in physical activity.
    • PE-K.5.2: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Participate willingly in physical activities.
  • PE Grade K : Social Interaction:
    • PE-K.5.3: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Demonstrate the characteristics of sharing in a physical activity.
    • PE-K.5.4: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Describe how positive social interaction can make physical activity with others more fun.
  • PE-K.1: Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
  • PE-K.2: Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.
  • PE-K.3: Standard:Students assess and maintain a level of physical fitness to improve health and performance.
  • PE-K.4: Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
  • PE-K.5: Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
• PE Grade 1:
  • PE Grade 1 : Aerobic Capacity:
    • PE-1.3.2: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Participate three to four times each week, for increasing periods of time, in moderate to vigorous physical activities that increase breathing and heart rate.
    • PE-1.4.4: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Recognize that the heart is the most important muscle in the body and is approximately the size of a ?st.
    • PE-1.4.5: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain that increasing the heart rate during physical activity strengthens the heart muscle.
    • PE-1.4.6: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Identify physical activities that cause the heart to beat faster.
    • PE-1.4.7: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Describe the role of blood in transporting oxygen from the lungs.
  • PE Grade 1 : Assessment:
    • PE-1.3.8: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Identify and use two indicators of increased capacity for vigorous physical activity to measure a change in activity levels.
  • PE Grade 1 : Body Composition:
    • PE-1.3.7: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Sustain continuous movement for increasing periods of time while participating in moderate to vigorous physical activity.
    • PE-1.4.12: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Identify the body components (e.g., bones, muscles, organs, fat, and other tissues).
  • PE Grade 1 : Body Management:
    • PE-1.1.6: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Balance oneself, demonstrating momentary stillness, in symmetrical and asymmetrical shapes using body parts other than both feet as a base of support.
    • PE-1.2.3: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Identify the base of support of balanced objects.
  • PE Grade 1 : Fitness Concepts:
    • PE-1.3.1: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Participate in physical activities that are enjoyable and challenging.
    • PE-1.4.1: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Identify enjoyable and challenging physical activities that one can do for increasing periods of time without stopping.
    • PE-1.4.2: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain the importance of drinking water during and after physical activity.
    • PE-1.4.3: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain that nutritious food provides energy for alertness and mental concentration.
  • PE Grade 1 : Flexibility:
    • PE-1.3.6: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Stretch arms, shoulders, back, and legs without hyper?exing or hyperextending the joints.
    • PE-1.4.10: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain that the proper body position while stretching and strengthening will help prevent injury.
    • PE-1.4.11: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Diagram how ?exible muscles allow more range of motion in physical activity.
  • PE Grade 1 : Group Dynamics:
    • PE-1.5.5: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Identify and demonstrate the attributes of an effective partner in physical activity.
    • PE-1.5.6: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Identify and demonstrate effective practices for working with a group wothout interfering with others.
  • PE Grade 1 : Locomotor Movement:
    • PE-1.1.7: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Roll smoothly in a forward direction, without stopping or hesitating, emphasizing a rounded form.
    • PE-1.1.8: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Land on both feet after taking off on one foot and on both feet.
    • PE-1.1.9: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Jump a swinging rope held by others.
    • PE-1.2.4: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Distinguish between a jog and a run, a hop and a jump, and a gallop and a slide and explain the key differences and similarities in those movements.
  • PE Grade 1 : Manipulative Skills:
    • PE-1.1.10: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Demonstrate the underhand movement (throw) pattern.
    • PE-1.1.11: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Demonstrate the overhand movement (throw) pattern.
    • PE-1.1.12: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Demonstrate the two-handed overhead (throw) pattern.
    • PE-1.1.13: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Catch, showing proper form, a gently thrown ball.
    • PE-1.1.14: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Catch a self-tossed ball.
    • PE-1.1.15: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Catch a self-bounced ball.
    • PE-1.1.16: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Kick a rolled ball from a stationary position.
    • PE-1.1.17: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Kick a stationary ball, using a smooth, continuous running approach.
    • PE-1.1.18: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Strike a balloon upward continuously, using arms, hands, and feet.
    • PE-1.1.19: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Strike a balloon upward continuously, using a large, short-handled paddle.
    • PE-1.1.20: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Dribble a ball in a forward direction, using the inside of the foot.
    • PE-1.1.21: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Dribble a ball continuously with one hand.
    • PE-1.2.10: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Demonstrate and explain how to reduce the impact force while catching an object.
    • PE-1.2.11: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Identify the placement of the nonkicking foot when kicking with a smooth, running approach.
    • PE-1.2.12: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Identify the location of the contact point to strike an object upward.
    • PE-1.2.13: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Determine and analyze how much force is needed to move the ball forward while dribbling with the hand and with the foot.
    • PE-1.2.5: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Identify examples of underhand and overhand movement patterns.
    • PE-1.2.6: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Explain that in the underhand throw, the position of the ?ngers at the moment of release can in?uence the direction a tossed object and a thrown object travel.
    • PE-1.2.7: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Explain that the nonthrowing arm and hand provide balance and can in?uence the direction a tossed object and a thrown object travel.
    • PE-1.2.8: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Explain that the point of release in?uences the direction of a tossed object and of a thrown object.
    • PE-1.2.9: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Describe the proper hand and ?nger position for catching a ball.
  • PE Grade 1 : Movement Concepts:
    • PE-1.1.1: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Demonstrate an awareness of personal space, general space, and boundaries while moving in different directions and at high, medium, and low levels in space.
    • PE-1.1.2: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Travel over, under, in front of, behind, and through objects and over, under, in front of, and behind partners, using locomotor skills.
    • PE-1.1.3: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Change speeds in response to tempos, rhythms, and signals while traveling in straight, curved, and zigzag pathways, using the following locomotor movements: walking, running, leaping, hopping, jumping, galloping, sliding, and skipping.
    • PE-1.1.4: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Change direction from forward and back and right and left in response to tempos, rhythms, and signals while walking, running, hopping, and jumping (i.e., locomotor skills).
    • PE-1.1.5: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Demonstrate the difference between slow and fast, heavy and light, and hard and soft while moving.
    • PE-1.2.1: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Identify the right and left sides of the body and movement from right to left and left to right.
    • PE-1.2.2: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Identify people/objects that are within personal space and within boundaries.
  • PE Grade 1 : Muscular Strength/Endurance:
    • PE-1.3.3: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Demonstrate, for increasing periods of time, a "v" sit position, a push-up position with arms extended, and a squat position.
    • PE-1.3.4: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Move from a sitting to a standing position and from a lying to a sitting position without using arms to brace oneself while on the ?oor.
    • PE-1.3.5: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Travel hand-over-hand along a horizontal ladder or hang from an overhead bar.
    • PE-1.4.8: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain that strengthening muscles will help prevent injury and that strong muscles will produce more force.
    • PE-1.4.9: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Discuss how prolonged physical activity increases endurance, allowing movement to occur for longer periods of time.
  • PE Grade 1 : Rhythmic Skills:
    • PE-1.1.22: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Create or imitate movement in response to rhythms and musics.
  • PE Grade 1 : Self-Responsibility:
    • PE-1.5.1: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Participate willingly in new physical activities.
    • PE-1.5.2: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Identify and demonstrate acceptable responses to challenges, successes, and failures in physical activity.
  • PE Grade 1 : Social Interaction:
    • PE-1.5.3: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Demonstrate the characteristics of sharing and cooperation in physical activity.
    • PE-1.5.4: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Invite others to use equipment or apparatus before repeating a turn.
• PE Grade 2:
  • PE Grade 2 : Aerobic Capacity:
    • PE-2.3.2: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Participate three to four times each week, for increasing periods of time, in moderate to vigorous physical activities that increase breathing and heart rate.
    • PE-2.4.6: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Compare and contrast the function of the heart during rest and during physical activity.
    • PE-2.4.7: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Describe the relationship between the heart and lungs during physical activity.
    • PE-2.4.8: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Compare and contrast changes in heart rate before, during, and after physical activity.
  • PE Grade 2 : Assessment:
    • PE-2.3.7: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Measure improvements in individual fitness levels.
  • PE Grade 2 : Body Composition:
    • PE-2.3.6: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Engage in moderate to vigorous physical activity for increasing periods of time.
    • PE-2.4.15: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Describe the differences in density and weight between bones, muscles, organs, and fat.
  • PE Grade 2 : Body Management:
    • PE-2.1.2: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Transfer weight from feet to hands and from hands to feet, landing with control.
    • PE-2.1.3: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Demonstrate balance on the ground and on objects, using bases of support other than both feet.
    • PE-2.1.4: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Create a routine that includes two types of body rolls (e.g., log roll, egg roll, shoulder roll, forward roll) and a stationary balance position after each roll.
    • PE-2.2.3: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Explain the importance of a wide rather than a narrow base of support in balance activities.
    • PE-2.2.4: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Explain why one hand or foot is often preferred when practicing movement skills.
  • PE Grade 2 : Fitness Concepts:
    • PE-2.3.1: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Participate in enjoyable and challenging physical activities for increasing periods of time.
    • PE-2.4.1: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain the fuel requirements of the body during physical activity and inactivity.
    • PE-2.4.2: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Describe the role of moderate to vigorous physical activity in achieving or maintaining good health.
    • PE-2.4.3: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Identify ways to increase time for physical activity outside of school.
    • PE-2.4.4: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Discuss how body temperature and blood volume are maintained during physical activity when an adequate amount of water is consumed.
    • PE-2.4.5: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain how the intensity and duration of exercise, as well as nutritional choices, affect fuel use during physical activity.
  • PE Grade 2 : Flexibility:
    • PE-2.3.5: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Demonstrate the proper form for stretching the hamstrings, quadriceps, shoulders, biceps, and triceps.
    • PE-2.4.13: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Identify the muscles being stretched during the performance of particular physical activities.
    • PE-2.4.14: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain why it is safer to stretch a warm muscle rather than a cold muscle.
  • PE Grade 2 : Group Dynamics:
    • PE-2.5.7: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Participate positively in physical activities that rely on cooperation.
  • PE Grade 2 : Locomotor Movement:
    • PE-2.1.5: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Jump for distance, landing on both feet and bending the hips, knees, and ankles to reduce the impact force.
    • PE-2.1.6: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Skip and leap, using proper form.
    • PE-2.2.5: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Compare and contrast locomotor movements conducted to even and uneven beats.
  • PE Grade 2 : Manipulative Skills:
    • PE-2.1.10: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Catch a gently thrown ball below the waist, reducing the impact force.
    • PE-2.1.11: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Kick a slowly rolling ball.
    • PE-2.1.12: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Strike a balloon consistently in an upward or forward motion, using a short-handled paddle.
    • PE-2.1.13: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Strike a ball with a bat from a tee or cone, using correct grip and side orientation.
    • PE-2.1.14: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Hand-dribble, with control, a ball for a sustained period.
    • PE-2.1.15: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Foot-dribble, with control, a ball along the ground.
    • PE-2.1.16: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Jump a rope turned repeatedly.
    • PE-2.1.17: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Demonstrate a smooth transition between even-beat locomotor skills and uneven-beat locomotor skills in response to music or an external beat.
    • PE-2.1.18: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Perform rhythmic sequences related to simple folk dance or ribbon routines.
    • PE-2.1.19: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Perform with a partner rhythmic sequences related to simple folk dance or ribbon routines.
    • PE-2.1.7: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Roll a ball for distance, using proper form.
    • PE-2.1.8: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Throw a ball for distance, using proper form.
    • PE-2.1.9: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Catch a gently thrown ball above the waist, reducing the impact force.
    • PE-2.2.10: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Identify the roles of body parts not directly involved in catching objects.
    • PE-2.2.11: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Identify when to begin the kicking motion when kicking a slowly rolling ball.
    • PE-2.2.12: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Identify the different points of contact when striking a balloon upward and striking a balloon forward.
    • PE-2.2.13: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Explain the purpose of using a side orientation when striking a ball from a batting tee.
    • PE-2.2.14: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Differentiate the effects of varying arm and hand speeds when hand-dribbling a ball.
    • PE-2.2.6: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Identify opportunities to use underhand and overhand movement (throw) patterns.
    • PE-2.2.7: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Identify different opportunities to use striking skills.
    • PE-2.2.8: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Compare the changes in force applied to a ball and the ball speed when rolling a ball for various distances.
    • PE-2.2.9: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Explain key elements of throwing for distance.
  • PE Grade 2 : Movement Concepts:
    • PE-2.1.1: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Move to open spaces within boundaries while traveling at increasing rates of speed.
    • PE-2.2.1: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:De?ne open space.
    • PE-2.2.2: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Explain how to reduce the impact force of an oncoming object.
  • PE Grade 2 : Muscular Strength/Endurance:
    • PE-2.3.3: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Perform abdominal curl-ups, modi?ed push-ups, oblique curl-ups, forward and side lunges, squats, and triceps push-ups from a chair or bench to enhance endurance and increase muscle ef?ciency.
    • PE-2.3.4: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Traverse the overhead ladder one bar at a time.
    • PE-2.4.10: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Identify muscles being strengthened during the performance of particular physical activities.
    • PE-2.4.11: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Identify which activities or skills would be accomplished more ef?ciently with stronger muscles.
    • PE-2.4.12: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain the role that weight-bearing activities play in bone strength.
    • PE-2.4.9: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Describe how muscle strength and muscle endurance enhance motor skill performance.
  • PE Grade 2 : Self-Responsibility:
    • PE-2.5.1: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Participate in a variety of group settings (e.g., partners, small groups, large groups) without interfering with others.
    • PE-2.5.2: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Accept responsibility for one's own behavior in a group activity.
  • PE Grade 2 : Social Interaction:
    • PE-2.5.3: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Acknowledge one's opponent or partner before, during, and after an activity or game and give positive feedback on the opponent's or partner's performance.
    • PE-2.5.4: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Encourage others by using verbal and nonverbal communication.
    • PE-2.5.5: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Demonstrate respect for self, others, and equipment during physical activities.
    • PE-2.5.6: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Demonstrate how to solve a problem with another person during physical activity.
  • PE-2.1: Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
  • PE-2.2: Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.
  • PE-2.3: Standard:Students assess and maintain a level of physical fitness to improve health and performance.
  • PE-2.4: Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
  • PE-2.5: Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
• PE Grade 3:
  • PE Grade 3 : Aerobic Capacity:
    • PE-3.3.3: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Participate three to four days each week, for increasing periods of time, in continuous moderate to vigorous physical activities that require sustained movement of the large- muscle groups to increase breathing and heart rate.
    • PE-3.4.7: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Describe the relationship between the heart, lungs, muscles, blood, and oxygen during physical activity.
    • PE-3.4.8: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Describe and record the changes in heart rate before, during, and after physical activity.
  • PE Grade 3 : Assessment:
    • PE-3.3.8: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Measure and record improvement in individual fitness activities.
  • PE Grade 3 : Body Composition:
    • PE-3.3.7: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Sustain continuous movement for increasing periods of time while participating in moderate to vigorous physical activity.
    • PE-3.4.16: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Differentiate the body's ability to consume calories and burn fat during periods of inactivity and during long periods of moderate physical activity.
  • PE Grade 3 : Body Management:
    • PE-3.1.2: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Perform an inverted balance (tripod) by evenly distributing weight on body parts.
    • PE-3.1.3: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Perform a forward roll.
    • PE-3.1.4: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Perform a straddle roll.
  • PE Grade 3 : Fitness Concepts:
    • PE-3.3.1: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Demonstrate warm-up and cool-down exercises.
    • PE-3.3.2: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Demonstrate how to lift and carry objects correctly.
    • PE-3.4.1: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Identify the body's normal reactions to moderate to vigorous physical activity.
    • PE-3.4.2: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:List and de?ne the components of physical ?tness.
    • PE-3.4.3: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain the purpose of warming up before physical activity and cooling down after physical activity.
    • PE-3.4.4: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Recognize that the body will adapt to increased workloads.
    • PE-3.4.5: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain that ?uid needs are linked to energy expenditure.
    • PE-3.4.6: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Discuss the need for oxygen and fuel to be available during ongoing muscle contraction so that heat and waste products are removed.
  • PE Grade 3 : Flexibility:
    • PE-3.3.6: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Hold for an increasing period of time basic stretches for hips, shoulders, hamstrings, quadriceps, triceps, biceps, back, and neck.
    • PE-3.4.14: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Identify ?exibility exercises that are not safe for the joints and should be avoided.
    • PE-3.4.15: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain why a particular stretch is appropriate preparation for a particular physical activity.
  • PE Grade 3 : Group Dynamics:
    • PE-3.5.6: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Work in pairs or small groups to achieve an agreed-upon goal.
  • PE Grade 3 : Locomotor Movement:
    • PE-3.1.5: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Jump continuously a forward-turning rope and a backward-turning rope.
  • PE Grade 3 : Manipulative Skills:
    • PE-3.1.10: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Throw and catch an object with a partner, increasing the distance from the partner and maintaining an accurate throw that can be easily caught.
    • PE-3.1.11: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Kick a ball to a stationary partner, using the inside of the foot.
    • PE-3.1.12: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Strike a ball continuously upward, using a paddle or racket.
    • PE-3.1.13: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Hand-dribble a ball continuously while moving around obstacles.
    • PE-3.1.14: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Foot-dribble a ball continuously while traveling and changing direction.
    • PE-3.1.6: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Balance while traveling and manipulating an object on a ground-level balance beam.
    • PE-3.1.7: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Catch, while traveling, an object thrown by a stationary partner.
    • PE-3.1.8: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Roll a ball for accuracy toward a target.
    • PE-3.1.9: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Throw a ball, using the overhand movement pattern with increasing accuracy.
    • PE-3.2.2: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Explain and demonstrate the correct hand position when catching a ball above the head, below the waist, near the middle of the body, and away from the body.
    • PE-3.2.3: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Explain the difference between throwing to a stationary partner and throwing to a moving partner.
    • PE-3.2.4: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Identify the key elements for increasing accuracy in rolling a ball and throwing a ball.
    • PE-3.2.5: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Identify the differences between dribbling a ball (with the hand and the foot, separately) while moving forward and when changing direction.
  • PE Grade 3 : Movement Concepts:
    • PE-3.1.1: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Chase, ?ee, and move away from others in a constantly changing environment.
    • PE-3.2.1: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Describe how changing speed and changing direction can allow one person to move away from another.
  • PE Grade 3 : Muscular Strength/Endurance:
    • PE-3.3.4: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Perform increasing numbers of each: abdominal curl-ups, oblique curl-ups on each side, modi?ed push-ups or traditional push-ups with hands on a bench, forward lunges, side lunges, and triceps push-ups from a chair.
    • PE-3.3.5: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Climb a vertical pole or rope.
    • PE-3.4.10: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Identify which muscles are used in performing muscular endurance activities.
    • PE-3.4.11: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Name and locate the major muscles of the body.
    • PE-3.4.12: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Describe and demonstrate how to relieve a muscle cramp.
    • PE-3.4.13: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Describe the role of muscle strength and proper lifting in the prevention of back injuries.
    • PE-3.4.9: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain that a stronger heart muscle can pump more blood with each beat.
  • PE Grade 3 : Rhythmic Skills:
    • PE-3.1.15: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Perform a line dance, a circle dance, and a folk dance with a partner.
    • PE-3.2.6: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:De?ne the terms folk dance, line dance, and circle dance.
    • PE-3.2.7: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Compare and contrast folk dances, line dances, and circle dances.
  • PE Grade 3 : Self-Responsibility:
    • PE-3.5.1: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:5.1 Set a personal goal to improve a motor skill and work toward that goal in nonschool time.
    • PE-3.5.2: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Collect data and record progress toward mastery of a motor skill.
    • PE-3.5.3: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:List the bene?ts of following and the risks of not following safety procedures and rules associated with physical activity.
  • PE Grade 3 : Social Interaction:
    • PE-3.5.4: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Use appropriate cues for movement and positive words of encouragement while coaching others in physical activities.
    • PE-3.5.5: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Demonstrate respect for individual differences in physical abilities.
  • PE-3.1: Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
  • PE-3.2: Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.
  • PE-3.3: Standard:Students assess and maintain a level of physical fitness to improve health and performance.
  • PE-3.4: Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
  • PE-3.5: Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
• PE Grade 4:
  • PE Grade 4 : Aerobic Capacity:
    • PE-4.3.3: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Participate three to four days each week, for increasing periods of time, in continuous moderate to vigorous physical activities at the appropriate intensity to increase aerobic capacity.
    • PE-4.4.10: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Identify two characteristics of physical activity that build aerobic capacity.
    • PE-4.4.11: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Determine the intensity of personal physical activity by using the concept of perceived exertion.
    • PE-4.4.8: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Calculate personal heart rate per minute by recording heartbeats for ten-second intervals and 15-second intervals.
    • PE-4.4.9: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain why a strong heart is able to return quickly to its resting rate after exertion.
  • PE Grade 4 : Assessment:
    • PE-4.3.8: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Measure and record changes in aerobic capacity and muscular strength, using scienti?cally based health-related physical ?tness assessments.
    • PE-4.3.9: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Meet minimum requirements for health-related physical ?tness, using scienti?cally based health-related physical ?tness assessments.
  • PE Grade 4 : Body Composition:
    • PE-4.3.7: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Sustain continuous movement for increasing periods of time while participating in moderate to vigorous physical activity.
    • PE-4.4.17: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain the effect of regular, sustained physical activity on the body's ability to consume calories and burn fat for energy.
  • PE Grade 4 : Body Management:
    • PE-4.1.1: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Perform simple balance stunts with a partner while sharing a common base of support.
    • PE-4.1.2: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Change direction quickly to maintain the spacing between two players.
    • PE-4.1.3: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Change direction quickly to increase the spacing between two players.
    • PE-4.1.4: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Determine the spacing between offensive and defensive players based on the speed of the players.
    • PE-4.2.3: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Describe the appropriate body orientation to serve a ball, using the underhand movement pattern.
    • PE-4.2.4: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Describe the appropriate body orientation to strike a ball, using the forehand movement pattern.
  • PE Grade 4 : Fitness Concepts:
    • PE-4.3.1: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Participate in appropriate warm-up and cool-down exercises for particular physical activities.
    • PE-4.3.2: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Demonstrate the correct body position for pushing and pulling large objects.
    • PE-4.4.1: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Identify the correct body alignment for performing lower-body stretches.
    • PE-4.4.2: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain the principles of physical ?tness: frequency, intensity, time, and type.
    • PE-4.4.3: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Set personal short-term goals for aerobic endurance, muscular strength and endurance, and ?exibility and monitor progress by measuring and recording personal ?tness scores.
    • PE-4.4.4: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Identify healthful choices for meals and snacks that help improve physical performance.
    • PE-4.4.5: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain why the body needs water before, during, and after physical activity.
    • PE-4.4.6: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain why the body uses a higher percentage of carbohydrates for fuel during high- intensity physical activity and a higher percentage of fat for fuel during low-intensity physical activity.
    • PE-4.4.7: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain the purpose of warm-up and cool-down periods.
  • PE Grade 4 : Flexibility:
    • PE-4.3.6: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Demonstrate basic stretches using proper alignment for hamstrings, quadriceps, hip ?exors, triceps, back, shoulders, hip adductors, hip abductors, and calves.
    • PE-4.4.16: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain the value of increased ?exibility when participating in physical activity.
  • PE Grade 4 : Group Dynamics:
    • PE-4.5.6: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Accept an opponent's outstanding skill, use of strategies, or ability to work effectively with teammates as a challenge in physical activities.
  • PE Grade 4 : Locomotor Movement:
    • PE-4.1.5: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Jump a self-turned rope.
  • PE Grade 4 : Manipulative Skills:
    • PE-4.1.10: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Kick a ball to a moving partner, using the inside of the foot.
    • PE-4.1.11: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Kick a stationary ball from the ground into the air.
    • PE-4.1.12: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Punt a ball dropped from the hands.
    • PE-4.1.13: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Strike, with a paddle or racket, a lightweight object that has been tossed by a partner.
    • PE-4.1.14: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Serve a lightweight ball to a partner, using the underhand movement pattern.
    • PE-4.1.15: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Strike a gently tossed ball with a bat, using a side orientation.
    • PE-4.1.16: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Keep a foot-dribbled ball away from a defensive partner.
    • PE-4.1.17: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Keep a hand-dribbled ball away from a defensive partner.
    • PE-4.1.18: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Manipulate an object by using a long-handled implement.
    • PE-4.1.19: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Stop a kicked ball by trapping it with the foot while standing still.
    • PE-4.1.20: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Volley a tossed lightweight ball, using the forearm pass.
    • PE-4.1.6: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Throw and catch an object with a partner while both partners are moving.
    • PE-4.1.7: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Throw overhand at increasingly smaller targets, using proper follow-through.
    • PE-4.1.8: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Throw a ?ying disc for distance, using the backhand movement pattern.
    • PE-4.1.9: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Catch a ?y ball above the head, below the waist, and away from the body.
    • PE-4.2.5: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Explain the similar movement elements of the underhand throw and the underhand volleyball serve.
    • PE-4.2.6: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Distinguish between punting and kicking and describe the similarities and differences.
    • PE-4.2.7: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Compare and contrast dribbling a ball without a defender and with a defender.
    • PE-4.2.8: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Explain the differences in manipulating an object when using a long-handled implement and when using a short-handled implement.
    • PE-4.2.9: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Identify key body positions used for volleying a ball.
  • PE Grade 4 : Movement Concepts:
    • PE-4.2.1: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Explain the difference between offense and defense.
    • PE-4.2.2: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Describe ways to create more space between an offensive player and a defensive player.
  • PE Grade 4 : Muscular Strength/Endurance:
    • PE-4.3.4: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Perform increasing numbers of each: abdominal curl-ups, oblique curl-ups on each side, modi?ed push-ups or traditional push-ups, and triceps push-ups.
    • PE-4.3.5: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Hang by the hands from an overhead bar with the hips and knees each at a 90-degree angle.
    • PE-4.4.12: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Describe the difference between muscular strength and muscular endurance.
    • PE-4.4.13: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain why muscular endurance or muscular strength activities do not increase muscle mass in preadolescent children.
    • PE-4.4.14: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Recognize how strengthening major muscles can improve performance at work and play.
    • PE-4.4.15: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Describe the correct form to push and pull heavy objects.
  • PE Grade 4 : Rhythmic Skills:
    • PE-4.1.21: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Perform a series of basic square-dance steps
    • PE-4.1.22: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Perform a routine to music that includes even and uneven locomotor patterns.
    • PE-4.2.10: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Design a routine to music that includes even and uneven patterns.
  • PE Grade 4 : Self-Responsibility:
    • PE-4.5.1: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Set a personal goal to improve an area of health-related physical ?tness and work toward that goal in nonschool time.
    • PE-4.5.2: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Collect data and record progress toward attainment of a personal ?tness goal.
    • PE-4.5.3: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Accept responsibility for one's own performance without blaming others.
    • PE-4.5.4: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Respond to winning and losing with dignity and respect.
  • PE Grade 4 : Social Interaction:
    • PE-4.5.5: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Include others in physical activities and respect individual differences in skill and motivation.
  • PE-4.1: Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
  • PE-4.2: Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.
  • PE-4.3: Standard:Students assess and maintain a level of physical fitness to improve health and performance.
  • PE-4.4: Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
  • PE-4.5: Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
• PE Grade 5:
  • PE Grade 5 : Aerobic Capacity:
    • PE-5.3.3: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Participate three to four days each week, for increasing periods of time, in continuous moderate to vigorous physical activities at the appropriate intensity for increasing aerobic capacity.
    • PE-5.4.10: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Compare target heart rate and perceived exertion during physical activity.
    • PE-5.4.11: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Measure and record the heart rate before, during, and after vigorous physical activity.
    • PE-5.4.12: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain how technology can assist in the pursuit of physical ?tness.
    • PE-5.4.8: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Identify the heart rate intensity (target heart-rate range) that is necessary to increase aerobic capacity.
    • PE-5.4.9: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Determine the intensity of personal physical activity, using the concept of perceived exertion.
  • PE Grade 5 : Assessment:
    • PE-5.3.8: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Assess health-related physical ?tness by using a scienti?cally based health-related ?tness assessment.
    • PE-5.3.9: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Meet age- and gender-speci?c ?tness standards for aerobic capacity, muscular strength, ?exibility, and body composition, using a scienti?cally based health-related ?tness assessment.
  • PE Grade 5 : Body Composition:
    • PE-5.2.3: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Explain how to adjust body position to catch a ball thrown off-center.
    • PE-5.3.7: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Sustain continuous movement for an increasing period of time while participating in moderate to vigorous physical activities.
    • PE-5.4.15: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain why body weight is maintained when calorie intake is equal to the calories expended.
    • PE-5.4.16: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Describe the short- and long-term bene?ts of maintaining body composition within the healthy ?tness zone.
  • PE Grade 5 : Body Management:
    • PE-5.1.1: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Perform simple small-group balance stunts by distributing weight and base of support.
  • PE Grade 5 : Fitness Concepts:
    • PE-5.3.1: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Demonstrate how to warm up muscles and joints before running, jumping, kicking, throwing, and striking.
    • PE-5.3.2: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Plan a day of healthful balanced meals and snacks designed to enhance the performance of physical activities.
    • PE-5.4.1: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Record and analyze food consumption for one day and make a plan to replace foods with healthier choices and adjust quantities to enhance performance in physical activity.
    • PE-5.4.2: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain why dehydration impairs temperature regulation and physical and mental performance.
    • PE-5.4.3: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Develop and describe three short-term and three long-term ?tness goals.
    • PE-5.4.4: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Examine personal results of a scienti?cally based health-related physical ?tness assessment and identify one or more ways to improve performance in areas that do not meet minimum standards.
    • PE-5.4.5: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain the elements of warm-up and cool-down activities.
    • PE-5.4.6: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Record water intake before, during, and after physical activity.
    • PE-5.4.7: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Describe the principles of training and the application to each of the components of health-related physical ?tness.
  • PE Grade 5 : Flexibility:
    • PE-5.3.6: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Perform ?exibility exercises that will stretch particular muscle areas for given physical activities.
    • PE-5.4.14: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain the bene?ts of stretching after warm-up activities.
  • PE Grade 5 : Group Dynamics:
    • PE-5.5.7: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Accommodate individual differences in others' physical abilities in small-group activities.
    • PE-5.5.8: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Appreciate physical games and activities re?ecting diverse heritages.
  • PE Grade 5 : Locomotor Movement:
    • PE-5.1.2: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Jump for height, using proper takeoff and landing form.
    • PE-5.1.3: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Jump for distance, using proper takeoff and landing form.
  • PE Grade 5 : Manipulative Skills:
    • PE-5.1.10: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Strike a dropped ball, with a racket or paddle, toward a target by using the forehand movement pattern.
    • PE-5.1.11: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Hit a softly tossed ball backhanded with a paddle or racket.
    • PE-5.1.12: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Strike a tossed ball, with different implements, from a side orientation.
    • PE-5.1.13: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Serve a lightweight ball over a low net, using the underhand movement pattern.
    • PE-5.1.14: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Dribble a ball (by hand or foot) while preventing another person from stealing the ball.
    • PE-5.1.15: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Dribble a ball and kick it toward a goal while being guarded.
    • PE-5.1.16: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Pass a ball back and forth with a partner, using a chest pass and bounce pass.
    • PE-5.1.17: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Volley a tossed ball to an intended location.
    • PE-5.1.4: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Enter, jump, and leave a long rope turned by others.
    • PE-5.1.5: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Throw a ?ying disc accurately at a target and to a partner, using the backhand movement pattern.
    • PE-5.1.6: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Throw and catch an object underhand and overhand while avoiding an opponent.
    • PE-5.1.7: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Field a thrown ground ball.
    • PE-5.1.8: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Punt a ball, dropped from the hands, at a target.
    • PE-5.1.9: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Stop a kicked ball by trapping it with the foot while moving.
    • PE-5.2.4: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Identify the following phases for striking a ball: preparation, application of force, follow-through, and recovery.
  • PE Grade 5 : Movement Concepts:
    • PE-5.2.1: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Explain the importance of open space in playing sport-related games.
    • PE-5.2.2: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Explain the differences in applying and receiving force when jumping for height and distance.
  • PE Grade 5 : Muscular Strength/Endurance:
    • PE-5.3.4: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Perform an increasing number of oblique curl-ups on each side.
    • PE-5.3.5: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Perform increasing numbers of triceps push-ups.
    • PE-5.4.13: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain the bene?ts of having strong arm, chest, and back muscles.
  • PE Grade 5 : Rhythmic Skills:
    • PE-5.1.18: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Design and perform a creative dance, combining locomotor patterns with intentional changes in speed and direction.
    • PE-5.1.19: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Design and perform a routine to music that involves manipulation of an object.
    • PE-5.2.5: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Design a routine to music, changing speed and direction while manipulating an object.
  • PE Grade 5 : Self-Responsibility:
    • PE-5.5.1: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Improve the level of performance on one component of health-related physical ?tness and one identi?ed motor skill by participating in ?tness and skill development activities outside school.
    • PE-5.5.2: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Work toward a long-term physical activity goal and record data on one's progress.
    • PE-5.5.3: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Distinguish between acts of physical courage and physically reckless acts and explain the key characteristics of each.
    • PE-5.5.4: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Act in a safe and healthy manner when confronted with negative peer pressure during physical activity.
  • PE Grade 5 : Social Interaction:
    • PE-5.5.5: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Contribute ideas and listen to the ideas of others in cooperative problem-solving activities.
    • PE-5.5.6: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Acknowledge orally the contributions and strengths of others.
  • PE-5.1: Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
  • PE-5.2: Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.
  • PE-5.3: Standard:Students assess and maintain a level of physical fitness to improve health and performance.
  • PE-5.4: Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
  • PE-5.5: Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
• PE Grade 6:
  • PE Grade 6 : Combinations of Movement Patterns and Skills:
    • PE-6.1.10: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Combine motor skills to play a lead-up or modi?ed game.
    • PE-6.1.11: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Design and perform smooth, ?owing sequences of stunts, tumbling, and rhythmic patterns that combine traveling, rolling, balancing, and transferring weight.
    • PE-6.1.9: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Combine relationships, levels, speed, direction, and pathways in complex individual and group physical activities.
    • PE-6.2.12: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Develop a cooperative movement game that uses locomotor skills, object manipulation, and an offensive strategy and teach the game to another person.
  • PE Grade 6 : Manipulative Skills:
    • PE-6.1.1: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Volley an object repeatedly with a partner, using the forearm pass.
    • PE-6.1.2: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Strike a ball continuously against a wall and with a partner, using a paddle for the forehand stroke and the backhand stroke.
    • PE-6.1.3: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Strike an object consistently, using a body part, so that the object travels in the intended direction at the desired height.
    • PE-6.1.3: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Strike an object consistently, using a body part, so that the object travels in the intended direction at the desired height.
    • PE-6.1.4: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Strike an object consistently, using an implement, so that the object travels in the intended direction at the desired height.
    • PE-6.1.5: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Dribble and pass a ball to a partner while being guarded.
    • PE-6.1.6: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Throw an object accurately and with applied force, using the underhand, overhand, and sidearm movement (throw) patterns.
    • PE-6.2.6: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Explain the role of the legs, shoulders, and forearm in the forearm pass.
    • PE-6.2.7: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Identify the time necessary to prepare for and begin a forehand stroke and a backhand stroke.
    • PE-6.2.8: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Illustrate how the intended direction of an object is affected by the angle of the implement or body part at the time of contact.
    • PE-6.2.9: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Identify opportunities to pass or dribble while being guarded.
  • PE Grade 6 : Movement Concepts:
    • PE-6.2.1: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Explain how to increase force based on the principles of biomechanics.
    • PE-6.2.2: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Explain how impact force is reduced by increasing the duration of impact.
    • PE-6.2.3: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Analyze and correct errors in movement patterns.
    • PE-6.2.4: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Provide feedback to a partner to assist in developing and improving movement skills.
    • PE-6.2.5: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Identify practices and procedures necessary for safe participation in physical activities.
  • PE Grade 6 : Rhythmic Skills:
    • PE-6.1.7: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Perform folk and line dances.
    • PE-6.1.8: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Develop, re?ne, and demonstrate routines to music.
    • PE-6.2.10: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Identify steps and rhythm patterns for folk and line dances.
    • PE-6.2.11: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Explain how movement qualities contribute to the aesthetic dimension of physical activity.
    • PE-6.3.3: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Develop individual goals for each of the components of health-related physical ?tness (muscle strength, muscle endurance, ?exibility, aerobic capacity, and body composition).
  • PE-6.1: Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
  • PE-6.2: Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.
  • PE-6.3: Standard:Students assess and maintain a level of physical fitness to improve health and performance.
  • PE-6.3.1: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Assess the components of health-related physical ?tness (muscle strength, muscle endurance, ?exibility, aerobic capacity, and body composition) by using a scienti?cally based health-related ?tness assessment.
  • PE-6.3.2: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Compare individual physical ?tness results with research-based standards for good health.
  • PE-6.3.4: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Participate in moderate to vigorous physical activity a minimum of four days each week.
  • PE-6.3.5: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Measure and evaluate changes in health-related physical ?tness based on physical activity patterns.
  • PE-6.3.6: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Monitor the intensity of one's heart rate during physical activity.
  • PE-6.4: Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
  • PE-6.4.1: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Distinguish between effective and ineffective warm-up and cool-down techniques.
  • PE-6.4.2: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Develop a one-day personal physical ?tness plan specifying the intensity, time, and types of physical activities for each component of health-related physical ?tness.
  • PE-6.4.3: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Identify contraindicated exercises and their adverse effects on the body.
  • PE-6.4.4: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Classify physical activities as aerobic or anaerobic.
  • PE-6.4.5: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain methods of monitoring heart rate intensity.
  • PE-6.4.6: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:List the long-term bene?ts of participation in regular physical activity.
  • PE-6.4.7: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Compile and analyze a log noting the food intake/calories consumed and energy expended through physical activity.
  • PE-6.5: Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
  • PE-6.5.1: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Participate productively in group physical activities.
  • PE-6.5.2: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Evaluate individual responsibility in group efforts.
  • PE-6.5.3: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Identify and de?ne the role of each participant in a cooperative physical activity.
  • PE-6.5.4: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Identify and agree on a common goal when participating in a cooperative physical activity.
  • PE-6.5.5: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Analyze possible solutions to a movement problem in a cooperative physical activity and come to a consensus on the best solution.
• PE Grade 7:
  • PE Grade 7 : Combinations of Movement Patterns and Skills:
    • PE-7.2.7: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Develop an individual or dual game that uses a manipulative skill, two different offensive strategies, and a scoring system and teach it to another person.
  • PE Grade 7 : Group Dynamics:
    • PE-7.5.4: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Evaluate the effect of expressing encouragement to others while participating in a group physical activity.
    • PE-7.5.5: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Identify the responsibilities of a leader in physical activity.
  • PE Grade 7 : Manipulative Skills:
    • PE-7.2.1: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Identify and describe key elements in the mature performance of overhand, sidearm, and underhand throwing; catching; kicking/punting; striking; trapping; dribbling (hand and foot); and volleying.
  • PE Grade 7 : Movement Concepts:
    • PE-7.2.2: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Analyze movement patterns and correct errors.
    • PE-7.2.3: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Use principles of motor learning to establish, monitor, and meet goals for motor skill development.
    • PE-7.2.4: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Explain and demonstrate spin and rebound principles for performing manipulative skills.
    • PE-7.2.5: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Compare and contrast the effectiveness of practicing skills as a whole and practicing skills in smaller parts.
    • PE-7.2.6: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Diagram and demonstrate basic offensive and defensive strategies for individual and dual physical activities.
  • PE Grade 7 : Self-Responsibility:
    • PE-7.5.1: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Identify appropriate and inappropriate risks involved in adventure, individual, and dual physical activities.
    • PE-7.5.2: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Accept responsibility for individual improvement.
  • PE Grade 7 : Social Interaction:
    • PE-7.5.3: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Demonstrate an acceptance of differences in physical development and personal preferences as they affect participation in physical activity.
  • PE-7.1: Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
  • PE-7.1.1: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Demonstrate mature techniques for the following patterns: overhand, sidearm, and underhand throwing; catching; kicking/punting; striking; trapping; dribbling (hand and foot); and volleying.
  • PE-7.1.2: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Perform multicultural dances.
  • PE-7.1.3: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Combine manipulative, locomotor, and nonlocomotor skills into movement patterns.
  • PE-7.1.4: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Demonstrate body management and object-manipulation skills needed for successful participation in individual and dual physical activities.
  • PE-7.1.5: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Demonstrate body management and locomotor skills needed for successful participation in track and ?eld and combative activities.
  • PE-7.1.6: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Demonstrate body management and object-manipulation skills needed for successful participation in introductory adventure/outdoor activities.
  • PE-7.2: Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.
  • PE-7.3: Standard:Students assess and maintain a level of physical fitness to improve health and performance.
  • PE-7.3.1: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Assess one's own muscle strength, muscle endurance, aerobic capacity, ?exibility, and body composition by using a scienti?cally based health-related ?tness assessment.
  • PE-7.3.2: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Evaluate individual measures of physical ?tness in relationship to patterns of physical activity.
  • PE-7.3.3: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Develop individual goals, from research-based standards, for each of the ?ve components of health-related physical ?tness.
  • PE-7.3.4: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Plan a weekly personal physical ?tness program in collaboration with the teacher.
  • PE-7.3.5: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Participate in moderate to vigorous physical activity a minimum of four days each week.
  • PE-7.3.6: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Assess periodically the attainment of, or progress toward, personal physical ?tness goals and make necessary adjustments to a personal physical ?tness program.
  • PE-7.4: Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
  • PE-7.4.1: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Develop a one-week personal physical ?tness plan specifying the proper warm-up and cool-down activities and the principles of exercise for each component of health-related physical ?tness.
  • PE-7.4.2: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Identify physical activities that are effective in improving each of the health-related physical ?tness components.
  • PE-7.4.3: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Match personal preferences in physical activities with each of the ?ve components of health-related physical ?tness.
  • PE-7.4.4: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain the effects of physical activity on heart rate during exercise, during the recovery phase, and while the body is at rest.
  • PE-7.4.5: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Describe the role of physical activity and nutrition in achieving physical ?tness.
  • PE-7.4.6: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Identify and apply the principles of overload in safe, age-appropriate activities.
  • PE-7.4.7: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain progression, overload, and speci?city as principles of exercise.
  • PE-7.4.8: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Discuss the effect of extremity growth rates on physical ?tness.
  • PE-7.5: Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
• PE Grade 8:
  • PE Grade 8 : Combinations of Movement Patterns and Skills:
    • PE-8.1.3: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Demonstrate basic offensive and defensive skills and strategies in team physical activities.
    • PE-8.1.4: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Apply locomotor, nonlocomotor, and manipulative skills to team physical activities.
    • PE-8.1.5: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Demonstrate fundamental gymnastic/tumbling skills.
    • PE-8.1.6: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Create and perform a routine using fundamental gymnastic/tumbling skills, locomotor and nonlocomotor movement patterns, and the elements of speed, direction, and level.
    • PE-8.2.4: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Identify the characteristics of a highly skilled performance for the purpose of improving one's own performance.
    • PE-8.2.5: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Diagram, explain, and justify offensive and defensive strategies in modi?ed and team sports, games, and activities.
    • PE-8.2.6: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Develop and teach a team game that uses elements of spin or rebound, designated offensive and defensive space, a penalty system, and a scoring system.
  • PE Grade 8 : Group Dynamics:
    • PE-8.5.5: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Accept the roles of group members within the structure of a game or activity.
    • PE-8.5.6: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Describe leadership roles and responsibilities in the context of team games and activities.
    • PE-8.5.7: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Model support toward individuals of all ability levels and encourage others to be supportive and inclusive of all individuals.
  • PE Grade 8 : Movement Concepts:
    • PE-8.2.1: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Describe and demonstrate how movement skills learned in one physical activity can be transferred and used to help learn another physical activity.
    • PE-8.2.2: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Explain the rotation principles used in performing various manipulative skills.
    • PE-8.2.3: Overarching Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard:Explain how growth in height and weight affects performance and in?uences the selection of developmentally appropriate physical activities.
  • PE Grade 8 : Rhythmic Skills:
    • PE-8.1.1: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Identify and demonstrate square dance steps, positions, and patterns set to music.
    • PE-8.1.2: Overarching Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard:Create and perform a square dance.
  • PE Grade 8 : Self-Responsibility:
    • PE-8.5.1: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Abide by the decisions of the of?cials, accept the outcome of the game, and show appreciation toward participants.
    • PE-8.5.2: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Organize and work cooperatively with a group to achieve the goals of the group.
    • PE-8.5.3: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Identify and evaluate three preferences for lifelong physical activity and determine one's responsibility for developing skills, acquiring knowledge of concepts, and achieving ?tness.
  • PE Grade 8 : Social Interaction:
    • PE-8.5.4: Overarching Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Identify the contributions of members of a group or team and reward members for accomplishing a task or goal.
  • PE-8.1: Standard:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
  • PE-8.2: Standard:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.
  • PE-8.3: Standard:Students assess and maintain a level of physical fitness to improve health and performance.
  • PE-8.3.1: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Assess the components of health-related physical ?tness (muscle strength, muscle endurance, aerobic capacity, ?exibility, and body composition) by using a scienti?cally based health-related physical ?tness assessment.
  • PE-8.3.2: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Re?ne individual personal physical ?tness goals for each of the ?ve components of health- related physical ?tness, using research-based criteria.
  • PE-8.3.3: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Plan and implement a two-week personal physical ?tness plan in collaboration with the teacher.
  • PE-8.3.4: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Participate in moderate to vigorous physical activity a minimum of four days each week.
  • PE-8.3.5: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Assess periodically the attainment of, or progress toward, personal physical ?tness goals and make necessary adjustments to a personal physical ?tness program.
  • PE-8.3.6: Overarching Standard:Students assess and maintain a level of physical fitness to improve health and performance. Standard:Participate safely in moderate to vigorous physical activity when conditions are atypical (weather, travel, injury).
  • PE-8.4: Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
  • PE-8.4.1: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Develop a two-week personal physical ?tness plan specifying the proper warm-up and cool-down activities and the principles of exercise for each of the ?ve components of health- related physical ?tness.
  • PE-8.4.2: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Identify appropriate physical activities that can be performed if one's physical ?tness program is disrupted by inclement weather, travel from home or school, or a minor injury.
  • PE-8.4.3: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Identify ways of increasing physical activity in routine daily activities.
  • PE-8.4.4: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Identify and apply basic principles in weight/resistance training and safety practices.
  • PE-8.4.5: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain the effects of nutrition and participation in physical activity on weight control, self-concept, and physical performance.
  • PE-8.4.6: Overarching Standard:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard:Explain the different types of conditioning for different physical activities.
  • PE-8.5: Standard:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
• PE Grade 9-12:
  • PE High School Course 1:
    • PE-HS1.1: Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.
    • PE-HS1.1.1: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Combine and apply movement patterns, simple to complex, in aquatic, rhythms/dance, and individual and dual activities.
    • PE-HS1.1.10: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Analyze situations and determine appropriate strategies for improved performance in aquatic, rhythms/dance, and individual and dual activities.
    • PE-HS1.1.11: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Assess the effect/outcome of a particular performance strategy in aquatic, rhythms/dance, and individual and dual activities.
    • PE-HS1.1.12: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Demonstrate independent learning of movement skills.
    • PE-HS1.1.2: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Demonstrate pro?cient movement skills in aquatic, rhythms/dance, and individual and dual activities.
    • PE-HS1.1.3: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Identify, explain, and apply the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in aquatic, rhythms/dance, and individual and dual activities.
    • PE-HS1.1.4: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Explain and demonstrate advanced offensive, defensive, and transition strategies in aquatic and individual and dual activities.
    • PE-HS1.1.5: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Explain the use of the principles of biomechanics (leverage, force, inertia, rotary motion, opposition, and buoyancy); apply the principles to achieve advanced performance in aquatic, rhythms/dance, and individual and dual activities; and evaluate the performance based on the use of the principles.
    • PE-HS1.1.6: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Examine the physical, emotional, cognitive, and scienti?c factors that affect performance and explain the relationship between those factors.
    • PE-HS1.1.7: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Analyze and evaluate feedback from proprioception, from others, and from the performance of complex motor (movement) activities to improve performance in aquatic, rhythms/dance, individual activities, and dual activities.
    • PE-HS1.1.8: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Analyze and explain which training and conditioning practices have the greatest impact on skill acquisition and performance in aquatic, rhythms/dance, and individual and dual activities.
    • PE-HS1.1.9: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Create or modify practice/training plans based on evaluative feedback of skill acquisition and performance in aquatic, rhythms/dance, and individual and dual activities.
    • PE-HS1.2: Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.
    • PE-HS1.2.1: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Participate in moderate to vigorous physical activity at least four days each week.
    • PE-HS1.2.10: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Identify and list available ?tness resources in the community.
    • PE-HS1.2.11: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Explain the role of physical activity in the prevention of disease and the reduction of health care costs.
    • PE-HS1.2.2: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Participate in enjoyable and challenging physical activities that develop and maintain the ?ve components of physical ?tness.
    • PE-HS1.2.3: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Meet health-related physical ?tness standards established by a scienti?cally based health- related ?tness assessment.
    • PE-HS1.2.4: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Use physical ?tness test results to set and adjust goals to improve ?tness.
    • PE-HS1.2.5: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Improve and maintain physical ?tness by adjusting physical activity levels according to the principles of exercise.
    • PE-HS1.2.6: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Identify the physical ?tness requirements of an occupation.
    • PE-HS1.2.7: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Develop and implement a one-month personal physical ?tness plan.
    • PE-HS1.2.8: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Analyze consumer physical ?tness products and programs.
    • PE-HS1.2.9: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Explain the inherent risks associated with physical activity in extreme environments.
    • PE-HS1.3: Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
    • PE-HS1.3.1: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Accept personal responsibility to create and maintain a physically and emotionally safe and nonthreatening environment for physical activity.
    • PE-HS1.3.10: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Identify and utilize the potential strengths of each individual in physical activities.
    • PE-HS1.3.2: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Act independently of negative peer pressure during physical activity.
    • PE-HS1.3.3: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Identify and evaluate personal psychological responses to physical activity.
    • PE-HS1.3.4: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Describe the enjoyment, self-expression, challenge, and social bene?ts experienced by achieving one's best in physical activities.
    • PE-HS1.3.5: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Develop personal goals to improve one's performance in physical activities.
    • PE-HS1.3.6: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Discuss the changing psychological and sociological needs of a diverse society in relation to physical activity.
    • PE-HS1.3.7: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Analyze the role that physical activity plays in social interaction and cooperative opportunities in the family and the workplace.
    • PE-HS1.3.8: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Recognize the value of physical activity in understanding multiculturalism.
    • PE-HS1.3.9: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Recognize and evaluate the role of cooperation and positive interactions with others when participating in physical activity.
  • PE High School Course 2:
    • PE-HS2.1.1: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Combine and apply movement patterns, from simple to complex, in combative, gymnastic/tumbling, and team activities.
    • PE-HS2.1.10: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Analyze situations to determine appropriate strategies to use in combative, gymnastic/ tumbling, and team activities.
    • PE-HS2.1.11: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Assess the effect/outcome of a particular performance strategy used in combative, gymnastic/tumbling, and team activities.
    • PE-HS2.1.12: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Evaluate independent learning of movement skills.
    • PE-HS2.1.2: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Demonstrate pro?cient movement skills in combative, gymnastic/tumbling, and team activities.
    • PE-HS2.1.3: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Explain the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in combative, gymnastic/ tumbling, and team activities and apply those components in performance.
    • PE-HS2.1.4: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Explain and demonstrate advanced offensive, defensive, and transition strategies and tactics in combative, gymnastic/tumbling, and team activities.
    • PE-HS2.1.5: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Explain the use of the principles of biomechanics (leverage, force, inertia, rotary motion, and opposition); apply the principles to achieve advanced performance in combative, gymnastic/tumbling, and team activities; and evaluate the performance based on use of the principles.
    • PE-HS2.1.6: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Evaluate the relationships of physical, emotional, and cognitive factors affecting individual and team performance.
    • PE-HS2.1.7: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Analyze and evaluate feedback from proprioception, from others, and from the performance of complex motor (movement) activities to improve performance in combative, gymnastic/tumbling, and team activities.
    • PE-HS2.1.8: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Analyze and explain which training and conditioning practices have the greatest impact on skill acquisition and performance in combative, gymnastic/tumbling, and team activities.
    • PE-HS2.1.9: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Create or modify practice/training plans based on evaluative feedback from skill acquisition and performance in combative, gymnastic/tumbling, and team activities.
    • PE-HS2.2: Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.
    • PE-HS2.2.1: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Participate in moderate to vigorous physical activity at least four days each week.
    • PE-HS2.2.10: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Evaluate the availability and quality of ?tness resources in the community.
    • PE-HS2.2.11: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Use and analyze scienti?cally based data and protocols to assess oneself on the ?ve components of health-related physical ?tness.
    • PE-HS2.2.2: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Participate in challenging physical ?tness activities using the principles of exercise to meet individual needs and interests.
    • PE-HS2.2.3: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Identify and achieve levels of excellence in physical ?tness that enhance physical and mental performance beyond the standards established by scienti?cally based health-related ?tness assessments.
    • PE-HS2.2.4: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Assess levels of physical ?tness and adjust physical activity to accommodate changes in age, growth, and development.
    • PE-HS2.2.5: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Justify the use of particular physical activities to achieve desired ?tness goals.
    • PE-HS2.2.6: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Develop and describe a physical ?tness plan that enhances personal health and performance in future leisure and workplace activities.
    • PE-HS2.2.7: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Develop and implement an appropriate personal physical ?tness program for a family or community member.
    • PE-HS2.2.8: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Explain how to evaluate consumer physical ?tness products and programs.
    • PE-HS2.2.9: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Identify and evaluate ergogenic aids that claim to enhance body composition, appearance, physical ?tness, and performance.
    • PE-HS2.3: Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
    • PE-HS2.3.1: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Participate in physical activities for personal enjoyment.
    • PE-HS2.3.2: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Examine and explain the ways in which personal characteristics, performance styles, and preferences for activities may change over a lifetime.
    • PE-HS2.3.3: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Evaluate the psychological bene?ts derived from regular participation in physical activity.
    • PE-HS2.3.4: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Explain and analyze the role of individual attitude, motivation, and determination in achieving personal satisfaction from challenging physical activities.
    • PE-HS2.3.5: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Evaluate and re?ne personal goals to improve performance in physical activities.
    • PE-HS2.3.6: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Identify the effects of individual differences, such as age, gender, ethnicity, socioeconomic status, and culture, on preferences for and participation in physical activity.
    • PE-HS2.3.7: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Explain how to select and modify physical activities to allow for participation by younger children, the elderly, and individuals with special needs.
    • PE-HS2.3.8: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Identify leadership skills, perform planned leadership assignments, and assume spontaneous leadership roles.
    • PE-HS2.3.9: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Encourage others to be supportive and inclusive of individuals of all ability levels.
  • PE High School Course 3A Adventure/ Outdoor Activities:
    • PE-HS3A.1: Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.
    • PE-HS3A.1.1: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Demonstrate advanced knowledge and skills in two or more adventure/outdoor activities.
    • PE-HS3A.1.2: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Identify the characteristics and critical elements of a highly skilled performance in adventure/outdoor activities and demonstrate them.
    • PE-HS3A.1.3: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Apply previously learned movement concepts and principles to the learning and development of the motor skills required for successful participation in adventure/outdoor pursuits and activities.
    • PE-HS3A.1.4: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Identify and apply the principles of biomechanics necessary for the safe and successful performance of adventure/outdoor activities.
    • PE-HS3A.1.5: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:List the safety equipment required for participation in outdoor pursuits and adventures; describe and demonstrate the use of such equipment.
    • PE-HS3A.1.6: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Demonstrate independent learning of movement skills in adventure/outdoor activities.
    • PE-HS3A.2: Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.
    • PE-HS3A.2.1: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Participate in adventure/outdoor activities that improve health-related physical ?tness.
    • PE-HS3A.2.2: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Analyze the effects of adventure/outdoor activities on a personal physical ?tness program and personal levels of health-related physical ?tness.
    • PE-HS3A.2.3: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Improve or maintain physical ?tness by adjusting physical activity levels according to the principles of exercise.
    • PE-HS3A.2.4: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Explain the relationship between participation in adventure/outdoor activities and health.
    • PE-HS3A.3: Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
    • PE-HS3A.3.1: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Compare and contrast the effective leadership skills used in adventure/outdoor activities and those used in other physical activities.
    • PE-HS3A.3.2: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Develop personal goals to improve performance in adventure/outdoor activities.
    • PE-HS3A.3.3: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Identify and analyze adventure/outdoor physical activities that enhance personal enjoyment.
    • PE-HS3A.3.4: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Evaluate the risks and safety factors that may affect participation in adventure/outdoor activities throughout a lifetime.
    • PE-HS3A.3.5: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Explain how to select and modify adventure/outdoor activities to allow for participation by younger children, the elderly, and individuals with special needs.
    • PE-HS3A.3.6: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Analyze the role of social interaction in the successful participation in and enjoyment of adventure/outdoor activities.
    • PE-HS3A.3.7: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Accept and perform planned and spontaneous leadership assignments and roles in adventure/outdoor activities.
    • PE-HS3A.3.8: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Analyze the role that cooperation and leadership play in adventure/outdoor activities.
    • PE-HS3A.3.9: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Engage in adventure/outdoor activities both in school and outside school.
  • PE High School Course 3B Aerobic Activities:
    • PE-HS3B.1: Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.
    • PE-HS3B.1.1: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Demonstrate advanced knowledge and skills in two or more aerobic activities, selecting one or more from each of the following categories:Category 1: Aerobic dance, Running, Skating, SwimmingCategory 2: Cross-country skiing, Cycling, Rowing, Triathlon, Walking
    • PE-HS3B.1.2: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Identify the characteristics and critical elements of a highly skilled performance in aerobic activities and demonstrate them.
    • PE-HS3B.1.3: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Apply previously learned movement concepts to the learning and development of the motor skills required for successful participation in aerobic activities.
    • PE-HS3B.1.4: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Identify and apply the principles of biomechanics necessary for the safe and successful performance of aerobic activities.
    • PE-HS3B.1.5: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:List the safety equipment required for participation in aerobic activities; describe and demonstrate the use of such equipment.
    • PE-HS3B.1.6: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Demonstrate independent learning of movement skills in aerobic activities.
    • PE-HS3B.2: Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.
    • PE-HS3B.2.1: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Identify and achieve a personal level of excellence in physical ?tness.
    • PE-HS3B.2.2: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Engage independently in physical activity that increases aerobic capacity.
    • PE-HS3B.2.3: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Evaluate goal-setting and other strategies as effective tools for maintaining and increasing adherence to a personal physical activity program.
    • PE-HS3B.2.4: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Measure health-related physical ?tness periodically and adjust physical activity to achieve ?tness goals.
    • PE-HS3B.2.5: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Identify and explain the positive effects of participation in aerobic activity on personal health.
    • PE-HS3B.3: Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
    • PE-HS3B.3.1: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Engage independently in aerobic activities.
    • PE-HS3B.3.10: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Analyze the role that cooperation and leadership play in aerobic activities.
    • PE-HS3B.3.11: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Engage in aerobic activities both in school and outside school.
    • PE-HS3B.3.2: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Develop personal goals to improve performance in aerobic activities.
    • PE-HS3B.3.3: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Compare and contrast the effective leadership skills used in aerobic activities and those used in other physical activities.
    • PE-HS3B.3.4: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Identify and analyze aerobic activities that enhance both personal enjoyment and the challenge.
    • PE-HS3B.3.5: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Evaluate the risks and safety factors that may affect participation in aerobic activities throughout a lifetime.
    • PE-HS3B.3.6: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Invite others to join in aerobic activity.
    • PE-HS3B.3.7: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Explain how to select and modify aerobic activities to allow for participation by younger children, the elderly, and individuals with special needs.
    • PE-HS3B.3.8: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Analyze the role of social interaction in the successful participation in and enjoyment of aerobic activities.
    • PE-HS3B.3.9: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Accept and perform planned and spontaneous leadership assignments and roles in aerobic activities.
  • PE High School Course 3C Individual and Dual Activities:
    • PE-HS3C.1: Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies essential to perform a variety of physical activities.
    • PE-HS3C.1.1: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies essential to perform a variety of physical activities. Standard:Demonstrate advanced knowledge and skills in two or more individual and dual activities, selecting one or more from each of the following categories:Individual: Archery, Cycling, Golf, Gymnastics/Tumbling, Skating, Skiing, Surfing, YogaDual: Badminton, Handball, Racquetball, Squash, Tennis, Two-player volleyball
    • PE-HS3C.1.2: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies essential to perform a variety of physical activities. Standard:Identify the characteristics and critical elements of a highly skilled performance in individual and dual activities and demonstrate them.
    • PE-HS3C.1.3: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies essential to perform a variety of physical activities. Standard:Apply previously learned movement concepts to the learning and development of the motor skills required for successful participation in individual and dual activities.
    • PE-HS3C.1.4: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies essential to perform a variety of physical activities. Standard:Identify and apply the principles of biomechanics necessary for the safe and successful performance of individual and dual activities.
    • PE-HS3C.1.5: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies essential to perform a variety of physical activities. Standard:List the safety equipment required for participation in individual and dual activities; describe and demonstrate the use of such equipment.
    • PE-HS3C.1.6: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies essential to perform a variety of physical activities. Standard:Demonstrate independent learning of movement skills in individual and dual activities.
    • PE-HS3C.2: Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.
    • PE-HS3C.2.1: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Meet physical ?tness standards that exceed those of a scienti?cally based health-related ?tness assessment.
    • PE-HS3C.2.2: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Participate in individual and dual activities that improve or maintain health-related physical ?tness.
    • PE-HS3C.2.3: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Analyze the effects of individual and dual activities on a personal physical ?tness program and personal levels of health-related physical ?tness.
    • PE-HS3C.2.4: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Improve or maintain physical ?tness by adjusting physical activity levels according to the principles of exercise.
    • PE-HS3C.2.5: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Explain the relationship between participation in individual and in dual activities and health.
    • PE-HS3C.2.6: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Demonstrate the ability to develop criteria and analyze factors to consider in the purchase of ?tness products and programs related to individual and dual activities.
    • PE-HS3C.2.7: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Develop and implement a month-long personal physical ?tness plan that includes individual and dual activities.
    • PE-HS3C.3: Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
    • PE-HS3C.3.1: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Compare and contrast the effective leadership skills used in individual and dual activities and those used in other physical activities.
    • PE-HS3C.3.2: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Develop personal goals to improve performance in individual and dual activities.
    • PE-HS3C.3.3: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Identify and analyze individual and dual physical activities that enhance personal enjoyment.
    • PE-HS3C.3.4: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Evaluate the risks and safety factors that may affect participation in individual and dual activities throughout a lifetime.
    • PE-HS3C.3.5: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Explain how to select and modify individual and dual activities to allow for participation by younger children, the elderly, and individuals with special needs.
    • PE-HS3C.3.6: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Analyze the role of social interaction in the successful participation in and enjoyment of individual and dual activities.
    • PE-HS3C.3.7: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Accept and perform planned and spontaneous leadership assignments and roles in individual and dual activities.
    • PE-HS3C.3.8: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Analyze the role that cooperation and leadership play in individual and dual activities.
    • PE-HS3C.3.9: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Engage in individual and dual activities both in school and outside school.
  • PE High School Course 3D Dance:
    • PE-HS3D.1: Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.
    • PE-HS3D.1.1: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Demonstrate advanced knowledge and skills in two or more dance activities, selecting one or more from each of the following categories:Category 1: Ballet, Folk, JazzCategory 2: Modern, Social, Square
    • PE-HS3D.1.2: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Identify the characteristics and critical elements of a highly skilled performance in dance activities and demonstrate them.
    • PE-HS3D.1.3: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Apply previously learned movement concepts to the learning and development of the motor skills required for successful participation in dance activities.
    • PE-HS3D.1.4: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Identify and apply the principles of biomechanics necessary for the safe and successful performance of dance activities.
    • PE-HS3D.1.5: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:List the safety equipment and facilities required for participation in dance activities; describe and demonstrate the use of such equipment and facilities.
    • PE-HS3D.1.6: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Demonstrate independent learning of movement skills in dance activities.
    • PE-HS3D.2: Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.
    • PE-HS3D.2.1: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Meet physical ?tness standards that exceed those of a scienti?cally based health-related ?tness assessment.
    • PE-HS3D.2.2: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Participate in dance activities that improve or maintain personal levels of health-related physical ?tness.
    • PE-HS3D.2.3: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Analyze the effects of dance activities on a personal physical ?tness program and personal levels of health-related physical ?tness.
    • PE-HS3D.2.4: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Improve or maintain one's physical ?tness by adjusting physical activity levels according to the principles of exercise.
    • PE-HS3D.2.5: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Explain the relationship between participation in dance activities and health.
    • PE-HS3D.2.6: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Demonstrate the ability to develop criteria and analyze factors to consider in the purchase of products and programs related to dance activities.
    • PE-HS3D.2.7: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Develop and implement a month-long personal physical ?tness plan that includes dance activities.
    • PE-HS3D.3: Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
    • PE-HS3D.3.1: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Compare and contrast the effective leadership skills used in dance activities and those used in other physical activities.
    • PE-HS3D.3.2: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Develop personal goals to improve performance in dance activities.
    • PE-HS3D.3.3: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Identify and analyze dance activities that enhance personal enjoyment.
    • PE-HS3D.3.4: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Evaluate the risks and safety factors that may affect participation in dance activities throughout a lifetime.
    • PE-HS3D.3.5: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Explain how to select and modify dance activities to allow for participation by younger children, the elderly, and individuals with special needs.
    • PE-HS3D.3.6: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Analyze the role of social interaction in the successful participation in and enjoyment of dance activities.
    • PE-HS3D.3.7: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Accept and perform planned and spontaneous leadership assignments and roles in dance activities.
    • PE-HS3D.3.8: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Analyze the role that cooperation and leadership play in dance activities.
    • PE-HS3D.3.9: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Engage in dance activities both in school and outside school.
  • PE High School Course 3F Weight Training and Fitness:
    • PE-HS3F.1: Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.
    • PE-HS3F.1.1: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Explain the principles of biomechanics of ?rst-, second-, and third-class levers and apply those principles to a variety of lifting techniques.
    • PE-HS3F.1.2: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Observe and analyze the lifting techniques of another person (or oneself through video) and write an analysis of the performance.
    • PE-HS3F.1.3: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Demonstrate proper spotting techniques for all lifts and exercises that require spotting.
    • PE-HS3F.1.4: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Observe and analyze the techniques of another person (or oneself through video) performing a plyometric exercise and write an analysis of the performance.
    • PE-HS3F.1.5: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Measure and assess multiple performances of another person in the following areas: balance, reaction time, agility, coordination, power, and speed.
    • PE-HS3F.1.6: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Identify and apply the principles of biomechanics necessary for the safe and successful performance of weight training.
    • PE-HS3F.1.7: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:List the safety equipment required for participation in weight training; describe and demonstrate the use of such equipment.
    • PE-HS3F.1.8: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Demonstrate independent learning of movement skills in weight training.
    • PE-HS3F.2: Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.
    • PE-HS3F.2.1: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Establish a set of personal physical ?tness goals, using the principles of training, and create a strength-training and conditioning program.
    • PE-HS3F.2.2: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Identify the prime mover muscles, antagonistic muscles, and stabilizer muscles for each of the major weight-training exercises.
    • PE-HS3F.2.3: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Assess multiple performances of another person in the following areas: muscular strength, muscular endurance, cardiorespiratory endurance, and ?exibility.
    • PE-HS3F.2.4: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Explain how the principles of biomechanics, muscle development, gender, age, training experience, training technique, and speci?city affect performance related to strength training.
    • PE-HS3F.2.5: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Demonstrate and explain the techniques and concepts of three types of weight-training programs.
    • PE-HS3F.2.6: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Demonstrate and explain the concepts of two different conditioning programs.
    • PE-HS3F.2.7: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Develop and use a personal physical ?tness log to record all workout data on a daily basis.
    • PE-HS3F.2.8: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Meet increasingly higher levels of speed, strength, power, and endurance.
    • PE-HS3F.2.9: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Meet physical ?tness standards that exceed those of scienti?cally based health-related ?tness assessments.
    • PE-HS3F.3: Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
    • PE-HS3F.3.1: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Display safe and responsible behavior while training.
    • PE-HS3F.3.2: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Describe the role of motivation in physical activity.
    • PE-HS3F.3.3: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Describe how the perception of effort and quality is a personal assessment and describe the role that perception plays in achieving ?tness goals.
    • PE-HS3F.3.4: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Develop personal goals to improve performance in weight training and ?tness.
    • PE-HS3F.3.5: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Identify and analyze weight-training and ?tness activities that enhance personal enjoyment.
    • PE-HS3F.3.6: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Evaluate the risks and safety factors that may affect participation in weight training and ?tness throughout a lifetime.
    • PE-HS3F.3.7: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Explain how to select and modify weight-training and ?tness activities to allow for participation by younger children, the elderly, and individuals with special needs.
    • PE-HS3F.3.8: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Analyze the role of social interaction in the successful participation in and enjoyment of weight-training and ?tness activities.
    • PE-HS3F.3.9: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Assist others in the achievement of their ?tness goals.
  • PE High School Course 4A Advanced Adventure/ Outdoor Activities:
    • PE-HS4A.1: Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.
    • PE-HS4A.1.1: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Demonstrate expertise in one adventure/outdoor activity.
    • PE-HS4A.1.2: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Analyze and evaluate the interrelationship of the principles of biomechanics and the use of strategies in high-level performance.
    • PE-HS4A.1.3: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Create or modify practice/training plans based on evaluative feedback from skill acquisition and performance of adventure/outdoor activities.
    • PE-HS4A.1.4: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Practice adventure/outdoor activities in real-world settings.
    • PE-HS4A.2: Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.
    • PE-HS4A.2.1: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Achieve a level of ?tness that improves health and performance and provides opportunities for enjoyment and challenge in an adventure/outdoor activity.
    • PE-HS4A.2.2: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Design a personal physical ?tness program to be completed in a home or gym and that will be consistent with the demands of an adventure/outdoor activity.
    • PE-HS4A.3: Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
    • PE-HS4A.3.1: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Evaluate changes in self-responsibility as skill levels in adventure/outdoor activities improve.
    • PE-HS4A.3.2: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Set personal goals for improved performance and enjoyment of adventure/outdoor activities.
    • PE-HS4A.3.3: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Perform and evaluate planned and spontaneous leadership assignments and roles in high- level adventure/outdoor activities.
  • PE High School Course 4B Advanced Aerobic Activities:
    • PE-HS4B.1: Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.
    • PE-HS4B.1.1: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Demonstrate expertise in two or more of the following aerobic activities, preferably one from each category:Category 1: Aerobic dance, Running, Skating, SwimmingCategory 2: Cross-country skiing, Cycling, Rowing, Triathlon Walking
    • PE-HS4B.1.2: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Analyze and evaluate the interrelationship of the principles of biomechanics and the use of strategies in high-level performance.
    • PE-HS4B.1.3: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Create or modify practice/training plans based on evaluative feedback from skill acquisition and performance.
    • PE-HS4B.1.4: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Practice aerobic activities in real-world settings.
    • PE-HS4B.2: Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.
    • PE-HS4B.2.1: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Identify and achieve levels of personal excellence in health-related physical ?tness.
    • PE-HS4B.2.2: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Adjust personal ?tness goals on the basis of ?tness assessment measures to improve performance in aerobic activities.
    • PE-HS4B.2.3: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Design a personal physical ?tness program in preparation for the demands of a competitive aerobic activity.
    • PE-HS4B.3: Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
    • PE-HS4B.3.1: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Demonstrate a physically active lifestyle that provides for enjoyment and challenge through aerobic activity.
    • PE-HS4B.3.2: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Identify the qualities of aerobic activity that enhance personal enjoyment.
    • PE-HS4B.3.3: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Evaluate changes in self-responsibility as skill levels in aerobic activities improve.
    • PE-HS4B.3.4: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Set personal goals for improved performance and enjoyment of aerobic activities.
    • PE-HS4B.3.5: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Perform and evaluate planned and spontaneous leadership assignments and roles in high-level aerobic activities.
  • PE High School Course 4C Advanced Individual and Dual Activities:
    • PE-HS4C.1: Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.
    • PE-HS4C.1.1: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Demonstrate expertise in two or more of the following individual and dual activities, preferably one from each category:Individual: Archery, Cycling, Golf, Gymnastics/Tumbling, Skating, Skiing, Sur?ng, YogaDual: Badminton, Handball, Racquetball, Squash Tennis, Two-player volleyball
    • PE-HS4C.1.2: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Analyze and evaluate the interrelationship of the principles of biomechanics and the use of strategies in high-level performance in individual and dual activities.
    • PE-HS4C.1.3: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Create or modify practice/training plans based on evaluative feedback from skill acquisition and performance.
    • PE-HS4C.1.4: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Practice individual and dual activities in real-world settings.
    • PE-HS4C.2: Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.
    • PE-HS4C.2.1: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Develop personal physical ?tness standards that exceed those of a scienti?cally based health-related physical ?tness assessment.
    • PE-HS4C.2.2: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Demonstrate the ability to develop criteria and analyze factors to consider in the purchase of products and programs related to individual and dual activities.
    • PE-HS4C.2.3: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Achieve a level of ?tness that improves health and performance and provides opportunities for enjoyment and challenge in individual and dual activities.
    • PE-HS4C.2.4: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Design a personal physical ?tness program to be completed in a home or gym and that will be consistent with the demands of a selected individual or dual activity.
    • PE-HS4C.3: Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
    • PE-HS4C.3.1: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Evaluate changes in self-responsibility as skill levels in individual and dual activities improve.
    • PE-HS4C.3.2: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Set personal goals for improved performance and enjoyment of individual and dual activities.
    • PE-HS4C.3.3: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Perform and evaluate planned and spontaneous leadership assignments and roles in high-level individual and dual activities.
  • PE High School Course 4D Advanced Dance:
    • PE-HS4D.1: Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.
    • PE-HS4D.1.1: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Demonstrate expertise in two or more of the following dance activities, preferably one from each category:Category 1: Ballet, Folk, JazzCategory 2: Modern, Social, Square
    • PE-HS4D.1.2: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Analyze and evaluate the interrelationship of the principles of biomechanics and the use of strategies in high-level performance in dance activities.
    • PE-HS4D.1.3: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Create or modify practice/training plans based on evaluative feedback from skill acquisition and performance.
    • PE-HS4D.1.4: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Practice dance in real-world settings.
    • PE-HS4D.1.5: Overarching Standard:Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Standard:Demonstrate skills in choreography.
    • PE-HS4D.2: Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.
    • PE-HS4D.2.1: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Achieve a level of ?tness that improves health and performance and provides opportunities for enjoyment and challenge in a dance activity.
    • PE-HS4D.2.2: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Design a personal physical ?tness program to be completed in a home or gym and that will be consistent with the demands of a dance activity.
    • PE-HS4D.2.3: Overarching Standard:Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard:Adjust personal ?tness goals on the basis of ?tness assessment measures to improve performance in dance activities.
    • PE-HS4D.3: Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
    • PE-HS4D.3.1: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Evaluate changes in self-responsibility as skill levels in dance activities improve.
    • PE-HS4D.3.2: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Set personal goals for improved performance and enjoyment of dance activities.
    • PE-HS4D.3.3: Overarching Standard:Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard:Perform planned and spontaneous leadership assignments and roles in high-level dance activities.

Science

• Science Grade K:
  • Science Grade K : Earth and Space Science:
    • K-ESS2-1: Title: K-ESS2 Earth's Systems Performance Expectation: Use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.] [Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.] Disciplinary Core Idea(s):ESS2.D: Weather and ClimateWeather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. Science & Engineering Practices: Analyzing and Interpreting Data Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. Connections to Nature of Science: Science Knowledge is Based on Empirical EvidenceScientists look for patterns and order when making observations about the world. Crosscutting Concepts: Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyW.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. K.CC.1-3: Know number names and the count sequence. K.MD.1: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. K.MD.3: Classify objects into given categories; count the number of objects in each category and sort the categories by count.K.CC.4-5: Count to tell the number of objects. DCI Connections:Connections to other DCIs in kindergarten: N/A Articulation across grade-levels: 2.ESS2.A; 3.ESS2.D; 4.ESS2.A
    • K-ESS2-2: Title: K-ESS2 Earth's Systems Performance Expectation: Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. [Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.] Disciplinary Core Idea(s):ESS2.E: BiogeologyPlants and animals can change their environment. ESS3.C: Human Impacts on Earth SystemsThings that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things. (secondary to K-ESS2-2) Science & Engineering Practices: Engaging in Argument from EvidenceConstruct an argument with evidence to support a claim. Crosscutting Concepts: Systems and System ModelsSystems in the natural and designed world have parts that work together. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRI.K.1: With prompting and support, ask and answer questions about key details in a text. W.K.1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book. W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. DCI Connections:Connections to other DCIs in kindergarten: N/AArticulation across grade-levels: 4.ESS2.E; 5.ESS2.A
    • K-ESS3-1: Title: K-ESS3 Earth and Human Activity Performance Expectation: Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.] Disciplinary Core Idea(s):ESS3.A: Natural ResourcesLiving things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. Science & Engineering Practices: Developing and Using Models Use a model to represent relationships in the natural world. Crosscutting Concepts: Systems and System ModelsSystems in the natural and designed world have parts that work together. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracySL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics.K.CC.1-3: Know number names and the count sequence.K.CC.4-5: Count to tell the number of objects.K.CC.6-7 :Compare numbers. DCI Connections:Connections to other DCIs in kindergarten: N/A Articulation across grade-levels: 1.LS1.A; 5.LS2.A; 5.ESS2.A
    • K-ESS3-2: Title: K-ESS3 Earth and Human Activity Performance Expectation: Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.* [Clarification Statement: Emphasis is on local forms of severe weather.] Disciplinary Core Idea(s):ESS3.B: Natural HazardsSome kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events. ETS1.A: Defining and Delimiting Engineering ProblemsAsking questions, making observations, and gathering information are helpful in thinking about problems. (secondary to K-ESS3-2) Science & Engineering Practices: Asking Questions and Defining ProblemsAsk questions based on observations to find more information about the designed world. Crosscutting Concepts: Cause and Effect Events have causes that generate observable patterns. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and TechnologyPeople encounter questions about the natural world every day. Influence of Engineering, Technology, and Science on Society and the Natural World People depend on various technologies in their lives; human life would be very different without technology. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRI.K.1: With prompting and support, ask and answer questions about key details in a text. SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. MathematicsMP.4: Model with mathematics.K.CC.1-3: Know number names and the count sequence. K.CC.4-5: Count to tell the number of objects. K.CC.6-7: Compare numbers. DCI Connections:Connections to other DCIs in this grade-band: K.ETS1.A Articulation across grade-bands: 2.ESS1.C; 3.ESS3.B; 4.ESS3.B
    • K-ESS3-3: Title: K-ESS3 Earth and Human Activity Performance Expectation: Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* [Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.] Disciplinary Core Idea(s):ESS3.C: Human Impacts on Earth SystemsThings that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things. ETS1.B: Developing Possible SolutionsDesigns can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. (secondary to K-ESS3-3) Science & Engineering Practices: Obtaining, Evaluating, and Communicating InformationCommunicate solutions with others in oral and/or written forms using models and/or drawings that provide detail about scientific ideas. Crosscutting Concepts: Cause and Effect Events have causes that generate observable patterns. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyW.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. DCI Connections:Connections to other DCIs in kindergarten: K.ETS1.A Articulation across grade-levels: 2.ETS1.B; 4.ESS3.A; 5.ESS3.C
  • Science Grade K : Engineering, Technology, and Applications of Science:
    • K-2-ETS1-1: Title: K-2-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. Disciplinary Core Idea(s):ETS1.A: Defining and Delimiting Engineering ProblemsA situation that people want to change or create can be approached as a problem to be solved through engineering. Asking questions, making observations, and gathering information are helpful in thinking about problems. Before beginning to design a solution, it is important to clearly understand the problem. Science & Engineering Practices: Asking Questions and Defining Problems Ask questions based on observations to find more information about the natural and/or designed world(s).Define a simple problem that can be solved through the development of a new or improved object or tool. Crosscutting Concepts: N/A California Environmental Principles and Concepts:Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracyRI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.W.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.W.2.8: Recall information from experiences or gather information from provided sources to answer a question. MathematicsMP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics.MP.5: Use appropriate tools strategically. DCI Connections:Connections to K-2-ETS1.A: Defining and Delimiting Engineering Problems include: Kindergarten: K-PS2-2; K-ESS3-2 Articulation across grade-bands: 3-5.ETS1.A; 3-5.ETS1.C
    • K-2-ETS1-2: Title: K-2-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. Disciplinary Core Idea(s):ETS1.B: Developing Possible SolutionsDesigns can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Science & Engineering Practices: Developing and Using ModelsDevelop a simple model based on evidence to represent a proposed object or tool. Crosscutting Concepts: Structure and FunctionThe shape and stability of structures of natural and designed objects are related to their function(s). California Environmental Principles and Concepts:Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracySL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. DCI Connections:Connections to K-2-ETS1.B: Developing Possible Solutions to Problems include: Kindergarten: K-ESS3-3First Grade: 1-PS4-4Second Grade: 2-LS2-2 Articulation across grade-bands: 3-5.ETS1.A ; 3-5.ETS1.B ; 3-5.ETS1.C
    • K-2-ETS1-3: Title: K-2-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Disciplinary Core Idea(s):ETS1.C: Optimizing the Design SolutionBecause there is always more than one possible solution to a problem, it is useful to compare and test designs. Science & Engineering Practices: Analyzing and Interpreting DataAnalyze data from tests of an object or tool to determine if it works as intended. Crosscutting Concepts: N/A California Environmental Principles and Concepts:Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracyW.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.W.2.8: Recall information from experiences or gather information from provided sources to answer a question. MathematicsMP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. DCI Connections:Connections to K-2-ETS1.C: Optimizing the Design Solution include: Second Grade: 2-ESS2-1 Articulation across grade-bands: 3-5.ETS1.A; 3-5.ETS1.B; 3-5.ETS1.C
  • Science Grade K : Life Science:
    • K-LS1-1: Title: K-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.] Disciplinary Core Idea(s):LS1.C: Organization for Matter and Energy Flow in OrganismsAll animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. Science & Engineering Practices: Analyzing and Interpreting DataUse observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. Connections to Nature of Science:: Scientific Knowledge is Based on Empirical EvidenceScientists look for patterns and order when making observations about the world. Crosscutting Concepts: Patterns Patterns in the natural and human designed world can be observed and used as evidence. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyW.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). MathematicsK.MD.2: Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/ shorter. DCI Connections:Connections to other DCIs in kindergarten: N/A Articulation across grade-levels: 1.LS1.A; 2.LS2.A; 3.LS2.C; 3.LS4.B; 5.LS1.C; 5.LS2.A
  • Science Grade K : Physical Science:
    • K-PS2-1: Title: K-PS2 Motion and Stability: Forces and Interactions Performance Expectation: Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. [Clarification Statement: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.] [Assessment Boundary: Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does not include non-contact pushes or pulls such as those produced by magnets.] Disciplinary Core Idea(s):PS2.A: Forces and MotionPushes and pulls can have different strengths and directions.Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. PS2.B: Types of InteractionsWhen objects touch or collide, they push on one another and can change motion. PS3.C: Relationship Between Energy and ForcesA bigger push or pull makes things speed up or slow down more quickly. (secondary to K-PS2-1) Science & Engineering Practices: Planning and Carrying Out InvestigationsWith guidance, plan and conduct an investigation in collaboration with peers. Connections to Nature of Science: Scientific Investigations Use a Variety of MethodsScientists use different ways to study the world. Crosscutting Concepts: Cause and Effect Simple tests can be designed to gather evidence to support or refute student ideas about causes. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyW.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). MathematicsMP.2: Reason abstractly and quantitatively.K.MD.1-2: Describe and compare measurable attributes. DCI Connections:Connections to other DCIs in kindergarten: N/A Articulation across grade-levels: 3.PS2.A; 3.PS2.B; 4.PS3.A
    • K-PS2-2: Title: K-PS2 Motion and Stability: Forces and Interactions Performance Expectation: Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* [Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.] Disciplinary Core Idea(s):PS2.A: Forces and MotionPushes and pulls can have different strengths and directions.Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. PS2.B: Types of InteractionsWhen objects touch or collide, they push on one another and can change motion. ETS1.A: Defining and Delimiting Engineering ProblemsA situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. (secondary to K-PS2-2) Science & Engineering Practices: Analyzing and Interpreting Data Analyze data from tests of an object or tool to determine if it works as intended. Crosscutting Concepts: Cause and Effect Simple tests can be designed to gather evidence to support or refute student ideas about causes. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRI.K.1: With prompting and support, ask and answer questions about key details in a text.SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. DCI Connections:Connections to other DCIs in kindergarten: K.ETS1.A; K.ETS1.B Articulation across grade-levels: 2.ETS1.B; 3.PS2.A; 4.ETS1.A
    • K-PS3-1: Title: K-PS3 Energy Performance Expectation: Make observations to determine the effect of sunlight on Earth's surface. [Clarification Statement: Examples of Earth's surface could include sand, soil, rocks, and water] [Assessment Boundary: Assessment of temperature is limited to relative measures such as warmer/cooler.] Disciplinary Core Idea(s):PS3.B: Conservation of Energy and Energy TransferSunlight warms Earth's surface. Science & Engineering Practices: Planning and Carrying Out InvestigationsMake observations (firsthand or from media) to collect data that can be used to make comparisons. Connections to Nature of Science: Scientific Investigations Use a Variety of MethodsScientists use different ways to study the world. Crosscutting Concepts: Cause and EffectEvents have causes that generate observable patterns. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyW.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). MathematicsK.MD.2: Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/ shorter. DCI Connections:Connections to other DCIs in kindergarten: N/A Articulation across grade-levels: 1.PS4.B; 3.ESS2.D
    • K-PS3-2: Title: K-PS3 Energy Performance Expectation: Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.* [Clarification Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.] Disciplinary Core Idea(s):PS3.B: Conservation of Energy and Energy TransferSunlight warms Earth's surface. Science & Engineering Practices: Constructing Explanations and Designing SolutionsUse tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. Crosscutting Concepts: Cause and EffectEvents have causes that generate observable patterns. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyW.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). MathematicsK.MD.2: Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/ shorter. DCI Connections:Connections to other DCIs in kindergarten: K.ETS1.A; K.ETS1.B Articulation across grade-levels: 1.PS4.B; 2.ETS1.B; 4.ETS1.A
• Science Grade 1:
  • Science Grade 1 : Earth and Space Science:
    • 1-ESS1-1: Title: 1-ESS1 Earth's Place in the Universe Performance Expectation: Use observations of the sun, moon, and stars to describe patterns that can be predicted. [Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.] [Assessment Boundary: Assessment of star patterns is limited to stars being seen at night and not during the day.] Disciplinary Core Idea(s):ESS1.A: The Universe and its StarsPatterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Science & Engineering Practices: Analyzing and Interpreting DataUse observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. Crosscutting Concepts: PatternsPatterns in the natural world can be observed, used to describe phenomena, and used as evidence. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural SystemsScience assumes natural events happen today as they happened in the past.Many events are repeated. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyW.1.7: Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. DCI Connections:Connections to other DCIs in first grade: N/A Articulation across grade-levels: 3.PS2.A; 5.PS2.B; 5-ESS1.B
    • 1-ESS1-2: Title: 1-ESS1 Earth's Place in the Universe Performance Expectation: Make observations at different times of year to relate the amount of daylight to the time of year. [Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.] [Assessment Boundary: Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.] Disciplinary Core Idea(s):ESS1.B: Earth and the Solar SystemSeasonal patterns of sunrise and sunset can be observed, described, and predicted. Science & Engineering Practices: Planning and Carrying Out InvestigationsMake observations (firsthand or from media) to collect data that can be used to make comparisons. Crosscutting Concepts: PatternsPatterns in the natural world can be observed, used to describe phenomena, and used as evidence. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyW.1.7: Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics.MP.5: Use appropriate tools strategically.1.OA.1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations to represent the problem.1.MD.4: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. DCI Connections:Connections to other DCIs in first grade: N/A Articulation across grade-levels: 5.PS2.B; 5-ESS1.B
  • Science Grade 1 : Engineering, Technology, and Applications of Science:
    • K-2-ETS1-1: Title: K-2-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. Disciplinary Core Idea(s):ETS1.A: Defining and Delimiting Engineering ProblemsA situation that people want to change or create can be approached as a problem to be solved through engineering. Asking questions, making observations, and gathering information are helpful in thinking about problems. Before beginning to design a solution, it is important to clearly understand the problem. Science & Engineering Practices: Asking Questions and Defining ProblemsAsk questions based on observations to find more information about the natural and/or designed world(s).Define a simple problem that can be solved through the development of a new or improved object or tool. Crosscutting Concepts: N/A California Environmental Principles and Concepts:Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracyW.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.W.2.8: Recall information from experiences or gather information from provided sources to answer a question. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics.MP.5: Use appropriate tools strategically. DCI Connections:Connections to K-2-ETS1.A: Defining and Delimiting Engineering Problems include:Kindergarten: K-PS2-2; K-ESS3-2 Articulation across grade-bands: 3-5.ETS1.A; 3-5.ETS1.C
    • K-2-ETS1-2: Title: K-2-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. Disciplinary Core Idea(s):ETS1.B: Developing Possible SolutionsDesigns can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Science & Engineering Practices: Developing and Using ModelsDevelop a simple model based on evidence to represent a proposed object or tool. Crosscutting Concepts: Structure and FunctionThe shape and stability of structures of natural and designed objects are related to their function(s). California Environmental Principles and Concepts:Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracySL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. DCI Connections:Connections to K-2-ETS1.B: Developing Possible Solutions to Problems include:Kindergarten: K-ESS3-3First Grade: 1-PS4-4Second Grade: 2-LS2-2 Articulation across grade-bands: 3-5.ETS1.A ; 3-5.ETS1.B ; 3-5.ETS1.C
    • K-2-ETS1-3: Title: K-2-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Disciplinary Core Idea(s):ETS1.C: Optimizing the Design SolutionBecause there is always more than one possible solution to a problem, it is useful to compare and test designs. Science & Engineering Practices: Analyzing and Interpreting DataAnalyze data from tests of an object or tool to determine if it works as intended. Crosscutting Concepts: N/A California Environmental Principles and Concepts:Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracyW.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.W.2.8: Recall information from experiences or gather information from provided sources to answer a question. MathematicsMP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. DCI Connections:Connections to K-2-ETS1.C: Optimizing the Design Solution include: Second Grade: 2-ESS2-1 Articulation across grade-bands: 3-5.ETS1.A; 3-5.ETS1.B; 3-5.ETS1.C
  • Science Grade 1 : Life Science:
    • 1-LS1-1: Title: 1-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* [Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.] Disciplinary Core Idea(s):LS1.A: Structure and FunctionAll organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.LS1.D: Information ProcessingAnimals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. Science & Engineering Practices: Constructing Explanations and Designing SolutionsUse materials to design a device that solves a specific problem or a solution to a specific problem. Crosscutting Concepts: Structure and FunctionThe shape and stability of structures of natural and designed objects are related to their function(s). Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural WorldEvery human-made product is designed by applying some knowledge of the natural world and is built using materials derived from the natural world. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyW.1.7: Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). DCI Connections:Connections to other DCIs in first grade: N/A Articulation across grade-levels: K.ETS1.A; 4.LS1.A; 4.LS1.D; 4.ETS1.A
    • 1-LS1-2: Title: 1-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. [Clarification Statement: Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring).] Disciplinary Core Idea(s):LS1.B: Growth and Development of OrganismsAdult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Science & Engineering Practices: Obtaining, Evaluating, and Communicating InformationRead grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world. Connections to Nature of Science: Scientific Knowledge is Based on Empirical EvidenceScientists look for patterns and order when making observations about the world. Crosscutting Concepts: PatternsPatterns in the natural world can be observed, used to describe phenomena, and used as evidence. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRI.1.1: Ask and answer questions about key details in a text.RI.1.2: Identify the main topic and retell key details of a text.RI.1.10: With prompting and support, read informational texts appropriately complex for grade.a. Activate prior knowledge related to the information and events in a text.b. Confirm predictions about what will happen next in a text. Mathematics1.NBT.3: Compare two two-digit numbers based on the meanings of the tens and one digits, recording the results of comparisons with the symbols >, =, and <.1.NBT.4-6: Use place value understanding and properties of operations to add and subtract. DCI Connections:Connections to other DCIs in first grade: N/A Articulation across grade-levels: 3.LS2.D
    • 1-LS3-1: Title: 1-LS3 Heredity: Inheritance and Variation of Traits Performance Expectation: Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. [Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same.] [Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.] Disciplinary Core Idea(s):LS3.A: Inheritance of TraitsYoung animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. LS3.B: Variation of TraitsIndividuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Science & Engineering Practices: Constructing Explanations and Designing SolutionsMake observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Crosscutting Concepts: PatternsPatterns in the natural world can be observed, used to describe phenomena, and used as evidence. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRI.1.1: Ask and answer questions about key details in a text.W.1.7: Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. MathematicsMP.2: Reason abstractly and quantitatively.MP.5: Use appropriate tools strategically.1.MD.1: Order three objects by length; compare the lengths of two objects indirectly by using a third object. DCI Connections:Connections to other DCIs in first grade: N/A Articulation across grade-levels: 3.LS3.A; 3.LS3.B
  • Science Grade 1 : Physical Science:
    • 1-PS4-1: Title: 1-PS4 Waves and their Applications in Technologies for Information Transfer Performance Expectation: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. [Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork.] Disciplinary Core Idea(s):PS4.A: Wave PropertiesSound can make matter vibrate, and vibrating matter can make sound. Science & Engineering Practices: Planning and Carrying Out InvestigationsPlan and conduct investigations collaboratively to produce data to serve as the basis for evidence to answer a question. Connections to Nature of Science: Scientific Investigations Use a Variety of MethodsScience investigations begin with a question.Scientists use different ways to study the world. Crosscutting Concepts: Cause and EffectSimple tests can be designed to gather evidence to support or refute student ideas about causes. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyW.1.7: Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.SL.1.1.a-c: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. DCI Connections:Connections to other DCIs in first grade: N/A Articulation across grade-levels: N/A
    • 1-PS4-2: Title: 1-PS4 Waves and their Applications in Technologies for Information Transfer Performance Expectation: Make observations to construct an evidence-based account that objects can be seen only when illuminated. [Clarification Statement: Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.] Disciplinary Core Idea(s):PS4.B: Electromagnetic RadiationObjects can be seen if light is available to illuminate them or if they give off their own light. Science & Engineering Practices: Constructing Explanations and Designing SolutionsMake observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Crosscutting Concepts: Cause and EffectSimple tests can be designed to gather evidence to support or refute student ideas about causes. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyW.1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.W.1.7: Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.SL.1.1.a-c: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. DCI Connections:Connections to other DCIs in first grade: N/A Articulation across grade-levels: 4.PS4.B
    • 1-PS4-3: Title: 1-PS4 Waves and their Applications in Technologies for Information Transfer Performance Expectation: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. [Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).] [Assessment Boundary: Assessment does not include the speed of light.] Disciplinary Core Idea(s):PS4.B: Electromagnetic RadiationSome materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) Science & Engineering Practices: Planning and Carrying Out InvestigationsPlan and conduct investigations collaboratively to produce data to serve as the basis for evidence to answer a question. Crosscutting Concepts: Cause and EffectSimple tests can be designed to gather evidence to support or refute student ideas about causes. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyW.1.7: Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.SL.1.1.a-c: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. DCI Connections:Connections to other DCIs in first grade: N/A Articulation across grade-levels: 2.PS1.A
    • 1-PS4-4: Title: 1-PS4 Waves and their Applications in Technologies for Information Transfer Performance Expectation: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* [Clarification Statement: Examples of devices could include a light source to send signals, paper cup and string "telephones," and a pattern of drum beats.] [Assessment Boundary: Assessment does not include technological details for how communication devices work.] Disciplinary Core Idea(s):PS4.C: Information Technologies and InstrumentationPeople also use a variety of devices to communicate (send and receive information) over long distances. Science & Engineering Practices: Constructing Explanations and Designing SolutionsUse tools and materials provided to design a device that solves a specific problem. Crosscutting Concepts: Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science, on Society and the Natural WorldPeople depend on various technologies in their lives; human life would be very different without technology. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyW.1.7: Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). MathematicsMP.5: Use appropriate tools strategically.1.MD.1-2: Measure lengths indirectly and by iterating length units. DCI Connections:Connections to other DCIs in first grade: N/A Articulation across grade-levels: K.ETS1.A; 2.ETS1.B ; 4.PS4.C; 4.ETS1.A
• Science Grade 2:
  • Science Grade 2 : Earth and Space Science:
    • 2-ESS2-1: Title: 2-ESS2 Earth's Systems Performance Expectation: Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* [Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land.] Disciplinary Core Idea(s):ESS2.A: Earth Materials and SystemsWind and water can change the shape of the land. ETS1.C: Optimizing the Design SolutionBecause there is always more than one possible solution to a problem, it is useful to compare and test designs. (secondary to 2-ESS2-1) Science & Engineering Practices: Constructing Explanations and Designing SolutionsCompare multiple solutions to a problem. Crosscutting Concepts: Stability and ChangeThings may change slowly or rapidly. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural WorldDeveloping and using technology has impacts on the natural world. Connections to Nature of Science: Science Addresses Questions About the Natural and Material WorldScientists study the natural and material world. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.RI.2.9: Compare and contrast the most important points presented by two texts on the same topic. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics.MP.5: Use appropriate tools strategically.2.MD.5: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. DCI Connections:Connections to other DCIs in second grade: N/A Articulation across grade-levels: 4.ESS2.B; 5.ESS2.C
    • 2-ESS2-2: Title: 2-ESS2 Earth's Systems Performance Expectation: Develop a model to represent the shapes and kinds of land and bodies of water in an area. [Assessment Boundary: Assessment does not include quantitative scaling in models.] Disciplinary Core Idea(s):ESS2.B: Plate Tectonics and Large-Scale System InteractionsMaps show where things are located. One can map the shapes and kinds of land and water in any area. Science & Engineering Practices: Developing and Using ModelsDevelop a model to represent patterns in the natural world. Crosscutting Concepts: PatternsPatterns in the natural world can be observed. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracySL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics.2.NBT.3: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. DCI Connections:Connections to other DCIs in second grade: N/A Articulation across grade-levels: 4.ESS2.B; 5.ESS2.C
    • 2-ESS2-3: Title: 2-ESS2 Earth's Systems Performance Expectation: Obtain information to identify where water is found on Earth and that it can be solid or liquid. Disciplinary Core Idea(s):ESS2.C: The Roles of Water in Earth's Surface ProcessesWater is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form. Science & Engineering Practices: Obtaining, Evaluating, and Communicating InformationObtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question. Crosscutting Concepts: PatternsPatterns in the natural world can be observed. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyW.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.W.2.8: Recall information from experiences or gather information from provided sources to answer a question. DCI Connections:Connections to other DCIs in second grade: 2.PS1.A Articulation across grade-levels: 5.ESS2.C
  • Science Grade 2 : Engineering, Technology, and Applications of Science:
    • K-2-ETS1-1: Title: K-2-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. Disciplinary Core Idea(s):ETS1.A: Defining and Delimiting Engineering ProblemsA situation that people want to change or create can be approached as a problem to be solved through engineering. Asking questions, making observations, and gathering information are helpful in thinking about problems. Before beginning to design a solution, it is important to clearly understand the problem. Science & Engineering Practices: Asking Questions and Defining ProblemsAsk questions based on observations to find more information about the natural and/or designed world(s).Define a simple problem that can be solved through the development of a new or improved object or tool. Crosscutting Concepts: N/A California Environmental Principles and Concepts:Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracyW.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.W.2.8: Recall information from experiences or gather information from provided sources to answer a question. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics.MP.5: Use appropriate tools strategically.2.MD.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. DCI Connections:Connections to K-2-ETS1.A: Defining and Delimiting Engineering Problems include:Kindergarten: K-PS2-2; K-ESS3-2 Articulation across grade-bands: 3-5.ETS1.A; 3-5.ETS1.C
    • K-2-ETS1-2: Title: K-2-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. Disciplinary Core Idea(s):ETS1.B: Developing Possible SolutionsDesigns can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Science & Engineering Practices: Developing and Using ModelsDevelop a simple model based on evidence to represent a proposed object or tool. Crosscutting Concepts: Structure and FunctionThe shape and stability of structures of natural and designed objects are related to their function(s). California Environmental Principles and Concepts:Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracySL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. DCI Connections:Connections to K-2-ETS1.B: Developing Possible Solutions to Problems include:Kindergarten: K-ESS3-3First Grade: 1-PS4-4Second Grade: 2-LS2-2 Articulation across grade-bands: 3-5.ETS1.A ; 3-5.ETS1.B ; 3-5.ETS1.C
    • K-2-ETS1-3: Title: K-2-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Disciplinary Core Idea(s):ETS1.C: Optimizing the Design SolutionBecause there is always more than one possible solution to a problem, it is useful to compare and test designs. Science & Engineering Practices: Analyzing and Interpreting DataAnalyze data from tests of an object or tool to determine if it works as intended. Crosscutting Concepts: N/A California Environmental Principles and Concepts:Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracyW.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.W.2.8: Recall information from experiences or gather information from provided sources to answer a question. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics.MP.5: Use appropriate tools strategically.2.MD.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. DCI Connections:Connections to K-2-ETS1.C: Optimizing the Design Solution include:Second Grade: 2-ESS2-1 Articulation across grade-bands: 3-5.ETS1.A; 3-5.ETS1.B; 3-5.ETS1.C
  • Science Grade 2 : Life Science:
    • 2-LS2-1: Title: 2-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: Plan and conduct an investigation to determine if plants need sunlight and water to grow. [Assessment Boundary: Assessment is limited to testing one variable at a time.] Disciplinary Core Idea(s):LS2.A: Interdependent Relationships in EcosystemsPlants depend on water and light to grow. Science & Engineering Practices: Planning and Carrying Out InvestigationsPlan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Crosscutting Concepts: Cause and EffectEvents have causes that generate observable patterns. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracyW.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).W.2.8: Recall information from experiences or gather information from provided sources to answer a question. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics.MP.5: Use appropriate tools strategically. DCI Connections:Connections to other DCIs in second grade: N/A Articulation across grade-levels: K.LS1.C; K-ESS3.A; 5.LS1.C
    • 2-LS2-2: Title: 2-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.* Disciplinary Core Idea(s):LS2.A: Interdependent Relationships in EcosystemsPlants depend on animals for pollination or to move their seeds around. ETS1.B: Developing Possible SolutionsDesigns can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. (secondary to 2-LS2-2) Science & Engineering Practices: Developing and Using ModelsDevelop a simple model based on evidence to represent a proposed object or tool. Crosscutting Concepts: Structure and FunctionThe shape and stability of structures of natural and designed objects are related to their function(s). California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracySL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. MathematicsMP.4: Model with mathematics.2.MD.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. DCI Connections:Connections to other DCIs in second grade: N/A Articulation across grade-levels: K.ETS1.A; 5.LS2.A
    • 2-LS4-1: Title: 2-LS4 Biological Evolution: Unity and Diversity Performance Expectation: Make observations of plants and animals to compare the diversity of life in different habitats. [Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.] Disciplinary Core Idea(s):LS4.D: Biodiversity and HumansThere are many different kinds of living things in any area, and they exist in different places on land and in water. Science & Engineering Practices: Planning and Carrying Out InvestigationsMake observations (firsthand or from media) to collect data that can be used to make comparisons. Connections to Nature of Science: Scientific Knowledge is Based on Empirical EvidenceScientists look for patterns and order when making observations about the world. Crosscutting Concepts: N/A California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyW.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).W.2.8: Recall information from experiences or gather information from provided sources to answer a question. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics.2.MD.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. DCI Connections:Connections to other DCIs in second grade: N/A Articulation across grade-levels: 3.LS4.C; 3.LS4.D; 5.LS2.A
  • Science Grade 2 : Physical Science:
    • 2-PS1-1: Title: 2-PS1 Matter and Its Interactions Performance Expectation: Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.] Disciplinary Core Idea(s):PS1.A: Structure and Properties of MatterDifferent kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. Science & Engineering Practices: Planning and Carrying Out InvestigationsPlan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Crosscutting Concepts: PatternsPatterns in the natural and human designed world can be observed. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyW.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).W.2.8: Recall information from experiences or gather information from provided sources to answer a question. MathematicsMP.4: Model with mathematics.2.MD.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. DCI Connections:Connections to other DCIs in second grade: N/A Articulation across grade-levels: 5.PS1.A
    • 2-PS1-2: Title: 2-PS1 Matter and Its Interactions Performance Expectation: Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* [Clarification Statement: Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.] [Assessment Boundary: Assessment of quantitative measurements is limited to length.] Disciplinary Core Idea(s):PS1.A: Structure and Properties of MatterDifferent properties are suited to different purposes. Science & Engineering Practices: Analyzing and Interpreting DataAnalyze data from tests of an object or tool to determine if it works as intended. Crosscutting Concepts: Cause and EffectSimple tests can be designed to gather evidence to support or refute student ideas about causes. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural WorldEvery human-made product is designed by applying some knowledge of the natural world and is built using materials derived from the natural world. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRI.2.8: Describe how reasons support specific points the author makes in a text.W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).W.2.8: Recall information from experiences or gather information from provided sources to answer a question. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics.MP.5: Use appropriate tools strategically.2.MD.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. DCI Connections:Connections to other DCIs in second grade: N/A Articulation across grade-levels: 5.PS1.A
    • 2-PS1-3: Title: 2-PS1 Matter and Its Interactions Performance Expectation: Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. [Clarification Statement: Examples of pieces could include blocks, building bricks, or other assorted small objects.] Disciplinary Core Idea(s):PS1.A: Structure and Properties of MatterDifferent properties are suited to different purposes. A great variety of objects can be built up from a small set of pieces. Science & Engineering Practices: Constructing Explanations and Designing SolutionsMake observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Crosscutting Concepts: Energy and MatterObjects may break into smaller pieces and be put together into larger pieces, or change shapes. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyW.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).W.2.8: Recall information from experiences or gather information from provided sources to answer a question. DCI Connections:Connections to other DCIs in second grade: N/A Articulation across grade-levels: 4.ESS2.A; 5.PS1.A; 5.LS2.A
    • 2-PS1-4: Title: 2-PS1 Matter and Its Interactions Performance Expectation: Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. [Clarification Statement: Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and heating paper.] Disciplinary Core Idea(s):PS1.B: Chemical ReactionsHeating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they are not. Science & Engineering Practices: Engaging in Argument from EvidenceConstruct an argument with evidence to support a claim. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Scientists search for cause and effect relationships to explain natural events. Crosscutting Concepts: Cause and EffectEvents have causes that generate observable patterns. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.RI.2.8: Describe how reasons support specific points the author makes in a text.W.2.1: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. DCI Connections:Connections to other DCIs in second grade: N/A Articulation across grade-levels: 5.PS1.B
• Science Grade 3:
  • Science Grade 3 : Earth and Space Science:
    • 3-ESS2-1: Title: 3-ESS2 Earth's Systems Performance Expectation: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.] [Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.] Disciplinary Core Idea(s):ESS2.D: Weather and ClimateScientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. Science & Engineering Practices: Analyzing and Interpreting DataRepresent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate relationships. Crosscutting Concepts: PatternsPatterns of change can be used to make predictions. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. MP.5: Use appropriate tools strategically.3.MD.2: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.3.MD.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in bar graphs. DCI Connections:Connections to other DCIs in third grade: N/A Articulation across grade-levels: K.ESS2.D; 4.ESS2.A; 5.ESS2.A; MS.ESS2.C; MS.ESS2.D
    • 3-ESS2-2: Title: 3-ESS2 Earth's Systems Performance Expectation: Obtain and combine information to describe climates in different regions of the world. Disciplinary Core Idea(s):ESS2.D: Weather and ClimateClimate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years. Science & Engineering Practices: Obtaining, Evaluating, and Communicating InformationObtain and combine information from books and other reliable media to explain phenomena. Crosscutting Concepts: PatternsPatterns of change can be used to make predictions. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.9: Compare and contrast the most important points and key details presented in two texts on the same topic. W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. DCI Connections:Connections to other DCIs in third grade: N/A Articulation across grade-levels: MS.ESS2.C; MS.ESS2.D
    • 3-ESS3-1: Title: 3-ESS3 Earth and Human Activity Performance Expectation: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.* [Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lightning rods.] Disciplinary Core Idea(s):ESS3.B: Natural HazardsA variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts. (Note: This Disciplinary Core Idea is also addressed by 4-ESS3-2.) Science & Engineering Practices: Engaging in Argument from EvidenceMake a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. Crosscutting Concepts: Cause and EffectCause and effect relationships are routinely identified, tested, and used to explain change. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Engineers improve existing technologies or develop new ones to increase their benefits (e.g., better artificial limbs), decrease known risks (e.g., seatbelts in cars), and meet societal demands (e.g., cell phones). Connections to Nature of Science: Science is a Human Endeavor Science affects everyday life. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyW.3.1.a-d: Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.7: Conduct short research projects that build knowledge about a topic. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. DCI Connections:Connections to other DCIs in third grade: N/A Articulation across grade-levels: K.ESS3.B; K.ETS1.A; 4.ESS3.B; 4.ETS1.A; MS.ESS3.B
  • Science Grade 3 : Engineering, Technology, and Applications of Science:
    • 3-5-ETS1-1: Title: 3-5-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. Disciplinary Core Idea(s):ETS1.A: Defining and Delimiting Engineering ProblemsPossible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. Science & Engineering Practices: Asking Questions and Defining Problems Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. Crosscutting Concepts: Influence of Engineering, Technology, and Science on Society and the Natural WorldPeople's needs and wants change over time, as do their demands for new and improved technologies. California Environmental Principles and Concepts:Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracyW.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9.a,b: Draw evidence from literary or informational texts to support analysis, reflection, and research. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. MP.5: Use appropriate tools strategically.3.OA.1-4: Represent and solve problems involving multiplication and division. 3.OA.5-6: Understand properties of multiplication and the relationship between multiplication and division. 3.OA.7: Multiply and divide within 100.3.OA.8-9: Solve problems involving the four operations, and identify and explain patterns in arithmetic. 4.OA.1-3: Use the four operations with whole numbers to solve problems. 4.OA.4: Gain familiarity with factors and multiples. 4.OA.5: Generate and analyze patterns. 5.OA.1-2.1: Write and interpret numerical expressions. 5.OA.3: Analyze patterns and relationships. DCI Connections:Connections to 3-5-ETS1.A: Defining and Delimiting Engineering Problems include:Fourth Grade: 4-PS3-4 Articulation across grade-bands: K-2.ETS1.A; MS.ETS1.A; MS.ETS1.B
    • 3-5-ETS1-2: Title: 3-5-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. Disciplinary Core Idea(s):ETS1.B: Developing Possible SolutionsResearch on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. Science & Engineering Practices: Constructing Explanations and Designing Solutions Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem. Crosscutting Concepts: Influence of Engineering, Technology, and Science on Society and the Natural WorldEngineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands. California Environmental Principles and Concepts:Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracyRI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. MP.5: Use appropriate tools strategically.3.OA.1-4: Represent and solve problems involving multiplication and division. 3.OA.5-6: Understand properties of multiplication and the relationship between multiplication and division. 3.OA.7: Multiply and divide within 100. 3.OA.8-9: Solve problems involving the four operations, and identify and explain patterns in arithmetic. 4.OA.1-3: Use the four operations with whole numbers to solve problems. 4.OA.4: Gain familiarity with factors and multiples. 4.OA.5: Generate and analyze patterns. 5.OA.1-2.1: Write and interpret numerical expressions. 5.OA.3: Analyze patterns and relationships. DCI Connections:Connections to 3-5-ETS1.B: Developing Possible Solutions Problems include:Fourth Grade: 4-ESS3-2 Articulation across grade-bands: K-2.ETS1.A; K-2.ETS1.B; K-2.ETS1.C; MS.ETS1.B; MS.ETS1.C
    • 3-5-ETS1-3: Title: 3-5-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. Disciplinary Core Idea(s):ETS1.B: Developing Possible SolutionsTests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. ETS1.C: Optimizing the Design SolutionDifferent solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. Science & Engineering Practices: Planning and Carrying Out Investigations Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. Crosscutting Concepts: N/A California Environmental Principles and Concepts:Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracyW.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. DCI Connections:Connections to 3-5-ETS1.B: Developing Possible Solutions Problems include:Fourth Grade: 4-ESS3-2 Connections to K-2-ETS1.C: Optimizing the Design Solution include:Fourth Grade: 4-PS4-3 Articulation across grade-bands: K-2.ETS1.A; K-2.ETS1.C; MS.ETS1.B; MS.ETS1.C
  • Science Grade 3 : Life Science:
    • 3-LS1-1: Title: 3-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. [Clarification Statement: Changes organisms go through during their life form a pattern.] [Assessment Boundary: Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.] Disciplinary Core Idea(s):LS1.B: Growth and Development of OrganismsReproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles. Science & Engineering Practices: Developing and Using ModelsDevelop models to describe phenomena. Connections to Nature of Science: Scientific Knowledge is Based on Empirical EvidenceScience findings are based on recognizing patterns. Crosscutting Concepts: PatternsPatterns of change can be used to make predictions. California Environmental Principles and Concepts:Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. California Common Core State Standards Connections:ELA/LiteracyRI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). SL.3.5: Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. MathematicsMP.4: Model with mathematics.3.NBT.1-3: Use place value understanding and properties of operations to perform multi-digit arithmetic.3.NF.1-3: Develop understanding of fractions as numbers. DCI Connections:Connections to other DCIs in third grade: N/A Articulation across grade-levels: MS.LS1.B
    • 3-LS2-1: Title: 3-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: Construct an argument that some animals form groups that help members survive. Disciplinary Core Idea(s):LS2.D: Social Interactions and Group Behavior Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size (Note: Moved from K-2). Science & Engineering Practices: Engaging in Argument from EvidenceConstruct an argument with evidence, data, and/or a model. Crosscutting Concepts: Cause and EffectCause and effect relationships are routinely identified and used to explain change. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. W.3.1.a-d: Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. MathematicsMP.4: Model with mathematics.3.NBT.1-3: Use place value understanding and properties of operations to perform multi-digit arithmetic. DCI Connections:Connections to other DCIs in third grade: N/A Articulation across grade-levels: 1.LS1.B; MS.LS2.A
    • 3-LS3-1: Title: 3-LS3 Heredity: Inheritance and Variation of Traits Performance Expectation: Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. [Clarification Statement: Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.] [Assessment Boundary: Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples.] Disciplinary Core Idea(s):LS3.A: Inheritance of TraitsMany characteristics of organisms are inherited from their parents. LS3.B: Variation of TraitsDifferent organisms vary in how they look and function because they have different inherited information. Science & Engineering Practices: Analyzing and Interpreting DataAnalyze and interpret data to make sense of phenomena using logical reasoning. Crosscutting Concepts: PatternsSimilarities and differences in patterns can be used to sort and classify natural phenomena. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.W.3.2.a-d: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.SL.3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.a. Plan and deliver an informative/explanatory presentation on a topic that: organizes ideas around major points of information, follows a logical sequence, includes supporting details, uses clear and specific vocabulary, and provides a strong conclusion. MathematicsMP.4: Model with mathematics.MP.2: Reason abstractly and quantitatively.3.MD.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units-whole numbers, halves, or quarters. DCI Connections:Connections to other DCIs in third grade: N/A Articulation across grade-levels: 1.LS3.A; 1.LS3.B; MS.LS3.A; MS.LS3.B
    • 3-LS3-2: Title: 3-LS3 Heredity: Inheritance and Variation of Traits Performance Expectation: Use evidence to support the explanation that traits can be influenced by the environment. [Clarification Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; and, a pet dog that is given too much food and little exercise may become overweight.] Disciplinary Core Idea(s):LS3.A: Inheritance of TraitsOther characteristics result from individuals' interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment. LS3.B: Variation of TraitsThe environment also affects the traits that an organism develops. Science & Engineering Practices: Constructing Explanations and Designing SolutionsUse evidence (e.g., observations, patterns) to support an explanation. Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified and used to explain change. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.W.3.2.a-d: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. SL.3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.a. Plan and deliver an informative/explanatory presentation on a topic that: organizes ideas around major points of information, follows a logical sequence, includes supporting details, uses clear and specific vocabulary, and provides a strong conclusion. MathematicsMP.4: Model with mathematics.MP.2: Reason abstractly and quantitatively.3.MD.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units-whole numbers, halves, or quarters. DCI Connections:Connections to other DCIs in third grade: N/A Articulation across grade-levels: MS.LS1.B
    • 3-LS4-1: Title: 3-LS4 Biological Evolution: Unity and Diversity Performance Expectation: Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. [Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.] [Assessment Boundary: Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages.] Disciplinary Core Idea(s):LS4.A: Evidence of Common Ancestry and DiversitySome kinds of plants and animals that once lived on Earth are no longer found anywhere. (Note: moved from K-2)Fossils provide evidence about the types of organisms that lived long ago and also about the nature of their environments. Science & Engineering Practices: Analyzing and Interpreting DataAnalyze and interpret data to make sense of phenomena using logical reasoning. Crosscutting Concepts: Scale, Proportion, and QuantityObservable phenomena exist from very short to very long time periods. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural SystemsScience assumes consistent patterns in natural systems. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRI.3.1.a-d: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2.a-d: Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. MathematicsMP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics.MP.5: Use appropriate tools strategically.3.MD.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units-whole numbers, halves, or quarters. DCI Connections:Connections to other DCIs in third grade: N/A Articulation across grade-levels: 4.ESS1.C; MS.LS2.A; MS.LS4.A; MS.ESS1.C; MS.ESS2.B
    • 3-LS4-2: Title: 3-LS4 Biological Evolution: Unity and Diversity Performance Expectation: Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. [Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.] Disciplinary Core Idea(s):LS4.B: Natural SelectionSometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing. Science & Engineering Practices: Constructing Explanations and Designing SolutionsUse evidence (e.g., observations, patterns) to construct an explanation. Crosscutting Concepts: Cause and EffectCause and effect relationships are routinely identified and used to explain change. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRI.3.1.a-d: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2.a-d: Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.SL.3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.a. Plan and deliver an informative/explanatory presentation on a topic that: organizes ideas around major points of information, follows a logical sequence, includes supporting details, uses clear and specific vocabulary, and provides a strong conclusion. MathematicsMP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics.3.MD.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. DCI Connections:Connections to other DCIs in third grade: 3.LS4.C Articulation across grade-levels: MS.LS2.A; MS.LS3.B; MS.LS4.B
    • 3-LS4-3: Title: 3-LS4 Biological Evolution: Unity and Diversity Performance Expectation: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.] Disciplinary Core Idea(s):LS4.C: AdaptationFor any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all. Science & Engineering Practices: Engaging in Argument from EvidenceConstruct an argument with evidence. Crosscutting Concepts: Cause and EffectCause and effect relationships are routinely identified and used to explain change. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRI.3.1.a-d: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2.a-d: Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. SL.3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.a. Plan and deliver an informative/explanatory presentation on a topic that: organizes ideas around major points of information, follows a logical sequence, includes supporting details, uses clear and specific vocabulary, and provides a strong conclusion. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics.3.MD.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. DCI Connections:Connections to other DCIs in third grade: 3.ESS2.D Articulation across grade-levels: K.ESS3.A; 2.LS2.A; 2.LS4.D; MS.LS2.A; MS.LS4.B; MS.LS4.C; MS.ESS1.C
    • 3-LS4-4: Title: 3-LS4 Biological Evolution: Unity and Diversity Performance Expectation: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.] [Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.] Disciplinary Core Idea(s):LS4.D: Biodiversity and HumansPopulations live in a variety of habitats, and change in those habitats affects the organisms living there. Science & Engineering Practices: Engaging in Argument from EvidenceMake a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. Crosscutting Concepts: Systems and System ModelsA system can be described in terms of its components and their interactions. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and TechnologyKnowledge of relevant scientific concepts and research findings is important in engineering. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRI.3.1.a-d: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2.a-d: Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. SL.3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. a. Plan and deliver an informative/explanatory presentation on a topic that: organizes ideas around major points of information, follows a logical sequence, includes supporting details, uses clear and specific vocabulary, and provides a strong conclusion. MathematicsMP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. DCI Connections:Connections to other DCIs in third grade: 3.ESS3.B Articulation across grade-levels: K.ESS3.A; K.ETS1.A; 2.LS2.A; 2.LS4.D; 4.ESS3.B; 4.ETS1.A; MS.LS2.A; MS.LS2.C; MS.LS4.C; MS.ESS1.C; MS.ESS3.C
  • Science Grade 3 : Physical Science:
    • 3-PS2-1: Title: 3-PS2 Motion and Stability: Forces and Interactions Performance Expectation: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. [Clarification Statement: Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all.] [Assessment Boundary: Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.] Disciplinary Core Idea(s):PS2.A: Forces and MotionEach force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object's speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.) PS2.B: Types of Interactions Objects in contact exert forces on each other. Science & Engineering Practices: Planning and Carrying Out InvestigationsPlan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. Connections to Nature of Science: Scientific Investigations Use a Variety of Methods Science investigations use a variety of methods, tools, and techniques. Crosscutting Concepts: Cause and EffectCause and effect relationships are routinely identified. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. W.3.7: Conduct short research projects that build knowledge about a topic.W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. MathematicsMP.2: Reason abstractly and quantitatively.MP.5: Use appropriate tools strategically. 3.MD.2: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. DCI Connections:Connections to other DCIs in third grade: N/A Articulation across grade-levels: K.PS2.A; K.PS2.B; K.PS3.C; 5.PS2.B; MS.PS2.A; MS.ESS1.B; MS.ESS2.C
    • 3-PS2-2: Title: 3-PS2 Motion and Stability: Forces and Interactions Performance Expectation: Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion. [Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.] [Assessment Boundary: Assessment does not include technical terms such as period and frequency.] Disciplinary Core Idea(s):PS2.A: Forces and MotionThe patterns of an object's motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.) Science & Engineering Practices: Planning and Carrying Out InvestigationsMake observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. Connections to Nature of Science: Science Knowledge is Based on Empirical EvidenceScience findings are based on recognizing patterns. Crosscutting Concepts: PatternsPatterns of change can be used to make predictions. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyW.3.7: Conduct short research projects that build knowledge about a topic.W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. DCI Connections:Connections to other DCIs in third grade: N/A Articulation across grade-levels: 1.ESS1.A; 4.PS4.A; MS.PS2.A; MS.ESS1.B
    • 3-PS2-3: Title: 3-PS2 Motion and Stability: Forces and Interactions Performance Expectation: Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. [Clarification Statement: Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.] [Assessment Boundary: Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity.] Disciplinary Core Idea(s):PS2.B: Types of Interactions Electric, and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other. Science & Engineering Practices: Asking Questions and Defining ProblemsAsk questions that can be investigated based on patterns such as cause and effect relationships. Crosscutting Concepts: Cause and EffectCause and effect relationships are routinely identified, tested, and used to explain change. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).SL.3.3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. DCI Connections:Connections to other DCIs in third grade: N/A Articulation across grade-levels: MS.PS2.B
    • 3-PS2-4: Title: 3-PS2 Motion and Stability: Forces and Interactions Performance Expectation: Define a simple design problem that can be solved by applying scientific ideas about magnets.* [Clarification Statement: Examples of problems could include constructing a latch to keep a door shut and creating a device to keep two moving objects from touching each other.] Disciplinary Core Idea(s):PS2.B: Types of Interactions Electric, and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other. Science & Engineering Practices: Asking Questions and Defining ProblemsDefine a simple problem that can be solved through the development of a new or improved object or tool. Crosscutting Concepts: Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and TechnologyScientific discoveries about the natural world can often lead to new and improved technologies, which are developed through the Engineering, Technology, and Applications of Science process. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:N/A DCI Connections:Connections to other DCIs in third grade: N/A Articulation across grade-levels: K.ETS1.A; 4.ETS1.A; MS.PS2.B
• Science Grade 4:
  • Science Grade 4 : Earth and Space Science:
    • 4-ESS1-1: Title: 4-ESS1 Earth's Place in the Universe Performance Expectation: Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. [Clarification Statement: Examples of evidence from patterns could include rock layers with marine shell fossils above rock layers with plant fossils and no shells, indicating a change from land to water over time.] [Assessment Boundary: Assessment does not include specific knowledge of the mechanism of rock formation or memorization of specific rock formations and layers. Assessment is limited to relative time.] Disciplinary Core Idea(s):ESS1.C: The History of Planet EarthLocal, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed. Science & Engineering Practices: Constructing Explanations and Designing SolutionsIdentify the evidence that supports particular points in an explanation. Crosscutting Concepts: PatternsPatterns can be used as evidence to support an explanation. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural SystemsScience assumes consistent patterns in natural systems. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyW.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources.W.4.9.a,b: Draw evidence from literary or informational texts to support analysis, reflection, and research. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics.4.MD.1: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1,12), (2,24), (3,36),... DCI Connections:Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: 2.ESS1.C; 3.LS4.A; MS.LS4.A; MS.ESS1.C; MS.ESS2.A; MS.ESS2.B
    • 4-ESS2-1: Title: 4-ESS2 Earth's Systems Performance Expectation: Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. [Clarification Statement: Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow.] [Assessment Boundary: Assessment is limited to a single form of weathering or erosion.] Disciplinary Core Idea(s):ESS2.A: Earth Materials and SystemsRainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around. ESS2.E: BiogeologyLiving things affect the physical characteristics of their regions. Science & Engineering Practices: Planning and Carrying Out InvestigationsMake observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. Crosscutting Concepts: Cause and EffectCause and effect relationships are routinely identified, tested, and used to explain change. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyW4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. MP.5: Use appropriate tools strategically.4.MD.A.1: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1,12), (2, 24), (3,36),...4.MD.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. DCI Connections:Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: 2.ESS1.C; 2.ESS2.A; 5.ESS2.A
    • 4-ESS2-2: Title: 4-ESS2 Earth's Systems Performance Expectation: Analyze and interpret data from maps to describe patterns of Earth's features. [Clarification Statement: Maps can include topographic maps of Earth's land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.] Disciplinary Core Idea(s):ESS2.B: Plate Tectonics and Large-Scale System InteractionsThe locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth. Science & Engineering Practices: Analyzing and Interpreting DataAnalyze and interpret data to make sense of phenomena using logical reasoning. Crosscutting Concepts: PatternsPatterns can be used as evidence to support an explanation. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Mathematics4.MD.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. DCI Connections:Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: 2.ESS2.B; 2.ESS2.C; 5.ESS2.C; MS.ESS1.C; MS.ESS2.A; MS.ESS2.B
    • 4-ESS3-1: Title: 4-ESS3 Earth and Human Activity Performance Expectation: Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment. [Clarification Statement: Examples of renewable energy resources could include wind energy, water behind dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials. Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.] Disciplinary Core Idea(s):ESS3.A: Natural Resources Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not. Science & Engineering Practices: Obtaining, Evaluating, and Communicating InformationObtain and combine information from books and other reliable media to explain phenomena. Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified and used to explain change. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and TechnologyKnowledge of relevant scientific concepts and research findings is important in engineering. Influence of Science, Engineering and Technology on Society and the Natural WorldOver time, people's needs and wants change, as do their demands for new and improved technologies. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. California Common Core State Standards Connections:ELA/LiteracyW.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources.W.4.9.a-b: Draw evidence from literary or informational texts to support analysis, reflection, and research. MathematicsMP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics.4.OA.1: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. DCI Connections:Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: 5.ESS3.C; MS.PS3.D; MS.ESS2.A; MS.ESS3.A; MS.ESS3.C; MS.ESS3.D
    • 4-ESS3-2: Title: 4-ESS3 Earth and Human Activity Performance Expectation: Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.* [Clarification Statement: Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.] [Assessment Boundary: Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions.] Disciplinary Core Idea(s):ESS3.B: Natural HazardsA variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. (Note: This Disciplinary Core Idea can also be found in 3.WC.) ETS1.B: Designing Solutions to Engineering ProblemsTesting a solution involves investigating how well it performs under a range of likely conditions. (secondary to 4-ESS3-2) Science & Engineering Practices: Constructing Explanations and Designing SolutionsGenerate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution. Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified, tested, and used to explain change. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering and Technology on Society and the Natural WorldEngineers improve existing technologies or develop new ones to increase their benefits, to decrease known risks, and to meet societal demands. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. California Common Core State Standards Connections:ELA/LiteracyRI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics.4.OA.1: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. DCI Connections:Connections to other DCIs in fourth grade: 4.ETS1.C Articulation across grade-levels: K.ETS1.A; 2.ETS1.B; 2.ETS1.C; MS.ESS2.A; MS.ESS3.B; MS.ETS1.B
  • Science Grade 4 : Engineering, Technology, and Applications of Science:
    • 3-5-ETS1-1: Title: 3-5-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. Disciplinary Core Idea(s):ETS1.A: Defining and Delimiting Engineering ProblemsPossible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. Science & Engineering Practices: Asking Questions and Defining Problems Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. Crosscutting Concepts: Influence of Engineering, Technology, and Science on Society and the Natural WorldPeople's needs and wants change over time, as do their demands for new and improved technologies. California Environmental Principles and Concepts:Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracyW.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9.a-b: Draw evidence from literary or informational texts to support analysis, reflection, and research. MathematicsMP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 3.OA.1-4: Represent and solve problems involving multiplication and division. 3.OA.5-6: Understand properties of multiplication and the relationship between multiplication and division. 3.OA.7: Multiply and divide within 100. 3.OA.8-9: Solve problems involving the four operations, and identify and explain patterns in arithmetic. 4.OA.1-3: Use the four operations with whole numbers to solve problems. 4.OA.4: Gain familiarity with factors and multiples. 4.OA.5: Generate and analyze patterns. 5.OA.1-2.1: Write and interpret numerical expressions. 5.OA.3: Analyze patterns and relationships. DCI Connections:Connections to 3-5-ETS1.A: Defining and Delimiting Engineering Problems include:Fourth Grade: 4-PS3-4 Articulation across grade-bands: K-2.ETS1.A; MS.ETS1.A; MS.ETS1.B
    • 3-5-ETS1-2: Title: 3-5-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. Disciplinary Core Idea(s):ETS1.B: Developing Possible SolutionsResearch on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. Science & Engineering Practices: Constructing Explanations and Designing Solutions Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem. Crosscutting Concepts: Influence of Engineering, Technology, and Science on Society and the Natural WorldEngineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands. California Environmental Principles and Concepts:Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracyRI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. MathematicsMP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 3.OA.1-4: Represent and solve problems involving multiplication and division. 3.OA.5-6: Understand properties of multiplication and the relationship between multiplication and division. 3.OA.7: Multiply and divide within 100. 3.OA.8-9: Solve problems involving the four operations, and identify and explain patterns in arithmetic. 4.OA.1-3: Use the four operations with whole numbers to solve problems. 4.OA.4: Gain familiarity with factors and multiples. 4.OA.5: Generate and analyze patterns. 5.OA.1-2.1: Write and interpret numerical expressions. 5.OA.3: Analyze patterns and relationships. DCI Connections:Connections to 3-5-ETS1.B: Developing Possible Solutions Problems include:Fourth Grade: 4-ESS3-2 Articulation across grade-bands: K-2.ETS1.A; K-2.ETS1.B; K-2.ETS1.C; MS.ETS1.B; MS.ETS1.C
    • 3-5-ETS1-3: Title: 3-5-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. Disciplinary Core Idea(s):ETS1.B: Developing Possible SolutionsTests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. ETS1.C: Optimizing the Design SolutionDifferent solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. Science & Engineering Practices: Planning and Carrying Out Investigations Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. Crosscutting Concepts: N/A California Environmental Principles and Concepts:Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracyW.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9.a-b Draw evidence from literary or informational texts to support analysis, reflection, and research. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. DCI Connections:Connections to 3-5-ETS1.B: Developing Possible Solutions Problems include:Fourth Grade: 4-ESS3-2 Connections to K-2-ETS1.C: Optimizing the Design Solution include:Fourth Grade: 4-PS4-3 Articulation across grade-bands: K-2.ETS1.A; K-2.ETS1.C; MS.ETS1.B; MS.ETS1.C
  • Science Grade 4 : Life Science:
    • 4-LS1-1: Title: 4-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.] Disciplinary Core Idea(s):LS1.A: Structure and FunctionPlants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. Science & Engineering Practices: Engaging in Argument from EvidenceConstruct an argument with evidence, data, and/or a model. Crosscutting Concepts: Systems and System ModelsA system can be described in terms of its components and their interactions. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyW.4.1.a-d: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Mathematics4.G.3: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. DCI Connections:Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: 1.LS1.A; 3.LS3.B; MS.LS1.A
    • 4-LS1-2: Title: 4-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. [Clarification Statement: Emphasis is on systems of information transfer.] [Assessment Boundary: Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.] Disciplinary Core Idea(s):LS1.D: Information ProcessingDifferent sense receptors are specialized for particular kinds of information, which may be then processed by the animal's brain. Animals are able to use their perceptions and memories to guide their actions. Science & Engineering Practices: Developing and Using ModelsUse a model to test interactions concerning the functioning of a natural system. Crosscutting Concepts: Systems and System ModelsA system can be described in terms of its components and their interactions. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracySL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. DCI Connections:Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: 1.LS1.D; MS.LS1.A; MS.LS1.D
  • Science Grade 4 : Physical Science:
    • 4-PS3-1: Title: 4-PS3 Energy Performance Expectation: Use evidence to construct an explanation relating the speed of an object to the energy of that object. [Assessment Boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of energy.] Disciplinary Core Idea(s):PS3.A: Definitions of Energy The faster a given object is moving, the more energy it possesses. Science & Engineering Practices: Constructing Explanations and Designing SolutionsUse evidence (e.g., measurements, observations, patterns) to construct an explanation. Crosscutting Concepts: Energy and MatterEnergy can be transferred in various ways and between objects. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.W.4.2.a-d: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources.W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. DCI Connections:Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: MS.PS3.A
    • 4-PS3-2: Title: 4-PS3 Energy Performance Expectation: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. [Assessment Boundary: Assessment does not include quantitative measurements of energy.] Disciplinary Core Idea(s):PS3.A: Definitions of Energy Energy can be moved from place to place by moving objects or through sound, light, or electric currents. PS3.B: Conservation of Energy and Energy TransferEnergy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced.Light also transfers energy from place to place.Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy. Science & Engineering Practices: Planning and Carrying Out Investigations Make observations to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. Crosscutting Concepts: Energy and MatterEnergy can be transferred in various ways and between objects. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyW.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources. DCI Connections:Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: MS.PS3.A; MS.PS3.B; MS.PS4.B
    • 4-PS3-3: Title: 4-PS3 Energy Performance Expectation: Ask questions and predict outcomes about the changes in energy that occur when objects collide. [Clarification Statement: Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact.] [Assessment Boundary: Assessment does not include quantitative measurements of energy.] Disciplinary Core Idea(s):PS3.A: Definitions of Energy Energy can be moved from place to place by moving objects or through sound, light, or electric currents. PS3.B: Conservation of Energy and Energy TransferEnergy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced. PS3.C: Relationship Between Energy and ForcesWhen objects collide, the contact forces transfer energy so as to change the objects' motions. Science & Engineering Practices: Asking Questions and Defining ProblemsAsk questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships. Crosscutting Concepts: Energy and MatterEnergy can be transferred in various ways and between objects. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyW.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources. DCI Connections:Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: K.PS2.B; 3.PS2.A; MS.PS2.A; MS.PS3.A; MS.PS3.B; MS.PS3.C
    • 4-PS3-4: Title: 4-PS3 Energy Performance Expectation: Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.* [Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.] [Assessment Boundary: Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound.] Disciplinary Core Idea(s):PS3.B: Conservation of Energy and Energy TransferEnergy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy. PS3.D: Energy in Chemical ProcessesThe expression "produce energy" typically refers to the conversion of stored energy into a desired form for practical use. ETS1.A: Defining and Delimiting Engineering ProblemsPossible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (secondary to 4-PS3-4) Science & Engineering Practices: Constructing Explanations and Designing SolutionsApply scientific ideas to solve design problems. Crosscutting Concepts: Energy and MatterEnergy can be transferred in various ways and between objects. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering and Technology on Society and the Natural WorldEngineers improve existing technologies or develop new ones. Connections to Nature of Science: Science is a Human Endeavor Most scientists and engineers work in teams.Science affects everyday life. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyW.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources. Mathematics4.OA.3: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. DCI Connections:Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: K.ETS1.A; 2.ETS1.B; 5.PS3.D; 5.LS1.C; MS.PS3.A; MS.PS3.B; MS.ETS1.B; MS.ETS1.C
    • 4-PS4-1: Title: 4-PS4 Waves and Their Applications in Technologies for Information Transfer Performance Expectation: Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. [Clarification Statement: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.] [Assessment Boundary: Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.] Disciplinary Core Idea(s):PS4.A: Wave Properties Waves, which are regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach. (Note: This grade band endpoint was moved from K-2.)Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks). Science & Engineering Practices: Developing and Using ModelsDevelop a model using an analogy, example, or abstract representation to describe a scientific principle. Connections to Nature of Science: Scientific Knowledge is Based on Empirical EvidenceScience findings are based on recognizing patterns. Crosscutting Concepts: PatternsSimilarities and differences in patterns can be used to sort and classify natural phenomena. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracySL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. MathematicsMP.4: Model with mathematics. 4.G.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. DCI Connections:Connections to other DCIs in fourth grade: 4.PS3.A ; 4.PS3.B Articulation across grade-levels: MS.PS4.A
    • 4-PS4-2: Title: 4-PS4 Waves and Their Applications in Technologies for Information Transfer Performance Expectation: Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. [Assessment Boundary: Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works.] Disciplinary Core Idea(s):PS4.B: Electromagnetic Radiation An object can be seen when light reflected from its surface enters the eyes. Science & Engineering Practices: Developing and Using ModelsDevelop a model to describe phenomena. Crosscutting Concepts: Cause and EffectCause and effect relationships are routinely identified. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracySL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. MathematicsMP.4: Model with mathematics. 4.G.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. DCI Connections:Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: 1.PS4.B; MS.PS4.B; MS.LS1.D
    • 4-PS4-3: Title: 4-PS4 Waves and Their Applications in Technologies for Information Transfer Performance Expectation: Generate and compare multiple solutions that use patterns to transfer information.* [Clarification Statement: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1's and 0's representing black and white to send information about a picture, and using Morse code to send text.] Disciplinary Core Idea(s):PS4.C: Information Technologies and InstrumentationDigitized information can be transmitted over long distances without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information-convert it from digitized form to voice-and vice versa. ETS1.C: Optimizing the Design SolutionDifferent solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (secondary to 4-PS4-3) Science & Engineering Practices: Constructing Explanations and Designing SolutionsGenerate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution. Crosscutting Concepts: PatternsSimilarities and differences in patterns can be used to sort and classify designed products. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and TechnologyKnowledge of relevant scientific concepts and research findings is important in engineering. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRI.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. DCI Connections:Connections to other DCIs in fourth grade: 4.ETS1.A Articulation across grade-levels: K.ETS1.A; 2.ETS1.B; 2.ETS1.C; 3.PS2.A; MS.PS4.C; MS.ETS1.B
• Science Grade 5:
  • Science Grade 5 : Earth and Space Science:
    • 5-ESS1-1: Title: 5-ESS1 Earth's Place in the Universe Performance Expectation: Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. [Clarification Statement: Absolute brightness of stars is the result of a variety factors. Relative distance from Earth is one factor that affects apparent brightness and is the one selected to be addressed by the performance expectation.] [Assessment Boundary: Assessment is limited to relative distances, not sizes, of stars. Assessment does not include other factors that affect apparent brightness (such as stellar masses, age, stage).] Disciplinary Core Idea(s):ESS1.A: The Universe and its StarsThe sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth. Science & Engineering Practices: Engaging in Argument from Evidence Support an argument with evidence, data, or a model. Crosscutting Concepts: Scale, Proportion, and Quantity Natural objects exist from the very small to the immensely large. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRI.5.1.a-d: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.RI.5.8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.W.5.1.a-d: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics.5.NBT.2: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. DCI Connections:Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: MS.ESS1.A; MS.ESS1.B
    • 5-ESS1-2: Title: 5-ESS1 Earth's Place in the Universe Performance Expectation: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. [Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months.] [Assessment Boundary: Assessment does not include causes of seasons.] Disciplinary Core Idea(s):ESS1.B: Earth and the Solar SystemThe orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year. Science & Engineering Practices: Analyzing and Interpreting DataRepresent data in graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships. Crosscutting Concepts: Patterns Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracySL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics.5.G.2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. DCI Connections:Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: 1.ESS1.A; 1.ESS1.B; 3.PS2.A; MS.ESS1.A; MS.ESS1.B
    • 5-ESS2-1: Title: 5-ESS2 Earth's Systems Performance Expectation: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. [Clarification Statement: The geosphere, hydrosphere (including ice), atmosphere, and biosphere are each system is a part of the whole Earth System. Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.] Disciplinary Core Idea(s):ESS2.A: Earth Materials and SystemsEarth's major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth's surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. Science & Engineering Practices: Developing and Using ModelsDevelop a model using an example to describe a scientific principle. Crosscutting Concepts: Systems and System Models A system can be described in terms of its components and their interactions. California Environmental Principles and Concepts:Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. California Common Core State Standards Connections:ELA/LiteracyRI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. MathematicsMP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics.5.G.2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. DCI Connections:Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: 2.ESS2.A; 3.ESS2.D; 4.ESS2.A; MS.ESS2.A; MS.ESS2.C; MS.ESS2.D
    • 5-ESS2-2: Title: 5-ESS2 Earth's Systems Performance Expectation: Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. [Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.] Disciplinary Core Idea(s):ESS2.C: The Roles of Water in Earth's Surface ProcessesNearly all of Earth's available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere. Science & Engineering Practices: Using Mathematics and Computational ThinkingDescribe and graph quantities such as area and volume to address scientific questions. Crosscutting Concepts: Scale, Proportion, and QuantityStandard units are used to measure and describe physical quantities such as weight and volume. California Environmental Principles and Concepts:Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. California Common Core State Standards Connections:ELA/LiteracyRI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. DCI Connections:Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: 2.ESS2.C; MS.ESS2.C; MS.ESS3.A
    • 5-ESS3-1: Title: 5-ESS3 Earth and Human Activity Performance Expectation: Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment. Disciplinary Core Idea(s):ESS3.C: Human Impacts on Earth SystemsHuman activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth's resources and environments. Science & Engineering Practices: Obtaining, Evaluating, and Communicating InformationObtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem. Crosscutting Concepts: Systems and System Models A system can be described in terms of its components and their interactions. Connections to Nature of Science: Science Addresses Questions About the Natural and Material World Science findings are limited to questions that can be answered with empirical evidence. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.RI.5.9.a-b: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. DCI Connections:Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: MS.ESS3.A; MS.ESS3.C; MS.ESS3.D
  • Science Grade 5 : Engineering, Technology, and Applications of Science:
    • 3-5-ETS1-1: Title: 3-5-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. Disciplinary Core Idea(s):ETS1.A: Defining and Delimiting Engineering ProblemsPossible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. Science & Engineering Practices: Asking Questions and Defining Problems Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. Crosscutting Concepts: Influence of Engineering, Technology, and Science on Society and the Natural WorldPeople's needs and wants change over time, as do their demands for new and improved technologies. California Environmental Principles and Concepts:Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracyW.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9.a-b: Draw evidence from literary or informational texts to support analysis, reflection, and research. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. MP.5: Use appropriate tools strategically.3.OA.1-4: Represent and solve problems involving multiplication and division. 3.OA.5-6: Understand properties of multiplication and the relationship between multiplication and division. 3.OA.7: Multiply and divide within 100.3.OA.8-9: Solve problems involving the four operations, and identify and explain patterns in arithmetic. 4.OA.1-3: Use the four operations with whole numbers to solve problems. 4.OA.4: Gain familiarity with factors and multiples. 4.OA.5: Generate and analyze patterns. 5.OA.1-2.1: Write and interpret numerical expressions. 5.OA.3: Analyze patterns and relationships. DCI Connections:Connections to 3-5-ETS1.A: Defining and Delimiting Engineering Problems include:Fourth Grade: 4-PS3-4 Articulation across grade-bands: K-2.ETS1.A; MS.ETS1.A; MS.ETS1.B
    • 3-5-ETS1-2: Title: 3-5-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. Disciplinary Core Idea(s):ETS1.B: Developing Possible SolutionsResearch on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. Science & Engineering Practices: Constructing Explanations and Designing Solutions Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem. Crosscutting Concepts: Influence of Engineering, Technology, and Science on Society and the Natural WorldEngineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands. California Environmental Principles and Concepts:Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracyRI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. MP.5: Use appropriate tools strategically.3.OA.1-4: Represent and solve problems involving multiplication and division. 3.OA.5-6: Understand properties of multiplication and the relationship between multiplication and division. 3.OA.7: Multiply and divide within 100. 3.OA.8-9: Solve problems involving the four operations, and identify and explain patterns in arithmetic. 4.OA.1-3: Use the four operations with whole numbers to solve problems. 4.OA.4: Gain familiarity with factors and multiples. 4.OA.5: Generate and analyze patterns. 5.OA.1-2.1: Write and interpret numerical expressions. 5.OA.3: Analyze patterns and relationships. DCI Connections:Connections to 3-5-ETS1.B: Developing Possible Solutions Problems include:Fourth Grade: 4-ESS3-2 Articulation across grade-bands: K-2.ETS1.A; K-2.ETS1.B; K-2.ETS1.C; MS.ETS1.B; MS.ETS1.C
    • 3-5-ETS1-3: Title: 3-5-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. Disciplinary Core Idea(s):ETS1.B: Developing Possible SolutionsTests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. ETS1.C: Optimizing the Design SolutionDifferent solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. Science & Engineering Practices: Planning and Carrying Out Investigations Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. Crosscutting Concepts: N/A California Environmental Principles and Concepts:Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracyW.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9.a-b: Draw evidence from literary or informational texts to support analysis, reflection, and research. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. DCI Connections:Connections to 3-5-ETS1.B: Developing Possible Solutions Problems include:Fourth Grade: 4-ESS3-2 Connections to K-2-ETS1.C: Optimizing the Design Solution include:Fourth Grade: 4-PS4-3 Articulation across grade-bands: K-2.ETS1.A; K-2.ETS1.C; MS.ETS1.B; MS.ETS1.C
  • Science Grade 5 : Life Science:
    • 5-LS1-1: Title: 5-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Support an argument that plants get the materials they need for growth chiefly from air and water. [Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.] Disciplinary Core Idea(s):LS1.C: Organization for Matter and Energy Flow in OrganismsPlants acquire their material for growth chiefly from air and water. Science & Engineering Practices: Engaging in Argument from EvidenceSupport an argument with evidence, data, or a model. Crosscutting Concepts: Energy and MatterMatter is transported into, out of, and within systems. California Environmental Principles and Concepts:Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:ELA/LiteracyRI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.W.5.1.a-d: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. MP.5: Use appropriate tools strategically.5.MD.1: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. DCI Connections:Connections to other DCIs in fifth grade: 5.PS1.A Articulation across grade-levels: K.LS1.C; 2.LS2.A; MS.LS1.C
    • 5-LS2-1: Title: 5-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. [Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.] Disciplinary Core Idea(s):LS2.A: Interdependent Relationships in EcosystemsThe food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as "decomposers." Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. LS2.B: Cycles of Matter and Energy Transfer in EcosystemsMatter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment. Science & Engineering Practices: Developing and Using ModelsDevelop a model to describe phenomena. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural PhenomenaScience explanations describe the mechanisms for natural events. Crosscutting Concepts: Systems and System ModelsA system can be described in terms of its components and their interactions. California Environmental Principles and Concepts:Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:ELA/LiteracyRI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. DCI Connections:Connections to other DCIs in fifth grade: 5.PS1.A; 5.ESS2.A Articulation across grade-levels: 2.PS1.A; 2.LS4.D; 4.ESS2.E; MS.LS1.C; MS.LS2.A; MS.LS2.B; MS.PS3.D
  • Science Grade 5 : Physical Science:
    • 5-PS1-1: Title: 5-PS1 Matter and Its Interactions Performance Expectation: Develop a model to describe that matter is made of particles too small to be seen. [Clarification Statement: Examples of evidence supporting a model could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.] [Assessment Boundary: Assessment does not include the atomic-scale mechanism of evaporation and condensation or defining the unseen particles.] Disciplinary Core Idea(s):PS1.A: Structure and Properties of MatterMatter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means. A model showing that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon and the effects of air on larger particles or objects. Science & Engineering Practices: Developing and Using ModelsDevelop a model to describe phenomena. Crosscutting Concepts: Scale, Proportion, and QuantityNatural objects exist from the very small to the immensely large. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. MathematicsMP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 5.NBT.2: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.5.NF.7.a-c: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.5.MD.3.a-b: Recognize volume as an attribute of solid figures and understand concepts of volume measurement. 5.MD.4: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. DCI Connections:Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: 2.PS1.A; MS.PS1.A
    • 5-PS1-2: Title: 5-PS1 Matter and Its Interactions Performance Expectation: Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. [Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that form new substances.] [Assessment Boundary: Assessment does not include distinguishing mass and weight.] Disciplinary Core Idea(s):PS1.A: Structure and Properties of MatterThe amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish. PS1.B: Chemical ReactionsNo matter what reaction or change in properties occurs, the total weight of the substances does not change. (Boundary: Mass and weight are not distinguished at this grade level.) Science & Engineering Practices: Using Mathematics and Computational ThinkingMeasure and graph quantities such as weight to address scientific and engineering questions and problems. Crosscutting Concepts: Scale, Proportion, and QuantityStandard units are used to measure and describe physical quantities such as weight, time, temperature, and volume. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural SystemsScience assumes consistent patterns in natural systems. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyW.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9.a-b: Draw evidence from literary or informational texts to support analysis, reflection, and research. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. MP.5: Use appropriate tools strategically.5.MD.1: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real-world problems. DCI Connections:Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: 2.PS1.A; MS.PS1.A
    • 5-PS1-3: Title: 5-PS1 Matter and Its Interactions Performance Expectation: Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property.] [Assessment Boundary: Assessment does not include density or distinguishing mass and weight.] Disciplinary Core Idea(s):PS1.A: Structure and Properties of MatterMeasurements of a variety of properties can be used to identify materials. (Boundary: At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.) Science & Engineering Practices: Planning and Carrying Out InvestigationsMake observations and measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. Crosscutting Concepts: Scale, Proportion, and QuantityStandard units are used to measure and describe physical quantities such as weight, time, temperature, and volume. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyW.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9.a-b: Draw evidence from literary or informational texts to support analysis, reflection, and research. MathematicsMP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics.MP.5: Use appropriate tools strategically. DCI Connections:Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: 2.PS1.A; MS.PS1.A
    • 5-PS1-4: Title: 5-PS1 Matter and Its Interactions Performance Expectation: Conduct an investigation to determine whether the mixing of two or more substances results in new substances. [Clarification statement: Examples of combinations that do not produce new substances could include sand and water. Examples of combinations that do produce new substances could include baking soda and vinegar or milk and vinegar.] Disciplinary Core Idea(s):PS1.B: Chemical ReactionsWhen two or more different substances are mixed, a new substance with different properties may be formed. Science & Engineering Practices: Planning and Carrying Out InvestigationsConduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. Crosscutting Concepts: Cause and EffectCause and effect relationships are routinely identified, tested, and used to explain change. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyW.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.W.5.9.a-b: Draw evidence from literary or informational texts to support analysis, reflection, and research. DCI Connections:Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: 2.PS1.B; MS.PS1.A; MS.PS1.B
    • 5-PS2-1: Title: 5-PS2 Motion and Stability: Forces and Interactions Performance Expectation: Support an argument that the gravitational force exerted by Earth on objects is directed down. [Clarification Statement: "Down" is a local description of the direction that points toward the center of the spherical Earth.] [Assessment Boundary: Assessment does not include mathematical representation of gravitational force.] Disciplinary Core Idea(s):PS2.B: Types of InteractionsThe gravitational force of Earth acting on an object near Earth's surface pulls that object toward the planet's center. Science & Engineering Practices: Engaging in Argument from Evidence Support an argument with evidence, data, or a model. Crosscutting Concepts: Cause and EffectCause and effect relationships are routinely identified and used to explain change. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. W.5.1.a-d: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. DCI Connections:Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: 3.PS2.A; 3.PS2.B; MS.PS2.B; MS.ESS1.B; MS.ESS2.C
    • 5-PS3-1: Title: 5-PS3 Energy Performance Expectation: Use models to describe that energy in animals' food (used for body repair, growth, and motion, and to maintain body warmth) was once energy from the sun. [Clarification Statement: Examples of models could include diagrams, and flow charts.] Disciplinary Core Idea(s):PS3.D: Energy in Chemical ProcessesThe energy released [from] food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). LS1.C: Organization for Matter and Energy Flow in OrganismsFood provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. (secondary to 5-PS3-1) Science & Engineering Practices: Developing and Using ModelsUse models to describe phenomena. Crosscutting Concepts: Energy and MatterEnergy can be transferred in various ways and between objects. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. DCI Connections:Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: K.LS1.C; 2.LS2.A; 4.PS3.A; 4.PS3.B; 4.PS3.D; MS.PS3.D; MS.PS4.B; MS.LS1.C; MS.LS2.B
• Science Grade 6-8:
  • Science Grade 6-8 : Earth and Space Science:
    • MS-ESS1-1: Title: MS-ESS1 Earth's Place in the Universe Performance Expectation: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.] Disciplinary Core Idea(s):ESS1.A: The Universe and its StarsPatterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. ESS1.B: Earth and the Solar SystemThis model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. Science & Engineering Practices: Developing and Using ModelsDevelop and use a model to describe phenomena. Crosscutting Concepts: PatternsPatterns can be used to identify cause-and-effect relationships. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural SystemsScience assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracySL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. MathematicsMP.4: Model with mathematics. 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities. DCI Connections:Connections to other DCIs in this grade-band: MS.PS2.A; MS.PS2.B Articulation across grade-bands: 3.PS2.A; 5.PS2.B; 5.ESS1.B; HS.PS2.A; HS.PS2.B; HS.ESS1.B
    • MS-ESS1-2: Title: MS-ESS1 Earth's Place in the Universe Performance Expectation: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students' school or state).] [Assessment Boundary: Assessment does not include Kepler's Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.] Disciplinary Core Idea(s):ESS1.A: The Universe and its StarsEarth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. ESS1.B: Earth and the Solar SystemThe solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. Science & Engineering Practices: Developing and Using ModelsDevelop and use a model to describe phenomena. Crosscutting Concepts: Systems and System ModelsModels can be used to represent systems and their interactions. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural SystemsScience assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracySL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. MathematicsMP.4: Model with mathematics. 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities. 6.EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.7.EE.4.a-d: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. DCI Connections:Connections to other DCIs in this grade-band: MS.PS2.A; MS.PS2.B; Articulation across grade-bands: 3.PS2.A; 5.PS2.B; 5.ESS1.A; 5.ESS1.B; HS.PS2.A; HS.PS2.B; HS.ESS1.A; HS.ESS1.B
    • MS-ESS1-3: Title: MS-ESS1 Earth's Place in the Universe Performance Expectation: Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object's layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] [Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.] Disciplinary Core Idea(s):ESS1.B: Earth and the Solar SystemThe solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. Science & Engineering Practices: Analyzing and Interpreting DataAnalyze and interpret data to determine similarities and differences in findings. Crosscutting Concepts: Scale, Proportion, and QuantityTime, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology Engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). MathematicsMP.2: Reason abstractly and quantitatively.6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, "The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was one beak." "For every vote candidate A received, candidate C received nearly three votes."7.RP.2.a-d: Recognize and represent proportional relationships between quantities. DCI Connections:Connections to other DCIs in this grade-band: MS.ESS2.A Articulation across grade-bands: 5.ESS1.B; HS.ESS1.B; HS.ESS2.A
    • MS-ESS1-4: Title: MS-ESS1 Earth's Place in the Universe Performance Expectation: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. [Clarification Statement: Emphasis is on how analyses of rock formations and the fossils they contain are used to establish relative ages of major events in Earth's history. Examples of Earth's major events could range from being very recent (such as the last Ice Age or the earliest fossils of homo sapiens) to very old (such as the formation of Earth or the earliest evidence of life). Examples can include the formation of mountain chains and ocean basins, the evolution or extinction of particular living organisms, or significant volcanic eruptions.] [Assessment Boundary: Assessment does not include recalling the names of specific periods or epochs and events within them.] Disciplinary Core Idea(s):ESS1.C: The History of Planet EarthThe geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. Science & Engineering Practices: Constructing Explanations and Designing SolutionsConstruct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Crosscutting Concepts: Scale, Proportion, and QuantityTime, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. WHST.6-8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Mathematics6.EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. 7.EE.4.a-b: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. DCI Connections:Connections to other DCIs in this grade-band: MS.LS4.A; MS.LS4.C Articulation across grade-bands: 3.LS4.A; 3.LS4.C; 4.ESS1.C; HS.PS1.C; HS.LS4.A; HS.LS4.C; HS.ESS1.C; HS.ESS2.A
    • MS-ESS2-1: Title: MS-ESS2 Earth's Systems Performance Expectation: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. [Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth's materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.] Disciplinary Core Idea(s):ESS2.A: Earth Materials and SystemsAll Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. Science & Engineering Practices: Developing and Using ModelsDevelop and use a model to describe phenomena. Crosscutting Concepts: Stability and ChangeExplanations of stability and change in natural or designed systems can be constructed by examining the changes over time and processes at different scales, including the atomic scale. California Environmental Principles and Concepts:Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. California Common Core State Standards Connections:ELA/LiteracySL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. DCI Connections:Connections to other DCIs in this grade-band: MS.PS1.A; MS.PS1.B; MS.PS3.B; MS.LS2.B; MS.LS2.C; MS.ESS1.B; MS.ESS3.C Articulation across grade-bands: 4.PS3.B; 4.ESS2.A; 5.ESS2.A; HS.PS1.B; HS.PS3.B; HS.LS1.C; HS.LS2.B; HS.ESS2.A; HS.ESS2.C; HS.ESS2.E
    • MS-ESS2-2: Title: MS-ESS2 Earth's Systems Performance Expectation: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth's surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.] Disciplinary Core Idea(s):ESS2.A: Earth Materials and SystemsThe planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. ESS2.C: The Roles of Water in Earth's Surface ProcessesWater's movements-both on the land and underground-cause weathering and erosion, which change the land's surface features and create underground formations. Science & Engineering Practices: Constructing Explanations and Designing SolutionsConstruct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe nature operate today as they did in the past and will continue to do so in the future. Crosscutting Concepts: Scale Proportion and QuantityTime, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. California Environmental Principles and Concepts:Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts.WHST.6-8.2.a-f: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics MP.2: Reason abstractly and quantitatively.6.EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.7.EE.4.a-b: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. DCI Connections:Connections to other DCIs in this grade-band: MS.PS1.B; MS.LS2.B Articulation across grade-bands: 4.ESS1.C; 4.ESS2.A; 4.ESS2.E; 5.ESS2.A; HS.PS3.D; HS.LS2.B; HS.ESS1.C; HS.ESS2.A; HS.ESS2.B; HS.ESS2.C; HS.ESS2.D; HS.ESS2.E; HS.ESS3.D
    • MS-ESS2-3: Title: MS-ESS2 Earth's Systems Performance Expectation: Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).] [Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.] Disciplinary Core Idea(s):ESS1.C: The History of Planet EarthTectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) ESS2.B: Plate Tectonics and Large-Scale System InteractionsMaps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth's plates have moved great distances, collided, and spread apart. Science & Engineering Practices: Analyzing and Interpreting DataAnalyze and interpret data to provide evidence for phenomena. Connections to Nature of Science: Scientific Knowledge is Open to Revision in Light of New EvidenceScience findings are frequently revised and/or reinterpreted based on new evidence. Crosscutting Concepts: PatternsPatterns in rates of change and other numerical relationships can provide information about natural systems. California Environmental Principles and Concepts:Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts.RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. Mathematics MP.2: Reason abstractly and quantitatively.6.EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. 7.EE.4.a-b: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. DCI Connections:Connections to other DCIs in this grade-band: MS.LS4.A Articulation across grade-bands: 3.LS4.A; 3.ESS3.B; 4.ESS1.C; 4.ESS2.B; 4.ESS3.B; HS.LS4.A; HS.LS4.C; HS.ESS1.C; HS.ESS2.A; HS.ESS2.B
    • MS-ESS2-4: Title: MS-ESS2 Earth's Systems Performance Expectation: Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.] Disciplinary Core Idea(s):ESS2.C: The Roles of Water in Earth's Surface ProcessesWater continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.Global movements of water and its changes in form are propelled by sunlight and gravity. Science & Engineering Practices: Developing and Using ModelsDevelop a model to describe unobservable mechanisms. Crosscutting Concepts: Energy and MatterWithin a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. California Environmental Principles and Concepts:Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. California Common Core State Standards Connections:N/A DCI Connections:Connections to other DCIs in this grade-band: MS.PS1.A; MS.PS2.B; MS.PS3.A; MS.PS3.D Articulation across grade-bands: 3.PS2.A; 4.PS3.B; 5.PS2.B; 5.ESS2.C; HS.PS2.B; HS.PS3.B; HS.PS3.D; HS.PS4.B; HS.ESS2.A; HS.ESS2.C; HS.ESS2.D
    • MS-ESS2-5: Title: MS-ESS2 Earth's Systems Performance Expectation: Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. [Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).] [Assessment Boundary: Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.] Disciplinary Core Idea(s):ESS2.C: The Roles of Water in Earth's Surface ProcessesThe complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. ESS2.D: Weather and ClimateBecause these patterns are so complex, weather can only be predicted probabilistically. Science & Engineering Practices: Planning and Carrying Out InvestigationsCollect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. Crosscutting Concepts: Cause and EffectCause and effect relationships may be used to predict phenomena in natural or designed systems. California Environmental Principles and Concepts:Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts.RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Mathematics MP.2: Reason abstractly and quantitatively. 6.NS.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. DCI Connections:Connections to other DCIs in this grade-band: MS.PS1.A; MS.PS2.A; MS.PS3.A; MS.PS3.B Articulation across grade-bands: 3.ESS2.D; 5.ESS2.A; HS.ESS2.C; HS.ESS2.D
    • MS-ESS2-6: Title: MS-ESS2 Earth's Systems Performance Expectation: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. [Clarification Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.] [Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.] Disciplinary Core Idea(s):ESS2.C: The Roles of Water in Earth's Surface ProcessesVariations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. ESS2.D: Weather and ClimateWeather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. Science & Engineering Practices: Developing and Using ModelsDevelop and use a model to describe phenomena. Crosscutting Concepts: Systems and System ModelsModels can be used to represent systems and their interactions-such as inputs, processes and outputs-and energy, matter, and information flows within systems. California Environmental Principles and Concepts:Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. California Common Core State Standards Connections:ELA/LiteracySL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. DCI Connections:Connections to other DCIs in this grade-band: MS.PS2.A; MS.PS3.B; MS.PS4.B Articulation across grade-bands: 3.PS2.A; 3.ESS2.D; 5.ESS2.A; HS.PS2.B; HS.PS3.B; HS.ESS1.B; HS.ESS2.A; HS.ESS2.D
    • MS-ESS3-1: Title: MS-ESS3 Earth and Human Activity Performance Expectation: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. [Clarification Statement: Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).] Disciplinary Core Idea(s):ESS3.A: Natural ResourcesHumans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. Science & Engineering Practices: Constructing Explanations and Designing SolutionsConstruct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Crosscutting Concepts: Cause and EffectCause and effect relationships may be used to predict phenomena in natural or designed systems. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts.WHST.6-8.2.a-f: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics6.EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.7.EE.4.a-b: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. DCI Connections:Connections to other DCIs in this grade-band: MS.PS1.A; MS.PS1.B; MS.ESS2.D Articulation across grade-bands: 4.PS3.D; 4.ESS3.A; HS.PS3.B; HS.LS1.C; HS.ESS2.A; HS.ESS2.B; HS.ESS2.C; HS.ESS3.A
    • MS-ESS3-2: Title: MS-ESS3 Earth and Human Activity Performance Expectation: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. [Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).] Disciplinary Core Idea(s):ESS3.B: Natural Hazards Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events. Science & Engineering Practices: Analyzing and Interpreting DataAnalyze and interpret data to determine similarities and differences in findings. Crosscutting Concepts: PatternsGraphs, charts, and images can be used to identify patterns in data. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts.RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). MathematicsMP.2: Reason abstractly and quantitatively.6.EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.7.EE.4.a-b: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. DCI Connections:Connections to other DCIs in this grade-band: MS.PS3.C Articulation across grade-bands: 3.ESS3.B; 4.ESS3.B; HS.ESS2.B; HS.ESS2.D; HS.ESS3.B; HS.ESS3.D
    • MS-ESS3-3: Title: MS-ESS3 Earth and Human Activity Performance Expectation: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).] Disciplinary Core Idea(s):ESS3.C: Human Impacts on Earth SystemsHuman activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. Science & Engineering Practices: Constructing Explanations and Designing SolutionsApply scientific principles to design an object, tool, process or system. Crosscutting Concepts: Cause and EffectRelationships can be classified as causal or correlational, and correlation does not necessarily imply causation. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyWHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.WHST.6-8.8: Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Mathematics6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.6.EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. DCI Connections:Connections to other DCIs in this grade-band: MS.LS2.A; MS.LS2.C ; MS.LS4.D Articulation across grade-bands: 3.LS2.C; 3.LS4.D; 5.ESS3.C; HS.LS2.C; HS.LS4.C; HS.LS4.D; HS.ESS2.C; HS.ESS2.D; HS.ESS2.E; HS.ESS3.C; HS.ESS3.D
    • MS-ESS3-4: Title: MS-ESS3 Earth and Human Activity Performance Expectation: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. [Clarification Statement: Examples of evidence include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth's systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.] Disciplinary Core Idea(s):ESS3.C: Human Impacts on Earth SystemsTypically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. Science & Engineering Practices: Engaging in Argument from EvidenceConstruct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. Crosscutting Concepts: Cause and EffectCause and effect relationships may be used to predict phenomena in natural or designed systems. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. Connections to Nature of Science: Science Addresses Questions About the Natural and Material WorldScientific knowledge can describe the consequences of actions but does not necessarily prescribe the decisions that society takes. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts.WHST.6-8.1.a-f: Write arguments focused on discipline content.WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.7.RP.2.a-d: Recognize and represent proportional relationships between quantities.6.EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.7.EE.4.a-b: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. DCI Connections:Connections to other DCIs in this grade-band: MS.LS2.A; MS.LS4.D Articulation across grade-bands: 3.LS2.C; 3.LS4.D; 5.ESS3.C; HS.LS2.A; HS.LS2.C; HS.LS4.C; HS.LS4.D; HS.ESS2.E; HS.ESS3.A; HS.ESS3.C
    • MS-ESS3-5: Title: MS-ESS3 Earth and Human Activity Performance Expectation: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. [Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.] Disciplinary Core Idea(s):ESS3.D: Global Climate ChangeHuman activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. Science & Engineering Practices: Asking Questions and Defining ProblemsAsk questions to identify and clarify evidence of an argument. Crosscutting Concepts: Stability and ChangeStability might be disturbed either by sudden events or gradual changes that accumulate over time. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. MathematicsMP.2: Reason abstractly and quantitatively.6.EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. DCI Connections:Connections to other DCIs in this grade-band: MS.PS3.A Articulation across grade-bands: HS.PS3.B; HS.PS4.B; HS.ESS2.A; HS.ESS2.D; HS.ESS3.C; HS.ESS3.D
  • Science Grade 6-8 : Engineering, Technology, and Applications of Science:
    • MS-ETS1-1: Title: MS-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Disciplinary Core Idea(s):ETS1.A: Defining and Delimiting Engineering ProblemsThe more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. Science & Engineering Practices: Asking Questions and Defining Problems Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions. Crosscutting Concepts: Influence of Science, Engineering, and Technology on Society and the Natural WorldAll human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment.The uses of technologies and limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. California Environmental Principles and Concepts:Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts.WHST.6-8.7: Conduct short research projects to answer focused questions that allow for multiple avenues of exploration.WHST.6-8.8: Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. MathematicsMP.2: Reason abstractly and quantitatively. DCI Connections:Connections to MS-ETS1.A: Defining and Delimiting Engineering Problems include:Physical Science: MS-PS3-3 Articulation across grade-bands: 3-5.ETS1.A; 3-5.ETS1.C; HS.ETS1.A; HS.ETS1.B
    • MS-ETS1-2: Title: MS-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Disciplinary Core Idea(s):ETS1.B: Developing Possible SolutionsThere are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Science & Engineering Practices: Engaging in Argument from EvidenceEvaluate competing design solutions based on jointly developed and agreed-upon design criteria. Crosscutting Concepts: N/A California Environmental Principles and Concepts:Principle VDecisions affecting resources and natural systems are based on a wide range of consideration and decision-making processes. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics MP.2: Reason abstractly and quantitatively. DCI Connections:Connections to MS-ETS1.B: Developing Possible Solutions Problems include:Physical Science: MS-PS1-6; MS-PS3-3Life Science: MS-LS2-5 Articulation across grade-bands: 3-5.ETS1.A; 3-5.ETS1.B; 3-5.ETS1.C; HS.ETS1.A; HS.ETS1.B
    • MS-ETS1-3: Title: MS-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Disciplinary Core Idea(s):ETS1.B: Developing Possible SolutionsThere are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. ETS1.C: Optimizing the Design SolutionAlthough one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process-that is, some of those characteristics may be incorporated into the new design. Science & Engineering Practices: Analyzing and Interpreting DataAnalyze and interpret data to determine similarities and differences in findings. Crosscutting Concepts: N/A California Environmental Principles and Concepts:Principle VDecisions affecting resources and natural systems are based on a wide range of consideration and decision-making processes. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. MathematicsMP.2: Reason abstractly and quantitatively. DCI Connections:Connections to MS-ETS1.B: Developing Possible Solutions Problems include:Physical Science: MS-PS1-6; MS-PS3-3Life Science: MS-LS2-5 Connections to MS-ETS1.C: Optimizing the Design Solution include:Physical Science: MS-PS1-6 Articulation across grade-bands: 3-5.ETS1.A; 3-5.ETS1.B; 3-5.ETS1.C; HS.ETS1.B; HS.ETS1.C
    • MS-ETS1-4: Title: MS-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Disciplinary Core Idea(s):ETS1.B: Developing Possible SolutionsA solution needs to be tested, and then modified on the basis of the test results, in order to improve it.Models of all kinds are important for testing solutions. ETS1.C: Optimizing the Design SolutionThe iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. Science & Engineering Practices: Developing and Using ModelsDevelop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. Crosscutting Concepts: N/A California Environmental Principles and Concepts:Principle VDecisions affecting resources and natural systems are based on a wide range of consideration and decision-making processes. California Common Core State Standards Connections:ELA/LiteracySL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. MathematicsMP.2: Reason abstractly and quantitatively. DCI Connections:Connections to MS-ETS1.B: Developing Possible Solutions Problems include:Physical Science: MS-PS1-6; MS-PS3-3Life Science: MS-LS2-5 Connections to MS-ETS1.C: Optimizing the Design Solution include:Physical Science: MS-PS1-6 Articulation across grade-bands: 3-5.ETS1.B; 3-5.ETS1.C; HS.ETS1.B; HS.ETS1.C
  • Science Grade 6-8 : Life Science:
    • MS-LS1-1: Title: MS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. [Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or many and varied cells. Viruses, while not cells, have features that are both common with, and distinct from, cellular life.] Disciplinary Core Idea(s):LS1.A: Structure and FunctionAll living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). Science & Engineering Practices: Planning and Carrying Out InvestigationsConduct an investigation to produce data to serve as the basis for evidence that meet the goals of an investigation. Crosscutting Concepts: Scale, Proportion, and QuantityPhenomena that can be observed at one scale may not be observable at another scale. Connections to Engineering, Technology and Applications of Science: Interdependence of Science, Engineering, and TechnologyEngineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:ELA/LiteracyWHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Mathematics6.EE.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. DCI Connections:Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: HS.LS1.A
    • MS-LS1-2: Title: MS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function. [Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.] [Assessment Boundary: Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts.] Disciplinary Core Idea(s):LS1.A: Structure and FunctionWithin cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Science & Engineering Practices: Developing and Using ModelsDevelop and use a model to describe phenomena. Crosscutting Concepts: Structure and FunctionComplex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:ELA/LiteracySL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics6.EE.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. DCI Connections:Connections to other DCIs in this grade-band: MS.LS3.A Articulation across grade-bands: 4.LS1.A; HS.LS1.A
    • MS-LS1-3: Title: MS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems.] [Assessment Boundary: Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.] Disciplinary Core Idea(s):LS1.A: Structure and FunctionIn multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Science & Engineering Practices: Engaging in Argument from EvidenceUse an oral and written argument supported by evidence to support or refute an explanation or a model for a phenomenon. Crosscutting Concepts: Systems and System ModelsSystems may interact with other systems; they may have sub-systems and be a part of larger complex systems. Connections to Nature of Science: Science is a Human EndeavorScientists and engineers are guided by habits of mind such as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.WHST.6-8.1.a-e: Write arguments focused on discipline-specific content. Mathematics6.EE.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. DCI Connections:Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: HS.LS1.A
    • MS-LS1-4: Title: MS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. [Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.] Disciplinary Core Idea(s):LS1.B: Growth and Development of OrganismsAnimals engage in characteristic behaviors that increase the odds of reproduction.Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. Science & Engineering Practices: Engaging in Argument from EvidenceUse an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. Crosscutting Concepts: Cause and EffectPhenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. WHST.6-8.1.a-e: Write arguments focused on discipline-specific content. DCI Connections:Connections to other DCIs in this grade-band: MS.LS2.A Articulation across grade-bands: 3.LS1.B; HS.LS2.A; HS.LS2.D
    • MS-LS1-5: Title: MS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.] [Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.] Disciplinary Core Idea(s):LS1.B: Growth and Development of OrganismsGenetic factors as well as local conditions affect the growth of the adult plant. Science & Engineering Practices: Constructing Explanations and Designing SolutionsConstruct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Crosscutting Concepts: Cause and EffectPhenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.WHST.6-8.2.a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics6.SP.2: Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. 6.SP.4: Display numerical data in plots on a number line, including dot plots, histograms, and box plots. DCI Connections:Connections to other DCIs in this grade-band: MS.LS2.A Articulation across grade-bands: 3.LS1.B; 3.LS3.A; HS.LS2.A
    • MS-LS1-6: Title: MS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.] Disciplinary Core Idea(s):LS1.C: Organization for Matter and Energy Flow in OrganismsPlants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. PS3.D: Energy in Chemical ProcessesThe chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. (secondary to MS-LS1-6) Science & Engineering Practices: Constructing Explanations and Designing SolutionsConstruct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Connections to Nature of Science: Scientific Knowledge is Based on Empirical EvidenceScience knowledge is based upon logical connections between evidence and explanations. Crosscutting Concepts: Energy and MatterWithin a natural system, the transfer of energy drives the motion and/or cycling of matter. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts.RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.WHST.6-8.2.a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics6.EE.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. DCI Connections:Connections to other DCIs in this grade-band: MS.PS1.B; MS.ESS2.A Articulation across grade-bands: 5.PS3.D; 5.LS1.C; 5.LS2.A; 5.LS2.B; HS.PS1.B; HS.LS1.C; HS.LS2.B; HS.ESS2.D
    • MS-LS1-7: Title: MS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. [Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released.] [Assessment Boundary: Assessment does not include details of the chemical reactions for photosynthesis or respiration.] Disciplinary Core Idea(s):LS1.C: Organization for Matter and Energy Flow in OrganismsWithin individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. PS3.D: Energy in Chemical ProcessesCellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials. (secondary to MS-LS1-6) Science & Engineering Practices: Developing and Using ModelsDevelop a model to describe unobservable mechanisms. Crosscutting Concepts: Energy and MatterMatter is conserved because atoms are conserved in physical and chemical processes. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:ELA/LiteracySL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. DCI Connections:Connections to other DCIs in this grade-band: MS.PS1.B Articulation across grade-bands: 5.PS3.D; 5.LS1.C; 5.LS2.B; HS.PS1.B; HS.LS1.C; HS.LS2.B
    • MS-LS1-8: Title: MS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. [Assessment Boundary: Assessment does not include mechanisms for the transmission of this information.] Disciplinary Core Idea(s):LS1.D: Information ProcessingEach sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Science & Engineering Practices: Obtaining, Evaluating, and Communicating InformationGather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence. Crosscutting Concepts: Cause and EffectCause and effect relationships may be used to predict phenomena in natural systems. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:ELA/LiteracyWHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. DCI Connections:Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: 4.LS1.D; HS.LS1.A
    • MS-LS2-1: Title: MS-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.] Disciplinary Core Idea(s):LS2.A: Interdependent Relationships in EcosystemsOrganisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction.Growth of organisms and population increases are limited by access to resources. Science & Engineering Practices: Analyzing and Interpreting DataAnalyze and interpret data to provide evidence for phenomena. Crosscutting Concepts: Cause and EffectCause and effect relationships may be used to predict phenomena in natural or designed systems. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts.RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). DCI Connections:Connections to other DCIs in this grade-band: MS.ESS3.A; MS.ESS3.C Articulation across grade-bands: 3.LS2.C; 3.LS4.D; 5.LS2.A; HS.LS2.A; HS.LS4.C; HS.LS4.D; HS.ESS3.A
    • MS-LS2-2: Title: MS-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. [Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.] Disciplinary Core Idea(s):LS2.A: Interdependent Relationships in EcosystemsSimilarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared. Science & Engineering Practices: Constructing Explanations and Designing SolutionsConstruct an explanation that includes qualitative or quantitative relationships between variables that predict phenomena. Crosscutting Concepts: PatternsPatterns can be used to identify cause and effect relationships. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. WHST.6-8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.WHST.6-8.2.a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.WHST.6-8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.SL.8.1.a-d: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.SL.8.4: Present claims and findings (e.g., argument, narrative, response to literature presentations), emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. a. Plan and present a narrative that: establishes a context and point of view, presents a logical sequence, uses narrative techniques (e.g., dialogue, pacing, description, sensory language), uses a variety of transitions, and provides a conclusion that reflects the experience. Mathematics6.SP.5.a-d: Summarize numerical data sets in relation to their context. DCI Connections:Connections to other DCIs in this grade-band: MS.LS1.B Articulation across grade-bands: 1.LS1.B; HS.LS2.A; HS.LS2.B; HS.LS2.D
    • MS-LS2-3: Title: MS-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. [Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system.] [Assessment Boundary: Assessment does not include the use of chemical reactions to describe the processes.] Disciplinary Core Idea(s):LS2.B: Cycles of Matter and Energy Transfer in EcosystemsFood webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. Science & Engineering Practices: Developing and Using ModelsDevelop a model to describe phenomena. Crosscutting Concepts: Energy and MatterThe transfer of energy can be tracked as energy flows through a natural system. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural SystemsScience assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracySL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics6.EE.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. DCI Connections:Connections to other DCIs in this grade-band: MS.PS1.B Articulation across grade-bands: 5.LS2.A; 5.LS2.B; HS.PS3.B; HS.LS1.C; HS.LS2.B; HS.ESS2.A
    • MS-LS2-4: Title: MS-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.] Disciplinary Core Idea(s):LS2.C: Ecosystem Dynamics, Functioning, and ResilienceEcosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. Science & Engineering Practices: Engaging in Argument from EvidenceConstruct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. Connections to Nature of Science: Scientific Knowledge is Based on Empirical EvidenceScience disciplines share common rules of obtaining and evaluating empirical evidence. Crosscutting Concepts: Stability and ChangeSmall changes in one part of a system might cause large changes in another part. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts.RI.8.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. WHST.6-8.1.a-e: Write arguments focused on discipline-specific content.WHST.6-8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. DCI Connections:Connections to other DCIs in this grade-band: MS.LS4.C; MS.LS4.D; MS.ESS2.A; MS.ESS3.A; MS.ESS3.C Articulation across grade-bands: 3.LS2.C; 3.LS4.D; HS.LS2.C; HS.LS4.C; HS.LS4.D; HS.ESS2.E; HS.ESS3.B; HS.ESS3.C
    • MS-LS2-5: Title: MS-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* [Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.] Disciplinary Core Idea(s):LS2.C: Ecosystem Dynamics, Functioning, and ResilienceBiodiversity describes the variety of species found in Earth's terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem's biodiversity is often used as a measure of its health. LS4.D: Biodiversity and HumansChanges in biodiversity can influence humans' resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on-for example, water purification and recycling. (secondary to MS-LS2-5) ETS1.B: Developing Possible SolutionsThere are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (secondary to MS-LS2-5) Science & Engineering Practices: Engaging in Argument from EvidenceEvaluate competing design solutions based on jointly developed and agreed-upon design criteria. Crosscutting Concepts: Stability and ChangeSmall changes in one part of a system might cause large changes in another part. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural WorldThe use of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. Connections to Nature of Science: Science Addresses Questions About the Natural and Material WorldScientific knowledge can describe the consequences of actions but does not necessarily prescribe the decisions that society takes. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.8: Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.RI.8.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. MathematicsMP.4: Model with mathematics. 6.RP.3.a-d: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. DCI Connections:Connections to other DCIs in this grade-band: MS.ESS3.C Articulation across grade-bands: HS.LS2.A; HS.LS2.C; HS.LS4.D; HS.ESS3.A; HS.ESS3.C; HS.ESS3.D
    • MS-LS3-1: Title: MS-LS3 Heredity: Inheritance and Variation of Traits Performance Expectation: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. [Clarification Statement: Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins.] [Assessment Boundary: Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.] Disciplinary Core Idea(s):LS3.A: Inheritance of TraitsGenes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. LS3.B: Variation of TraitsIn addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. Science & Engineering Practices: Developing and Using ModelsDevelop and use a model to describe phenomena. Crosscutting Concepts: Structure and FunctionComplex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the shapes, composition, and relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).SL.8.5: Integrate multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. DCI Connections:Connections to other DCIs in this grade-band: MS.LS1.A; MS.LS4.A Articulation across grade-bands: 3.LS3.A; 3.LS3.B; HS.LS1.A; HS.LS1.B; HS.LS3.A; HS.LS3.B
    • MS-LS3-2: Title: MS-LS3 Heredity: Inheritance and Variation of Traits Performance Expectation: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. [Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.] Disciplinary Core Idea(s):LS1.B: Growth and Development of OrganismsOrganisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) LS3.A: Inheritance of TraitsVariations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. LS3.B: Variation of TraitsIn sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. Science & Engineering Practices: Developing and Using ModelsDevelop and use a model to describe phenomena. Crosscutting Concepts: Cause and EffectCause and effect relationships may be used to predict phenomena in natural systems. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts.RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. MathematicsMP.4: Model with mathematics. 6.SP.5.a-d: Summarize numerical data sets in relation to their context. DCI Connections:Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: 3.LS3.A; 3.LS3.B; HS.LS1.B; HS.LS3.A; HS.LS3.B
    • MS-LS4-1: Title: MS-LS4 Biological Evolution: Unity and Diversity Performance Expectation: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. [Clarification Statement: Emphasis is on finding patterns of changes in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers.] [Assessment Boundary: Assessment does not include the names of individual species or geological eras in the fossil record.] Disciplinary Core Idea(s):LS4.A: Evidence of Common Ancestry and DiversityThe collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. Science & Engineering Practices: Analyzing and Interpreting DataAnalyze and interpret data to determine similarities and differences in findings. Connections to Nature of Science: Scientific Knowledge is Based on Empirical EvidenceScience knowledge is based upon logical and conceptual connections between evidence and explanations. Crosscutting Concepts: PatternsGraphs, charts, and images can be used to identify patterns in data. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural SystemsScience assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). DCI Connections:Connections to other DCIs in this grade-band: MS.ESS1.C; MS.ESS2.B Articulation across grade-bands: 3.LS4.A; HS.LS4.A; HS.ESS1.C
    • MS-LS4-2: Title: MS-LS4 Biological Evolution: Unity and Diversity Performance Expectation: Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. [Clarification Statement: Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures.] Disciplinary Core Idea(s):LS4.A: Evidence of Common Ancestry and DiversityAnatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. Science & Engineering Practices: Constructing Explanations and Designing SolutionsApply scientific ideas to construct an explanation for real-world phenomena, examples, or events. Crosscutting Concepts: PatternsPatterns can be used to identify cause and effect relationships. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural SystemsScience assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.WHST.6-8.2.a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research.SL.8.1.a-d: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.SL.8.4: Present claims and findings (e.g., argument, narrative, response to literature presentations), emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. a. Plan and present a narrative that: establishes a context and point of view, presents a logical sequence, uses narrative techniques (e.g., dialogue, pacing, description, sensory language), uses a variety of transitions, and provides a conclusion that reflects the experience. DCI Connections:Connections to other DCIs in this grade-band: MS.LS3.A; MS.LS3.B; MS.ESS1.C Articulation across grade-bands: 3.LS4.A; HS.LS4.A; HS.ESS1.C
    • MS-LS4-3: Title: MS-LS4 Biological Evolution: Unity and Diversity Performance Expectation: Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. [Clarification Statement: Emphasis is on inferring general patterns of relatedness among embryos of different organisms by comparing the macroscopic appearance of diagrams or pictures.] [Assessment Boundary: Assessment of comparisons is limited to gross appearance of anatomical structures in embryological development.] Disciplinary Core Idea(s):LS4.A: Evidence of Common Ancestry and DiversityComparison of the embryological development of different species also reveals similarities that show relationships not evident in the fully-formed anatomy. Science & Engineering Practices: Analyzing and Interpreting DataAnalyze displays of data to identify linear and nonlinear relationships. Crosscutting Concepts: PatternsGraphs, charts, and images can be used to identify patterns in data. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. DCI Connections:Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: HS.LS4.A
    • MS-LS4-4: Title: MS-LS4 Biological Evolution: Unity and Diversity Performance Expectation: Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. [Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations.] Disciplinary Core Idea(s):LS4.B: Natural SelectionNatural selection leads to the predominance of certain traits in a population, and the suppression of others. Science & Engineering Practices: Constructing Explanations and Designing SolutionsConstruct an explanation that includes qualitative or quantitative relationships between variables that describe phenomena. Crosscutting Concepts: Cause and EffectPhenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. WHST.6-8.2.a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research.SL.8.1.a-d: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.SL.8.4: Present claims and findings (e.g., argument, narrative, response to literature presentations), emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. a. Plan and present a narrative that: establishes a context and point of view, presents a logical sequence, uses narrative techniques (e.g., dialogue, pacing, description, sensory language), uses a variety of transitions, and provides a conclusion that reflects the experience. Mathematics6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 6.SP.5.a-d: Summarize numerical data sets in relation to their context. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities. DCI Connections:Connections to other DCIs in this grade-band: MS.LS2.A; MS.LS3.A; MS.LS3.B Articulation across grade-bands: 3.LS3.B; 3.LS4.B; HS.LS2.A; HS.LS3.B; HS.LS4.B; HS.LS4.C
    • MS-LS4-5: Title: MS-LS4 Biological Evolution: Unity and Diversity Performance Expectation: Gather and synthesize information about technologies that have changed the way humans influence the inheritance of desired traits in organisms. [Clarification Statement: Emphasis is on synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, gene therapy); and, on the impacts these technologies have on society as well as the technologies leading to these scientific discoveries.] Disciplinary Core Idea(s):LS4.B: Natural SelectionIn artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring. Science & Engineering Practices: Obtaining, Evaluating, and Communicating InformationObtaining, evaluating, and communicating information in 6-8 builds on K-5 experiences and progresses to evaluating the merit and validity of ideas and methods.Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence. Crosscutting Concepts: Cause and EffectPhenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and TechnologyEngineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. Connections to Nature of Science: Science Addresses Questions About the Natural and Material WorldScientific knowledge can describe the consequences of actions but does not necessarily prescribe the decisions that society takes. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.WHST.6-8.8: Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. DCI Connections:Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: HS.LS3.B; HS.LS4.C
    • MS-LS4-6: Title: MS-LS4 Biological Evolution: Unity and Diversity Performance Expectation: Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. [Clarification Statement: Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.] [Assessment Boundary: Assessment does not include Hardy Weinberg calculations.] Disciplinary Core Idea(s):LS4.C: AdaptationAdaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes. Science & Engineering Practices: Using Mathematics and Computational ThinkingUse mathematical representations to support scientific conclusions and design solutions. Crosscutting Concepts: Cause and EffectPhenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:MathematicsMP.4: Model with mathematics.6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.6.SP.5.a-d: Summarize numerical data sets in relation to their context.7.RP.2.a-d: Recognize and represent proportional relationships between quantities. DCI Connections:Connections to other DCIs in this grade-band: MS.LS2.A; MS.LS2.C; MS.LS3.B; MS.ESS1.C Articulation across grade-bands: 3.LS4.C; HS.LS2.A; HS.LS2.C; HS.LS3.B; HS.LS4.B; HS.LS4.C
  • Science Grade 6-8 : Physical Science:
    • MS-PS1-1: Title: MS-PS1 Matter and Its Interactions Performance Expectation: Develop models to describe the atomic composition of simple molecules and extended structures. [Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms.] [Assessment Boundary: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete depiction of all individual atoms in a complex molecule or extended structure.] Disciplinary Core Idea(s):PS1.A: Structure and Properties of MatterSubstances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms.Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). Science & Engineering Practices: Developing and Using ModelsDevelop a model to predict and/or describe phenomena. Crosscutting Concepts: Scale, Proportion, and QuantityTime, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. 6.RP.3: Use ratio and rate reasoning to solve real-world and mathematical problems. DCI Connections:Connections to other DCIs in this grade-band: MS.ESS2.C Articulation across grade-bands: 5.PS1.A; HS.PS1.A; HS.ESS1.A
    • MS-PS1-2: Title: MS-PS1 Matter and Its Interactions Performance Expectation: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. [Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride.] [Assessment Boundary: Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility, flammability, and odor.] Disciplinary Core Idea(s):PS1.A: Structure and Properties of MatterEach pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. PS1.B: Chemical ReactionsSubstances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. Science & Engineering Practices: Analyzing and Interpreting DataAnalyze and interpret data to determine similarities and differences in findings. Connections to Nature of Science: Scientific Knowledge is Based on Empirical EvidenceScience knowledge is based upon logical and conceptual connections between evidence and explanations. Crosscutting Concepts: PatternsMacroscopic patterns are related to the nature of microscopic and atomic-level structure. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). MathematicsMP.2: Reason abstractly and quantitatively.6.RP.3: Use ratio and rate reasoning to solve real-world and mathematical problems.6.SP.4: Display numerical data in plots on a number line, including dot plots, histograms, and box plots.6.SP.5.a-d: Summarize numerical data sets in relation to their context. DCI Connections:Connections to other DCIs in this grade-band: MS.PS3.D; MS.LS1.C; MS.ESS2.A Articulation across grade-bands: 5.PS1.B; HS.PS1.B
    • MS-PS1-3: Title: MS-PS1 Matter and Its Interactions Performance Expectation: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. [Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include new medicine, foods, and alternative fuels.] [Assessment Boundary: Assessment is limited to qualitative information.] Disciplinary Core Idea(s):PS1.A: Structure and Properties of MatterEach pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. PS1.B: Chemical ReactionsSubstances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. Science & Engineering Practices: Obtaining, Evaluating, and Communicating InformationGather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or now supported by evidence. Crosscutting Concepts: Structure and FunctionStructures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and TechnologyEngineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. Influence of Science, Engineering and Technology on Society and the Natural WorldThe uses of technologies and any limitation on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.WHST.6-8.8: Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. DCI Connections:Connections to other DCIs in this grade-band: MS.LS2.A; MS.LS4.D; MS.ESS3.A; MS.ESS3.C Articulation across grade-bands: HS.PS1.A; HS.LS2.A; HS.LS4.D; HS.ESS3.A
    • MS-PS1-4: Title: MS-PS1 Matter and Its Interactions Performance Expectation: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. [Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.] Disciplinary Core Idea(s):PS1.A: Structure and Properties of MatterGases and liquids are made of molecules or inert atoms that are moving about relative to each other.In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations.The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. PS3.A: Definitions of EnergyThe term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MS-PS1-4)The temperature of a system is proportional to the average internal kinetic energy and potential energy per atom or molecule (whichever is the appropriate building block for the system's material). The details of that relationship depend on the type of atom or molecule and the interactions among the atoms in the material. Temperature is not a direct measure of a system's total thermal energy. The total thermal energy (sometimes called the total internal energy) of a system depends jointly on the temperature, the total number of atoms in the system, and the state of the material. (secondary to MS-PS1-4) Science & Engineering Practices: Developing and Using ModelsDevelop a model to predict and/or describe phenomena. Crosscutting Concepts: Cause and EffectCause and effect relationships may be used to predict phenomena in natural or designed systems. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Mathematics6.NS.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. DCI Connections:Connections to other DCIs in this grade-band: MS.ESS2.C Articulation across grade-bands: HS.PS1.A; HS.PS1.B; HS.PS3.A
    • MS-PS1-5: Title: MS-PS1 Matter and Its Interactions Performance Expectation: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. [Clarification Statement: Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms, that represent atoms.] [Assessment Boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.] Disciplinary Core Idea(s):PS1.B: Chemical ReactionsSubstances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants.The total number of each type of atom is conserved, and thus the mass does not change. Science & Engineering Practices: Developing and Using ModelsDevelop a model to describe unobservable mechanisms. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural PhenomenaLaws are regularities or mathematical descriptions of natural phenomena. Crosscutting Concepts: Energy and MatterMatter is conserved because atoms are conserved in physical and chemical processes. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). MathematicsMP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 6.RP.3: Use ratio and rate reasoning to solve real-world and mathematical problems. DCI Connections:Connections to other DCIs in this grade-band: MS.LS1.C; MS.LS2.B; MS.ESS2.A Articulation across grade-bands: 5.PS1.B; HS.PS1.B
    • MS-PS1-6: Title: MS-PS1 Matter and Its Interactions Performance Expectation: Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.* [Clarification Statement: Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and concentration of a substance. Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium chloride.] [Assessment Boundary: Assessment is limited to the criteria of amount, time, and temperature of substance in testing the device.] Disciplinary Core Idea(s):PS1.B: Chemical ReactionsSome chemical reactions release energy, others store energy. ETS1.B: Developing Possible SolutionsA solution needs to be tested, and then modified on the basis of the test results, in order to improve it. (secondary to MS-PS1-6) ETS1.C: Optimizing the Design SolutionAlthough one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process - that is, some of the characteristics may be incorporated into the new design. (secondary to MS-PS1-6)The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (secondary to MS-PS1-6) Science & Engineering Practices: Constructing Explanations and Designing SolutionsUndertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints. Crosscutting Concepts: Energy and MatterThe transfer of energy can be tracked as energy flows through a designed or natural system. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. DCI Connections:Connections to other DCIs in this grade-band: MS.PS3.D Articulation across grade-bands: HS.PS1.A; HS.PS1.B; HS.PS3.A; HS.PS3.B; HS.PS3.D
    • MS-PS2-1: Title: MS-PS2 Motion and Stability: Forces and Interactions Performance Expectation: Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects.* [Clarification Statement: Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and between a meteor and a space vehicle.] [Assessment Boundary: Assessment is limited to vertical or horizontal interactions in one dimension.] Disciplinary Core Idea(s):PS2.A: Forces and MotionFor any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton's third law). Science & Engineering Practices: Constructing Explanations and Designing SolutionsApply scientific ideas or principles to design an object, tool, process or system. Crosscutting Concepts: Systems and System ModelsModels can be used to represent systems and their interactions-such as inputs, processes and outputs-and energy and matter flows within systems. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural WorldThe uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. MathematicsMP.2: Reason abstractly and quantitatively.6.NS.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.6.EE.2.a-c: Write, read, and evaluate expressions in which letters stand for numbers. 7.EE.3-4: Solve real-life and mathematical problems using numerical and algebraic expressions and equations. DCI Connections:Connections to other DCIs in this grade-band: MS.PS3.C Articulation across grade-bands: 3.PS2.A; HS.PS2.A
    • MS-PS2-2: Title: MS-PS2 Motion and Stability: Forces and Interactions Performance Expectation: Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. [Clarification Statement: Emphasis is on balanced (Newton's First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton's Second Law), frame of reference, and specification of units.] [Assessment Boundary: Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame and to change in one variable at a time. Assessment does not include the use of trigonometry.] Disciplinary Core Idea(s):PS2.A: Forces and MotionThe motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion.All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Science & Engineering Practices: Planning and Carrying Out InvestigationsPlan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Connections to Nature of Science: Scientific Knowledge is Based on Empirical EvidenceScience knowledge is based upon logical and conceptual connections between evidence and explanations. Crosscutting Concepts: Stability and ChangeExplanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. MathematicsMP.2: Reason abstractly and quantitatively.6.EE.2.a-c: Write, read, and evaluate expressions in which letters stand for numbers. 7.EE.3-4: Solve real-life and mathematical problems using numerical and algebraic expressions and equations. DCI Connections:Connections to other DCIs in this grade-band: MS.PS3.A; MS.PS3.B; MS.ESS2.C Articulation across grade-bands: 3.PS2.A; HS.PS2.A; HS.PS3.B; HS.ESS1.B
    • MS-PS2-3: Title: MS-PS2 Motion and Stability: Forces and Interactions Performance Expectation: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. [Clarification Statement: Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the number or strength of magnets on the speed of an electric motor.] [Assessment Boundary: Assessment about questions that require quantitative answers is limited to proportional reasoning and algebraic thinking.] Disciplinary Core Idea(s):PS2.B: Types of InteractionsElectric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. Science & Engineering Practices: Asking Questions and Defining ProblemsAsk questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles. Crosscutting Concepts: Cause and EffectCause and effect relationships may be used to predict phenomena in natural or designed systems. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. MathematicsMP.2: Reason abstractly and quantitatively. DCI Connections:Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: 3.PS2.B; HS.PS2.B
    • MS-PS2-4: Title: MS-PS2 Motion and Stability: Forces and Interactions Performance Expectation: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. [Clarification Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.] [Assessment Boundary: Assessment does not include Newton's Law of Gravitation or Kepler's Laws.] Disciplinary Core Idea(s):PS2.B: Types of InteractionsGravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass-e.g., Earth and the sun. Science & Engineering Practices: Engaging in Argument from EvidenceConstruct and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. Connections to Nature of Science: Scientific Knowledge is Based on Empirical EvidenceScience knowledge is based upon logical and conceptual connections between evidence and explanations. Crosscutting Concepts: Systems and System ModelsModels can be used to represent systems and their interactions-such as inputs, processes and outputs-and energy and matter flows within systems. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyWHST.6-8.1.a-e: Write arguments focused on discipline-specific content. DCI Connections:Connections to other DCIs in this grade-band: MS.ESS1.A ; MS.ESS1.B ; MS.ESS2.C Articulation across grade-bands: 5.PS2.B ; HS.PS2.B ; HS.ESS1.B
    • MS-PS2-5: Title: MS-PS2 Motion and Stability: Forces and Interactions Performance Expectation: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. [Clarification Statement: Examples of this phenomenon could include the interactions of magnets, electrically-charged strips of tape, and electrically-charged pith balls. Examples of investigations could include first-hand experiences or simulations.] [Assessment Boundary: Assessment is limited to electric and magnetic fields, and limited to qualitative evidence for the existence of fields.] Disciplinary Core Idea(s):PS2.B: Types of InteractionsForces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, a magnet, or a ball, respectively). Science & Engineering Practices: Planning and Carrying Out InvestigationsConduct an investigation and evaluate the experimental design to produce data to serve as the basis for evidence that can meet the goals of the investigation. Crosscutting Concepts: Cause and EffectCause and effect relationships may be used to predict phenomena in natural or designed systems. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. DCI Connections:Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: 3.PS2.B; HS.PS2.B; HS.PS3.A; HS.PS3.B ; HS.PS3.C
    • MS-PS3-1: Title: MS-PS3 Energy Performance Expectation: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. [Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a whiffle ball versus a tennis ball.] Disciplinary Core Idea(s):PS3.A: Definitions of EnergyMotion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. Science & Engineering Practices: Analyzing and Interpreting DataConstruct and interpret graphical displays of data to identify linear and nonlinear relationships. Crosscutting Concepts: Scale, Proportion, and QuantityProportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. California Environmental Principles and Concepts:Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). MathematicsMP.2: Reason abstractly and quantitatively.6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.6.RP.2: Understand the concept of a unit rate a/b associated with a ratio a:b with b ? 0, and use rate language in the context of a ratio relationship. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities. 8.EE.1: Know and apply the properties of integer exponents to generate equivalent numerical expressions.8.EE.2: Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational.8.F.3: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. DCI Connections:Connections to other DCIs in this grade-band: MS.PS2.A Articulation across grade-bands: 4.PS3.B; HS.PS3.A; HS.PS3.B
    • MS-PS3-2: Title: MS-PS3 Energy Performance Expectation: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. [Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate's hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.] [Assessment Boundary: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.] Disciplinary Core Idea(s):PS3.A: Definitions of EnergyA system of objects may also contain stored (potential) energy, depending on their relative positions. PS3.C: Relationship Between Energy and ForcesWhen two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. Science & Engineering Practices: Developing and Using ModelsDevelop a model to describe unobservable mechanisms. Crosscutting Concepts: Systems and System ModelsModels can be used to represent systems and their interactions-such as inputs, processes, and outputs-and energy and matter flows within systems. California Environmental Principles and Concepts:Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:ELA/LiteracySL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. DCI Connections:Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: HS.PS2.B; HS.PS3.B; HS.PS3.C
    • MS-PS3-3: Title: MS-PS3 Energy Performance Expectation: Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.* [Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.] Disciplinary Core Idea(s):PS3.A: Definitions of EnergyTemperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. PS3.B: Conservation of Energy and Energy TransferEnergy is spontaneously transferred out of hotter regions or objects and into colder ones. ETS1.A: Defining and Delimiting Engineering ProblemsThe more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions. (secondary to MS-PS3-3) ETS1.B: Developing Possible SolutionsA solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3) Science & Engineering Practices: Constructing Explanations and Designing SolutionsApply scientific ideas or principles to design, construct, and test a design of an object, tool, process or system. Crosscutting Concepts: Energy and MatterThe transfer of energy can be tracked as energy flows through a designed or natural system. California Environmental Principles and Concepts:Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. DCI Connections:Connections to other DCIs in this grade-band: MS.PS1.B; MS.ESS2.A; MS.ESS2.C; MS.ESS2.D Articulation across grade-bands: 4.PS3.B; HS.PS3.B
    • MS-PS3-4.: Title: MS-PS3 Energy Performance Expectation: Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. [Clarification Statement: Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.] Disciplinary Core Idea(s):PS3.A: Definitions of EnergyTemperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. PS3.B: Conservation of Energy and Energy TransferThe amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment. Science & Engineering Practices: Planning and Carrying Out InvestigationsPlan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Connections to Nature of Science: Scientific Knowledge is Based on Empirical EvidenceScience knowledge is based upon logical and conceptual connections between evidence and explanations. Crosscutting Concepts: Scale, Proportion, and QuantityProportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. California Environmental Principles and Concepts:Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. MathematicsMP.2: Reason abstractly and quantitatively.6.SP.5.a-d: Summarize numerical data sets in relation to their context. DCI Connections:Connections to other DCIs in this grade-band: MS.PS1.A; MS.PS2.A; MS.ESS2.C; MS.ESS2.D; MS.ESS3.D Articulation across grade-bands: 4.PS3.C; HS.PS1.B; HS.PS3.A; HS.PS3.B
    • MS-PS3-5: Title: MS-PS3 Energy Performance Expectation: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. [Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.] [Assessment Boundary: Assessment does not include calculations of energy.] Disciplinary Core Idea(s):PS3.B: Conservation of Energy and Energy TransferWhen the motion energy of an object changes, there is inevitably some other change in energy at the same time. Science & Engineering Practices: Engaging in Argument from EvidenceConstruct, use, and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon. Connections to Nature of Science: Scientific Knowledge is Based on Empirical EvidenceScience knowledge is based upon logical and conceptual connections between evidence and explanations. Crosscutting Concepts: Energy and MatterEnergy may take different forms (e.g. energy in fields, thermal energy, energy of motion). California Environmental Principles and Concepts:Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. WHST.6-8.1.a-e: Write arguments focused on discipline-specific content. MathematicsMP.2: Reason abstractly and quantitatively.6.RP.1: Understand the concept of ratio and use ratio language to describe a ratio relationship between two quantities. DCI Connections:Connections to other DCIs in this grade-band: MS.PS2.A Articulation across grade-bands: 4.PS3.C; HS.PS3.A; HS.PS3.B
    • MS-PS4-1: Title: MS-PS4 Waves and Their Applications in Technologies for Information Transfer Performance Expectation: Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. [Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.] [Assessment Boundary: Assessment does not include electromagnetic waves and is limited to standard repeating waves.] Disciplinary Core Idea(s):PS4.A: Wave PropertiesA simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude. Science & Engineering Practices: Using Mathematics and Computational ThinkingUse mathematical representations to describe and/or support scientific conclusions and design solutions. Connections to Nature of Science: Scientific Knowledge is Based on Empirical EvidenceScience knowledge is based upon logical and conceptual connections between evidence and explanations. Crosscutting Concepts: PatternsGraphs and charts can be used to identify patterns in data. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracySL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics.6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.6.RP.3.a-d: Use ratio and rate reasoning to solve real-world and mathematical problems. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities. 8.F.3: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. DCI Connections:Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: 4.PS3.A; 4.PS3.B; 4.PS4.A; HS.PS4.A; HS.PS4.B
    • MS-PS4-2: Title: MS-PS4 Waves and Their Applications in Technologies for Information Transfer Performance Expectation: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. [Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.] [Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.] Disciplinary Core Idea(s):PS4.A: Wave PropertiesA sound wave needs a medium through which it is transmitted. PS4.B: Electromagnetic RadiationWhen light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object's material and the frequency (color) of the light.The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends.A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media.However, because light can travel through space, it cannot be a matter wave, like sound or water waves. Science & Engineering Practices: Developing and Using ModelsDevelop and use a model to describe phenomena. Crosscutting Concepts: Structure and FunctionStructures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracySL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. DCI Connections:Connections to other DCIs in this grade-band: MS.LS1.D Articulation across grade-bands: 4.PS4.B; HS.PS4.A; HS.PS4.B; HS.ESS1.A; HS.ESS2.A; HS.ESS2.C; HS.ESS2.D
    • MS-PS4-3: Title: MS-PS4 Waves and Their Applications in Technologies for Information Transfer Performance Expectation: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. [Clarification Statement: Emphasis is on a basic understanding that waves can be used for communication purposes. Examples could include using fiber optic cable to transmit light pulses, radio wave pulses in wifi devices, and conversion of stored binary patterns to make sound or text on a computer screen.] [Assessment Boundary: Assessment does not include binary counting. Assessment does not include the specific mechanism of any given device.] Disciplinary Core Idea(s):PS4.C: Information Technologies and InstrumentationDigitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. Science & Engineering Practices: Obtaining, Evaluating, and Communicating InformationIntegrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Crosscutting Concepts: Structure and FunctionStructures can be designed to serve particular functions. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural WorldTechnologies extend the measurement, exploration, modeling, and computational capacity of scientific investigations. Connections to Nature of Science: Science is a Human EndeavorAdvances in technology influence the progress of science and science has influenced advances in technology. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts.RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. DCI Connections:Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: 4.PS4.C; HS.PS4.A; HS.PS4.C
• Science Grade 9-12:
  • Science Grade 9-12 : Earth and Space Science:
    • HS-ESS1-1: Title: HS-ESS1 Earth's Place in the Universe Performance Expectation: Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun's core to release energy that eventually reaches Earth in the form of radiation. [Clarification Statement: Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the sun's core to reach Earth. Examples of evidence for the model include observations of the masses and lifetimes of other stars, as well as the ways that the sun's radiation varies due to sudden solar flares ("space weather"), the 11-year sunspot cycle, and non-cyclic variations over centuries.] [Assessment Boundary: Assessment does not include details of the atomic and sub-atomic processes involved with the sun's nuclear fusion.] Disciplinary Core Idea(s):ESS1.A: The Universe and its StarsThe star called the sun is changing and will burn out over a lifespan of approximately 10 billion years. PS3.D: Energy in Chemical ProcessesNuclear Fusion processes in the center of the sun release the energy that ultimately reaches Earth as radiation. (secondary to HS-ESS1-1) Science & Engineering Practices: Developing and Using ModelsDevelop a model based on evidence to illustrate the relationships between systems or between components of a system. Crosscutting Concepts: Scale, Proportion, and QuantityThe significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems.A-SSE.1.a-b: Interpret expressions that represent a quantity in terms of its context.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.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.HSN-Q.A.2: Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A.3: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. DCI Connections:Connections to other DCIs in this grade-band: HS.PS1.C; HS.PS3.A Articulation across grade-bands: MS.PS1.A; MS.PS4.B; MS.ESS1.A; MS.ESS2.A; MS.ESS2.D
    • HS-ESS1-2: Title: HS-ESS1 Earth's Place in the Universe Performance Expectation: Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe. [Clarification Statement: Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding, the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).] Disciplinary Core Idea(s):ESS1.A: The Universe and its StarsThe study of stars' light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth.The Big Bang theory is supported by observations of distant galaxies receding from our own, of the measured composition of stars and non-stellar gases, and of the maps of spectra of the primordial radiation (cosmic microwave background) that still fills the universe.Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode. PS4.B: Electromagnetic RadiationAtoms of each element emit and absorb characteristic frequencies of light. These characteristics allow identification of the presence of an element, even in microscopic quantities. (secondary to HS-ESS1-2) Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural PhenomenaA scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Crosscutting Concepts: Energy and MatterEnergy cannot be created or destroyed-only moved between one place and another place, between objects and/or fields, or between systems. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and TechnologyScience and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may involve scientists, engineers, and others with wide ranges of expertise. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural SystemsScientific knowledge is based on the assumption that natural laws operate today as they did in the past and they will continue to do so in the future.Science assumes the universe is a vast single system in which basic laws are consistent. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/Literacy RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.WHST.9-10.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. MathematicsMP.2: Reason abstractly and quantitatively.N-Q.1-3: Reason quantitatively and use units to solve problems.A-SSE.1.a-b: Interpret expressions that represent a quantity in terms of its context.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.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. DCI Connections:Connections to other DCIs in this grade-band: HS.PS1.A; HS.PS1.C; HS.PS3.A; HS.PS3.B; HS.PS4.A Articulation across grade-bands: MS.PS1.A; MS.PS4.B; MS.ESS1.A
    • HS-ESS1-3: Title: HS-ESS1 Earth's Place in the Universe Performance Expectation: Communicate scientific ideas about the way stars, over their life cycle, produce elements. [Clarification Statement: Emphasis is on the way nucleosynthesis, and therefore the different elements created, varies as a function of the mass of a star and the stage of its lifetime.] [Assessment Boundary: Details of the many different nucleosynthesis pathways for stars of differing masses are not assessed.] Disciplinary Core Idea(s):ESS1.A: The Universe and its StarsThe study of stars' light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth.Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode. Science & Engineering Practices: Obtaining, Evaluating, and Communicating Information Communicate scientific ideas (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). Crosscutting Concepts: Energy and MatterIn nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyWHST.9-10.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. SL.11-12.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. MathematicsMP.2: Reason abstractly and quantitatively. DCI Connections:Connections to other DCIs in this grade-band: HS.PS1.A; HS.PS1.C Articulation across grade-bands: MS.PS1.A; MS.ESS1.A
    • HS-ESS1-4: Title: HS-ESS1 Earth's Place in the Universe Performance Expectation: Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. [Clarification Statement: Emphasis is on Newtonian gravitational laws governing orbital motions, which apply to human-made satellites as well as planets and moons.] [Assessment Boundary: Mathematical representations for the gravitational attraction of bodies and Kepler's Laws of orbital motions should not deal with more than two bodies, nor involve calculus.] Disciplinary Core Idea(s):ESS1.B: Earth and the Solar SystemKepler's laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system. Science & Engineering Practices: Using Mathematical and Computational ThinkingUse mathematical or computational representations of phenomena to describe explanations. Crosscutting Concepts: Scale, Proportion, and QuantityAlgebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth). Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and TechnologyScience and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may involve scientists, engineers, and others with wide ranges of expertise. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems.A-SSE.1.a-b: Interpret expressions that represent a quantity in terms of its context.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.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. DCI Connections:Connections to other DCIs in this grade-band: HS.PS2.B Articulation across grade-bands: MS.PS2.A; MS.PS2.B; MS.ESS1.A; MS.ESS1.B
    • HS-ESS1-5: Title: HS-ESS1 Earth's Place in the Universe Performance Expectation: Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. [Clarification Statement: Emphasis is on the ability of plate tectonics to explain the ages of crustal rocks. Examples include evidence of the ages oceanic crust increasing with distance from mid-ocean ridges (a result of plate spreading) and the ages of North American continental crust decreasing with distance away from a central ancient core of the continental plate (a result of past plate interactions).] Disciplinary Core Idea(s):ESS1.C: The History of Planet EarthContinental rocks, which can be older than 4 billion years, are generally much older than the rocks of the ocean floor, which are less than 200 million years old. ESS2.B: Plate Tectonics and Large-Scale System InteractionsPlate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth's surface and provides a framework for understanding its geologic history. (ESS2.B Grade 8 GBE) (secondary to HS-ESS1-5) PS1.C: Nuclear Processes Spontaneous radioactive decays follow a characteristic exponential decay law. Nuclear lifetimes allow radiometric dating to be used to determine the ages of rocks and other materials. (secondary to HS-ESS1-5) Science & Engineering Practices: Engaging in Argument from EvidenceEvaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Crosscutting Concepts: PatternsEmpirical evidence is needed to identify patterns. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. RST.11-12.8: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.WHST.9-10.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. MathematicsMP.2: Reason abstractly and quantitatively.N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections:Connections to other DCIs in this grade-band: HS.PS3.B; HS.ESS2.A Articulation across grade-bands: MS.ESS1.C; MS.ESS2.A; MS.ESS2.B
    • HS-ESS1-6: Title: HS-ESS1 Earth's Place in the Universe Performance Expectation: Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history. [Clarification Statement: Emphasis is on using available evidence within the solar system to reconstruct the early history of Earth, which formed along with the rest of the solar system 4.6 billion years ago. Examples of evidence include the absolute ages of ancient materials (obtained by radiometric dating of meteorites, moon rocks, and Earth's oldest minerals), the sizes and compositions of solar system objects, and the impact cratering record of planetary surfaces.] Disciplinary Core Idea(s):ESS1.C: The History of Planet EarthAlthough active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth's formation and early history. PS1.C: Nuclear Processes Spontaneous radioactive decays follow a characteristic exponential decay law. Nuclear lifetimes allow radiometric dating to be used to determine the ages of rocks and other materials. (secondary to HS-ESS1-6) Science & Engineering Practices: Constructing Explanations and Designing Solutions Apply scientific reasoning to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural PhenomenaA scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Models, mechanisms, and explanations collectively serve as tools in the development of a scientific theory. Crosscutting Concepts: Stability and ChangeMuch of science deals with constructing explanations of how things change and how they remain stable. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. RST.11-12.8: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.WHST.9-12.1: Write arguments focused on discipline-specific content. MathematicsMP.2: Reason abstractly and quantitatively.N-Q.1-3: Reason quantitatively and use units to solve problems.F-IF.5: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.S-ID.6.a-c: Represent data on two quantitative variables on a scatter plot, and describe how those variables are related. DCI Connections:Connections to other DCIs in this grade-band: HS.PS2.A; HS.PS2.B Articulation across grade-bands: MS.PS2.B; MS.ESS1.B; MS.ESS1.C; MS.ESS2.A; MS.ESS2.B
    • HS-ESS2-1: Title: HS-ESS2 Earth's Systems Performance Expectation: Develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features. [Clarification Statement: Emphasis is on how the appearance of land features (such as mountains, valleys, and plateaus) and sea-floor features (such as trenches, ridges, and seamounts) are a result of both constructive forces (such as volcanism, tectonic uplift, and orogeny) and destructive mechanisms (such as weathering, mass wasting, and coastal erosion).] [Assessment Boundary: Assessment does not include memorization of the details of the formation of specific geographic features of Earth's surface.] Disciplinary Core Idea(s):ESS2.A: Earth Materials and SystemsEarth's systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. ESS2.B: Plate Tectonics and Large-Scale System InteractionsPlate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth's surface and provides a framework for understanding its geologic history. Plate movements are responsible for most continental and ocean-floor features and for the distribution of most rocks and minerals within Earth's crust. (ESS2.B Grade 8 GBE) Science & Engineering Practices: Developing and Using ModelsDevelop a model based on evidence to illustrate the relationships between systems or between components of a system. Crosscutting Concepts: Stability and Change Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. California Environmental Principles and Concepts:Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:ELA/LiteracySL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics.N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections:Connections to other DCIs in this grade-band: HS.PS2.B Articulation across grade-bands: MS.PS2.B; MS.LS2.B; MS.ESS1.C; MS.ESS2.A; MS.ESS2.B; MS.ESS2.C; MS.ESS2.D
    • HS-ESS2-2: Title: HS-ESS2 Earth's Systems Performance Expectation: Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems. [Clarification Statement: Examples should include climate feedbacks, such as how an increase in greenhouse gases causes a rise in global temperatures that melts glacial ice, which reduces the amount of sunlight reflected from Earth's surface, increasing surface temperatures and further reducing the amount of ice. Examples could also be taken from other system interactions, such as how the loss of ground vegetation causes an increase in water runoff and soil erosion; how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent.] Disciplinary Core Idea(s):ESS2.A: Earth Materials and SystemsEarth's systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. ESS2.D: Weather and ClimateThe foundation for Earth's global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy's re-radiation into space. Science & Engineering Practices: Analyzing and Interpreting DataAnalyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. Crosscutting Concepts: Stability and Change Feedback (negative or positive) can stabilize or destabilize a system. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural WorldNew technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology. California Environmental Principles and Concepts:Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. RST.11-12.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. MathematicsMP.2: Reason abstractly and quantitatively. N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections:Connections to other DCIs in this grade-band: HS.PS3.B; HS.PS4.B; HS.LS2.B; HS.LS2.C; HS.LS4.D; HS.ESS3.C; HS.ESS3.D Articulation across grade-bands: MS.PS3.D; MS.PS4.B; MS.LS2.B; MS.LS2.C; MS.LS4.C; MS.ESS2.A; MS.ESS2.B; MS.ESS2.C; MS.ESS2.D; MS.ESS3.D
    • HS-ESS2-3: Title: HS-ESS2 Earth's Systems Performance Expectation: Develop a model based on evidence of Earth's interior to describe the cycling of matter by thermal convection. [Clarification Statement: Emphasis is on both a one-dimensional model of Earth, with radial layers determined by density, and a three-dimensional model, which is controlled by mantle convection and the resulting plate tectonics. Examples of evidence include maps of Earth's three-dimensional structure obtained from seismic waves, records of the rate of change of Earth's magnetic field (as constraints on convection in the outer core), and identification of the composition of Earth's layers from high-pressure laboratory experiments.] Disciplinary Core Idea(s):ESS2.A: Earth Materials and SystemsEvidence from deep probes and seismic waves, reconstructions of historical changes in Earth's surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle and crust. Motions of the mantle and its plates occur primarily through thermal convection, which involves the cycling of matter due to the outward flow of energy from Earth's interior and gravitational movement of denser materials toward the interior. ESS2.B: Plate Tectonics and Large-Scale System InteractionsThe radioactive decay of unstable isotopes continually generates new energy within Earth's crust and mantle, providing the primary source of the heat that drives mantle convection. Plate tectonics can be viewed as the surface expression of mantle convection. PS4.A: Wave PropertiesGeologists use seismic waves and their reflection at interfaces between layers to probe structures deep in the planet. (secondary to HS-ESS2-3) Science & Engineering Practices: Developing and Using ModelsDevelop a model based on evidence to illustrate the relationships between systems or between components of a system. Connections to Nature of Science: Scientific Knowledge is Based on Empirical EvidenceScience knowledge is based on empirical evidence. Science disciplines share common rules of evidence used to evaluate explanations about natural systems.Science includes the process of coordinating patterns of evidence with current theory. Crosscutting Concepts: Energy and MatterEnergy drives the cycling of matter within and between systems. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and TechnologyScience and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may involve scientists, engineers, and others with wide ranges of expertise. California Environmental Principles and Concepts:Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics.N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections:Connections to other DCIs in this grade-band: HS.PS2.B; HS.PS3.B; HS.PS3.D; Articulation across grade-bands: MS.PS1.A; MS.PS1.B; MS.PS2.B; MS.PS3.A; MS.PS3.B; MS.ESS2.A; MS.ESS2.B
    • HS-ESS2-4: Title: HS-ESS2 Earth's Systems Performance Expectation: Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate. [Clarification Statement: Examples of the causes of climate change differ by timescale, over 1-10 years: large volcanic eruption, ocean circulation; 10-100s of years: changes in human activity, ocean circulation, solar output; 10-100s of thousands of years: changes to Earth's orbit and the orientation of its axis; and 10-100s of millions of years: long-term changes in atmospheric composition.] [Assessment Boundary: Assessment of the results of changes in climate is limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution.] Disciplinary Core Idea(s):ESS1.B: Earth and the Solar SystemCyclical changes in the shape of Earth's orbit around the sun, together with changes in the tilt of the planet's axis of rotation, both occurring over hundreds of thousands of years, have altered the intensity and distribution of sunlight falling on the earth. These phenomena cause a cycle of ice ages and other gradual climate changes. (secondary to HS-ESS2-4) ESS2.A: Earth Materials and SystemsThe geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun's energy output or Earth's orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles. ESS2.D: Weather and ClimateThe foundation for Earth's global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy's re-radiation into space. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. Science & Engineering Practices: Developing and Using ModelsUse a model to provide mechanistic accounts of phenomena. Connections to Nature of Science: Scientific Knowledge is Based on Empirical EvidenceScience arguments are strengthened by multiple lines of evidence supporting a single explanation. Crosscutting Concepts: Cause and EffectEmpirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. California Environmental Principles and Concepts:Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:ELA/LiteracySL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections:Connections to other DCIs in this grade-band: HS.PS3.A; HS.PS3.B; HS.LS2.C; HS.ESS1.C; HS.ESS3.C; HS.ESS3.D Articulation across grade-bands: MS.PS3.A; MS.PS3.B; MS.PS3.D; MS.PS4.B; MS.LS1.C; MS.LS2.B; MS.LS2.C; MS.ESS2.A; MS.ESS2.B; MS.ESS2.C; MS.ESS2.D; MS.ESS3.C; MS.ESS3.D
    • HS-ESS2-5: Title: HS-ESS2 Earth's Systems Performance Expectation: Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. [Clarification Statement: Emphasis is on mechanical and chemical investigations with water and a variety of solid materials to provide the evidence for connections between the hydrologic cycle and system interactions commonly known as the rock cycle. Examples of mechanical investigations include stream transportation and deposition using a stream table, erosion using variations in soil moisture content, or frost wedging by the expansion of water as it freezes. Examples of chemical investigations include chemical weathering and recrystallization (by testing the solubility of different materials) or melt generation (by examining how water lowers the melting temperature of most solids).] Disciplinary Core Idea(s):ESS2.C: The Roles of Water in Earth's Surface ProcessesThe abundance of liquid water on Earth's surface and its unique combination of physical and chemical properties are central to the planet's dynamics. These properties include water's exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. Science & Engineering Practices: Planning and Carrying Out InvestigationsPlan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. Crosscutting Concepts: Structure and FunctionThe functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials. California Environmental Principles and Concepts:Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:ELA/LiteracyWHST.9-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. DCI Connections:Connections to other DCIs in this grade-band: HS.PS1.A; HS.PS1.B; HS.PS3.B; HS.ESS3.C Articulation across grade-bands: MS.PS1.A; MS.PS4.B; MS.ESS2.A; MS.ESS2.C; MS.ESS2.D
    • HS-ESS2-6: Title: HS-ESS2 Earth's Systems Performance Expectation: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. [Clarification Statement: Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms.] Disciplinary Core Idea(s):ESS2.D: Weather and ClimateGradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. Science & Engineering Practices: Developing and Using ModelsDevelop a model based on evidence to illustrate the relationships between systems or between components of a system. Crosscutting Concepts: Energy and MatterThe total amount of energy and matter in closed systems is conserved. California Environmental Principles and Concepts:Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections:Connections to other DCIs in this grade-band: HS.PS1.A; HS.PS1.B Articulation across grade-bands: MS.PS1.A; MS.PS3.D; MS.PS4.B; MS.LS2.B; MS.ESS2.A; MS.ESS2.B; MS.ESS2.C; MS.ESS3.C; MS.ESS3.D
    • HS-ESS2-7: Title: HS-ESS2 Earth's Systems Performance Expectation: Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth. [Clarification Statement: Emphasis is on the dynamic causes, effects, and feedbacks between the biosphere and Earth's other systems, whereby geoscience factors control the evolution of life, which in turn continuously alters Earth's surface. Examples include how photosynthetic life altered the atmosphere through the production of oxygen, which in turn increased weathering rates and allowed for the evolution of animal life; how microbial life on land increased the formation of soil, which in turn allowed for the evolution of land plants; or how the evolution of corals created reefs that altered patterns of erosion and deposition along coastlines and provided habitats for the evolution of new life forms.] [Assessment Boundary: Assessment does not include a comprehensive understanding of the mechanisms of how the biosphere interacts with all of Earth's other systems.] Disciplinary Core Idea(s):ESS2.D: Weather and ClimateGradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen. ESS2.E: BiogeologyThe many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth's surface and the life that exists on it. Science & Engineering Practices: Engaging in Argument from EvidenceConstruct an oral and written argument or counter-arguments based on data and evidence. Crosscutting Concepts: Stability and Change Much of science deals with constructing explanations of how things change and how they remain stable. California Environmental Principles and Concepts:Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:ELA/LiteracyWHST.9-12.1.a-e: Write arguments focused on discipline-specific content. DCI Connections:Connections to other DCIs in this grade-band: HS.LS2.A; HS.LS2.C; HS.LS4.A; HS.LS4.B; HS.LS4.C; HS.LS4.D Articulation across grade-bands: MS.LS2.A; MS.LS2.C; MS.LS4.A; MS.LS4.B; MS.LS4.C; MS.ESS1.C; MS.ESS2.A; MS.ESS2.C; MS.ESS3.C
    • HS-ESS3-1: Title: HS-ESS3 Earth and Human Activity Performance Expectation: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. [Clarification Statement: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather (such as hurricanes, floods, and droughts). Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised.] Disciplinary Core Idea(s):ESS3.A: Natural ResourcesResource availability has guided the development of human society. ESS3.B: Natural HazardsNatural hazards and other geologic events have shaped the course of human history; [they] have significantly altered the sizes of human populations and have driven human migrations. Science & Engineering Practices: Constructing Explanations and Designing SolutionsConstruct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Crosscutting Concepts: Cause and EffectEmpirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Modern civilization depends on major technological systems. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. WHST.9-10.2.a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.WHST.11-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. MathematicsMP.2: Reason abstractly and quantitatively.N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections:Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.LS2.A; MS.LS4.D; MS.ESS2.A; MS.ESS3.A; MS.ESS3.B
    • HS-ESS3-2: Title: HS-ESS3 Earth and Human Activity Performance Expectation: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.* [Clarification Statement: Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Science knowledge indicates what can happen in natural systems-not what should happen.] Disciplinary Core Idea(s):ESS3.A: Natural ResourcesAll forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. ETS1.B: Developing Possible SolutionsWhen evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (secondary to HS-ESS3-2) Science & Engineering Practices: Engaging in Argument from EvidenceEvaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considerations). Crosscutting Concepts: Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Engineers continuously modify these technological systems by applying scientific knowledge and Engineering, Technology, and Applications of Science practices to increase benefits while decreasing costs and risks.Analysis of costs and benefits is a critical aspect of decisions about technology. Connections to Nature of Science: Science Addresses Questions About the Natural and Material WorldScience and technology may raise ethical issues for which science, by itself, does not provide answers and solutions.Science knowledge indicates what can happen in natural systems-not what should happen. The latter involves ethics, values, and human decisions about the use of knowledge.Many decisions are not made using science alone, but rely on social and cultural contexts to resolve issues. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. RST.11-12.8: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. MathematicsMP.2: Reason abstractly and quantitatively. DCI Connections:Connections to other DCIs in this grade-band: HS.PS3.B; HS.PS3.D; HS.LS2.A; HS.LS2.B; HS.LS4.D; HS.ESS2.A Articulation across grade-bands: MS.PS3.D; MS.LS2.A; MS.LS2.B; MS.LS4.D; MS.ESS3.A; MS.ESS3.C
    • HS-ESS3-3: Title: HS-ESS3 Earth and Human Activity Performance Expectation: Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity. [Clarification Statement: Examples of factors that affect the management of natural resources include costs of resource extraction and waste management, per-capita consumption, and the development of new technologies. Examples of factors that affect human sustainability include agricultural efficiency, levels of conservation, and urban planning.] [Assessment Boundary: Assessment for computational simulations is limited to using provided multi-parameter programs or constructing simplified spreadsheet calculations.] Disciplinary Core Idea(s):ESS3.C: Human Impacts on Earth SystemsThe sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. Science & Engineering Practices: Using Mathematics and Computational ThinkingCreate a computational model or simulation of a phenomenon, designed device, process, or system. Crosscutting Concepts: Stability and ChangeChange and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Modern civilization depends on major technological systems.New technologies can have deep impacts on society and the environment, including some that were not anticipated. Connections to Nature of Science: Science is a Human EndeavorScience is a result of human endeavors, imagination, and creativity. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:MathematicsMP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. DCI Connections:Connections to other DCIs in this grade-band: HS.PS1.B; HS.LS2.A; HS.LS2.B; HS.LS2.C; HS.LS4.D; HS.ESS2.A; HS.ESS2.E Articulation across grade-bands: MS.PS1.B; MS.LS2.A; MS.LS2.B; MS.LS2.C; MS.LS4.C; MS.LS4.D; MS.ESS2.A; MS.ESS3.A; MS.ESS3.C
    • HS-ESS3-4: Title: HS-ESS3 Earth and Human Activity Performance Expectation: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* [Clarification Statement: Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering, Technology, and Applications of Science solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).] Disciplinary Core Idea(s):ETS1.B: Developing Possible SolutionsWhen evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (secondary HS-ESS3-4) Science & Engineering Practices: Constructing Explanations and Designing SolutionsDesign or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. Crosscutting Concepts: Stability and ChangeFeedback (negative or positive) can stabilize or destabilize a system. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Engineers continuously modify these technological systems by applying scientific knowledge and Engineering, Technology, and Applications of Science practices to increase benefits while decreasing costs and risks. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.RST.11-12.8: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. MathematicsMP.2: Reason abstractly and quantitatively.N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections:Connections to other DCIs in this grade-band: HS.LS2.C; HS.LS4.D Articulation across grade-bands: MS.LS2.C; MS.ESS2.A; MS.ESS3.B; MS.ESS3.C; MS.ESS3.D
    • HS-ESS3-5: Title: HS-ESS3 Earth and Human Activity Performance Expectation: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems. [Clarification Statement: Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition).] [Assessment Boundary: Assessment is limited to one example of a climate change and its associated impacts.] Disciplinary Core Idea(s):ESS3.D: Global Climate Change Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. Science & Engineering Practices: Analyzing and Interpreting DataAnalyze data using computational models in order to make valid and reliable scientific claims. Connections to Nature of Science: Scientific Investigations Use a Variety of MethodsScience investigations use diverse methods and do not always use the same set of procedures to obtain data.New technologies advance scientific knowledge. Scientific Knowledge is Based on Empirical EvidenceScience knowledge is based on empirical evidence.Science arguments are strengthened by multiple lines of evidence supporting a single explanation. Crosscutting Concepts: Stability and ChangeChange and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.RST.11-12.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. MathematicsMP.2: Reason abstractly and quantitatively. N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections:Connections to other DCIs in this grade-band: HS.PS3.B; HS.PS3.D; HS.LS1.C; HS.ESS2.D Articulation across grade-bands: MS.PS3.B; MS.PS3.D; MS.ESS2.A; MS.ESS2.D; MS.ESS3.B; MS.ESS3.C; MS.ESS3.D
    • HS-ESS3-6: Title: HS-ESS3 Earth and Human Activity Performance Expectation: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. [Clarification Statement: Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations.] [Assessment Boundary: Assessment does not include running computational representations but is limited to using the published results of scientific computational models.] Disciplinary Core Idea(s):ESS2.D: Weather and ClimateCurrent models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6) ESS3.D: Global Climate Change Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities. Science & Engineering Practices: Using Mathematics and Computational ThinkingUse a computational representation of phenomena or design solutions to describe and/or support claims and/or explanations. Crosscutting Concepts: Systems and System ModelsWhen investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:MathematicsMP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics.N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections:Connections to other DCIs in this grade-band: HS.LS2.B; HS.LS2.C; HS.LS4.D; HS.ESS2.A Articulation across grade-bands: MS.LS2.C; MS.ESS2.A; MS.ESS2.C; MS.ESS3.C; MS.ESS3.D
  • Science Grade 9-12 : Engineering, Technology, and Applications of Science:
    • HS-ETS1-1: Title: HS-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Disciplinary Core Idea(s):ETS1.A: Defining and Delimiting Engineering ProblemsCriteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them.Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. Science & Engineering Practices: Asking Questions and Defining ProblemsAnalyze complex real-world problems by specifying criteria and constraints for successful solutions. Crosscutting Concepts: Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural WorldNew technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology. California Environmental Principles and Concepts:Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracyRST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.RST.11-12.8: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.RST.11-12.9: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. DCI Connections:Connections to HS-ETS1.A: Defining and Delimiting Engineering Problems include: Physical Science: HS-PS2-3; HS-PS3-3 Articulation across grade-bands: MS.ETS1.A
    • HS-ETS1-2: Title: HS-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Disciplinary Core Idea(s):ETS1.C: Optimizing the Design SolutionCriteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. Science & Engineering Practices: Constructing Explanations and Designing Solutions Design a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. Crosscutting Concepts: N/A California Environmental Principles and Concepts:Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:MathematicsMP.4: Model with mathematics. DCI Connections:Connections to HS-ETS1.C: Optimizing the Design Solution include: Physical Science: HS-PS1-6; HS-PS2-3 Articulation across grade-bands: MS.ETS1.A; MS.ETS1.B; MS.ETS1.C
    • HS-ETS1-3: Title: HS-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Disciplinary Core Idea(s):ETS1.B: Developing Possible SolutionsWhen evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Science & Engineering Practices: Constructing Explanations and Designing Solutions Evaluate a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. Crosscutting Concepts: Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural WorldNew technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology. California Environmental Principles and Concepts:Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:ELA/LiteracyRST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.RST.11-12.8: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.RST.11-12.9: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. DCI Connections:Connections to HS-ETS1.B: Designing Solutions to Engineering Problems include: Earth and Space Science: HS-ESS3-2; HS-ESS3-4Life Science: HS-LS2-7; HS-LS4-6 Articulation across grade-bands: MS.ETS1.A; MS.ETS1.B
    • HS-ETS1-4: Title: HS-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. Disciplinary Core Idea(s):ETS1.B: Developing Possible SolutionsBoth physical models and computers can be used in various ways to aid in the Engineering, Technology, and Applications of Science process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs. Science & Engineering Practices: Using Mathematics and Computational ThinkingUse mathematical models and/or computer simulations to predict the effects of a design solution on systems and/or the interactions between systems. Crosscutting Concepts: Systems and System ModelsModels (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions-including energy, matter, and information flows-within and between systems at different scales. California Environmental Principles and Concepts:Principle VDecisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections:MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. DCI Connections:Connections to HS-ETS1.B: Designing Solutions to Engineering Problems include: Earth and Space Science: HS-ESS3-2; HS-ESS3-4Life Science: HS-LS2-7; HS-LS4-6 Articulation across grade-bands: MS.ETS1.A ; MS.ETS1.B ; MS.ETS1.C
  • Science Grade 9-12 : Life Science:
    • HS-LS1-1: Title: HS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells. [Assessment Boundary: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.] Disciplinary Core Idea(s):LS1.A: Structure and FunctionSystems of specialized cells within organisms help them perform the essential functions of life.All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. Science & Engineering Practices: Constructing Explanations and Designing SolutionsConstruct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Crosscutting Concepts: Structure and FunctionInvestigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. WHST.9-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific/procedures, or technical processes.WHST.9-12.9: Draw evidence from informational texts to support analysis, reflection, and research. DCI Connections:Connections to other DCIs in this grade-band: HS.LS3.A Articulation across grade-bands: MS.LS1.A; MS.LS3.A; MS.LS3.B
    • HS-LS1-2: Title: HS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. [Clarification Statement: Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.] [Assessment Boundary: Assessment does not include interactions and functions at the molecular or chemical reaction level.] Disciplinary Core Idea(s):LS1.A: Structure and FunctionMulticellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Science & Engineering Practices: Developing and Using ModelsDevelop and use a model based on evidence to illustrate the relationships between systems or between components of a system. Crosscutting Concepts: Systems and System ModelsModels (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions-including energy, matter, and information flows-within and between systems at different scales. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracySL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. DCI Connections:Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.LS1.A
    • HS-LS1-3: Title: HS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarification Statement: Examples of investigations could include heart rate response to exercise, stomach response to moisture and temperature, and root development in response to water levels.] [Assessment Boundary: Assessment does not include the cellular processes involved in the feedback mechanism.] Disciplinary Core Idea(s):LS1.A: Structure and FunctionFeedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Science & Engineering Practices: Planning and Carrying Out InvestigationsPlan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. Connections to Nature of Science: Scientific Investigations Use a Variety of MethodsScientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings. Crosscutting Concepts: Stability and ChangeFeedback (negative or positive) can stabilize or destabilize a system. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyWHST.9-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.WHST.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. DCI Connections:Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.LS1.A
    • HS-LS1-4: Title: HS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. [Assessment Boundary: Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis.] Disciplinary Core Idea(s):LS1.B: Growth and Development of OrganismsIn multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Science & Engineering Practices: Developing and Using ModelsUse a model based on evidence to illustrate the relationships between systems or between components of a system. Crosscutting Concepts: Systems and System ModelsModels (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions-including energy, matter, and information flows-within and between systems at different scales. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracySL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. MathematicsMP.4: Model with mathematics. F-IF.7.a-e: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.F-BF.1.a-c: Write a function that describes a relationship between two quantities. DCI Connections:Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.LS1.A; MS.LS1.B; MS.LS3.A
    • HS-LS1-5: Title: HS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. [Clarification Statement: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equations, and conceptual models.] [Assessment Boundary: Assessment does not include specific biochemical steps.] Disciplinary Core Idea(s):LS1.C: Organization for Matter and Energy Flow in Organisms The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Science & Engineering Practices: Developing and Using ModelsUse a model based on evidence to illustrate the relationships between systems or between components of a system. Crosscutting Concepts: Energy and Matter Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracySL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. DCI Connections:Connections to other DCIs in this grade-band: HS.PS1.B; HS.PS3.B Articulation across grade-bands: MS.PS1.B; MS.PS3.D; MS.LS1.C; MS.LS2.B
    • HS-LS1-6: Title: HS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. [Clarification Statement: Emphasis is on using evidence from models and simulations to support explanations.] [Assessment Boundary: Assessment does not include the details of the specific chemical reactions or identification of macromolecules.] Disciplinary Core Idea(s):LS1.C: Organization for Matter and Energy Flow in Organisms The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells.As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Science & Engineering Practices: Constructing Explanations and Designing SolutionsConstruct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Crosscutting Concepts: Energy and Matter Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.WHST.9-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.WHST.9-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.WHST.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. DCI Connections:Connections to other DCIs in this grade-band: HS.PS1.B Articulation across grade-bands: MS.PS1.A; MS.PS1.B; MS.PS3.D; MS.LS1.C; MS.ESS2.E
    • HS-LS1-7: Title: HS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed, resulting in a net transfer of energy. [Clarification Statement: Emphasis is on the conceptual understanding of the inputs and outputs of the process of cellular respiration.] [Assessment Boundary: Assessment should not include identification of the steps or specific processes involved in cellular respiration.] Disciplinary Core Idea(s):LS1.C: Organization for Matter and Energy Flow in Organisms As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products.As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Science & Engineering Practices: Developing and Using ModelsUse a model based on evidence to illustrate the relationships between systems or between components of a system. Crosscutting Concepts: Energy and Matter Energy cannot be created or destroyed-it only moves between one place and another place, between objects and/or fields, or between systems. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracySL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. DCI Connections:Connections to other DCIs in this grade-band: HS.PS1.B; HS.PS2.B; HS.PS3.B Articulation across grade-bands: MS.PS1.B; MS.PS3.D; MS.LS1.C; MS.LS2.B
    • HS-LS2-1: Title: HS-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. [Clarification Statement: Emphasis is on quantitative analysis and comparison of the relationships among interdependent factors including boundaries, resources, climate, and competition. Examples of mathematical comparisons could include graphs, charts, histograms, and population changes gathered from simulations or historical data sets.] [Assessment Boundary: Assessment does not include deriving mathematical equations to make comparisons.] Disciplinary Core Idea(s):LS2.A: Interdependent Relationships in EcosystemsEcosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. Science & Engineering Practices: Using Mathematics and Computational ThinkingUse mathematical and/or computational representations of phenomena or design solutions to support explanations. Crosscutting Concepts: Scale, Proportion, and QuantityThe significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. WHST.9-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Mathematics MP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics.N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections:Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.LS2.A; MS.LS2.C; MS.ESS3.A; MS.ESS3.C
    • HS-LS2-2: Title: HS-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. [Clarification Statement: Examples of mathematical representations include finding the average, determining trends, and using graphical comparisons of multiple sets of data.] [Assessment Boundary: Assessment is limited to provided data.] Disciplinary Core Idea(s):LS2.A: Interdependent Relationships in EcosystemsEcosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. LS2.C: Ecosystem Dynamics, Functioning, and ResilienceA complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Science & Engineering Practices: Using Mathematics and Computational ThinkingUse mathematical representations of phenomena or design solutions to support and revise explanations. Connections to Nature of Science: Scientific Knowledge is Open to Revision in Light of New EvidenceMost scientific knowledge is quite durable, but is, in principle, subject to change based on new evidence and/or reinterpretation of existing evidence. Crosscutting Concepts: Scale, Proportion, and QuantityUsing the concept of orders of magnitude allows one to understand how a model at one scale relates to a model at another scale. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. WHST.9-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Mathematics MP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics.N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections:Connections to other DCIs in this grade-band: HS.ESS2.E; HS.ESS3.A; HS.ESS3.C; HS.ESS3.D Articulation across grade-bands: MS.LS2.A; MS.LS2.C; MS.ESS3.C
    • HS-LS2-3: Title: HS-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. [Clarification Statement: Emphasis is on conceptual understanding of the role of aerobic and anaerobic respiration in different environments.] [Assessment Boundary: Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration.] Disciplinary Core Idea(s):LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Science & Engineering Practices: Constructing Explanations and Designing SolutionsConstruct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Connections to Nature of Science: Scientific Knowledge is Open to Revision in Light of New EvidenceMost scientific knowledge is quite durable, but is, in principle, subject to change based on new evidence and/or reinterpretation of existing evidence. Crosscutting Concepts: Energy and Matter Energy drives the cycling of matter within and between systems. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.WHST.9-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.WHST.9-12.5: 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. DCI Connections:Connections to other DCIs in this grade-band: HS.PS1.B; HS.PS3.B; HS.PS3.D; HS.ESS2.A Articulation across grade-bands: MS.PS1.B; MS.PS3.D; MS.LS1.C; MS.LS2.B
    • HS-LS2-4: Title: HS-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. [Clarification Statement: Emphasis is on using a mathematical model of stored energy in biomass to describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through ecosystems. Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen and nitrogen being conserved as they move through an ecosystem.] [Assessment Boundary: Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy.] Disciplinary Core Idea(s):LS2.B: Cycles of Matter and Energy Transfer in EcosystemsPlants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Science & Engineering Practices: Using Mathematics and Computational ThinkingUse mathematical representations of phenomena or design solutions to support claims. Crosscutting Concepts: Energy and Matter Energy cannot be created or destroyed-it only moves between one place and another place, between objects and/or fields, or between systems. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:Mathematics MP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics.N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections:Connections to other DCIs in this grade-band: HS.PS3.B; HS.PS3.D Articulation across grade-bands: MS.PS3.D; MS.LS1.C; MS.LS2.B
    • HS-LS2-5: Title: HS-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. [Clarification Statement: Examples of models could include simulations and mathematical models.] [Assessment Boundary: Assessment does not include the specific chemical steps of photosynthesis and respiration.] Disciplinary Core Idea(s):LS2.B: Cycles of Matter and Energy Transfer in EcosystemsPhotosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. PS3.D: Energy in Chemical ProcessesThe main way that solar energy is captured and stored on Earth is through the complex chemical process known as photosynthesis. (secondary to HS-LS2-5) Science & Engineering Practices: Developing and Using ModelsDevelop a model based on evidence to illustrate the relationships between systems or components of a system. Crosscutting Concepts: Systems and System ModelsModels (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions-including energy, matter, and information flows-within and between systems at different scales. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:N/A DCI Connections:Connections to other DCIs in this grade-band: HS.PS1.B; HS.ESS2.D Articulation across grade-bands: MS.PS3.D; MS.LS1.C; MS.LS2.B; MS.ESS2.A
    • HS-LS2-6: Title: HS-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. [Clarification Statement: Examples of changes in ecosystem conditions could include modest biological or physical changes, such as moderate hunting or a seasonal flood; and extreme changes, such as volcanic eruption or sea level rise.] Disciplinary Core Idea(s):LS2.C: Ecosystem Dynamics, Functioning, and ResilienceA complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Science & Engineering Practices: Engaging in Argument from EvidenceEvaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments. Connections to Nature of Science: Scientific Knowledge is Open to Revision in Light of New EvidenceScientific argumentation is a mode of logical discourse used to clarify the strength of relationships between ideas and evidence that may result in revision of an explanation. Crosscutting Concepts: Stability and ChangeMuch of science deals with constructing explanations of how things change and how they remain stable. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.RST.9-10.8: Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.RST.11-12.8.a-e: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. MathematicsMP.2: Reason abstractly and quantitatively.S-ID.1: Represent data with plots on the real number line.S-IC.1: Understand statistics as a process for making inferences about population parameters based on a random sample from that population.S-IC.6: Evaluate reports based on data. DCI Connections:Connections to other DCIs in this grade-band: HS.ESS2.E Articulation across grade-bands: MS.LS2.A; MS.LS2.C; MS.ESS2.E; MS.ESS3.C
    • HS-LS2-7: Title: HS-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* [Clarification Statement: Examples of human activities can include urbanization, building dams, and dissemination of invasive species.] Disciplinary Core Idea(s):LS2.C: Ecosystem Dynamics, Functioning, and ResilienceMoreover, anthropogenic changes (induced by human activity) in the environment-including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change-can disrupt an ecosystem and threaten the survival of some species. LS4.D: Biodiversity and HumansBiodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7)Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7) (Note: This Disciplinary Core Idea is also addressed by HS-LS4-6.) ETS1.B: Developing Possible SolutionsWhen evaluating solutions it is important to take into account a range of constraints including cost, safety, reliability and aesthetics and to consider social, cultural and environmental impacts. (secondary to HS-LS2-7) Science & Engineering Practices: Constructing Explanations and Designing SolutionsDesign, evaluate, and refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. Crosscutting Concepts: Stability and ChangeMuch of science deals with constructing explanations of how things change and how they remain stable. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:ELA/LiteracyRST.9-10.8: Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. RST.11-12.8.a-e: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.WHST.9-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. MathematicsMP.2: Reason abstractly and quantitatively.N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections:Connections to other DCIs in this grade-band: HS.ESS2.D; HS.ESS2.E; HS.ESS3.A; HS.ESS3.C Articulation across grade-bands: MS.LS2.C; MS.ESS3.C; MS.ESS3.D
    • HS-LS2-8: Title: HS-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: Evaluate evidence for the role of group behavior on individual and species' chances to survive and reproduce. [Clarification Statement: Emphasis is on: (1) distinguishing between group and individual behavior, (2) identifying evidence supporting the outcomes of group behavior, and (3) developing logical and reasonable arguments based on evidence. Examples of group behaviors could include flocking, schooling, herding, and cooperative behaviors such as hunting, migrating, and swarming.] Disciplinary Core Idea(s):LS2.D: Social Interactions and Group BehaviorGroup behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Science & Engineering Practices: Engaging in Argument from EvidenceEvaluate the evidence behind currently accepted explanations to determine the merits of arguments. Connections to Nature of Science: Scientific Knowledge is Open to Revision in Light of New EvidenceScientific argumentation is a mode of logical discourse used to clarify the strength of relationships between ideas and evidence that may result in revision of an explanation. Crosscutting Concepts: Cause and EffectEmpirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. California Environmental Principles and Concepts:Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.RST.9-10.8: Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.RST.11-12.8.a-e: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. DCI Connections:Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.LS1.B
    • HS-LS3-1: Title: HS-LS3 Heredity: Inheritance and Variation of Traits Performance Expectation: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.] Disciplinary Core Idea(s):LS1.A: Structure and FunctionAll cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins. (secondary to HS-LS3-1) (Note: This Disciplinary Core Idea is also addressed by HS-LS1-1.) LS3.A: Inheritance of TraitsEach chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Science & Engineering Practices: Asking Questions and Defining Problems Ask questions that arise from examining models or a theory to clarify relationships. Crosscutting Concepts: Cause and EffectEmpirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. California Environmental Principles and Concepts:Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. RST.11-12.9: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. DCI Connections:Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.LS3.A; MS.LS3.B
    • HS-LS3-2: Title: HS-LS3 Heredity: Inheritance and Variation of Traits Performance Expectation: Make and defend a claim based on evidence that inheritable genetic variations may result from (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. [Clarification Statement: Emphasis is on using data to support arguments for the way variation occurs.] [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.] Disciplinary Core Idea(s):LS3.B: Variation of TraitsIn sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited.Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. Science & Engineering Practices: Engaging in Argument from EvidenceMake and defend a claim based on evidence about the natural world that reflects scientific knowledge, and student-generated evidence. Crosscutting Concepts: Cause and EffectEmpirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. California Environmental Principles and Concepts:Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.WHST.9-12.1.a-e: Write arguments focused on discipline-specific content. MathematicsMP.2: Reason abstractly and quantitatively. DCI Connections:Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.LS3.A; MS.LS3.B
    • HS-LS3-3: Title: HS-LS3 Heredity: Inheritance and Variation of Traits Performance Expectation: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. [Clarification Statement: Emphasis is on the use of mathematics to describe the probability of traits as it relates to genetic and environmental factors in the expression of traits.] [Assessment Boundary: Assessment does not include Hardy-Weinberg calculations.] Disciplinary Core Idea(s):LS3.B: Variation of TraitsEnvironmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. Science & Engineering Practices: Analyzing and Interpreting DataApply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible. Crosscutting Concepts: Scale, Proportion, and Quantity Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth). Connections to Nature of Science: Science is a Human Endeavor Technological advances have influenced the progress of science and science has influenced advances in technology.Science and engineering are influenced by society and society is influenced by science and engineering. California Environmental Principles and Concepts:Principle IIINatural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IVThe exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections:MathematicsMP.2: Reason abstractly and quantitatively. DCI Connections:Connections to other DCIs in this grade-band: HS.LS2.A; HS.LS2.C; HS.LS4.B; HS.LS4.C Articulation across grade-bands: MS.LS2.A; MS.LS3.B; MS.LS4.C
    • HS-LS4-1: Title: HS-LS4 HS-LS4 Biological Evolution: Unity and Diversity Performance Expectation: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. [Clarification Statement: Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of appearance of structures in embryological development.] Disciplinary Core Idea(s):LS4.A: Evidence of Common Ancestry and DiversityGenetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Science & Engineering Practices: Obtaining, Evaluating, and Communicating InformationCommunicate scientific information (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural PhenomenaA scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Crosscutting Concepts: PatternsDifferent patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural SystemsScientific knowledge is based on the assumption that natural laws operate today as they did in the past and they will continue to do so in the future. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. WHST.9-10.2.a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.WHST.11-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.WHST.9-12.9: Draw evidence from informational texts to support analysis, reflection, and research.SL.11-12.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. MathematicsMP.2: Reason abstractly and quantitatively. DCI Connections:Connections to other DCIs in this grade-band: HS.LS3.A; HS.LS3.B; HS.ESS1.C Articulation across grade-bands: LS3.A; LS3.B; MS.LS4.A; MS.ESS1.C
    • HS-LS4-2: Title: HS-LS4 HS-LS4 Biological Evolution: Unity and Diversity Performance Expectation: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. [Clarification Statement: Emphasis is on using evidence to explain the influence each of the four factors has on number of organisms, behaviors, morphology, or physiology in terms of ability to compete for limited resources and subsequent survival of individuals and adaptation of species. Examples of evidence could include mathematical models such as simple distribution graphs and proportional reasoning.] [Assessment Boundary: Assessment does not include other mechanisms of evolution, such as genetic drift, gene flow through migration, and co-evolution.] Disciplinary Core Idea(s):LS4.B: Natural SelectionNatural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information-that is, trait variation-that leads to differences in performance among individuals. LS4.C: AdaptationEvolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Science & Engineering Practices: Constructing Explanations and Designing SolutionsConstruct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Crosscutting Concepts: Cause and EffectEmpirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. WHST.9-10.2.a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.WHST.11-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.WHST.9-12.9: Draw evidence from informational texts to support analysis, reflection, and research.SL.11-12.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. DCI Connections:Connections to other DCIs in this grade-band: HS.LS2.A; HS.LS2.D; HS.LS3.B; HS.ESS2.E; HS.ESS3.A Articulation across grade-bands: MS.LS2.A; MS.LS3.B; MS.LS4.B; MS.LS4.C
    • HS-LS4-3: Title: HS-LS4 HS-LS4 Biological Evolution: Unity and Diversity Performance Expectation: Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. [Clarification Statement: Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations.] [Assessment Boundary: Assessment is limited to basic statistical and graphical analysis. Assessment does not include allele frequency calculations.] Disciplinary Core Idea(s):LS4.B: Natural SelectionNatural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information-that is, trait variation-that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. LS4.C: AdaptationNatural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not.Adaptation also means that the distribution of traits in a population can change when conditions change. Science & Engineering Practices: Analyzing and Interpreting DataApply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible. Crosscutting Concepts: PatternsDifferent patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. WHST.9-10.2.a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.WHST.11-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.WHST.9-12.9: Draw evidence from analysis, reflection, and research. Mathematics MP.2: Reason abstractly and quantitatively. DCI Connections:Connections to other DCIs in this grade-band: HS.LS2.A; HS.LS2.D; HS.LS3.B Articulation across grade-bands: MS.LS2.A; MS.LS3.B; MS.LS4.B; MS.LS4.C
    • HS-LS4-4: Title: HS-LS4 HS-LS4 Biological Evolution: Unity and Diversity Performance Expectation: Construct an explanation based on evidence for how natural selection leads to adaptation of populations. [Clarification Statement: Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-term climate change, acidity, light, geographic barriers, or evolution of other organisms) contribute to a change in gene frequency over time, leading to adaptation of populations.] Disciplinary Core Idea(s):LS4.C: AdaptationNatural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Science & Engineering Practices: Constructing Explanations and Designing SolutionsConstruct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Crosscutting Concepts: Cause and EffectEmpirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural SystemsScientific knowledge is based on the assumption that natural laws operate today as they did in the past and they will continue to do so in the future. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.WHST.9-12.9: Draw evidence from informational texts to support analysis, reflection, and research.WHST.9-10.2.a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.WHST.11-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. MathematicsMP.2: Reason abstractly and quantitatively. DCI Connections:Connections to other DCIs in this grade-band: HS.LS2.A; HS.LS2.D Articulation across grade-bands: MS.LS4.B; MS.LS4.C
    • HS-LS4-5: Title: HS-LS4 HS-LS4 Biological Evolution: Unity and Diversity Performance Expectation: Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. [Clarification Statement: Emphasis is on determining cause and effect relationships for how changes to the environment such as deforestation, fishing, application of fertilizers, drought, flood, and the rate of change of the environment affect distribution or disappearance of traits in species.] Disciplinary Core Idea(s):LS4.C: AdaptationChanges in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline-and sometimes the extinction-of some species.Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species' evolution is lost. Science & Engineering Practices: Engaging in Argument from EvidenceEvaluate the evidence behind currently accepted explanations or solutions to determine the merits of arguments. Crosscutting Concepts: Cause and EffectEmpirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyRST.11-12.8: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. WHST.9-12.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics MP.2: Reason abstractly and quantitatively. DCI Connections:Connections to other DCIs in this grade-band: HS.LS2.A; HS.LS2.D; HS.LS3.B; HS.ESS2.E; HS.ESS3.A Articulation across grade-bands: MS.LS2.A; MS.LS2.C; MS.LS4.C; MS.ESS3.C
    • HS-LS4-6: Title: HS-LS4 HS-LS4 Biological Evolution: Unity and Diversity Performance Expectation: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* [Clarification Statement: Emphasis is on testing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple species.] Disciplinary Core Idea(s):LS4.C: AdaptationChanges in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline-and sometimes the extinction-of some species. LS4.D: Biodiversity and Humans Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (Note: This Disciplinary Core Idea is also addressed by HS-LS2-7.) ETS1.B: Developing Possible SolutionsWhen evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (secondary to HS-LS4-6)Both physical models and computers can be used in various ways to aid in the Engineering, Technology, and Applications of Science process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs. (secondary to HS-LS4-6) Science & Engineering Practices: Using Mathematics and Computational ThinkingCreate or revise a simulation of a phenomenon, designed device, process, or system. Crosscutting Concepts: Cause and EffectEmpirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. California Environmental Principles and Concepts:Principle IThe continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle IIThe long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections:ELA/LiteracyWHST.9-12.5: 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.WHST.9-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. DCI Connections:Connections to other DCIs in this grade-band: HS.ESS2.D; HS.ESS2.E; HS.ESS3.A; HS.ESS3.C; HS.ESS3.D Articulation across grade-bands: MS.LS2.C; MS.ESS3.C
  • Science Grade 9-12 : Physical Science:
    • HS-PS1-1: Title: HS-PS1 Matter and Its Interactions Performance Expectation: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.] [Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond relative trends.] Disciplinary Core Idea(s):PS1.A: Structure and Properties of MatterEach atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. The periodic table orders elements horizontally by the number of protons in the atom's nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. PS2.B: Types of InteractionsAttraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects. (secondary to HS-PS1-1) Science & Engineering Practices: Developing and Using ModelsUse a model to predict the relationships between systems or between components of a system. Crosscutting Concepts: PatternsDifferent patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRST.9-10.7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. DCI Connections:Connections to other DCIs in this grade-band: HS.LS1.C Articulation across grade-bands: MS.PS1.A; MS.PS1.B
    • HS-PS1-2: Title: HS-PS1 Matter and Its Interactions Performance Expectation: Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. [Clarification Statement: Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.] [Assessment Boundary: Assessment is limited to chemical reactions involving main group elements and combustion reactions.] Disciplinary Core Idea(s):PS1.A: Structure and Properties of MatterThe periodic table orders elements horizontally by the number of protons in the atom's nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. PS1.B: Chemical ReactionsThe fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions. Science & Engineering Practices: Constructing Explanations and Designing SolutionsConstruct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Crosscutting Concepts: PatternsDifferent patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyWHST.11-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.WHST.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. MathematicsN-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections:Connections to other DCIs in this grade-band: HS.LS1.C; HS.ESS2.C Articulation across grade-bands: MS.PS1.A; MS.PS1.B
    • HS-PS1-3: Title: HS-PS1 Matter and Its Interactions Performance Expectation: Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. [Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite). Examples of bulk properties of substances could include the melting point and boiling point, vapor pressure, and surface tension.] [Assessment Boundary: Assessment does not include Raoult's law calculations of vapor pressure.] Disciplinary Core Idea(s):PS1.A: Structure and Properties of MatterThe structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. PS2.B: Types of InteractionsAttraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects. (secondary to HS-PS1-3) Science & Engineering Practices: Planning and Carrying Out InvestigationsPlan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. Crosscutting Concepts: PatternsDifferent patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. WHST.11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WHST.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.WHST.9-12.9: Draw evidence from informational texts to support analysis, reflection, and research. MathematicsN-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections:Connections to other DCIs in this grade-band: HS.ESS2.C Articulation across grade-bands: MS.PS1.A; MS.PS2.B
    • HS-PS1-4: Title: HS-PS1 Matter and Its Interactions Performance Expectation: Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. [Clarification Statement: Emphasis is on the idea that a chemical reaction is a system that affects the energy change. Examples of models could include molecular-level drawings and diagrams of reactions, graphs showing the relative energies of reactants and products, and representations showing energy is conserved.] [Assessment Boundary: Assessment does not include calculating the total bond energy changes during a chemical reaction from the bond energies of reactants and products.] Disciplinary Core Idea(s):PS1.A: Structure and Properties of MatterA stable molecule has less energy than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart. PS1.B: Chemical ReactionsChemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of molecules that are matched by changes in kinetic energy. Science & Engineering Practices: Developing and Using Models Develop a model based on evidence to illustrate the relationships between systems or between components of a system. Crosscutting Concepts: Energy and MatterChanges of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracySL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. MathematicsMP.4: Model with mathematics.N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections:Connections to other DCIs in this grade-band: HS.PS3.A; HS.PS3.B; HS.PS3.D; HS.LS1.C Articulation across grade-bands: MS.PS1.A; MS.PS1.B; MS.PS2.B; MS.PS3.D; MS.LS1.C
    • HS-PS1-5: Title: HS-PS1 Matter and Its Interactions Performance Expectation: Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. [Clarification Statement: Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules.] [Assessment Boundary: Assessment is limited to simple reactions in which there are only two reactants; evidence from temperature, concentration, and rate data; and qualitative relationships between rate and temperature.] Disciplinary Core Idea(s):PS1.B: Chemical ReactionsChemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of molecules that are matched by changes in kinetic energy. Science & Engineering Practices: Constructing Explanations and Designing SolutionsApply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Crosscutting Concepts: PatternsDifferent patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.WHST.11-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. MathematicsMP.2: Reason abstractly and quantitatively.N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections:Connections to other DCIs in this grade-band: HS.PS3.A Articulation across grade-bands: MS.PS1.A; MS.PS1.B; MS.PS2.B; MS.PS3.A; MS.PS3.B
    • HS-PS1-6: Title: HS-PS1 Matter and Its Interactions Performance Expectation: Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.* [Clarification Statement: Emphasis is on the application of Le Chatelier's Principle and on refining designs of chemical reaction systems, including descriptions of the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways to increase product formation including adding reactants or removing products.] [Assessment Boundary: Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium constants and concentrations.] Disciplinary Core Idea(s):PS1.B: Chemical ReactionsIn many situations, a dynamic and condition-dependent balance between a reaction and the reverse reaction determines the numbers of all types of molecules present. ETS1.C: Optimizing the Design SolutionCriteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. (secondary to HS-PS1-6) Science & Engineering Practices: Constructing Explanations and Designing SolutionsRefine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. Crosscutting Concepts: Stability and Change Much of science deals with constructing explanations of how things change and how they remain stable. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyWHST.11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. DCI Connections:Connections to other DCIs in this grade-band: HS.PS3.B Articulation across grade-bands: MS.PS1.B
    • HS-PS1-7: Title: HS-PS1 Matter and Its Interactions Performance Expectation: Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. [Clarification Statement: Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and the products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale. Emphasis is on assessing students' use of mathematical thinking and not on memorization and rote application of problem-solving techniques.] [Assessment Boundary: Assessment does not include complex chemical reactions.] Disciplinary Core Idea(s):PS1.B: Chemical ReactionsThe fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions. Science & Engineering Practices: Using Mathematics and Computational ThinkingUse mathematical representations of phenomena to support claims. Crosscutting Concepts: Energy and Matter The total amount of energy and matter in closed systems is conserved. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural SystemsScience assumes the universe is a vast single system in which basic laws are consistent. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:MathematicsMP.2: Reason abstractly and quantitatively.N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections:Connections to other DCIs in this grade-band: HS.PS3.B; HS.LS1.C Articulation across grade-bands: MS.PS1.A; MS.PS1.B; MS.LS1.C; MS.LS2.B; MS.ESS2.A
    • HS-PS1-8: Title: HS-PS1 Matter and Its Interactions Performance Expectation: Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. [Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations.] [Assessment Boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive decays.] Disciplinary Core Idea(s):PS1.C: Nuclear Processes Nuclear processes, including fusion, fission, and radioactive decays of unstable nuclei, involve release or absorption of energy. The total number of neutrons plus protons does not change in any nuclear process. Science & Engineering Practices: Developing and Using Models Develop a model based on evidence to illustrate the relationships between systems or between components of a system. Crosscutting Concepts: Energy and Matter In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:MathematicsMP.4: Model with mathematics.N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections:Connections to other DCIs in this grade-band: HS.PS3.A; HS.PS3.B; HS.PS3.C; HS.PS3.D; HS.ESS1.A; HS.ESS1.C Articulation across grade-bands: MS.PS1.A; MS.PS1.B; MS.ESS2.A
    • HS-PS2-1: Title: HS-PS2 Motion and Stability: Forces and Interactions Performance Expectation: Analyze data to support the claim that Newton's second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. [Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object sliding down a ramp, or a moving object being pulled by a constant force.] [Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.] Disciplinary Core Idea(s):PS2.A: Forces and MotionNewton's second law accurately predicts changes in the motion of macroscopic objects. Science & Engineering Practices: Analyzing and Interpreting DataAnalyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural PhenomenaTheories and laws provide explanations in science.Laws are statements or descriptions of the relationships among observable phenomena. Crosscutting Concepts: Cause and EffectEmpirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.WHST.9-12.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics MP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems.A-SSE.1.a-b: Interpret expressions that represent a quantity in terms of its context.A-SSE.3.a-c: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.A-CED.1: Create equations and inequalities in one variable and use them to solve problems.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.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.F-IF.7.a-e: Graph functions expressed symbolically and show key features of the graph, by in hand in simple cases and using technology for more complicated cases.S-ID.1: Represent data with plots on the real number line (dot plots, histograms, and box plots). DCI Connections:Connections to other DCIs in this grade-band: HS.PS3.C; HS.ESS1.A; HS.ESS1.C; HS.ESS2.C Articulation across grade-bands: MS.PS2.A; MS.PS3.C
    • HS-PS2-2: Title: HS-PS2 Motion and Stability: Forces and Interactions Performance Expectation: Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. [Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.] [Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.] Disciplinary Core Idea(s):PS2.A: Forces and MotionMomentum is defined for a particular frame of reference; it is the mass times the velocity of the object.If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system. Science & Engineering Practices: Using Mathematics and Computational ThinkingUse mathematical representations of phenomena to describe explanations. Crosscutting Concepts: Systems and System ModelsWhen investigating or describing a system, the boundaries and initial conditions of the system need to be defined. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:Mathematics MP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems. A-CED.1: Create equations and inequalities in one variable and use them to solve problems.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.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. DCI Connections:Connections to other DCIs in this grade-band: HS.ESS1.A; HS.ESS1.C Articulation across grade-bands: MS.PS2.A; MS.PS3.C
    • HS-PS2-3: Title: HS-PS2 Motion and Stability: Forces and Interactions Performance Expectation: Apply science and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.* [Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute.] [Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.] Disciplinary Core Idea(s):PS2.A: Forces and MotionIf a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system. ETS1.A: Defining and Delimiting Engineering ProblemsCriteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. (secondary to HS-PS2-3) ETS1.C: Optimizing the Design SolutionCriteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. (secondary to HS-PS2-3) Science & Engineering Practices: Constructing Explanations and Designing SolutionsApply scientific ideas to solve a design problem, taking into account possible unanticipated effects. Crosscutting Concepts: Cause and EffectSystems can be designed to cause a desired effect. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyWHST.9-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. DCI Connections:Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.PS2.A; MS.PS3.C
    • HS-PS2-4: Title: HS-PS2 Motion and Stability: Forces and Interactions Performance Expectation: Use mathematical representations of Newton's Law of Gravitation and Coulomb's Law to describe and predict the gravitational and electrostatic forces between objects. [Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.] [Assessment Boundary: Assessment is limited to systems with two objects.] Disciplinary Core Idea(s):PS2.B: Types of InteractionsNewton's law of universal gravitation and Coulomb's law provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects.Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields. Science & Engineering Practices: Using Mathematics and Computational ThinkingUse mathematical representations of phenomena to describe explanations. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural PhenomenaTheories and laws provide explanations in science.Laws are statements or descriptions of the relationships among observable phenomena. Crosscutting Concepts: PatternsDifferent patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems. A-SSE.1.a-b: Interpret expressions that represent a quantity in terms of its context.A-SSE.3.a-c: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. DCI Connections:Connections to other DCIs in this grade-band: HS.PS3.A; HS.ESS1.A; HS.ESS1.B; HS.ESS1.C; HS.ESS2.C; HS.ESS3.A Articulation across grade-bands: MS.PS2.B; MS.ESS1.B
    • HS-PS2-5: Title: HS-PS2 Motion and Stability: Forces and Interactions Performance Expectation: Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. [Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.] Disciplinary Core Idea(s):PS2.B: Types of InteractionsForces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields. PS3.A: Definitions of Energy"Electrical energy" may mean energy stored in a battery or energy transmitted by electric currents. (secondary to HS-PS2-5) Science & Engineering Practices: Planning and Carrying Out InvestigationsPlan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. Crosscutting Concepts: Cause and EffectEmpirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyWHST.9-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.WHST.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.WHST.9-12.9: Draw evidence from informational texts to support analysis, reflection, and research. MathematicsN-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections:Connections to other DCIs in this grade-band: HS.PS3.A; HS.PS4.B; HS.ESS2.A; HS.ESS3.A Articulation across grade-bands: MS.PS2.B; MS.ESS1.B
    • HS-PS2-6: Title: HS-PS2 Motion and Stability: Forces and Interactions Performance Expectation: Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.* [Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are designed to interact with specific receptors.] [Assessment Boundary: Assessment is limited to provided molecular structures of specific designed materials.] Disciplinary Core Idea(s):PS1.A: Structure and Properties of MatterThe structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. (secondary to HS-PS2-6) PS2.B: Types of InteractionsAttraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects. Science & Engineering Practices: Obtaining, Evaluating, and Communicating InformationCommunicate scientific and technical information (e.g., about the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). Crosscutting Concepts: Structure and FunctionInvestigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. WHST.9-10.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. MathematicsN-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections:Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.PS1.A; MS.PS2.B
    • HS-PS3-1: Title: HS-PS3 Energy Performance Expectation: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. [Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model.] [Assessment Boundary: Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.] Disciplinary Core Idea(s):PS3.A: Definitions of EnergyEnergy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system's total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms. PS3.B: Conservation of Energy and Energy TransferConservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system.Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g. relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior.The availability of energy limits what can occur in any system. Science & Engineering Practices: Using Mathematics and Computational ThinkingCreate a computational model or simulation of a phenomenon, designed device, process, or system. Crosscutting Concepts: Systems and System ModelsModels can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural SystemsScience assumes the universe is a vast single system in which basic laws are consistent. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracySL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections:Connections to other DCIs in this grade-band: HS.PS1.B; HS.LS2.B; HS.ESS1.A; HS.ESS2.A Articulation across grade-bands: MS.PS3.A; MS.PS3.B; MS.ESS2.A
    • HS-PS3-2: Title: HS-PS3 Energy Performance Expectation: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion of particles (objects) and energy associated with the relative position of particles (objects). [Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.] Disciplinary Core Idea(s):PS3.A: Definitions of EnergyEnergy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system's total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms.At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy. These relationships are better understood at the microscopic scale, at which all of the different manifestations of energy can be modeled as a combination of energy associated with the motion of particles and energy associated with the configuration (relative position of the particles). In some cases the relative position energy can be thought of as stored in fields (which mediate interactions between particles). Science & Engineering Practices: Developing and Using ModelsDevelop and use a model based on evidence to illustrate the relationships between systems or between components of a system. Crosscutting Concepts: Energy and MatterEnergy cannot be created or destroyed-only moves between one place and another place, between objects and/or fields, or between systems. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracySL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. DCI Connections:Connections to other DCIs in this grade-band: HS.PS1.A; HS.PS1.B; HS.PS2.B; HS.ESS2.A Articulation across grade-bands: MS.PS1.A; MS.PS2.B; MS.PS3.A; MS.PS3.C
    • HS-PS3-3: Title: HS-PS3 Energy Performance Expectation: Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.* [Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.] [Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.] Disciplinary Core Idea(s):PS3.A: Definitions of EnergyAt the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy. PS3.D: Energy in Chemical Processes Although energy cannot be destroyed, it can be converted to less useful forms-for example, to thermal energy in the surrounding environment. ETS1.A: Defining and Delimiting Engineering ProblemsCriteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. (secondary to HS-PS3-3) Science & Engineering Practices: Constructing Explanations and Designing SolutionsDesign, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. Crosscutting Concepts: Energy and MatterChanges of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural WorldModern civilization depends on major technological systems. Engineers continuously modify these technological systems by applying scientific knowledge and Engineering, Technology, and Applications of Science practices to increase benefits while decreasing costs and risks. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyWHST.9-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections:Connections to other DCIs in this grade-band: HS.ESS3.A Articulation across grade-bands: MS.PS3.A; MS.PS3.B; MS.ESS2.A
    • HS-PS3-4: Title: HS-PS3 Energy Performance Expectation: Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). [Clarification Statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water.] [Assessment Boundary: Assessment is limited to investigations based on materials and tools provided to students.] Disciplinary Core Idea(s):PS3.B: Conservation of Energy and Energy TransferEnergy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. Uncontrolled systems always evolve toward more stable states-that is, toward more uniform energy distribution (e.g., water flows downhill, objects hotter than their surrounding environment cool down). PS3.D: Energy in Chemical Processes Although energy cannot be destroyed, it can be converted to less useful forms-for example, to thermal energy in the surrounding environment. Science & Engineering Practices: Planning and Carrying Out InvestigationsPlan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. Crosscutting Concepts: Systems and System ModelsWhen investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.WHST.9-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.WHST.9-10.8: Gather relevant information from multiple authoritative print and digital resources (primary and secondary), using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.WHST.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism overreliance on any one source and following a standard format for citation.WHST.9-12.9: Draw evidence from informational texts to support analysis, reflection, and research. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. DCI Connections:Connections to other DCIs in this grade-band: HS.ESS1.A; HS.ESS2.A; HS.ESS2.D Articulation across grade-bands: MS.PS3.B
    • HS-PS3-5: Title: HS-PS3 Energy Performance Expectation: Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. [Clarification Statement: Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.] [Assessment Boundary: Assessment is limited to systems containing two objects.] Disciplinary Core Idea(s):PS3.C: Relationship Between Energy and ForcesWhen two objects interacting through a field change relative position, the energy stored in the field is changed. Science & Engineering Practices: Developing and Using ModelsDevelop and use a model based on evidence to illustrate the relationships between systems or between components of a system. Crosscutting Concepts: Cause and EffectCause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyWHST.9-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.WHST.9-10.8: Gather relevant information from multiple authoritative print and digital resources (primary and secondary), using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.WHST.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism overreliance on any one source and following a standard format for citation.WHST.9-12.9: Draw evidence from informational texts to support analysis, reflection, and research.SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. DCI Connections:Connections to other DCIs in this grade-band: HS.PS2.B Articulation across grade-bands: MS.PS2.B; MS.PS3.C
    • HS-PS4-1: Title: HS-PS4 Waves and Their Applications in Technologies for Information Transfer Performance Expectation: Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. [Clarification Statement: Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the earth.] [Assessment Boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.] Disciplinary Core Idea(s):PS4.A: Wave PropertiesThe wavelength and frequency of a wave are related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing. Science & Engineering Practices: Using Mathematics and Computational ThinkingUse mathematical representations of phenomena or design solutions to describe and/or support claims and/or explanations. Crosscutting Concepts: Cause and EffectEmpirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. MathematicsMP.2: Reason abstractly and quantitatively.MP.4: Model with mathematics. A-SSE.1.a-b: Interpret expressions that represent a quantity in terms of its context.A-SSE.3.a-c: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.A.CED.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. DCI Connections:Connections to other DCIs in this grade-band: HS.ESS2.A Articulation across grade-bands: MS.PS4.A; MS.PS4.B
    • HS-PS4-2: Title: HS-PS4 Waves and Their Applications in Technologies for Information Transfer Performance Expectation: Evaluate questions about the advantages of using digital transmission and storage of information. [Clarification Statement: Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory, transferred easily, and copied and shared rapidly. Disadvantages could include issues of easy deletion, security, and theft.] Disciplinary Core Idea(s):PS4.A: Wave PropertiesInformation can be digitized (e.g., a picture stored as the values of an array of pixels); in this form, it can be stored reliably in computer memory and sent over long distances as a series of wave pulses. Science & Engineering Practices: Asking Questions and Defining ProblemsEvaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design. Crosscutting Concepts: Stability and ChangeSystems can be designed for greater or lesser stability. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural WorldModern civilization depends on major technological systems. Engineers continuously modify these technological systems by applying scientific knowledge and Engineering, Technology, and Applications of Science practices to increase benefits while decreasing costs and risks. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.RST.9-10.8: Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.RST.11-12.8: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. DCI Connections:Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.PS4.A; MS.PS4.B; MS.PS4.C
    • HS-PS4-3: Title: HS-PS4 Waves and Their Applications in Technologies for Information Transfer Performance Expectation: Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. [Clarification Statement: Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect.] [Assessment Boundary: Assessment does not include using quantum theory.] Disciplinary Core Idea(s):PS4.A: Wave Properties[From the 3-5 grade band endpoints] Waves can add or cancel one another as they cross, depending on their relative phase (i.e., relative position of peaks and troughs of the waves), but they emerge unaffected by each other. (Boundary: The discussion at this grade level is qualitative only; it can be based on the fact that two different sounds can pass a location in different directions without getting mixed up.) PS4.B: Electromagnetic Radiation Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled as a wave of changing electric and magnetic fields or as particles called photons. The wave model is useful for explaining many features of electromagnetic radiation, and the particle model explains other features. Science & Engineering Practices: Engaging in Argument from EvidenceEvaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural PhenomenaA scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Crosscutting Concepts: Systems and System ModelsModels (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions-including energy, matter, and information flows-within and between systems at different scales. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.RST.9-10.8: Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.RST.11-12.8: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. MathematicsMP.2: Reason abstractly and quantitatively.A-SSE.1.a-b: Interpret expressions that represent a quantity in terms of its context.A-SSE.3.a-c: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.A.CED.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. DCI Connections:Connections to other DCIs in this grade-band: HS.PS3.D; HS.ESS1.A; HS.ESS2.D Articulation across grade-bands: MS.PS4.B
    • HS-PS4-4: Title: HS-PS4 Waves and Their Applications in Technologies for Information Transfer Performance Expectation: Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. [Clarification Statement: Emphasis is on the idea that photons associated with different frequencies of light have different energies, and the damage to living tissue from electromagnetic radiation depends on the energy of the radiation. Examples of published materials could include trade books, magazines, web resources, videos, and other passages that may reflect bias.] [Assessment Boundary: Assessment is limited to qualitative descriptions.] Disciplinary Core Idea(s):PS4.B: Electromagnetic Radiation When light or longer wavelength electromagnetic radiation is absorbed in matter, it is generally converted into thermal energy (heat). Shorter wavelength electromagnetic radiation (ultraviolet, X-rays, gamma rays) can ionize atoms and cause damage to living cells. Science & Engineering Practices: Obtaining, Evaluating, and Communicating InformationEvaluate the validity and reliability of multiple claims that appear in scientific and technical texts or media reports, verifying the data when possible. Crosscutting Concepts: Cause and EffectCause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyRST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.RST.9-10.8: Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. RST.11-12.8: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.WHST.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. DCI Connections:Connections to other DCIs in this grade-band: HS.PS1.C; HS.PS3.A; HS.PS3.D; HS.LS1.C Articulation across grade-bands: MS.PS3.D; MS.PS4.B; MS.LS1.C; MS.ESS2.D
    • HS-PS4-5: Title: HS-PS4 Waves and Their Applications in Technologies for Information Transfer Performance Expectation: Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.* [Clarification Statement: Examples could include solar cells capturing light and converting it to electricity; medical imaging; and communications technology.] [Assessment Boundary: Assessments are limited to qualitative information. Assessments do not include band theory.] Disciplinary Core Idea(s):PS3.D: Energy in Chemical ProcessesSolar cells are human-made devices that likewise capture the sun's energy and produce electrical energy. (secondary to HS-PS4-5) PS4.A: Wave PropertiesInformation can be digitized (e.g., a picture stored as the values of an array of pixels); in this form, it can be stored reliably in computer memory and sent over long distances as a series of wave pulses. PS4.B: Electromagnetic Radiation Photoelectric materials emit electrons when they absorb light of a high-enough frequency. PS4.C: Information Technologies and InstrumentationMultiple technologies based on the understanding of waves and their interactions with matter are part of everyday experiences in the modern world (e.g., medical imaging, communications, scanners) and in scientific research. They are essential tools for producing, transmitting, and capturing signals and for storing and interpreting the information contained in them. Science & Engineering Practices: Obtaining, Evaluating, and Communicating InformationCommunicate technical information or ideas (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). Crosscutting Concepts: Cause and EffectSystems can be designed to cause a desired effect. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and TechnologyScience and engineering complement each other in the cycle known as research and development (R&D). Influence of Engineering, Technology, and Science on Society and the Natural WorldModern civilization depends on major technological systems. California Environmental Principles and Concepts:N/A California Common Core State Standards Connections:ELA/LiteracyWHST.9-10.2.a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.WHST.11-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. DCI Connections:Connections to other DCIs in this grade-band: HS.PS3.A Articulation across grade-bands: MS.PS4.A; MS.PS4.B; MS.PS4.C

World Languages

• World Languages: Communications:
  • WL.CM1.N: Interpretive Communication: a. Demonstrate understanding of the general meaning and some basic information on very familiar common daily topics. Recognize memorized words, phrases, and simple sentences in authentic texts that are spoken, written, or signed.
  • WL.CM1.I: Interpretive Communication: a. Demonstrate understanding of the main idea and some details on some informal topics related to self and the immediate environment. Demonstrate understanding of sentences and strings of sentences in authentic texts that are spoken, written, or signed.
  • WL.CM1.A: Interpretive Communication: a. Demonstrate understanding of the main idea and supporting details in major time frames on most informal and formal topics of general public interest. Demonstrate understanding of authentic texts using paragraph-level discourse that are spoken, written, or signed.
  • WL.CM1.S: Interpretive Communication: a. Demonstrate understanding and infer meaning from complex, authentic, multi-paragraph texts on topics of broad general interests. Demonstrate understanding of unfamiliar, abstract, and hypothetical areas of specialized professional and academic expertise, in texts that are spoken, written, or signed.
  • WL.CM2.N: Interpersonal Communication: a. Participate in real-world, spoken, written, or signed conversations on very familiar topics. Use memorized words, phrases, and simple sentences, and questions in highly predictable common daily settings.
  • WL.CM2.I: Interpersonal Communication: a. Participate in real-world, spoken, written, or signed conversations related to self and the immediate environment. Create sentences and strings of sentences to ask and answer a variety of questions in transactional and some informal settings.
  • WL.CM2.A: Interpersonal Communication: Participate in real-world, spoken, written, or signed conversations and discussions in major time frames on topics of general public interest. Use connected sentences and paragraph-level discourse in most informal and formal settings.
  • WL.CM2.S: Interpersonal Communication: a. Participate fully and effectively in real-world, spoken, written, or signed discussions and debates, on topics ranging from broad general interests to unfamiliar, abstract, and hypothetical areas of specialized professional and academic expertise. Use a wide variety of text types with cohesive discourse in informal and formal settings, and problem situations.
  • WL.CM3.N: Presentational Communication: a. Participate in real-world, spoken, written, or signed conversations on very familiar topics. Use memorized words, phrases, and simple sentences, and questions in highly predictable common daily settings.
  • WL.CM3.I: Presentational Communication: a. Make simple presentations in culturally appropriate ways on transactional and informal topics related to self and the immediate environment. Use sentences and strings of sentences through spoken, written, or signed language using the most suitable media and technologies to present and publish.
  • WL.CM3.A: Presentational Communication: Deliver presentations in culturally appropriate ways on topics of general public interest using paragraph-level discourse in major time frames through spoken, written, or signed language. Use the most suitable media and technologies to present and publish.
  • WL.CM3.S: Presentational Communication: a. Deliver complex presentations with precision of expression in culturally appropriate ways, for a wide variety of audiences, on topics ranging from broad general interests to unfamiliar, abstract, and hypothetical areas of specialized professional and academic expertise. Use a wide variety of text types with cohesive discourse through spoken, written, or signed language, using the most suitable media and technologies to present and publish.
  • WL.CM4.N: Settings for Communication: Recognize opportunities to use age-appropriate, culturally authentic, real-world, and academic language in highly predictable common daily settings within target-language communities in the United States and around the world.
  • WL.CM4.I: Settings for Communication: a. Recognize opportunities to use age-appropriate, culturally authentic, real-world, and academic language in highly predictable common daily settings within target-language communities in the United States and around the world.
  • WL.CM4.A: Settings for Communication: Initiate opportunities to use culturally authentic, real-world, and academic language in most informal and formal settings within target-language communities in the United States and around the world.
  • WL.CM4.S: Settings for Communication: a. Sustain opportunities to use culturally authentic, real-world, and academic language on topics ranging from broad general interests to unfamiliar, abstract, and hypothetical areas of specialized professional and academic expertise within target-language communities in the United States and around the world.
  • WL.CM5.N: Receptive Structures in Service of Communication: a. Demonstrate understanding of words, phrases (signs and fingerspelling in ASL), and simple sentences on very familiar common daily topics. Use orthography, phonology, ASL parameters, and very basic sentence-level elements (morphology and/or syntax).
  • WL.CM5.I: Receptive Structures in Service of Communication: a. Demonstrate understanding of transactional and informal topics related to self and the immediate environment. Use basic sentence-level elements (morphology and syntax).
  • WL.CM5.A: Receptive Structures in Service of Communication: a. Demonstrate understanding of topics of general public interest. Use knowledge of sentence-level elements (morphology and syntax in major time frames) and paragraph-level discourse (text structure).
  • WL.CM5.S: Receptive Structures in Service of Communication: a. Demonstrate understanding of topics ranging from broad general interests to unfamiliar, abstract, and hypothetical areas of specialized professional and academic expertise. Use knowledge of sentence-level elements (morphology and syntax of common and uncommon structures) and extended discourse (text structure).
  • WL.CM6.N: Productive Structures in Service of Communication: a. Communicate about very familiar common daily topics using words and phrases (signs and fingerspelling in ASL), and simple sentences. Use orthography, phonology or ASL parameters, and very basic sentence-level elements (morphology and/or syntax)
  • WL.CM6.I: Productive Structures in Service of Communication: a. Communicate about transactional topics, and some informal ones, related to self and the immediate environment in sentences and strings of sentences. Use basic sentence-level elements (morphology and syntax).
  • WL.CM6.A: Productive Structures in Service of Communication: a. Communicate about topics of general public interest. Use knowledge of sentence-level elements (morphology and syntax in major time frames) and paragraph-level discourse (text structure).
  • WL.CM6.S: Productive Structures in Service of Communication: a. Communicate about topics ranging from broad general interests to unfamiliar, abstract, and hypothetical areas of specialized professional and academic expertise. Use knowledge of sentence-level elements (morphology and syntax of common and uncommon structures) and extended discourse (text structure).
  • WL.CM7.N: Language Comparisons in Service of Communication: a. Identify similarities and differences in the orthography, phonology, ASL parameters, and very basic sentence-level elements (morphology and/or syntax) of the languages known.
  • WL.CM7.I: Language Comparisons in Service of Communication: a. Identify similarities and differences in the basic sentence-level elements (morphology and syntax) of the languages known.
  • WL.CM7.A: Language Comparisons in Service of Communication: a. Identify similarities and differences in sentence-level elements (morphology and syntax in major time frames) and in paragraph-level discourse (text structure) of the languages known.
  • WL.CM7.S: Language Comparisons in Service of Communication: Identify similarities and differences in sentence-level elements (morphology and syntax of common and uncommon structures) and in extended discourse (text structure) of the languages known.
• World Languages: Connections:
  • WL.CN1.N: Connections to Other Disciplines: a. Acquire, exchange, and present information primarily in the target language about very familiar common daily elements of life and age-appropriate academic content across disciplines.
  • WL.CN1.I: Connections to Other Disciplines: a. Acquire, exchange, and present information in the target language on topics related to self and the immediate environment, and age-appropriate academic content across disciplines.
  • WL.CN1.A: Connections to Other Disciplines: a. Acquire, exchange, and present information in the target language on factual topics of public interest and general academic content across disciplines.
  • WL.CN1.S: Connections to Other Disciplines: Research, analyze, discuss, and hypothesize in the target language about topics ranging from broad general interests to unfamiliar, abstract, and hypothetical areas of specialized professional and academic expertise across disciplines.
  • WL.CN2.N: Diverse Perspectives and Distinctive Viewpoints: a. Recognize diverse perspectives and distinctive viewpoints on very familiar common daily topics, primarily in the target language, from age-appropriate authentic materials from the target cultures.
  • WL.CN2.I: Diverse Perspectives and Distinctive Viewpoints: a. Identify diverse perspectives and distinctive viewpoints on topics related to self and the immediate environment in the target language from age-appropriate authentic materials from the target cultures.
  • WL.CN2.A: Diverse Perspectives and Distinctive Viewpoints: a. Research and explain diverse perspectives and distinctive viewpoints on topics of general public interest in the target language through authentic materials from the target cultures.
  • WL.CN2.S: Diverse Perspectives and Distinctive Viewpoints: a. Research, analyze, discuss, and hypothesize in the target language about diverse perspectives and distinctive viewpoints on topics ranging from broad general interests to unfamiliar, abstract, and hypothetical areas of specialized, professional, and academic expertise language through authentic materials from the target cultures.
• World Languages: Cultures:
  • WL.CL1.N: Culturally Appropriate Interaction: a. Use age-appropriate gestures and expressions in very familiar, common daily settings.
  • WL.CL1.I: Culturally Appropriate Interaction: a. Interact with understanding in a variety of familiar age-appropriate transactional situations and common daily and informal settings.
  • WL.CL1.A: Culturally Appropriate Interaction: a. Interact with cultural competence in most informal and formal settings.
  • WL.CL1.S: Culturally Appropriate Interaction: a. Improvise in culturally appropriate ways in unfamiliar and unpredictable situations, in informal and formal settings, and in specialized academic and professional contexts.
  • WL.CL2.N: Cultural Products, Practices, and Perspectives: a. Experience, recognize, and explore the relationships among typical age-appropriate target cultures’ products, practices, and perspectives in culturally appropriate ways in very familiar common daily settings.
  • WL.CL2.I: Cultural Products, Practices, and Perspectives: a. Experience, recognize, and explore the relationships among typical age-appropriate target cultures’ products, practices, and perspectives in culturally appropriate ways in transactional situations and some informal settings.
  • WL.CL2.A: Cultural Products, Practices, and Perspectives: a. Participate, use, describe, and discuss the relationships among target cultures’ products, practices, and perspectives in culturally appropriate ways in most informal and formal settings.
  • WL.CL2.S: Cultural Products, Practices, and Perspectives: a. Research, analyze, discuss, and hypothesize about the relationships among target cultures’ wide ranges of products, practices, and perspectives—concrete and abstract, general and specialized, and academic and professional—from different viewpoints in culturally appropriate ways.
  • WL.CL3.N: Cultural Comparisons: a. Identify some similarities and differences among very familiar, common daily products, practices, and perspectives in the mainstream cultures of the United States, the students’ own cultures, and the target cultures.
  • WL.CL3.I: Cultural Comparisons: a. Exchange information about similarities and differences among common daily products, practices, and perspectives in the immediate environment in the mainstream cultures of the United States, the students’ own cultures, and the target cultures.
  • WL.CL3.A: Cultural Comparisons: a. Describe and explain similarities and differences among products, practices, and perspectives of general public interest in the mainstream cultures of the United States, the students’ own cultures, and the target cultures.
  • WL.CL3.S: Cultural Comparisons: a. Research, analyze, discuss, and hypothesize about the products, practices, and perspectives of the target cultures—comparing concrete and abstract, general and specialized, and academic and professional topics with the mainstream cultures of the United States, and the students’ own cultures.
  • WL.CL4.N: Intercultural Influences: a. Identify cultural borrowings.
  • WL.CL4.I: Intercultural Influences: a. State reasons for cultural borrowings.
  • WL.CL4.A: Intercultural Influences: a. Describe how products, practices, and perspectives change when cultures come into contact.
  • WL.CL4.S: Intercultural Influences: a. Research, analyze, discuss, and hypothesize about a wide range of products, practices, and perspectives—including concrete and abstract, general and specialized, and academic and professional—and how they change when cultures come into contact.