Education, Child Development, and Family Services

California Career Technical Education Model Curriculum Standards

Educ

atio

n, C

hild

Development, and Fam

ily Services

Child Development Pathway

Consumer Services Pathway

Education Pathway

Family and Human Services

Pathway

Table of ContentsEducation, Child Development, and Family Services

Overview ............................................................................................................................................ iii

California Standards for Career Ready Practice ........................................................................... vi

Sector Description .............................................................................................................................1

Knowledge and Performance Anchor Standards ............................................................................2

1.0 Academics ..........................................................................................................................................2

2.0 Communications ...............................................................................................................................2

3.0 Career Planning and Management ..............................................................................................2

4.0 Technology .........................................................................................................................................3

5.0 Problem Solving and Critical Thinking .......................................................................................3

6.0 Health and Safety ............................................................................................................................3

7.0 Responsibility and Flexibility ........................................................................................................4

8.0 Ethics and Legal Responsibilities .................................................................................................4

9.0 Leadership and Teamwork ..............................................................................................................5

10.0 Technical Knowledge and Skills ....................................................................................................5

11.0 Demonstration and Application ...................................................................................................6

Pathway Standards ............................................................................................................................8

A. Child Development Pathway .............................................................................................................8

B. Consumer Services Pathway ...........................................................................................................13

C. Education Pathway ............................................................................................................................17

D. Family and Human Services Pathway ..........................................................................................21

Academic Alignment Matrix ..........................................................................................................25

Contributors .................................................................................................................................... 44

References ....................................................................................................................................... 45

ECDFS | California Career Technical Education Model Curriculum Standardsii

Overview

The Career Technical Education (CTE) Model Curriculum Standards publication is organized for use as a complete document or for access to individual industry sectors and pathways. The document includes Standards for Career Ready Practice—which describe the knowledge and skills that students need prior to entering a career technical education program—as part of the career technical educa-tion sequence or as integrated elements of other course work in preparation for careers and college.

Each of the 15 industry sector sections includes a description, anchor standards, pathway standards, and an academic alignment matrix. The standards can be adjusted to be part of the curriculum (grades seven through twelve), provided through adult education, or included in community col-lege programs. The document also lists the representatives who participated in each sector’s content development and the references that were consulted to revise the CTE standards.

Standards for Career Ready PracticeCalifornia’s Standards for Career Ready Practice, which follow this overview, are based on the Career Ready Practices of the Common Career Technical Core (CCTC), a state-led initiative sponsored by the National Association of State Directors of Career Technical Education Consortium (NASDCTEc):

Career Ready Practices describe the career-ready skills that educators should seek to develop in their students. These practices are not exclusive to a Career Pathway, program of study, discipline or level of education. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. (NASDCTEc 2012, 2)

California’s 12 Standards for Career Ready Practice align with the state’s CTE anchor standards and reflect the expectations from business and industry, labor and community organizations, and second-ary and postsecondary education representatives from 42 participating states.

Anchor StandardsThe 11 anchor standards build on the Standards for Career Ready Practice and are common across the 15 industry sectors. Content for these standards was drawn from several documents: “Preparing Students for the 21st Century Economy” (American Association of Colleges for Teacher Education and the Partnership for 21st Century Skills 2010); How Should Colleges Prepare Students to Succeed in Today’s Global Economy? (Association of American Colleges and Universities and Peter D. Hart Research Associates, Inc. 2006); “Importance of Skills and Knowledge for College and Career Readiness,” from The MetLife Survey of the American Teacher: Preparing Students for College and Careers (MetLife, Inc. 2011); and Are They Really Ready to Work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce (The Conference Board et al. 2006).

Each anchor standard is followed by performance indicators using action verbs from the Beyond Knowledge Construct, presented in a hierarchical progression of simple tasks to more complex tasks. Performance indicators provide guidance for curriculum design and standards measurement.

|Education, Child Development, and Family Services ECDFS iii

ECDFS | California Career Technical Education Model Curriculum Standards

The industry-sector anchor standards have been customized with selected additions to better reflect the needs and special conditions of each industry sector.

Anchor Standard 1 (Academics) guides users to sector-specific core academic standards related to each industry sector, which are listed in the alignment matrix at the end of each sector section. Anchor standards 2–10 are deliberately aligned with one of the Common Core English language arts standards, using similar language demonstrating the natural connections between the two subjects. Anchor Standard 11 (Demonstration and Application) highlights classroom, laboratory, and workplace learning specific to the individual sector and pathways.

Pathway StandardsAll 15 industry sectors contain multiple pathways. In order to be identified and listed for an industry sector, each pathway had to meet the following criteria:

• unique to an industry sector

• has an occupational focus

• consistent in size and scope

• composed of similar functions

• inclusive of all aspects of the industry

• includes 8–12 pathway-specific standards

• demonstrates sequence potential

• reasonable and appropriate for high school

• leads to high-skill, high-wage, or high-demand jobs

• sustainable and viable over the next 10 years

Academic Alignment MatrixEach sector includes an academic alignment matrix that displays where a natural, obvious alignment occurs. Compiled by five teams of academic content experts in collaboration with industry-sector consultants, teachers, and other advisers, the alignment was selected if it was determined that the pathway standard would enhance, reinforce, or provide an application for a specific academic subject standard.

The alignment matrices include the subjects of Common Core English language arts and mathemat-ics standards, history/social studies standards, and Next Generation Science Core Ideas. To assist with further review and implementation, each academic alignment is notated with specific pathway standards codes.

iv

Education, Child Development, and Family Services | ECDFS

ImplementationThe Standards for Career Ready Practice can be integrated with a course or incorporated into several courses over multiple school years (grades seven through twelve). The practices are expectations for all students, whether they are enrolled in a CTE program or following a more generalized course sequence. It is expected that all students who exit high school will be proficient in these practices.

The anchor standards are the basis for each of the pathways within each sector. These standards are designed to assist with the development of course curricula and instructional lesson plans; they describe what is to be taught and measured. In most cases, the teacher determines the sequence and strategies to be used to meet the needs of the student population he or she is serving.

The performance indicators that follow each standard offer guidance for both course design and student assessment. They are intended to guide course work as it is developed. The pathways organize the standards with a career focus, but they are not designed to be offered as single courses. Rather, the standards from each pathway are collected and organized into a sequence of learning. To meet local demands of business and industry and particular student populations, standards can be collected from more than one sector to create a course.

Using the academic alignment matrices as a resource, academic and CTE teachers can see where enhancements and support for both sets of standards can be initiated. CTE teachers can quickly iden-tify academic standards that have a substantial relationship to their instruction. Likewise, academic teachers can specify individual academic standards and quickly identify related CTE standards, which will assist them in incorporating application and technology in their curricula and lessons.

The CTE Model Curriculum Standards are intended to serve the entire education community—from middle schools and high schools to postsecondary colleges and career training programs. A major aim of these standards is to prepare students for postsecondary education and training and to help them make a smooth transition into the workforce. In order for both the people and the economy of Cali-fornia to prosper, it is essential for all students to emerge from schools ready to pursue their career and college goals. Equipping all high school students with the knowledge and skills necessary to plan and manage their education and careers throughout their lives will help to guarantee these important outcomes. Strong CTE programs will continue to provide important educational opportunities to assist students as they pursue their dreams and strive for economic prosperity. The CTE Model Curriculum Standards are a resource for educators and the business world for ensuring high-quality CTE learning experiences and improved student outcomes in the twenty-first-century economy.

v


California Standards for Career Ready Practice

Standards for Career Ready Practice describe the fundamental knowledge and skills that a career-ready student needs in order to prepare for transition to postsecondary education, career training, or the workforce. These standards are not exclusive to a career pathway, a CTE program of study, a par-ticular discipline, or level of education. Standards for Career Ready Practice are taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. Standards for Career Ready Practice are a valuable resource to CTE and academic teachers designing curricula and lessons in order to teach and reinforce the career-ready aims of the CTE Model Curriculum Standards and the Common Core State Standards.

1. Apply appropriate technical skills and academic knowledge.Career-ready individuals readily access and use the knowledge and skills acquired through experience and education. They make connections between abstract concepts with real-world applications and recognize the value of academic preparation for solving problems, communicating with others, calcu-lating measures, and other work-related practices.

2. Communicate clearly, effectively, and with reason.Career-ready individuals communicate thoughts, ideas, and action plans with clarity, using written, verbal, electronic, and/or visual methods. They are skilled at interacting with others, are active listen-ers who speak clearly and with purpose, and are comfortable with the terminology common to the workplace environment. Career-ready individuals consider the audience for their communication and prepare accordingly to ensure the desired outcome.

3. Develop an education and career plan aligned with personal goals.Career-ready individuals take personal ownership of their own educational and career goals and man-age their individual plan to attain these goals. They recognize the value of each step in the educa-tional and experiential process and understand that nearly all career paths require ongoing education and experience to adapt to practices, procedures, and expectations of an ever-changing work envi-ronment. They seek counselors, mentors, and other experts to assist in the planning and execution of education and career plans.

4. Apply technology to enhance productivity.Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquir-ing and using new technology. They understand the inherent risks—personal and organizational—of technology applications, and they take actions to prevent or mitigate these risks.

vi


5. Utilize critical thinking to make sense of problems and persevere in solving them.Career-ready individuals recognize problems in the workplace, understand the nature of the problems, and devise effective plans to solve the problems. They thoughtfully investigate the root cause of a problem prior to introducing solutions. They carefully consider options to solve the problem and, once agreed upon, follow through to ensure the problem is resolved.

6. Practice personal health and understand financial literacy.Career-ready individuals understand the relationship between personal health and workplace per-formance. They contribute to their personal well-being through a healthy diet, regular exercise, and mental health activities. Career-ready individuals also understand that financial literacy leads to a secure future that enables career success.

7. Act as a responsible citizen in the workplace and the community.Career-ready individuals understand the obligations and responsibilities of being a member of a com-munity and demonstrate this understanding every day through their interactions with others. They are aware of the impacts of their decisions on others and the environment around them and think about the short-term and long-term consequences of their actions. They are reliable and consistent in going beyond minimum expectations and in participating in activities that serve the greater good.

8. Model integrity, ethical leadership, and effective management.Career-ready individuals consistently act in ways that align with personal and community-held ideals and principles. They employ ethical behaviors and actions that positively influence others. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the direction and actions of a team or organization, and they recognize the short-term and long-term effects that management’s actions and attitudes can have on produc-tivity, morale, and organizational culture.

9. Work productively in teams while integrating cultural and global competence.Career-ready individuals positively contribute to every team as both team leaders and team members. They apply an awareness of cultural differences to avoid barriers to productive and positive interac-tion. They interact effectively and sensitively with all members of the team and find ways to increase the engagement and contribution of other members.

10. Demonstrate creativity and innovation.Career-ready individuals recommend ideas that solve problems in new and different ways and con-tribute to the improvement of the organization. They consider unconventional ideas and suggestions by others as solutions to issues, tasks, or problems. They discern which ideas and suggestions may have the greatest value. They seek new methods, practices, and ideas from a variety of sources and apply those ideas to their own workplace practices.

vii


11. Employ valid and reliable research strategies.Career-ready individuals employ research practices to plan and carry out investigations, create solu-tions, and keep abreast of the most current findings related to workplace environments and practices. They use a reliable research process to search for new information and confirm the validity of sources when considering the use and adoption of external information or practices.

12. Understand the environmental, social, and economic impacts of decisions.Career-ready individuals understand the interrelated nature of their actions and regularly make deci-sions that positively impact other people, organizations, the workplace, and the environment. They are aware of and utilize new technologies, understandings, procedures, and materials and adhere to regulations affecting the nature of their work. They are cognizant of impacts on the social condition, environment, workplace, and profitability of the organization.

Note: As stated previously, California’s Standards for Career Ready Practice are based on the CCTC Career Ready Practices posted at https://careertech.org/ (accessed June 8, 2016).

viii

https://careertech.org/


Education, Child Development, and Family Services

Sector DescriptionThe Education, Child Development, and Family Services sector provides students with the academic and technical preparation to pursue high-skill, high-demand careers in these related and growing industries. The sector encompasses four distinct, yet interrelated, career pathways: Child Development, Consumer Services, Education, and Family and Human Services. The Child Development pathway provides students with the skills and knowledge they need to pursue careers in child care and related fields, and the Education pathway emphasizes the preparation of students to become teachers. The Consumer Services pathway gives students the employment and management skills needed in careers that involve helping consumers. The Family and Human Services pathway provides students with skills needed for careers related to family and social services. The standards are designed to integrate academic and career technical concepts. The anchor standards include Consumer and Family Studies comprehensive technical knowledge and skills that prepare students for learning in the pathways. The knowledge and skills are acquired within a sequential, standards-based pathway program that integrates hands-on projects, work-based instruction, and leadership development—for example, through Family, Career and Community Leaders of America (FCCLA). Standards in the Education, Child Development, and Family Services sector are designed to prepare students for technical training, postsecondary education, and entry to a career.

1


Education, Child Development, and Family ServicesKnowledge and Performance Anchor Standards

1.0 AcademicsAnalyze 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 academic alignment matrix for identification of standards.

2.0 CommunicationsAcquire and accurately use 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 with LS 9-10, 11-12.6)

2.1 Recognize the elements of communication using a sender–receiver model.

2.2 Identify barriers to accurate and appropriate communication.

2.3 Interpret verbal and nonverbal communications and respond appropriately.

2.4 Demonstrate elements of written and electronic communication, such as accurate spelling, grammar, and format.

2.5 Communicate information and ideas effectively to multiple audiences using a variety of media and formats.

2.6 Advocate and practice safe, legal, and responsible use of digital media information and communications technologies.

3.0 Career Planning and ManagementIntegrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment with SLS 11-12.2)

3.1 Identify personal interests, aptitudes, information, and skills necessary for informed career decision making.

3.2 Evaluate personal character traits, such as trust, respect, and responsibility, and understand the impact they can have on career success.

3.3 Explore how information and communication technologies are used in career planning and decision making.

3.4 Research the scope of career opportunities available and the requirements for education, training, certification, and licensure.

3.5 Integrate changing employment trends, societal needs, and economic conditions into career planning.

3.6 Recognize the role and function of professional organizations, industry associations, and organized labor in a productive society.

3.7 Recognize the importance of small business in the California and global economies.

3.8 Understand how digital media are used by potential employers and postsecondary agencies to evaluate candidates.

3.9 Develop a career plan that reflects career interests, pathways, and postsecondary options.

2


4.0 TechnologyUse 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 with WS 11-12.6)

4.1 Use electronic reference materials to gather information and produce products and services.

4.2 Employ Web-based communications responsibly and effectively to explore complex systems and issues.

4.3 Use information and communication technologies to synthesize, summarize, compare, and contrast information from multiple sources.

4.4 Discern the quality and value of information collected using digital technologies, and recognize bias and intent of the associated sources.

4.5 Research past, present, and projected technological advances as they impact a particular pathway.

4.6 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.

5.0 Problem Solving and Critical ThinkingConduct 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 with WS 11-12.7)

5.1 Identify and ask significant questions that clarify various points of view to solve problems.

5.2 Solve predictable and unpredictable work-related problems using various types of reasoning (inductive, deductive) as appropriate.

5.3 Use systems thinking to analyze how various components interact with each other to produce outcomes in a complex work environment.

5.4 Interpret information and draw conclusions, based on the best analysis, to make informed decisions.

6.0 Health and SafetyDemonstrate 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 with RSTS 9-10, 11-12.4)

6.1 Locate, and adhere to, Material Safety Data Sheet (MSDS) instructions.

6.2 Interpret policies, procedures, and regulations for the workplace environment, including employer and employee responsibilities.

3


6.3 Use health and safety practices for storing, cleaning, and maintaining tools, equipment, and supplies.

6.4 Practice personal safety when lifting, bending, or moving equipment and supplies.

6.5 Demonstrate how to prevent and respond to work-related accidents or injuries; this includes demonstrating an understanding of ergonomics.

6.6 Maintain a safe and healthful working environment.

6.7 Be informed of laws/acts pertaining to the Occupational Safety and Health Administration (OSHA).

7.0 Responsibility and FlexibilityInitiate, 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 with SLS 9-10, 11-12.1)

7.1 Recognize how financial management impacts the economy, workforce, and community.

7.2 Explain the importance of accountability and responsibility in fulfilling personal, community, and workplace roles.

7.3 Understand the need to adapt to changing and varied roles and responsibilities.

7.4 Practice time management and efficiency to fulfill responsibilities.

7.5 Apply high-quality techniques to product or presentation design and development.

7.6 Demonstrate knowledge and practice of responsible financial management.

7.7 Demonstrate the qualities and behaviors that constitute a positive and professional work demeanor, including appropriate attire for the profession.

7.8 Explore issues of global significance and document the impact on the Education, Child Development, and Family Services sector.

8.0 Ethics and Legal ResponsibilitiesPractice 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 SLS 11-12.1d)

8.1 Access, analyze, and implement quality assurance standards of practice.

8.2 Identify local, district, state, and federal regulatory agencies, entities, laws, and regulations related to the Education, Child Development, and Family Services industry sector.

8.3 Demonstrate ethical and legal practices consistent with Education, Child Development, and Family Services sector workplace standards.

8.4 Explain the importance of personal integrity, confidentiality, and ethical behavior in the workplace.

8.5 Analyze organizational culture and practices within the workplace environment.

4


8.6 Adhere to copyright and intellectual property laws and regulations, and use and appropriately cite proprietary information.

8.7 Conform to rules and regulations regarding sharing of confidential information, as determined by Education, Child Development, and Family Services sector laws and practices.

9.0 Leadership and TeamworkWork 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 prac-ticed in the career technical student organization (FCCLA). (Direct alignment with SLS 11-12.1b)

9.1 Define leadership and identify the responsibilities, competencies, and behaviors of successful leaders.

9.2 Identify the characteristics of successful teams, including leadership, cooperation, collabora-tion, and effective decision-making skills, as applied in groups, teams, and career technical student organization activities.

9.3 Understand the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace setting.

9.4 Explain how professional associations and organizations (such as FCCLA) and associated leadership development and competitive career development activities enhance academic preparation, promote career choices, and contribute to employment opportunities.

9.5 Understand that the modern world is an international community and requires an expanded global view.

9.6 Respect individual and cultural differences and recognize the importance of diversity in the workplace.

9.7 Participate in interactive teamwork to solve real Education, Child Development, and Family Services sector issues and problems.

10.0 Technical Knowledge and SkillsApply 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 with WS 11-12.6)

This section is specific to the foundational knowledge and skills required for Consumer and Family Studies.

10.1 Interpret and explain terminology and practices specific to the Education, Child Development, and Family Services sector.

10.2 Comply with the rules, regulations, and expectations of all aspects of the Education, Child Development, and Family Services sector.

10.3 Construct projects and products specific to the Education, Child Development, and Family Services sector requirements and expectations.

10.4 Collaborate with industry experts for specific technical knowledge and skills.

5


10.5 Summarize the decisions and responsibilities involved in parenting in various cultures.

10.6 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.

10.7 Explain the importance of studying child growth and development from infancy through adolescence.

10.8 Explain positive guidance and discipline techniques that promote feelings of self-worth as they apply to the developmental stages of children.

10.9 Demonstrate an understanding of the value and methods of providing infants, children, and adolescents with play and developmentally appropriate learning activities.

10.10 Describe the process of making consumer decisions, including the comparison of goods and services.

10.11 Practice how to manage financial resources to achieve personal and family goals.

10.12 Compare consumer resources, rights, and responsibilities and their relationship to the various levels of the economy.

10.13 Recognize the function of the family as a basic unit of society and the contributions of the family unit to the development of individuals.

10.14 Analyze the factors that affect the development of individuals and how to build positive relationships.

10.15 Describe the adjustments needed to adapt to major life changes throughout the human life cycle.

10.16 Apply strategies and resources for managing conflicts and crises.

10.17 Summarize the importance of wellness and safety to individual and family health and well-being.

10.18 Demonstrate an understanding of how to prevent and control infection and disease to produce the optimum health of individuals and families.

10.19 Explain the strategies that enable persons to manage and balance personal, family, and work responsibilities to enhance productivity and attain a quality of life.

10.20 Assess the individual, family, and workplace factors that influence decisions at each stage of the human life cycle.

10.21 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.

6


11.0 Demonstration and ApplicationDemonstrate 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 (FCCLA).

11.1 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.

11.2 Demonstrate proficiency in a career technical pathway that leads to certification, licensure, and/or continued learning at the postsecondary level.

11.3 Demonstrate entrepreneurship skills and knowledge of self-employment options and innova-tive ventures.

11.4 Employ entrepreneurial practices and behaviors appropriate to Education, Child Development, and Family Services sector opportunities.

11.5 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, path-way standards, and performance indicators.

7


Education, Child Development, and Family ServicesPathway Standards

A. Child Development PathwayThe Child Development pathway is designed to prepare students to pursue a career in the field of child care and development for infants, toddlers, and young children. Students study child growth and development, safety and emergency procedures, nutrition and health practices, positive interaction and guidance techniques, learning theories, and developmentally appropriate practices and curriculum activities. Students apply this knowledge in a variety of early childhood programs, such as child development laboratories, public and private preschools, family day care settings, and recreational facilities. Students completing the program may apply for the Child Development Assistant Permit from the California Commission on Teacher Credentialing.

Sample occupations associated with this pathway:

Child Care Worker

Child Development Specialist

Child Psychologist

Family Service Advocate

A1.0 Recognize the essential aspects of the early childhood education, child care, and development industry and the industry’s role in state and local economies.

A1.1 Describe the organizational structures in early childhood education, child care, and development facilities.

A1.2 Explain the effect of the child care and development industry on state and local economies.

A1.3 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.

A1.4 Research the functions and roles of the various careers in the child care and develop-ment industry.

A1.5 Identify the components of professionalism and how to practice professional behaviors.

A1.6 Analyze the legislative, economic, educational, and social trends that affect the child care and development industry.

A2.0 Identify and apply operational procedures and organizational policies at various early childhood education, child care, and development facilities.

A2.1 Identify the operational procedures at various types of facilities and their importance to the success of the organization.

A2.2 Understand the operational policies and procedures related to early education, child care, and development program components (e.g., adult–child and adult–guardian interaction, physical environment, health, safety, nutrition, curriculum, and assessment).

8


A2.3 Explain the importance of, and procedures for, keeping child and classroom records and documentation.

A2.4 Summarize appropriate business systems that help with billing, ordering, budgeting, collecting fees, and reporting requirements.

A2.5 Illustrate the workforce management strategies that are effective for planning, making decisions, sharing responsibility, and negotiating.

A3.0 Summarize child care and development standards, licensing, regulations, and codes, including California Code of Regulations Title 5 and Title 22.

A3.1 Recognize the standards and licensing regulations for child care facilities.

A3.2 Identify the educational and industry-related requirements for child care facilities staff.

A3.3 Understand how local, state, and federal laws and regulations for child care facilities are enforced by regulatory agencies.

A3.4 Adhere to the health, safety, regulatory, and procedural requirements for the work site.

A3.5 Summarize the employer and employee responsibilities for complying with laws and regulations affecting the needs, interests, and rights of young children.

A3.6 Detect the indicators of child abuse or neglect and the responsibilities of staff as mandated reporters.

A4.0 Apply critical safety, emergency, and disaster procedures at the work site.

A4.1 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.

A4.2 Implement the staff procedures, duties, and responsibilities related to safety, emergency, and disaster preparedness plans.

A4.3 Demonstrate how and when to use certified first aid, cardiopulmonary resuscitation (CPR), and other emergency procedures.

A4.4 Predict the typical hazards at the work site and know procedures and practices that contribute to a safe and healthy environment.

A5.0 Explain important elements of a child’s physical, intellectual, emotional, and social growth and development.

A5.1 List the biological and environmental factors that influence the development of infants, toddlers, and children.

A5.2 Describe the developmental stages of infants, toddlers, and children.

A5.3 Summarize the ways in which diversity, family, and culture influence the development of children.

A5.4 Understand the importance of including infants, toddlers, and children with special needs.

9


A5.5 Analyze the importance of observational assessment and how to link assessment findings to individualized child planning.

A5.6 Evaluate the importance of learning environments, experiences, and interactions and their connections to each stage of physical, intellectual, social, and emotional development.

A5.7 Defend the benefits of parental involvement to the development of a child’s physical, intellectual, emotional, and social growth and development.

A6.0 Employ the principles of positive interactions, guidance, and discipline in the workplace.

A6.1 Describe how to help children develop a positive self-image and self-esteem and develop self-discipline and respect for oneself and others.

A6.2 Use the importance of building positive relationships between the caregiver, children, and families to provide effective guidance and discipline.

A6.3 Diagram the elements of positive guidance and discipline techniques that are based on the stages of children’s development.

A6.4 Identify practical strategies for finding positive solutions to common behavioral problems.

A6.5 Plan and demonstrate how the staff can adjust the environment to promote a child’s independence and personal and social competence.

A7.0 Compare and apply the essential components of an effective learning environment for the early childhood classroom.

A7.1 Describe the components of an effective learning environment that reflects children’s interests and developmental needs.

A7.2 Identify the early childhood education classroom learning areas and the contribution of each to the development of children.

A7.3 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.

A7.4 Demonstrate appropriate teaching techniques and interaction styles for working with children of varying ages, learning styles, and cultural backgrounds.

A7.5 Illustrate the ways in which classroom environments promote productive interaction among children and adults to create a positive atmosphere and sense of community.

A7.6 Research and present the major learning theories and curriculum models and evaluate their application in early childhood education programs.

A8.0 Select and apply developmentally appropriate practices for curriculum development.

A8.1 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.

10


A8.2 Observe children and document the observations in a factual and anecdotal format tying observations to developmental milestones.

A8.3 Integrate language acquisition strategies and support for English-language learners.

A8.4 Plan and conduct activities that reinforce foundation skills, reflect an integrated and emergent curriculum, and support school readiness.

A9.0 Practice the principles and practices of good nutrition, health, and safety for infants and children.

A9.1 List the procedures used to clean a facility that follow a logical sequence and universal health precautions.

A9.2 Practice the procedures for preventing the spread of infections and illnesses, including those for food-borne pathogens.

A9.3 Use the appropriate sanitation and hygiene techniques for infants, toddlers, children, and staff.

A9.4 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.

A9.5 Recognize, describe, and report signs and symptoms of illness, injury, discomfort, or special needs in infants, toddlers, and children.

A10.0 Communicate and interact effectively with families and communities.

A10.1 Name the benefits of establishing strong relationships with families and communities.

A10.2 Interpret how positive family–staff relationships, family members, and the community contribute to the physical, intellectual, social, and emotional development of the child.

A10.3 Compare and contrast how language, culture, and educational backgrounds may affect family structures and communication within and among families and communities.

A10.4 Devise ways to use opportunities throughout the daily routine to build trusting relationships and effective communication with families and others.

A10.5 Advocate for high-quality programs and services for children and families.

A11.0 Identify teaching materials and resources that enhance classroom instruction and indoor and outdoor learning in early childhood education, child care, and development programs.

A11.1 Select and develop age-appropriate and developmentally appropriate teaching materials and resources.

A11.2 Use the appropriate and current instructional technology and equipment to develop program materials and support learning.

A11.3 Evaluate the various types and sources of quality, age-appropriate, and developmen-tally appropriate materials and equipment.

11


A12.0 Illustrate how to support the learning process in an assisting role.

A12.1 Define the strategies for supervising and maintaining a supportive learning environment for infants, toddlers, and children.

A12.2 Understand the established standards and the standard operating procedures in classrooms, libraries, halls, and bathrooms and on the school grounds.

A12.3 Classify the typical learning challenges that students encounter in curricular areas.

A12.4 Implement planned activities to facilitate multidisciplinary learning and reinforce concepts.

A12.5 Differentiate how to provide instructional assistance to small and large learning groups.

A12.6 Identify and compile samples used for assessing a child and developing a portfolio.

12



B. Consumer Services PathwayThe Consumer Services pathway focuses on a broad-based curriculum designed to prepare students for careers helping customers, including credit counselors, consumer reporters, writers, and consumer affairs directors. Students learn employment, entrepreneurial, and management skills that include business structure; consumer rights and responsibilities; testing and demonstration of products; consumer communications; and energy, environment, and resource management.


Media Product Demonstrator

Customer Service Representative

Personal Financial Advisor

Accountant

Credit Counselor

B1.0 Describe important aspects of the consumer services industry and the role of the industry in local, state, national, and global economies.

B1.1 Identify the ways in which national and international policies and procedures affect the daily operations of a consumer services organization.

B1.2 Summarize the legislative, economic, educational, and social trends that affect careers in the consumer services industry.

B1.3 Explain the effect of this industry on businesses and the state’s economy.

B1.4 Identify the ways in which industries, companies, and agencies provide consumer information and services.

B1.5 Communicate the role of consumer affairs personnel in an organization.

B2.0 Understand the principles of effective workforce and organizational management, including the roles and responsibilities of management and employees.

B2.1 Explain the outcomes of effective leadership and management, such as profitability, solvency, productivity, consumer and client satisfaction, and business growth.

B2.2 Demonstrate the main workforce management strategies, such as shared responsibilities and negotiation, collaboration/consensus building, and communication.

B2.3 Summarize the interrelationship and interdependence and diversity of management and employees as they relate to workforce productivity.

B2.4 Use organizational procedures and tools, such as business plans, budgets/financials, spreadsheets for payroll and inventories, recordkeeping, and communication with consumers.

13


B3.0 Demonstrate the operational procedures and safety practices that are commonly used in the consumer services industry.

B3.1 Define the correct technical terms to describe products, procedures, and equipment specific to the consumer services industry.

B3.2 Demonstrate the procedures for preparing, expediting, and tracking forms needed for requisitioning supplies and materials.

B3.3 Analyze the purpose of, and information in, Material Safety Data Sheets (MSDS).

B4.0 Understand essential consumer protection laws and regulations.

B4.1 Recall and chart the evolution of consumer protection legislation.

B4.2 Describe the role of local, state, and national public and private agencies in consumer and business protection.

B4.3 Identify the effects of environmental laws and safety regulations on consumers.

B4.4 Explain the legal implications of a contract and interpret the consequences of consumer actions related to various types of contracts.

B4.5 Illustrate essential consumer protection laws and regulations commonly used in the consumer services industry.

B5.0 Summarize consumer rights and responsibilities in the consumer services industry.

B5.1 Identify effective strategies and laws that consumers can use when exercising their rights and useful methods for resolving complaints.

B5.2 Demonstrate how individuals can have an effect on the legislative process as it relates to consumer regulations.

B5.3 Illustrate the various advertising techniques with respect to consumer rights, marketing, technology, and point of sale methods.

B5.4 Analyze the effect of consumer protection laws on the cost and quality of goods and services.

B5.5 Diagram the effects of identity theft on diverse individuals, businesses, and local economies.

B6.0 Communicate the significance of national and international influences, current events, and diversity within the consumer services industry.

B6.1 Identify the national and international issues that affect consumers.

B6.2 Analyze the influence of different global industries, economies, regulations, and political and economic systems on the consumer services industry.

B6.3 Predict how aspects of diversity, such as culture, age, socioeconomic, gender, language, and abilities, affect consumer services.

14


B7.0 Compare and contrast customer relationships and their impact on businesses and employees in the consumer services industry.

B7.1 Identify the factors that contribute to quality customer relationships.

B7.2 Demonstrate the methods used to establish trust between a client and a customer service employee.

B7.3 Explain how the customer’s point of view and suggestions affect management policies and decisions.

B7.4 Assess customer needs or desires and recommend products and services.

B7.5 Discern logical, legal, ethical, and expedient solutions to consumer concerns by empowering employees to resolve consumer issues at the lowest level.

B7.6 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.

B8.0 Use the skills and techniques needed to prepare advertising, public relations, and informational materials for consumers.

B8.1 Identify the local, state, national, and international agencies, organizations, and media resources that provide current consumer information, including Internet and social media.

B8.2 List the tools and techniques used for communicating with consumers, including those used for advertising.

B8.3 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.

B8.4 Develop communications, timelines, agendas, schedules, meeting arrangements, and advertising media for public relations activities.

B8.5 Analyze public relations plans in terms of their effect on customer relations and the operations of an organization.

B9.0 Summarize important consumer programs and services provided by energy, environmental, and resource management businesses.

B9.1 Identify the various sources of energy available to consumers and the strategies that improve energy efficiency.

B9.2 Explain the environmental impact of residential and commercial waste disposal and recycling issues.

B9.3 Compare the costs and benefits of consumer programs for consumers, communities, and businesses.

15


B10.0 Research the basic procedures required to research, test, label, and demonstrate products to provide information needed by employees, consumers, and clients.

B10.1 Identify the trends that affect customer demand for products and services, including green products, to promote environmental friendliness and sustainability.

B10.2 Describe the purpose and significance of market research before a new product or service is developed and introduced.

B10.3 Describe the standard testing procedures and strategies used to analyze data and integrate findings to revise products.

B10.4 Explain the industry standards and government regulations that require specific information to be included on labels and care instructions.

B10.5 Compare features, benefits, prices, product information, styles, and performance of goods.

B10.6 Plan, produce, and evaluate demonstrations that educate consumers and promote a variety of products.

B11.0 Practice personal financial management, its effects on the economy, and career, personal, and family goals.

B11.1 Describe the effects of short-term and long-term financial plans on consumer decisions.

B11.2 Define and identify credit terminology, credit ratings and sources, costs of credit, and risks and benefits of credit.

B11.3 Identify ways to resolve credit issues and explain the effect of credit issues on the consumer and the economy.

B11.4 Illustrate the costs of bankruptcy to the individual, the consumer, the institution, and the economy.

B11.5 Analyze budgets for a variety of individuals and families in accord with estimated income, needs, desires, goals, and lifestyles.

B11.6 Analyze, describe, and contrast various types of investments and risk assessment programs.

B12.0 Explore the effect of the U.S. economic system on personal income, financial management, individual and family security, and consumer decisions.

B12.1 Describe the interrelationship between the economy and consumer spending and saving.

B12.2 Explain inflation and recession and how they affect the financial status of individuals and families.

B12.3 Compare the services provided by various financial institutions and departments of government.

B12.4 Review Truth in Lending legislation and California’s Rosenthal Act related to consumers and their rights.

16



C. Education PathwayThe Education pathway is designed to prepare students for professional or learning support positions in education, prekindergarten through grade twelve. Students study human development; standards, regulations, and codes; positive guidance and counseling techniques; age-appropriate and grade-appropriate learning strategies; learning theories; and standards-based curriculum and instructional design. Students can apply and practice their knowledge and skills at a variety of elementary and secondary education sites.


Before/Afterschool Program Aide

Primary/Secondary School Teacher

School Counselor

Educational Administrator

Speech Therapist

C1.0 Describe the structure of the education industry and its role in local, state, and global economies.

C1.1 Identify the effect of the education industry on state and local economies.

C1.2 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.

C1.3 Understand the legislative, economic, and social trends that affect the education industry.

C1.4 Explain the differences in organizational structures at educational facilities, including relationships and interactions among personnel.

C2.0 Name operational procedures and organizational policies at various levels in education.

C2.1 Identify the business procedures related to the acquisition of supplies and collection of fees.

C2.2 Recognize the main workforce management strategies in education (e.g., shared responsibility and negotiation).

C2.3 Implement appropriate procedures at the classroom level (e.g., attendance; observa-tions; evaluations; illness, incident, accident, and injury reports).

C3.0 State specific applications of government regulations in the education industry.

C3.1 Describe the critical health and safety procedures that are used at a school site.

C3.2 Identify the indicators of child abuse and neglect and the role of the mandated reporter.

17


C3.3 Locate and understand the credentialing requirements for teachers of students in prekindergarten through community college.

C4.0 Practice critical emergency and disaster procedures at a school site.

C4.1 Identify state and federal environmental and safety regulations and the use of Material Safety Data Sheets (MSDS) as they relate to the education industry.

C4.2 Recognize the typical hazards at the work site and know the procedures and practices that contribute to a safe and healthy environment.

C4.3 Describe the staff procedures, duties, and responsibilities related to safety, emergency, and disaster preparedness plans.

C4.4 Demonstrate how to use certified first aid, cardiopulmonary resuscitation (CPR), and other emergency procedures.

C5.0 Summarize important elements of the physical, intellectual, emotional, and social development of children and adolescents.

C5.1 Identify how typical and common atypical developmental patterns affect the educa-tional progress of children and adolescents.

C5.2 Explain the role of family involvement in the physical, intellectual, emotional, and social development of children and adolescents.

C5.3 Diagram factors in heredity, family, culture, diversity, economic, abilities, and environment that may influence the development of children and adolescents.

C5.4 Assess and evaluate evidence-based educational practices for the inclusion of children and adolescents with special needs.

C6.0 Use positive interaction, guidance, and discipline in the educational environment.

C6.1 List common behavior problems, possible causes, and develop potential positive solutions.

C6.2 Define the types of positive guidance techniques that are used in various ages and stages of a child’s development.

C6.3 Demonstrate how to support the development of a positive self-image and self-esteem as well as independence and respect for oneself and others.

C6.4 Practice strategies for building relationships and effective classroom management, including appropriate guidance and discipline.

C6.5 Develop strategies for building relationships with all stakeholders.

C7.0 Explain the role and purpose of standards-based instruction and assessment.

C7.1 Identify relevant curriculum standards and demonstrate their use in instruction.

C7.2 Understand the processes, implementations, and educator responsibilities of individual-ized education programs (IEPs) and Section 504 plans of the Rehabilitation Act and the Americans with Disabilities Act.

18


C7.3 Understand the types, important elements, and purposes of student assessments.

C7.4 Explain the process of assessment for early identification of remedial needs or other interventions.

C7.5 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.

C7.6 Practice using teaching strategies that promote student learning, critical thinking, and problem solving.

C7.7 Identify relevant curriculum standards, their significance to student success, and demonstrate their use in instruction.

C8.0 Compare basic principles and practices of good nutrition and health and wellness for children.

C8.1 Describe crucial safety and sanitary procedures to follow in the classroom related to good nutrition and health.

C8.2 Identify services available to at-risk students and how to link students to resources.

C8.3 Apply appropriate sanitation, health, and hygiene procedures for preventing the spread of infections and illnesses and for responding to allergic reactions.

C8.4 Research the nutritional needs of children and the allergies commonly associated with food.

C8.5 Detect common indicators of nutrition-related disorders and diseases.

C9.0 Assess how to communicate and interact effectively with families and community groups.

C9.1 Recognize the factors that influence effective communication between the school and home and how to foster familial involvement.

C9.2 Summarize the ways in which age, abilities, language, culture, economics, and educational backgrounds may affect communication within and among families and the school.

C9.3 Explain issues of diversity and how to exhibit sensitivity to cultural differences.

C10.0 Integrate the process of developing quality teaching materials and resources for classroom instruction.

C10.1 Evaluate various types and sources of quality, developmentally appropriate materials and equipment.

C10.2 Demonstrate the appropriate use of current and emerging technology to develop instructional materials and support learning.

C10.3 Assess available materials and resources for quality, accuracy, relevance, and grade appropriateness.

C10.4 Design grade-appropriate instructional materials and resources, including those that augment educational materials adopted by the State Board of Education.

19


C11.0 Evaluate the role of instructional staff in supporting the learning process.

C11.1 Name behavior standards expected of students in classrooms, libraries, and bathrooms on the school grounds and during educational and recreational trips.

C11.2 Demonstrate techniques for providing positive feedback on student work, attendance, and classroom performance.

C11.3 Explain how to help the teacher with student instruction, assessment, and confidentiality.

C11.4 Analyze a variety of individual and group teaching strategies and learning theories that promote effective learning.

C11.5 Research the common typical and atypical learning challenges for students in a variety of curricular areas.

C12.0 Formulate the components of effective after-school and recreational programs for individuals and groups.

C12.1 List the purposes of after-school and recreational activities.

C12.2 Summarize the important components and typical age-appropriate or ability-appropriate activities of various after-school and recreational programs.

C12.3 Assess the recreational interests and needs of individuals and groups and develop appropriate activities.

20



D. Family and Human Services PathwayEmployment growth in the Family and Human Services pathway will likely be driven by an increasing demand for family assistance. Students learn employment and management skills, such as positive guidance, professional behavior and standards, and laws and regulations related to the field. Students also learn about nutrition, health, aging, and safety.


Personal Care Assistant

Human Services Program Specialist

Social Outreach Director

Community Organizational Director

D1.0 Recognize important aspects of the family and human services industry and the role of the industry in local, state, national, and global economies.

D1.1 Describe the ways in which agencies and organizations provide family and human services.

D1.2 Communicate the role and effect of this industry on individuals, families, and the state’s economy.

D1.3 Explore the legislative, economic, and social trends that have an effect on careers in the family and human services industry.

D1.4 Diagram the organizational structure and hierarchy that shows the relationships and interactions among departments in both public and private sectors of this industry.

D2.0 Describe the principles of effective workforce and organizational management, including the roles and responsibilities of management and employees.

D2.1 Define the outcomes of effective leadership and management, such as profitability, solvency, productivity, positive work environment, and client satisfaction.

D2.2 Practice the main workforce management strategies, such as shared responsibilities, collaboration, consensus-building, and communication.

D2.3 Compare the interrelationship, interdependence, and diversity of management and employees as they relate to workforce productivity.

D2.4 Experiment with using organizational procedures and tools, such as business plans, budgets/financials, spreadsheets for payroll and inventories, recordkeeping, and communication with consumers.

D2.5 Create a plan of how to identify and gain access to various sources of funding and services that serve individuals, families, and communities.

21


D3.0 Locate the facilities and operational procedures used in the family and human services industry.

D3.1 List the various types of care facilities that promote the independence of clients.

D3.2 Describe the operational procedures related to quality control, inventory control, maintenance, storage, security, mailing, receiving, billing, and payment.

D3.3 Become familiar with various types of liability, insurance policies, code compliance, service agreements, and contracts.

D3.4 Evaluate facilities for the safety, well-being, and needs of diverse clients.

D4.0 Adhere to the laws and regulations that affect providers of family and human services and their diverse clients.

D4.1 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.

D4.2 Identify the ways in which local, state, and federal regulations and laws are enforced by regulatory agencies, including the California Occupational Safety and Health Admin-istration, the Americans with Disabilities Act, and the Health Insurance Portability and Accountability Act.

D4.3 Understand the typical policies and procedures established by employers to comply with local, state, and federal regulations and laws.

D5.0 Interpret the stages of human development and the related needs of individuals and families.

D5.1 Identify the behaviors and resources that foster the health and well-being of individuals and families.

D5.2 Classify common needs, problems, and adjustments associated with life changes.

D5.3 Develop ways to enhance the social and emotional health of individuals and families.

D5.4 Diagram the characteristics and changing needs of the various stages of development throughout the life span.

D5.5 Assess the special needs of clients and identify resources and agencies that provide services.

D6.0 Apply the basic principles that promote health and well-being throughout the life span.

D6.1 Select strategies that promote good health practices for all ages.

D6.2 Recognize and describe signs and symptoms of health, illness, discomfort, and disease.

D6.3 Evaluate foods in terms of their economic and nutritional value.

D6.4 Plan and demonstrate exercise activities that are enjoyable, safe, and appropriate for the individual needs of clients.

D6.5 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.

22


D7.0 Practice important safety, emergency, and disaster procedures to use for a variety of populations.

D7.1 Recognize how to establish and promote good safety habits for all ages.

D7.2 Discern the causes and preventions of common accidents and injuries.

D7.3 Identify the specific health considerations of persons with disabilities.

D7.4 Practice the correct procedures for dealing with emergencies and disasters.

D7.5 Perform the procedures for basic first aid and cardiopulmonary resuscitation (CPR) for infants, children, and adults.

D7.6 Comply with the procedures that prevent the spread of illnesses, infections, and diseases, including blood-borne pathogens.

D8.0 Develop interpersonal skills required to interact effectively with individuals and families of all ages and abilities.

D8.1 Use the strategies that promote positive interaction between individuals, families, and agencies.

D8.2 Apply effective ways to communicate and interact with culturally diverse individuals and families, such as using mediation, conflict resolution, and decision-making skills.

D8.3 Create effective ways to teach individuals and families communication, mediation, conflict-resolution, and decision-making skills.

D9.0 Integrate positive guidance and its application in helping individuals and families.

D9.1 Interpret the concept of positive guidance and its benefits across one’s life span.

D9.2 Implement positive guidance techniques that are appropriate for clients and that promote independence.

D9.3 Predict possible causes of behavior problems and conflict and demonstrate positive solutions, including behavior modification.

D10.0 Facilitate daily living activities of individuals and families.

D10.1 List the tasks of daily living and the types of assistance persons need with these activities, including assistance for persons with special needs.

D10.2 Understand the importance of personal care and well-being to the physical and emotional health of clients.

D10.3 Demonstrate the importance of privacy, independence, dignity, confidentiality, and respect for clients.

D10.4 Develop procedures for shopping, banking, recordkeeping, and other services that will assist clients.

D10.5 Research the various types of disabilities, potential barriers, and types of accommoda-tions needed for clients.

23


D10.6 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.

D11.0 Distinguish common problems and crises affecting individuals and families of all ages.

D11.1 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.

D11.2 Explain behaviors that require intervention and outside assistance.

D11.3 Demonstrate how to provide the information that individuals and families need to make decisions about seeking professional help.

D12.0 Advocate for the importance of social involvement for individuals and families.

D12.1 Defend the value of social, recreational, and educational activities for all ages.

D12.2 Locate and evaluate the appropriateness of facilities and community resources for social support, recreational, and educational activities.

D12.3 Recommend appropriate community resources for social, recreational, and educational activities to meet client needs for all ages.

D12.4 Plan, conduct, and evaluate social, recreational, and educational activities appropriate to the physical, psychological, cultural, and socioeconomic needs of individuals and families.

24


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

SE

DU

CA

TIO

N,

CH

ILD

DE

VE

LOPM

EN

T,

A.

B.

C.

D.

AN

D F

AM

ILY

SE

RV

ICE

SCh

ild

Cons

umer

Ed

ucat

ion

Fam

ily a

nd

Deve

lopm

ent

Serv

ices

Hum

an S

ervi

ces

ENGL

ISH

LA

NGU

AGE

ART

S

Lang

uage

Sta

ndar

ds –

LS

(Sta

ndar

d A

rea,

Gra

de L

evel

, Sta

ndar

d #)

11-1

2.1.

Dem

onst

rate

com

man

d of

the

con

vent

ions

of s

tand

ard

Engl

ish

A1

.0, A

2.0,

A3.

0,

B1.0

, B2.

0, B

3.0,

C1

.0, C

2.0,

C3.

0,

D1.0

, D2.

0, D

3.0,

gr

amm

ar a

nd u

sage

whe

n w

ritin

g or

spe

akin

g.A4

.0, A

5.0,

A6.

0,

B4.0

, B5.

0, B

6.0,

C4

.0, C

5.0,

C6.

0,

D4.

0, D

5.0,

D6.

0,

A7.0

, A8.

0, A

9.0,

B7

.0, B

8.0,

B9.

0,

C7.0

, C8.

0, C

9.0,

D7

.0, D

8.0,

D9.

0,

A10.

0, A

11.0

, A12

.0B1

0.0,

B11

.0, B

12.0

C10.

0, C

11.0

, C12

.0D1

0.0,

D11

.0, D

12.0

11-1

2.2.

Dem

onst

rate

com

man

d of

the

con

vent

ions

of s

tand

ard

Engl

ish

A1

.0, A

2.0,

A3.

0,

B1.0

, B2.

0, B

3.0,

C1

.0, C

2.0,

C3.

0,

D1.0

, D2.

0, D

3.0,

ca

pita

lizat

ion,

pun

ctua

tion,

and

spe

lling

whe

n w

ritin

g.A4

.0, A

5.0,

A6.

0,

B4.0

, B5.

0, B

6.0,

C4

.0, C

5.0,

C6.

0,

D4.

0, D

5.0,

D6.

0,

A7.0

, A8.

0, A

9.0,

B7

.0, B

8.0,

B9.

0,

C7.0

, C8.

0, C

9.0,

D7

.0, D

8.0,

D9.

0,

A10.

0, A

11.0

, A12

.0B1

0.0,

B11

.0, B

12.0

C10.

0, C

11.0

, C12

.0D1

0.0,

D11

.0, D

12.0

11-1

2.3.

App

ly k

now

ledg

e of

lang

uage

to

unde

rsta

nd h

ow la

ngua

ge f

unct

ions

A1

.0, A

2.0,

A3.

0,

B1.0

, B2.

0, B

3.0,

C1

.0, C

2.0,

C3.

0,

D1.0

, D2.

0, D

3.0,

in

dif

fere

nt c

onte

xts,

to

mak

e ef

fect

ive

choi

ces

for m

eani

ng o

r sty

le, a

nd t

o A4

.0, A

5.0,

A6.

0,

B4.0

, B5.

0, B

6.0,

C4

.0, C

5.0,

C6.

0,

D4.

0, D

5.0,

D6.

0,

com

preh

end

mor

e fu

lly w

hen

read

ing

or li

sten

ing.

A7.0

, A8.

0, A

9.0,

B7

.0, B

8.0,

B9.

0,

C7.0

, C8.

0, C

9.0,

D7

.0, D

8.0,

D9.

0,

A10.

0, A

11.0

, A12

.0B1

0.0,

B11

.0, B

12.0

C10.

0, C

11.0

, C12

.0D1

0.0,

D11

.0, D

12.0

11-1

2.6.

Acq

uire

and

acc

urat

ely

use

gene

ral a

cade

mic

and

dom

ain-

spec

ific

A1.0

, A2.

0, A

3.0,

B1

.0, B

2.0,

B3.

0,

C1.0

, C2.

0, C

3.0,

D1

.0, D

2.0,

D3.

0,

wor

ds a

nd p

hras

es s

uffic

ient

for

rea

ding

, writ

ing,

spe

akin

g, a

nd li

sten

ing

at

A4.0

, A5.

0, A

6.0,

B4

.0, B

5.0,

B6.

0,

C4.0

, C5.

0, C

6.0,

D

4.0,

D5.

0, D

6.0,

th

e co

llege

and

car

eer r

eadi

ness

leve

l; de

mon

stra

te in

depe

nden

ce in

gat

herin

g A7

.0, A

8.0,

A9.

0,

B7.0

, B8.

0, B

9.0,

C7

.0, C

8.0,

C9.

0,

D7.0

, D8.

0, D

9.0,

vo

cabu

lary

kno

wle

dge

whe

n co

nsid

erin

g a

wor

d or

phr

ase

impo

rtan

t to

A1

0.0,

A11

.0, A

12.0

B10.

0, B

11.0

, B12

.0C1

0.0,

C11

.0, C

12.0

D10.

0, D

11.0

, D12

.0co

mpr

ehen

sion

or e

xpre

ssio

n.

Read

ing

Stan

dard

s fo

r In

form

atio

nal T

ext

– RS

IT (

Stan

dard

Are

a,

Grad

e Le

vel,

Stan

dard

#)

11-1

2.1.

Cite

str

ong

and

thor

ough

tex

tual

evi

denc

e to

sup

port

ana

lysi

s of

C1

.0, C

2.0,

C3.

0,

A1.0

, A2.

0, A

3.0,

B1

.0, B

2.0,

B3.

0,

D1.0

, D2.

0, D

3.0,

w

hat

the

text

say

s ex

plic

itly

as w

ell a

s in

fere

nces

dra

wn

from

the

tex

t, C3

.0, C

4.0,

C5.

0,

A4.0

, A5.

0, A

6.0,

B4

.0, B

5.0,

B6.

0,

D4.

0, D

5.0,

D6.

0,

incl

udin

g de

term

inin

g w

here

the

tex

t le

aves

mat

ters

unc

erta

in.

C6.0

, C7.

0, C

8.0,

A7

.0, A

8.0,

A9.

0,

B7.0

, B8.

0, B

9.0,

D7

.0, D

8.0,

D9.

0,

C9.0

, C10

.0, C

11.0

, A1

0.0,

A11

.0, A

12.0

B10.

0, B

11.0

, B12

.0D1

0.0,

D11

.0, D

12.0

C12.

0

11-1

2.2.

Det

erm

ine

two

or m

ore

cent

ral i

deas

of a

tex

t an

d an

alyz

e th

eir

A1.0

, A2.

0, A

3.0,

B1

.0, B

2.0,

B3.

0,

C1.0

, C2.

0, C

3.0,

D1

.0, D

2.0,

D3.

0,

deve

lopm

ent

over

the

cou

rse

of t

he t

ext,

incl

udin

g ho

w t

hey

inte

ract

and

A4

.0, A

5.0,

A6.

0,

B4.0

, B5.

0, B

6.0,

C4

.0, C

5.0,

C6.

0,

D4.

0, D

5.0,

D6.

0,

build

on

one

anot

her t

o pr

ovid

e a

com

plex

ana

lysi

s; p

rovi

de a

n ob

ject

ive

A7

.0, A

8.0,

A9.

0,

B7.0

, B8.

0, B

9.0,

C7

.0, C

8.0,

C9.

0,

D7.0

, D8.

0, D

9.0,

su

mm

ary

of t

he t

ext.

A10.

0, A

11.0

, A12

.0B1

0.0,

B11

.0, B

12.0

C10.

0, C

11.0

, C12

.0D1

0.0,

D11

.0, D

12.0

25


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

SE

DU

CA

TIO

N,

CH

ILD

DE

VE

LOPM

EN

T,

A.

B.

C.

D.

AN

D F

AM

ILY

SE

RV

ICE

SCh

ild

Cons

umer

Ed

ucat

ion

Fam

ily a

nd

Deve

lopm

ent

Serv

ices

Hum

an S

ervi

ces

ENGL

ISH

LA

NGU

AGE

ART

S

Read

ing

Stan

dard

s fo

r In

form

atio

nal T

ext

– RS

IT (

Stan

dard

Are

a,

Grad

e Le

vel,

Stan

dard

#)

(con

tinue

d)11

-12.

3. A

naly

ze a

com

plex

set

of i

deas

or s

eque

nce

of e

vent

s an

d ex

plai

n A1

.0, A

2.0,

A3.

0,

B1.0

, B2.

0, B

3.0,

C1

.0, C

2.0,

C3.

0,

D1.0

, D2.

0, D

3.0,

ho

w s

peci

fic in

divi

dual

s, id

eas,

or e

vent

s in

tera

ct a

nd d

evel

op o

ver t

he c

ours

e A4

.0, A

5.0,

A6.

0,

B4.0

, B5.

0, B

6.0,

C4

.0, C

5.0,

C6.

0,

D4.

0, D

5.0,

D6.0

, of

the

tex

t.A7

.0, A

8.0,

A9.

0,

B8.0

, B9.

0, B

10.0

, C7

.0, C

8.0,

C9.

0,

D7.0

, D8.

0, D

9.0,

A1

0.0,

A11

.0, A

12.0

B11.

0, B

12.0

C10.

0, C

11.0

, C12

.0D1

0.0,

D11

.0, D

12.0

11-1

2.4.

Det

erm

ine

the

mea

ning

of w

ords

and

phr

ases

as

they

are

use

d in

a

A1.0

, A2.

0, A

3.0,

B1

.0, B

2.0,

B3.

0,

C1.0

, C2.

0, C

3.0,

D1

.0, D

2.0,

D3.

0,

text

, inc

ludi

ng fi

gura

tive,

con

nota

tive,

and

tec

hnic

al m

eani

ngs;

ana

lyze

how

A4

.0, A

5.0,

A6.

0,

B4.0

, B5.

0, B

6.0,

C4

.0, C

5.0,

C6.

0,

D4.

0, D

5.0,

D6.

0,

an a

utho

r use

s an

d re

fines

the

mea

ning

of a

key

ter

m o

r ter

ms

over

the

cou

rse

A7.0

, A8.

0, A

9.0,

B7

.0, B

8.0,

B9.

0,

C7.0

, C8.

0, C

9.0,

D7

.0, D

8.0,

D9.

0,

of a

tex

t (e

.g.,

how

Mad

ison

defi

nes

fact

ion

in F

eder

alis

t No.

10)

. (Se

e gr

ade

A10.

0, A

11.0

, A12

.0B1

0.0,

B11

.0, B

12.0

C10.

0, C

11.0

, C12

.0D1

0.0,

D11

.0, D

12.0

11/1

2 La

ngua

ge s

tand

ards

4-6

on

page

46

for a

dditi

onal

exp

ecta

tions

.)

Read

ing

Stan

dard

s fo

r Li

tera

cy in

His

tory

/Soc

ial S

tudi

es –

RH

SS

(Sta

ndar

d A

rea,

Gra

de L

evel

, Sta

ndar

d #)

11-1

2.3.

Eva

luat

e va

rious

exp

lana

tions

for

act

ions

or e

vent

s an

d de

term

ine

A1.0

, A2.

0, A

3.0,

w

hich

exp

lana

tion

best

acc

ords

with

tex

tual

evi

denc

e, a

ckno

wle

dgem

ent

A4.0

, A5.

0, A

6.0,

B1

.0, B

4.0,

B5.

0,

C1.0

, C5.

0, C

6.0,

D1

.0, D

4.0,

D5.

0,

whe

re t

he t

ext

leav

es m

atte

rs u

ncer

tain

.A7

.0, A

8.0,

A10

.0,

B6.0

, B11

.0, B

12.0

C9.0

, C12

.0D1

1.0,

D12

.0A1

2.0

Read

ing

Stan

dard

s fo

r Li

tera

cy in

Sci

ence

and

Tec

hnic

al S

ubje

cts

– RL

ST (

Stan

dard

Are

a, G

rade

Lev

el, S

tand

ard

#)11

-12.

2. D

eter

min

e th

e ce

ntra

l ide

as o

r con

clus

ions

of a

tex

t; s

umm

ariz

e co

m-

B1.0

, B2.

0, B

3.0,

C1

.0, C

2.0,

C3.

0,

D2.0

, D3.

0, D

4.0,

pl

ex c

once

pts,

pro

cess

es, o

r inf

orm

atio

n pr

esen

ted

in a

tex

t by

par

aphr

asin

g A9

.0, A

11.0

, A12

.0B7

.0, B

9.0,

B10

.0,

C4.0

, C8.

0, C

10.0

D6.0

, D7.

0,D1

0.0

them

in s

impl

er b

ut s

till a

ccur

ate

term

s.B1

2.0

11-1

2.3.

Fol

low

pre

cise

ly a

com

plex

mul

tiste

p pr

oced

ure

whe

n ca

rryi

ng o

ut

B1.0

, B2.

0, B

3.0,

C1

.0, C

2.0,

C3.

0,

D2.0

, D3.

0, D

4.0,

ex

perim

ents

, tak

ing

mea

sure

men

ts, o

r per

form

ing

tech

nica

l tas

ks; a

naly

ze t

he

A9.0

, A11

.0, A

12.0

B7.0

, B9.

0, B

10.0

, C4

.0, C

8.0,

C10

.0D6

.0, D

7.0,

D10.

0sp

ecifi

c re

sult

s ba

sed

on e

xpla

natio

ns in

the

tex

t.B1

2.0

11-1

2.4.

Det

erm

ine

the

mea

ning

of s

ymbo

ls, k

ey t

erm

s, a

nd o

ther

dom

ain-

B1.0

, B2.

0, B

3.0,

C1

.0, C

2.0,

C3.

0,

D2.0

, D3.

0, D

4.0,

sp

ecifi

c w

ords

and

phr

ases

as

they

are

use

d in

a s

peci

fic s

cien

tific

or t

echn

ical

A9

.0, A

11.0

, A12

.0B7

.0, B

9.0,

B10

.0,

C4.0

, C8.

0, C

10.0

D6.0

, D7.

0,D1

0.0

cont

ext

rele

vant

to

grad

es 1

1-12

tex

ts a

nd t

opic

s.B1

2.0

26


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

SE

DU

CA

TIO

N,

CH

ILD

DE

VE

LOPM

EN

T,

A.

B.

C.

D.

AN

D F

AM

ILY

SE

RV

ICE

SCh

ild

Cons

umer

Ed

ucat

ion

Fam

ily a

nd

Deve

lopm

ent

Serv

ices

Hum

an S

ervi

ces

Read

ing

Stan

dard

s fo

r Li

tera

cy in

Sci

ence

and

Tec

hnic

al S

ubje

cts

– RL

ST (

Stan

dard

Are

a, G

rade

Lev

el, S

tand

ard

#) (c

ontin

ued)

11-1

2.9

Synt

hesi

ze in

form

atio

n fr

om a

ran

ge o

f sou

rces

(e.g

., te

xts,

exp

eri-

B1.0

, B2.

0, B

3.0,

C1

.0, C

2.0,

C3.

0,

D2.0

, D3.

0, D

4.0,

m

ents

, sim

ulat

ions

) int

o a

cohe

rent

und

erst

andi

ng o

f a p

roce

ss, p

heno

men

on,

A9.0

, A11

.0, A

12.0

B7.0

, B9.

0, B

10.0

, C4

.0, C

8.0,

C10

.0D6

.0, D

7.0,

D10.

0or

con

cept

, res

olvi

ng c

onfli

ctin

g in

form

atio

n w

hen

poss

ible

.B1

2.0

Writ

ing

Stan

dard

s –

WS

(Sta

ndar

d A

rea,

Gra

de L

evel

, Sta

ndar

d #)

11-1

2.1.

Writ

e ar

gum

ents

to

supp

ort

clai

ms

in a

n an

alys

is o

f sub

stan

tive

to

pics

or t

exts

, usi

ng v

alid

rea

soni

ng a

nd r

elev

ant

and

suffi

cien

t ev

iden

ce.

a. In

trod

uce

prec

ise,

kno

wle

dgea

ble

clai

m(s

), es

tabl

ish

the

sign

ifica

nce

of

the

clai

m(s

), di

stin

guis

h th

e cl

aim

(s) f

rom

alte

rnat

e or

opp

osin

g cl

aim

s, a

nd

crea

te a

n or

gani

zatio

n th

at lo

gica

lly s

eque

nces

cla

im(s

), co

unte

rcla

ims,

re

ason

s, a

nd e

vide

nce.

b. D

evel

op c

laim

(s) a

nd c

ount

ercl

aim

s fa

irly

and

thor

ough

ly, s

uppl

ying

the

m

ost

rele

vant

evi

denc

e fo

r eac

h w

hile

poi

ntin

g ou

t th

e st

reng

ths

and

lim

itatio

ns o

f bot

h in

a m

anne

r tha

t an

ticip

ates

the

aud

ienc

e’s

know

ledg

e A1

.0, A

2.0,

A3.

0,

B1.0

, B2.

0, B

3.0,

C1

.0, C

2.0,

C3.

0,

D1.0

, D2.

0, D

3.0,

le

vel,

conc

erns

, val

ues,

and

pos

sibl

e bi

ases

.A4

.0, A

5.0,

A6.

0,

B4.0

, B5.

0, B

6.0,

C4

.0, C

5.0,

C6.

0,

D4.

0, D

5.0,

D6.

0,

c. U

se w

ords

, phr

ases

, and

cla

uses

as

wel

l as

varie

d sy

ntax

to

link

the

maj

or

A7.0

, A8.

0, A

9.0,

B7

.0, B

8.0,

B9.

0,

C7.0

, C8.

0, C

9.0,

D7

.0, D

8.0,

D9.

0,

sect

ions

of t

he t

ext,

crea

te c

ohes

ion,

and

cla

rify

the

rela

tions

hips

bet

wee

n A1

0.0,

A11

.0, A

12.0

B10.

0, B

11.0

, B12

.0C1

0.0,

C11

.0, C

12.0

D10.

0, D

11.0

, D12

.0cl

aim

(s) a

nd r

easo

ns, b

etw

een

reas

ons

and

evid

ence

, and

bet

wee

n cl

aim

(s)

and

coun

terc

laim

s.

d. E

stab

lish

and

mai

ntai

n a

form

al s

tyle

and

obj

ectiv

e to

ne w

hile

att

endi

ng

to t

he n

orm

s an

d co

nven

tions

of t

he d

isci

plin

e in

whi

ch t

hey

are

writ

ing.

e. P

rovi

de a

con

clud

ing

stat

emen

t or

sec

tion

that

fol

low

s fr

om a

nd s

up-

port

s th

e ar

gum

ent

pres

ente

d.

f. U

se s

peci

fic r

heto

rical

dev

ices

to

supp

ort

asse

rtio

ns (e

.g.,

appe

al t

o lo

gic

thro

ugh

reas

onin

g; a

ppea

l to

emot

ion

or e

thic

al b

elie

f; re

late

a p

erso

nal

anec

dote

, cas

e st

udy,

or a

nalo

gy).

27


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

SE

DU

CA

TIO

N,

CH

ILD

DE

VE

LOPM

EN

T,

A.

B.

C.

D.

AN

D F

AM

ILY

SE

RV

ICE

SCh

ild

Cons

umer

Ed

ucat

ion

Fam

ily a

nd

Deve

lopm

ent

Serv

ices

Hum

an S

ervi

ces

Writ

ing

Stan

dard

s –

WS

(Sta

ndar

d A

rea,

Gra

de L

evel

, Sta

ndar

d #)

(con

tinue

d)11

-12.

2. W

rite

info

rmat

ive/

expl

anat

ory

text

s to

exa

min

e an

d co

nvey

com

plex

id

eas,

con

cept

s, a

nd in

form

atio

n cl

early

and

acc

urat

ely

thro

ugh

the

effe

ctiv

e se

lect

ion,

org

aniz

atio

n, a

nd a

naly

sis

of c

onte

nt.

a. In

trod

uce

a to

pic

or t

hesi

s st

atem

ent;

org

aniz

e co

mpl

ex id

eas,

con

cept

s,

and

info

rmat

ion

so t

hat

each

new

ele

men

t bu

ilds

on t

hat

whi

ch p

rece

des

it to

cre

ate

a un

ified

who

le; i

nclu

de f

orm

attin

g (e

.g.,

head

ings

), gr

aphi

cs (e

.g.,

figur

es, t

able

s), a

nd m

ultim

edia

whe

n us

eful

to

aidi

ng c

ompr

ehen

sion

.

b. D

evel

op t

he t

opic

tho

roug

hly

by s

elec

ting

the

mos

t si

gnifi

cant

and

re

leva

nt f

acts

, ext

ende

d de

finiti

ons,

con

cret

e de

tails

, quo

tatio

ns, o

r oth

er

A1.0

, A2.

0, A

3.0,

B1

.0, B

2.0,

B3.

0,

C1.0

, C2.

0, C

3.0,

D1

.0, D

2.0,

D3.

0,

info

rmat

ion

and

exam

ples

app

ropr

iate

to

the

audi

ence

’s kn

owle

dge

of t

he

A4.0

, A5.

0, A

6.0,

B4

.0, B

5.0,

B6.

0,

C4.0

, C5.

0, C

6.0,

D

4.0,

D5.

0, D

6.0,

to

pic.

A7.0

, A8.

0, A

9.0,

B7

.0, B

8.0,

B9.

0,

C7.0

, C8.

0, C

9.0,

D7

.0, D

8.0,

D9.

0,

c. U

se a

ppro

pria

te a

nd v

arie

d tr

ansi

tions

and

syn

tax

to li

nk t

he m

ajor

A1

0.0,

A11

.0, A

12.0

B10.

0, B

11.0

, B12

.0C1

0.0,

C11

.0, C

12.0

D10.

0, D

11.0

, D12

.0se

ctio

ns o

f the

tex

t, cr

eate

coh

esio

n, a

nd c

larif

y th

e re

latio

nshi

ps a

mon

g co

mpl

ex id

eas

and

conc

epts

.

d. U

se p

reci

se la

ngua

ge, d

omai

n-sp

ecifi

c vo

cabu

lary

, and

tec

hniq

ues

such

as

met

apho

r, si

mile

, and

ana

logy

to

man

age

the

com

plex

ity

of t

he t

opic

.

e. E

stab

lish

and

mai

ntai

n a

form

al s

tyle

and

obj

ectiv

e to

ne w

hile

att

endi

ng

to t

he n

orm

s an

d co

nven

tions

of t

he d

isci

plin

e in

whi

ch t

hey

are

writ

ing.

f. Pr

ovid

e a

conc

ludi

ng s

tate

men

t or

sec

tion

that

fol

low

s fr

om a

nd s

uppo

rts

the

info

rmat

ion

or e

xpla

natio

n pr

esen

ted

(e.g

., ar

ticul

atin

g im

plic

atio

ns o

r th

e si

gnifi

canc

e of

the

top

ic).

11-1

2.3.

Writ

e na

rrat

ives

to

deve

lop

real

or i

mag

ed e

xper

ienc

es o

r eve

nts

A1.0

, A2.

0, A

3.0,

B1

.0, B

2.0,

B3.

0,

C1.0

, C2.

0, C

3.0,

D1

.0, D

2.0,

D3.

0,

usin

g ef

fect

ive

tech

niqu

e, w

ell-

chos

en d

etai

ls, a

nd w

ell-

stru

ctur

ed e

vent

A4

.0, A

5.0,

A6.

0,

B4.0

, B5.

0, B

6.0,

C4

.0, C

5.0,

C6.

0,

D4.

0, D

5.0,

D6.

0,

sequ

ence

s.A7

.0, A

8.0,

A9.

0,

B7.0

, B8.

0, B

9.0,

C7

.0, C

8.0,

C9.

0,

D7.0

, D8.

0, D

9.0,

A1

0.0,

A11

.0, A

12.0

B10.

0, B

11.0

, B12

.0C1

0.0,

C11

.0, C

12.0

D10.

0, D

11.0

, D12

.0

11-1

2.4.

Pro

duce

cle

ar a

nd c

oher

ent

writ

ing

in w

hich

the

dev

elop

men

t, or

ga-

A1.0

, A2.

0, A

3.0,

B1

.0, B

2.0,

B3.

0,

C1.0

, C2.

0, C

3.0,

D1

.0, D

2.0,

D3.

0,

niza

tion,

and

sty

le a

re a

ppro

pria

te t

o ta

sk, p

urpo

se, a

nd a

udie

nce.

A4.0

, A5.

0, A

6.0,

B4

.0, B

5.0,

B6.

0,

C4.0

, C5.

0, C

6.0,

D

4.0,

D5.

0, D

6.0,

A7

.0, A

8.0,

A9.

0,

B7.0

, B8.

0, B

9.0,

C7

.0, C

8.0,

C9.

0,

D7.0

, D8.

0, D

9.0,

A1

0.0,

A11

.0, A

12.0

B10.

0, B

11.0

, B12

.0C1

0.0,

C11

.0, C

12.0

D10.

0, D

11.0

, D12

.0

28


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

SE

DU

CA

TIO

N,

CH

ILD

DE

VE

LOPM

EN

T,

A.

B.

C.

D.

AN

D F

AM

ILY

SE

RV

ICE

SCh

ild

Cons

umer

Ed

ucat

ion

Fam

ily a

nd

Deve

lopm

ent

Serv

ices

Hum

an S

ervi

ces

Writ

ing

Stan

dard

s –

WS

(Sta

ndar

d A

rea,

Gra

de L

evel

, Sta

ndar

d #)

(con

tinue

d)11

-12.

5. D

evel

op a

nd s

tren

gthe

n w

ritin

g as

nee

ded

by p

lann

ing,

rev

isin

g, e

dit-

A1.0

, A2.

0, A

3.0,

B1

.0, B

2.0,

B3.

0,

C1.0

, C2.

0, C

3.0,

D1

.0, D

2.0,

D3.

0,

ing,

rew

ritin

g, o

r try

ing

a ne

w a

ppro

ach,

foc

usin

g on

add

ress

ing

wha

t is

mos

t A4

.0, A

5.0,

A6.

0,

B4.0

, B5.

0, B

6.0,

C4

.0, C

5.0,

C6.

0,

D4.

0, D

5.0,

D6.

0,

sign

ifica

nt f

or a

spe

cific

pur

pose

and

aud

ienc

e.A7

.0, A

8.0,

A9.

0,

B7.0

, B8.

0, B

9.0,

C7

.0, C

8.0,

C9.

0,

D7.0

, D8.

0, D

9.0,

A1

0.0,

A11

.0, A

12.0

B10.

0, B

11.0

, B12

.0C1

0.0,

C11

.0, C

12.0

D10.

0, D

11.0

, D12

.0

11-1

2.6.

Use

tec

hnol

ogy,

incl

udin

g th

e In

tern

et, t

o pr

oduc

e, p

ublis

h, a

nd

A1.0

, A2.

0, A

3.0,

B1

.0, B

2.0,

B3.

0,

C1.0

, C2.

0, C

3.0,

D1

.0, D

2.0,

D3.

0,

upda

te in

divi

dual

or s

hare

d w

ritin

g pr

oduc

ts in

res

pons

e to

ong

oing

fee

dbac

k,

A4.0

, A5.

0, A

6.0,

B4

.0, B

5.0,

B6.

0,

C4.0

, C5.

0, C

6.0,

D

4.0,

D5.

0, D

6.0,

in

clud

ing

new

arg

umen

ts o

r inf

orm

atio

n.A7

.0, A

8.0,

A9.

0,

B7.0

, B8.

0, B

9.0,

C7

.0, C

8.0,

C9.

0,

D7.0

, D8.

0, D

9.0,

A1

0.0,

A11

.0, A

12.0

B10.

0, B

11.0

, B12

.0C1

0.0,

C11

.0, C

12.0

D10.

0, D

11.0

, D12

.0

11-1

2.7.

Con

duct

sho

rt a

s w

ell a

s m

ore

sust

aine

d re

sear

ch p

roje

cts

to a

nsw

er

A1.0

, A2.

0, A

3.0,

B1

.0, B

2.0,

B3.

0,

C1.0

, C2.

0, C

3.0,

D1

.0, D

2.0,

D3.

0,

a qu

estio

n (in

clud

ing

a se

lf-ge

nera

ted

ques

tion)

or s

olve

a p

robl

em; n

arro

w

A4.0

, A5.

0, A

6.0,

B4

.0, B

5.0,

B6.

0,

C4.0

, C5.

0, C

6.0,

D

4.0,

D5.

0, D

6.0,

or

bro

aden

the

inqu

iry

whe

n ap

prop

riate

; syn

thes

ize

mul

tiple

sou

rces

on

the

A7.0

, A8.

0, A

9.0,

B7

.0, B

8.0,

B9.

0,

C7.0

, C8.

0, C

9.0,

D7

.0, D

8.0,

D9.

0,

subj

ect,

dem

onst

ratin

g un

ders

tand

ing

of t

he s

ubje

ct u

nder

inve

stig

atio

n.A1

0.0,

A11

.0, A

12.0

B10.

0, B

11.0

, B12

.0C1

0.0,

C11

.0, C

12.0

D10.

0, D

11.0

, D12

.0

11-1

2.9.

Dra

w e

vide

nce

from

lite

rary

or i

nfor

mat

iona

l tex

ts t

o su

ppor

t

A1.0

, A2.

0, A

3.0,

B1

.0, B

2.0,

B3.

0,

C1.0

, C2.

0, C

3.0,

D1

.0, D

2.0,

D3.

0,

anal

ysis

, refl

ectio

n, a

nd r

esea

rch.

A4.0

, A5.

0, A

6.0,

B4

.0, B

5.0,

B6.

0,

C4.0

, C5.

0, C

6.0,

D

4.0,

D5.

0, D

6.0,

A7

.0, A

8.0,

A9.

0,

B7.0

, B8.

0, B

9.0,

C7

.0, C

8.0,

C9.

0,

D7.0

, D8.

0, D

9.0,

A1

0.0,

A11

.0, A

12.0

B10.

0, B

11.0

, B12

.0C1

0.0,

C11

.0, C

12.0

D10.

0, D

11.0

, D12

.0

11-1

2.10

. Writ

e ro

utin

ely

over

ext

ende

d tim

e fr

ames

(tim

e fo

r res

earc

h,

A1.0

, A2.

0, A

3.0,

B1

.0, B

2.0,

B3.

0,

C1.0

, C2.

0, C

3.0,

D1

.0, D

2.0,

D3.

0,

refle

ctio

n, a

nd r

evis

ion)

and

sho

rter

tim

e fr

ames

(a s

ingl

e si

ttin

g or

a d

ay o

r A4

.0, A

5.0,

A6.

0,

B4.0

, B5.

0, B

6.0,

C4

.0, C

5.0,

C6.

0,

D4.

0, D

5.0,

D6.

0,

two)

for

a r

ange

of t

asks

, pur

pose

s, a

nd a

udie

nces

.A7

.0, A

8.0,

A9.

0,

B7.0

, B8.

0, B

9.0,

C7

.0, C

8.0,

C9.

0,

D7.0

, D8.

0, D

9.0,

A1

0.0,

A11

.0, A

12.0

B10.

0, B

11.0

, B12

.0C1

0.0,

C11

.0, C

12.0

D10.

0, D

11.0

, D12

.0

Writ

ing

Stan

dard

s fo

r Li

tera

cy in

His

tory

/Soc

ial S

tudi

es, S

cien

ce,

and

Tech

nica

l Sub

ject

s –

WH

SST

11-1

2.1.

Writ

e ar

gum

ents

foc

used

on

disc

iplin

e-sp

ecifi

c co

nten

t.A1

.0, A

2.0,

A3.

0,

B1.0

, B2.

0, B

3.0,

C1

.0, C

2.0,

C3.

0,

D1.0

, D2.

0, D

3.0,

A4

.0, A

5.0,

A6.

0,

B4.0

, B5.

0, B

6.0,

C4

.0, C

5.0,

C7.

0,

D4.

0, D

5.0,

D6.

0,

A7.0

, A8.

0, A

9.0,

B7

.0, B

8.0,

B9.

0,

C8.0

, C9.

0, C

10.0

, D7

.0, D

10.0

,D11

.0,

A10.

0, A

11.0

, A12

.0B1

0.0,

B11

.0, B

12.0

C12.

0D1

2.0

11-1

2.2.

Writ

e in

form

ativ

e/ex

plan

ator

y te

xts,

incl

udin

g th

e na

rrat

ion

of

A1.0

, A2.

0, A

3.0,

B1

.0, B

2.0,

B3.

0,

C1.0

, C2.

0, C

3.0,

D1

.0, D

2.0,

D3.

0,

hist

oric

al e

vent

s, s

cien

tific

proc

edur

es/e

xper

imen

ts, o

r tec

hnic

al p

roce

sses

.A4

.0, A

5.0,

A6.

0,

B4.0

, B5.

0, B

6.0,

C4

.0, C

5.0,

C7.

0,

D4.

0, D

5.0,

D6.

0,

A7.0

, A8.

0, A

9.0,

B7

.0, B

8.0,

B9.

0,

C8.0

, C9.

0, C

10.0

, D7

.0, D

10.0

,D11

.0,

A10.

0, A

11.0

, A12

.0B1

0.0,

B11

.0, B

12.0

C12.

0D1

2.0

29


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

SE

DU

CA

TIO

N,

CH

ILD

DE

VE

LOPM

EN

T,

A.

B.

C.

D.

AN

D F

AM

ILY

SE

RV

ICE

SCh

ild

Cons

umer

Ed

ucat

ion

Fam

ily a

nd

Deve

lopm

ent

Serv

ices

Hum

an S

ervi

ces

Writ

ing

Stan

dard

s fo

r Li

tera

cy in

His

tory

/Soc

ial S

tudi

es, S

cien

ce,

and

Tech

nica

l Sub

ject

s –

WH

SST

(con

tinue

d)11

-12.

8. G

athe

r rel

evan

t in

form

atio

n fr

om m

ultip

le a

utho

ritat

ive

prin

t an

d di

gita

l sou

rces

, usi

ng a

dvan

ced

sear

ches

eff

ectiv

ely;

ass

ess

the

stre

ngth

s an

d A1

.0, A

2.0,

A3.

0,

AB1.

0, B

2.0,

B3.

0,

C1.0

, C2.

0, C

3.0,

D1

.0, D

2.0,

D3.

0,

limita

tions

of e

ach

sour

ce in

ter

ms

of t

he s

peci

fic t

ask,

pur

pose

, and

aud

i-A4

.0, A

5.0,

A6.

0,

B4.0

, B5.

0, B

6.0,

C4

.0, C

5.0,

C7.

0,

D4.

0, D

5.0,

D6.

0,

ence

; int

egra

te in

form

atio

n in

to t

he t

ext

sele

ctiv

ely

to m

aint

ain

the

flow

of

A7.0

, A8.

0, A

9.0,

B7

.0, B

8.0,

B9.

0,

C8.0

, C9.

0, C

10.0

, D7

.0, D

10.0

,D11

.0,

idea

s, a

void

ing

plag

iaris

m a

nd o

verr

elia

nce

on a

ny o

ne s

ourc

e an

d fo

llow

ing

a A1

0.0,

A11

.0, A

12.

B10.

0, B

11.0

, B12

.0C1

2.0

D12.

0st

anda

rd f

orm

at f

or c

itatio

n.

MAT

HEM

ATIC

SAl

gebr

a –

A-SS

E –

Seei

ng S

truc

ture

in E

xpre

ssio

nsW

rite

expr

essi

ons i

n eq

uiva

lent

form

s to

solv

e pr

oble

ms

3. C

hoos

e an

d pr

oduc

e an

equ

ival

ent

form

of a

n ex

pres

sion

to

reve

al a

nd

expl

ain

prop

ertie

s of

the

qua

ntit

y re

pres

ente

d by

the

exp

ress

ion.

a. F

acto

r a q

uadr

atic

exp

ress

ion

to r

evea

l the

zer

os o

f the

fun

ctio

n it

defin

es.

b. C

ompl

ete

the

squa

re in

a q

uadr

atic

exp

ress

ion

to r

evea

l the

max

imum

or

min

imum

val

ue o

f the

fun

ctio

n it

defin

es.

c. U

se t

he p

rope

rtie

s of

exp

onen

ts t

o tr

ansf

orm

exp

ress

ions

for

ex

pone

ntia

l fun

ctio

ns. F

or e

xam

ple

the

expr

essi

on 1

.15t c

an b

e re

writ

ten

as

A3.0

, A4.

0B5

.0, B

10.0

, B11

.0C1

.0, C

2.0,

C3.

0D2

.0, D

3.0

(1.1

51/12

)12t

= 1.

01212

t to

reve

al t

he a

ppro

xim

ate

equi

vale

nt m

onth

ly in

tere

st

rate

if t

he a

nnua

l rat

e is

15%

.

d. P

rove

sim

ple

law

s of

loga

rithm

s. (C

A St

anda

rd A

lgeb

ra II

- 1

1.0)

e. U

se t

he d

efini

tion

of lo

garit

hms

to t

rans

late

bet

wee

n lo

garit

hms

in a

ny

base

. (CA

Sta

ndar

d Al

gebr

a II

- 13

.0)

f. U

nder

stan

d an

d us

e th

e pr

oper

ties

of lo

garit

hms

to s

impl

ify

loga

rithm

ic

num

eric

exp

ress

ions

and

to

iden

tify

thei

r app

roxi

mat

e va

lues

. (CA

Sta

ndar

d Al

gebr

a II

- 14

.0)

4. D

eriv

e th

e fo

rmul

a fo

r the

sum

of a

fini

te g

eom

etric

ser

ies

(whe

n th

e co

mm

on r

atio

is n

ot 1

), an

d us

e th

e fo

rmul

a to

sol

ve p

robl

ems.

For

exa

mpl

e,

A2.

0B5

.0, B

11.0

C1.0

, C2.

0, C

3.0

D2.0

, D3.

0ca

lcul

ate

mor

tgag

e pa

ymen

ts.

30


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

SE

DU

CA

TIO

N,

CH

ILD

DE

VE

LOPM

EN

T,

A.

B.

C.

D.

AN

D F

AM

ILY

SE

RV

ICE

SCh

ild

Cons

umer

Ed

ucat

ion

Fam

ily a

nd

Deve

lopm

ent

Serv

ices

Hum

an S

ervi

ces

Alge

bra

– A-

CED

– Cr

eatin

g Eq

uati

ons

Crea

te e

quat

ions

that

des

crib

e nu

mbe

rs o

r rel

atio

nshi

ps

1. C

reat

e eq

uatio

ns a

nd in

equa

litie

s in

one

var

iabl

e in

clud

ing

ones

with

abs

olut

e va

lue

and

use

them

to

solv

e pr

oble

ms

in a

nd o

ut o

f con

text

, inc

ludi

ng e

quat

ions

aris

ing

from

lin

ear f

unct

ions

.A5

.0, A

7.0

B7.0

C12.

0D5

.01.

1 Ju

dge

the

valid

ity

of a

n ar

gum

ent

acco

rdin

g to

whe

ther

the

pro

pert

ies

of r

eal

num

bers

, exp

onen

ts, a

nd lo

garit

hms

have

bee

n ap

plie

d co

rrec

tly a

t ea

ch s

tep.

(C

A St

anda

rd A

lgeb

ra II

- 1

1.2)

2. C

reat

e eq

uatio

ns in

tw

o or

mor

e va

riabl

es t

o re

pres

ent

rela

tions

hips

bet

wee

n

A5.0

, A7.

0,

B5.0

C8.0

D6.0

quan

titie

s; g

raph

equ

atio

ns o

n co

ordi

nate

axe

s w

ith la

bels

and

sca

les.

A9.0

3. R

epre

sent

con

stra

ints

by

equa

tions

or i

nequ

aliti

es, a

nd b

y sy

stem

s of

equ

atio

ns a

nd/o

r in

equa

litie

s, a

nd in

terp

ret

solu

tions

as

viab

le o

r non

viab

le o

ptio

ns in

a m

odel

ing

cont

ext.

A5.0

, A7.

0,

B5.0

, B6.

0C8

.0D6

.0Fo

r exa

mpl

e, r

epre

sent

ineq

ualit

ies

desc

ribin

g nu

triti

onal

and

cos

t co

nstr

aint

s on

A9

.0co

mbi

natio

ns o

f dif

fere

nt f

oods

.

Alge

bra

– A-

REI –

Rea

soni

ng w

ith

Equa

tion

s an

d In

equa

litie

sUn

ders

tand

solv

ing

equa

tions

as a

pro

cess

of r

easo

ning

and

exp

lain

the

reas

onin

g

2. S

olve

sim

ple

ratio

nal a

nd r

adic

al e

quat

ions

in o

ne v

aria

ble,

and

giv

e ex

ampl

es s

how

ing

A5.0

B5.0

C5.0

D5.0

how

ext

rane

ous

solu

tions

may

aris

e.

Solv

e eq

uatio

ns a

nd in

equa

litie

s in

one

varia

ble

3. S

olve

line

ar e

quat

ions

and

ineq

ualit

ies

in o

ne v

aria

ble,

incl

udin

g eq

uatio

ns w

ith

coef

ficie

nts

repr

esen

ted

by le

tter

s.B9

.0, B

11.0

, A1

.0C5

.03.

1 So

lve

equa

tions

and

ineq

ualit

ies

invo

lvin

g ab

solu

te v

alue

. (CA

Sta

ndar

d Al

gebr

a I -

B1

2.0

3.0

and

CA S

tand

ard

Alge

bra

II -

1.0)

Solv

e sy

stem

s of e

quat

ions

5. P

rove

tha

t, gi

ven

a sy

stem

of t

wo

equa

tions

in t

wo

varia

bles

, rep

laci

ng o

ne e

quat

ion

by t

he s

um o

f tha

t eq

uatio

n an

d a

mul

tiple

of t

he o

ther

pro

duce

s a

syst

em w

ith t

he s

ame

B2.0

solu

tions

.

6. S

olve

sys

tem

s of

line

ar e

quat

ions

exa

ctly

and

app

roxi

mat

ely

(e.g

., w

ith g

raph

s),

B2.0

focu

sing

on

pairs

of l

inea

r equ

atio

ns in

tw

o va

riabl

es.

31


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

SE

DU

CA

TIO

N,

CH

ILD

DE

VE

LOPM

EN

T,

A.

B.

C.

D.

AN

D F

AM

ILY

SE

RV

ICE

SCh

ild

Cons

umer

Ed

ucat

ion

Fam

ily a

nd

Deve

lopm

ent

Serv

ices

Hum

an S

ervi

ces

Func

tion

s –

F-IF

– In

terp

retin

g Fu

ncti

ons

Inte

rpre

t fun

ctio

ns th

at a

rise

in a

pplic

atio

ns in

term

s of t

he c

onte

xt

4. F

or a

fun

ctio

n th

at m

odel

s a

rela

tions

hip

betw

een

two

quan

titie

s, in

terp

ret

key

feat

ures

of

grap

hs a

nd t

able

s in

ter

ms

of t

he q

uant

ities

, and

ske

tch

grap

hs s

how

ing

key

feat

ures

giv

en

a ve

rbal

des

crip

tion

of t

he r

elat

ions

hip.

Key

fea

ture

s in

clud

e: in

terc

epts

; int

erva

ls w

here

the

B1

1.0,

B12

.0fu

nctio

n is

incr

easi

ng, d

ecre

asin

g, p

ositi

ve, o

r neg

ativ

e; r

elat

ive

max

imum

s an

d m

inim

ums;

sy

mm

etrie

s; e

nd b

ehav

ior;

and

perio

dici

ty.

5. R

elat

e th

e do

mai

n of

a f

unct

ion

to it

s gr

aph

and,

whe

re a

pplic

able

, to

the

quan

titat

ive

rela

tions

hip

it de

scrib

es. F

or e

xam

ple,

if t

he f

unct

ion

h(n)

giv

es t

he n

umbe

r of p

erso

n-ho

urs

B11.

0, B

12.0

it ta

kes

to a

ssem

ble

n en

gine

s in

a f

acto

ry, t

hen

the

posi

tive

inte

gers

wou

ld b

e an

app

ropr

iate

do

mai

n fo

r the

fun

ctio

n.

6. C

alcu

late

and

inte

rpre

t th

e av

erag

e ra

te o

f cha

nge

of a

fun

ctio

n (p

rese

nted

sym

bolic

ally

or

B11.

0, B

12.0

as a

tab

le) o

ver a

spe

cifie

d in

terv

al. E

stim

ate

the

rate

of c

hang

e fr

om a

gra

ph.

Func

tion

s –

F-BF

– B

uild

ing

Func

tion

sBu

ild a

func

tion

that

mod

els a

rela

tions

hip

betw

een

two

quan

titie

s

1. W

rite

a fu

nctio

n th

at d

escr

ibes

a r

elat

ions

hip

betw

een

two

quan

titie

s.

b. C

ombi

ne s

tand

ard

func

tion

type

s us

ing

arith

met

ic o

pera

tions

. For

exa

mpl

e, b

uild

a

B6.0

, B7.

0fu

nctio

n th

at m

odel

s the

tem

pera

ture

of a

coo

ling

body

by

addi

ng a

con

stan

t fun

ctio

n to

a

deca

ying

exp

onen

tial,

and

rela

te th

ese

func

tions

to th

e m

odel

.

2. W

rite

arith

met

ic a

nd g

eom

etric

seq

uenc

es b

oth

recu

rsiv

ely

and

with

an

expl

icit

form

ula,

B6

.0us

e th

em t

o m

odel

situ

atio

ns, a

nd t

rans

late

bet

wee

n th

e tw

o fo

rms.

Func

tion

s –

F-LE

– L

inea

r, Q

uadr

atic

, and

Exp

onen

tial M

odel

s2.

Con

stru

ct li

near

and

exp

onen

tial f

unct

ions

, inc

ludi

ng a

rithm

etic

and

geo

met

ric s

eque

nces

, gi

ven

a gr

aph,

a d

escr

iptio

n of

a r

elat

ions

hip,

or t

wo

inpu

t-ou

tput

pai

rs (i

nclu

de r

eadi

ng t

hese

C6

.0fr

om a

tab

le).

Geom

etry

– G

-C –

Circ

les

Unde

rsta

nd a

nd a

pply

theo

rem

s abo

ut c

ircle

s

1. P

rove

tha

t al

l circ

les

are

sim

ilar.

A5.0

, A8.

0C1

0.0

32


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

SE

DU

CA

TIO

N,

CH

ILD

DE

VE

LOPM

EN

T,

A.

B.

C.

D.

AN

D F

AM

ILY

SE

RV

ICE

SCh

ild

Cons

umer

Ed

ucat

ion

Fam

ily a

nd

Deve

lopm

ent

Serv

ices

Hum

an S

ervi

ces

Geom

etry

– G

-CO

– C

ongr

uenc

eM

ake

geom

etric

con

stru

ctio

ns

12. M

ake

form

al g

eom

etric

con

stru

ctio

ns w

ith a

var

iety

of t

ools

and

met

hods

(com

pass

and

st

raig

hted

ge, s

trin

g, r

eflec

tive

devi

ces,

pap

er f

oldi

ng, d

ynam

ic g

eom

etric

sof

twar

e, e

tc.).

Co

pyin

g a

segm

ent;

cop

ying

an

angl

e; b

isec

ting

a se

gmen

t; b

isec

ting

an a

ngle

; con

stru

ct-

A4.0

C4.0

ing

perp

endi

cula

r lin

es, i

nclu

ding

the

per

pend

icul

ar b

isec

tor o

f a li

ne s

egm

ent;

and

co

nstr

uctin

g a

line

para

llel t

o a

give

n lin

e th

roug

h a

poin

t no

t on

the

line

.

Geom

etry

– G

-GM

D –

Geom

etric

Mea

sure

men

t an

d Di

men

sion

sEx

plai

n vo

lum

e fo

rmul

as a

nd u

se th

em to

solv

e pr

oble

ms

1. G

ive

an in

form

al a

rgum

ent

for t

he f

orm

ulas

for

the

circ

umfe

renc

e of

a c

ircle

, are

a of

a

circ

le, v

olum

e of

a c

ylin

der,

pyra

mid

, and

con

e. U

se d

isse

ctio

n ar

gum

ents

, Cav

alie

ri’s

A8

.0, A

11.0

C5.0

, C10

.0pr

inci

ple,

and

info

rmal

lim

it ar

gum

ents

.

2. (+

) Giv

e an

info

rmal

arg

umen

t us

ing

Cava

lieri’

s pr

inci

ple

for t

he f

orm

ulas

for

the

vol

ume

A4.0

, A8.

0, A

11.0

of a

sph

ere

and

othe

r sol

id fi

gure

s.

Visu

aliz

e re

latio

nshi

ps b

etw

een

two-

dim

ensi

onal

and

thre

e-di

men

sion

al o

bjec

ts

4. Id

entif

y th

e sh

apes

of t

wo-

dim

ensi

onal

cro

ss-s

ectio

ns o

f thr

ee-d

imen

sion

al o

bjec

ts, a

nd

A8.0

, A11

.0C5

.0, C

10.0

iden

tify

thre

e di

men

sion

al o

bjec

ts g

ener

ated

by

rota

tions

of t

wo-

dim

ensi

onal

obj

ects

.

5. D

eter

min

e ho

w c

hang

es in

dim

ensi

ons

affe

ct t

he p

erim

eter

, are

a, a

nd v

olum

e of

com

mon

A8

.0, A

11.0

C5.0

, C10

.0ge

omet

ric fi

gure

s an

d so

lids.

Geom

etry

– G

-MG

– M

odel

ing

wit

h Ge

omet

ryAp

ply

geom

etric

con

cept

s in

mod

elin

g sit

uatio

ns

1. U

se g

eom

etric

sha

pes,

the

ir m

easu

res,

and

the

ir pr

oper

ties

to d

escr

ibe

obje

cts

(e.g

.,

A1.0

, A5.

0, A

6.0,

A7.

0,

B8.0

C2.0

, C12

.0m

odel

ing

a tr

ee t

runk

or a

hum

an t

orso

as

a cy

linde

r.A8

.0, A

9.0,

A12

.0

2. A

pply

con

cept

s of

den

sity

bas

ed o

n ar

ea a

nd v

olum

e in

mod

elin

g si

tuat

ions

(e.g

., pe

rson

s A1

.0, A

5.0,

A6.

0, A

7.0,

B3

.0, B

8.0

C2.0

, C12

.0D2

.0, D

6.0

per s

quar

e m

ile, B

TUs

per c

ubic

foo

t).

A8.0

, A9.

0, A

12.0

3. A

pply

geo

met

ric m

etho

ds t

o so

lve

desi

gn p

robl

ems

(e.g

., de

sign

ing

an o

bjec

t or

str

uctu

re

A1.0

, A5.

0, A

6.0,

A7.

0,

to s

atis

fy p

hysi

cal c

onst

rain

ts o

r min

imiz

e co

st; w

orki

ng w

ith t

ypog

raph

ic g

rid s

yste

ms

B3.0

C2.0

, C12

.0D3

.0A8

.0, A

9.0,

A12

.0ba

sed

on r

atio

s)

33


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

SE

DU

CA

TIO

N,

CH

ILD

DE

VE

LOPM

EN

T,

A.

B.

C.

D.

AN

D F

AM

ILY

SE

RV

ICE

SCh

ild

Cons

umer

Ed

ucat

ion

Fam

ily a

nd

Deve

lopm

ent

Serv

ices

Hum

an S

ervi

ces

Num

ber

and

Qua

ntit

ies

– N

-Q –

Qua

ntit

ies

Reas

on q

uant

itativ

ely

and

use

units

to so

lve

prob

lem

s

1. U

se u

nits

as

a w

ay t

o un

ders

tand

pro

blem

s an

d to

gui

de t

he s

olut

ion

of m

ulti-

step

A7

.0, A

8.0,

C5

.0, C

6.0,

C11

.0,

D2.0

, D3.

0, D

4.0,

pr

oble

ms;

cho

ose

and

inte

rpre

t un

its

cons

iste

ntly

in f

orm

ulas

; cho

ose

and

inte

rpre

t th

e

B8.0

, B9.

0A9

.0C1

2.0

D5.0

scal

e an

d th

e or

igin

in g

raph

s an

d da

ta d

ispl

ays.

2. D

efine

app

ropr

iate

qua

ntiti

es f

or t

he p

urpo

se o

f des

crip

tive

mod

elin

g.A

2.0,

A4.

0,

C6.0

, C8.

0, C

9.0,

A6

.0, A

9.0,

B5

.0, B

6.0

D7.0

, D9.

0, D

10.0

C10.

0A1

0.0,

A11

.0

3. C

hoos

e a

leve

l of a

ccur

acy

appr

opria

te t

o lim

itatio

ns o

n m

easu

rem

ent

whe

n re

port

ing

B2.0

, B8.

0,

A3.0

C2.0

, C5.

0D1

.0, D

2.0,

D3.

0qu

antit

ies.

B9.0

Stat

isti

cs a

nd P

roba

bilit

y –

S-IC

– M

akin

g In

fere

nces

and

Jus

tify

ing

Co

nclu

sion

sUn

ders

tand

and

eva

luat

e ra

ndom

pro

cess

es u

nder

lyin

g st

atis

tical

exp

erim

ents

1. U

nder

stan

d st

atis

tics

as a

pro

cess

for

mak

ing

infe

renc

es a

bout

pop

ulat

ion

para

met

ers

A1.0

, A5.

0,

B7.0

, B8.

0,

C1.0

D1.0

base

d on

a r

ando

m s

ampl

e fr

om t

hat

popu

latio

n.A1

2.0

B10.

0

Mak

e in

fere

nces

and

just

ify c

oncl

usio

ns fr

om sa

mpl

e su

rvey

s, ex

perim

ents

, and

obs

erva

tiona

l st

udie

s

3. R

ecog

nize

the

pur

pose

s of

and

dif

fere

nces

am

ong

sam

ple

surv

eys,

exp

erim

ents

, and

B7

.0, B

10.0

, C2

.0, C

5.0,

C7.

0,

A5.0

D5.0

, D12

.0ob

serv

atio

nal s

tudi

es; e

xpla

in h

ow r

ando

miz

atio

n re

late

s to

eac

h.B1

1.0

C9.0

6. E

valu

ate

repo

rts

base

d on

dat

a.A5

.0, A

8.0,

B7

.0, B

10.0

, C2

.0, C

5.0,

C7.

0,

D5.0

, D12

.0A1

1.0

B11.

0C9

.0

Stat

isti

cs a

nd P

roba

bilit

y –

S-ID

– In

terp

reti

ng C

ateg

oric

al a

nd Q

uant

itat

ive

Data

Sum

mar

ize,

repr

esen

t, an

d in

terp

ret d

ata

on a

sing

le c

ount

or m

easu

rem

ent v

aria

ble

1. R

epre

sent

dat

a w

ith p

lots

on

the

real

num

ber l

ine

(dot

plo

ts, h

isto

gram

s, a

nd b

ox p

lots

).A1

.0, A

5.0,

B2

.0, B

7.0,

C5

.0, C

6.0,

C7.

0,

D3.0

, D5.

0, D

6.0,

A6

.0B1

2.0

C9.0

, C10

.0, C

12.0

D7.0

34


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

SE

DU

CA

TIO

N,

CH

ILD

DE

VE

LOPM

EN

T,

A.

B.

C.

D.

AN

D F

AM

ILY

SE

RV

ICE

SCh

ild

Cons

umer

Ed

ucat

ion

Fam

ily a

nd

Deve

lopm

ent

Serv

ices

Hum

an S

ervi

ces

Stat

isti

cs a

nd P

roba

bilit

y –

S-ID

– In

terp

retin

g Ca

tego

rical

and

Qua

ntit

ativ

e Da

ta

(con

tinue

d)Su

mm

ariz

e, re

pres

ent,

and

inte

rpre

t dat

a on

two

cate

goric

al a

nd q

uant

itativ

e va

riabl

es

6. R

epre

sent

dat

a on

tw

o qu

antit

ativ

e va

riabl

es o

n a

scat

ter p

lot,

and

desc

ribe

how

the

va

riabl

es a

re r

elat

ed.

A5.0

, A6.

0,

C5.0

, C6.

0, C

7.0,

a.

Fit

a fu

nctio

n to

the

dat

a; u

se f

unct

ions

fitt

ed t

o da

ta t

o so

lve

prob

lem

s in

the

con

text

B2

.0, B

7.0,

D3

.0, D

5.0,

D6.

0,

A7.0

, A8.

0,

C9.0

, C10

.0,

of t

he d

ata.

Use

giv

en f

unct

ions

or c

hoos

e a

func

tion

sugg

este

d by

the

con

text

. Em

phas

ize

B12.

0D7

.0A1

0.0

C12.

0lin

ear,

quad

ratic

, and

exp

onen

tial m

odel

s.

b. In

form

ally

ass

ess

the

fit o

f a f

unct

ion

by p

lott

ing

and

anal

yzin

g re

sidu

als.

Inte

rpre

t lin

ear m

odel

s

7. In

terp

ret

the

slop

e (r

ate

of c

hang

e) a

nd t

he in

terc

ept

(con

stan

t te

rm) o

f a li

near

mod

el in

A5

.0, A

6.0,

C5

.0, C

6.0,

C7.

0,

B2.0

, B7.

0,

D3.0

, D5.

0, D

6.0,

th

e co

ntex

t of

the

dat

a.A7

.0, A

8.0,

C9

.0, C

10.0

, B1

2.0

D7.0

A10.

0C1

2.0

Stat

isti

cs a

nd P

roba

bilit

y –

S-CP

– C

ondi

tion

al P

roba

bilit

y an

d th

e Ru

les

of

Prob

abili

tyUn

ders

tand

inde

pend

ence

and

con

ditio

nal p

roba

bilit

y an

d us

e th

em to

inte

rpre

t dat

a

1. D

escr

ibe

even

ts a

s su

bset

s of

a s

ampl

e sp

ace

(the

set

of o

utco

mes

) usi

ng c

hara

cter

istic

s B1

.0, B

2.0,

(o

r cat

egor

ies)

of t

he o

utco

mes

, or a

s un

ions

, int

erse

ctio

ns, o

r com

plem

ents

of o

ther

eve

nts

A1.0

, A2.

0,

B3.0

, B4.

0,

C1.0

, C2.

0, C

3.0

D1.0

, D2.

0, D

3.0

(“or

,” “a

nd,”

“not

”).

A4.0

B6.0

, B9.

0,

B12.

0

2. U

nder

stan

d th

at t

wo

even

ts A

and

8 a

re in

depe

nden

t if

the

prob

abili

ty o

f A a

nd B

occ

urrin

g to

geth

er is

the

pro

duct

of t

heir

prob

abili

ties,

and

use

thi

s ch

arac

teriz

atio

n to

det

erm

ine

if th

ey

B3.0

are

inde

pend

ent.

3. U

nder

stan

d th

e co

nditi

onal

pro

babi

lity

of A

giv

en B

as

P(A

and

8)/P

(8),

and

inte

rpre

t in

de-

pend

ence

of A

and

8 a

s sa

ying

tha

t th

e co

nditi

onal

pro

babi

lity

of A

giv

en 8

is t

he s

ame

as t

he

B3.0

prob

abili

ty o

f A, a

nd t

he c

ondi

tiona

l pro

babi

lity

of 8

giv

en A

is t

he s

ame

as t

he p

roba

bilit

y of

8.

35


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

SE

DU

CA

TIO

N,

CH

ILD

DE

VE

LOPM

EN

T,

A.

B.

C.

D.

AN

D F

AM

ILY

SE

RV

ICE

SCh

ild

Cons

umer

Ed

ucat

ion

Fam

ily a

nd

Deve

lopm

ent

Serv

ices

Hum

an S

ervi

ces

Stat

isti

cs a

nd P

roba

bilit

y –

S-CP

– C

ondi

tion

al P

roba

bilit

y an

d th

e Ru

les

of

Prob

abili

ty (c

ontin

ued)

4. C

onst

ruct

and

inte

rpre

t tw

o-w

ay f

requ

ency

tab

les

of d

ata

whe

n tw

o ca

tego

ries

are

asso

ciat

ed

with

eac

h ob

ject

bei

ng c

lass

ified

. Use

the

tw

o-w

ay t

able

as

a sa

mpl

e sp

ace

to d

ecid

e if

even

ts a

re

inde

pend

ent

and

to a

ppro

xim

ate

cond

ition

al p

roba

bilit

ies.

For

exa

mpl

e, c

olle

ct d

ata

from

a r

ando

m

B3.0

sam

ple

of s

tude

nts

in y

our s

choo

l on

thei

r fav

orite

sub

ject

am

ong

mat

h, s

cien

ce, a

nd E

nglis

h.

Estim

ate

the

prob

abili

ty t

hat

a ra

ndom

ly s

elec

ted

stud

ent

from

you

r sch

ool w

ill f

avor

sci

ence

giv

en

that

the

stu

dent

is in

ten

th g

rade

. Do

the

sam

e fo

r oth

er s

ubje

cts

and

com

pare

the

res

ults

.

Use

the

rule

s of p

roba

bilit

y to

com

pute

pro

babi

litie

s of c

ompo

und

even

ts in

a u

nifo

rm p

roba

bilit

y m

odel

6. F

ind

the

cond

ition

al p

roba

bilit

y of

A g

iven

B a

s th

e fr

actio

n of

B’s

outc

omes

tha

t al

so b

elon

g to

A,

A8.0

B2.0

C5.0

, C8.

0an

d in

terp

ret

the

answ

er in

ter

ms

of t

he m

odel

.

7. A

pply

the

Add

ition

Rul

e, P

(A o

r B) =

P(A

) + P

(B) -

P(A

and

B),

and

inte

rpre

t th

e an

swer

in t

erm

s of

B2

.0th

e m

odel

.

8. (+

) App

ly t

he g

ener

al M

ultip

licat

ion

Rule

in a

uni

form

pro

babi

lity

mod

el, P

(A a

nd B

) = P

(A)P

(BIA

) B2

.0=

P(B)

P(AI

B), a

nd in

terp

ret

the

answ

er in

ter

ms

of t

he m

odel

.

9. (+

) Use

per

mut

atio

ns a

nd c

ombi

natio

ns t

o co

mpu

te p

roba

bilit

ies

of c

ompo

und

even

ts a

nd s

olve

B2

.0pr

oble

ms.

Stat

isti

cs a

nd P

roba

bilit

y –

S-M

D –

Usin

g Pr

obab

ility

to

Mak

e De

cisi

ons

Calc

ulat

e ex

pect

ed v

alue

s and

use

them

to so

lve

prob

lem

s

1. (+

) Defi

ne a

ran

dom

var

iabl

e fo

r a q

uant

ity

of in

tere

st b

y as

sign

ing

a nu

mer

ical

val

ue t

o ea

ch

A4.0

, A6.

0,

D5.0

, D6.

0, D

8.0,

B1

.0, B

10.0

, C6

.0, C

7.0,

ev

ent

in a

sam

ple

spac

e; g

raph

the

cor

resp

ondi

ng p

roba

bilit

y di

strib

utio

n us

ing

the

sam

e gr

aphi

cal

A8.0

, A10

.0,

D9.

0, D

10.0

, B1

1.0

C8.0

, C10

.0di

spla

ys a

s fo

r dat

a di

strib

utio

ns.

A12.

0D1

1.0

2. (+

) Cal

cula

te t

he e

xpec

ted

valu

e of

a r

ando

m v

aria

ble;

inte

rpre

t it

as t

he m

ean

of t

he p

roba

bilit

y B1

.0di

strib

utio

n.

3. (+

) Dev

elop

a p

roba

bilit

y di

strib

utio

n fo

r a r

ando

m v

aria

ble

defin

ed f

or a

sam

ple

spac

e in

whi

ch

theo

retic

al p

roba

bilit

ies

can

be c

alcu

late

d; fi

nd t

he e

xpec

ted

valu

e. F

or e

xam

ple,

find

the

the

oret

ical

pr

obab

ility

dis

trib

utio

n fo

r the

num

ber o

f cor

rect

ans

wer

s ob

tain

ed b

y gu

essi

ng o

n al

l five

que

stio

ns

B1.0

of a

mul

tiple

-cho

ice

test

whe

re e

ach

ques

tion

has

four

cho

ices

, and

find

the

exp

ecte

d gr

ade

unde

r va

rious

gra

ding

sch

emes

.

36


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

SE

DU

CA

TIO

N,

CH

ILD

DE

VE

LOPM

EN

T,

A.

B.

C.

D.

AN

D F

AM

ILY

SE

RV

ICE

SCh

ild

Cons

umer

Ed

ucat

ion

Fam

ily a

nd H

uman

De

velo

pmen

tSe

rvic

esSe

rvic

es

Stat

isti

cs a

nd P

roba

bilit

y –

S-M

D –

Usin

g Pr

obab

ility

to

Mak

e

Deci

sion

s (c

ontin

ued)

4. (+

) Dev

elop

a p

roba

bilit

y di

strib

utio

n fo

r a r

ando

m v

aria

ble

defin

ed f

or a

sam

ple

spac

e in

whi

ch p

roba

bilit

ies

are

assi

gned

em

piric

ally

; find

the

exp

ecte

d va

lue.

For

ex

ampl

e, fi

nd a

cur

rent

dat

a di

strib

utio

n on

the

num

ber o

f TV

sets

per

hou

seho

ld

B1.0

in t

he U

nite

d St

ates

, and

cal

cula

te t

he e

xpec

ted

num

ber o

f set

s pe

r hou

seho

ld.

How

man

y TV

set

s w

ould

you

exp

ect

to fi

nd in

100

ran

dom

ly s

elec

ted

hous

ehol

ds?

Use

prob

abili

ty to

eva

luat

e ou

tcom

es o

f dec

ision

s

5. (+

) Wei

gh t

he p

ossi

ble

outc

omes

of a

dec

isio

n by

ass

igni

ng p

roba

bilit

ies

to

payo

ff v

alue

s an

d fin

ding

exp

ecte

d va

lues

.D1

.0, D

2.0,

D10

.0,

A1.0

, A11

.0B1

.0, B

11.0

C1.0

, C10

.0a.

Fin

d th

e ex

pect

ed p

ayof

f for

a g

ame

of c

hanc

e. F

or e

xam

ple,

find

the

exp

ect-

D1

2.0

ed w

inni

ngs

from

a s

tate

lott

ery

ticke

t or

a g

ame

at a

fas

t-fo

od r

esta

uran

t. SCIE

NCE

Scie

ntifi

c an

d En

gine

erin

g Pr

acti

ces

– SE

P1.

Ask

ing

ques

tions

(for

sci

ence

) and

defi

ning

pro

blem

s (f

or e

ngin

eerin

g)A

2.0,

A3.

0B9

.0, B

10.0

C4.0

, C10

.0D3

.0, D

10.0

2. D

evel

opin

g an

d us

ing

mod

els

A1.0

, A8.

0B1

0.0,

B11

.0C1

2.0

D9.

0

3. P

lann

ing

and

carr

ying

out

inve

stig

atio

nsC9

.0, C

11.0

, D1

.0, D

2.0,

D3.

0, D

9.0,

A8

.0, A

11.0

, A12

.0B6

.0, 1

0.0

C12.

0D1

0.0,

D11

.0

4. A

naly

zing

and

inte

rpre

ting

data

A1.0

, A3.

0, A

5.0,

B1

1.0

C1.0

, C8.

0D6

.0, D

9.0,

D11

.0A6

.0, A

7.0,

A10

.0

5. U

sing

mat

hem

atic

s an

d co

mpu

tatio

nal t

hink

ing

B1.0

, B2.

0, B

8.0,

C1

.0, C

7.0,

A

2.0

D2.0

B9.0

, B10

.0, B

11.0

C10.

0

7. E

ngag

ing

in a

rgum

ent

from

evi

denc

eB1

1.0

D3.0

8. O

btai

ning

, eva

luat

ing,

and

com

mun

icat

ing

info

rmat

ion

A1.0

, A3.

0, A

5.0,

C7

.0, C

9.0,

D1

.0, D

3.0,

D4.

0, D

5.0,

B1

.0, B

3.0,

B8.

0A6

.0, A

7.0,

A12

.0C1

1.0

D6.0

, D7.

0, D

11.0

Cros

scut

ting

Con

cept

– C

C1.

Pat

tern

sA8

.0B1

0.0

C7.0

D5.0

2. C

ause

and

eff

ect:

Mec

hani

sm a

nd e

xpla

natio

nA4

.0, A

5.0,

A6.

0,

C6.0

, C7.

0,

D1.0

, D2.

0, D

3.0,

D9.

0,

B11.

0A7

.0, A

9.0

C8.0

D10.

0

37


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

SE

DU

CA

TIO

N,

CH

ILD

DE

VE

LOPM

EN

T,

A.

B.

C.

D.

AN

D F

AM

ILY

SE

RV

ICE

SCh

ild

Cons

umer

Ed

ucat

ion

Fam

ily a

nd

Deve

lopm

ent

Serv

ices

Hum

an S

ervi

ces

Cros

scut

ting

Con

cept

– C

C (c

ontin

ued)

3. S

cale

, pro

port

ion,

and

qua

ntit

yA1

.0, A

12.0

B11.

0, B

12.0

C1.0

, C2.

0, C

6.0

D1.0

, D3.

0

4. S

yste

ms

and

syst

em m

odel

sA4

.0, A

5.0

B4.0

, B9.

0, B

10.0

C4.0

5. E

nerg

y an

d m

atte

r: Fl

ows,

cyc

les,

and

con

serv

atio

nA5

.0

7. S

tabi

lity

and

chan

geA7

.0C6

.0, C

9.0

Phys

ical

Sci

ence

s –

PSPS

1: M

atte

r and

Its

Inte

ract

ions

PS1.

A: S

truc

ture

and

Pro

pert

ies

of M

atte

rA4

.0, A

11.0

B3.0

, B4.

0C4

.0, C

8.0

D6.0

, D7.

0

PS1.

B: C

hem

ical

Rea

ctio

nsA4

.0, A

3.0

A9.0

B4.0

C4.0

, C8.

0D6

.0, D

7.0

PS2:

Mot

ion

and

Stab

ility

: For

ces

and

Inte

ract

ions

PS2.

A: F

orce

s an

d M

otio

nA4

.0C4

.0D7

.0

PS2.

B: T

ypes

of i

nter

actio

nsA4

.0B9

.0C4

.0D7

.0

PS2.

C: S

tabi

lity

and

Inst

abili

ty in

Phy

sica

l Sys

tem

sA4

.0C4

.0D7

.0

PS3:

Ene

rgy

PS3.

A: D

efini

tions

of E

nerg

yA3

.0, A

4.0

B1.0

, B4.

0, B

9.0

C4.0

D7.0

PS3.

B: C

onse

rvat

ion

of E

nerg

y an

d En

ergy

Tra

nsfe

rA3

.0, A

4.0

B4.0

C4.0

D7.0

PS3.

D: E

nerg

y in

Che

mic

al P

roce

sses

and

Eve

ryda

y Li

feA4

.0B9

.0C3

.0D6

.0

PS4:

Wav

es a

nd T

heir

Appl

icat

ions

in T

echn

olog

ies

for I

nfor

mat

ion

Tran

sfer

PS4.

C: In

form

atio

n Te

chno

logi

es a

nd In

stru

men

tatio

nA1

1.0

B3.0

C10.

0D1

0.0

Life

Sci

ence

s –

LSLS

1: F

rom

Mol

ecul

es t

o O

rgan

ism

s: S

truc

ture

s an

d Pr

oces

ses

LS1.

A: S

truc

ture

and

Fun

ctio

nC8

.0D5

.0, D

6.0

LS1.

B: G

row

th a

nd D

evel

opm

ent

of O

rgan

ism

sA5

.0, A

8.0,

A9.

0,

B10.

0C8

.0D5

.0, D

6.0

A11.

0

LS1.

D: I

nfor

mat

ion

Proc

essi

ngA5

.0, A

8.0,

A10

.0,

B1.0

, B3.

0, B

8.0,

C5

.0, C

6.0,

C7.

0,

D5.0

, D6.

0, D

8.0,

A1

1.0

B10.

0C9

.0, C

10.0

D10.

0, D

12.0

38


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

SE

DU

CA

TIO

N,

CH

ILD

DE

VE

LOPM

EN

T,

A.

B.

C.

D.

AN

D F

AM

ILY

SE

RV

ICE

SCh

ild

Cons

umer

Ed

ucat

ion

Fam

ily a

nd H

uman

De

velo

pmen

tSe

rvic

esSe

rvic

es

Life

Sci

ence

s –

LS (c

ontin

ued)

LS2:

Eco

syst

ems:

Inte

ract

ions

, Ene

rgy,

and

Dyn

amic

s

LS2.

A: In

terd

epen

dent

Rel

atio

nshi

ps in

Eco

syst

ems

A5.0

, A6.

0B4

.0, B

7.0,

B9.

0C5

.0, C

6.0,

C8.

0D5

.0, D

6.0,

D8.

0

LS2.

C: E

cosy

stem

s D

ynam

ics,

Fun

ctio

ning

, and

Res

ilien

ceB4

.0, B

6.0,

B7.

0D6

.0

LS2.

D: S

ocia

l Int

erac

tions

and

Gro

up B

ehav

ior

A2.

0, A

5.0,

A6.

0,

C2.0

, C3.

0, C

5.0,

B5

.0, B

7.0

D6.0

, D8.

0, D

10.0

, D12

.0A7

.0, A

10.0

C6.0

, C9.

0

LS3:

Her

edit

y: In

herit

ance

and

Var

iatio

n of

Tra

its

LS3.

A: In

herit

ance

of T

rait

sA5

.0B6

.0C5

.0D5

.0

LS3.

B: V

aria

tion

of T

rait

sA5

.0C5

.0D5

.0

LS4:

Bio

logi

cal E

volu

tion:

Uni

ty a

nd D

iver

sity

LS4.

B: N

atur

al S

elec

tion

A4.0

, A5.

0, A

6.0

B6.0

LS4.

C: A

dapt

atio

nA5

.0, A

7.0,

A8.

0C5

.0D5

.0, D

6.0

LS4.

D: B

iodi

vers

ity

and

Hum

ans

C2.0

, C3.

0, C

4.0,

D1

.0, D

4.0,

D5.

0, D

6.0,

A

2.0,

A3.

0, A

9.0

B10.

0C7

.0, C

8.0,

C12

.0D8

.0, D

10.0

, D12

.0

Eart

h an

d Sp

ace

Scie

nces

– E

SS

ESS2

: Ear

th’s

Syst

ems

ESS2

.A: E

arth

Mat

eria

ls a

nd S

yste

ms

A2.

0, A

3.0,

A4.

0B4

.0D7

.0

ESS2

.B: P

late

Tec

toni

cs a

nd L

arge

-Sca

le S

yste

m In

tera

ctio

nsA

2.0,

A3.

0, A

4.0

C4.0

D7.0

ESS2

.D: W

eath

er a

nd C

limat

eA4

.0B3

.0C4

.0D7

.0

ESS3

: Ear

th a

nd H

uman

Act

ivit

y

ESS3

.A: N

atur

al R

esou

rces

A2.

0, A

11.0

B1.0

, B4.

0, B

6.0,

B9.

0, B

10.0

C10.

0

ESS3

.B: N

atur

al H

azar

dsB4

.0, B

6.0

D7.0

ESS3

.C: H

uman

Impa

cts

on E

arth

Sys

tem

sB1

.0, B

4.0,

B6.

0, B

9.0,

B10

.0C2

.0, C

3.0,

C8.

0

ESS3

.D: G

loba

l Clim

ate

Chan

geB1

.0, B

4.0,

B6.

0, B

9.0,

B10

.0

39


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

SE

DU

CA

TIO

N,

CH

ILD

DE

VE

LOPM

EN

T,

A.

B.

C.

D.

AN

D F

AM

ILY

SE

RV

ICE

SCh

ild

Cons

umer

Ed

ucat

ion

Fam

ily a

nd

Deve

lopm

ent

Serv

ices

Hum

an S

ervi

ces

Engi

neer

ing,

Tec

hnol

ogy,

and

the

App

licat

ions

of

Scie

nce

– ET

S

ETS1

: Eng

inee

ring

Desi

gn

ETS1

.A: D

efini

ng a

nd D

elim

iting

an

Engi

neer

ing

Prob

lem

A2.

0, A

3.0,

A4.

0,

D5.0

, D8.

0A5

.0, A

7.0,

A12

.0

ETS1

.B: D

evel

opin

g Po

ssib

le S

olut

ions

A2.

0, A

3.0,

A4.

0,

D5.0

, D8.

0A5

.0, A

7.0,

A12

.0

ETS1

.C: O

ptim

izin

g th

e De

sign

Sol

utio

nA

2.0,

A3.

0, A

4.0,

D5

.0, D

8.0

A5.0

, A7.

0, A

12.0

ETS2

: Lin

ks A

mon

g En

gine

erin

g, T

echn

olog

y, S

cien

ce, a

nd S

ocie

ty

ETS2

.A: I

nter

depe

nden

ce o

f Sci

ence

, Eng

inee

ring,

and

Tec

hnol

ogy

B3.0

, B9.

0, B

10.0

C3.0

ETS2

.B: I

nflue

nce

of E

ngin

eerin

g, T

echn

olog

y, a

nd S

cien

ce o

n So

ciet

y an

d th

e

B3.0

, B6.

0, B

7.0,

C4

.0, C

7.0,

C8.

0,

A7.0

Nat

ural

Wor

ldB8

.0, B

10.0

C9.0

, C10

.0

HIS

TORY

/SO

CIAL

SCI

ENCE

Prin

cipl

es o

f A

mer

ican

Dem

ocra

cy a

nd E

cono

mic

s –

AD12

.1 S

tude

nts

expl

ain

the

fund

amen

tal p

rinci

ples

and

mor

al v

alue

s of

Am

eric

an

dem

ocra

cy a

s ex

pres

sed

in t

he U

.S. C

onst

itutio

n an

d ot

her e

ssen

tial d

ocum

ents

of

A1.0

B1.0

C5.0

, C6.

0D1

.0, D

4.0

Amer

ican

dem

ocra

cy.

12.2

Stu

dent

s ev

alua

te a

nd t

ake

and

defe

nd p

ositi

ons

on t

he s

cope

and

lim

its

of ri

ghts

D2

.0, D

4.0,

an

d ob

ligat

ions

as

dem

ocra

tic c

itize

ns, t

he r

elat

ions

hips

am

ong

them

, and

how

the

y A9

.0B2

.0, B

5.0,

B11

.0C1

.0, C

5.0,

C9.

0D1

1.0,

D12

.0ar

e se

cure

d.

12.3

Stu

dent

s ev

alua

te a

nd t

ake

and

defe

nd p

ositi

ons

on w

hat

the

fund

amen

tal v

alue

s an

d pr

inci

ples

of c

ivil

soci

ety

are

(i.e.

, the

aut

onom

ous

sphe

re o

f vol

unta

ry p

erso

nal,

A1.0

B1.0

C1.0

D4.

0so

cial

, and

eco

nom

ic r

elat

ions

tha

t ar

e no

t pa

rt o

f gov

ernm

ent)

, the

ir In

terd

epen

denc

e,

and

the

mea

ning

and

impo

rtan

ce o

f tho

se v

alue

s an

d pr

inci

ples

for

a f

ree

soci

ety.

12.5

Stu

dent

s su

mm

ariz

e la

ndm

ark

U.S

. Sup

rem

e Co

urt

inte

rpre

tatio

ns o

f the

Con

stitu

-A1

.0B.

1.0

C1.0

D4.

0tio

n an

d it

s am

endm

ents

.

12.6

Stu

dent

s ev

alua

te is

sues

reg

ardi

ng c

ampa

igns

for

nat

iona

l, st

ate,

and

loca

l ele

c-A1

.0B1

.0C1

.0D1

2.0

tive

offic

es.

40


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

SE

DU

CA

TIO

N,

CH

ILD

DE

VE

LOPM

EN

T,

A.

B.

C.

D.

AN

D F

AM

ILY

SE

RV

ICE

SCh

ild

Cons

umer

Ed

ucat

ion

Fam

ily a

nd

Deve

lopm

ent

Serv

ices

Hum

an S

ervi

ces

Prin

cipl

es o

f A

mer

ican

Dem

ocra

cy a

nd E

cono

mic

s –

AD (c

ontin

ued)

12.7

Stu

dent

s an

alyz

e an

d co

mpa

re t

he p

ower

s an

d pr

oced

ures

of t

he n

atio

nal,

stat

e, t

ribal

, B1

.0, B

4.0,

B5.

0,

C1.0

, C3.

0,

A3.0

, A9.

0D1

.0, D

4.0,

D7.

0an

d lo

cal g

over

nmen

ts.

B10.

0, B

12.0

C7.0

12.7

.5. E

xpla

in h

ow p

ublic

pol

icy

is f

orm

ed, i

nclu

ding

the

set

ting

of t

he p

ublic

age

nda

A1.0

B1.0

C1.0

D1.0

, D4.

0an

d im

plem

enta

tion

of it

thr

ough

reg

ulat

ions

and

exe

cutiv

e or

ders

.

Prin

cipl

es o

f Ec

onom

ics

– PE

12.1

Stu

dent

s un

ders

tand

com

mon

eco

nom

ic t

erm

s an

d co

ncep

ts a

nd e

cono

mic

rea

soni

ng.

12.1

.1. E

xam

ine

the

caus

al r

elat

ions

hip

betw

een

scar

city

and

the

nee

d fo

r cho

ices

.B1

.0, B

5.0,

B7.

0,

C1.0

, C10

.0,

A1.0

, A2.

0, A

11.0

B11.

0C1

1.0,

C12

.0

12.1

.2. E

xpla

in o

ppor

tuni

ty c

ost

and

mar

gina

l ben

efit

and

mar

gina

l cos

t.A1

.0, A

2.0,

A11

.0B1

.0

12.1

.3. I

dent

ify

the

diff

eren

ce b

etw

een

mon

etar

y an

d no

n-m

onet

ary

ince

ntiv

es a

nd h

ow

A1.0

, A2.

0, A

11.0

B1.0

chan

ges

in in

cent

ives

cau

se c

hang

es in

beh

avio

r.

12.1

.4. E

valu

ate

the

role

of p

rivat

e pr

oper

ty a

s an

ince

ntiv

e in

con

serv

ing

and

impr

ovin

g A1

.0, A

2.0,

A11

.0B1

.0sc

arce

res

ourc

es, i

nclu

ding

ren

ewab

le a

nd n

onre

new

able

nat

ural

res

ourc

es.

12.1

.5. A

naly

ze t

he r

ole

of a

mar

ket

econ

omy

in e

stab

lishi

ng a

nd p

rese

rvin

g po

litic

al a

nd

B12.

0pe

rson

al li

bert

y (e

.g.,

thro

ugh

the

wor

ks o

f Ada

m S

mith

).

12.2

Stu

dent

s an

alyz

e th

e el

emen

ts o

f Am

eric

a’s

mar

ket

econ

omy

in a

glo

bal s

ettin

g.

12.2

.1. U

nder

stan

d th

e re

latio

nshi

p of

the

con

cept

of i

ncen

tives

to

the

law

of s

uppl

y an

d A1

.0B1

.0, B

5.0

C1.0

D1.0

the

rela

tions

hip

of t

he c

once

pt o

f inc

entiv

es a

nd s

ubst

itute

s to

the

law

of d

eman

d.

12.2

.2. D

iscu

ss t

he e

ffec

ts o

f cha

nges

in s

uppl

y an

d/or

dem

and

on t

he r

elat

ive

scar

city

, A1

.0B1

.0C1

.0D1

.0pr

ice,

and

qua

ntit

y of

par

ticul

ar p

rodu

cts.

12.2

.3. E

xpla

in t

he r

oles

of p

rope

rty

right

s, c

ompe

titio

n, a

nd p

rofit

in a

mar

ket

econ

omy.

B1.0

C1.0

, C2.

0

12.2

.4. E

xpla

in h

ow p

rices

refl

ect

the

rela

tive

scar

city

of g

oods

and

ser

vice

s an

d pe

rfor

m

B1.0

, B7.

0th

e al

loca

tive

func

tion

in a

mar

ket

econ

omy.

12.2

.5. U

nder

stan

d th

e pr

oces

s by

whi

ch c

ompe

titio

n am

ong

buye

rs a

nd s

elle

rs d

eter

-B1

.0, B

6.0,

A1

.0C1

.0D1

.0m

ines

a m

arke

t pr

ice.

B10.

0

12.2

.6. D

escr

ibe

the

effe

ct o

f pric

e co

ntro

ls o

n bu

yers

and

sel

lers

.A1

.0B1

.0, B

6.0,

B8.

0C1

.0D1

.0

12.2

.7. A

naly

ze h

ow d

omes

tic a

nd in

tern

atio

nal c

ompe

titio

n in

a m

arke

t ec

onom

y af

fect

s A1

.0B1

.0, B

6.0

C1.0

D1.0

good

s an

d se

rvic

es p

rodu

ced

and

the

qual

ity,

qua

ntit

y, a

nd p

rice

of t

hose

pro

duct

s.

41


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

SE

DU

CA

TIO

N,

CH

ILD

DE

VE

LOPM

EN

T,

A.

B.

C.

D.

AN

D F

AM

ILY

SE

RV

ICE

SCh

ild

Cons

umer

Ed

ucat

ion

Fam

ily a

nd

Deve

lopm

ent

Serv

ices

Hum

an S

ervi

ces

Prin

cipl

es o

f Ec

onom

ics

– PE

(con

tinue

d)

12.2

.8. E

xpla

in t

he r

ole

of p

rofit

as

the

ince

ntiv

e to

ent

repr

eneu

rs in

a m

arke

t ec

onom

y.A1

.0B1

.0C1

.0D1

.0

12.2

.9. D

escr

ibe

the

func

tions

of t

he fi

nanc

ial m

arke

ts.

B1.0

12.2

.10.

Dis

cuss

the

eco

nom

ic p

rinci

ples

tha

t gu

ide

the

loca

tion

of a

gric

ultu

ral p

rodu

c-B1

.0, B

9.0

tion

and

indu

stry

and

the

spa

tial d

istr

ibut

ion

of t

rans

port

atio

n an

d re

tail

faci

litie

s.

12.3

Stu

dent

s an

alyz

e th

e in

fluen

ce o

f the

fed

eral

gov

ernm

ent

on t

he A

mer

ican

eco

nom

y.

12.3

.1. U

nder

stan

d ho

w t

he r

ole

of g

over

nmen

t in

a m

arke

t ec

onom

y of

ten

incl

udes

pr

ovid

ing

for n

atio

nal d

efen

se, a

ddre

ssin

g en

viro

nmen

tal c

once

rns,

defi

ning

and

B3

.0, B

4.0,

B5.

0,

C1.0

, C2.

0, C

3.0,

D

4.0

enfo

rcin

g pr

oper

ty ri

ghts

, att

empt

ing

to m

ake

mar

kets

mor

e co

mpe

titiv

e, a

nd

B12.

0C8

.0pr

otec

ting

cons

umer

s’ rig

hts.

12.3

.3. D

escr

ibe

the

aim

s of

gov

ernm

ent

fisca

l pol

icie

s (t

axat

ion,

bor

row

ing,

spe

ndin

g)

B3.0

, B4.

0, B

5.0,

C1

.0, C

2.0,

C3.

0,

D4.

0an

d th

eir i

nflue

nce

on p

rodu

ctio

n, e

mpl

oym

ent,

and

pric

e le

vels

.B1

2.0

C8.0

12.4

Stu

dent

s an

alyz

e th

e el

emen

ts o

f the

U.S

. lab

or m

arke

t in

a g

loba

l set

ting.

A1.0

C1.0

D2.0

12.5

Stu

dent

s an

alyz

e th

e ag

greg

ate

econ

omic

beh

avio

r of t

he U

.S. e

cono

my.

B12.

0C1

.0

12.6

Stu

dent

s an

alyz

e is

sues

of i

nter

natio

nal t

rade

and

exp

lain

how

the

U.S

. eco

nom

y B6

.0C1

.0D1

.0af

fect

s, a

nd is

aff

ecte

d by

, eco

nom

ic f

orce

s be

yond

the

Uni

ted

Stat

es’ b

orde

rs.

U.S.

His

tory

and

Geo

grap

hy –

US

11.3

Stu

dent

s an

alyz

e th

e ro

le r

elig

ion

play

ed in

the

fou

ndin

g of

Am

eric

a, it

s la

stin

g B2

.0, B

10.0

D1.0

mor

al, s

ocia

l, an

d po

litic

al im

pact

s, a

nd is

sues

reg

ardi

ng r

elig

ious

libe

rty.

11.8

Stu

dent

s an

alyz

e th

e ec

onom

ic b

oom

and

soc

ial t

rans

form

atio

n of

pos

t-W

orld

War

II

B1.0

, B2.

0, B

4.0,

Am

eric

a.B5

.0, B

7.0,

D1

.0, D

2.0

B10.

0, B

12.0

11.1

0 St

uden

ts a

naly

ze t

he d

evel

opm

ent

of f

eder

al c

ivil

right

s an

d vo

ting

right

s.C1

.0, C

5.0

D4.

0

11.11

Stu

dent

s an

alyz

e th

e m

ajor

soc

ial p

robl

ems

and

dom

estic

pol

icy

issu

es in

con

tem

po-

B1.0

, B4.

0, B

5.0,

C3

.0, C

5.0,

C7.

0,

D1.0

, D8.

0, D

4.0,

A1

.0, A

8.0,

ra

ry A

mer

ican

soc

iety

.B6

.0, B

7.0,

B9.

0,

C8.0

, C9.

0,

D6.0

, D11

.0,

A9.0

, A10

.0B1

1.0,

B12

.0C1

0.0,

C12

.0D1

2.0

42


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

SE

DU

CA

TIO

N,

CH

ILD

DE

VE

LOPM

EN

T,

A.

B.

C.

D.

AN

D F

AM

ILY

SE

RV

ICE

SCh

ild

Cons

umer

Ed

ucat

ion

Fam

ily a

nd

Deve

lopm

ent

Serv

ices

Hum

an S

ervi

ces

Wor

ld H

isto

ry, C

ultu

re, a

nd G

eogr

aphy

– W

H

10.3

Stu

dent

s an

alyz

e th

e ef

fect

s of

the

Indu

stria

l Rev

olut

ion

in E

ngla

nd, F

ranc

e, G

er-

man

y, J

apan

, and

the

Uni

ted

Stat

es.

10.3

.5. U

nder

stan

d th

e co

nnec

tions

am

ong

natu

ral r

esou

rces

, ent

repr

eneu

rshi

p, la

bor,

A1.0

B1.0

, B12

.0C1

.0D1

.0an

d ca

pita

l in

an in

dust

rial e

cono

my.

10.11

Stu

dent

s an

alyz

e th

e in

tegr

atio

n of

cou

ntrie

s in

to t

he w

orld

eco

nom

y an

d th

e in

form

atio

n, t

echn

olog

ical

, and

com

mun

icat

ions

rev

olut

ions

(e.g

., te

levi

sion

, sat

ellit

es,

A1.0

B.10

, B6.

0C1

.0, C

6.0

D1.0

com

pute

rs).

43


Contributors

Education, Child Development, and Family Services

Bob Heuvel, Administrator, California Department of Education

Angie Ford, Education Consultant, California Department of Education

Standards Review TeamJolene Fassbinder, Executive Director, UCLA, MedNet

Linda Lovett, Owner, Lovett’s Child Development Center

Joaquin Murphy, Program Representative III, California Department of Consumer Affairs

Patricia Peck, Professor, California State University, Sacramento

Ann Ramirez, Preformal Instructional Paraprofessional, Modesto City Schools

Sonja Shumaker, Retired Instructor

Patti Stanley, Instructor, Modesto City Schools

Standards Writing TeamPatricia Peck, Professor, California State University, Sacramento

Brad Vander Hamm, Instructor, Lodi Unified School District

Common Core Alignment TeamRachelle Barkus, Instructor, Modesto City Schools

Kent Braithwaite, Instructor, Conejo Valley Unified School District

Tim Cook, Instructor, Pomona Unified School District

Debbie Hawks, Instructor, Pasadena Unified School District

Simon Moore, Instructor, Coachella Valley Unified School District

Patricia Peck, Professor, California State University, Sacramento

Ashley Sarver, Instructor, School for Independent Learners

44


References

ACT. 2010. A First Look at the Common Core and College and Career Readiness. http://www.act.org/research/policymakers/pdf/FirstLook.pdf (accessed December 4, 2012).

American Association of Colleges for Teacher Education (AACTE) and the Partnership for 21st Century Skills. 2010. “Preparing Students for the 21st Century Economy.” http://www.edsynergy.org/wp-content/uploads/2011/07/PREPARING-STUDENTS-FOR-THE-21ST-CENTURY-ECONOMY-3.doc (accessed December 4, 2012).

Anderson, Lorin W., David R. Krathwohl, Peter W. Airasian, Kathleen A. Cruikshank, Richard E. Mayer, Paul R. Pintrich, James Rahts, and Merlin C. Wittrock. 2001. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Pearson.

Association of American Colleges and Universities. 2007. College Learning for the New Global Century. http://www.aacu.org/advocacy/leap/documents/GlobalCentury_final.pdf (accessed December 4, 2012).

Association of American Colleges and Universities and Peter D. Hart Research Associates, Inc. 2006. How Should Colleges Prepare Students to Succeed in Today’s Global Economy? http://www.aacu.org/leap/documents/Re8097abcombined.pdf (accessed December 4, 2012).

California Department of Education. 2006. California Career Technical Education Model Curriculum Standards, Grades Seven Through Twelve. http://www.cde.ca.gov/ci/ct/sf/documents/ctestandards.pdf (accessed December 4, 2012).

. 2007. Career Technical Education Framework for California Public Schools, Grades Seven Through Twelve. http://www.cde.ca.gov/ci/ct/sf/documents/cteframework.pdf (accessed December 4, 2012).

. 2011. California Education Code, Table of Contents. http://leginfo.ca.gov/ (accessed December 20, 2012).

California Department of Social Services. 2007. Child Care, Residential, and Family Child Care Licensing. http://www.dss.cahwnet.gov/ord/PG240.htm (accessed December 20, 2012).

California Employment Development Department. 2010. California’s Green Economy: Summary of Survey Results. http://www.labormarketinfo.edd.ca.gov/contentpub/GreenDigest/CA-Green-Economy-SummarySurveyResults.pdf (accessed December 4, 2012).

Children Now. 2010. California Report Card 2011–12: Setting the Agenda for Children. http://www.childrennow.org/uploads/documents/reportcard_2011.pdf [Link no longer valid] (accessed December 4, 2012).

The Conference Board, Partnership for 21st Century Skills, Corporate Voices for Working Families, and the Society for Human Resource Management. 2006. Are They Really Ready to Work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce. http://www.shrm.org/research/surveyfindings/documents/are they really ready to work survey report.pdf (accessed December 4, 2012).

45

http://www.act.org/research/policymakers/pdf/FirstLook.pdf

http://www.edsynergy.org/wp-content/uploads/2011/07/PREPARING-STUDENTS-FOR-THE-21ST-CENTURY-ECONOMY-3.doc

http://www.aacu.org/advocacy/leap/documents/GlobalCentury_final.pdf

http://www.aacu.org/leap/documents/Re8097abcombined.pdf

http://www.cde.ca.gov/ci/ct/sf/documents/ctestandards.pdf

http://www.cde.ca.gov/ci/ct/sf/documents/cteframework.pdf

http://leginfo.ca.gov/

http://www.dss.cahwnet.gov/ord/PG240.htm

http://www.labormarketinfo.edd.ca.gov/contentpub/GreenDigest/CA-Green-Economy-SummarySurveyResults.pdf

http://www.shrm.org/research/surveyfindings/documents/are they really ready to work survey report.pdf


Conley, David T. 2010. College and Career Ready: Helping All Students Succeed Beyond High School. San Francisco: Jossey-Bass.

Conley, David T., Kathryn V. Drummond, Alicia de Gonzalez, Jennifer Rooseboom, and Odile Stout. 2011. Reaching the Goal: The Applicability and Importance of the Common Core State Standards to College and Career Readiness. Eugene, OR: Educational Policy Improvement Center. http://www.epiconline.org/publications/documents/ReachingtheGoal-FullReport.pdf (accessed December 4, 2012).

Darling-Hammond, Linda, Ruth Chung Wei, Alethea Andree, Nikole Richardson, and Stelios Orphanos. 2009. Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad. Palo Alto, CA: National Staff Development Council and the School Redesign Network at Stanford University. http://learningforward.org/docs/pdf/nsdcstudy2009.pdf (accessed December 4, 2012).

Institute of Education Sciences, National Center for Education Statistics. 2012. The Condition of Education. http://nces.ed.gov/programs/coe/ (accessed December 4, 2012).

International Center for Leadership in Education. 2012. “Rigor/Relevance Framework.” Rexford, NY. http://www.leadered.com/rrr.html [Link no longer valid] (accessed December 4, 2012).

Intersegmental Committee of the Academic Senates (ICAS) of the California Community Colleges. 2002. Academic Literacy: A Statement of Competencies Expected of Students Entering California’s Public Colleges and Universities. http://asccc.org/sites/default/files/AcademicLiteracy.pdf (accessed December 4, 2012).

Kober, Nancy, and Diane Stark Rentner. 2011. States’ Progress and Challenges in Implementing Common Core State Standards. Washington, DC: Center on Education Policy. http://www.cep-dc.org/displayDocument.cfm?DocumentID=343 (accessed December 4, 2012).

Marzano, Robert J., and John S. Kendall. 2007. The New Taxonomy of Educational Objectives. 2nd ed. Thousand Oaks, CA: Corwin Press. http://www.marzanoresearch.com/site/default.aspx [Link no longer valid] (accessed December 4, 2012).

MetLife, Inc. 2011. The MetLife Survey of the American Teacher: Preparing Students for College and Careers. https://www.metlife.com/assets/cao/contributions/foundation/american-teacher/MetLife_Teacher_Survey_2010.pdf (accessed December 6, 2012).

National Association of State Directors of Career Technical Education Consortium (NASDCTEc). 2011. “CTE and College and Career Ready Standards: Preparing Students for Further Education and Careers.” Silver Spring, MD. http://www.careertech.org/ (accessed December 4, 2012).

. 2012. “Introduction to the Common Career Technical Core.”

National Center for Education Statistics. 2008. Trends in International Mathematics and Science Study 2007. http://nces.ed.gov/timss/index.asp (accessed December 4, 2012).

National Governors Association, Council of Chief State School Officers, and Achieve, Inc. 2008. Benchmarking for Success: Ensuring U.S. Students Receive a World-Class Education. Washington, DC: National Governors Association. http://www.nga.org/files/live/sites/NGA/files/pdf/0812BENCHMARKING.PDF (accessed December 4, 2012).

46

http://www.epiconline.org/publications/documents/ReachingtheGoal-FullReport.pdf

http://learningforward.org/docs/pdf/nsdcstudy2009.pdf

http://nces.ed.gov/programs/coe/

http://asccc.org/sites/default/files/AcademicLiteracy.pdf

http://www.cep-dc.org/displayDocument.cfm?DocumentID=343

https://www.metlife.com/assets/cao/contributions/foundation/american-teacher/MetLife_Teacher_Survey_2010.pdf

http://www.careertech.org/

http://nces.ed.gov/timss/index.asp

http://www.nga.org/files/live/sites/NGA/files/pdf/0812BENCHMARKING.PDF


Organisation for Economic Co-operation and Development (OECD). 2011. Strong Performers and Successful Reformers in Education: Lessons from PISA for the United States. Paris, France. http://www.oecd.org/pisa/46623978.pdf (accessed December 4, 2012).

Owen Wilson, Leslie. 2006. “Dr. Leslie Owen Wilson’s Curriculum Pages: Beyond Bloom—A New Version of the Cognitive Taxonomy.” Stevens Point, WI: University of Wisconsin–Stevens Point. http://www4.uwsp.edu/education/lwilson/curric/newtaxonomy.htm (accessed December 4, 2012).

Public Broadcasting Service (PBS). 2012. PBS TeacherLine: Professional development for PreK–12 educators. http://www.pbs.org/teacherline (accessed December 4, 2012).

United States Department of Labor, Employment and Training Administration. 2009. “Secretary’s Commission on Achieving Necessary Skills.” http://wdr.doleta.gov/SCANS/ (accessed December 4, 2012).

WestEd, the California Department of Education, and the California Community Colleges Chancellor’s Office. 2008. 2008–2012 California State Plan for Career Technical Education. http://www.schoolsmovingup.net/cte/downloads/cteplan_122808.pdf (accessed December 5, 2012).

47Published January 2017

http://www.oecd.org/pisa/46623978.pdf

http://www4.uwsp.edu/education/lwilson/curric/newtaxonomy.htm

http://www.pbs.org/teacherline

http://wdr.doleta.gov/SCANS/

http://www.schoolsmovingup.net/cte/downloads/cteplan_122808.pdf

Documents

Education, Child Development, and Family Services