fashion and interior design

California Career Technical Education Model Curriculum Standards

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on and Interior Design

Personal Services

Interior Design

Fashion Design and

Merchandising

Table of ContentsFashion and Interior Design

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 ..............................................................................................................................4

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

8.0 Ethics and Legal Responsibilities ...................................................................................................5

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

10.0 Technical Knowledge and Skills ...................................................................................................6

11.0 Demonstration and Application ...................................................................................................7

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

A. Fashion Design and Merchandising Pathway ...............................................................................8

B. Interior Design Pathway ...................................................................................................................12

C. Personal Services Pathway ..............................................................................................................17

Academic Alignment Matrix ..........................................................................................................22

Contributors .....................................................................................................................................36

References ........................................................................................................................................37

FID | 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 college programs. The document also lists the representatives who participated in each sector’s content de-velopment 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.

Fashion and Interior Design | FID iii

FID | 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.

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Fashion and Interior Design | FID

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.

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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.

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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 perfor-mance. They contribute to their personal well-being through a healthy diet, regular exercise, and men-tal 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 productivity, 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 contrib-ute 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.

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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).

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https://careertech.org/


Fashion and Interior Design

Sector DescriptionThe Fashion and Interior Design sector provides students with the academic

and technical preparation necessary to pursue high-skill, high-demand careers

in these related and growing industries. The sector encompasses three distinct

career pathways: Fashion Design and Merchandising, Interior Design, and

Personal 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 learn-

ing 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 such as that offered through

Family, Career and Community Leaders of America (FCCLA). Standards in this

sector are designed to prepare students for technical training, postsecondary

education, and entry to a career.

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Fashion and Interior DesignKnowledge 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 Fashion and Interior Design academic alignment matrix for identification of standards.

2.0 CommunicationsAcquire and accurately use Fashion and Interior Design sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment with LS 9-10, 11-12.6)

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

2.2 Recognize the use of style guides in industry.

2.3 Identify barriers to accurate and appropriate communication.

2.4 Interpret verbal and nonverbal communications and respond appropriately.

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

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

2.7 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.

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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.

4.0 TechnologyUse existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Fashion and Interior Design sector workplace environ-ment. (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 Fashion and Interior Design 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.

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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 Fashion and Interior Design 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.

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 Fashion and Interior Design 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 Fashion and Interior Design sector.

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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 organiza-tional 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, federal, and international regulatory agencies and nongovern-mental entities, as well as laws and regulations, related to the Fashion and Interior Design industry sector.

8.3 Demonstrate ethical and legal practices consistent with Fashion and Interior Design 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.

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 Fashion and Interior Design 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 practiced in the career technical student organization (such as 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, collaboration, 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 lead-ership development and competitive career development activities enhance academic prepara-tion, 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.

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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 Fashion and Interior Design sector issues and problems.

10.0 Technical Knowledge and SkillsApply essential technical knowledge and skills common to all pathways in the Fashion and Interior Design sector, following procedures when carrying out experiments or performing technical tasks. (Direct alignment 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 Fashion and Interior Design sector.

10.2 Comply with the rules, regulations, and expectations of all aspects of the Fashion and Interior Design sector.

10.3 Construct projects and products specific to the Fashion and Interior Design sector requirements and expectations.

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

10.5 Explore how apparel and interior fashions meet social, physical, and psychological needs of individuals and families.

10.6 Demonstrate an understanding of the elements and principles of design and color theory as they apply to the selection of apparel, furnishings, and housing.

10.7 Compare and contrast the historical and cultural influences on apparel, furnishings, and housing.

10.8 Explore and experiment with different textile fibers, fabrics, and finishes used for apparel and furnishings.

10.9 Demonstrate how to construct, alter, and repair fashion and interior items and accessories through the use of basic construction techniques and equipment.

10.10 Analyze the principles of wardrobe planning and maintenance and the factors that influence a person’s apparel budget.

10.11 Evaluate the factors that influence housing decisions.

10.12 Identify the factors influencing the selection and care of home furnishings, accessories, and equipment.

10.13 Assess the principles and factors that influence space planning and interior design, including universal access.

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10.14 Explain how individuals apply strategies that enable them to manage personal and work responsibilities to enhance productivity in the workplace.

10.15 Assess the factors regarding the individual, the family, and the workplace that influence decisions related to apparel and housing at each stage of the life cycle.

10.16 Demonstrate an understanding of how knowledge, skills, attitudes, and behaviors learned in Consumer and Family Studies can be transferred to advanced training and education or careers in the Fashion and Interior Design sector.

11.0 Demonstration and ApplicationDemonstrate and apply the knowledge and skills contained in the Fashion and Interior Design anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings and through the career technical student organization (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 Fashion and Interior Design 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 Fashion and Interior Design 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, pathway standards, and performance indicators.

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Fashion and Interior DesignPathway Standards

A. Fashion Design and Merchandising PathwayThe Fashion Design and Merchandising pathway focuses on the major aspects of the fashion industry and prepares students for careers and/or postsecondary education in this rapidly growing field. Students pursuing this career pathway have in-depth, hands-on experiences that focus on industry awareness, sustainable practices, elements and principles of design, history of fashion, fashion forecasting, textiles and textile products, product knowledge, apparel merchandising, and garment production.

Sample occupations associated with this pathway:

Display or Sales Associate

Merchandising Manager

Fashion Designer

A1.0 Understand various aspects of the fashion design, manufacturing, merchandising, and retail industry and the industry’s role in local, state, national, and global economies.

A1.1 Understand the different segments of the fashion industry from textile design to retail sales.

A1.2 Identify how the various segments of the industry contribute to local, state, national, and international economies.

A1.3 Understand how such resources as periodicals, mass media, trend reports, and the Internet are used in the industry.

A1.4 Compare major legislative, economic, and social trends that affect the industry.

A1.5 Research various professional organizations such as Fashion Group International (FGI) and National Retail Federation (NRF).

A1.6 Research postsecondary education options in the field of fashion design and merchandising.

A2.0 Understand basic hiring practices, operational policies, procedures, and regulatory requirements in the fashion design, manufacturing, merchandising, and retail industry.

A2.1 Identify what constitutes appropriate professional clothing, grooming, and personal hygiene for a variety of professions.

A2.2 Identify hiring practices within the industry.

A2.3 Analyze basic operational procedures for all aspects of the industry (e.g., quality control, inventory control, distribution, quick response marketing, production, and accounting).

A2.4 Create a product which assesses the importance of accurate and thorough documenta-tion to various aspects of the industry.

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A3.0 Understand the principles of organizational management, including the roles and responsibilities of management and employees.

A3.1 Describe important management strategies, such as shared responsibilities and negotiation.

A3.2 Practice using common organizational procedures and tools, such as business plans, spreadsheets, recordkeeping, and communication with consumers.

A3.3 Compare and contrast the major outcomes of effective management, such as profit-ability, productivity, a positive work environment, and client satisfaction.

A3.4 Identify and list management titles and the role of each position in the overall operation of the company.

A3.5 Use the concepts and principles that lead to a healthy business with a positive company culture to begin creating a business plan.

A4.0 Apply the elements and principles of design in various aspects of the fashion industry.

A4.1 Apply the elements and principles of design to various tasks within the fashion industry (e.g., textiles design, fashion design, graphic design, visual merchandising).

A4.2 Explain the fundamentals of trend forecasting.

A4.3 Integrate various types of technology in the design process.

A4.4 Master skills to create presentation boards.

A4.5 Create a portfolio to showcase design ideas and mastery.

A5.0 Understand how the history of social, cultural, political, economic, and technological changes influence fashion.

A5.1 Analyze how fashion and design have been influenced by politics, society, economics, culture, and aesthetics.

A5.2 Compare how textiles and design have evolved throughout history.

A5.3 Define the ways in which economies, mass production, labor unions, globalization, and technology affect the fashion industry.

A5.4 Create a product describing fashion cycles and the adaptation of historical fashions to current trends.

A6.0 Understand the characteristics, production, and maintenance of textiles and the use of sustainable practices.

A6.1 Identify general characteristics and maintenance of various fibers, fabrics, and finishes.

A6.2 Compare textile manufacturing methods for producing fabrics that are woven, nonwoven, and knit.

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A6.3 Analyze principals of standard print design (e.g., abstract and geometric) and color designs (e.g., tone-on-tone, positive/negative, and monotone).

A6.4 Integrate the skills and procedures necessary to create and produce textile products.

A6.5 Research how technology is used to create various textiles.

A6.6 Evaluate how copyright, trademark, and patent laws affect textile design and production.

A6.7 Compile textile industry standards that demonstrate sustainable practices.

A7.0 Understand how trends, color, and societal forecasting are used in the fashion industry.

A7.1 Identify the resources available to the fashion industry that provide information on fashion trends, color, and societal trend forecasting.

A7.2 Research trends that influence fashion and interior design.

A7.3 Apply trend forecasting as it relates to fashion design, textile design, product develop-ment, and merchandising.

A8.0 Understand the principles and techniques used in fashion design and product development and manufacturing.

A8.1 Know the basic process of manufacturing garments.

A8.2 Identify equipment, tools, supplies, and software to construct or manufacture garments.

A8.3 Illustrate how the manufacturing process relates to the cost of producing garments.

A8.4 Evaluate the effects of global sourcing on garment production.

A8.5 Formulate cost sheets for garments, including manufacturer’s costs, markup, and profit margin.

A8.6 Sketch a fashion design on the nine-head figure.

A8.7 Define flat patternmaking and draping techniques.

A8.8 Recognize pattern specifications for global production.

A8.9 Experiment with draping using various fabrics.

A8.10 Distinguish how technology is used in patternmaking, grading, and marking.

A8.11 Evaluate first-sample garments made from first patterns and make necessary adjustments.

A.9.0 Understand the skills and procedures necessary for sales, marketing, and branding in the fashion industry.

A9.1 Define basic procedures for sales, exchanges, and returns.

A9.2 Identify the factors that contribute to quality customer relations, service, and sales.

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A9.3 Analyze customer buying motives.

A9.4 Apply effective sales, marketing techniques, and presentation skills.

A9.5 Assess strategies for helping customers select merchandise and recommend related products and services appropriate to their needs.

A9.6 Explain how technology can be used to provide customer service.

A9.7 Define the concept of branding and identify successful examples.

A10.0 Understand visual merchandising and product styling.

A10.1 Explain the characteristics of effective interior and exterior retail displays.

A10.2 Understand the theory and practice of merchandise placement on a sales floor.

A10.3 Construct store displays by using various fixtures (e.g., mannequins, shadow boxes, wall and tabletop displays, and props) to convey specific messages (e.g., a store’s image, a specific manufacturer’s label, a color or fabric story, or a specific event).

A10.4 Demonstrate understanding of methods of visual merchandising and styling as it relates to selling on all types of media by creating a marketing plan.

A11.0 Understand the current laws, work site policies, and systems for inventory control and loss prevention.

A11.1 Describe the procedures involved in receiving, inspecting, and marking merchandise and distributing it to the selling floor.

A11.2 Explain the role of inter-store transfers in the general distribution of goods.

A11.3 Understand the current laws that affect inventories.

A11.4 Compare common inventory loss points and strategies for loss prevention.

A11.5 Analyze how loss prevention affects all profits.

A12.0 Understand important aspects of the beauty industry.

A12.1 Identify and list various careers in the beauty industry.

A12.2 Compare how cosmetic products are made.

A12.3 Compare how products are regulated.

A12.4 Explain the training required for selling beauty products.

A12.5 Research various techniques for marketing beauty products.

A12.6 Create a product which demonstrates the principles of packaging beauty products.

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B. Interior Design PathwayThe Interior Design pathway is designed to prepare students for careers and/or postsecondary education in this rapidly growing field. Students pursuing this career pathway study the principles and elements of design along with presentation skills. They gain knowledge of materials and products, including but not limited to furnishings, fabrics, fixtures and treatments, sourcing products, space planning, specifications, and interior systems. Students will also be exposed to state-of-the-industry, computer-aided design and the emerging field of sustainability.


Set Decorator

Certified Kitchen and Bath Specialist

Interior Designer

B1.0 Understand the complexity of the interior design industry and learn and apply aspects of design that pertain to residential, commercial, and mobile interior design.

B1.1 Identify and list various career areas within the interior design field, including home furnishings; retail; furniture design; accessory design; and residential, commercial, and mobile design.

B1.2 Understand how the industry functions, knowledge of materials/resources, and effective business practices.

B1.3 Identify how the various segments of the industry contribute to local, state, national, and global economies.

B1.4 Understand how resources such as periodicals, mass media, and the Internet are used in the industry.

B1.5 Compare the major legislative, economic, and social trends that have an impact on the industry.

B1.6 Research various professional organizations such as American Society of Interior Designers (ASID) and National Kitchen and Bath Association (NKBA).

B1.7 Research postsecondary education options in the field of interior design.

B2.0 Understand key operational procedures and laws in the industry pertaining to design, production, and construction.

B2.1 Identify how various factors affect budgets and profits.

B2.2 Recognize various types of liability, insurance policies, service agreements, contracts, and the need to comply with codes.

12


B2.3 State the purpose of regulatory agencies and the function of tax forms and resale numbers.

B2.4 Explain how designers determine their fees for services and materials.

B2.5 Understand how designers and industry professionals keep appropriate records, write correspondence, and use forms to manage accounts and workflow.

B2.6 Plan and organize work schedules with a timeline showing the stages from consulta-tion through installation.

B3.0 Understand and apply the elements and principles of design to various aspects of the interior design industry.

B3.1 Create an environment using the elements and principles of design for designing, marketing, and merchandising of interior design products.

B3.2 Understand the concept of universal design and relate it to the industry.

B3.3 Explain the fundamentals of trend forecasting.

B3.4 Integrate various types of technology in the design process.

B4.0 Understand the main principles of sales and marketing in the interior design and furnishings industry.

B4.1 Identify factors that contribute to quality customer relations, service, and retail sales.

B4.2 Analyze customers’ buying motives.

B4.3 Compare and contrast sales and marketing techniques for their effectiveness.

B4.4 Assess strategies for helping customers select merchandise and recommend related products and services appropriate to their needs.

B4.5 Explain how technology can be used to provide customer service.

B4.6 Define basic policies and procedures for sales, exchanges, and returns.

B5.0 Understand and apply important aspects of design, space planning, and know the characteris-tics of interior systems.

B5.1 Understand the importance of clients’ needs to the development of a design concept.

B5.2 Understand the measurements of interior spaces and how to determine square footage.

B5.3 Interpret all types of blueprints, including symbols for plumbing, electrical, and heating/air.

B5.4 Understand the traffic flow and product/furniture placement requirements for an interior design project.

B5.5 Create scale-drawings, elevations, renderings, and sample boards.

13


B5.6 Analyze space needs on the basis of clients’ specifications.

B5.7 Understand the concept of universal design as it applies to people with and without dis-abilities and research the compliance requirements of the American with Disabilities Act.

B5.8 Master presentation skills necessary to sell design concepts to a potential client.

B6.0 Understand the selection of lighting, window, wall, and floor treatments for residential, commercial, and mobile interiors.

B6.1 Recognize a variety of styles, construction, materials, hardware, and their functions and the need to comply with industry codes.

B6.2 Describe the function, appearance, installation, maintenance of primary types of lighting, window treatments, floor, and wall coverings.

B6.3 Understand the procedures for tracking and following through on work orders.

B6.4 Research the process for installing lighting, window, wall, and floor treatments, including measuring.

B6.5 Estimate costs of materials, fabrication, and installation.

B7.0 Understand the selection of furniture, upholstery, slipcovers, and accessories for residential, commercial, and mobile interiors.

B7.1 Define procedures, processes, and labels used for the production of furniture, coverings, and accessories that meet industry standards and codes.

B7.2 Identify the primary types of woods, fillers, materials, finishes, and frames.

B7.3 Label the primary types of fabrics, trims, and finishes for various furniture, coverings, and accessories.

B7.4 Evaluate how ergonomic and anthropometric concepts assist clients in the selection and adaptation of furnishings.

B7.5 Research appropriate furnishings by evaluating the quality, source, function, and vendors’ attributes.

B7.6 Outline schedules for completing work and installing appliances and cabinetry.

B8.0 Understand the fabrication of treatments for windows, walls, floors, and furnishings.

B8.1 Identify the appropriate tools and supplies needed for production and fabrication of window, wall, and floor treatments and coverings.

B8.2 Name the construction skills and techniques that meet industry standards.

B8.3 Understand the steps, procedures, and processes necessary for the production of window coverings, furnishings, and accessories.

B8.4 Interpret and complete orders by using accepted production methods.

14


B9.0 Understand the history and events that have influenced the design of furnishings and interiors.

B9.1 Identify basic furniture styles and interiors from historical periods.

B9.2 Recognize the characteristics of furnishings that typify various periods and architectural styles throughout history.

B9.3 Analyze recurring historical designs in today’s furnishings.

B9.4 Research how furnishings from a particular period in history were influenced by political, social, economic, and aesthetic conditions.

B9.5 Create a product that distinguishes how prosperity, mass production, and technology throughout history are related to the economics of the furnishings segment of the industry.

B10.0 Understand the characteristics and maintenance of textiles and their applications to interior design products.

B10.1 Identify general characteristics and maintenance of various fibers, fabrics, and finishes.

B10.2 Name various uses of textiles in interior design products.

B10.3 Compare the application of various fabric types to a variety of interior products.

B10.4 Research color and design trends for textiles.

B10.5 Compare textile manufacturing methods for producing fabrics that are woven, nonwoven, and knit.

B10.6 Analyze principals of standard print design (e.g., abstract and geometric) and color designs (e.g., tone-on-tone, positive/negative, and monotone).

B10.7 Integrate the skills and procedures necessary to create and produce textile products.

B10.8 Research how technology is used to create various characteristics in textiles.

B10.9 Design a product describing how copyright, trademark, and patent laws affect textile design and production.

B11.0 Understand sustainable practices in the interior design field which includes: recyclable materials/products, efficient energy products and usage, sustainable construction principles, asset liquidation principles, transportation, and disposal of harmful chemicals/products.

B11.1 Compile textile industry practices that demonstrate sustainability.

B11.2 Compare environmentally friendly and sustainable design concepts that reflect federal guidelines and voluntary standards, such as Leadership in Energy and Environmental Design (LEED).

B11.3 Research sustainable products.

15


B11.4 Research lighting, water, waste disposal, and other energies to determine the best options for the client that demonstrates sustainable practices.

B11.5 Explain how organizations such as Leadership in Energy and Environmental Design (LEED) promote sustainable practices.

B11.6 Analyze government incentives for sustainable practices to benefit the client.

B11.7 Identify characteristics of sustainable fibers and acquire knowledge about what elements contribute to a sustainable fiber.

16



C. Personal Services PathwayStudents who follow the Personal Services pathway develop the essential concepts, knowledge, principles, and skills to be successful in the career opportunities in this industry. Careers or subjects in this field include barbering, cosmetology, makeup artistry, and manicuring, with the emphasis on client consultation, health/safety, service/treatment protocols, product/equipment knowledge, marketing/promotion, management, and business practices.


Barber

Esthetician

Hair Stylist

Makeup Artist

Manicurist

C1.0 Identify the importance of state board licensing, rules and regulations for the beauty industry.

C1.1 Define the state board licensing requirements and procedures that currently exist in California.

C1.2 List the state board rules and regulations that currently exist in California.

C1.3 Identify the state board officials to contact when professionals have comments, concerns, or complaints regarding state board rules, regulations, policies or procedures in California.

C1.4 State the purposes of having a governing or licensing board over the beauty industry in California.

C1.5 Access information regarding the Barbering and Cosmetology Board meetings, agendas, and minutes in California.

C2.0 Recognize the different communication skills that are necessary to be successful in the personal service career pathways of the beauty industry.

C2.1 Describe the different types of communication skills that must be used when pursuing a career in the beauty industry.

C2.2 List the ways that communication skills can enhance a career in the beauty industry.

C2.3 Describe the communications skills that are essential to being successful in the beauty industry.

17


C2.4 Define the differences between body language, written, oral, and listening communica-tion skills.

C2.5 Identify the reasons why people skills, critical thinking, and soft skills are an important component of being successful in the beauty industry.

C3.0 Explain the importance of following the federal and state health and safety regulations, Occupational Safety and Health Administration (OSHA) regulations, infection control practices for the beauty industry.

C3.1 Classify the different health and safety regulations for the industry from the federal, state, and local levels.

C3.2 Locate all Material Safety Data Sheets (MSDS) for chemicals and products.

C3.3 Discuss the purposes of knowing OSHA regulations.

C3.4 Distinguish the differences of the various infection control practices to protect the consumer as well as the professional.

C3.5 Review the various business and industry companies that provide equipment and products for inflectional control practices for quality and safety.

C4.0 Describe importance of keeping up with new trends, technologies, product development, new equipment, and services for clients.

C4.1 Identify the need for professionals to continue with their education and training.

C4.2 Recognize which trends, technologies, products, equipment and services that will increase success.

C4.3 Explain the benefits of keeping up with the trends, technologies and new products for treatment plans.

C4.4 Review new trends, technologies, product development, equipment, and services with a benefit/cost analysis perspective.

C5.0 Demonstrate the key concepts and principles to designing and performing services and treatment plans for clients.

C5.1 Apply consistent concepts and principles in designing a service or treatment plan for each client.

C5.2 Practice ethical and moral leadership when performing services or treatment plans with/on clients at all times.

C5.3 Use professional respect, courtesy, and demeanor at all times when working with clients and other professionals.

18


C5.4 Illustrate the purpose of having a thorough client consultation and record system of services or treatment plans performed for clients.

C5.5 Modify the service or treatment plan accordingly as the goals of the client change or become achieved in the services provided.

C6.0 Employ the leadership and business management practices and cultural proficiencies that would lead to success in the beauty industry.

C6.1 Discover various methods to develop cultural proficiencies for a successful career.

C6.2 Prepare to be a successful leader by practicing positive leadership and business management skills.

C6.3 Operate as an ethical and responsible leader on a daily basis.

C6.4 Prepare and train new personnel in the salons, spas, or other beauty industry careers with integrity, ethics, and professionalism at all times.

C7.0 Differentiate the types of business ownership and the advantages/disadvantages of owning and/or managing a business.

D7.1 Identify successful mentors in the personal service career pathways to help become successful.

D7.2 Categorize the advantages and disadvantages of being a business owner.

D7.3 Examine the pros and cons of managing a business.

D7.4 Compare and contrast the components that make up a good business plan.

D7.5 Model positive attributes about work.

C8.0 Analyze the clients’ needs, abilities, purpose, and challenges to obtaining their goals with services and treatment.

C8.1 Identify the appropriate tools, products, and supplies that are needed to help the client reach their treatment plan goals.

C8.2 Select the proper products and equipment to be used at home or in professional treatments to achieve the client’s needs and goals.

C8.3 Outline an at-home protocol for clients to use daily to assist in achieving their personal goals in the beauty services or treatment plans performed.

C8.4 Illustrate the purpose of having a well-designed client consultation form for services and treatment plans.

C8.5 Diagram a service or treatment plan protocol for the client’s needs, goals, and challenges to follow at home and with professional services.

19


C9.0 Explain the legal, ethical, scope of practice, and financial responsibilities that exist in the beauty industry.

C9.1 Collect information on the scope of practice from other states to ensure that the industry is staying up on new trends and technology that should be available for trained and licensed professionals to offer their clients in California.

C9.2 Comply with all local, state and federal laws, rules, and regulations that affect the beauty industry at all times.

C9.3 Construct a training manual or protocol on legal, ethical, scope of practice, and financial responsibilities.

C9.4 Prepare for all of the possible legal, ethical, and financial responsibilities that exist in the beauty industry in California.

C10.0 Synthesize the treatment protocols of clients to assess, re-evaluate, and change the services or treatment plans to reach their goals.

C10.1 Revise or modify treatment protocols for clients as needed based on re-evaluating their needs, goals, or achievements during services or treatment plans offered.

C10.2 Generate professional treatment protocols to ensure the best possible outcomes for clients during services or treatments performed.

C10.3 Create a treatment plan for each client individually to achieve their needs and goals of services or treatments being offered.

C10.4 Describe training all staff and personnel on the importance of assessing, re-evaluating, and changing the services or treatment plans offered to clients.

C10.5 Prepare a treatment protocol or client consultation form that is inclusive of helping the client obtain their needs and goals, and eliminating as many challenges for them as possible.

C11.0 Evaluate the various equipment, supplies, products, and distributors, and manufacturers, and that represent the beauty industry.

C11.1 Explain the rational used when buying new technology, equipment or products to use in services or treatment plans for clients.

C11.2 Interpret the rules and regulations that govern the personal service career pathways sector to limit your liability on services or treatment plans offered to clients.

C11.3 Appraise the value and worth of all equipment and products that are on the market for the beauty industry today.

20


C11.4 Compare and contrast all distributors, manufacturers, and suppliers for the goods that they are promoting.

C11.5 Discriminate reputable distributors, manufacturers, and suppliers from those which are not as professional or reliable with their products/equipment.

C12.0 Assess the current state, federal, and international scope of practice, rules, and regulations required of professionals in the beauty industry.

C12.1 Describe the current state, federal, and international scope of practice for the various careers in personal services.

C12.2 Interpret existing laws and regulations to make proposal to state legislative members and state board officials on the scope of practice for the various career fields within the beauty industry.

C12.3 Evaluate the current rules and regulations of California to propose new ideas or changes to the beauty industry to make it better for the future.

C12.4 Justify rationale for changes in the personal services career pathway of the beauty industry to keep up with the market trends and needs of the population at-large.

C12.5 Support the need for state, federal, and international governing agencies to work together more to make the personal service career pathways a more seamless transition.

21


Acad

emic

Alig

nmen

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atrix

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WAY

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22


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

FASH

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AN

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11-1

2.7.

Inte

grat

e an

d ev

alua

te m

ultip

le s

ourc

es o

f inf

orm

atio

n pr

esen

ted

in d

iffe

rent

med

ia

A1.0

, A2.

0, A

3.0,

A4.

0,

B1.0

, B2.

0, B

3.0,

B4.

0,

C1.0

, C2.

0,

or f

orm

ats

(e.g

., vi

sual

ly, q

uant

itativ

ely)

as

wel

l as

in w

ords

in o

rder

to

addr

ess

a qu

estio

n or

A5

.0, A

6.0,

A7.

0, A

8.0,

B5

.0, B

6.0,

B7.

0, B

8.0,

C3

.0, C

4.0,

so

lve

a pr

oble

m.

A9.0

, A10

.0, A

11.0

, A12

.0B9

.0, B

10.0

, B11

.0C5

.0, C

6.0,

C7.

0

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

whi

ch e

xpla

natio

n A1

.0, A

5.0,

A7.

0B1

.0, B

9.0

C9.0

best

acc

ords

with

tex

tual

evi

denc

e, a

ckno

wle

dgin

g w

here

the

tex

t le

aves

mat

ters

unc

erta

in.

11-1

2.5.

Ana

lyze

in d

etai

l how

a c

ompl

ex p

rimar

y so

urce

is s

truc

ture

d, in

clud

ing

how

key

A1

.0, A

5.0,

A7.

0B1

.0, B

9.0

sent

ence

s, p

arag

raph

s, a

nd la

rger

por

tions

of t

he t

ext

cont

ribut

e to

the

who

le.

11-1

2.7.

Inte

grat

e an

d ev

alua

te m

ultip

le s

ourc

es o

f inf

orm

atio

n pr

esen

ted

in d

iver

se f

orm

ats

C1.0

, C2.

0,

and

med

ia (e

.g.,

visu

ally

, qua

ntita

tivel

y, a

s w

ell a

s in

wor

ds) i

n or

der t

o ad

dres

s a

ques

tion

or

A1.0

, A5.

0, A

7.0

B1.0

, B9.

0C3

.0, C

4.0,

so

lve

a pr

oble

m.

C5.0

, C6.

0, C

7.0

11-1

2.9

Inte

grat

e in

form

atio

n fr

om d

iver

se s

ourc

es, b

oth

prim

ary

and

seco

ndar

y, in

to a

A1

.0, A

5.0,

A7.

0B1

.0, B

9.0

cohe

rent

und

erst

andi

ng o

f an

idea

or e

vent

, not

ing

disc

repa

ncie

s am

ong

sour

ces.

Read

ing

Stan

dard

s fo

r Li

tera

cy in

Sci

ence

and

Tec

hnic

al S

ubje

cts

– RL

ST

(Sta

ndar

d A

rea,

Gra

de L

evel

, Sta

ndar

d #)

11-1

2.2.

Det

erm

ine

the

cent

ral i

deas

or c

oncl

usio

ns o

f a t

ext;

sum

mar

ize

com

plex

con

cept

s,

B2.0

, B3.

0, B

4.0,

A

2.0,

A3.

0, A

4.0,

A6.

0,

proc

esse

s, o

r inf

orm

atio

n pr

esen

ted

in a

tex

t by

par

aphr

asin

g th

em in

sim

pler

but

stil

l B5

.0, B

6.0,

B7.

0, B

8.0,

A8

.0, A

9.0,

A11

.0ac

cura

te t

erm

s.B1

0.0,

B11

.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 e

xper

imen

ts,

B2.0

, B3.

0, B

4.0,

A

2.0,

A3.

0, A

4.0,

A6.

0,

C3.0

, C4.

0,

taki

ng m

easu

rem

ents

, or p

erfo

rmin

g te

chni

cal t

asks

; ana

lyze

the

spe

cific

res

ults

bas

ed o

n B5

.0, B

6.0,

B7.

0, B

8.0,

A8

.0, A

9.0,

A11

.0C1

2.0

expl

anat

ions

in t

he t

ext.

B10.

0, B

11.0

23


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

FASH

ION

AN

D I

NT

ERIO

R D

ESIG

NFa

shio

n De

sign

and

In

terio

r De

sign

Pers

onal

M

erch

andi

sing

Serv

ices

Read

ing

Stan

dard

s fo

r Li

tera

cy in

Sci

ence

and

Tec

hnic

al S

ubje

cts

– RL

ST

(Sta

ndar

d A

rea,

Gra

de L

evel

, Sta

ndar

d #)

(con

tinue

d)11

-12.

4. D

eter

min

e th

e m

eani

ng o

f sym

bols

, key

ter

ms,

and

oth

er d

omai

n-sp

ecifi

c w

ords

and

A

2.0,

A3.

0, A

4.0,

B2

.0, B

3.0,

B4.

0,

C1.0

, C9.

0,

phra

ses

as t

hey

are

used

in a

spe

cific

sci

entifi

c or

tec

hnic

al c

onte

xt r

elev

ant

to g

rade

s 11

-12

text

s A6

.0, A

8.0,

A9.

0,

B5.0

, B6.

0, B

7.0,

B8.

0,

C12.

0an

d to

pics

.A1

1.0

B10.

0, B

11.0

11-1

2.7.

Inte

grat

e an

d ev

alua

te m

ultip

le s

ourc

es o

f inf

orm

atio

n pr

esen

ted

in d

iver

se f

orm

ats

and

A2.

0, A

3.0,

A4.

0,

B2.0

, B3.

0, B

4.0,

C7

.0, C

10.0

, m

edia

(e.g

., qu

antit

ativ

e da

ta, v

ideo

, mul

timed

ia) i

n or

der t

o ad

dres

s a

ques

tion

or s

olve

a p

robl

em.

A6.0

, A8.

0, A

9.0,

B5

.0, B

6.0,

B7.

0, B

8.0,

C1

2.0

A11.

0B1

0.0,

B11

.0

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

erim

ents

, sim

ulat

ions

) int

o A

2.0,

A3.

0, A

4.0,

B2

.0, B

3.0,

B4.

0,

C3.0

, C4.

0,

a co

here

nt u

nder

stan

ding

of a

pro

cess

, phe

nom

enon

, or c

once

pt, r

esol

ving

con

flict

ing

info

rmat

ion

A6.0

, A8.

0, A

9.0,

B5

.0, B

6.0,

B7.

0, B

8.0,

C9

.0, C

12.0

whe

n po

ssib

le.

A11.

0B1

0.0,

B11

.0

Writ

ing

Stan

dard

s –

WS

(Sta

ndar

d A

rea,

Gra

de L

evel

, Sta

ndar

d #)

11

-12.

1. W

rite

argu

men

ts t

o su

ppor

t cl

aim

s in

an

anal

ysis

of s

ubst

antiv

e to

pics

or t

exts

, usi

ng v

alid

re

ason

ing

and

rele

vant

and

suf

ficie

nt e

vide

nce.

a. In

trod

uce

prec

ise,

kno

wle

dgea

ble

clai

m(s

), es

tabl

ish

the

sign

ifica

nce

of t

he c

laim

(s),

dist

ingu

ish

the

clai

m(s

) fro

m a

ltern

ate

or o

ppos

ing

clai

ms,

and

cre

ate

an o

rgan

izat

ion

that

logi

cally

se

quen

ces

clai

m(s

), co

unte

rcla

ims,

rea

sons

, and

evi

denc

e.

b. D

evel

op c

laim

(s) a

nd c

ount

ercl

aim

s fa

irly

and

thor

ough

ly, s

uppl

ying

the

mos

t re

leva

nt e

vide

nce

for e

ach

whi

le p

oint

ing

out

the

stre

ngth

s an

d lim

itatio

ns o

f bot

h in

a m

anne

r tha

t an

ticip

ates

the

au

dien

ce’s

know

ledg

e le

vel,

conc

erns

, val

ues,

and

pos

sibl

e bi

ases

.A1

.0, A

2.0,

A3.

0,

B1.0

, B2.

0, B

3.0,

B4.

0,

c. U

se w

ords

, phr

ases

, and

cla

uses

as

wel

l as

varie

d sy

ntax

to

link

the

maj

or s

ectio

ns o

f the

tex

t, A4

.0, A

5.0,

A6.

0,

B5.0

, B6.

0, B

7.0,

B8.

0,

crea

te c

ohes

ion,

and

cla

rify

the

rela

tions

hips

bet

wee

n cl

aim

(s) a

nd r

easo

ns, b

etw

een

reas

ons

and

A7.0

A8.

0, A

9.0,

B9

.0, B

10.0

, B11

.0ev

iden

ce, a

nd b

etw

een

clai

m(s

) and

cou

nter

clai

ms.

A10.

0, A

11.0

, A12

.0d.

Est

ablis

h an

d m

aint

ain

a fo

rmal

sty

le a

nd o

bjec

tive

tone

whi

le a

tten

ding

to

the

norm

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

uppo

rts

the

argu

men

t

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;

appe

al t

o em

otio

n or

eth

ical

bel

ief;

rela

te a

per

sona

l ane

cdot

e, c

ase

stud

y, o

r ana

logy

).

24


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

FASH

ION

AN

D I

NT

ERIO

R D

ESIG

NFa

shio

n De

sign

and

In

terio

r De

sign

Pers

onal

M

erch

andi

sing

Serv

ices

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

idea

s, c

once

pts,

an

d 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

anal

ysis

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, a

nd in

form

atio

n so

tha

t ea

ch n

ew e

lem

ent

build

s on

tha

t w

hich

pre

cede

s it

to c

reat

e a

unifi

ed w

hole

; inc

lude

fo

rmat

ting

(e.g

., he

adin

gs),

grap

hics

(e.g

., fig

ures

, tab

les)

, and

mul

timed

ia w

hen

usef

ul t

o ai

ding

com

preh

ensi

on.

b. D

evel

op t

he t

opic

tho

roug

hly

by s

elec

ting

the

mos

t si

gnifi

cant

and

rel

evan

t fa

cts,

ext

end-

C1.0

, C2.

0,

A1.0

, A2.

0, A

3.0,

A4.

0,

B1.0

, B2.

0, B

3.0,

B4.

0,

ed d

efini

tions

, con

cret

e de

tails

, quo

tatio

ns, o

r oth

er in

form

atio

n an

d ex

ampl

es a

ppro

pria

te

C3.0

, C4.

0,

A5.0

, A6.

0, A

7.0,

A8.

0,

B5.0

, B6.

0, B

7.0,

B8.

0,

to t

he a

udie

nce’

s kn

owle

dge

of t

he t

opic

.C5

.0, C

6.0,

A9

.0, A

10.0

, A11

.0, A

12.0

B9.0

, B10

.0, B

11.0

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

sec

tions

of t

he t

ext,

C7.0

crea

te c

ohes

ion,

and

cla

rify

the

rela

tions

hips

am

ong

com

plex

idea

s an

d co

ncep

ts.

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 t

o th

e no

rms

and

conv

entio

ns o

f the

dis

cipl

ine

in w

hich

the

y ar

e w

ritin

g.

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 the

sig

nific

ance

of t

he t

opic

).

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

usin

g ef

fect

ive

C1

.0, C

2.0,

te

chni

que,

wel

l-ch

osen

det

ails

, and

wel

l-st

ruct

ured

eve

nt s

eque

nces

.C3

.0, C

4.0,

C5

.0, C

6.0,

C7

.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

gani

zatio

n, a

nd s

tyle

A1

.0, A

2.0,

A3.

0, A

4.0,

B1

.0, B

2.0,

B3.

0, B

4.0,

ar

e ap

prop

riate

to

task

, pur

pose

, and

aud

ienc

e.A5

.0, A

6.0,

A7.

0, A

8.0,

B5

.0, B

6.0,

B7.

0, B

8.0,

C1

.0, C

5.0

A9.0

, A10

.0, A

11.0

, A12

.0B9

.0, B

10.0

, B11

.0

11-1

2.5.

Dev

elop

and

str

engt

hen

writ

ing

as n

eede

d by

pla

nnin

g, r

evis

ing,

edi

ting,

rew

ritin

g, o

r A1

.0, A

2.0,

A3.

0, A

4.0,

B1

.0, B

2.0,

B3.

0, B

4.0,

tr

ying

a n

ew a

ppro

ach,

foc

usin

g on

add

ress

ing

wha

t is

mos

t si

gnifi

cant

for

a s

peci

fic p

urpo

se

A5.0

, A6.

0, A

7.0,

A8.

0,

B5.0

, B6.

0, B

7.0,

B8.

0,

C1.0

, C5.

0an

d au

dien

ce.

A9.0

, A10

.0, A

11.0

, A12

.0B9

.0, B

10.0

, B11

.0

25


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

FASH

ION

AN

D I

NT

ERIO

R D

ESIG

NFa

shio

n De

sign

and

In

terio

r De

sign

Pers

onal

M

erch

andi

sing

Serv

ices

Writ

ing

Stan

dard

s –

WS

(Sta

ndar

d A

rea,

Gra

de L

evel

, Sta

ndar

d #)

(con

tinue

d)11

-12.

6. U

se t

echn

olog

y, in

clud

ing

the

Inte

rnet

, to

prod

uce,

pub

lish,

and

upd

ate

indi

vidu

al o

r A1

.0, A

2.0,

A3.

0, A

4.0,

B1

.0, B

2.0,

B3.

0, B

4.0,

C1

.0,

shar

ed w

ritin

g pr

oduc

ts in

res

pons

e to

ong

oing

fee

dbac

k, in

clud

ing

new

arg

umen

ts o

r inf

orm

atio

n.A5

.0, A

6.0,

A7.

0, A

8.0,

B5

.0, B

6.0,

B7.

0, B

8.0,

C5

.0,

A9.0

, A10

.0, A

11.0

, A12

.0B9

.0, B

10.0

, B11

.0C8

.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 a

que

stio

n (in

clud

ing

A1

.0, A

2.0,

A3.

0, A

4.0,

B1

.0, B

2.0,

B3.

0, B

4.0,

C1

.0,

a se

lf-ge

nera

ted

ques

tion)

or s

olve

a p

robl

em; n

arro

w o

r bro

aden

the

inqu

iry

whe

n ap

prop

riate

; A5

.0, A

6.0,

A7.

0, A

8.0,

B5

.0, B

6.0,

B7.

0, B

8.0,

C4

.0,

synt

hesi

ze m

ultip

le s

ourc

es o

n th

e su

bjec

t, de

mon

stra

ting

unde

rsta

ndin

g of

the

sub

ject

und

er

A9.0

, A10

.0, A

11.0

, A12

.0B9

.0, B

10.0

, B11

.0C1

0.0

inve

stig

atio

n.

11-1

2.8.

Gat

her r

elev

ant

info

rmat

ion

from

mul

tiple

aut

horit

ativ

e pr

int

and

digi

tal s

ourc

es, u

sing

ad

vanc

ed s

earc

hes

effe

ctiv

ely;

ass

ess

the

stre

ngth

s an

d lim

itatio

ns o

f eac

h so

urce

in t

erm

s of

the

ta

sk, p

urpo

se, a

nd a

udie

nce:

inte

grat

e in

form

atio

n in

to t

he t

ext

sele

ctiv

ely

to m

aint

ain

the

flow

of

A1.0

, A4.

0B1

.0, B

3.0

C1.0

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 st

anda

rd f

orm

at f

or

cita

tion

incl

udin

g fo

otno

tes

and

endn

otes

.

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 an

alys

is, r

eflec

tion,

and

A1

.0, A

2.0,

A3.

0, A

4.0,

B1

.0, B

2.0,

B3.

0, B

4.0,

C1

.0,

rese

arch

.A5

.0, A

6.0,

A7.

0, A

8.0,

B5

.0, B

6.0,

B7.

0, B

8.0,

C4

.0,

A9.0

, A10

.0, A

11.0

, A12

.0B9

.0, B

10.0

, B11

.0C6

.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, r

eflec

tion,

and

rev

isio

n)

A1.0

, A2.

0, A

3.0,

A4.

0,

B1.0

, B2.

0, B

3.0,

B4.

0,

C4.0

, an

d sh

orte

r tim

e fr

ames

(a s

ingl

e si

ttin

g or

a d

ay o

r tw

o) f

or a

ran

ge o

f tas

ks, p

urpo

ses,

and

aud

i-A5

.0, A

6.0,

A7.

0, A

8.0,

B5

.0, B

6.0,

B7.

0, B

8.0,

C9

.0en

ces.

A9.0

, A10

.0, A

11.0

, A12

.0B9

.0, B

10.0

, B11

.0

Writ

ing

Stan

dard

s fo

r Li

tera

cy in

His

tory

/Soc

ial S

tudi

es, S

cien

ce, a

nd T

echn

ical

Su

bjec

ts –

WH

SST

(Sta

ndar

d A

rea,

Gra

de L

evel

, Sta

ndar

d #)

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, A

4.0,

B1

.0, B

2.0,

B3.

0, B

4.0,

A5

.0, A

6.0,

A7.

0, A

8.0,

B5

.0, B

6.0,

B7.

0, B

8.0,

C4

.0A9

.0, A

10.0

, A11

.0, A

12.0

B9.0

, B10

.0, B

11.0

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 h

isto

rical

eve

nts,

sci

entifi

c A1

.0, A

2.0,

A3.

0, A

4.0,

B1

.0, B

2.0,

B3.

0, B

4.0,

pr

oced

ures

/exp

erim

ents

, or t

echn

ical

pro

cess

es.

A5.0

, A6.

0, A

7.0,

A8.

0,

B5.0

, B6.

0, B

7.0,

B8.

0,

A9.0

, A10

.0, A

11.0

, A12

.0B9

.0, B

10.0

, B11

.0

11-1

2.3.

Inco

rpor

ate

narr

ativ

e el

emen

ts e

ffec

tivel

y in

to a

rgum

ents

and

info

rmat

ive/

expl

anat

ory

A1.0

, A2.

0, A

3.0,

A4.

0,

B1.0

, B2.

0, B

3.0,

B4.

0,

text

s.A5

.0, A

6.0,

A7.

0, A

8.0,

B5

.0, B

6.0,

B7.

0, B

8.0,

A9

.0, A

10.0

, A11

.0, A

12.0

B9.0

, B10

.0, B

11.0

26


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

FASH

ION

AN

D I

NT

ERIO

R D

ESIG

NFa

shio

n De

sign

In

terio

r De

sign

Pers

onal

an

d

Serv

ices

Mer

chan

disi

ng

Writ

ing

Stan

dard

s fo

r Li

tera

cy in

His

tory

/Soc

ial S

tudi

es, S

cien

ce, a

nd T

echn

ical

Su

bjec

ts –

WH

SST

(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

ditin

g, r

ewrit

ing,

or t

ryin

g a

new

C5

.0, C

10.0

appr

oach

, foc

usin

g on

add

ress

ing

wha

t is

mos

t si

gnifi

cant

for

a s

peci

fic p

urpo

se a

nd a

udie

nce.

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 a

que

stio

n (in

clud

ing

a A1

.0, A

2.0,

A3.

0,

B1.0

, B2.

0, B

3.0,

se

lf-ge

nera

ted

ques

tion)

or s

olve

a p

robl

em; n

arro

w o

r bro

aden

the

inqu

iry

whe

n ap

prop

riate

; syn

thes

ize

A4.0

, A5.

0, A

6.0,

B4

.0, B

5.0,

B6.

0,

mul

tiple

sou

rces

on

the

subj

ect,

dem

onst

ratin

g un

ders

tand

ing

of t

he s

ubje

ct u

nder

inve

stig

atio

n.A7

.0, A

8.0,

A9.

0,

B7.0

, B8.

0, B

9.0,

A1

0.0,

A11

.0, A

12.0

B10.

0, B

11.0

11-1

2.8.

Gat

her r

elev

ant

info

rmat

ion

from

mul

tiple

aut

horit

ativ

e pr

int

and

digi

tal s

ourc

es, u

sing

adv

ance

d A1

.0, A

2.0,

A3.

0,

B1.0

, B2.

0, B

3.0,

se

arch

es e

ffec

tivel

y; a

sses

s th

e st

reng

ths

and

limita

tions

of e

ach

sour

ce in

ter

ms

of t

he s

peci

fic t

ask,

A4

.0, A

5.0,

A6.

0,

B4.0

, B5.

0, B

6.0,

pu

rpos

e, a

nd a

udie

nce;

inte

grat

e in

form

atio

n in

to t

he t

ext

sele

ctiv

ely

to m

aint

ain

the

flow

of i

deas

, A7

.0, A

8.0,

A9.

0,

B7.0

, B8.

0, B

9.0,

av

oidi

ng p

lagi

aris

m a

nd o

verr

elia

nce

on a

ny o

ne s

ourc

e an

d fo

llow

ing

a st

anda

rd f

orm

at f

or c

itatio

n.A1

0.0,

A11

.0, A

12.0

B10.

0, B

11.0

MAT

HEM

ATIC

SAl

gebr

a –

A-CE

D –

Crea

ting

Equa

tion

sCr

eate

equ

atio

ns th

at d

escr

ibe

num

bers

or r

elat

ions

hips

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

line

ar f

unct

ions

.A1

.0, A

3.0,

A5.

0,

B3.0

, B8.

0,

1.1

Judg

e th

e va

lidit

y of

an

argu

men

t ac

cord

ing

to w

heth

er t

he p

rope

rtie

s of

rea

l num

bers

, exp

onen

ts,

A7.0

B11.

0an

d lo

garit

hms

have

bee

n ap

plie

d co

rrec

tly a

t ea

ch s

tep.

(CA

Stan

dard

Alg

ebra

II -

11.

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 qu

antit

ies;

gra

ph

C3.0

, C5.

0,

A3.0

, A5.

0, A

7.0

B3.0

, B8.

0eq

uatio

ns o

n co

ordi

nate

axe

s w

ith la

bels

and

sca

les.

C8.0

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 ine

qual

ities

, and

C3

.0, C

6.0,

in

terp

ret

solu

tions

as

viab

le o

r non

viab

le o

ptio

ns in

a m

odel

ing

cont

ext.

For e

xam

ple,

rep

rese

nt in

equa

litie

s A3

.0, A

5.0,

A7.

0B3

.0, B

8.0

C8.0

, C9.

0,

desc

ribin

g nu

triti

onal

and

cos

t co

nstr

aint

s on

com

bina

tions

of d

iffe

rent

foo

ds.

C10.

0

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

1. E

xpla

in e

ach

step

in s

olvi

ng a

sim

ple

equa

tion

as f

ollo

win

g fr

om t

he e

qual

ity

of n

umbe

rs a

sser

ted

at t

he

C3.0

, C4.

0,

prev

ious

ste

p, s

tart

ing

from

the

ass

umpt

ion

that

the

orig

inal

equ

atio

n ha

s a

solu

tion.

Con

stru

ct a

via

ble

A8.0

, A9.

0B2

.0, B

4.0

C5.0

, C8.

0,

argu

men

t to

just

ify

a so

lutio

n m

etho

d.C1

0.0

27


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

FASH

ION

AN

D I

NT

ERIO

R D

ESIG

NFa

shio

n De

sign

In

terio

r De

sign

Pers

onal

an

d

Serv

ices

Mer

chan

disi

ng

Alge

bra

– A-

REI –

Rea

soni

ng w

ith

Equa

tion

s an

d In

equa

litie

s (c

ontin

ued)

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

how

ext

rane

ous

C3.0

, C4.

0, C

5.0,

A8

.0, A

9.0

B2.0

, B4.

0so

lutio

ns m

ay a

rise.

C8.0

, C10

.0

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

, giv

en a

B7

.0, B

8.0,

B9.

0,

C4.0

, C5.

0, C

8.0,

A3

.0gr

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

fro

m a

tab

le).

B10.

0C1

0.0

Geom

etry

– G

-CO

– C

ongr

uenc

e5.

Giv

en a

geo

met

ric fi

gure

and

a r

otat

ion,

refl

ectio

n, o

r tra

nsla

tion,

dra

w t

he t

rans

form

ed fi

gure

usi

ng,

A8.0

, A9.

0,

C4.0

, C5.

0, C

8.0,

e.

g., g

raph

pap

er, t

raci

ng p

aper

, or g

eom

etry

sof

twar

e. S

peci

fy a

seq

uenc

e of

tra

nsfo

rmat

ions

tha

t w

ill

B10.

0, B

11.0

A10.

0C1

0.0

carr

y a

give

n fig

ure

onto

ano

ther

.

Mak

e ge

omet

ric c

onst

ruct

ion

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

str

aigh

tedg

e,

strin

g, r

eflec

tive

devi

ces,

pap

er f

oldi

ng, d

ynam

ic g

eom

etric

sof

twar

e, e

tc.).

Cop

ying

a s

egm

ent;

cop

ying

B3

.0, B

5.0,

B6.

0,

A4.0

, A8.

0,

C4.0

, C5.

0, C

8.0,

an

ang

le; b

isec

ting

a se

gmen

t; b

isec

ting

an a

ngle

; con

stru

ctin

g pe

rpen

dicu

lar l

ines

, inc

ludi

ng t

he

B8.0

, B10

.0,

A9.0

, A10

.0C1

0.0

perp

endi

cula

r bis

ecto

r of a

line

seg

men

t; a

nd c

onst

ruct

ing

a lin

e pa

ralle

l to

a gi

ven

line

thro

ugh

a po

int

B11.

0no

t on

the

line

.

Geom

etry

– G

-GM

D –

Geom

etric

Mea

sure

men

t an

d Di

men

sion

sVi

sual

ize

rela

tions

hips

bet

wee

n tw

o-di

men

sion

al a

nd th

ree-

dim

ensi

onal

obj

ects

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 id

entif

y th

ree

B1.0

, B5.

0, B

6.0,

C4

.0, C

5.0,

C8.

0,

A6.0

dim

ensi

onal

obj

ects

gen

erat

ed b

y ro

tatio

ns o

f tw

o-di

men

sion

al o

bjec

ts.

B7.0

, B8.

0, B

10.0

C10.

0

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

geo

met

ric

B1.0

, B5.

0, B

6.0,

C4

.0, C

5.0,

C8.0

, A6

.0fig

ures

and

sol

ids.

B7.0

, B8.

0, B

10.0

C10.

0

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

., m

odel

ing

a tr

ee

B1.0

, B2.

0, B

5.0,

C4

.0, C

5.0,

C8.

0,

A2.

0, A

3.0,

A6.

0tr

unk

or a

hum

an t

orso

as

a cy

linde

r.B6

.0, B

7.0

C10.

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 pe

r squ

are

B1.0

, B2.

0, B

5.0,

C1

.0, C

3.0,

C4.

0,

A2.

0, A

3.0,

A6.

0m

ile, B

TUs

per c

ubic

foo

t).

B6.0

, B7.

0C5

.0, C

8.0,

C10

.0

28


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

FASH

ION

AN

D I

NT

ERIO

R D

ESIG

NFa

shio

n De

sign

In

terio

r De

sign

Pers

onal

an

d

Serv

ices

Mer

chan

disi

ng

Geom

etry

– G

-MG

– M

odel

ing

wit

h Ge

omet

ry (c

ontin

ued)

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 t

o sa

tisfy

B1

.0, B

2.0

B5.0

, C4

.0, C

5.0,

C8.

0,

A2.

0, A

3.0,

A6.

0ph

ysic

al 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

base

d on

rat

ios)

.B6

.0, B

7.0,

B8.

0C1

0.0

Num

ber

and

Qua

ntit

ies

– N

-Q –

Num

ber

and

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

pro

blem

s; c

hoos

e C4

.0, C

5.0,

C8.

0,

and

inte

rpre

t un

its

cons

iste

ntly

in f

orm

ulas

; cho

ose

and

inte

rpre

t th

e sc

ale

and

the

orig

in in

gra

phs

and

A9.0

, A11

.0B4

.0, B

11.0

C10.

0da

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.C1

.0, C

3.0,

C4.

0,

A9.0

, A11

.0B4

.0, B

11.0

C5.0

, C8.

0, C

10.0

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

quan

titie

s.C3

.0, C

4.0,

C5.

0,

A9.0

, A11

.0B4

.0, B

11.0

C8.0

, C10

.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

3. In

terp

ret

diff

eren

ces

in s

hape

, cen

ter,

and

spre

ad in

the

con

text

of t

he d

ata

sets

, acc

ount

ing

for

C1.0

, C6.

0, C

7.0,

B.

2.0,

B4.

0,

poss

ible

eff

ects

of e

xtre

me

data

poi

nts

(out

liers

).A

2.0,

A7.

0, A

9.0

C9.0

, C11

.0,

B11.

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 P

roba

bilit

y

Unde

rsta

nd in

depe

nden

ce a

nd c

ondi

tiona

l pro

babi

lity

and

use

them

to in

terp

ret d

ata

2. U

nder

stan

d th

at t

wo

even

ts A

and

B a

re in

depe

nden

t if

the

prob

abili

ty o

f A a

nd 8

occ

urrin

g to

geth

er is

th

e pr

oduc

t of

the

ir pr

obab

ilitie

s, a

nd u

se t

his

char

acte

rizat

ion

to d

eter

min

e if

they

are

inde

pend

ent.

C1.0

, C3.

0, C

4.0,

3.

Und

erst

and

the

cond

ition

al p

roba

bilit

y of

A g

iven

B a

s P(

A an

d 8)

/P(8

), an

d in

terp

ret

inde

pend

ence

of

A2.

0, A

7.0,

A9.

0B2

.0, B

4.0,

B11

.0C5

.0, C

8.0,

C9.

0,

A an

d 8

as s

ayin

g th

at t

he c

ondi

tiona

l pro

babi

lity

of A

giv

en 8

is t

he s

ame

as t

he p

roba

bilit

y of

A, a

nd t

he

C10.

0co

nditi

onal

pro

babi

lity

of 8

giv

en A

is t

he s

ame

as t

he p

roba

bilit

y of

8.

29


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

FASH

ION

AN

D I

NT

ERIO

R D

ESIG

NFa

shio

n De

sign

In

terio

r De

sign

Pers

onal

Ser

vice

san

d

Mer

chan

disi

ng

Stat

isti

cs a

nd P

roba

bilit

y –

S-M

D –

Usin

g Pr

obab

ility

to

Mak

e De

cisi

ons

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 p

ayof

f val

ues

and

fin

ding

exp

ecte

d va

lues

.C1

.0, C

3.0,

C4.

0,

b. E

valu

ate

and

com

pare

str

ateg

ies

on t

he b

asis

of e

xpec

ted

valu

es. F

or e

xam

ple,

com

pare

a h

igh

C5.0

, C6.

0, C

7.0,

de

duct

ible

ver

sus

a lo

w-d

educ

tible

aut

omob

ile in

sura

nce

polic

y us

ing

vario

us, b

ut r

easo

nabl

e,

A2.

0, A

7.0,

A9.

0B2

.0, B

4.0,

B11

.0C8

.0, C

9.0,

C10

.0,

chan

ces

of h

avin

g a

min

or o

r a m

ajor

acc

iden

t.C1

1.0,

C12

.06.

(+) U

se p

roba

bilit

ies

to m

ake

fair

deci

sion

s (e

.g.,

draw

ing

by lo

ts, u

sing

a r

ando

m n

umbe

r ge

nera

tor)

.

SCIE

NCE

Scie

ntifi

c an

d En

gine

erin

g Pr

acti

ces

– SE

P

C3.0

, C4.

0, C

5.0,

1.

Ask

ing

ques

tions

(for

sci

ence

) and

defi

ning

pro

blem

s (f

or e

ngin

eerin

g)A5

.0, A

7.0

B1.0

C10.

0, C

11.0

2. D

evel

opin

g an

d us

ing

mod

els

C3.0

, C4.

0, C

5.0,

A1

0.0,

A11

.0C1

0.0,

C11

.0

3. P

lann

ing

and

carr

ying

out

inve

stig

atio

nsC1

.0, C

3.0,

C6.

0,

A1.0

, A4.

0B1

.0, B

7.0,

B10

.0C9

.0, C

10.0

, C11

.0

4. A

naly

zing

and

inte

rpre

ting

data

A9.0

B4.0

, B7.

0

A1.0

, A2.

0, A

3.0,

B1

.0, B

2.0,

B5.

0,

5. U

sing

mat

hem

atic

s an

d co

mpu

tatio

nal t

hink

ing

A4.0

, A5.

0, A

7.0,

B6

.0, B

7.0

A8.0

, A11

.0, A

12.0

6. C

onst

ruct

ing

expl

anat

ions

(for

sci

ence

) and

des

igni

ng s

olut

ions

(for

eng

inee

ring)

A8.0

B5.0

, B6.

0, B

7.0

8. O

btai

ning

, eva

luat

ing,

and

com

mun

icat

ing

info

rmat

ion

A1.0

, A9.

0B1

.0, B

4.0

30


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

FASH

ION

AN

D I

NT

ERIO

R D

ESIG

NFa

shio

n De

sign

In

terio

r De

sign

Pers

onal

Ser

vice

san

d

Mer

chan

disi

ng

Cros

scut

ting

Con

cept

– C

C1.

Pat

tern

sA6

.0, A

8.0,

A10

.0B1

.0,B

3.0,

B4.

0,B5

.0, B

6.0,

B10

.0

2. C

ause

and

eff

ect:

Mec

hani

sm a

nd e

xpla

natio

nA3

.0, A

10.0

B1.0

, B4.

0, B

7.0,

B11

.0

3. S

cale

, pro

port

ion,

and

qua

ntit

yA

2.0,

A4.

0, A

6.0

B1.0

, B3.

0, B

4.0,

B5.

0, B

6.0,

B7.

0

4. S

yste

ms

and

syst

em m

odel

sA

2.0,

A6.

0B1

.0, B

4.0,

B5.

0

5. E

nerg

y an

d m

atte

r: Fl

ows,

cyc

les,

and

con

serv

atio

nA6

.0B1

.0, B

4.0,

B6.

0, B

11.0

6. S

truc

ture

and

fun

ctio

nA4

.0, A

6.0

B1.0

, B3.

0, B

4.0,

B5.

0, B

6.0,

B7.

0, B

10.0

7. S

tabi

lity

and

chan

geA4

.0, A

6.0

B1.0

, B3.

0, B

4.0

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

rA6

.0, A

8.0

B3.0

, B7.

0, B

10.0

C4.0

, C5.

0

PS1.

B: C

hem

ical

Rea

ctio

nsA6

.0B7

.0, B

10.0

C3.0

, C4.

0, C

5.0

PS2:

Mot

ion

and

Stab

ility

: For

ces

and

Inte

ract

ions

PS2.

A: F

orce

s an

d M

otio

nC4

.0, C

5.0,

C8.

0, C

10.0

PS2.

B: T

ypes

of i

nter

actio

nsC4

.0, C

5.0,

C8.

0, C

10.0

PS2.

C: S

tabi

lity

and

Inst

abili

ty in

Phy

sica

l Sys

tem

sB3

.0, B

6.0,

B7.

0C4

.0, C

5.0,

C8.

0, C

10.0

PS3.

D: E

nerg

y in

Che

mic

al P

roce

sses

and

Eve

ryda

y Li

feC3

.0, C

4.0,

C5.

0, C

8.0,

C10

.0

PS3:

Ene

rgy

PS3.

B: C

onse

rvat

ion

of E

nerg

y an

d En

ergy

Tra

nsfe

rB7

.0, B

11.0

C1.0

, C3.

0, C

4.0,

C5.

0, C

8.0,

C10

.0

PS3.

D: E

nerg

y in

Che

mic

al P

roce

sses

and

Eve

ryda

y Li

feA6

.0B3

.0, B

11.0

C1.0

, C4.

0, C

5.0,

C8.

0, C

10.0

PS4:

Wav

es a

nd T

heir

Appl

icat

ions

in T

echn

olog

ies

for

Info

rmat

ion

Tran

sfer

PS4.

A: W

ave

Prop

ertie

sB1

0.0

C1.0

, C3.

0, C

4.0,

C5.

0, C

8.0,

C10

.0

PS4.

B: E

lect

rom

agne

tic R

adia

tion

C1.0

, C3.

0, C

4.0,

C5.

0, C

8.0,

C10

.0

A2.

0, A

3.0,

A4.

0,

PS4.

C: In

form

atio

n Te

chno

logi

es a

nd In

stru

men

tatio

nB1

.0, B

2.0,

B4.

0, B

8.0,

B10

.0C4

.0, C

5.0,

C9.

0, C

10.0

A6.0

, A9.

0, A

12.0

31


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

FASH

ION

AN

D I

NT

ERIO

R D

ESIG

NFa

shio

n De

sign

and

In

terio

r De

sign

Pers

onal

Ser

vice

sM

erch

andi

sing

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

nB1

0.0,

B11

.0C5

.0, C

8.0,

C10

.0

LS1.

B: G

row

th a

nd D

evel

opm

ent

of O

rgan

ism

sB1

0.0,

B11

.0

LS1.

C: O

rgan

izat

ion

for M

atte

r and

Ene

rgy

Flow

in O

rgan

ism

sB1

0.0,

B11

.0C5

.0, C

8.0,

C10

.0

LS1.

D: I

nfor

mat

ion

Proc

essi

ngB1

.0

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

A6.0

B9.0

, B10

.0, B

11.0

LS2.

C: E

cosy

stem

s D

ynam

ics,

Fun

ctio

ning

, and

Res

ilien

ceB9

.0, B

10.0

, B11

.0

LS2.

D: S

ocia

l Int

erac

tions

and

Gro

up B

ehav

ior

B9.0

, B10

.0, B

11.0

C2.0

, C5.

0, C

6.0,

C8.

0, C

10.0

LS4:

Bio

logi

cal E

volu

tion:

Uni

ty a

nd D

iver

sity

LS4.

D: B

iodi

vers

ity

and

Hum

ans

B1.0

, B4.

0C4

.0, C

8.0

Eart

h an

d Sp

ace

Scie

nces

– E

SSES

S2: E

arth

’s Sy

stem

sB1

0.0,

B11

.0ES

S2.A

: Ear

th M

ater

ials

and

Sys

tem

s

ESS2

.C: T

he R

oles

of W

ater

in E

arth

’s Su

rfac

e Pr

oces

ses

B10.

0, B

11.0

ESS2

.D: W

eath

er a

nd C

limat

eB1

0.0,

B11

.0

ESS3

: Ear

th a

nd H

uman

Act

ivit

yB1

0.0,

B11

.0C4

.0, C

10.0

, C11

.0ES

S3.A

: Nat

ural

Res

ourc

es

ESS3

.B: N

atur

al H

azar

dsB1

.0C3

.0

ESS3

.C: H

uman

Impa

cts

on E

arth

Sys

tem

sA5

.0, A

6.0

B9.0

, B11

.0C4

.0, C

10.0

, C11

.0

ESS3

.D: G

loba

l Clim

ate

Chan

geA1

.0, A

6.0

B10.

0, B

11.0

Engi

neer

ing,

Tec

hnol

ogy,

and

the

App

licat

ions

of

Scie

nce

– ET

SET

S1: E

ngin

eerin

g De

sign

A4.0

, A8.

0, A

10.0

B3.0

, B5.

0, B

6.0

ETS1

.A: D

efini

ng a

nd D

elim

iting

an

Engi

neer

ing

Prob

lem

ETS1

.B: D

evel

opin

g Po

ssib

le S

olut

ions

A4.0

, A8.

0B3

.0

32


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

FASH

ION

AN

D I

NT

ERIO

R D

ESIG

NFa

shio

n De

sign

and

In

terio

r De

sign

Pers

onal

M

erch

andi

sing

Serv

ices

Engi

neer

ing,

Tec

hnol

ogy,

and

the

App

licat

ions

of

Scie

nce

– ET

S (c

ontin

ued)

ETS1

.C: O

ptim

izin

g th

e De

sign

Sol

utio

nA4

.0, A

6.0,

A8.

0B3

.0

ETS2

: Lin

ks A

mon

g En

gine

erin

g, T

echn

olog

y, S

cien

ce, a

nd S

ocie

tyA8

.0, A

12.0

B5.0

, B8.

0ET

S2.A

: Int

erde

pend

ence

of S

cien

ce, E

ngin

eerin

g, a

nd T

echn

olog

y

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 N

atur

al

A1.0

, A5.

0, A

6.0,

A8.

0,

B1.0

, B2.

0, B

5.0,

B6.

0,

Wor

ldA1

2.0

B9.0

, B10

.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 d

emoc

racy

A1

.0, A

11.0

B2.0

as e

xpre

ssed

in t

he U

.S. C

onst

itutio

n an

d ot

her e

ssen

tial d

ocum

ents

of A

mer

ican

dem

ocra

cy.

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

tion

A5.0

B5.0

, B9.

0an

d it

s am

endm

ents

.

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

, C1

.0, C

3.0,

C9.

0an

d lo

cal g

over

nmen

ts.

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

and

A11.

0B2

.0im

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.

A1.0

, A2.

0, A

6.0,

A7.

0,

B1.0

, B2.

0, B

4.0,

B6.

0,

C2.0

, C3.

0, C

5.0

A9.0

, A10

.0, A

12.0

B7.0

, B8.

0, B

10.0

, B11

.0

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 B1

1.0

scar

ce r

esou

rces

, inc

ludi

ng r

enew

able

and

non

rene

wab

le n

atur

al r

esou

rces

.

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.A1

.0, A

2.0,

A3.

0, A

6.0,

B1

.0, B

2.0,

B4.

0, B

6.0,

C3

.0, C

4.0,

C5.

0A7

.0, A

9.0,

A10

.0, A

12.0

B7.0

, B8.

0, B

11.0

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 C4

.0, C

5.0,

A1

.0, A

2.0

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.C6

.0, C

7.0,

C8.

0

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.B1

.0, B

2.0,

B4.

0, B

5.0,

C1

.0, C

3.0,

C8.

0,

A1.0

, A2.

0, A

6.0,

A7.

0,

B6.0

, B7.

0, B

8.0,

B9.

0,

C9.0

, C10

.0,

A9.0

, A10

.0, A

12.0

B10.

0C1

1.0,

C12

.0

33


Aca

emic

d A

ignm

ent

li

Mat

rxPA

THY

WA

S

A

.

B.

C.AF

HSIO

N A

ND

IN

TER

IOR

DES

GIN

sFa

ion

Dh

eig

n an

sd

In

terio

r D

sign

ePe

rons

al

ndM

erch

an

isi

gSe

rvcies

Pir

cnpl

ei

s of

Ec

icon

oms

– P

E(c

nti

oun

de)

21.3

.3e

. Ds

rcbie

the

air

ms

of g

ove

nn

me

fis

tc

l paol

cie

is

(tax

tan,

bio

rroo

ing,

sp

we

dnngi

) ad n

1A,

.0 A

.02th

er ii

flneu

cne

on p

roucd

on, e

tipl

oym

me

tn, a

d pr

nic

e le

lsve

.

1.4

S2

ude

ttns

aan

yle

the

ez

ele

mtns

of t

he U

.S. l

abor

mar

kn

et i

l a

gbo

la s

etit

gn.

A.1

, A0.20,

A6.

0.

, A7

0,

1B,

.02

B,

.0 B

4.0

,A9

.0,

0 A

1.0

, A1

.10,

2 A

1.0

6B.0

,7

B, B

8.0

.0, B

9.0

21.4

1.r

. Und

est

nd t

he o

pa

rea

itns

of t

he la

bo

or m

aretk

, icln

nud

ig

the

cir

ucs

mta

cnes

su

-rro

nud

ng t

he e

ist

ai

blhs

em

t of

pr

nni

pci

l Aam

reci

na la

bor u

innso

, pr

coed

rues

t t

han

uns

us

ioe

1A,

.0 A

.02, A

5.0

C3.0

to g

ani b

efit

nes

fm

bor

the

ir m

eres,

the

eff

ect

nis

of u

nozia

on, t

he m

tini

-im

mud

wag

e, a

nem

pun

olym

ntes

inru

nace

.

2.4

1.

. D2es

crbie

r t

he c

ure

t e

nco

nom

y a

d la

bn

ror

ma

etkn

, iud

clnig

the

tyeps

of g

oos

ad

d ns

reicv

es p

roucd

e, t

he t

dyp

ei

s of

sk

ls w

lrok

res

nee

, the

ed

ffcets

of r

apid

te

nolo

chg

cil a

1A,

.0 A

.02n

cha

nge

, ad

the

ip

mcat

n o

f ir

ten

taoi

l cna

op

mt

eti

oi.n

1.25

Sud

et

tns

aan

ylz

re

the

agg

egta

ce

eon

omc

bi

hav

eor

of t

he U

.i

S. e

c.

onom

yA5

.0B9

.0

1.6

S2

ude

ttns

aan

ylz

se

isu

esn

of i

rte

anoti

l tr

naad

e a

d e

nx

ipl

aw

the

U.

n ho

S. e

cono

my

affe

cts

,1A

,.0

A2

,.0

6 A

,.0

.0 A

9 ,

1B,

.02

B,

.0 B

4.0

,na

sd

i a

ffce

etd

, e b

yco

nom

c f

iroce

se

bi

yond

the

Un

etd

t S

aet

’ bsro

edrs

.0

A1.0

,2

A1

.06B

.0,

7 B

, B8

.0.0

, B9.

0

U.S.

i H

tsor

y an

d G

oera

phy

– US

g

1.12

Sud

et

tns

aan

yle

the

rz

laeon

shti

piis

am

ong

the

re

n o

f iud

ist

rlazi

taoi

rn,

laeg

s-c

e r

alrua

tol-

-A

.20,

A5.

0, A

6., A0

8., 0

.B2

0rub

n m

ia

rgtia

n, a

od

mas

nisv

me

ii

mrg

taon

fi

rom

So

tur

hen

ad

En

sat

rer

n Eu

poe.

A1.10

1.15

t S

ude

tnn

s a

layz

jor p

e th

e m

ao

ilcti

l, s

acio

lac

, eon

omci, t

eno

loch

gci

l, a

ad

cun

tlru

la d

el-

ve1B

,.0

B4.

06

, B.0

, B.07

,1A

,.0

A8.

0op

me

tns

of t

he 1

209s.

B8.

, B0.

, B9

00.1

0

117. S

ude

ttns

aan

yle

Az

mre

ci’s

pa

rait

icap

itn

on i

Wro

d W

lr Ia

.IA5

.0B9

.0

1.18

Sud

et

tnn

s a

layz

ce

the

eon

omc

bi

oom

ad

sn

oci

la t

rasnfo

rma

on o

f pti

so-t

orW

r Ild

Wa

I2B

, B4.

0.0

, B6

,.0

.0 B

7 ,

A2.

0, A

3,

.0 A

5,

.06

A.0

.C1

0A

erm

ica.

B9.0

,0

B1

.0, B

1.10

1.1

1 S

1ud

et

tns

aan

ylz

jor s

e th

e m

aoc

ila p

rob

ms

ale

d do

me

nts

ci p

lociy

s isu

esn i c

noet

pm

rora

y1A

,.0

A3.

0, A

5, A

4.0

.0 ,

B.3

, B011.0

Aer

mic

an s

ocie

t.y

6A,

.0 A

8,

.01

A.10,

1 A

.20

111.

.15.

r T

ace

the

ia

mp

ct, n

ee o

fd

fo,r a

d c

non

rto

rve

seis

asso

cita

dei

wn

th e

vrio

ne

mtn

l ac

nsoreva

on, e

tixp

nsi

ati

on o

f the

na

lon

a p

rak

syst

men

, ad

the

delo

pme

vet

of e

nvn

rino

em

tnl a

A1.10

B2.0

pro

etct

iw

on la

sith

p, w

ratci

lura

t a

nte

itn

on t

o th

e i

rte

caito

n b

tew

een

evn

rino

em

tnl p

ra

toce-

on a

dti

voc

teas

ad

prn

oprety

rgi

ths

advo

ctea

s.

34


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

FASH

ION

AN

D I

NT

ERIO

R D

ESIG

NFa

shio

n De

sign

and

In

terio

r De

sign

Pers

onal

M

erch

andi

sing

Serv

ices

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

erm

any,

C1

.0, C

2.0,

A5

.0, A

6.0,

A8.

0B9

.0Ja

pan,

and

the

Uni

ted

Stat

es.

C3.0

, C7.

0

10.6

Stu

dent

s an

alyz

e th

e ef

fect

s of

the

Firs

t W

orld

War

.A5

.0B9

.0

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

a-A1

.0, A

5.0

B9.0

tion,

tec

hnol

ogic

al, a

nd c

omm

unic

atio

ns r

evol

utio

ns (e

.g.,

tele

visi

on, s

atel

lites

, com

pute

rs).

35


Contributors

Fashion and Interior DesignBob Heuvel, Administrator, California Department of Education

Melissa Webb, Education Consultant, California Department of Education

Standards Review TeamWendy Bendoni, Fashion Director, Woodbury University

Sherry D. Davis, NCEA Certified and Master Esthetician and Instructor, Golden West College

Katie Dickinson, Buyer, A.J. Wright

Kerry Doll, Instructor, Fountain Valley High School

Victoria Estridge, Executive Director, Fashion Institute of Design and Merchandising

Dian Torres, Cosmetology Dean, Blake Austin College

Carol Tsushima, Instructor, Colton–Redlands–Yucaipa Regional Occupational Program (ROP)

Standards Writing TeamSherry D. Davis, NCEA Certified and Master Esthetician and Instructor, Golden West

College

Kerry Doll, Instructor, Fountain Valley High School

Victoria Estridge, Executive Director, Fashion Institute of Design and Merchandising

Stacy Robison, Coordinator, Instructional Programs, Coastline ROP

Dian Torres, Cosmetology Dean, Blake Austin College

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

Ashley Sarver, Instructor, School for Independent Learners

36


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).

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).

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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).

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).

37

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://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

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

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


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).

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).

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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).

38 Published January 2017

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

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

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