California Career Technical Education Model Curriculum Standards

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California Career Technical Education Model Curriculum Standards

Table of Contents
Information and Communication Technologies
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
10.0Technical Knowledge and Skills....................................................................................................6
11.0 Demonstration and Application...................................................................................................7
Pathway Standards............................................................................................................................8
A. Information Support and Services Pathway ................................................................................8
B. Networking Pathway ........................................................................................................................11
C. Software and Systems Development Pathway..........................................................................14
D. Games and Simulation Pathway....................................................................................................18
Academic Alignment Matrix ..........................................................................................................21
Contributors.....................................................................................................................................35
References........................................................................................................................................36
ICT | California Career Technical Education Model Curriculum Standards
ii

Overview
The Career Technical Education (CTE) Model Curriculum Standards publication is organized for use
as a complete document or for access to individual industry sectors and pathways. The document
includes Standards for Career Ready Practice—which describe the knowledge and skills that students
need prior to entering a career technical education program—as part of the career technical educa-
tion sequence or as integrated elements of other course work in preparation for careers and college.
Each of the 15 industry sector sections includes a description, anchor standards, pathway standards,
and an academic alignment matrix. The standards can be adjusted to be part of the curriculum
(grades seven through twelve), provided through adult education, or included in community col-
lege programs. The document also lists the representatives who participated in each sector’s content
development and the references that were consulted to revise the CTE standards.
Standards for Career Ready Practice
California’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 Standards
The 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.
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Information and Communication Technologies ICT iii

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 Standards
All 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 Matrix
Each 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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Information and Communication Technologies | ICT
Implementation
The Standards for Career Ready Practice can be integrated with a course or incorporated into several
courses over multiple school years (grades seven through twelve). The practices are expectations
for all students, whether they are enrolled in a CTE program or following a more generalized course
sequence. It is expected that all students who exit high school will be proﬁcient in these practices.
The anchor standards are the basis for each of the pathways within each sector. These standards
are designed to assist with the development of course curricula and instructional lesson plans; they
describe what is to be taught and measured. In most cases, the teacher determines the sequence and
strategies to be used to meet the needs of the student population he or she is serving.
The performance indicators that follow each standard offer guidance for both course design and
student assessment. They are intended to guide course work as it is developed. The pathways organize
the standards with a career focus, but they are not designed to be offered as single courses. Rather,
the standards from each pathway are collected and organized into a sequence of learning. To meet
local demands of business and industry and particular student populations, standards can be collected
from more than one sector to create a course.
Using the academic alignment matrices as a resource, academic and CTE teachers can see where
enhancements and support for both sets of standards can be initiated. CTE teachers can quickly iden-
tify academic standards that have a substantial relationship to their instruction. Likewise, academic
teachers can specify individual academic standards and quickly identify related CTE standards, which
will assist them in incorporating application and technology in their curricula and lessons.
The CTE Model Curriculum Standards are intended to serve the entire education community—from
middle schools and high schools to postsecondary colleges and career training programs. A major aim
of these standards is to prepare students for postsecondary education and training and to help them
make a smooth transition into the workforce. In order for both the people and the economy of Cali-
fornia to prosper, it is essential for all students to emerge from schools ready to pursue their career
and college goals. Equipping all high school students with the knowledge and skills necessary to plan
and manage their education and careers throughout their lives will help to guarantee these important
outcomes. Strong CTE programs will continue to provide important educational opportunities to assist
students as they pursue their dreams and strive for economic prosperity. The CTE Model Curriculum
Standards are a resource for educators and the business world for ensuring high-quality CTE learning
experiences and improved student outcomes in the twenty-ﬁrst-century economy.
v

California Standards for Career
Ready Practice
Standards for Career Ready Practice describe the fundamental knowledge and skills that a career-
ready student needs in order to prepare for transition to postsecondary education, career training, or
the workforce. These standards are not exclusive to a career pathway, a CTE program of study, a par-
ticular discipline, or level of education. Standards for Career Ready Practice are taught and reinforced
in all career exploration and preparation programs with increasingly higher levels of complexity and
expectation as a student advances through a program of study. Standards for Career Ready Practice
are a valuable resource to CTE and academic teachers designing curricula and lessons in order to
teach and reinforce the career-ready aims of the CTE Model Curriculum Standards and the Common
Core State Standards.
1. Apply appropriate technical skills and academic knowledge.
Career-ready individuals readily access and use the knowledge and skills acquired through experience
and education. They make connections between abstract concepts with real-world applications and
recognize the value of academic preparation for solving problems, communicating with others, calcu-
lating measures, and other work-related practices.
2. Communicate clearly, effectively, and with reason.
Career-ready individuals communicate thoughts, ideas, and action plans with clarity, using written,
verbal, electronic, and/or visual methods. They are skilled at interacting with others, are active listen-
ers who speak clearly and with purpose, and are comfortable with the terminology common to the
workplace environment. Career-ready individuals consider the audience for their communication and
prepare accordingly to ensure the desired outcome.
3. Develop an education and career plan aligned with personal goals.
Career-ready individuals take personal ownership of their own educational and career goals and man-
age their individual plan to attain these goals. They recognize the value of each step in the educa-
tional and experiential process and understand that nearly all career paths require ongoing education
and experience to adapt to practices, procedures, and expectations of an ever-changing work envi-
ronment. They seek counselors, mentors, and other experts to assist in the planning and execution of
education and career plans.
4. Apply technology to enhance productivity.
Career-ready individuals ﬁnd and maximize the productive value of existing and new technology to
accomplish workplace tasks and solve workplace problems. They are ﬂexible and adaptive in acquir-
ing and using new technology. They understand the inherent risks—personal and organizational—of
technology applications, and they take actions to prevent or mitigate these risks.
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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 produc-
tivity, morale, and organizational culture.
9. Work productively in teams while integrating cultural and global competence.
Career-ready individuals positively contribute to every team as both team leaders and team members.
They apply an awareness of cultural differences to avoid barriers to productive and positive interac-
tion. They interact effectively and sensitively with all members of the team and find ways to increase
the engagement and contribution of other members.
10. Demonstrate creativity and innovation.
Career-ready individuals recommend ideas that solve problems in new and different ways and con-
tribute to the improvement of the organization. They consider unconventional ideas and suggestions
by others as solutions to issues, tasks, or problems. They discern which ideas and suggestions may
have the greatest value. They seek new methods, practices, and ideas from a variety of sources and
apply those ideas to their own workplace practices.
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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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Sector Description
Information and Communication Technologies (ICT) have expanded the need
for employees who can understand, manage, and support all rapidly emerging,
evolving, and converging computer, software, networking, telecommunications,
Internet, programming, and information systems. Essential skills for careers in
the ICT sector include understanding systems that support the management and
ﬂow of data, the ability to work well and communicate clearly with people, and
the ability to manage projects efﬁciently. The ICT sector meets national criteria
for high demand, high wages, and high skills and provides students with excel-
lent opportunities for interesting work and good pay. More than 70 percent of
jobs in this sector will require a bachelor’s degree or higher by 2018.
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Knowledge and Performance Anchor Standards
1.0 Academics
Analyze and apply appropriate academic standards required for successful industry sector pathway
completion leading to postsecondary education and employment. Refer to the Information and
Communication Technologies academic alignment matrix for identiﬁcation of standards.
2.0 Communications
Acquire and accurately use Information and Communication Technologies sector terminology and
protocols at the career and college readiness level for communicating effectively in oral, written, and
multimedia formats. (Direct alignment with LS 9-10, 11-12.6)
2.1 Recognize the elements of communication using a sender–receiver model.
2.2 Identify barriers to accurate and appropriate communication.
2.3 Interpret verbal and nonverbal communications and respond appropriately.
2.4 Demonstrate elements of written and electronic communication such as accurate spelling,
grammar, and format.
2.5 Communicate information and ideas effectively to multiple audiences using a variety of media
and formats.
2.6 Advocate and practice safe, legal, and responsible use of digital media information and
communications technologies.
2.7 Use technical writing and communication skills to work effectively with diverse groups of
people.
2.8 Understand the principles of a customer-oriented service approach to users.
3.0 Career Planning and Management
Integrate multiple sources of career information from diverse formats to make informed career
decisions, solve problems, and manage personal career plans. (Direct alignment with SLS 11-12.2)
3.1 Identify personal interests, aptitudes, information, and skills necessary for informed career
decision making.
3.2 Evaluate personal character traits such as trust, respect, and responsibility and understand
the impact they can have on career success.
3.3 Explore how information and communication technologies are used in career planning and
decision making.
3.4 Research the scope of career opportunities available and the requirements for education,
training, certiﬁcation, and licensure.
3.5 Integrate changing employment trends, societal needs, and economic conditions into career
planning.
3.6 Recognize the role and function of professional organizations, industry associations, and
organized labor in a productive society.
3.7 Recognize the importance of small business in the California and global economies.
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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 Technology
Use existing and emerging technology, to investigate, research, and produce products and services,
including new information, as required in the Information and Communication Technologies sector
workplace environment. (Direct alignment with WS 11-12.6)
4.1 Use electronic reference materials to gather information and produce products and services.
4.2 Employ technology 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 Thinking
Conduct short, as well as more sustained, research to create alternative solutions to answer a
question or solve a problem unique to the Information and Communication Technologies sector using
critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques.
(Direct alignment 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.
5.5 Use a logical and structured approach to isolate and identify the source of problems and to
resolve problems.
5.6 Know the available resources for identifying and resolving problems.
5.7 Work out problems iteratively and recursively.
5.8 Create and use algorithms and solve problems.
5.9 Deconstruct large problems into components to solve.
5.10 Use multiple layers of abstraction.
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5.11 Understand the concept of base systems, including binary and hexadecimal.
5.12 Apply the concepts of Boolean logic to decision making and searching.
6.0 Health and Safety
Demonstrate health and safety procedures, regulations, and personal health practices and determine
the meaning of symbols, key terms, and domain-specific words and phrases as related to the
Information and Communication Technologies sector workplace environment. (Direct alignment
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).
6.8 Maintain a safe and healthful working environment.
6.9 Dispose of e-waste properly, understanding the health, environmental, and legal risks of
improper disposal.
6.10 Act conscientiously regarding the use of natural resources (e.g., paper, ink, etc.)
6.11 Conserve energy while computing (e.g., turn off equipment at night, power-saving settings, etc.)
7.0 Responsibility and Flexibility
Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal
and professional responsibility, flexibility, and respect in the Information and Communication
Technologies sector workplace environment and community settings. (Direct alignment 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.
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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 Information and
Communication Technologies sector.
8.0 Ethics and Legal Responsibilities
Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives
and resolving contradictions when possible, consistent with applicable laws, regulations, and
organizational norms. (Direct alignment with SLS 11-12.1d)
8.1 Access, analyze, and implement quality assurance standards of practice.
8.2 Identify local, district, state, and federal regulatory agencies, entities, laws, and regulations
related to the Information and Communication Technologies industry sector.
8.3 Demonstrate ethical and legal practices consistent with Information and Communication
Technologies 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 Information and Communication Technologies sector laws and practices.
8.8 Identify legal and ethical issues that have proliferated with increased technology adoption,
including hacking, scamming, and breach of privacy.
9.0 Leadership and Teamwork
Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics,
team and individual decision making, benefits of workforce diversity, and conflict resolution such as
those practiced in the Future Business Leaders of America and SkillsUSA career technical student
organization. (Direct alignment with SLS 11-12.1b)
9.1 Define leadership and identify the responsibilities, competencies, and behaviors of successful
leaders.
9.2 Identify the characteristics of successful teams, including leadership, cooperation, collabora-
tion, and effective decision-making skills as applied in groups, teams, and career technical
student organization activities.
9.3 Understand the characteristics and benefits of teamwork, leadership, and citizenship in the
school, community, and workplace setting.
9.4 Explain how professional associations and organizations and associated leadership development
and competitive career development activities enhance academic preparation, promote career
choices, and contribute to employment opportunities.
9.5 Understand that the modern world is an international community and requires an expanded
global view.
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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 Information and Communication Technologies
sector issues and problems.
10.0 Technical Knowledge and Skills
Apply essential technical knowledge and skills common to all pathways in the Information and
Communication Technologies sector, following procedures when carrying out experiments or
performing technical tasks. (Direct alignment with WS 11-12.6)
10.1 Interpret and explain terminology and practices specific to the Information and Communica-
tion Technologies sector.
10.2 Comply with the rules, regulations, and expectations of all aspects of the Information and
Communication Technologies sector.
10.3 Construct projects and products specific to the Information and Communication Technologies
sector requirements and expectations.
10.4 Collaborate with industry experts for specific technical knowledge and skills.
10.5 Understand the major software and hardware components of a computer and a network and
how they relate to each other.
10.6 Understand data sizes of various types of information (text, pictures, sound, video, etc.) and
data capacity of various forms of media.
10.7 Understand the SI (metric) prefixes commonly used in computing including, at least, kilo,
mega, giga, and tera.
10.8 Understand security concepts including authorization, rights, and encryption.
10.9 Use common industry-standard software and their applications including word processing,
spreadsheets, databases, and multimedia software.
10.10 Manage files in a hierarchical system.
10.11 Know multiple ways in which to transfer information and resources (e.g., text, data, sound,
video, still images) between software programs and systems.
10.12 Know appropriate search procedures for different types of information, sources, and queries.
10.13 Evaluate the accuracy, relevance, and comprehensiveness of retrieved information.
10.14 Analyze the effectiveness of online information resources to support collaborative tasks,
research, publications, communications, and increased productivity.
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11.0 Demonstration and Application
Demonstrate and apply the knowledge and skills contained in the Information and Communication
Technologies anchor standards, pathway standards, and performance indicators in classroom,
laboratory, and workplace settings, and through career technical student organizations such as
Future Business Leaders of America and SkillsUSA.
11.1 Utilize work-based/workplace learning experiences to demonstrate and expand upon knowl-
edge and skills gained during classroom instruction and laboratory practices specific to the
Information and Communication Technologies 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 innovative
ventures.
11.4 Employ entrepreneurial practices and behaviors appropriate to Information and Communication
Technologies 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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Pathway Standards
A. Information Support and Services Pathway
Students in the Information Support and Services pathway prepare for careers that involve the
implementation of computer services and software, support of multimedia products and services,
provision of technical assistance, creation of technical documentation, and the administration and
management of information and communication systems. Mastery of information and communica-
tion technologies is the foundation for all successful business organizations today. Persons with
expertise in information and communication technologies support and services are in high demand
for a variety of positions in business and industry.
Sample occupations associated with this pathway:
Computer and Information Systems Manager
Computer User Support Specialist
Database Administrator
Document Management Specialist
Business Intelligence Analyst
A1.0 Describe the role of information and communication technologies in organizations.
A1.1 Describe how technology is integrated into business processes.
A1.2 Identify common organizational, technical, and financial risks associated with the
implementation and use of information and communication systems.
A1.3 Model business processes using tools such as organization charts, flowcharts, and
timelines.
A1.4 Analyze and design business processes in a cycle of continual improvement.
A2.0 Acquire, install, and implement software and systems.
A2.1 Identify and list the criteria and processes for evaluating the functions of information
systems.
A2.2 Investigate, evaluate, select, and use major types of software, services, and vendors.
A2.3 Install software and setup hardware.
A2.4 Define and use appropriate naming conventions and file management strategies.
A3.0 Access and transmit information in a networked environment.
A3.1 Identify and apply multiple ways to transfer information and resources (e.g., text, data,
audio, video, still images) between software programs and systems.
A3.2 Validate and cite Internet resources.
A3.3 Recognize where processes are running in a networked environment (e.g., client access,
remote access).
A3.4 Identify and describe the layered nature of computing and networking such as the
Open Systems Interconnect (OSI) model.
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A3.5 Use multiple online search techniques and resources to acquire information.
A3.6 Describe and contrast the differences between various Internet protocols: hypertext
transfer protocol (http), hypertext transfer protocol secure (https), file transfer
protocol (ftp), simple mail transfer protocol (smtp).
A4.0 Administer and maintain software and systems.
A4.1 Use different systems and associated utilities to perform such functions as file
management, backup and recovery, and execution of programs.
A4.2 Use a command line interface.
A4.3 Automate common tasks using macros or scripting.
A4.4 Evaluate the systems-development life cycle and develop appropriate plans to maintain
a given system after assessing its impact on resources and total cost of ownership
(TCO).
A5.0 Identify requirements for maintaining secure network systems.
A5.1 Follow laws, regulatory guidelines, policies, and procedures to ensure the security and
integrity of information systems.
A5.2 Identify potential attack vectors and security threats.
A5.3 Take preventative measures to reduce security risks (e.g., strong passwords, avoid
social engineering ploys, limit account permissions).
A5.4 Use security software and hardware to protect systems from attack and alert of
potential threats, anti-malware software, and firewalls.
A6.0 Diagnose and solve software, hardware, networking, and security problems.
A6.1 Use available resources to identify and resolve problems using knowledge bases,
forums, and manuals.
A6.2 Use a logical and structured approach to isolate and identify the source of problems
and to resolve problems.
A6.3 Use specific problem solving strategies appropriate to troubleshooting, eliminating
possibilities, or guess and check.
A6.4 Evaluate support needs for different data and systems configurations.
A6.5 Evaluate solution methods recognizing the trade-offs of troubleshooting vs. reloading,
reimaging, or restoring to factory defaults using a sandbox environment.
A6.6 Distinguish types of symptoms and which component’s issue could exhibit those
symptoms: the user, hardware, network, or software.
A6.7 Diagram the underlying processes of a system that are likely involved in a problem.
A7.0 Support and train users on various software, hardware, and network systems.
A7.1 Recognize the scope of duties ICT support staff have and tiered levels of support.
A7.2 Describe and apply the principles of a customer-oriented service approach to
supporting users.
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A7.3 Use technical writing and communication skills to work effectively with diverse groups
of people, including users with less technical abilities.
A7.4 Document technical support provided such as using a ticketing system.
A7.5 Train users to assist them in being self-supporting: formal classes, one-on-one
interactions, and process and how-to guides.
A8.0 Manage and implement information, technology, and communication projects.
A8.1 Develop the purpose and scope of a project.
A8.2 Acquire, use, and manage necessary internal and external resources when supporting
various organizational systems.
A8.3 Use various tools to manage projects involving the development of information and
communication systems.
A8.4 Analyze business problems by using functional and cost-beneﬁt perspectives.
A8.5 Design, develop, implement, and monitor a project by creating and integrating
technologies.
A8.6 Use a systematic method of continual improvement; plan, do, check, act (PDCA), total
quality (TQ), or Six Sigma.
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Pathway Standards
B. Networking Pathway
Students in the Networking pathway prepare for careers that involve network analysis, planning,
and implementation, including the design, installation, maintenance, and management of network
systems. The successful establishment, maintenance, and securing of information and communica-
tion technologies infrastructure is critical to the success of every twenty-first-century organization.
Employment continues to grow for persons with expertise in networking.
Computer Security Specialist
Network Technician
Network Engineer
Network Administrator
Telecommunication Specialist
B1.0 Identify and describe the principles of networking and the technologies, models, and protocols
used in a network.
B1.1 Define the terminology used in the design, assembly, configuration, and implementation
of networks.
B1.2 List the fundamental elements of the major networking models established by the
industry standards of recognized organizations: the Open System Interconnect (OSI) or
transmission-control/Internet protocol (TCP/IP) models.
B1.3 Identify and explain how data, voice, and video/communications are carried through
the most common network media.
B1.4 List the characteristics, advantages, and disadvantages of the various networking
presentation functions, data formatting, data encryption, and data compression.
B1.5 Explain the characteristics of networking hardware and applications and the methods
to deploy them.
B1.6 Design and document data/communication systems networks.
B2.0 Identify, describe, and implement network media and physical topologies.
B2.1 Use appropriate wiring and wireless standards and plan, install, and maintain media
(copper, fiber, and wireless) for a variety of network systems.
B2.2 Demonstrate standard procedures and practices for safely using tools and working
safely around the electrical environment in various networking systems.
B2.3 Test and maintain wired and wireless network communications components and
systems.
B3.0 Install, configure, and differentiate between common network devices.
B3.1 Identify and describe the functions of various network devices, including network
connectivity hardware.
11

B3.2 Describe the differences between various network environments: peer-to-peer,
client-server, thin client, virtualized, internetworks, intranets, and extranets.
B3.3 Distinguish between the topologies and protocols of local area networks and those of
wide area networks.
B3.4 Confirm operating parameters, apply test procedures, make necessary adjustments, and
assemble the components of a network system or subsystem.
B3.5 Configure the major addressing and routing protocols used in networking.
B3.6 Implement a functional wired and wireless network, including the installation and
configuration of components, software, and plug-ins.
B3.7 Evaluate, select, and deploy a variety of network architectures, information and
communication technologies, and protocols.
B4.0 Demonstrate proper network administration and management skills.
B4.1 Identify and use network tools to troubleshoot and verify network availability and
performance.
B4.2 Identify common customer policies and procedures, including those for management of
incidents.
B4.3 Identify the implications of major protocols and international standards and their
impact on network management.
B4.4 Apply appropriate technologies to improve network performance for data, voice, and
video transmission.
B4.5 Apply the proper security patches, updates, and procedures necessary to maintain and
support a network.
B4.6 Use common help-desk tools and resources, such as incident tracking, knowledge
database, and staffing to administer and manage a network.
B4.7 Apply known effective methods of disseminating information and instruction to users.
B4.8 Use project management skills and tools for managing and maintaining various types
of networks.
B4.9 Analyze network system interdependencies and constraints.
B5.0 Demonstrate how to communicate and interpret information clearly in industry-standard
visual and written formats.
B5.1 Classify and use various electronic components, symbols, abbreviations, and media
common to network topology diagrams.
B5.2 Interpret, organize, and communicate complex network diagrams by using information
collected from detailed drawings.
B6.0 Use and assess network communication applications and infrastructure.
B6.1 Identify and document the appropriate uses of networking services, products, and
applications.
12

B6.2 Evaluate the features of communications software products in terms of their appropri-
ateness to organizational tasks.
B6.3 Configure compatible systems across various platforms and types of media.
B7.0 Analyze a customer’s organizational needs and requirements to identify networking needs.
B7.1 Describe the effective management of human, financial, and communications
resources from the standpoints of the user and the provider.
B7.2 Diagram physical and logical layouts of networks that support information and
communication technologies.
B7.3 Evaluate emerging products, services, and business models in relation to the creation,
setup, and management of networks that support information and communication
technologies.
B7.4 Evaluate, create, and process voice, video, and data transmissions.
B8.0 Identify security threats to a network and describe general methods to mitigate those
threats.
B8.1 Identify and define command network security threats: hackers, crackers, viruses,
worms, and Trojan horses.
B8.2 Describe the importance of classifying appropriate monitoring devices and procedures
for quick identification and prevention of security violations.
B8.3 List the policies and procedures for routine administration, such as user agreement,
incident reporting, and recovery for users.
B8.4 Identify common potential risks and entrance points, including internal and external
risks, and the tools used to neutralize them: firewalls; monitoring; and antivirus,
spyware, and spam protection.
B8.5 Identify and apply common techniques for disaster prevention and recovery.
13

Pathway Standards
C. Software and Systems Development Pathway
Students in the Software and Systems Development pathway prepare for careers related to computer
science that involve the design, development, implementation, maintenance, and management of
systems that rely on software programs to satisfy the operational needs of modern business orga-
nizations. Persons with expertise in systems development and programming are critical to support
operations like electronic commerce, medical records management, retail sales and inventory
management, digital entertainment, and use of energy.
Computer Programmer
Software Developer/Applications
Information Security Analyst
Web Developer
E-Business/E-Commerce Specialist
C1.0 Identify and apply the systems development process.
C1.1 Identify the phases of the systems development life cycle, including analysis, design,
programming, testing, implementation, maintenance, and improvement.
C1.2 Identify and describe models of systems development, systems development life cycle
(SDLC), and agile computing.
C1.3 Identify and describe how specifications and requirements are developed for new and
existing software applications.
C1.4 Work as a member of, and within the scope and boundaries of, a development project
team.
C1.5 Track development project milestones using the concept of versions.
C1.6 Diagram processes using flowcharts and the Unified Modeling Language.
C2.0 Define and analyze systems and software requirements.
C2.1 Describe the major purposes and benefits of development, including automation,
improving productivity, modeling and analysis, and entertainment.
C2.2 Recognize and prevent unintended consequences of development work: programming
errors, security issues, health and environmental risks, and privacy concerns.
C2.3 Develop strategies that target the specific needs and desires of the customer.
C2.4 Analyze customers’ needs for development.
C2.5 Determine and document the requirements and alternative solutions to fulfill the
customers’ needs.
C3.0 Create effective interfaces between humans and technology.
C3.1 Describe and apply the basic process of input, processing, and output.
14

C3.2 Design effective and intuitive interfaces using knowledge of cognitive, physical, and
social interactions.
C3.3 Support methods of accessibility for all potential users, including users with disabilities
and non-English-speaking users.
C4.0 Develop software using programming languages.
C4.1 Identify and describe the abstraction level of programming languages from low-level,
hardware-based languages to high-level, interpreted, Web-based languages.
C4.2 Describe the interaction and integration of programming languages and protocols
such as how client-side programming can work with server-side programming to use
a query language to access a database.
C4.3 Identify and use different authoring tools and integrated development environments
(IDEs).
C4.4 Identify and apply data types and encoding.
C4.5 Demonstrate awareness of various programming paradigms, including procedural,
object oriented, event-driven, and multithreaded programing.
C4.6 Use proper programming language syntax.
C4.7 Use various data structures, arrays, objects, files, and databases.
C4.8 Use object oriented programming concepts, properties, methods, and inheritance.
C4.9 Create programs using control structures, procedures, functions, parameters, variables,
error recovery, and recursion.
C4.10 Create and know the comparative advantages of various queue, sorting, and searching
algorithms.
C4.11 Document development work for various audiences, such as comments for other
programmers, and manuals for users.
C5.0 Test, debug, and improve software development work.
C5.1 Identify the characteristics of reliable, effective, and efficient products.
C5.2 Describe the ways in which specification changes and technological advances can
require the modification of programs.
C5.3 Use strategies to optimize code for improved performance.
C5.4 Test software and projects.
C5.5 Evaluate results against initial requirements.
C5.6 Debug software as part of the quality assurance process.
C6.0 Integrate a variety of media into development projects.
C6.1 Identify the basic design elements necessary to produce effective print, video, audio,
and interactive media.
C6.2 Describe the various encoding methods of media and trade-offs: vector graphics vs.
bitmaps, and bit depth.
15

C6.3 Use media design and editing software: keyframe animation, drawing software, image
editors, and three-dimensional design.
C6.4 Develop a presentation or other multimedia project: video, game, or interactive Web
sites, from storyboard to production.
C6.5 Analyze the use of media to determine the appropriate ﬁle format and level of
compression.
C6.6 Integrate media into a full project using appropriate tools.
C6.7 Create and/or capture professional-quality media, images, documents, audio, and video
clips.
C7.0 Develop Web and online projects.
C7.1 Identify the hardware (server) and software required for Web hosting and other
services.
C7.2 Describe the full process of online content delivery, registering domain names, setting
up hosting, and setting up e-mail addresses.
C7.3 Attract Web-site visitors through search engine optimization using various strategies
like keywords and meta-tags.
C7.4 Enable e-commerce capabilities to sell products, create a shopping cart, and handle
credit card transactions.
C7.5 Create an online project, Web-based business, and e-portfolio.
C7.6 Optimize fast delivery and retrieval of online content such as Web pages.
C8.0 Develop databases.
C8.1 Describe the critical function of databases in modern organizations.
C8.2 Identify and use the basic structures of databases, ﬁelds, records, tables, and views.
C8.3 Identify and explain the types of relationships between tables (one-to-one, one-to-many,
many-to-many) and use methods to establish these relationships, including primary
keys, foreign keys, and indexes.
C8.4 Use data modeling techniques to create databases based upon business needs.
C8.5 Use queries to extract and manipulate data (select queries, action queries).
C8.6 Develop databases that are properly normalized using appropriate schemas.
C8.7 Export and import data to and from other applications and a database recognizing
the limitations and challenges inherent in the process.
C8.8 Analyze and display data to assist with decision making using methods like cross
tabulations, graphs, and charts.
C9.0 Develop software for a variety of devices, including robotics.
C9.1 Demonstrate awareness of the applications of device development work, including
personalized computing, robotics, and smart appliances.
16

C9.2 Install equipment, assemble hardware, and perform tests using appropriate tools and
technology.
C9.3 Use hardware to gain input, process information, and take action.
C9.4 Apply the concepts of embedded programming, including digital logic, machine-level
representation of data, and memory-system organization.
C9.5 Program a micro-controller for a device or robot.
C10.0 Develop intelligent computing.
C10.1 Describe models of intelligent behavior and what distinguishes humans from machines.
C10.2 Describe the major areas of intelligent computing, including perception, proximity,
processing, and control.
C10.3 Know artificial intelligence methods such as neural networks, Bayesian inferences,
fuzzy logic, and finite state machines.
C10.4 Implement artificial intelligent behavior through various methods: mathematical
modeling, reinforcement learning, and probabilistic analysis.
17

Pathway Standards
D. Games and Simulation Pathway
Students in the Game and Simulation pathway learn relevant technical knowledge and skills to
prepare for further education and careers such as Game/Simulation Designer, Game Programmer, and
Game Software Developer. Game and simulation design requires that students have a solid founda-
tional understanding of game design, hardware, graphics, and animation. Persons with expertise in
game and simulation design have had practical experiences in game/simulation conceptualization,
design, storyboarding, development methodologies, essential programming techniques, working with
a team, and implementation issues.
Game/Simulation Designer
Game Programmer
Game Software Developer
Game Producer
Multimedia Artist and Animator
D1.0 Identify and describe critical game and simulation studies, the resulting societal impact, and
the management, industry, and career requirements.
D1.1 Categorize the different gaming genres and gaming systems.
D1.2 Describe the historical signiﬁcance of electronic and nonelectronic games.
D1.3 Describe the role of play in human culture.
D1.4 Describe the psychological impact of games on individuals and groups.
D1.5 Describe the business model commonly used in the game development industry.
D1.6 Examine and categorize the signiﬁcant processes in the production of interactive
games.
D1.7 Identify the core tasks and challenges that face a game or simulation design team.
D1.8 Describe legal issues that affect games, developers and players.
D1.9 Describe the impact of the game and simulation industry on the economy.
D2.0 Demonstrate an understanding of game and simulation analysis, design, standard documenta-
tion, and development tools.
D2.1 Demonstrate an understanding of the vocabulary for discussing games and play by
listing and describing the general procedure and requirements of game and simulation
design.
D2.2 Describe the game development life cycle.
D2.3 Develop a game design document or blueprint.
D2.4 Understand the general principles of storytelling and the use of storyboarding in game
design.
18

D2.5 Know how to use tools and software commonly used in game/simulation development
and become familiar with popular game tools and different gaming engines.
D2.6 Demonstrate an understanding of the techniques used to evaluate game mechanics,
game play, flow, and game design.
D2.7 Describe the complex interaction between games and players and the role it plays in
the popularity of a game.
D2.8 Experience the methods used to create and sustain player immersion.
D2.9 Demonstrate an understanding of interface design, hardware constraints on games,
including processors and I/O devices, and nonhardware constraints.
D2.10 Make informed decisions about game physics: how the game world works, how the
players interact with the game world, and how the players interact with one another.
D3.0 Create a working game or simulation individually or as part of a team.
D3.1 Create a storyboard describing the essential elements, plot, flow, and functions of the
game/simulation.
D3.2 Create a design specification document to include interface and delivery choices, rules
of play, navigation functionality, scoring, media choices, start and end of play, special
features, and development team credits.
D3.3 Using simple game development tools, create a game or simulation.
D3.4 Present the game or simulation.
D4.0 Identify, describe, and implement standard game/simulation strategy and rules of play.
D4.1 Understand strategic outlining in game designs.
D4.2 Know elements of puzzle design.
D4.3 Use key strategic considerations in game design.
D4.4 Understand the process of creating and designing player actions.
D4.5 Create and design the game flow as it relates to story and plot.
D4.6 Assess common principles and procedures in game flow design.
D4.7 Describe rule creation elements of player challenge.
D5.0 Integrate music, sound, art, and animation as it applies to the environmental design of the
game/simulation.
D5.1 Understand the methodologies for integrating digital media into a game or simulation.
D5.2 Identify commonly used art and animation production tools in the game design
industry.
D5.3 Understand the general concepts of environmental design.
D5.4 Describe how environmental design is used in conjunction with game level design.
19

D6.0 Explain the role and principles of event modeling and interface design and apply those
principles in a game/simulation design and project.
D6.1 Define the meaning of simulation and pertinent issues facing game designers.
D6.2 Describe applied event modeling as it relates to game design.
D6.3 Identify and describe the basic Human Computer Interface (HCI) design principles.
D6.4 Apply the “eight golden rules” of interface design.
D6.5 Understand the use of inventory systems in game design.
D7.0 Acquire and apply appropriate programming skills for rendering a single player or multiuser
game or simulation project, including program control, conditional branching, memory
management, scorekeeping, timed event strategies, and implementation issues.
D7.1 Identify functions of information processing and describe basic network terminology
and network security and demonstrate an understanding of operating systems,
environments, and platforms.
D7.2 Plan program design and evaluate assigned game programming tasks.
D7.3 Code and test programs.
D7.4 Create and maintain documentation and perform program maintenance.
D7.5 Implement enhanced program structures.
D7.6 Implement multimedia programming.
D8.0 Acquire and apply appropriate artificial intelligence (AI) techniques used by the game
development industry.
D8.1 Describe AI and how it relates to game and simulation design and development.
D8.2 Design, program, and implement intelligent agents for action games.
D8.3 Use AI techniques, like finite state machines, to produce the illusion of intelligence in
the behavior of nonplayer characters (NPCs).
D8.4 Create intelligently designed games that would educate as well as engage the players.
20

Academic
Alignment
Matrix
PATHWAYS
A.
B.
C.
D.
INFORMATION
AND
COMMUNICATION
TECHNOLOGIES
Information
Networking
Software
Games
and
Support
and
and
Systems
Simulation
Services
Development
ENGLISH
LANGUAGE
ARTS
Language
Standards
–
LS
(Standard
Area,
Grade
Level,
Standard
#)
11-12.1.
Demonstrate
command
of
the
conventions
of
standard
English
grammar
and
A1.0,
A2.0,
A3.0,
B1.0,
B2.0,
B3.0,
C1.0,
C2.0,
C3.0,
D1.0,
D2.0,
D3.0,
usage
when
writing
or
speaking.
A4.0,
A5.0,
A6.0,
B4.0,
B5.0,
B6.0,
C4.0,
C5.0,
C6.0,
D4.0,
D5.0,
D6.0,
A7.0,
A8.0
B7.0,
B8.0
C7.0,
C8.0
D7.0,
D8.0
11-12.2.
Demonstrate
command
of
the
conventions
of
standard
English
capitalization,
A1.0,
A2.0,
A3.0,
B1.0,
B2.0,
B3.0,
C1.0,
C2.0,
C3.0,
D1.0,
D2.0,
D3.0,
punctuation,
and
spelling
when
writing.
A4.0,
A5.0,
A6.0,
B4.0,
B5.0,
B6.0,
C4.0,
C5.0,
C6.0,
D4.0,
D5.0,
D6.0,
A7.0,
A8.0
B7.0,
B8.0
C7.0,
C8.0
D7.0,
D8.0
11-12.3.
Apply
knowledge
of
language
to
understand
how
language
functions
in
A1.0,
A2.0,
A3.0,
B1.0,
B2.0,
B3.0,
C1.0,
C2.0,
C3.0,
D1.0,
D2.0,
D3.0,
different
contexts,
to
make
effective
choices
for
meaning
or
style,
and
to
compre-
A4.0,
A5.0,
A6.0,
B4.0,
B5.0,
B6.0,
C4.0,
C5.0,
C6.0,
D4.0,
D5.0,
D6.0,
hend
more
fully
when
reading
or
listening.
A7.0,
A8.0
B7.0,
B8.0
C7.0,
C8.0
D7.0,
D8.0
11-12.4.
Determine
or
clarify
the
meaning
of
unknown
and
multiple-meaning
words
A1.0,
A2.0,
A3.0,
B1.0,
B2.0,
B3.0,
C1.0,
C2.0,
C3.0,
D1.0,
D2.0,
D3.0,
and
phrases
based
on
grades
11–12
reading
and
content,
choosing
flexibly
from
a
A4.0,
A5.0,
A6.0,
B4.0,
B5.0,
B6.0,
C4.0,
C5.0,
C6.0,
D4.0,
D5.0,
D6.0,
range
of
strategies.
A7.0,
A8.0
B7.0,
B8.0
C7.0,
C8.0
D7.0,
D8.0
11-12.5.
Demonstrate
understanding
of
figurative
language,
word
relationships,
and
A1.0,
A2.0,
A3.0,
B1.0,
B2.0,
B3.0,
C1.0,
C2.0,
C3.0,
D1.0,
D2.0,
D3.0,
nuances
in
word
meanings.
A4.0,
A5.0,
A6.0,
B4.0,
B5.0,
B6.0,
C4.0,
C5.0,
C6.0,
D4.0,
D5.0,
D6.0,
A7.0,
A8.0
B7.0,
B8.0
C7.0,
C8.0
D7.0,
D8.0
11-12.6.
Acquire
and
accurately
use
general
academic
and
domain-specific
words
A1.0,
A2.0,
A3.0,
B1.0,
B2.0,
B3.0,
C1.0,
C2.0,
C3.0,
D1.0,
D2.0,
D3.0,
and
phrases
sufficient
for
reading,
writing,
speaking,
and
listening
at
the
college
and
A4.0,
A5.0,
A6.0,
B4.0,
B5.0,
B6.0,
C4.0,
C5.0,
C6.0,
D4.0,
D5.0,
D6.0,
career
readiness
level;
demonstrate
independence
in
gathering
vocabulary
knowledge
A7.0,
A8.0
B7.0,
B8.0
C7.0,
C8.0
D7.0,
D8.0
when
considering
a
word
or
phrase
important
to
comprehension
or
expression.
Reading
Standards
for
Informational
Text
–
RSIT
(Standard
Area,
Grade
Level,
Standard
#)
11-12.1.
Cite
strong
and
thorough
textual
evidence
to
support
analysis
of
what
the
text
says
explicitly
as
well
as
inferences
drawn
from
the
text,
including
determining
A5.0,
A6.0,
A7.0
B1.0,
B5.0
C2.0,
C4.0
D3.0
where
the
text
leaves
matters
uncertain.
11-12.2.
Determine
two
or
more
central
ideas
of
a
text
and
analyze
their
development
A1.0,
A5.0,
A6.0,
over
the
course
of
the
text,
including
how
they
interact
and
build
on
one
another
to
B1.0,
B5.0
C2.0,C4.0
D3.0
A7.0
provide
a
complex
analysis;
provide
an
objective
summary
of
the
text.
21

Academic
Alignment
Matrix
PATHWAYS
A.
B.
C.
D.
INFORMATION
AND
COMMUNICATION
TECHNOLOGIES
Information
Networking
Software
Games
and
Support
and
and
Systems
Simulation
Services
Development
Reading
Standards
for
Informational
Text
–
RSIT
(Standard
Area,
Grade
Level,
Standard
#)
(continued)
11-12.3.
Analyze
a
complex
set
of
ideas
or
sequence
of
events
and
explain
how
A1.0,
A2.0,
A4.0,
B4.0,
B1.0,
B5.0
C2.0,
C4.0
D3.0
specific
individuals,
ideas,
or
events
interact
and
develop
over
the
course
of
the
text.
A5.0,
A6.0,
A7.0
11-12.5.
Analyze
and
evaluate
the
effectiveness
of
the
structure
an
author
uses
in
his
or
her
exposition
or
argument,
including
whether
the
structure
makes
points
clear,
convinc-
B1.0,
B5.0,
B8.0
C2.0,
C4.0
D3.0
ing,
and
engaging.
11-12.7.
Integrate
and
evaluate
multiple
sources
of
information
presented
in
different
B1.0,
B2.0,
B4.0,
media
or
formats
(e.g.,
visually,
quantitatively)
as
well
as
in
words
in
order
to
address
a
A1.0,
A3.0,
A8.0
C1.0,
C2.0
D3.0
B5.0,
B7.0
question
or
solve
a
problem.
Writing
Standards
–
WS
(Standard
Area,
Grade
Level,
Standard
#)
11-12.1.
Write
arguments
to
support
claims
in
an
analysis
of
substantive
topics
or
texts,
C2.0,
C4.0,
C5.0,
A7.0
D2.0,
D3.0
using
valid
reasoning
and
relevant
and
sufficient
evidence.
C10.0
11-12.2.
Write
informative/explanatory
texts
to
examine
and
convey
complex
ideas,
con-
C1.0,
C2.0,
C3.0,
cepts,
and
information
clearly
and
accurately
through
the
effective
selection,
organiza-
A7.0
B1.0,
B2.0,
B3.0
C4.0,
C6.0,
C7.0,
D2.0,
D3.0
tion,
and
analysis
of
content.
C8.0,
C9.0
11-12.3
Write
narratives
to
develop
real
or
imaged
experiences
or
events
using
A8.0,
A7.0
B4.0
C2.0,
C4.0,
C6.0
D2.0,
D3.0
effective
technique,
well-chosen
details,
and
well-structured
event
sequences.
11-12.4.
Produce
clear
and
coherent
writing
in
which
the
development,
organization,
and
B1.0,
B2.0,
B3.0,
D2.0,
D3.0,
A1.0,
A3.0,
A7.0
C2.0,
C4.0,
C6.0
style
are
appropriate
to
task,
purpose,
and
audience.
B4.0
D7.0
11-12.5.
Develop
and
strengthen
writing
as
needed
by
planning,
revising,
editing,
rewrit-
B1.0,
B2.0,
B3.0,
ing,
or
trying
a
new
approach,
focusing
on
addressing
what
is
most
significant
for
a
A1.0,
A7.0
C2.0,
C4.0,
C6.0
D2.0,
D3.0
B4.0,
B7.0
specific
purpose
and
audience.
11-12.6.
Use
technology,
including
the
Internet,
to
produce,
publish,
and
update
individual
A1.0,
A2.0,
A4.0,
B1.0,
B2.0,
B3.0,
or
shared
writing
products
in
response
to
ongoing
feedback,
including
new
arguments
or
C2.0,
C4.0,
C6.0
D2.0,
D3.0
A6.0,
A7.0
B4.0
information.
11-12.7.
Conduct
short
as
well
as
more
sustained
research
projects
to
answer
a
question
(including
a
self-generated
question)
or
solve
a
problem;
narrow
or
broaden
the
inquiry
B1.0,
B2.0,
B3.0,
A1.0,
A6.0,
A8.0
C2.0
D1.0,
D3.0
when
appropriate;
synthesize
multiple
sources
on
the
subject,
demonstrating
understand-
B4.0,
B8.0
ing
of
the
subject
under
investigation.
22

Academic
Alignment
Matrix
PATHWAYS
A.
B.
C.
D.
INFORMATION
AND
COMMUNICATION
TECHNOLOGIES
Information
Networking
Software
Games
and
Support
and
and
Systems
Simulation
Services
Development
Writing
Standards
–
WS
(Standard
Area,
Grade
Level,
Standard
#)
(continued)
11-12.8.
Gather
relevant
information
from
multiple
authoritative
print
and
digital
sources,
using
advanced
searches
effectively;
assess
the
strengths
and
limitations
of
each
source
in
terms
of
the
task,
purpose,
and
audience;
integrate
information
into
the
A1.0,
A3.0,
A5.0,
B1.0,
B2.0,
B3.0,
C2.0,
C4.0
D1.0,
D2.0,
D3.0
text
selectively
to
maintain
the
ﬂow
of
ideas,
avoiding
plagiarism
and
overreliance
on
A6.0,
A7.0,
A8.0
B4.0,
B5.0,
B8.0
any
one
source
and
following
a
standard
format
for
citation
including
footnotes
and
endnotes.
11-12.9.
Draw
evidence
from
literary
or
informational
texts
to
support
analysis,
reﬂec-
A1.0,
A6.0,
A7.0,
C2.0,
C4.0,
C6.0
D1.0,
D2.0,
D3.0
tion,
and
research.
A8.0,
A10.0
MATHEMATICS
Algebra
–
A-CED
–
Creating
Equations
Create
equations
that
describe
numbers
or
relationships
1.
Create
equations
and
inequalities
in
one
variable
including
ones
with
absolute
value
and
use
them
to
solve
problems
in
and
out
of
context,
including
equations
arising
from
linear
functions.
D3.0,
D4.0,
D5.0,
A8.0
B4.0,
B7.0
C4.0,
C6.0
1.1
Judge
the
validity
of
an
argument
according
to
whether
the
properties
of
real
D6.0,
D7.0
numbers,
exponents,
and
logarithms
have
been
applied
correctly
at
each
step.
(CA
Standard
Algebra
II
-
11.2)
2.
Create
equations
in
two
or
more
variables
to
represent
relationships
between
quanti-
D3.0,
D4.0,
D5.0,
A4.0,
A8.0
B4.0,
B7.0
C4.0,
C6.0
ties;
graph
equations
on
coordinate
axes
with
labels
and
scales.
D6.0,
D7.0
3.
Represent
constraints
by
equations
or
inequalities,
and
by
systems
of
equations
and/
or
inequalities,
and
interpret
solutions
as
viable
or
nonviable
options
in
a
modeling
D3.0,
D4.0,
D5.0,
A4.0,
A8.0
B4.0,
B7.0
C4.0,
C6.0
context.
For
example,
represent
inequalities
describing
nutritional
and
cost
constraints
D6.0,
D7.0
on
combinations
of
different
foods.
4.
Rearrange
formulas
to
highlight
a
quantity
of
interest,
using
the
same
reasoning
as
D3.0,
D4.0,
D5.0,
A8.0
B4.0,
B7.0
C4.0,
C6.0
in
solving
equations.
For
example,
rearrange
Ohm’s
law
V
=
IR
to
highlight
resistance
R.
D6.0,
D7.0
23

Academic
Alignment
Matrix
PATHWAYS
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B.
C.
D.
INFORMATION
AND
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TECHNOLOGIES
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Software
Games
and
Support
and
and
Systems
Simulation
Services
Development
Algebra
–
A-REI
–
Reasoning
with
Equations
and
Inequalities
Understand
solving
equations
as
a
process
of
reasoning
and
explain
the
reasoning
1.
Explain
each
step
in
solving
a
simple
equation
as
following
from
the
equality
of
numbers
D3.0,
D4.0,
asserted
at
the
previous
step,
starting
from
the
assumption
that
the
original
equation
has
a
solu-
A8.0
B4.0,
B7.0
C4.0,
C6.0
D5.0,
D6.0,
D7.0
tion.
Construct
a
viable
argument
to
justify
a
solution
method.
2.
Solve
simple
rational
and
radical
equations
in
one
variable,
and
give
examples
showing
how
D3.0,
D4.0,
A8.0
B4.0,
B7.0
C4.0,
C6.0
extraneous
solutions
may
arise.
D5.0,
D6.0,
D7.0
Functions
–
F-IF
–
Interpreting
Functions
Understand
the
concept
of
a
function
and
use
function
notation
1.
Understand
that
a
function
from
one
set
(called
the
domain)
to
another
set
(called
the
range)
assigns
to
each
element
of
the
domain
exactly
one
element
of
the
range.
If
f
is
a
function
and
x
is
C4.0,
C6.0,
D3.0,
D4.0,
A4.0,
A8.0
B4.0,
B7.0
an
element
of
its
domain,
then
f(x)
denotes
the
output
of
f
corresponding
to
the
input
x.
The
graph
C10.0
D5.0,
D6.0,
D7.0
of
f
is
the
graph
of
the
equation
y
=
f(x).
2.
Use
function
notation,
evaluate
functions
for
inputs
in
their
domains,
and
interpret
statements
C4.0,
C6.0,
D3.0,
D4.0,
A4.0,
A8.0
B4.0,
B7.0
that
use
function
notation
in
terms
of
a
context.
C10.0
D5.0,
D6.0,
D7.0
3.
Recognize
that
sequences
are
functions,
sometimes
deﬁned
recursively,
whose
domain
is
a
C4.0,
C6.0,
D3.0,
D4.0,
subset
of
the
integers.
For
example,
the
Fibonacci
sequence
is
deﬁned
recursively
by
f(0)
=
f(1)
=
1,
A8.0
B4.0,
B7.0
C10.0
D5.0,
D6.0,
D7.0
f(n+1)
=
f(n)
+f(n-1)for
n
v
1.
Interpret
functions
that
arise
in
applications
in
terms
of
the
context
4.
For
a
function
that
models
a
relationship
between
two
quantities,
interpret
key
features
of
graphs
and
tables
in
terms
of
the
quantities,
and
sketch
graphs
showing
key
features
given
a
verbal
C1.0,
C4.0,
D3.0,
D4.0,
description
of
the
relationship.
Key
features
include:
intercepts;
intervals
where
the
function
is
A4.0,
A8.0
B4.0,
B7.0
C6.0,
C10.0
D5.0,
D6.0,
D7.0
increasing,
decreasing,
positive,
or
negative;
relative
maximums
and
minimums;
symmetries;
end
behavior;
and
periodicity.
5.
Relate
the
domain
of
a
function
to
its
graph
and,
where
applicable,
to
the
quantitative
relation-
ship
it
describes.
For
example,
if
the
function
h(n)
gives
the
number
of
person-hours
it
takes
to
C1.0,
C4.0,
D3.0,
D4.0,
A4.0,
A8.0
B4.0,
B7.0
assemble
n
engines
in
a
factory,
then
the
positive
integers
would
be
an
appropriate
domain
for
the
C6.0,
C10.0
D5.0,
D6.0,
D7.0
function.
24

Academic
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PATHWAYS
A.
B.
C.
D.
INFORMATION
AND
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TECHNOLOGIES
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Software
Games
and
Support
and
and
Systems
Simulation
Services
Development
Functions
–
F-IF
–
Interpreting
Functions
(continued)
6.
Calculate
and
interpret
the
average
rate
of
change
of
a
function
(presented
symbolically
or
as
a
C1.0,
C4.0,
D3.0,
D4.0,
D5.0,
A4.0,
A8.0
B4.0,
B7.0
table)
over
a
specified
interval.
Estimate
the
rate
of
change
from
a
graph.
C6.0,
C10.0
D6.0,
D7.0
Analyze
functions
using
different
representations
7.
Graph
functions
expressed
symbolically
and
show
key
features
of
the
graph,
by
hand
in
simple
cases
and
using
technology
for
more
complicated
cases.
a.
Graph
linear
and
quadratic
functions
and
show
intercepts,
maxima,
and
minima.
b.
Graph
square
root,
cube
root,
and
piecewise-defined
functions,
including
step
functions
and
absolute
value
functions.
C1.0,
C4.0,
D3.0,
D4.0,
D5.0,
c.
Graph
polynomial
functions,
identifying
zeros
when
suitable
factorizations
are
available,
and
A8.0
B4.0,
B7.0
C6.0,
C10.0
D6.0,
D7.0
showing
end
behavior.
d.
(+)
Graph
rational
functions,
identifying
zeros
and
asymptotes
when
suitable
factorizations
are
available,
and
showing
end
behavior.
e.
Graph
exponential
and
logarithmic
functions,
showing
intercepts
and
end
behavior,
and
trigonometric
functions,
showing
period,
midline,
and
amplitude.
8.
Write
a
function
defined
by
an
expression
in
different
but
equivalent
forms
to
reveal
and
explain
different
properties
of
the
function.
a.
Use
the
process
of
factoring
and
completing
the
square
in
a
quadratic
function
to
show
zeros,
extreme
values,
and
symmetry
of
the
graph,
and
interpret
these
in
terms
of
a
context.
C1.0,
C4.0,
D3.0,
D4.0,
D5.0,
A8.0
B4.0,
B7.0
C6.0,
C10.0
D6.0,
D7.0
b.
Use
the
properties
of
exponents
to
interpret
expressions
for
exponential
functions.
For
example,
identify
percent
rate
of
change
in
functions
such
as
y
=
(1.02)
t
,
y
=
(0.97)
t
,
y
=
(1.01)
12t
,
y
=
(1.2)
t/10
,
and
classify
them
as
representing
exponential
growth
or
decay.
9.
Compare
properties
of
two
functions
each
represented
in
a
different
way
(algebraically,
graphi-
C1.0,
C4.0,
D3.0,
D4.0,
D5.0,
cally,
numerically
in
tables,
or
by
verbal
descriptions).
For
example,
given
a
graph
of
one
quadratic
A8.0
B4.0,
B7.0
C6.0,
C10.0
D6.0,
D7.0
function
and
an
algebraic
expression
for
another,
say
which
has
the
larger
maximum.
10.
Demonstrate
an
understanding
of
functions
and
equations
defined
parametrically
and
graph
C1.0,
C4.0,
D3.0,
D4.0,
D5.0,
A8.0
B4.0,
B7.0
them.
(CA
Standard
Math
Analysis
-
7.0)
C6.0,
C10.0
D6.0,
D7.0
25

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PATHWAYS
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C.
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Software
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and
Support
and
and
Systems
Simulation
Services
Development
Functions
–
F-LE
–
Linear,
Quadratic,
and
Exponential
Models
Interpret
expressions
for
functions
in
terms
of
the
situation
they
model
5.
Interpret
the
parameters
in
a
linear
or
exponential
function
in
terms
of
a
context.
D3.0,
D4.0,
D5.0,
A8.0
B4.0,
B7.0
C4.0,
C5.0,
C6.0
D6.0,
D7.0
6.
Apply
quadratic
equations
to
physical
problems,
such
as
the
motion
of
an
object
D3.0,
D4.0,
D5.0,
C4.0,
C6.0
under
the
force
of
gravity.
(CA
Standard
Algebra
1-
23.0)
D6.0,
D7.0
Geometry
–
C
–
Circles
Find
arc
lengths
and
areas
of
sectors
of
circles
5.
Derive
using
similarity
the
fact
that
the
length
of
the
arc
intercepted
by
an
angle
is
proportional
to
the
radius,
and
define
the
radian
measure
of
the
angle
as
the
con-
C2.0,
C4.0,
C9.0
stant
of
proportionality;
derive
the
formula
for
the
area
of
a
sector.
Geometry
–
G-CO
–
Congruence
Understand
congruence
in
terms
of
rigid
motions
6.
Use
geometric
descriptions
of
rigid
motions
to
transform
figures
and
to
predict
the
effect
of
a
given
rigid
motion
on
a
given
figure;
given
two
figures,
use
the
definition
C2.0,
C4.0,
C9.0
of
congruence
in
terms
of
rigid
motions
to
decide
if
they
are
congruent.
7.
Use
the
definition
of
congruence
in
terms
of
rigid
motions
to
show
that
two
triangles
are
congruent
if
and
only
if
corresponding
pairs
of
sides
and
corresponding
C4.0,
C9.0
pairs
of
angles
are
congruent.
8.
Explain
how
the
criteria
for
triangle
congruence
(ASA,
SAS,
and
SSS)
follow
from
C4.0,
C9.0
the
definition
of
congruence
in
terms
of
rigid
motions.
Make
geometric
constructions
12.
Make
formal
geometric
constructions
with
a
variety
of
tools
and
methods
(com-
pass
and
straightedge,
string,
reflective
devices,
paper
folding,
dynamic
geometric
software,
etc.).
Copying
a
segment;
copying
an
angle;
bisecting
a
segment;
bisecting
C2.0,
C4.0
an
angle;
constructing
perpendicular
lines,
including
the
perpendicular
bisector
of
a
line
segment;
and
constructing
a
line
parallel
to
a
given
line
through
a
point
not
on
the
line.
26

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C.
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Software
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and
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Development
Geometry
–
G-GMD
–
Geometric
Measurement
and
Dimensions
Explain
volume
formulas
and
use
them
to
solve
problems
1.
Give
an
informal
argument
for
the
formulas
for
the
circumference
of
a
Circle,
area
of
a
circle,
volume
of
a
cylinder,
pyramid,
and
cone.
Use
dissection
arguments,
Caval-
C4.0,
C10.0
ieri’s
principle,
and
informal
limit
arguments.
2.
(+)
Give
an
informal
argument
using
Cavalieri’s
principle
for
the
formulas
for
the
C4.0,
C10.0
volume
of
a
sphere
and
other
solid
figures.
3.
Use
volume
formulas
for
cylinders,
pyramids,
cones,
and
spheres
to
solve
problems.
C4.0,
C10.0
Visualize
relationships
between
two-dimensional
and
three-dimensional
objects
4.
Identify
the
shapes
of
two-dimensional
cross-sections
of
three-dimensional
objects,
and
identify
three
dimensional
objects
generated
by
rotations
of
two-dimen-
C3.0,
C5.0,
C10.0
sional
objects.
5.
Determine
how
changes
in
dimensions
affect
the
perimeter,
area,
and
volume
of
C4.0
common
geometric
figures
and
solids.
Geometry
–
G-GPE
–
Expressing
Geometric
Properties
with
Equations
Use
coordinates
to
prove
simple
geometric
theorems
algebraically
4.
Use
coordinates
to
prove
simple
geometric
theorems
algebraically.
For
example,
prove
or
disprove
that
a
figure
defined
by
four
given
points
in
the
coordinate
plane
is
C2.0,
C4.0,
C6.0,
D3.0,
D4.0,
D5.0,
a
rectangle;
prove
or
disprove
that
the
point
(1,
™3)
lies
on
the
circle
centered
at
the
C9.0
D6.0,
D7.0
Origin
and
containing
the
point
(0,
2).
5.
Prove
the
slope
criteria
for
parallel
and
perpendicular
lines
and
use
them
to
solve
C2.0,
C4.0,
C6.0,
D3.0,
D4.0,
D5.0,
geometric
problems
(e.g.,
find
the
equation
of
a
line
parallel
or
perpendicular
to
a
C9.0
D6.0,
D7.0
given
line
that
passes
through
a
given
point).
6.
Find
the
point
on
a
directed
line
segment
between
two
given
points
that
partitions
C2.0,
C4.0,
C6.0,
D3.0,
D4.0,
D5.0,
the
segment
in
a
given
ratio.
C9.0
D6.0,
D7.0
7.
Use
coordinates
to
compute
perimeters
of
polygons
and
areas
of
triangles
and
C2.0,
C4.0,
C6.0,
D3.0,
D4.0,
D5.0,
rectangles,
e.g.,
using
the
distance
formula.
C9.0
D6.0,
D7.0
27

Academic
Alignment
Matrix
PATHWAYS
A.
B.
C.
D.
INFORMATION
AND
COMMUNICATION
TECHNOLOGIES
Information
Networking
Software
Games
and
Support
and
and
Systems
Simulation
Services
Development
Geometry
–
G-MG
–
Modeling
with
Geometry
Apply
geometric
concepts
in
modeling
situations
1.
Use
geometric
shapes,
their
measures,
and
their
properties
to
describe
objects
(e.g.,
modeling
C1.0,
C2.0,C4.0,
B1.0,
B2.0,
D2.0,
D3.0,
D4.0,
a
tree
trunk
or
a
human
torso
as
a
cylinder.
A3.0,
A8.0
C5.0,
C6.0,
B3.0
D5.0,
D6.0,
D7.0
C9.0,
C10.0
2.
Apply
concepts
of
density
based
on
area
and
volume
in
modeling
situations
(e.g.,
persons
per
D2.0,
D3.0,
D4.0,
square
mile,
BTUs
per
cubic
foot).
D5.0,
D6.0,
D7.0
3.
Apply
geometric
methods
to
solve
design
problems
(e.g.,
designing
an
object
or
structure
to
C1.0,
C2.0,
D2.0,
D3.0,
D4.0,
satisfy
physical
constraints
or
minimize
cost;
working
with
typographic
grid
systems
based
on
A3.0,
A8.0
C4.0,
C5.0,
D5.0,
D6.0,
D7.0
ratios)
C9.0,
C10.0
Geometry
–
G-SRT
–
Similarity,
Right
Triangles,
and
Trigonometry
Understand
similarity
in
terms
of
similarity
transformations
1.
Verify
experimentally
the
properties
of
dilations
given
by
a
center
and
a
scale
factor:
C2.0,
C4.0,
a.
A
dilation
takes
a
line
not
passing
through
the
center
of
the
dilation
to
a
parallel
line,
and
C9.0
leaves
a
line
passing
through
the
center
unchanged.
b.
The
dilation
of
a
line
segment
is
longer
or
shorter
in
the
ratio
given
by
the
scale
factor.
2.
Given
two
figures,
use
the
definition
of
similarity
in
terms
of
similarity
transformations
to
decide
if
they
are
similar;
explain
using
similarity
transformations
the
meaning
of
similarity
for
C2.0,
C4.0,
triangles
as
the
equality
of
all
corresponding
pairs
of
angles
and
the
proportionality
of
all
cor-
C9.0
responding
pairs
of
sides.
3.
Use
the
properties
of
similarity
transformations
to
establish
the
AA
criterion
for
two
triangles
to
be
similar.
3.
Use
the
properties
of
similarity
transformations
to
establish
the
AA
criterion
for
two
triangles
C4.0,
C9.0
to
be
similar.
Numbers
and
Quantities
–
N-RN
–
The
Real
Number
System
Extend
the
properties
of
exponents
to
rational
exponents
1.
Explain
how
the
definition
of
the
meaning
of
rational
exponents
follows
from
extending
the
properties
of
integer
exponents
to
those
values,
allowing
for
a
notation
for
radicals
in
terms
of
A8.0
B4.0,
B7.0
C1.0,
C4.0
D7.0
rational
exponents.
For
example,
we
define
5
1/3
to
be
the
cube
root
of
5
because
we
want
(5
1/3
)
3
=
5
(1/3)3
to
hold,
so
(5
1/3
)
3
must
equal
5.
28

Academic
Alignment
Matrix
PATHWAYS
A.
B.
C.
D.
INFORMATION
AND
COMMUNICATION
TECHNOLOGIES
Information
Networking
Software
Games
and
Support
and
and
Systems
Simulation
Services
Development
Numbers
and
Quantities
–
N-RN
–
The
Real
Number
System
(continued)
2.
Rewrite
expressions
involving
radicals
and
rational
exponents
using
the
properties
A8.0
B4.0,
B7.0
C1.0,
C4.0
D7.0
of
exponents.
Use
properties
of
rational
and
irrational
numbers
3.
Explain
why
the
sum
or
product
of
two
rational
numbers
is
rational;
that
the
sum
of
a
rational
number
and
an
irrational
number
is
irrational;
and
that
the
product
of
a
C1.0,
C7.0,
C8.0
nonzero
rational
number
and
an
irrational
number
is
irrational.
Numbers
and
Quantities
–
N-Q
–
Quantities
Reason
quantitatively
and
use
units
to
solve
problems
1.
Use
units
as
a
way
to
understand
problems
and
to
guide
the
solution
of
multi-step
B1.0,
B2.0,
B3.0,
problems;
choose
and
interpret
units
consistently
in
formulas;
choose
and
interpret
A2.0,
A8.0
C1.0,
C4.0,
C6.0
D2.0,
D6.0
B4.0,
B7.0
the
scale
and
the
origin
in
graphs
and
data
displays.
2.
Deﬁne
appropriate
quantities
for
the
purpose
of
descriptive
modeling.
B1.0,
B2.0,
B3.0,
A2.0,
A8.0
C1.0,
C4.0,
C6.0
D2.0,
D6.0
B4.0,
B7.0
3.
Choose
a
level
of
accuracy
appropriate
to
limitations
on
measurement
when
B1.0,
B2.0,
B3.0,
A2.0,
A8.0
C1.0,
C4.0,
C6.0
D2.0,
D6.0
reporting
quantities.
B4.0,
B7.0
Numbers
and
Quantities
–
N-CN
–
Complex
Number
System
Represent
complex
numbers
and
their
operations
on
the
complex
plane
4.
(+)
Represent
complex
numbers
on
the
complex
plane
in
rectangular
and
polar
form
(including
real
and
imaginary
numbers),
and
explain
why
the
rectangular
and
C4.0,
C6.0,
C10.0
D5.0,
D7.0,
D8.0
polar
forms
of
a
given
complex
number
represent
the
same
number.
5.
(+)
Represent
addition,
subtraction,
multiplication,
and
conjugation
of
complex
numbers
geometrically
on
the
complex
plane;
use
properties
of
this
representation
B1.0,
B2.0,
B3.0
C4.0,
C6.0,
C10.0
D5.0,
D7.0,
D8.0
for
computation.
For
example,
(-1
+
-™3
i)
=
8
because
(-1
+
-™3
i)
has
modulus
2
and
argument
120°.
6.
(+)
Calculate
the
distance
between
numbers
in
the
complex
plane
as
the
modulus
of
the
difference,
and
the
midpoint
of
a
segment
as
the
average
of
the
numbers
at
its
C4.0,
C6.0,
C10.0
D5.0,
D7.0,
D8.0
endpoints.
29

Academic
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B.
C.
D.
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Software
Games
and
Support
and
and
Systems
Simulation
Services
Development
Number
and
Quantity
–
N-VM
–
Vector
and
Matrix
Quantities
Perform
operations
on
matrices
and
use
matrices
in
applications
6.
(+)
Use
matrices
to
represent
and
manipulate
data,
e.g.,
to
represent
payoffs
or
incidence
A8.0
B4.0,
B7.0
C4.0,
C7.0,
C8.0
D6.0,
D7.0
relationships
in
a
network.
7.
(+)
Multiply
matrices
by
scalars
to
produce
new
matrices,
e.g.,
as
when
all
of
the
payoffs
in
a
A8.0
B4.0,
B7.0
C4.0,
C7.0,
C8.0
D6.0,
D7.0
game
are
doubled.
8.
(+)
Add,
subtract,
and
multiply
matrices
of
appropriate
dimensions.
A8.0
B4.0,
B7.0
C4.0,
C7.0,
C8.0
D6.0,
D7.0
9.
(+)
Understand
that,
unlike
multiplication
of
numbers,
matrix
multiplication
for
square
matri-
A8.0
B4.0,
B7.0
C4.0,
C7.0,
C8.0
D6.0,
D7.0
ces
is
not
a
commutative
operation,
but
still
satisﬁes
the
associative
and
distributive
properties.
10.
(+)
Understand
that
the
zero
and
identity
matrices
play
a
role
in
matrix
addition
and
multi-
plication
similar
to
the
role
of
0
and
1
in
the
real
numbers.
The
determinant
of
a
square
matrix
A8.0
B4.0,
B7.0
C4.0,
C7.0,
C8.0
D6.0,
D7.0
is
nonzero
if
and
only
if
the
matrix
has
a
multiplicative
inverse.
11.
(+)
Multiply
a
vector
(regarded
as
a
matrix
with
one
column)
by
a
matrix
of
suitable
dimen-
C4.0,
C6.0,
C7.0,
A8.0
B4.0,
B7.0
D6.0,
D7.0
sions
to
produce
another
vector.
Work
with
matrices
as
transformations
of
vectors.
C8.0
12.
(+)
Work
with
2
x
2
matrices
as
transformations
of
the
plane,
and
interpret
the
absolute
C4.0,
C6.0,
C7.0,
A8.0
B4.0,
B7.0
D6.0,
D7.0
value
of
the
determinant
in
terms
of
area.
C8.0
Statistics
and
Probability
–
S-IC
–
Making
Inferences
and
Justifying
Conclusions
Understand
and
evaluate
random
processes
underlying
statistical
experiments
1.
Understand
statistics
as
a
process
for
making
inferences
about
population
parameters
based
B4.0,
B6.0,
C2.0,
C3.0,
C4.0,
D1.0,
D2.0,
A1.0,
A8.0
on
a
random
sample
from
that
population.
B7.0
C8.0
D4.0,
D6.0,
D7.0
2.
Decide
if
a
speciﬁed
model
is
consistent
with
results
from
a
given
data-generating
process,
B4.0,
B6.0,
C2.0,
C3.0,
C4.0,
D2.0,
D4.0,
e.g.,
using
simulation.
For
example,
a
model
says
a
spinning
coin
falls
heads
up
with
probability
A8.0
B7.0
C8.0
D6.0,
D7.0
0.5.
Would
a
result
of
5
tails
in
a
row
cause
you
to
question
the
model?
Make
inferences
and
justify
conclusions
from
sample
surveys,
experiments,
and
observational
studies
3.
Recognize
the
purposes
of
and
differences
among
sample
surveys,
experiments,
and
observa-
A1.0,
A2.0,
B4.0,
B6.0,
C1.0,
C2.0,
C3.0,
D1.0,
D2.0,
tional
studies;
explain
how
randomization
relates
to
each.
A8.0
B7.0
C4.0,
C8.0
D4.0,
D6.0,
D7.0
30

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C.
D.
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Software
Games
and
Support
and
and
Systems
Simulation
Services
Development
Statistics
and
Probability
–
S-IC
–
Making
Inferences
and
Justifying
Conclusions
(continued)
5.
Use
data
from
a
randomized
experiment
to
compare
two
treatments;
use
simulations
to
A1.0,
A2.0,
B4.0,
B6.0,
C1.0,
C2.0,
C3.0,
D1.0,
D2.0,
D4.0,
decide
if
differences
between
parameters
are
significant.
A8.0
B7.0
C4.0,
C8.0
D6.0,
D7.0
6.
Evaluate
reports
based
on
data.
A1.0,
A2.0,
B4.0,
B6.0,
C1.0,
C2.0,
C3.0,
D1.0,
D4.0,
D6.0,
A8.0
B7.0
C4.0,
C8.0
D7.0
Statistics
and
Probability
–
S-ID
–
Interpreting
Categorical
and
Quantitative
Data
Summarize,
represent,
and
interpret
data
on
a
single
count
or
measurement
variable
1.
Represent
data
with
plots
on
the
real
number
line
(dot
plots,
histograms,
and
box
plots).
C2.0,
C3.0,
D1.0,
D2.0,
D4.0,
A8.0
B4.0,
B7.0
C4.0,
C6.0,
C8.0
D5.0,
D6.0,
D7.0
2.
Use
statistics
appropriate
to
the
shape
of
the
data
distribution
to
compare
center
(median,
C2.0,
C3.0,
D1.0,
D2.0,
D4.0,
A8.0
B4.0,
B7.0
mean)
and
spread
(interquartile
range,
standard
deviation)
of
two
or
more
different
data
sets.
C4.0,
C6.0,
C8.0
D5.0,
D6.0,
D7.0
3.
Interpret
differences
in
shape,
center,
and
spread
in
the
context
of
the
data
sets,
accounting
C2.0,
C3.0,
D1.0,
D2.0,
D4.0,
A8.0
B4.0,
B7.0
for
possible
effects
of
extreme
data
points
(outliers).
C4.0,
C6.0,
C8.0
D5.0,
D6.0,
D7.0
4.
Use
the
mean
and
standard
deviation
of
a
data
set
to
fit
it
to
a
normal
distribution
and
to
estimate
population
percentages.
Recognize
that
there
are
data
sets
for
which
such
a
proce-
C2.0,
C3.0,
D1.0,
D2.0,
D4.0,
A8.0
B4.0,
B7.0
dure
is
not
appropriate.
Use
calculators,
spreadsheets,
and
tables
to
estimate
areas
under
the
C4.0,
C6.0,
C8.0
D5.0,
D6.0,
D7.0
normal
curve.
Summarize,
represent,
and
interpret
data
on
two
categorical
and
quantitative
variables
5.
Summarize
categorical
data
for
two
categories
in
two-way
frequency
tables.
Interpret
rela-
C2.0,
C3.0,
D1.0,
D2.0,
D4.0,
tive
frequencies
in
the
context
of
the
data
(including
joint,
marginal,
and
conditional
relative
A8.0
B4.0,
B7.0
C4.0,
C6.0,
C8.0
D5.0,
D6.0,
D7.0
frequencies).
Recognize
possible
associations
and
trends
in
the
data.
6.
Represent
data
on
two
quantitative
variables
on
a
scatter
plot,
and
describe
how
the
vari-
ables
are
related.
a.
Fit
a
function
to
the
data;
use
functions
fitted
to
data
to
solve
problems
in
the
context
C2.0,
C3.0,
D1.0,
D2.0,
D4.0,
of
the
data.
Use
given
functions
or
chooses
a
function
suggested
by
the
context.
Emphasize
A8.0
B4.0,
B7.0
C4.0,
C6.0,
C8.0
D5.0,
D6.0,
D7.0
linear,
quadratic,
and
exponential
models.
b.
Informally
assess
the
fit
of
a
function
by
plotting
and
analyzing
residuals.
c.
Fit
a
linear
function
for
a
scatter
plot
that
suggests
a
linear
association.
31

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Software
Games
and
Support
and
and
Systems
Simulation
Services
Development
Statistics
and
Probability
–
S-MD
–
Using
Probability
to
Make
Decisions
Calculate
expected
values
and
use
them
to
solve
problems
1.
(+)
Define
a
random
variable
for
a
quantity
of
interest
by
assigning
a
numerical
value
A3.0,
A4.0,
A7.0,
B1.0,
B2.0,
B3.0,
C2.0,
C4.0,
D1.0,
D2.0,
D7.0,
to
each
event
in
a
sample
space;
graph
the
corresponding
probability
distribution
using
A8.0
B4.0,
B7.0,
B8.0
C10.0
D8.0
the
same
graphical
displays
as
for
data
distributions.
2.
(+)
Calculate
the
expected
value
of
a
random
variable;
interpret
it
as
the
mean
of
A3.0,
A4.0,
A7.0,
B1.0,
B2.0,
B3.0,
C2.0,
C4.0,
D1.0,
D2.0,
D7.0,
the
probability
distribution.
A8.0
B4.0,
B7.0,
B8.0
C10.0
D8.0
3.
(+)
Develop
a
probability
distribution
for
a
random
variable
defined
for
a
sample
space
in
which
theoretical
probabilities
can
be
calculated;
find
the
expected
value.
For
A3.0,
A4.0,
A7.0,
B1.0,
B2.0,
B3.0,
C2.0,
C4.0,
D1.0,
D2.0,
D7.0,
example,
find
the
theoretical
probability
distribution
for
the
number
of
correct
answers
A8.0
B4.0,
B7.0,
B8.0
C10.0
D8.0
obtained
by
guessing
on
all
five
questions
of
a
multiple-choice
test
where
each
ques-
tion
has
four
choices,
and
find
the
expected
grade
under
various
grading
schemes.
4.
(+)
Develop
a
probability
distribution
for
a
random
variable
defined
for
a
sample
space
in
which
probabilities
are
assigned
empirically;
find
the
expected
value.
For
A3.0,
A4.0,
A7.0,
B1.0,
B2.0,
B3.0,
C2.0,
C4.0,
D1.0,
D2.0,
D7.0,
example,
find
a
current
data
distribution
on
the
number
of
TV
sets
per
household
in
the
A8.0
B4.0,
B7.0,
B8.0
C10.0
D8.0
United
States,
and
calculate
the
expected
number
of
sets
per
household.
How
many
TV
sets
would
you
expect
to
find
in
100
randomly
selected
households?
Use
probability
to
evaluate
outcomes
of
decisions
5.
(+)
Weigh
the
possible
outcomes
of
a
decision
by
assigning
probabilities
to
payoff
values
and
finding
expected
values.
a.
Find
the
expected
payoff
for
a
game
of
chance.
For
example,
find
the
expected
A3.0,
A4.0,
A7.0,
B1.0,
B2.0,
B3.0,
C2.0,
C4.0,
winnings
from
a
state
lottery
ticket
or
a
game
at
a
fast-food
restaurant.
D1.0,
D7.0,
D8.0
A8.0
B4.0,
B7.0,
B8.0
C10.0
b.
Evaluate
and
compare
strategies
on
the
basis
of
expected
values.
For
example,
compare
a
high
deductible
versus
a
low-deductible
automobile
insurance
policy
using
various,
but
reasonable,
chances
of
having
a
minor
or
a
major
accident.
6.
(+)
Use
probabilities
to
make
fair
decisions
(e.g.,
drawing
by
lots,
using
a
random
A3.0,
A4.0,
A7.0,
B1.0,
B2.0,
B3.0,
C2.0,
C4.0,
D1.0,
D7.0,
D8.0
number
generator).
A8.0
B4.0,
B7.0,
B8.0
C10.0
7.
(+)
Analyze
decisions
and
strategies
using
probability
concepts
(e.g.,
product
testing,
A3.0,
A4.0,
A7.0,
B1.0,
B2.0,
B3.0,
C2.0,
C4.0,
D1.0,
D2.0,
D7.0,
medical
testing,
pulling
a
hockey
goalie
at
the
end
of
a
game).
A8.0
B4.0,
B7.0,
B8.0
C10.0
D8.0
32

Academic
Alignment
Matrix
PATHWAYS
A.
B.
C.
D.
INFORMATION
AND
COMMUNICATION
TECHNOLOGIES
Information
Networking
Software
Games
and
Support
and
and
Systems
Simulation
Services
Development
Statistics
and
Probability
–
APPS
–
Advanced
Placement
Probability
and
Statis-
tics
10.
Students
know
the
definitions
of
the
mean,
median
and
mode
of
distribution
of
data
and
A3.0,
A4.0,
B1.0,
B2.0,
B3.0,
C2.0,
C4.0,
D1.0,
D2.0,
D7.0,
can
compute
each
of
them
in
particular
situations.
A7.0,
A8.0
B4.0,
B7.0,
B8.0
C10.0
D8.0
15.
Students
are
familiar
with
the
notions
of
a
statistic
of
a
distribution
of
values.
of
the
A3.0,
A4.0,
B1.0,
B2.0,
B3.0,
C2.0,
C4.0,
D1.0,
D2.0,
D7.0,
sampling
distribution
of
a
statistic.
And
of
the
variability
of
a
statistic.
A7.0,
A8.0
B4.0,
B7.0,
B8.0
C10.0
D8.0
16.
Students
know
basic
facts
concerning
the
relation
between
the
mean
and
the
standard
A3.0,
A4.0,
B1.0,
B2.0,
B3.0,
C2.0,
C4.0,
D1.0,
D2.0,
D7.0,
deviation
of
a
sampling
distribution
and
the
mean
and
the
standard
deviation
of
the
popula-
A7.0,
A8.0
B4.0,
B7.0,
B8.0
C10.0
D8.0
tion
distribution.
SCIENCE
Life
Sciences
–
LS
LS1:
From
Molecules
to
Organisms:
Structures
and
Processes
LS1.A:
Structure
and
Function
A3.0
C4.0,
C10.0
D6.0,
D7.0
LS1.B:
Growth
and
Development
of
Organisms
A3.0
C4.0,
C10.0
D6.0,
D7.0
LS4:
Biological
Evolution:
Unity
and
Diversity
LS4.B:
Natural
Selection
A2.0
C4.0,
C10.0
D6.0,
D7.0
HISTORY/SOCIAL
SCIENCE
Principles
of
American
Democracy
and
Economics
–
AD
12.7
Students
analyze
and
compare
the
powers
and
procedures
of
the
national,
state,
tribal,
A1.0,
A5.0,
B7.0
C1.0,
C2.0
D1.0
and
local
governments.
A8.0
12.7.5.
Explain
how
public
policy
is
formed,
including
the
setting
of
the
public
agenda
and
A1.0,
A5.0
D3.0,
D12.0
implementation
of
it
through
regulations
and
executive
orders.
12.8
Students
evaluate
and
take
and
defend
positions
on
the
influence
of
the
media
on
A3.0
B1.0,
B4.0,
B7.0
C6.0
D1.0,
D5.0
American
political
life.
12.8.2.
Describe
the
roles
of
broadcast,
print,
and
electronic
media,
including
the
Internet,
A1.0,
A3.0
B1.0,
B4.0,
B7.0
C6.0
D1.0,
D5.0
as
means
of
communication
in
American
politics.
12.8.3.
Explain
how
public
officials
use
the
media
to
communicate
with
the
citizenry
and
A1.0,
A3.0
B1.0,
B4.0,
B7.0
C6.0
D1.0,
D5.0
to
shape
public
opinion.
33

Academic
Alignment
Matrix
PATHWAYS
A.
B.
C.
D.
INFORMATION
AND
COMMUNICATION
TECHNOLOGIES
Information
Networking
Software
Games
and
Support
and
and
Systems
Simulation
Services
Development
U.S.
History
and
Geography
–
US
11.8
Students
analyze
the
economic
boom
and
social
transformation
of
post-World
War
II
A1.0,
A8.0
B7.0
C1.0,
C2.0
D1.0
America.
11.8.7.
Describe
the
effects
on
society
and
the
economy
of
technological
developments
since
1945,
including
the
computer
revolution,
changes
in
communication,
advances
in
A1.0,
A8.0
B7.0
C1.0,
C2.0
D1.0
medicine,
and
improvements
in
agricultural
technology.
World
History,
Culture,
and
Geography
–
WH
10.3
Students
analyze
the
effects
of
the
Industrial
Revolution
in
England,
France,
Germany,
A1.0,
A8.0
C1.0,
C2.0
D1.0
Japan,
and
the
United
States.
10.3.5.
Understand
the
connections
among
natural
resources,
entrepreneurship,
labor,
and
A1.0,
A6.0,
A8.0
B7.0
C1.0,
C2.0
D1.0
capital
in
an
industrial
economy.
10.9
Students
analyze
the
international
developments
in
the
post-World
World
War
II
world.
A1.0,
A6.0,
A8.0
B7.0
C1.0,
C2.0,
C6.0
D1.0
10.11
Students
analyze
the
integration
of
countries
into
the
world
economy
and
the
informa-
B1.0,
B2.0,
tion,
technological,
and
communications
revolutions
(e.g.,
television,
satellites,
computers).
B3.0,
B4.0,
C1.0,
C2.0,
C4.0,
A1.0,
A3.0,
A8.0
D1.0
B5.0,
B6.0,
C6.0,
C10.0
B7.0,
B8.0
34

Contributors
Lloyd McCabe, Administrator, California Department of Education
Gary Page, Education Consultant, California Department of Education
Standards Review Team
Kathleen Bailey, Instructor, Whittier Unified High School District
Gail Chapman, Director, University of California, Los Angeles
Bill Cullifer, Director, World Organization of Webmasters
John Gerits, Marketing Manager, Insight Investments
Richard Grotegut, Professor, Ohlone Community College
Walter Hamilton, Instructor, Los Angeles Unified School District
Eugene Lemon, Instructor, Ralph J. Bunche High School
David Smith, Instructor, Orange Cove High School
Jacob Walker, Instructor, Twin Rivers Unified School District
Glen Warren, Instructor, Orange Unified School District
Standards Writing Team
Beth Cataldo, Coordinator, Multimedia Studies, City College of San Francisco
Dennis Frezzo, Senior Manager, Cisco Networking Academy
Richard Grotegut, Instructor, Ohlone Community College
Ingrid Hu Dahl, Program Director, Next Gen Resources, Bay Area Video Coalition
Jacob Martinez, Watsonville TEC (Tecnologia-Educación-Comunidad)
Matt Niemitz, Curriculum Manager, Adobe Systems, Inc.
Lana Svieta, Owner and Game Developer, iPlaythings, LLC
Jacob Walker, Instructor, Twin Rivers Unified School District
Common Core Alignment Team
Susan Beckenham, Instructor, Providence High School
John Fleming, Instructor, Sacramento City Unified School District
Yvette Fraga, Instructor, Los Angeles Unified School District
Robert Guernsey, Instructor, Sacramento City Unified School District
Kamilah Jackson, Instructor, Los Angeles Unified School District
Linh Tran, Instructor, Sacramento City Unified School District
35

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39
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California Career Technical Education Model Curriculum Standards

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