Education, Child Development, and Family Services
Transcript of Education, Child Development, and Family Services
California Career Technical Education Model Curriculum Standards
Educ
atio
n, C
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Development, and Fam
ily Services
Child Development Pathway
Consumer Services Pathway
Education Pathway
Family and Human Services
Pathway
Table of ContentsEducation, Child Development, and Family Services
Overview ............................................................................................................................................ iii
California Standards for Career Ready Practice ........................................................................... vi
Sector Description .............................................................................................................................1
Knowledge and Performance Anchor Standards ............................................................................2
1.0 Academics ..........................................................................................................................................2
2.0 Communications ...............................................................................................................................2
3.0 Career Planning and Management ..............................................................................................2
4.0 Technology .........................................................................................................................................3
5.0 Problem Solving and Critical Thinking .......................................................................................3
6.0 Health and Safety ............................................................................................................................3
7.0 Responsibility and Flexibility ........................................................................................................4
8.0 Ethics and Legal Responsibilities .................................................................................................4
9.0 Leadership and Teamwork ..............................................................................................................5
10.0 Technical Knowledge and Skills ....................................................................................................5
11.0 Demonstration and Application ...................................................................................................6
Pathway Standards ............................................................................................................................8
A. Child Development Pathway .............................................................................................................8
B. Consumer Services Pathway ...........................................................................................................13
C. Education Pathway ............................................................................................................................17
D. Family and Human Services Pathway ..........................................................................................21
Academic Alignment Matrix ..........................................................................................................25
Contributors .................................................................................................................................... 44
References ....................................................................................................................................... 45
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Overview
The Career Technical Education (CTE) Model Curriculum Standards publication is organized for use as a complete document or for access to individual industry sectors and pathways. The document includes Standards for Career Ready Practice—which describe the knowledge and skills that students need prior to entering a career technical education program—as part of the career technical educa-tion sequence or as integrated elements of other course work in preparation for careers and college.
Each of the 15 industry sector sections includes a description, anchor standards, pathway standards, and an academic alignment matrix. The standards can be adjusted to be part of the curriculum (grades seven through twelve), provided through adult education, or included in community col-lege programs. The document also lists the representatives who participated in each sector’s content development and the references that were consulted to revise the CTE standards.
Standards for Career Ready PracticeCalifornia’s Standards for Career Ready Practice, which follow this overview, are based on the Career Ready Practices of the Common Career Technical Core (CCTC), a state-led initiative sponsored by the National Association of State Directors of Career Technical Education Consortium (NASDCTEc):
Career Ready Practices describe the career-ready skills that educators should seek to develop in their students. These practices are not exclusive to a Career Pathway, program of study, discipline or level of education. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. (NASDCTEc 2012, 2)
California’s 12 Standards for Career Ready Practice align with the state’s CTE anchor standards and reflect the expectations from business and industry, labor and community organizations, and second-ary and postsecondary education representatives from 42 participating states.
Anchor StandardsThe 11 anchor standards build on the Standards for Career Ready Practice and are common across the 15 industry sectors. Content for these standards was drawn from several documents: “Preparing Students for the 21st Century Economy” (American Association of Colleges for Teacher Education and the Partnership for 21st Century Skills 2010); How Should Colleges Prepare Students to Succeed in Today’s Global Economy? (Association of American Colleges and Universities and Peter D. Hart Research Associates, Inc. 2006); “Importance of Skills and Knowledge for College and Career Readiness,” from The MetLife Survey of the American Teacher: Preparing Students for College and Careers (MetLife, Inc. 2011); and Are They Really Ready to Work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce (The Conference Board et al. 2006).
Each anchor standard is followed by performance indicators using action verbs from the Beyond Knowledge Construct, presented in a hierarchical progression of simple tasks to more complex tasks. Performance indicators provide guidance for curriculum design and standards measurement.
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The industry-sector anchor standards have been customized with selected additions to better reflect the needs and special conditions of each industry sector.
Anchor Standard 1 (Academics) guides users to sector-specific core academic standards related to each industry sector, which are listed in the alignment matrix at the end of each sector section. Anchor standards 2–10 are deliberately aligned with one of the Common Core English language arts standards, using similar language demonstrating the natural connections between the two subjects. Anchor Standard 11 (Demonstration and Application) highlights classroom, laboratory, and workplace learning specific to the individual sector and pathways.
Pathway StandardsAll 15 industry sectors contain multiple pathways. In order to be identified and listed for an industry sector, each pathway had to meet the following criteria:
• unique to an industry sector
• has an occupational focus
• consistent in size and scope
• composed of similar functions
• inclusive of all aspects of the industry
• includes 8–12 pathway-specific standards
• demonstrates sequence potential
• reasonable and appropriate for high school
• leads to high-skill, high-wage, or high-demand jobs
• sustainable and viable over the next 10 years
Academic Alignment MatrixEach sector includes an academic alignment matrix that displays where a natural, obvious alignment occurs. Compiled by five teams of academic content experts in collaboration with industry-sector consultants, teachers, and other advisers, the alignment was selected if it was determined that the pathway standard would enhance, reinforce, or provide an application for a specific academic subject standard.
The alignment matrices include the subjects of Common Core English language arts and mathemat-ics standards, history/social studies standards, and Next Generation Science Core Ideas. To assist with further review and implementation, each academic alignment is notated with specific pathway standards codes.
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ImplementationThe Standards for Career Ready Practice can be integrated with a course or incorporated into several courses over multiple school years (grades seven through twelve). The practices are expectations for all students, whether they are enrolled in a CTE program or following a more generalized course sequence. It is expected that all students who exit high school will be proficient in these practices.
The anchor standards are the basis for each of the pathways within each sector. These standards are designed to assist with the development of course curricula and instructional lesson plans; they describe what is to be taught and measured. In most cases, the teacher determines the sequence and strategies to be used to meet the needs of the student population he or she is serving.
The performance indicators that follow each standard offer guidance for both course design and student assessment. They are intended to guide course work as it is developed. The pathways organize the standards with a career focus, but they are not designed to be offered as single courses. Rather, the standards from each pathway are collected and organized into a sequence of learning. To meet local demands of business and industry and particular student populations, standards can be collected from more than one sector to create a course.
Using the academic alignment matrices as a resource, academic and CTE teachers can see where enhancements and support for both sets of standards can be initiated. CTE teachers can quickly iden-tify academic standards that have a substantial relationship to their instruction. Likewise, academic teachers can specify individual academic standards and quickly identify related CTE standards, which will assist them in incorporating application and technology in their curricula and lessons.
The CTE Model Curriculum Standards are intended to serve the entire education community—from middle schools and high schools to postsecondary colleges and career training programs. A major aim of these standards is to prepare students for postsecondary education and training and to help them make a smooth transition into the workforce. In order for both the people and the economy of Cali-fornia to prosper, it is essential for all students to emerge from schools ready to pursue their career and college goals. Equipping all high school students with the knowledge and skills necessary to plan and manage their education and careers throughout their lives will help to guarantee these important outcomes. Strong CTE programs will continue to provide important educational opportunities to assist students as they pursue their dreams and strive for economic prosperity. The CTE Model Curriculum Standards are a resource for educators and the business world for ensuring high-quality CTE learning experiences and improved student outcomes in the twenty-first-century economy.
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California Standards for Career Ready Practice
Standards for Career Ready Practice describe the fundamental knowledge and skills that a career-ready student needs in order to prepare for transition to postsecondary education, career training, or the workforce. These standards are not exclusive to a career pathway, a CTE program of study, a par-ticular discipline, or level of education. Standards for Career Ready Practice are taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. Standards for Career Ready Practice are a valuable resource to CTE and academic teachers designing curricula and lessons in order to teach and reinforce the career-ready aims of the CTE Model Curriculum Standards and the Common Core State Standards.
1. Apply appropriate technical skills and academic knowledge.Career-ready individuals readily access and use the knowledge and skills acquired through experience and education. They make connections between abstract concepts with real-world applications and recognize the value of academic preparation for solving problems, communicating with others, calcu-lating measures, and other work-related practices.
2. Communicate clearly, effectively, and with reason.Career-ready individuals communicate thoughts, ideas, and action plans with clarity, using written, verbal, electronic, and/or visual methods. They are skilled at interacting with others, are active listen-ers who speak clearly and with purpose, and are comfortable with the terminology common to the workplace environment. Career-ready individuals consider the audience for their communication and prepare accordingly to ensure the desired outcome.
3. Develop an education and career plan aligned with personal goals.Career-ready individuals take personal ownership of their own educational and career goals and man-age their individual plan to attain these goals. They recognize the value of each step in the educa-tional and experiential process and understand that nearly all career paths require ongoing education and experience to adapt to practices, procedures, and expectations of an ever-changing work envi-ronment. They seek counselors, mentors, and other experts to assist in the planning and execution of education and career plans.
4. Apply technology to enhance productivity.Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquir-ing and using new technology. They understand the inherent risks—personal and organizational—of technology applications, and they take actions to prevent or mitigate these risks.
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5. Utilize critical thinking to make sense of problems and persevere in solving them.Career-ready individuals recognize problems in the workplace, understand the nature of the problems, and devise effective plans to solve the problems. They thoughtfully investigate the root cause of a problem prior to introducing solutions. They carefully consider options to solve the problem and, once agreed upon, follow through to ensure the problem is resolved.
6. Practice personal health and understand financial literacy.Career-ready individuals understand the relationship between personal health and workplace per-formance. They contribute to their personal well-being through a healthy diet, regular exercise, and mental health activities. Career-ready individuals also understand that financial literacy leads to a secure future that enables career success.
7. Act as a responsible citizen in the workplace and the community.Career-ready individuals understand the obligations and responsibilities of being a member of a com-munity and demonstrate this understanding every day through their interactions with others. They are aware of the impacts of their decisions on others and the environment around them and think about the short-term and long-term consequences of their actions. They are reliable and consistent in going beyond minimum expectations and in participating in activities that serve the greater good.
8. Model integrity, ethical leadership, and effective management.Career-ready individuals consistently act in ways that align with personal and community-held ideals and principles. They employ ethical behaviors and actions that positively influence others. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the direction and actions of a team or organization, and they recognize the short-term and long-term effects that management’s actions and attitudes can have on produc-tivity, morale, and organizational culture.
9. Work productively in teams while integrating cultural and global competence.Career-ready individuals positively contribute to every team as both team leaders and team members. They apply an awareness of cultural differences to avoid barriers to productive and positive interac-tion. They interact effectively and sensitively with all members of the team and find ways to increase the engagement and contribution of other members.
10. Demonstrate creativity and innovation.Career-ready individuals recommend ideas that solve problems in new and different ways and con-tribute to the improvement of the organization. They consider unconventional ideas and suggestions by others as solutions to issues, tasks, or problems. They discern which ideas and suggestions may have the greatest value. They seek new methods, practices, and ideas from a variety of sources and apply those ideas to their own workplace practices.
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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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Education, Child Development, and Family Services
Sector DescriptionThe Education, Child Development, and Family Services sector provides students with the academic and technical preparation to pursue high-skill, high-demand careers in these related and growing industries. The sector encompasses four distinct, yet interrelated, career pathways: Child Development, Consumer Services, Education, and Family and Human Services. The Child Development pathway provides students with the skills and knowledge they need to pursue careers in child care and related fields, and the Education pathway emphasizes the preparation of students to become teachers. The Consumer Services pathway gives students the employment and management skills needed in careers that involve helping consumers. The Family and Human Services pathway provides students with skills needed for careers related to family and social services. The standards are designed to integrate academic and career technical concepts. The anchor standards include Consumer and Family Studies comprehensive technical knowledge and skills that prepare students for learning in the pathways. The knowledge and skills are acquired within a sequential, standards-based pathway program that integrates hands-on projects, work-based instruction, and leadership development—for example, through Family, Career and Community Leaders of America (FCCLA). Standards in the Education, Child Development, and Family Services sector are designed to prepare students for technical training, postsecondary education, and entry to a career.
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Education, Child Development, and Family ServicesKnowledge and Performance Anchor Standards
1.0 AcademicsAnalyze and apply appropriate academic standards required for successful industry sector pathway completion leading to postsecondary education and employment. Refer to the Education, Child Development, and Family Services academic alignment matrix for identification of standards.
2.0 CommunicationsAcquire and accurately use Education, Child Development, and Family Services sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment with LS 9-10, 11-12.6)
2.1 Recognize the elements of communication using a sender–receiver model.
2.2 Identify barriers to accurate and appropriate communication.
2.3 Interpret verbal and nonverbal communications and respond appropriately.
2.4 Demonstrate elements of written and electronic communication, such as accurate spelling, grammar, and format.
2.5 Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
2.6 Advocate and practice safe, legal, and responsible use of digital media information and communications technologies.
3.0 Career Planning and ManagementIntegrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment with SLS 11-12.2)
3.1 Identify personal interests, aptitudes, information, and skills necessary for informed career decision making.
3.2 Evaluate personal character traits, such as trust, respect, and responsibility, and understand the impact they can have on career success.
3.3 Explore how information and communication technologies are used in career planning and decision making.
3.4 Research the scope of career opportunities available and the requirements for education, training, certification, and licensure.
3.5 Integrate changing employment trends, societal needs, and economic conditions into career planning.
3.6 Recognize the role and function of professional organizations, industry associations, and organized labor in a productive society.
3.7 Recognize the importance of small business in the California and global economies.
3.8 Understand how digital media are used by potential employers and postsecondary agencies to evaluate candidates.
3.9 Develop a career plan that reflects career interests, pathways, and postsecondary options.
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4.0 TechnologyUse existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Education, Child Development, and Family Services sector workplace environment. (Direct alignment with WS 11-12.6)
4.1 Use electronic reference materials to gather information and produce products and services.
4.2 Employ Web-based communications responsibly and effectively to explore complex systems and issues.
4.3 Use information and communication technologies to synthesize, summarize, compare, and contrast information from multiple sources.
4.4 Discern the quality and value of information collected using digital technologies, and recognize bias and intent of the associated sources.
4.5 Research past, present, and projected technological advances as they impact a particular pathway.
4.6 Assess the value of various information and communication technologies to interact with constituent populations as part of a search of the current literature or in relation to the information task.
5.0 Problem Solving and Critical ThinkingConduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Education, Child Development, and Family Services sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment with WS 11-12.7)
5.1 Identify and ask significant questions that clarify various points of view to solve problems.
5.2 Solve predictable and unpredictable work-related problems using various types of reasoning (inductive, deductive) as appropriate.
5.3 Use systems thinking to analyze how various components interact with each other to produce outcomes in a complex work environment.
5.4 Interpret information and draw conclusions, based on the best analysis, to make informed decisions.
6.0 Health and SafetyDemonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Education, Child Development, and Family Services sector workplace environment. (Direct alignment with RSTS 9-10, 11-12.4)
6.1 Locate, and adhere to, Material Safety Data Sheet (MSDS) instructions.
6.2 Interpret policies, procedures, and regulations for the workplace environment, including employer and employee responsibilities.
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6.3 Use health and safety practices for storing, cleaning, and maintaining tools, equipment, and supplies.
6.4 Practice personal safety when lifting, bending, or moving equipment and supplies.
6.5 Demonstrate how to prevent and respond to work-related accidents or injuries; this includes demonstrating an understanding of ergonomics.
6.6 Maintain a safe and healthful working environment.
6.7 Be informed of laws/acts pertaining to the Occupational Safety and Health Administration (OSHA).
7.0 Responsibility and FlexibilityInitiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Education, Child Development, and Family Services sector workplace environment and community settings. (Direct alignment with SLS 9-10, 11-12.1)
7.1 Recognize how financial management impacts the economy, workforce, and community.
7.2 Explain the importance of accountability and responsibility in fulfilling personal, community, and workplace roles.
7.3 Understand the need to adapt to changing and varied roles and responsibilities.
7.4 Practice time management and efficiency to fulfill responsibilities.
7.5 Apply high-quality techniques to product or presentation design and development.
7.6 Demonstrate knowledge and practice of responsible financial management.
7.7 Demonstrate the qualities and behaviors that constitute a positive and professional work demeanor, including appropriate attire for the profession.
7.8 Explore issues of global significance and document the impact on the Education, Child Development, and Family Services sector.
8.0 Ethics and Legal ResponsibilitiesPractice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment with SLS 11-12.1d)
8.1 Access, analyze, and implement quality assurance standards of practice.
8.2 Identify local, district, state, and federal regulatory agencies, entities, laws, and regulations related to the Education, Child Development, and Family Services industry sector.
8.3 Demonstrate ethical and legal practices consistent with Education, Child Development, and Family Services sector workplace standards.
8.4 Explain the importance of personal integrity, confidentiality, and ethical behavior in the workplace.
8.5 Analyze organizational culture and practices within the workplace environment.
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8.6 Adhere to copyright and intellectual property laws and regulations, and use and appropriately cite proprietary information.
8.7 Conform to rules and regulations regarding sharing of confidential information, as determined by Education, Child Development, and Family Services sector laws and practices.
9.0 Leadership and TeamworkWork with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as prac-ticed in the career technical student organization (FCCLA). (Direct alignment with SLS 11-12.1b)
9.1 Define leadership and identify the responsibilities, competencies, and behaviors of successful leaders.
9.2 Identify the characteristics of successful teams, including leadership, cooperation, collabora-tion, and effective decision-making skills, as applied in groups, teams, and career technical student organization activities.
9.3 Understand the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace setting.
9.4 Explain how professional associations and organizations (such as FCCLA) and associated leadership development and competitive career development activities enhance academic preparation, promote career choices, and contribute to employment opportunities.
9.5 Understand that the modern world is an international community and requires an expanded global view.
9.6 Respect individual and cultural differences and recognize the importance of diversity in the workplace.
9.7 Participate in interactive teamwork to solve real Education, Child Development, and Family Services sector issues and problems.
10.0 Technical Knowledge and SkillsApply essential technical knowledge and skills common to all pathways in the Education, Child Development, and Family Services sector, following procedures when carrying out experiments or performing technical tasks. (Direct alignment with WS 11-12.6)
This section is specific to the foundational knowledge and skills required for Consumer and Family Studies.
10.1 Interpret and explain terminology and practices specific to the Education, Child Development, and Family Services sector.
10.2 Comply with the rules, regulations, and expectations of all aspects of the Education, Child Development, and Family Services sector.
10.3 Construct projects and products specific to the Education, Child Development, and Family Services sector requirements and expectations.
10.4 Collaborate with industry experts for specific technical knowledge and skills.
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10.5 Summarize the decisions and responsibilities involved in parenting in various cultures.
10.6 Describe and identify the stages of pregnancy, from conception through birth, and the implications of environment and heredity on the health and well-being of a child.
10.7 Explain the importance of studying child growth and development from infancy through adolescence.
10.8 Explain positive guidance and discipline techniques that promote feelings of self-worth as they apply to the developmental stages of children.
10.9 Demonstrate an understanding of the value and methods of providing infants, children, and adolescents with play and developmentally appropriate learning activities.
10.10 Describe the process of making consumer decisions, including the comparison of goods and services.
10.11 Practice how to manage financial resources to achieve personal and family goals.
10.12 Compare consumer resources, rights, and responsibilities and their relationship to the various levels of the economy.
10.13 Recognize the function of the family as a basic unit of society and the contributions of the family unit to the development of individuals.
10.14 Analyze the factors that affect the development of individuals and how to build positive relationships.
10.15 Describe the adjustments needed to adapt to major life changes throughout the human life cycle.
10.16 Apply strategies and resources for managing conflicts and crises.
10.17 Summarize the importance of wellness and safety to individual and family health and well-being.
10.18 Demonstrate an understanding of how to prevent and control infection and disease to produce the optimum health of individuals and families.
10.19 Explain the strategies that enable persons to manage and balance personal, family, and work responsibilities to enhance productivity and attain a quality of life.
10.20 Assess the individual, family, and workplace factors that influence decisions at each stage of the human life cycle.
10.21 Demonstrate an understanding of how knowledge, skills, attitudes, and behaviors learned in consumer and family studies can be transferred to advanced training and education or to careers related to the Education, Child Development, and Family Services sector.
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11.0 Demonstration and ApplicationDemonstrate and apply the knowledge and skills contained in the Education, Child Development, and Family Services anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the career technical student organization (FCCLA).
11.1 Utilize work-based/workplace learning experiences to demonstrate and expand upon knowledge and skills gained during classroom instruction and laboratory practices specific to the Education, Child Development, and Family Services sector program of study.
11.2 Demonstrate proficiency in a career technical pathway that leads to certification, licensure, and/or continued learning at the postsecondary level.
11.3 Demonstrate entrepreneurship skills and knowledge of self-employment options and innova-tive ventures.
11.4 Employ entrepreneurial practices and behaviors appropriate to Education, Child Development, and Family Services sector opportunities.
11.5 Create a portfolio, or similar collection of work, that offers evidence through assessment and evaluation of skills and knowledge competency as contained in the anchor standards, path-way standards, and performance indicators.
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Education, Child Development, and Family ServicesPathway Standards
A. Child Development PathwayThe Child Development pathway is designed to prepare students to pursue a career in the field of child care and development for infants, toddlers, and young children. Students study child growth and development, safety and emergency procedures, nutrition and health practices, positive interaction and guidance techniques, learning theories, and developmentally appropriate practices and curriculum activities. Students apply this knowledge in a variety of early childhood programs, such as child development laboratories, public and private preschools, family day care settings, and recreational facilities. Students completing the program may apply for the Child Development Assistant Permit from the California Commission on Teacher Credentialing.
Sample occupations associated with this pathway:
Child Care Worker
Child Development Specialist
Child Psychologist
Family Service Advocate
A1.0 Recognize the essential aspects of the early childhood education, child care, and development industry and the industry’s role in state and local economies.
A1.1 Describe the organizational structures in early childhood education, child care, and development facilities.
A1.2 Explain the effect of the child care and development industry on state and local economies.
A1.3 Understand the interdependence of various career roles and how those roles contribute to the success of the child care and development program or work site.
A1.4 Research the functions and roles of the various careers in the child care and develop-ment industry.
A1.5 Identify the components of professionalism and how to practice professional behaviors.
A1.6 Analyze the legislative, economic, educational, and social trends that affect the child care and development industry.
A2.0 Identify and apply operational procedures and organizational policies at various early childhood education, child care, and development facilities.
A2.1 Identify the operational procedures at various types of facilities and their importance to the success of the organization.
A2.2 Understand the operational policies and procedures related to early education, child care, and development program components (e.g., adult–child and adult–guardian interaction, physical environment, health, safety, nutrition, curriculum, and assessment).
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A2.3 Explain the importance of, and procedures for, keeping child and classroom records and documentation.
A2.4 Summarize appropriate business systems that help with billing, ordering, budgeting, collecting fees, and reporting requirements.
A2.5 Illustrate the workforce management strategies that are effective for planning, making decisions, sharing responsibility, and negotiating.
A3.0 Summarize child care and development standards, licensing, regulations, and codes, including California Code of Regulations Title 5 and Title 22.
A3.1 Recognize the standards and licensing regulations for child care facilities.
A3.2 Identify the educational and industry-related requirements for child care facilities staff.
A3.3 Understand how local, state, and federal laws and regulations for child care facilities are enforced by regulatory agencies.
A3.4 Adhere to the health, safety, regulatory, and procedural requirements for the work site.
A3.5 Summarize the employer and employee responsibilities for complying with laws and regulations affecting the needs, interests, and rights of young children.
A3.6 Detect the indicators of child abuse or neglect and the responsibilities of staff as mandated reporters.
A4.0 Apply critical safety, emergency, and disaster procedures at the work site.
A4.1 Understand the state and federal environmental and safety regulations and the use of Material Safety Data Sheets (MSDS) as they relate to the child care and development industry.
A4.2 Implement the staff procedures, duties, and responsibilities related to safety, emergency, and disaster preparedness plans.
A4.3 Demonstrate how and when to use certified first aid, cardiopulmonary resuscitation (CPR), and other emergency procedures.
A4.4 Predict the typical hazards at the work site and know procedures and practices that contribute to a safe and healthy environment.
A5.0 Explain important elements of a child’s physical, intellectual, emotional, and social growth and development.
A5.1 List the biological and environmental factors that influence the development of infants, toddlers, and children.
A5.2 Describe the developmental stages of infants, toddlers, and children.
A5.3 Summarize the ways in which diversity, family, and culture influence the development of children.
A5.4 Understand the importance of including infants, toddlers, and children with special needs.
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A5.5 Analyze the importance of observational assessment and how to link assessment findings to individualized child planning.
A5.6 Evaluate the importance of learning environments, experiences, and interactions and their connections to each stage of physical, intellectual, social, and emotional development.
A5.7 Defend the benefits of parental involvement to the development of a child’s physical, intellectual, emotional, and social growth and development.
A6.0 Employ the principles of positive interactions, guidance, and discipline in the workplace.
A6.1 Describe how to help children develop a positive self-image and self-esteem and develop self-discipline and respect for oneself and others.
A6.2 Use the importance of building positive relationships between the caregiver, children, and families to provide effective guidance and discipline.
A6.3 Diagram the elements of positive guidance and discipline techniques that are based on the stages of children’s development.
A6.4 Identify practical strategies for finding positive solutions to common behavioral problems.
A6.5 Plan and demonstrate how the staff can adjust the environment to promote a child’s independence and personal and social competence.
A7.0 Compare and apply the essential components of an effective learning environment for the early childhood classroom.
A7.1 Describe the components of an effective learning environment that reflects children’s interests and developmental needs.
A7.2 Identify the early childhood education classroom learning areas and the contribution of each to the development of children.
A7.3 Classify multiple ways of promoting children’s learning at different developmental stages and ages by using the continuum of teaching behaviors from directive to nondirective.
A7.4 Demonstrate appropriate teaching techniques and interaction styles for working with children of varying ages, learning styles, and cultural backgrounds.
A7.5 Illustrate the ways in which classroom environments promote productive interaction among children and adults to create a positive atmosphere and sense of community.
A7.6 Research and present the major learning theories and curriculum models and evaluate their application in early childhood education programs.
A8.0 Select and apply developmentally appropriate practices for curriculum development.
A8.1 Develop components of a developmentally appropriate curriculum in each area of the balanced daily routine: indoor/outdoor, quiet/active, individual and small group/large group, large muscle/small muscle, and child-initiated and staff-initiated activities.
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A8.2 Observe children and document the observations in a factual and anecdotal format tying observations to developmental milestones.
A8.3 Integrate language acquisition strategies and support for English-language learners.
A8.4 Plan and conduct activities that reinforce foundation skills, reflect an integrated and emergent curriculum, and support school readiness.
A9.0 Practice the principles and practices of good nutrition, health, and safety for infants and children.
A9.1 List the procedures used to clean a facility that follow a logical sequence and universal health precautions.
A9.2 Practice the procedures for preventing the spread of infections and illnesses, including those for food-borne pathogens.
A9.3 Use the appropriate sanitation and hygiene techniques for infants, toddlers, children, and staff.
A9.4 Communicate the proper procedures to follow when preparing and serving nutritional snacks and meals, including those that foster independent eating practices and promote good nutrition and hygiene habits.
A9.5 Recognize, describe, and report signs and symptoms of illness, injury, discomfort, or special needs in infants, toddlers, and children.
A10.0 Communicate and interact effectively with families and communities.
A10.1 Name the benefits of establishing strong relationships with families and communities.
A10.2 Interpret how positive family–staff relationships, family members, and the community contribute to the physical, intellectual, social, and emotional development of the child.
A10.3 Compare and contrast how language, culture, and educational backgrounds may affect family structures and communication within and among families and communities.
A10.4 Devise ways to use opportunities throughout the daily routine to build trusting relationships and effective communication with families and others.
A10.5 Advocate for high-quality programs and services for children and families.
A11.0 Identify teaching materials and resources that enhance classroom instruction and indoor and outdoor learning in early childhood education, child care, and development programs.
A11.1 Select and develop age-appropriate and developmentally appropriate teaching materials and resources.
A11.2 Use the appropriate and current instructional technology and equipment to develop program materials and support learning.
A11.3 Evaluate the various types and sources of quality, age-appropriate, and developmen-tally appropriate materials and equipment.
11
ECDFS | California Career Technical Education Model Curriculum Standards
A12.0 Illustrate how to support the learning process in an assisting role.
A12.1 Define the strategies for supervising and maintaining a supportive learning environment for infants, toddlers, and children.
A12.2 Understand the established standards and the standard operating procedures in classrooms, libraries, halls, and bathrooms and on the school grounds.
A12.3 Classify the typical learning challenges that students encounter in curricular areas.
A12.4 Implement planned activities to facilitate multidisciplinary learning and reinforce concepts.
A12.5 Differentiate how to provide instructional assistance to small and large learning groups.
A12.6 Identify and compile samples used for assessing a child and developing a portfolio.
12
Education, Child Development, and Family Services | ECDFS
Education, Child Development, and Family ServicesPathway Standards
B. Consumer Services PathwayThe Consumer Services pathway focuses on a broad-based curriculum designed to prepare students for careers helping customers, including credit counselors, consumer reporters, writers, and consumer affairs directors. Students learn employment, entrepreneurial, and management skills that include business structure; consumer rights and responsibilities; testing and demonstration of products; consumer communications; and energy, environment, and resource management.
Sample occupations associated with this pathway:
Media Product Demonstrator
Customer Service Representative
Personal Financial Advisor
Accountant
Credit Counselor
B1.0 Describe important aspects of the consumer services industry and the role of the industry in local, state, national, and global economies.
B1.1 Identify the ways in which national and international policies and procedures affect the daily operations of a consumer services organization.
B1.2 Summarize the legislative, economic, educational, and social trends that affect careers in the consumer services industry.
B1.3 Explain the effect of this industry on businesses and the state’s economy.
B1.4 Identify the ways in which industries, companies, and agencies provide consumer information and services.
B1.5 Communicate the role of consumer affairs personnel in an organization.
B2.0 Understand the principles of effective workforce and organizational management, including the roles and responsibilities of management and employees.
B2.1 Explain the outcomes of effective leadership and management, such as profitability, solvency, productivity, consumer and client satisfaction, and business growth.
B2.2 Demonstrate the main workforce management strategies, such as shared responsibilities and negotiation, collaboration/consensus building, and communication.
B2.3 Summarize the interrelationship and interdependence and diversity of management and employees as they relate to workforce productivity.
B2.4 Use organizational procedures and tools, such as business plans, budgets/financials, spreadsheets for payroll and inventories, recordkeeping, and communication with consumers.
13
ECDFS | California Career Technical Education Model Curriculum Standards
B3.0 Demonstrate the operational procedures and safety practices that are commonly used in the consumer services industry.
B3.1 Define the correct technical terms to describe products, procedures, and equipment specific to the consumer services industry.
B3.2 Demonstrate the procedures for preparing, expediting, and tracking forms needed for requisitioning supplies and materials.
B3.3 Analyze the purpose of, and information in, Material Safety Data Sheets (MSDS).
B4.0 Understand essential consumer protection laws and regulations.
B4.1 Recall and chart the evolution of consumer protection legislation.
B4.2 Describe the role of local, state, and national public and private agencies in consumer and business protection.
B4.3 Identify the effects of environmental laws and safety regulations on consumers.
B4.4 Explain the legal implications of a contract and interpret the consequences of consumer actions related to various types of contracts.
B4.5 Illustrate essential consumer protection laws and regulations commonly used in the consumer services industry.
B5.0 Summarize consumer rights and responsibilities in the consumer services industry.
B5.1 Identify effective strategies and laws that consumers can use when exercising their rights and useful methods for resolving complaints.
B5.2 Demonstrate how individuals can have an effect on the legislative process as it relates to consumer regulations.
B5.3 Illustrate the various advertising techniques with respect to consumer rights, marketing, technology, and point of sale methods.
B5.4 Analyze the effect of consumer protection laws on the cost and quality of goods and services.
B5.5 Diagram the effects of identity theft on diverse individuals, businesses, and local economies.
B6.0 Communicate the significance of national and international influences, current events, and diversity within the consumer services industry.
B6.1 Identify the national and international issues that affect consumers.
B6.2 Analyze the influence of different global industries, economies, regulations, and political and economic systems on the consumer services industry.
B6.3 Predict how aspects of diversity, such as culture, age, socioeconomic, gender, language, and abilities, affect consumer services.
14
Education, Child Development, and Family Services | ECDFS
B7.0 Compare and contrast customer relationships and their impact on businesses and employees in the consumer services industry.
B7.1 Identify the factors that contribute to quality customer relationships.
B7.2 Demonstrate the methods used to establish trust between a client and a customer service employee.
B7.3 Explain how the customer’s point of view and suggestions affect management policies and decisions.
B7.4 Assess customer needs or desires and recommend products and services.
B7.5 Discern logical, legal, ethical, and expedient solutions to consumer concerns by empowering employees to resolve consumer issues at the lowest level.
B7.6 Illustrate how the Internet and new technology, including social media, improve communication and facilitate business operations, as well as can harm or improve a business reputation.
B8.0 Use the skills and techniques needed to prepare advertising, public relations, and informational materials for consumers.
B8.1 Identify the local, state, national, and international agencies, organizations, and media resources that provide current consumer information, including Internet and social media.
B8.2 List the tools and techniques used for communicating with consumers, including those used for advertising.
B8.3 Demonstrate how to prepare and deliver materials and presentations that consumers will understand, such as videos, visual presentations, media kits, public service announcements, and fact sheets.
B8.4 Develop communications, timelines, agendas, schedules, meeting arrangements, and advertising media for public relations activities.
B8.5 Analyze public relations plans in terms of their effect on customer relations and the operations of an organization.
B9.0 Summarize important consumer programs and services provided by energy, environmental, and resource management businesses.
B9.1 Identify the various sources of energy available to consumers and the strategies that improve energy efficiency.
B9.2 Explain the environmental impact of residential and commercial waste disposal and recycling issues.
B9.3 Compare the costs and benefits of consumer programs for consumers, communities, and businesses.
15
ECDFS | California Career Technical Education Model Curriculum Standards
B10.0 Research the basic procedures required to research, test, label, and demonstrate products to provide information needed by employees, consumers, and clients.
B10.1 Identify the trends that affect customer demand for products and services, including green products, to promote environmental friendliness and sustainability.
B10.2 Describe the purpose and significance of market research before a new product or service is developed and introduced.
B10.3 Describe the standard testing procedures and strategies used to analyze data and integrate findings to revise products.
B10.4 Explain the industry standards and government regulations that require specific information to be included on labels and care instructions.
B10.5 Compare features, benefits, prices, product information, styles, and performance of goods.
B10.6 Plan, produce, and evaluate demonstrations that educate consumers and promote a variety of products.
B11.0 Practice personal financial management, its effects on the economy, and career, personal, and family goals.
B11.1 Describe the effects of short-term and long-term financial plans on consumer decisions.
B11.2 Define and identify credit terminology, credit ratings and sources, costs of credit, and risks and benefits of credit.
B11.3 Identify ways to resolve credit issues and explain the effect of credit issues on the consumer and the economy.
B11.4 Illustrate the costs of bankruptcy to the individual, the consumer, the institution, and the economy.
B11.5 Analyze budgets for a variety of individuals and families in accord with estimated income, needs, desires, goals, and lifestyles.
B11.6 Analyze, describe, and contrast various types of investments and risk assessment programs.
B12.0 Explore the effect of the U.S. economic system on personal income, financial management, individual and family security, and consumer decisions.
B12.1 Describe the interrelationship between the economy and consumer spending and saving.
B12.2 Explain inflation and recession and how they affect the financial status of individuals and families.
B12.3 Compare the services provided by various financial institutions and departments of government.
B12.4 Review Truth in Lending legislation and California’s Rosenthal Act related to consumers and their rights.
16
Education, Child Development, and Family Services | ECDFS
Education, Child Development, and Family ServicesPathway Standards
C. Education PathwayThe Education pathway is designed to prepare students for professional or learning support positions in education, prekindergarten through grade twelve. Students study human development; standards, regulations, and codes; positive guidance and counseling techniques; age-appropriate and grade-appropriate learning strategies; learning theories; and standards-based curriculum and instructional design. Students can apply and practice their knowledge and skills at a variety of elementary and secondary education sites.
Sample occupations associated with this pathway:
Before/Afterschool Program Aide
Primary/Secondary School Teacher
School Counselor
Educational Administrator
Speech Therapist
C1.0 Describe the structure of the education industry and its role in local, state, and global economies.
C1.1 Identify the effect of the education industry on state and local economies.
C1.2 Describe the basic structure of public education in California (e.g., prekindergarten through grade twelve, community college, the California State University, the University of California), as well as private institutions.
C1.3 Understand the legislative, economic, and social trends that affect the education industry.
C1.4 Explain the differences in organizational structures at educational facilities, including relationships and interactions among personnel.
C2.0 Name operational procedures and organizational policies at various levels in education.
C2.1 Identify the business procedures related to the acquisition of supplies and collection of fees.
C2.2 Recognize the main workforce management strategies in education (e.g., shared responsibility and negotiation).
C2.3 Implement appropriate procedures at the classroom level (e.g., attendance; observa-tions; evaluations; illness, incident, accident, and injury reports).
C3.0 State specific applications of government regulations in the education industry.
C3.1 Describe the critical health and safety procedures that are used at a school site.
C3.2 Identify the indicators of child abuse and neglect and the role of the mandated reporter.
17
ECDFS | California Career Technical Education Model Curriculum Standards
C3.3 Locate and understand the credentialing requirements for teachers of students in prekindergarten through community college.
C4.0 Practice critical emergency and disaster procedures at a school site.
C4.1 Identify state and federal environmental and safety regulations and the use of Material Safety Data Sheets (MSDS) as they relate to the education industry.
C4.2 Recognize the typical hazards at the work site and know the procedures and practices that contribute to a safe and healthy environment.
C4.3 Describe the staff procedures, duties, and responsibilities related to safety, emergency, and disaster preparedness plans.
C4.4 Demonstrate how to use certified first aid, cardiopulmonary resuscitation (CPR), and other emergency procedures.
C5.0 Summarize important elements of the physical, intellectual, emotional, and social development of children and adolescents.
C5.1 Identify how typical and common atypical developmental patterns affect the educa-tional progress of children and adolescents.
C5.2 Explain the role of family involvement in the physical, intellectual, emotional, and social development of children and adolescents.
C5.3 Diagram factors in heredity, family, culture, diversity, economic, abilities, and environment that may influence the development of children and adolescents.
C5.4 Assess and evaluate evidence-based educational practices for the inclusion of children and adolescents with special needs.
C6.0 Use positive interaction, guidance, and discipline in the educational environment.
C6.1 List common behavior problems, possible causes, and develop potential positive solutions.
C6.2 Define the types of positive guidance techniques that are used in various ages and stages of a child’s development.
C6.3 Demonstrate how to support the development of a positive self-image and self-esteem as well as independence and respect for oneself and others.
C6.4 Practice strategies for building relationships and effective classroom management, including appropriate guidance and discipline.
C6.5 Develop strategies for building relationships with all stakeholders.
C7.0 Explain the role and purpose of standards-based instruction and assessment.
C7.1 Identify relevant curriculum standards and demonstrate their use in instruction.
C7.2 Understand the processes, implementations, and educator responsibilities of individual-ized education programs (IEPs) and Section 504 plans of the Rehabilitation Act and the Americans with Disabilities Act.
18
Education, Child Development, and Family Services | ECDFS
C7.3 Understand the types, important elements, and purposes of student assessments.
C7.4 Explain the process of assessment for early identification of remedial needs or other interventions.
C7.5 Use the basic components of effective standards-based lesson plans appropriate for varying ages, learning styles, and diverse cultural backgrounds and abilities to write lesson plans.
C7.6 Practice using teaching strategies that promote student learning, critical thinking, and problem solving.
C7.7 Identify relevant curriculum standards, their significance to student success, and demonstrate their use in instruction.
C8.0 Compare basic principles and practices of good nutrition and health and wellness for children.
C8.1 Describe crucial safety and sanitary procedures to follow in the classroom related to good nutrition and health.
C8.2 Identify services available to at-risk students and how to link students to resources.
C8.3 Apply appropriate sanitation, health, and hygiene procedures for preventing the spread of infections and illnesses and for responding to allergic reactions.
C8.4 Research the nutritional needs of children and the allergies commonly associated with food.
C8.5 Detect common indicators of nutrition-related disorders and diseases.
C9.0 Assess how to communicate and interact effectively with families and community groups.
C9.1 Recognize the factors that influence effective communication between the school and home and how to foster familial involvement.
C9.2 Summarize the ways in which age, abilities, language, culture, economics, and educational backgrounds may affect communication within and among families and the school.
C9.3 Explain issues of diversity and how to exhibit sensitivity to cultural differences.
C10.0 Integrate the process of developing quality teaching materials and resources for classroom instruction.
C10.1 Evaluate various types and sources of quality, developmentally appropriate materials and equipment.
C10.2 Demonstrate the appropriate use of current and emerging technology to develop instructional materials and support learning.
C10.3 Assess available materials and resources for quality, accuracy, relevance, and grade appropriateness.
C10.4 Design grade-appropriate instructional materials and resources, including those that augment educational materials adopted by the State Board of Education.
19
ECDFS | California Career Technical Education Model Curriculum Standards
C11.0 Evaluate the role of instructional staff in supporting the learning process.
C11.1 Name behavior standards expected of students in classrooms, libraries, and bathrooms on the school grounds and during educational and recreational trips.
C11.2 Demonstrate techniques for providing positive feedback on student work, attendance, and classroom performance.
C11.3 Explain how to help the teacher with student instruction, assessment, and confidentiality.
C11.4 Analyze a variety of individual and group teaching strategies and learning theories that promote effective learning.
C11.5 Research the common typical and atypical learning challenges for students in a variety of curricular areas.
C12.0 Formulate the components of effective after-school and recreational programs for individuals and groups.
C12.1 List the purposes of after-school and recreational activities.
C12.2 Summarize the important components and typical age-appropriate or ability-appropriate activities of various after-school and recreational programs.
C12.3 Assess the recreational interests and needs of individuals and groups and develop appropriate activities.
20
Education, Child Development, and Family Services | ECDFS
Education, Child Development, and Family ServicesPathway Standards
D. Family and Human Services PathwayEmployment growth in the Family and Human Services pathway will likely be driven by an increasing demand for family assistance. Students learn employment and management skills, such as positive guidance, professional behavior and standards, and laws and regulations related to the field. Students also learn about nutrition, health, aging, and safety.
Sample occupations associated with this pathway:
Personal Care Assistant
Human Services Program Specialist
Social Outreach Director
Community Organizational Director
D1.0 Recognize important aspects of the family and human services industry and the role of the industry in local, state, national, and global economies.
D1.1 Describe the ways in which agencies and organizations provide family and human services.
D1.2 Communicate the role and effect of this industry on individuals, families, and the state’s economy.
D1.3 Explore the legislative, economic, and social trends that have an effect on careers in the family and human services industry.
D1.4 Diagram the organizational structure and hierarchy that shows the relationships and interactions among departments in both public and private sectors of this industry.
D2.0 Describe the principles of effective workforce and organizational management, including the roles and responsibilities of management and employees.
D2.1 Define the outcomes of effective leadership and management, such as profitability, solvency, productivity, positive work environment, and client satisfaction.
D2.2 Practice the main workforce management strategies, such as shared responsibilities, collaboration, consensus-building, and communication.
D2.3 Compare the interrelationship, interdependence, and diversity of management and employees as they relate to workforce productivity.
D2.4 Experiment with using organizational procedures and tools, such as business plans, budgets/financials, spreadsheets for payroll and inventories, recordkeeping, and communication with consumers.
D2.5 Create a plan of how to identify and gain access to various sources of funding and services that serve individuals, families, and communities.
21
ECDFS | California Career Technical Education Model Curriculum Standards
D3.0 Locate the facilities and operational procedures used in the family and human services industry.
D3.1 List the various types of care facilities that promote the independence of clients.
D3.2 Describe the operational procedures related to quality control, inventory control, maintenance, storage, security, mailing, receiving, billing, and payment.
D3.3 Become familiar with various types of liability, insurance policies, code compliance, service agreements, and contracts.
D3.4 Evaluate facilities for the safety, well-being, and needs of diverse clients.
D4.0 Adhere to the laws and regulations that affect providers of family and human services and their diverse clients.
D4.1 Recognize the local, state, and federal laws, regulations, and agencies established to protect children, adolescents, and adults, including older adults and other persons with special needs and abilities.
D4.2 Identify the ways in which local, state, and federal regulations and laws are enforced by regulatory agencies, including the California Occupational Safety and Health Admin-istration, the Americans with Disabilities Act, and the Health Insurance Portability and Accountability Act.
D4.3 Understand the typical policies and procedures established by employers to comply with local, state, and federal regulations and laws.
D5.0 Interpret the stages of human development and the related needs of individuals and families.
D5.1 Identify the behaviors and resources that foster the health and well-being of individuals and families.
D5.2 Classify common needs, problems, and adjustments associated with life changes.
D5.3 Develop ways to enhance the social and emotional health of individuals and families.
D5.4 Diagram the characteristics and changing needs of the various stages of development throughout the life span.
D5.5 Assess the special needs of clients and identify resources and agencies that provide services.
D6.0 Apply the basic principles that promote health and well-being throughout the life span.
D6.1 Select strategies that promote good health practices for all ages.
D6.2 Recognize and describe signs and symptoms of health, illness, discomfort, and disease.
D6.3 Evaluate foods in terms of their economic and nutritional value.
D6.4 Plan and demonstrate exercise activities that are enjoyable, safe, and appropriate for the individual needs of clients.
D6.5 Plan and prepare snacks and meals that meet the dietary needs of persons, including those with special dietary needs, by using sanitary and safe food-handling procedures.
22
Education, Child Development, and Family Services | ECDFS
D7.0 Practice important safety, emergency, and disaster procedures to use for a variety of populations.
D7.1 Recognize how to establish and promote good safety habits for all ages.
D7.2 Discern the causes and preventions of common accidents and injuries.
D7.3 Identify the specific health considerations of persons with disabilities.
D7.4 Practice the correct procedures for dealing with emergencies and disasters.
D7.5 Perform the procedures for basic first aid and cardiopulmonary resuscitation (CPR) for infants, children, and adults.
D7.6 Comply with the procedures that prevent the spread of illnesses, infections, and diseases, including blood-borne pathogens.
D8.0 Develop interpersonal skills required to interact effectively with individuals and families of all ages and abilities.
D8.1 Use the strategies that promote positive interaction between individuals, families, and agencies.
D8.2 Apply effective ways to communicate and interact with culturally diverse individuals and families, such as using mediation, conflict resolution, and decision-making skills.
D8.3 Create effective ways to teach individuals and families communication, mediation, conflict-resolution, and decision-making skills.
D9.0 Integrate positive guidance and its application in helping individuals and families.
D9.1 Interpret the concept of positive guidance and its benefits across one’s life span.
D9.2 Implement positive guidance techniques that are appropriate for clients and that promote independence.
D9.3 Predict possible causes of behavior problems and conflict and demonstrate positive solutions, including behavior modification.
D10.0 Facilitate daily living activities of individuals and families.
D10.1 List the tasks of daily living and the types of assistance persons need with these activities, including assistance for persons with special needs.
D10.2 Understand the importance of personal care and well-being to the physical and emotional health of clients.
D10.3 Demonstrate the importance of privacy, independence, dignity, confidentiality, and respect for clients.
D10.4 Develop procedures for shopping, banking, recordkeeping, and other services that will assist clients.
D10.5 Research the various types of disabilities, potential barriers, and types of accommoda-tions needed for clients.
23
ECDFS | California Career Technical Education Model Curriculum Standards
D10.6 Experiment with important consumer information, such as comparison shopping, disclosure on labels, warranties and guarantees, consumer fraud and identity theft, consumer redress, and consumer rights and responsibilities.
D11.0 Distinguish common problems and crises affecting individuals and families of all ages.
D11.1 Summarize the signs of emotional and physical abuse, emotional crises, and mental health issues, such as depression, isolation, substance abuse, stress, elder abuse, financial abuse, and neglect.
D11.2 Explain behaviors that require intervention and outside assistance.
D11.3 Demonstrate how to provide the information that individuals and families need to make decisions about seeking professional help.
D12.0 Advocate for the importance of social involvement for individuals and families.
D12.1 Defend the value of social, recreational, and educational activities for all ages.
D12.2 Locate and evaluate the appropriateness of facilities and community resources for social support, recreational, and educational activities.
D12.3 Recommend appropriate community resources for social, recreational, and educational activities to meet client needs for all ages.
D12.4 Plan, conduct, and evaluate social, recreational, and educational activities appropriate to the physical, psychological, cultural, and socioeconomic needs of individuals and families.
24
Education, Child Development, and Family Services | ECDFS
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ing,
spe
akin
g, a
nd li
sten
ing
at
A4.0
, A5.
0, A
6.0,
B4
.0, B
5.0,
B6.
0,
C4.0
, C5.
0, C
6.0,
D
4.0,
D5.
0, D
6.0,
th
e co
llege
and
car
eer r
eadi
ness
leve
l; de
mon
stra
te in
depe
nden
ce in
gat
herin
g A7
.0, A
8.0,
A9.
0,
B7.0
, B8.
0, B
9.0,
C7
.0, C
8.0,
C9.
0,
D7.0
, D8.
0, D
9.0,
vo
cabu
lary
kno
wle
dge
whe
n co
nsid
erin
g a
wor
d or
phr
ase
impo
rtan
t to
A1
0.0,
A11
.0, A
12.0
B10.
0, B
11.0
, B12
.0C1
0.0,
C11
.0, C
12.0
D10.
0, D
11.0
, D12
.0co
mpr
ehen
sion
or e
xpre
ssio
n.
Read
ing
Stan
dard
s fo
r In
form
atio
nal T
ext
– RS
IT (
Stan
dard
Are
a,
Grad
e Le
vel,
Stan
dard
#)
11-1
2.1.
Cite
str
ong
and
thor
ough
tex
tual
evi
denc
e to
sup
port
ana
lysi
s of
C1
.0, C
2.0,
C3.
0,
A1.0
, A2.
0, A
3.0,
B1
.0, B
2.0,
B3.
0,
D1.0
, D2.
0, D
3.0,
w
hat
the
text
say
s ex
plic
itly
as w
ell a
s in
fere
nces
dra
wn
from
the
tex
t, C3
.0, C
4.0,
C5.
0,
A4.0
, A5.
0, A
6.0,
B4
.0, B
5.0,
B6.
0,
D4.
0, D
5.0,
D6.
0,
incl
udin
g de
term
inin
g w
here
the
tex
t le
aves
mat
ters
unc
erta
in.
C6.0
, C7.
0, C
8.0,
A7
.0, A
8.0,
A9.
0,
B7.0
, B8.
0, B
9.0,
D7
.0, D
8.0,
D9.
0,
C9.0
, C10
.0, C
11.0
, A1
0.0,
A11
.0, A
12.0
B10.
0, B
11.0
, B12
.0D1
0.0,
D11
.0, D
12.0
C12.
0
11-1
2.2.
Det
erm
ine
two
or m
ore
cent
ral i
deas
of a
tex
t an
d an
alyz
e th
eir
A1.0
, A2.
0, A
3.0,
B1
.0, B
2.0,
B3.
0,
C1.0
, C2.
0, C
3.0,
D1
.0, D
2.0,
D3.
0,
deve
lopm
ent
over
the
cou
rse
of t
he t
ext,
incl
udin
g ho
w t
hey
inte
ract
and
A4
.0, A
5.0,
A6.
0,
B4.0
, B5.
0, B
6.0,
C4
.0, C
5.0,
C6.
0,
D4.
0, D
5.0,
D6.
0,
build
on
one
anot
her t
o pr
ovid
e a
com
plex
ana
lysi
s; p
rovi
de a
n ob
ject
ive
A7
.0, A
8.0,
A9.
0,
B7.0
, B8.
0, B
9.0,
C7
.0, C
8.0,
C9.
0,
D7.0
, D8.
0, D
9.0,
su
mm
ary
of t
he t
ext.
A10.
0, A
11.0
, A12
.0B1
0.0,
B11
.0, B
12.0
C10.
0, C
11.0
, C12
.0D1
0.0,
D11
.0, D
12.0
25
ECDFS | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SE
DU
CA
TIO
N,
CH
ILD
DE
VE
LOPM
EN
T,
A.
B.
C.
D.
AN
D F
AM
ILY
SE
RV
ICE
SCh
ild
Cons
umer
Ed
ucat
ion
Fam
ily a
nd
Deve
lopm
ent
Serv
ices
Hum
an S
ervi
ces
ENGL
ISH
LA
NGU
AGE
ART
S
Read
ing
Stan
dard
s fo
r In
form
atio
nal T
ext
– RS
IT (
Stan
dard
Are
a,
Grad
e Le
vel,
Stan
dard
#)
(con
tinue
d)11
-12.
3. A
naly
ze a
com
plex
set
of i
deas
or s
eque
nce
of e
vent
s an
d ex
plai
n A1
.0, A
2.0,
A3.
0,
B1.0
, B2.
0, B
3.0,
C1
.0, C
2.0,
C3.
0,
D1.0
, D2.
0, D
3.0,
ho
w s
peci
fic in
divi
dual
s, id
eas,
or e
vent
s in
tera
ct a
nd d
evel
op o
ver t
he c
ours
e A4
.0, A
5.0,
A6.
0,
B4.0
, B5.
0, B
6.0,
C4
.0, C
5.0,
C6.
0,
D4.
0, D
5.0,
D6.0
, of
the
tex
t.A7
.0, A
8.0,
A9.
0,
B8.0
, B9.
0, B
10.0
, C7
.0, C
8.0,
C9.
0,
D7.0
, D8.
0, D
9.0,
A1
0.0,
A11
.0, A
12.0
B11.
0, B
12.0
C10.
0, C
11.0
, C12
.0D1
0.0,
D11
.0, D
12.0
11-1
2.4.
Det
erm
ine
the
mea
ning
of w
ords
and
phr
ases
as
they
are
use
d in
a
A1.0
, A2.
0, A
3.0,
B1
.0, B
2.0,
B3.
0,
C1.0
, C2.
0, C
3.0,
D1
.0, D
2.0,
D3.
0,
text
, inc
ludi
ng fi
gura
tive,
con
nota
tive,
and
tec
hnic
al m
eani
ngs;
ana
lyze
how
A4
.0, A
5.0,
A6.
0,
B4.0
, B5.
0, B
6.0,
C4
.0, C
5.0,
C6.
0,
D4.
0, D
5.0,
D6.
0,
an a
utho
r use
s an
d re
fines
the
mea
ning
of a
key
ter
m o
r ter
ms
over
the
cou
rse
A7.0
, A8.
0, A
9.0,
B7
.0, B
8.0,
B9.
0,
C7.0
, C8.
0, C
9.0,
D7
.0, D
8.0,
D9.
0,
of a
tex
t (e
.g.,
how
Mad
ison
defi
nes
fact
ion
in F
eder
alis
t No.
10)
. (Se
e gr
ade
A10.
0, A
11.0
, A12
.0B1
0.0,
B11
.0, B
12.0
C10.
0, C
11.0
, C12
.0D1
0.0,
D11
.0, D
12.0
11/1
2 La
ngua
ge s
tand
ards
4-6
on
page
46
for a
dditi
onal
exp
ecta
tions
.)
Read
ing
Stan
dard
s fo
r Li
tera
cy in
His
tory
/Soc
ial S
tudi
es –
RH
SS
(Sta
ndar
d A
rea,
Gra
de L
evel
, Sta
ndar
d #)
11-1
2.3.
Eva
luat
e va
rious
exp
lana
tions
for
act
ions
or e
vent
s an
d de
term
ine
A1.0
, A2.
0, A
3.0,
w
hich
exp
lana
tion
best
acc
ords
with
tex
tual
evi
denc
e, a
ckno
wle
dgem
ent
A4.0
, A5.
0, A
6.0,
B1
.0, B
4.0,
B5.
0,
C1.0
, C5.
0, C
6.0,
D1
.0, D
4.0,
D5.
0,
whe
re t
he t
ext
leav
es m
atte
rs u
ncer
tain
.A7
.0, A
8.0,
A10
.0,
B6.0
, B11
.0, B
12.0
C9.0
, C12
.0D1
1.0,
D12
.0A1
2.0
Read
ing
Stan
dard
s fo
r Li
tera
cy in
Sci
ence
and
Tec
hnic
al S
ubje
cts
– RL
ST (
Stan
dard
Are
a, G
rade
Lev
el, S
tand
ard
#)11
-12.
2. D
eter
min
e th
e ce
ntra
l ide
as o
r con
clus
ions
of a
tex
t; s
umm
ariz
e co
m-
B1.0
, B2.
0, B
3.0,
C1
.0, C
2.0,
C3.
0,
D2.0
, D3.
0, D
4.0,
pl
ex c
once
pts,
pro
cess
es, o
r inf
orm
atio
n pr
esen
ted
in a
tex
t by
par
aphr
asin
g A9
.0, A
11.0
, A12
.0B7
.0, B
9.0,
B10
.0,
C4.0
, C8.
0, C
10.0
D6.0
, D7.
0,D1
0.0
them
in s
impl
er b
ut s
till a
ccur
ate
term
s.B1
2.0
11-1
2.3.
Fol
low
pre
cise
ly a
com
plex
mul
tiste
p pr
oced
ure
whe
n ca
rryi
ng o
ut
B1.0
, B2.
0, B
3.0,
C1
.0, C
2.0,
C3.
0,
D2.0
, D3.
0, D
4.0,
ex
perim
ents
, tak
ing
mea
sure
men
ts, o
r per
form
ing
tech
nica
l tas
ks; a
naly
ze t
he
A9.0
, A11
.0, A
12.0
B7.0
, B9.
0, B
10.0
, C4
.0, C
8.0,
C10
.0D6
.0, D
7.0,
D10.
0sp
ecifi
c re
sult
s ba
sed
on e
xpla
natio
ns in
the
tex
t.B1
2.0
11-1
2.4.
Det
erm
ine
the
mea
ning
of s
ymbo
ls, k
ey t
erm
s, a
nd o
ther
dom
ain-
B1.0
, B2.
0, B
3.0,
C1
.0, C
2.0,
C3.
0,
D2.0
, D3.
0, D
4.0,
sp
ecifi
c w
ords
and
phr
ases
as
they
are
use
d in
a s
peci
fic s
cien
tific
or t
echn
ical
A9
.0, A
11.0
, A12
.0B7
.0, B
9.0,
B10
.0,
C4.0
, C8.
0, C
10.0
D6.0
, D7.
0,D1
0.0
cont
ext
rele
vant
to
grad
es 1
1-12
tex
ts a
nd t
opic
s.B1
2.0
26
Education, Child Development, and Family Services | ECDFS
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SE
DU
CA
TIO
N,
CH
ILD
DE
VE
LOPM
EN
T,
A.
B.
C.
D.
AN
D F
AM
ILY
SE
RV
ICE
SCh
ild
Cons
umer
Ed
ucat
ion
Fam
ily a
nd
Deve
lopm
ent
Serv
ices
Hum
an S
ervi
ces
Read
ing
Stan
dard
s fo
r Li
tera
cy in
Sci
ence
and
Tec
hnic
al S
ubje
cts
– RL
ST (
Stan
dard
Are
a, G
rade
Lev
el, S
tand
ard
#) (c
ontin
ued)
11-1
2.9
Synt
hesi
ze in
form
atio
n fr
om a
ran
ge o
f sou
rces
(e.g
., te
xts,
exp
eri-
B1.0
, B2.
0, B
3.0,
C1
.0, C
2.0,
C3.
0,
D2.0
, D3.
0, D
4.0,
m
ents
, sim
ulat
ions
) int
o a
cohe
rent
und
erst
andi
ng o
f a p
roce
ss, p
heno
men
on,
A9.0
, A11
.0, A
12.0
B7.0
, B9.
0, B
10.0
, C4
.0, C
8.0,
C10
.0D6
.0, D
7.0,
D10.
0or
con
cept
, res
olvi
ng c
onfli
ctin
g in
form
atio
n w
hen
poss
ible
.B1
2.0
Writ
ing
Stan
dard
s –
WS
(Sta
ndar
d A
rea,
Gra
de L
evel
, Sta
ndar
d #)
11-1
2.1.
Writ
e ar
gum
ents
to
supp
ort
clai
ms
in a
n an
alys
is o
f sub
stan
tive
to
pics
or t
exts
, usi
ng v
alid
rea
soni
ng a
nd r
elev
ant
and
suffi
cien
t ev
iden
ce.
a. In
trod
uce
prec
ise,
kno
wle
dgea
ble
clai
m(s
), es
tabl
ish
the
sign
ifica
nce
of
the
clai
m(s
), di
stin
guis
h th
e cl
aim
(s) f
rom
alte
rnat
e or
opp
osin
g cl
aim
s, a
nd
crea
te a
n or
gani
zatio
n th
at lo
gica
lly s
eque
nces
cla
im(s
), co
unte
rcla
ims,
re
ason
s, a
nd e
vide
nce.
b. D
evel
op c
laim
(s) a
nd c
ount
ercl
aim
s fa
irly
and
thor
ough
ly, s
uppl
ying
the
m
ost
rele
vant
evi
denc
e fo
r eac
h w
hile
poi
ntin
g ou
t th
e st
reng
ths
and
lim
itatio
ns o
f bot
h in
a m
anne
r tha
t an
ticip
ates
the
aud
ienc
e’s
know
ledg
e A1
.0, A
2.0,
A3.
0,
B1.0
, B2.
0, B
3.0,
C1
.0, C
2.0,
C3.
0,
D1.0
, D2.
0, D
3.0,
le
vel,
conc
erns
, val
ues,
and
pos
sibl
e bi
ases
.A4
.0, A
5.0,
A6.
0,
B4.0
, B5.
0, B
6.0,
C4
.0, C
5.0,
C6.
0,
D4.
0, D
5.0,
D6.
0,
c. U
se w
ords
, phr
ases
, and
cla
uses
as
wel
l as
varie
d sy
ntax
to
link
the
maj
or
A7.0
, A8.
0, A
9.0,
B7
.0, B
8.0,
B9.
0,
C7.0
, C8.
0, C
9.0,
D7
.0, D
8.0,
D9.
0,
sect
ions
of t
he t
ext,
crea
te c
ohes
ion,
and
cla
rify
the
rela
tions
hips
bet
wee
n A1
0.0,
A11
.0, A
12.0
B10.
0, B
11.0
, B12
.0C1
0.0,
C11
.0, C
12.0
D10.
0, D
11.0
, D12
.0cl
aim
(s) a
nd r
easo
ns, b
etw
een
reas
ons
and
evid
ence
, and
bet
wee
n cl
aim
(s)
and
coun
terc
laim
s.
d. E
stab
lish
and
mai
ntai
n a
form
al s
tyle
and
obj
ectiv
e to
ne w
hile
att
endi
ng
to t
he n
orm
s an
d co
nven
tions
of t
he d
isci
plin
e in
whi
ch t
hey
are
writ
ing.
e. P
rovi
de a
con
clud
ing
stat
emen
t or
sec
tion
that
fol
low
s fr
om a
nd s
up-
port
s th
e ar
gum
ent
pres
ente
d.
f. U
se s
peci
fic r
heto
rical
dev
ices
to
supp
ort
asse
rtio
ns (e
.g.,
appe
al t
o lo
gic
thro
ugh
reas
onin
g; a
ppea
l to
emot
ion
or e
thic
al b
elie
f; re
late
a p
erso
nal
anec
dote
, cas
e st
udy,
or a
nalo
gy).
27
ECDFS | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SE
DU
CA
TIO
N,
CH
ILD
DE
VE
LOPM
EN
T,
A.
B.
C.
D.
AN
D F
AM
ILY
SE
RV
ICE
SCh
ild
Cons
umer
Ed
ucat
ion
Fam
ily a
nd
Deve
lopm
ent
Serv
ices
Hum
an S
ervi
ces
Writ
ing
Stan
dard
s –
WS
(Sta
ndar
d A
rea,
Gra
de L
evel
, Sta
ndar
d #)
(con
tinue
d)11
-12.
2. W
rite
info
rmat
ive/
expl
anat
ory
text
s to
exa
min
e an
d co
nvey
com
plex
id
eas,
con
cept
s, a
nd in
form
atio
n cl
early
and
acc
urat
ely
thro
ugh
the
effe
ctiv
e se
lect
ion,
org
aniz
atio
n, a
nd a
naly
sis
of c
onte
nt.
a. In
trod
uce
a to
pic
or t
hesi
s st
atem
ent;
org
aniz
e co
mpl
ex id
eas,
con
cept
s,
and
info
rmat
ion
so t
hat
each
new
ele
men
t bu
ilds
on t
hat
whi
ch p
rece
des
it to
cre
ate
a un
ified
who
le; i
nclu
de f
orm
attin
g (e
.g.,
head
ings
), gr
aphi
cs (e
.g.,
figur
es, t
able
s), a
nd m
ultim
edia
whe
n us
eful
to
aidi
ng c
ompr
ehen
sion
.
b. D
evel
op t
he t
opic
tho
roug
hly
by s
elec
ting
the
mos
t si
gnifi
cant
and
re
leva
nt f
acts
, ext
ende
d de
finiti
ons,
con
cret
e de
tails
, quo
tatio
ns, o
r oth
er
A1.0
, A2.
0, A
3.0,
B1
.0, B
2.0,
B3.
0,
C1.0
, C2.
0, C
3.0,
D1
.0, D
2.0,
D3.
0,
info
rmat
ion
and
exam
ples
app
ropr
iate
to
the
audi
ence
’s kn
owle
dge
of t
he
A4.0
, A5.
0, A
6.0,
B4
.0, B
5.0,
B6.
0,
C4.0
, C5.
0, C
6.0,
D
4.0,
D5.
0, D
6.0,
to
pic.
A7.0
, A8.
0, A
9.0,
B7
.0, B
8.0,
B9.
0,
C7.0
, C8.
0, C
9.0,
D7
.0, D
8.0,
D9.
0,
c. U
se a
ppro
pria
te a
nd v
arie
d tr
ansi
tions
and
syn
tax
to li
nk t
he m
ajor
A1
0.0,
A11
.0, A
12.0
B10.
0, B
11.0
, B12
.0C1
0.0,
C11
.0, C
12.0
D10.
0, D
11.0
, D12
.0se
ctio
ns o
f the
tex
t, cr
eate
coh
esio
n, a
nd c
larif
y th
e re
latio
nshi
ps a
mon
g co
mpl
ex id
eas
and
conc
epts
.
d. U
se p
reci
se la
ngua
ge, d
omai
n-sp
ecifi
c vo
cabu
lary
, and
tec
hniq
ues
such
as
met
apho
r, si
mile
, and
ana
logy
to
man
age
the
com
plex
ity
of t
he t
opic
.
e. E
stab
lish
and
mai
ntai
n a
form
al s
tyle
and
obj
ectiv
e to
ne w
hile
att
endi
ng
to t
he n
orm
s an
d co
nven
tions
of t
he d
isci
plin
e in
whi
ch t
hey
are
writ
ing.
f. Pr
ovid
e a
conc
ludi
ng s
tate
men
t or
sec
tion
that
fol
low
s fr
om a
nd s
uppo
rts
the
info
rmat
ion
or e
xpla
natio
n pr
esen
ted
(e.g
., ar
ticul
atin
g im
plic
atio
ns o
r th
e si
gnifi
canc
e of
the
top
ic).
11-1
2.3.
Writ
e na
rrat
ives
to
deve
lop
real
or i
mag
ed e
xper
ienc
es o
r eve
nts
A1.0
, A2.
0, A
3.0,
B1
.0, B
2.0,
B3.
0,
C1.0
, C2.
0, C
3.0,
D1
.0, D
2.0,
D3.
0,
usin
g ef
fect
ive
tech
niqu
e, w
ell-
chos
en d
etai
ls, a
nd w
ell-
stru
ctur
ed e
vent
A4
.0, A
5.0,
A6.
0,
B4.0
, B5.
0, B
6.0,
C4
.0, C
5.0,
C6.
0,
D4.
0, D
5.0,
D6.
0,
sequ
ence
s.A7
.0, A
8.0,
A9.
0,
B7.0
, B8.
0, B
9.0,
C7
.0, C
8.0,
C9.
0,
D7.0
, D8.
0, D
9.0,
A1
0.0,
A11
.0, A
12.0
B10.
0, B
11.0
, B12
.0C1
0.0,
C11
.0, C
12.0
D10.
0, D
11.0
, D12
.0
11-1
2.4.
Pro
duce
cle
ar a
nd c
oher
ent
writ
ing
in w
hich
the
dev
elop
men
t, or
ga-
A1.0
, A2.
0, A
3.0,
B1
.0, B
2.0,
B3.
0,
C1.0
, C2.
0, C
3.0,
D1
.0, D
2.0,
D3.
0,
niza
tion,
and
sty
le a
re a
ppro
pria
te t
o ta
sk, p
urpo
se, a
nd a
udie
nce.
A4.0
, A5.
0, A
6.0,
B4
.0, B
5.0,
B6.
0,
C4.0
, C5.
0, C
6.0,
D
4.0,
D5.
0, D
6.0,
A7
.0, A
8.0,
A9.
0,
B7.0
, B8.
0, B
9.0,
C7
.0, C
8.0,
C9.
0,
D7.0
, D8.
0, D
9.0,
A1
0.0,
A11
.0, A
12.0
B10.
0, B
11.0
, B12
.0C1
0.0,
C11
.0, C
12.0
D10.
0, D
11.0
, D12
.0
28
Education, Child Development, and Family Services | ECDFS
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SE
DU
CA
TIO
N,
CH
ILD
DE
VE
LOPM
EN
T,
A.
B.
C.
D.
AN
D F
AM
ILY
SE
RV
ICE
SCh
ild
Cons
umer
Ed
ucat
ion
Fam
ily a
nd
Deve
lopm
ent
Serv
ices
Hum
an S
ervi
ces
Writ
ing
Stan
dard
s –
WS
(Sta
ndar
d A
rea,
Gra
de L
evel
, Sta
ndar
d #)
(con
tinue
d)11
-12.
5. D
evel
op a
nd s
tren
gthe
n w
ritin
g as
nee
ded
by p
lann
ing,
rev
isin
g, e
dit-
A1.0
, A2.
0, A
3.0,
B1
.0, B
2.0,
B3.
0,
C1.0
, C2.
0, C
3.0,
D1
.0, D
2.0,
D3.
0,
ing,
rew
ritin
g, o
r try
ing
a ne
w a
ppro
ach,
foc
usin
g on
add
ress
ing
wha
t is
mos
t A4
.0, A
5.0,
A6.
0,
B4.0
, B5.
0, B
6.0,
C4
.0, C
5.0,
C6.
0,
D4.
0, D
5.0,
D6.
0,
sign
ifica
nt f
or a
spe
cific
pur
pose
and
aud
ienc
e.A7
.0, A
8.0,
A9.
0,
B7.0
, B8.
0, B
9.0,
C7
.0, C
8.0,
C9.
0,
D7.0
, D8.
0, D
9.0,
A1
0.0,
A11
.0, A
12.0
B10.
0, B
11.0
, B12
.0C1
0.0,
C11
.0, C
12.0
D10.
0, D
11.0
, D12
.0
11-1
2.6.
Use
tec
hnol
ogy,
incl
udin
g th
e In
tern
et, t
o pr
oduc
e, p
ublis
h, a
nd
A1.0
, A2.
0, A
3.0,
B1
.0, B
2.0,
B3.
0,
C1.0
, C2.
0, C
3.0,
D1
.0, D
2.0,
D3.
0,
upda
te in
divi
dual
or s
hare
d w
ritin
g pr
oduc
ts in
res
pons
e to
ong
oing
fee
dbac
k,
A4.0
, A5.
0, A
6.0,
B4
.0, B
5.0,
B6.
0,
C4.0
, C5.
0, C
6.0,
D
4.0,
D5.
0, D
6.0,
in
clud
ing
new
arg
umen
ts o
r inf
orm
atio
n.A7
.0, A
8.0,
A9.
0,
B7.0
, B8.
0, B
9.0,
C7
.0, C
8.0,
C9.
0,
D7.0
, D8.
0, D
9.0,
A1
0.0,
A11
.0, A
12.0
B10.
0, B
11.0
, B12
.0C1
0.0,
C11
.0, C
12.0
D10.
0, D
11.0
, D12
.0
11-1
2.7.
Con
duct
sho
rt a
s w
ell a
s m
ore
sust
aine
d re
sear
ch p
roje
cts
to a
nsw
er
A1.0
, A2.
0, A
3.0,
B1
.0, B
2.0,
B3.
0,
C1.0
, C2.
0, C
3.0,
D1
.0, D
2.0,
D3.
0,
a qu
estio
n (in
clud
ing
a se
lf-ge
nera
ted
ques
tion)
or s
olve
a p
robl
em; n
arro
w
A4.0
, A5.
0, A
6.0,
B4
.0, B
5.0,
B6.
0,
C4.0
, C5.
0, C
6.0,
D
4.0,
D5.
0, D
6.0,
or
bro
aden
the
inqu
iry
whe
n ap
prop
riate
; syn
thes
ize
mul
tiple
sou
rces
on
the
A7.0
, A8.
0, A
9.0,
B7
.0, B
8.0,
B9.
0,
C7.0
, C8.
0, C
9.0,
D7
.0, D
8.0,
D9.
0,
subj
ect,
dem
onst
ratin
g un
ders
tand
ing
of t
he s
ubje
ct u
nder
inve
stig
atio
n.A1
0.0,
A11
.0, A
12.0
B10.
0, B
11.0
, B12
.0C1
0.0,
C11
.0, C
12.0
D10.
0, D
11.0
, D12
.0
11-1
2.9.
Dra
w e
vide
nce
from
lite
rary
or i
nfor
mat
iona
l tex
ts t
o su
ppor
t
A1.0
, A2.
0, A
3.0,
B1
.0, B
2.0,
B3.
0,
C1.0
, C2.
0, C
3.0,
D1
.0, D
2.0,
D3.
0,
anal
ysis
, refl
ectio
n, a
nd r
esea
rch.
A4.0
, A5.
0, A
6.0,
B4
.0, B
5.0,
B6.
0,
C4.0
, C5.
0, C
6.0,
D
4.0,
D5.
0, D
6.0,
A7
.0, A
8.0,
A9.
0,
B7.0
, B8.
0, B
9.0,
C7
.0, C
8.0,
C9.
0,
D7.0
, D8.
0, D
9.0,
A1
0.0,
A11
.0, A
12.0
B10.
0, B
11.0
, B12
.0C1
0.0,
C11
.0, C
12.0
D10.
0, D
11.0
, D12
.0
11-1
2.10
. Writ
e ro
utin
ely
over
ext
ende
d tim
e fr
ames
(tim
e fo
r res
earc
h,
A1.0
, A2.
0, A
3.0,
B1
.0, B
2.0,
B3.
0,
C1.0
, C2.
0, C
3.0,
D1
.0, D
2.0,
D3.
0,
refle
ctio
n, a
nd r
evis
ion)
and
sho
rter
tim
e fr
ames
(a s
ingl
e si
ttin
g or
a d
ay o
r A4
.0, A
5.0,
A6.
0,
B4.0
, B5.
0, B
6.0,
C4
.0, C
5.0,
C6.
0,
D4.
0, D
5.0,
D6.
0,
two)
for
a r
ange
of t
asks
, pur
pose
s, a
nd a
udie
nces
.A7
.0, A
8.0,
A9.
0,
B7.0
, B8.
0, B
9.0,
C7
.0, C
8.0,
C9.
0,
D7.0
, D8.
0, D
9.0,
A1
0.0,
A11
.0, A
12.0
B10.
0, B
11.0
, B12
.0C1
0.0,
C11
.0, C
12.0
D10.
0, D
11.0
, D12
.0
Writ
ing
Stan
dard
s fo
r Li
tera
cy in
His
tory
/Soc
ial S
tudi
es, S
cien
ce,
and
Tech
nica
l Sub
ject
s –
WH
SST
11-1
2.1.
Writ
e ar
gum
ents
foc
used
on
disc
iplin
e-sp
ecifi
c co
nten
t.A1
.0, A
2.0,
A3.
0,
B1.0
, B2.
0, B
3.0,
C1
.0, C
2.0,
C3.
0,
D1.0
, D2.
0, D
3.0,
A4
.0, A
5.0,
A6.
0,
B4.0
, B5.
0, B
6.0,
C4
.0, C
5.0,
C7.
0,
D4.
0, D
5.0,
D6.
0,
A7.0
, A8.
0, A
9.0,
B7
.0, B
8.0,
B9.
0,
C8.0
, C9.
0, C
10.0
, D7
.0, D
10.0
,D11
.0,
A10.
0, A
11.0
, A12
.0B1
0.0,
B11
.0, B
12.0
C12.
0D1
2.0
11-1
2.2.
Writ
e in
form
ativ
e/ex
plan
ator
y te
xts,
incl
udin
g th
e na
rrat
ion
of
A1.0
, A2.
0, A
3.0,
B1
.0, B
2.0,
B3.
0,
C1.0
, C2.
0, C
3.0,
D1
.0, D
2.0,
D3.
0,
hist
oric
al e
vent
s, s
cien
tific
proc
edur
es/e
xper
imen
ts, o
r tec
hnic
al p
roce
sses
.A4
.0, A
5.0,
A6.
0,
B4.0
, B5.
0, B
6.0,
C4
.0, C
5.0,
C7.
0,
D4.
0, D
5.0,
D6.
0,
A7.0
, A8.
0, A
9.0,
B7
.0, B
8.0,
B9.
0,
C8.0
, C9.
0, C
10.0
, D7
.0, D
10.0
,D11
.0,
A10.
0, A
11.0
, A12
.0B1
0.0,
B11
.0, B
12.0
C12.
0D1
2.0
29
ECDFS | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SE
DU
CA
TIO
N,
CH
ILD
DE
VE
LOPM
EN
T,
A.
B.
C.
D.
AN
D F
AM
ILY
SE
RV
ICE
SCh
ild
Cons
umer
Ed
ucat
ion
Fam
ily a
nd
Deve
lopm
ent
Serv
ices
Hum
an S
ervi
ces
Writ
ing
Stan
dard
s fo
r Li
tera
cy in
His
tory
/Soc
ial S
tudi
es, S
cien
ce,
and
Tech
nica
l Sub
ject
s –
WH
SST
(con
tinue
d)11
-12.
8. G
athe
r rel
evan
t in
form
atio
n fr
om m
ultip
le a
utho
ritat
ive
prin
t an
d di
gita
l sou
rces
, usi
ng a
dvan
ced
sear
ches
eff
ectiv
ely;
ass
ess
the
stre
ngth
s an
d A1
.0, A
2.0,
A3.
0,
AB1.
0, B
2.0,
B3.
0,
C1.0
, C2.
0, C
3.0,
D1
.0, D
2.0,
D3.
0,
limita
tions
of e
ach
sour
ce in
ter
ms
of t
he s
peci
fic t
ask,
pur
pose
, and
aud
i-A4
.0, A
5.0,
A6.
0,
B4.0
, B5.
0, B
6.0,
C4
.0, C
5.0,
C7.
0,
D4.
0, D
5.0,
D6.
0,
ence
; int
egra
te in
form
atio
n in
to t
he t
ext
sele
ctiv
ely
to m
aint
ain
the
flow
of
A7.0
, A8.
0, A
9.0,
B7
.0, B
8.0,
B9.
0,
C8.0
, C9.
0, C
10.0
, D7
.0, D
10.0
,D11
.0,
idea
s, a
void
ing
plag
iaris
m a
nd o
verr
elia
nce
on a
ny o
ne s
ourc
e an
d fo
llow
ing
a A1
0.0,
A11
.0, A
12.
B10.
0, B
11.0
, B12
.0C1
2.0
D12.
0st
anda
rd f
orm
at f
or c
itatio
n.
MAT
HEM
ATIC
SAl
gebr
a –
A-SS
E –
Seei
ng S
truc
ture
in E
xpre
ssio
nsW
rite
expr
essi
ons i
n eq
uiva
lent
form
s to
solv
e pr
oble
ms
3. C
hoos
e an
d pr
oduc
e an
equ
ival
ent
form
of a
n ex
pres
sion
to
reve
al a
nd
expl
ain
prop
ertie
s of
the
qua
ntit
y re
pres
ente
d by
the
exp
ress
ion.
a. F
acto
r a q
uadr
atic
exp
ress
ion
to r
evea
l the
zer
os o
f the
fun
ctio
n it
defin
es.
b. C
ompl
ete
the
squa
re in
a q
uadr
atic
exp
ress
ion
to r
evea
l the
max
imum
or
min
imum
val
ue o
f the
fun
ctio
n it
defin
es.
c. U
se t
he p
rope
rtie
s of
exp
onen
ts t
o tr
ansf
orm
exp
ress
ions
for
ex
pone
ntia
l fun
ctio
ns. F
or e
xam
ple
the
expr
essi
on 1
.15t c
an b
e re
writ
ten
as
A3.0
, A4.
0B5
.0, B
10.0
, B11
.0C1
.0, C
2.0,
C3.
0D2
.0, D
3.0
(1.1
51/12
)12t
= 1.
01212
t to
reve
al t
he a
ppro
xim
ate
equi
vale
nt m
onth
ly in
tere
st
rate
if t
he a
nnua
l rat
e is
15%
.
d. P
rove
sim
ple
law
s of
loga
rithm
s. (C
A St
anda
rd A
lgeb
ra II
- 1
1.0)
e. U
se t
he d
efini
tion
of lo
garit
hms
to t
rans
late
bet
wee
n lo
garit
hms
in a
ny
base
. (CA
Sta
ndar
d Al
gebr
a II
- 13
.0)
f. U
nder
stan
d an
d us
e th
e pr
oper
ties
of lo
garit
hms
to s
impl
ify
loga
rithm
ic
num
eric
exp
ress
ions
and
to
iden
tify
thei
r app
roxi
mat
e va
lues
. (CA
Sta
ndar
d Al
gebr
a II
- 14
.0)
4. D
eriv
e th
e fo
rmul
a fo
r the
sum
of a
fini
te g
eom
etric
ser
ies
(whe
n th
e co
mm
on r
atio
is n
ot 1
), an
d us
e th
e fo
rmul
a to
sol
ve p
robl
ems.
For
exa
mpl
e,
A2.
0B5
.0, B
11.0
C1.0
, C2.
0, C
3.0
D2.0
, D3.
0ca
lcul
ate
mor
tgag
e pa
ymen
ts.
30
Education, Child Development, and Family Services | ECDFS
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SE
DU
CA
TIO
N,
CH
ILD
DE
VE
LOPM
EN
T,
A.
B.
C.
D.
AN
D F
AM
ILY
SE
RV
ICE
SCh
ild
Cons
umer
Ed
ucat
ion
Fam
ily a
nd
Deve
lopm
ent
Serv
ices
Hum
an S
ervi
ces
Alge
bra
– A-
CED
– Cr
eatin
g Eq
uati
ons
Crea
te e
quat
ions
that
des
crib
e nu
mbe
rs o
r rel
atio
nshi
ps
1. C
reat
e eq
uatio
ns a
nd in
equa
litie
s in
one
var
iabl
e in
clud
ing
ones
with
abs
olut
e va
lue
and
use
them
to
solv
e pr
oble
ms
in a
nd o
ut o
f con
text
, inc
ludi
ng e
quat
ions
aris
ing
from
lin
ear f
unct
ions
.A5
.0, A
7.0
B7.0
C12.
0D5
.01.
1 Ju
dge
the
valid
ity
of a
n ar
gum
ent
acco
rdin
g to
whe
ther
the
pro
pert
ies
of r
eal
num
bers
, exp
onen
ts, a
nd lo
garit
hms
have
bee
n ap
plie
d co
rrec
tly a
t ea
ch s
tep.
(C
A St
anda
rd A
lgeb
ra II
- 1
1.2)
2. C
reat
e eq
uatio
ns in
tw
o or
mor
e va
riabl
es t
o re
pres
ent
rela
tions
hips
bet
wee
n
A5.0
, A7.
0,
B5.0
C8.0
D6.0
quan
titie
s; g
raph
equ
atio
ns o
n co
ordi
nate
axe
s w
ith la
bels
and
sca
les.
A9.0
3. R
epre
sent
con
stra
ints
by
equa
tions
or i
nequ
aliti
es, a
nd b
y sy
stem
s of
equ
atio
ns a
nd/o
r in
equa
litie
s, a
nd in
terp
ret
solu
tions
as
viab
le o
r non
viab
le o
ptio
ns in
a m
odel
ing
cont
ext.
A5.0
, A7.
0,
B5.0
, B6.
0C8
.0D6
.0Fo
r exa
mpl
e, r
epre
sent
ineq
ualit
ies
desc
ribin
g nu
triti
onal
and
cos
t co
nstr
aint
s on
A9
.0co
mbi
natio
ns o
f dif
fere
nt f
oods
.
Alge
bra
– A-
REI –
Rea
soni
ng w
ith
Equa
tion
s an
d In
equa
litie
sUn
ders
tand
solv
ing
equa
tions
as a
pro
cess
of r
easo
ning
and
exp
lain
the
reas
onin
g
2. S
olve
sim
ple
ratio
nal a
nd r
adic
al e
quat
ions
in o
ne v
aria
ble,
and
giv
e ex
ampl
es s
how
ing
A5.0
B5.0
C5.0
D5.0
how
ext
rane
ous
solu
tions
may
aris
e.
Solv
e eq
uatio
ns a
nd in
equa
litie
s in
one
varia
ble
3. S
olve
line
ar e
quat
ions
and
ineq
ualit
ies
in o
ne v
aria
ble,
incl
udin
g eq
uatio
ns w
ith
coef
ficie
nts
repr
esen
ted
by le
tter
s.B9
.0, B
11.0
, A1
.0C5
.03.
1 So
lve
equa
tions
and
ineq
ualit
ies
invo
lvin
g ab
solu
te v
alue
. (CA
Sta
ndar
d Al
gebr
a I -
B1
2.0
3.0
and
CA S
tand
ard
Alge
bra
II -
1.0)
Solv
e sy
stem
s of e
quat
ions
5. P
rove
tha
t, gi
ven
a sy
stem
of t
wo
equa
tions
in t
wo
varia
bles
, rep
laci
ng o
ne e
quat
ion
by t
he s
um o
f tha
t eq
uatio
n an
d a
mul
tiple
of t
he o
ther
pro
duce
s a
syst
em w
ith t
he s
ame
B2.0
solu
tions
.
6. S
olve
sys
tem
s of
line
ar e
quat
ions
exa
ctly
and
app
roxi
mat
ely
(e.g
., w
ith g
raph
s),
B2.0
focu
sing
on
pairs
of l
inea
r equ
atio
ns in
tw
o va
riabl
es.
31
ECDFS | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SE
DU
CA
TIO
N,
CH
ILD
DE
VE
LOPM
EN
T,
A.
B.
C.
D.
AN
D F
AM
ILY
SE
RV
ICE
SCh
ild
Cons
umer
Ed
ucat
ion
Fam
ily a
nd
Deve
lopm
ent
Serv
ices
Hum
an S
ervi
ces
Func
tion
s –
F-IF
– In
terp
retin
g Fu
ncti
ons
Inte
rpre
t fun
ctio
ns th
at a
rise
in a
pplic
atio
ns in
term
s of t
he c
onte
xt
4. F
or a
fun
ctio
n th
at m
odel
s a
rela
tions
hip
betw
een
two
quan
titie
s, in
terp
ret
key
feat
ures
of
grap
hs a
nd t
able
s in
ter
ms
of t
he q
uant
ities
, and
ske
tch
grap
hs s
how
ing
key
feat
ures
giv
en
a ve
rbal
des
crip
tion
of t
he r
elat
ions
hip.
Key
fea
ture
s in
clud
e: in
terc
epts
; int
erva
ls w
here
the
B1
1.0,
B12
.0fu
nctio
n is
incr
easi
ng, d
ecre
asin
g, p
ositi
ve, o
r neg
ativ
e; r
elat
ive
max
imum
s an
d m
inim
ums;
sy
mm
etrie
s; e
nd b
ehav
ior;
and
perio
dici
ty.
5. R
elat
e th
e do
mai
n of
a f
unct
ion
to it
s gr
aph
and,
whe
re a
pplic
able
, to
the
quan
titat
ive
rela
tions
hip
it de
scrib
es. F
or e
xam
ple,
if t
he f
unct
ion
h(n)
giv
es t
he n
umbe
r of p
erso
n-ho
urs
B11.
0, B
12.0
it ta
kes
to a
ssem
ble
n en
gine
s in
a f
acto
ry, t
hen
the
posi
tive
inte
gers
wou
ld b
e an
app
ropr
iate
do
mai
n fo
r the
fun
ctio
n.
6. C
alcu
late
and
inte
rpre
t th
e av
erag
e ra
te o
f cha
nge
of a
fun
ctio
n (p
rese
nted
sym
bolic
ally
or
B11.
0, B
12.0
as a
tab
le) o
ver a
spe
cifie
d in
terv
al. E
stim
ate
the
rate
of c
hang
e fr
om a
gra
ph.
Func
tion
s –
F-BF
– B
uild
ing
Func
tion
sBu
ild a
func
tion
that
mod
els a
rela
tions
hip
betw
een
two
quan
titie
s
1. W
rite
a fu
nctio
n th
at d
escr
ibes
a r
elat
ions
hip
betw
een
two
quan
titie
s.
b. C
ombi
ne s
tand
ard
func
tion
type
s us
ing
arith
met
ic o
pera
tions
. For
exa
mpl
e, b
uild
a
B6.0
, B7.
0fu
nctio
n th
at m
odel
s the
tem
pera
ture
of a
coo
ling
body
by
addi
ng a
con
stan
t fun
ctio
n to
a
deca
ying
exp
onen
tial,
and
rela
te th
ese
func
tions
to th
e m
odel
.
2. W
rite
arith
met
ic a
nd g
eom
etric
seq
uenc
es b
oth
recu
rsiv
ely
and
with
an
expl
icit
form
ula,
B6
.0us
e th
em t
o m
odel
situ
atio
ns, a
nd t
rans
late
bet
wee
n th
e tw
o fo
rms.
Func
tion
s –
F-LE
– L
inea
r, Q
uadr
atic
, and
Exp
onen
tial M
odel
s2.
Con
stru
ct li
near
and
exp
onen
tial f
unct
ions
, inc
ludi
ng a
rithm
etic
and
geo
met
ric s
eque
nces
, gi
ven
a gr
aph,
a d
escr
iptio
n of
a r
elat
ions
hip,
or t
wo
inpu
t-ou
tput
pai
rs (i
nclu
de r
eadi
ng t
hese
C6
.0fr
om a
tab
le).
Geom
etry
– G
-C –
Circ
les
Unde
rsta
nd a
nd a
pply
theo
rem
s abo
ut c
ircle
s
1. P
rove
tha
t al
l circ
les
are
sim
ilar.
A5.0
, A8.
0C1
0.0
32
Education, Child Development, and Family Services | ECDFS
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SE
DU
CA
TIO
N,
CH
ILD
DE
VE
LOPM
EN
T,
A.
B.
C.
D.
AN
D F
AM
ILY
SE
RV
ICE
SCh
ild
Cons
umer
Ed
ucat
ion
Fam
ily a
nd
Deve
lopm
ent
Serv
ices
Hum
an S
ervi
ces
Geom
etry
– G
-CO
– C
ongr
uenc
eM
ake
geom
etric
con
stru
ctio
ns
12. M
ake
form
al g
eom
etric
con
stru
ctio
ns w
ith a
var
iety
of t
ools
and
met
hods
(com
pass
and
st
raig
hted
ge, s
trin
g, r
eflec
tive
devi
ces,
pap
er f
oldi
ng, d
ynam
ic g
eom
etric
sof
twar
e, e
tc.).
Co
pyin
g a
segm
ent;
cop
ying
an
angl
e; b
isec
ting
a se
gmen
t; b
isec
ting
an a
ngle
; con
stru
ct-
A4.0
C4.0
ing
perp
endi
cula
r lin
es, i
nclu
ding
the
per
pend
icul
ar b
isec
tor o
f a li
ne s
egm
ent;
and
co
nstr
uctin
g a
line
para
llel t
o a
give
n lin
e th
roug
h a
poin
t no
t on
the
line
.
Geom
etry
– G
-GM
D –
Geom
etric
Mea
sure
men
t an
d Di
men
sion
sEx
plai
n vo
lum
e fo
rmul
as a
nd u
se th
em to
solv
e pr
oble
ms
1. G
ive
an in
form
al a
rgum
ent
for t
he f
orm
ulas
for
the
circ
umfe
renc
e of
a c
ircle
, are
a of
a
circ
le, v
olum
e of
a c
ylin
der,
pyra
mid
, and
con
e. U
se d
isse
ctio
n ar
gum
ents
, Cav
alie
ri’s
A8
.0, A
11.0
C5.0
, C10
.0pr
inci
ple,
and
info
rmal
lim
it ar
gum
ents
.
2. (+
) Giv
e an
info
rmal
arg
umen
t us
ing
Cava
lieri’
s pr
inci
ple
for t
he f
orm
ulas
for
the
vol
ume
A4.0
, A8.
0, A
11.0
of a
sph
ere
and
othe
r sol
id fi
gure
s.
Visu
aliz
e re
latio
nshi
ps b
etw
een
two-
dim
ensi
onal
and
thre
e-di
men
sion
al o
bjec
ts
4. Id
entif
y th
e sh
apes
of t
wo-
dim
ensi
onal
cro
ss-s
ectio
ns o
f thr
ee-d
imen
sion
al o
bjec
ts, a
nd
A8.0
, A11
.0C5
.0, C
10.0
iden
tify
thre
e di
men
sion
al o
bjec
ts g
ener
ated
by
rota
tions
of t
wo-
dim
ensi
onal
obj
ects
.
5. D
eter
min
e ho
w c
hang
es in
dim
ensi
ons
affe
ct t
he p
erim
eter
, are
a, a
nd v
olum
e of
com
mon
A8
.0, A
11.0
C5.0
, C10
.0ge
omet
ric fi
gure
s an
d so
lids.
Geom
etry
– G
-MG
– M
odel
ing
wit
h Ge
omet
ryAp
ply
geom
etric
con
cept
s in
mod
elin
g sit
uatio
ns
1. U
se g
eom
etric
sha
pes,
the
ir m
easu
res,
and
the
ir pr
oper
ties
to d
escr
ibe
obje
cts
(e.g
.,
A1.0
, A5.
0, A
6.0,
A7.
0,
B8.0
C2.0
, C12
.0m
odel
ing
a tr
ee t
runk
or a
hum
an t
orso
as
a cy
linde
r.A8
.0, A
9.0,
A12
.0
2. A
pply
con
cept
s of
den
sity
bas
ed o
n ar
ea a
nd v
olum
e in
mod
elin
g si
tuat
ions
(e.g
., pe
rson
s A1
.0, A
5.0,
A6.
0, A
7.0,
B3
.0, B
8.0
C2.0
, C12
.0D2
.0, D
6.0
per s
quar
e m
ile, B
TUs
per c
ubic
foo
t).
A8.0
, A9.
0, A
12.0
3. A
pply
geo
met
ric m
etho
ds t
o so
lve
desi
gn p
robl
ems
(e.g
., de
sign
ing
an o
bjec
t or
str
uctu
re
A1.0
, A5.
0, A
6.0,
A7.
0,
to s
atis
fy p
hysi
cal c
onst
rain
ts o
r min
imiz
e co
st; w
orki
ng w
ith t
ypog
raph
ic g
rid s
yste
ms
B3.0
C2.0
, C12
.0D3
.0A8
.0, A
9.0,
A12
.0ba
sed
on r
atio
s)
33
ECDFS | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SE
DU
CA
TIO
N,
CH
ILD
DE
VE
LOPM
EN
T,
A.
B.
C.
D.
AN
D F
AM
ILY
SE
RV
ICE
SCh
ild
Cons
umer
Ed
ucat
ion
Fam
ily a
nd
Deve
lopm
ent
Serv
ices
Hum
an S
ervi
ces
Num
ber
and
Qua
ntit
ies
– N
-Q –
Qua
ntit
ies
Reas
on q
uant
itativ
ely
and
use
units
to so
lve
prob
lem
s
1. U
se u
nits
as
a w
ay t
o un
ders
tand
pro
blem
s an
d to
gui
de t
he s
olut
ion
of m
ulti-
step
A7
.0, A
8.0,
C5
.0, C
6.0,
C11
.0,
D2.0
, D3.
0, D
4.0,
pr
oble
ms;
cho
ose
and
inte
rpre
t un
its
cons
iste
ntly
in f
orm
ulas
; cho
ose
and
inte
rpre
t th
e
B8.0
, B9.
0A9
.0C1
2.0
D5.0
scal
e an
d th
e or
igin
in g
raph
s an
d da
ta d
ispl
ays.
2. D
efine
app
ropr
iate
qua
ntiti
es f
or t
he p
urpo
se o
f des
crip
tive
mod
elin
g.A
2.0,
A4.
0,
C6.0
, C8.
0, C
9.0,
A6
.0, A
9.0,
B5
.0, B
6.0
D7.0
, D9.
0, D
10.0
C10.
0A1
0.0,
A11
.0
3. C
hoos
e a
leve
l of a
ccur
acy
appr
opria
te t
o lim
itatio
ns o
n m
easu
rem
ent
whe
n re
port
ing
B2.0
, B8.
0,
A3.0
C2.0
, C5.
0D1
.0, D
2.0,
D3.
0qu
antit
ies.
B9.0
Stat
isti
cs a
nd P
roba
bilit
y –
S-IC
– M
akin
g In
fere
nces
and
Jus
tify
ing
Co
nclu
sion
sUn
ders
tand
and
eva
luat
e ra
ndom
pro
cess
es u
nder
lyin
g st
atis
tical
exp
erim
ents
1. U
nder
stan
d st
atis
tics
as a
pro
cess
for
mak
ing
infe
renc
es a
bout
pop
ulat
ion
para
met
ers
A1.0
, A5.
0,
B7.0
, B8.
0,
C1.0
D1.0
base
d on
a r
ando
m s
ampl
e fr
om t
hat
popu
latio
n.A1
2.0
B10.
0
Mak
e in
fere
nces
and
just
ify c
oncl
usio
ns fr
om sa
mpl
e su
rvey
s, ex
perim
ents
, and
obs
erva
tiona
l st
udie
s
3. R
ecog
nize
the
pur
pose
s of
and
dif
fere
nces
am
ong
sam
ple
surv
eys,
exp
erim
ents
, and
B7
.0, B
10.0
, C2
.0, C
5.0,
C7.
0,
A5.0
D5.0
, D12
.0ob
serv
atio
nal s
tudi
es; e
xpla
in h
ow r
ando
miz
atio
n re
late
s to
eac
h.B1
1.0
C9.0
6. E
valu
ate
repo
rts
base
d on
dat
a.A5
.0, A
8.0,
B7
.0, B
10.0
, C2
.0, C
5.0,
C7.
0,
D5.0
, D12
.0A1
1.0
B11.
0C9
.0
Stat
isti
cs a
nd P
roba
bilit
y –
S-ID
– In
terp
reti
ng C
ateg
oric
al a
nd Q
uant
itat
ive
Data
Sum
mar
ize,
repr
esen
t, an
d in
terp
ret d
ata
on a
sing
le c
ount
or m
easu
rem
ent v
aria
ble
1. R
epre
sent
dat
a w
ith p
lots
on
the
real
num
ber l
ine
(dot
plo
ts, h
isto
gram
s, a
nd b
ox p
lots
).A1
.0, A
5.0,
B2
.0, B
7.0,
C5
.0, C
6.0,
C7.
0,
D3.0
, D5.
0, D
6.0,
A6
.0B1
2.0
C9.0
, C10
.0, C
12.0
D7.0
34
Education, Child Development, and Family Services | ECDFS
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SE
DU
CA
TIO
N,
CH
ILD
DE
VE
LOPM
EN
T,
A.
B.
C.
D.
AN
D F
AM
ILY
SE
RV
ICE
SCh
ild
Cons
umer
Ed
ucat
ion
Fam
ily a
nd
Deve
lopm
ent
Serv
ices
Hum
an S
ervi
ces
Stat
isti
cs a
nd P
roba
bilit
y –
S-ID
– In
terp
retin
g Ca
tego
rical
and
Qua
ntit
ativ
e Da
ta
(con
tinue
d)Su
mm
ariz
e, re
pres
ent,
and
inte
rpre
t dat
a on
two
cate
goric
al a
nd q
uant
itativ
e va
riabl
es
6. R
epre
sent
dat
a on
tw
o qu
antit
ativ
e va
riabl
es o
n a
scat
ter p
lot,
and
desc
ribe
how
the
va
riabl
es a
re r
elat
ed.
A5.0
, A6.
0,
C5.0
, C6.
0, C
7.0,
a.
Fit
a fu
nctio
n to
the
dat
a; u
se f
unct
ions
fitt
ed t
o da
ta t
o so
lve
prob
lem
s in
the
con
text
B2
.0, B
7.0,
D3
.0, D
5.0,
D6.
0,
A7.0
, A8.
0,
C9.0
, C10
.0,
of t
he d
ata.
Use
giv
en f
unct
ions
or c
hoos
e a
func
tion
sugg
este
d by
the
con
text
. Em
phas
ize
B12.
0D7
.0A1
0.0
C12.
0lin
ear,
quad
ratic
, and
exp
onen
tial m
odel
s.
b. In
form
ally
ass
ess
the
fit o
f a f
unct
ion
by p
lott
ing
and
anal
yzin
g re
sidu
als.
Inte
rpre
t lin
ear m
odel
s
7. In
terp
ret
the
slop
e (r
ate
of c
hang
e) a
nd t
he in
terc
ept
(con
stan
t te
rm) o
f a li
near
mod
el in
A5
.0, A
6.0,
C5
.0, C
6.0,
C7.
0,
B2.0
, B7.
0,
D3.0
, D5.
0, D
6.0,
th
e co
ntex
t of
the
dat
a.A7
.0, A
8.0,
C9
.0, C
10.0
, B1
2.0
D7.0
A10.
0C1
2.0
Stat
isti
cs a
nd P
roba
bilit
y –
S-CP
– C
ondi
tion
al P
roba
bilit
y an
d th
e Ru
les
of
Prob
abili
tyUn
ders
tand
inde
pend
ence
and
con
ditio
nal p
roba
bilit
y an
d us
e th
em to
inte
rpre
t dat
a
1. D
escr
ibe
even
ts a
s su
bset
s of
a s
ampl
e sp
ace
(the
set
of o
utco
mes
) usi
ng c
hara
cter
istic
s B1
.0, B
2.0,
(o
r cat
egor
ies)
of t
he o
utco
mes
, or a
s un
ions
, int
erse
ctio
ns, o
r com
plem
ents
of o
ther
eve
nts
A1.0
, A2.
0,
B3.0
, B4.
0,
C1.0
, C2.
0, C
3.0
D1.0
, D2.
0, D
3.0
(“or
,” “a
nd,”
“not
”).
A4.0
B6.0
, B9.
0,
B12.
0
2. U
nder
stan
d th
at t
wo
even
ts A
and
8 a
re in
depe
nden
t if
the
prob
abili
ty o
f A a
nd B
occ
urrin
g to
geth
er is
the
pro
duct
of t
heir
prob
abili
ties,
and
use
thi
s ch
arac
teriz
atio
n to
det
erm
ine
if th
ey
B3.0
are
inde
pend
ent.
3. U
nder
stan
d th
e co
nditi
onal
pro
babi
lity
of A
giv
en B
as
P(A
and
8)/P
(8),
and
inte
rpre
t in
de-
pend
ence
of A
and
8 a
s sa
ying
tha
t th
e co
nditi
onal
pro
babi
lity
of A
giv
en 8
is t
he s
ame
as t
he
B3.0
prob
abili
ty o
f A, a
nd t
he c
ondi
tiona
l pro
babi
lity
of 8
giv
en A
is t
he s
ame
as t
he p
roba
bilit
y of
8.
35
ECDFS | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SE
DU
CA
TIO
N,
CH
ILD
DE
VE
LOPM
EN
T,
A.
B.
C.
D.
AN
D F
AM
ILY
SE
RV
ICE
SCh
ild
Cons
umer
Ed
ucat
ion
Fam
ily a
nd
Deve
lopm
ent
Serv
ices
Hum
an S
ervi
ces
Stat
isti
cs a
nd P
roba
bilit
y –
S-CP
– C
ondi
tion
al P
roba
bilit
y an
d th
e Ru
les
of
Prob
abili
ty (c
ontin
ued)
4. C
onst
ruct
and
inte
rpre
t tw
o-w
ay f
requ
ency
tab
les
of d
ata
whe
n tw
o ca
tego
ries
are
asso
ciat
ed
with
eac
h ob
ject
bei
ng c
lass
ified
. Use
the
tw
o-w
ay t
able
as
a sa
mpl
e sp
ace
to d
ecid
e if
even
ts a
re
inde
pend
ent
and
to a
ppro
xim
ate
cond
ition
al p
roba
bilit
ies.
For
exa
mpl
e, c
olle
ct d
ata
from
a r
ando
m
B3.0
sam
ple
of s
tude
nts
in y
our s
choo
l on
thei
r fav
orite
sub
ject
am
ong
mat
h, s
cien
ce, a
nd E
nglis
h.
Estim
ate
the
prob
abili
ty t
hat
a ra
ndom
ly s
elec
ted
stud
ent
from
you
r sch
ool w
ill f
avor
sci
ence
giv
en
that
the
stu
dent
is in
ten
th g
rade
. Do
the
sam
e fo
r oth
er s
ubje
cts
and
com
pare
the
res
ults
.
Use
the
rule
s of p
roba
bilit
y to
com
pute
pro
babi
litie
s of c
ompo
und
even
ts in
a u
nifo
rm p
roba
bilit
y m
odel
6. F
ind
the
cond
ition
al p
roba
bilit
y of
A g
iven
B a
s th
e fr
actio
n of
B’s
outc
omes
tha
t al
so b
elon
g to
A,
A8.0
B2.0
C5.0
, C8.
0an
d in
terp
ret
the
answ
er in
ter
ms
of t
he m
odel
.
7. A
pply
the
Add
ition
Rul
e, P
(A o
r B) =
P(A
) + P
(B) -
P(A
and
B),
and
inte
rpre
t th
e an
swer
in t
erm
s of
B2
.0th
e m
odel
.
8. (+
) App
ly t
he g
ener
al M
ultip
licat
ion
Rule
in a
uni
form
pro
babi
lity
mod
el, P
(A a
nd B
) = P
(A)P
(BIA
) B2
.0=
P(B)
P(AI
B), a
nd in
terp
ret
the
answ
er in
ter
ms
of t
he m
odel
.
9. (+
) Use
per
mut
atio
ns a
nd c
ombi
natio
ns t
o co
mpu
te p
roba
bilit
ies
of c
ompo
und
even
ts a
nd s
olve
B2
.0pr
oble
ms.
Stat
isti
cs a
nd P
roba
bilit
y –
S-M
D –
Usin
g Pr
obab
ility
to
Mak
e De
cisi
ons
Calc
ulat
e ex
pect
ed v
alue
s and
use
them
to so
lve
prob
lem
s
1. (+
) Defi
ne a
ran
dom
var
iabl
e fo
r a q
uant
ity
of in
tere
st b
y as
sign
ing
a nu
mer
ical
val
ue t
o ea
ch
A4.0
, A6.
0,
D5.0
, D6.
0, D
8.0,
B1
.0, B
10.0
, C6
.0, C
7.0,
ev
ent
in a
sam
ple
spac
e; g
raph
the
cor
resp
ondi
ng p
roba
bilit
y di
strib
utio
n us
ing
the
sam
e gr
aphi
cal
A8.0
, A10
.0,
D9.
0, D
10.0
, B1
1.0
C8.0
, C10
.0di
spla
ys a
s fo
r dat
a di
strib
utio
ns.
A12.
0D1
1.0
2. (+
) Cal
cula
te t
he e
xpec
ted
valu
e of
a r
ando
m v
aria
ble;
inte
rpre
t it
as t
he m
ean
of t
he p
roba
bilit
y B1
.0di
strib
utio
n.
3. (+
) Dev
elop
a p
roba
bilit
y di
strib
utio
n fo
r a r
ando
m v
aria
ble
defin
ed f
or a
sam
ple
spac
e in
whi
ch
theo
retic
al p
roba
bilit
ies
can
be c
alcu
late
d; fi
nd t
he e
xpec
ted
valu
e. F
or e
xam
ple,
find
the
the
oret
ical
pr
obab
ility
dis
trib
utio
n fo
r the
num
ber o
f cor
rect
ans
wer
s ob
tain
ed b
y gu
essi
ng o
n al
l five
que
stio
ns
B1.0
of a
mul
tiple
-cho
ice
test
whe
re e
ach
ques
tion
has
four
cho
ices
, and
find
the
exp
ecte
d gr
ade
unde
r va
rious
gra
ding
sch
emes
.
36
Education, Child Development, and Family Services | ECDFS
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SE
DU
CA
TIO
N,
CH
ILD
DE
VE
LOPM
EN
T,
A.
B.
C.
D.
AN
D F
AM
ILY
SE
RV
ICE
SCh
ild
Cons
umer
Ed
ucat
ion
Fam
ily a
nd H
uman
De
velo
pmen
tSe
rvic
esSe
rvic
es
Stat
isti
cs a
nd P
roba
bilit
y –
S-M
D –
Usin
g Pr
obab
ility
to
Mak
e
Deci
sion
s (c
ontin
ued)
4. (+
) Dev
elop
a p
roba
bilit
y di
strib
utio
n fo
r a r
ando
m v
aria
ble
defin
ed f
or a
sam
ple
spac
e in
whi
ch p
roba
bilit
ies
are
assi
gned
em
piric
ally
; find
the
exp
ecte
d va
lue.
For
ex
ampl
e, fi
nd a
cur
rent
dat
a di
strib
utio
n on
the
num
ber o
f TV
sets
per
hou
seho
ld
B1.0
in t
he U
nite
d St
ates
, and
cal
cula
te t
he e
xpec
ted
num
ber o
f set
s pe
r hou
seho
ld.
How
man
y TV
set
s w
ould
you
exp
ect
to fi
nd in
100
ran
dom
ly s
elec
ted
hous
ehol
ds?
Use
prob
abili
ty to
eva
luat
e ou
tcom
es o
f dec
ision
s
5. (+
) Wei
gh t
he p
ossi
ble
outc
omes
of a
dec
isio
n by
ass
igni
ng p
roba
bilit
ies
to
payo
ff v
alue
s an
d fin
ding
exp
ecte
d va
lues
.D1
.0, D
2.0,
D10
.0,
A1.0
, A11
.0B1
.0, B
11.0
C1.0
, C10
.0a.
Fin
d th
e ex
pect
ed p
ayof
f for
a g
ame
of c
hanc
e. F
or e
xam
ple,
find
the
exp
ect-
D1
2.0
ed w
inni
ngs
from
a s
tate
lott
ery
ticke
t or
a g
ame
at a
fas
t-fo
od r
esta
uran
t. SCIE
NCE
Scie
ntifi
c an
d En
gine
erin
g Pr
acti
ces
– SE
P1.
Ask
ing
ques
tions
(for
sci
ence
) and
defi
ning
pro
blem
s (f
or e
ngin
eerin
g)A
2.0,
A3.
0B9
.0, B
10.0
C4.0
, C10
.0D3
.0, D
10.0
2. D
evel
opin
g an
d us
ing
mod
els
A1.0
, A8.
0B1
0.0,
B11
.0C1
2.0
D9.
0
3. P
lann
ing
and
carr
ying
out
inve
stig
atio
nsC9
.0, C
11.0
, D1
.0, D
2.0,
D3.
0, D
9.0,
A8
.0, A
11.0
, A12
.0B6
.0, 1
0.0
C12.
0D1
0.0,
D11
.0
4. A
naly
zing
and
inte
rpre
ting
data
A1.0
, A3.
0, A
5.0,
B1
1.0
C1.0
, C8.
0D6
.0, D
9.0,
D11
.0A6
.0, A
7.0,
A10
.0
5. U
sing
mat
hem
atic
s an
d co
mpu
tatio
nal t
hink
ing
B1.0
, B2.
0, B
8.0,
C1
.0, C
7.0,
A
2.0
D2.0
B9.0
, B10
.0, B
11.0
C10.
0
7. E
ngag
ing
in a
rgum
ent
from
evi
denc
eB1
1.0
D3.0
8. O
btai
ning
, eva
luat
ing,
and
com
mun
icat
ing
info
rmat
ion
A1.0
, A3.
0, A
5.0,
C7
.0, C
9.0,
D1
.0, D
3.0,
D4.
0, D
5.0,
B1
.0, B
3.0,
B8.
0A6
.0, A
7.0,
A12
.0C1
1.0
D6.0
, D7.
0, D
11.0
Cros
scut
ting
Con
cept
– C
C1.
Pat
tern
sA8
.0B1
0.0
C7.0
D5.0
2. C
ause
and
eff
ect:
Mec
hani
sm a
nd e
xpla
natio
nA4
.0, A
5.0,
A6.
0,
C6.0
, C7.
0,
D1.0
, D2.
0, D
3.0,
D9.
0,
B11.
0A7
.0, A
9.0
C8.0
D10.
0
37
ECDFS | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SE
DU
CA
TIO
N,
CH
ILD
DE
VE
LOPM
EN
T,
A.
B.
C.
D.
AN
D F
AM
ILY
SE
RV
ICE
SCh
ild
Cons
umer
Ed
ucat
ion
Fam
ily a
nd
Deve
lopm
ent
Serv
ices
Hum
an S
ervi
ces
Cros
scut
ting
Con
cept
– C
C (c
ontin
ued)
3. S
cale
, pro
port
ion,
and
qua
ntit
yA1
.0, A
12.0
B11.
0, B
12.0
C1.0
, C2.
0, C
6.0
D1.0
, D3.
0
4. S
yste
ms
and
syst
em m
odel
sA4
.0, A
5.0
B4.0
, B9.
0, B
10.0
C4.0
5. E
nerg
y an
d m
atte
r: Fl
ows,
cyc
les,
and
con
serv
atio
nA5
.0
7. S
tabi
lity
and
chan
geA7
.0C6
.0, C
9.0
Phys
ical
Sci
ence
s –
PSPS
1: M
atte
r and
Its
Inte
ract
ions
PS1.
A: S
truc
ture
and
Pro
pert
ies
of M
atte
rA4
.0, A
11.0
B3.0
, B4.
0C4
.0, C
8.0
D6.0
, D7.
0
PS1.
B: C
hem
ical
Rea
ctio
nsA4
.0, A
3.0
A9.0
B4.0
C4.0
, C8.
0D6
.0, D
7.0
PS2:
Mot
ion
and
Stab
ility
: For
ces
and
Inte
ract
ions
PS2.
A: F
orce
s an
d M
otio
nA4
.0C4
.0D7
.0
PS2.
B: T
ypes
of i
nter
actio
nsA4
.0B9
.0C4
.0D7
.0
PS2.
C: S
tabi
lity
and
Inst
abili
ty in
Phy
sica
l Sys
tem
sA4
.0C4
.0D7
.0
PS3:
Ene
rgy
PS3.
A: D
efini
tions
of E
nerg
yA3
.0, A
4.0
B1.0
, B4.
0, B
9.0
C4.0
D7.0
PS3.
B: C
onse
rvat
ion
of E
nerg
y an
d En
ergy
Tra
nsfe
rA3
.0, A
4.0
B4.0
C4.0
D7.0
PS3.
D: E
nerg
y in
Che
mic
al P
roce
sses
and
Eve
ryda
y Li
feA4
.0B9
.0C3
.0D6
.0
PS4:
Wav
es a
nd T
heir
Appl
icat
ions
in T
echn
olog
ies
for I
nfor
mat
ion
Tran
sfer
PS4.
C: In
form
atio
n Te
chno
logi
es a
nd In
stru
men
tatio
nA1
1.0
B3.0
C10.
0D1
0.0
Life
Sci
ence
s –
LSLS
1: F
rom
Mol
ecul
es t
o O
rgan
ism
s: S
truc
ture
s an
d Pr
oces
ses
LS1.
A: S
truc
ture
and
Fun
ctio
nC8
.0D5
.0, D
6.0
LS1.
B: G
row
th a
nd D
evel
opm
ent
of O
rgan
ism
sA5
.0, A
8.0,
A9.
0,
B10.
0C8
.0D5
.0, D
6.0
A11.
0
LS1.
D: I
nfor
mat
ion
Proc
essi
ngA5
.0, A
8.0,
A10
.0,
B1.0
, B3.
0, B
8.0,
C5
.0, C
6.0,
C7.
0,
D5.0
, D6.
0, D
8.0,
A1
1.0
B10.
0C9
.0, C
10.0
D10.
0, D
12.0
38
Education, Child Development, and Family Services | ECDFS
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SE
DU
CA
TIO
N,
CH
ILD
DE
VE
LOPM
EN
T,
A.
B.
C.
D.
AN
D F
AM
ILY
SE
RV
ICE
SCh
ild
Cons
umer
Ed
ucat
ion
Fam
ily a
nd H
uman
De
velo
pmen
tSe
rvic
esSe
rvic
es
Life
Sci
ence
s –
LS (c
ontin
ued)
LS2:
Eco
syst
ems:
Inte
ract
ions
, Ene
rgy,
and
Dyn
amic
s
LS2.
A: In
terd
epen
dent
Rel
atio
nshi
ps in
Eco
syst
ems
A5.0
, A6.
0B4
.0, B
7.0,
B9.
0C5
.0, C
6.0,
C8.
0D5
.0, D
6.0,
D8.
0
LS2.
C: E
cosy
stem
s D
ynam
ics,
Fun
ctio
ning
, and
Res
ilien
ceB4
.0, B
6.0,
B7.
0D6
.0
LS2.
D: S
ocia
l Int
erac
tions
and
Gro
up B
ehav
ior
A2.
0, A
5.0,
A6.
0,
C2.0
, C3.
0, C
5.0,
B5
.0, B
7.0
D6.0
, D8.
0, D
10.0
, D12
.0A7
.0, A
10.0
C6.0
, C9.
0
LS3:
Her
edit
y: In
herit
ance
and
Var
iatio
n of
Tra
its
LS3.
A: In
herit
ance
of T
rait
sA5
.0B6
.0C5
.0D5
.0
LS3.
B: V
aria
tion
of T
rait
sA5
.0C5
.0D5
.0
LS4:
Bio
logi
cal E
volu
tion:
Uni
ty a
nd D
iver
sity
LS4.
B: N
atur
al S
elec
tion
A4.0
, A5.
0, A
6.0
B6.0
LS4.
C: A
dapt
atio
nA5
.0, A
7.0,
A8.
0C5
.0D5
.0, D
6.0
LS4.
D: B
iodi
vers
ity
and
Hum
ans
C2.0
, C3.
0, C
4.0,
D1
.0, D
4.0,
D5.
0, D
6.0,
A
2.0,
A3.
0, A
9.0
B10.
0C7
.0, C
8.0,
C12
.0D8
.0, D
10.0
, D12
.0
Eart
h an
d Sp
ace
Scie
nces
– E
SS
ESS2
: Ear
th’s
Syst
ems
ESS2
.A: E
arth
Mat
eria
ls a
nd S
yste
ms
A2.
0, A
3.0,
A4.
0B4
.0D7
.0
ESS2
.B: P
late
Tec
toni
cs a
nd L
arge
-Sca
le S
yste
m In
tera
ctio
nsA
2.0,
A3.
0, A
4.0
C4.0
D7.0
ESS2
.D: W
eath
er a
nd C
limat
eA4
.0B3
.0C4
.0D7
.0
ESS3
: Ear
th a
nd H
uman
Act
ivit
y
ESS3
.A: N
atur
al R
esou
rces
A2.
0, A
11.0
B1.0
, B4.
0, B
6.0,
B9.
0, B
10.0
C10.
0
ESS3
.B: N
atur
al H
azar
dsB4
.0, B
6.0
D7.0
ESS3
.C: H
uman
Impa
cts
on E
arth
Sys
tem
sB1
.0, B
4.0,
B6.
0, B
9.0,
B10
.0C2
.0, C
3.0,
C8.
0
ESS3
.D: G
loba
l Clim
ate
Chan
geB1
.0, B
4.0,
B6.
0, B
9.0,
B10
.0
39
ECDFS | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SE
DU
CA
TIO
N,
CH
ILD
DE
VE
LOPM
EN
T,
A.
B.
C.
D.
AN
D F
AM
ILY
SE
RV
ICE
SCh
ild
Cons
umer
Ed
ucat
ion
Fam
ily a
nd
Deve
lopm
ent
Serv
ices
Hum
an S
ervi
ces
Engi
neer
ing,
Tec
hnol
ogy,
and
the
App
licat
ions
of
Scie
nce
– ET
S
ETS1
: Eng
inee
ring
Desi
gn
ETS1
.A: D
efini
ng a
nd D
elim
iting
an
Engi
neer
ing
Prob
lem
A2.
0, A
3.0,
A4.
0,
D5.0
, D8.
0A5
.0, A
7.0,
A12
.0
ETS1
.B: D
evel
opin
g Po
ssib
le S
olut
ions
A2.
0, A
3.0,
A4.
0,
D5.0
, D8.
0A5
.0, A
7.0,
A12
.0
ETS1
.C: O
ptim
izin
g th
e De
sign
Sol
utio
nA
2.0,
A3.
0, A
4.0,
D5
.0, D
8.0
A5.0
, A7.
0, A
12.0
ETS2
: Lin
ks A
mon
g En
gine
erin
g, T
echn
olog
y, S
cien
ce, a
nd S
ocie
ty
ETS2
.A: I
nter
depe
nden
ce o
f Sci
ence
, Eng
inee
ring,
and
Tec
hnol
ogy
B3.0
, B9.
0, B
10.0
C3.0
ETS2
.B: I
nflue
nce
of E
ngin
eerin
g, T
echn
olog
y, a
nd S
cien
ce o
n So
ciet
y an
d th
e
B3.0
, B6.
0, B
7.0,
C4
.0, C
7.0,
C8.
0,
A7.0
Nat
ural
Wor
ldB8
.0, B
10.0
C9.0
, C10
.0
HIS
TORY
/SO
CIAL
SCI
ENCE
Prin
cipl
es o
f A
mer
ican
Dem
ocra
cy a
nd E
cono
mic
s –
AD12
.1 S
tude
nts
expl
ain
the
fund
amen
tal p
rinci
ples
and
mor
al v
alue
s of
Am
eric
an
dem
ocra
cy a
s ex
pres
sed
in t
he U
.S. C
onst
itutio
n an
d ot
her e
ssen
tial d
ocum
ents
of
A1.0
B1.0
C5.0
, C6.
0D1
.0, D
4.0
Amer
ican
dem
ocra
cy.
12.2
Stu
dent
s ev
alua
te a
nd t
ake
and
defe
nd p
ositi
ons
on t
he s
cope
and
lim
its
of ri
ghts
D2
.0, D
4.0,
an
d ob
ligat
ions
as
dem
ocra
tic c
itize
ns, t
he r
elat
ions
hips
am
ong
them
, and
how
the
y A9
.0B2
.0, B
5.0,
B11
.0C1
.0, C
5.0,
C9.
0D1
1.0,
D12
.0ar
e se
cure
d.
12.3
Stu
dent
s ev
alua
te a
nd t
ake
and
defe
nd p
ositi
ons
on w
hat
the
fund
amen
tal v
alue
s an
d pr
inci
ples
of c
ivil
soci
ety
are
(i.e.
, the
aut
onom
ous
sphe
re o
f vol
unta
ry p
erso
nal,
A1.0
B1.0
C1.0
D4.
0so
cial
, and
eco
nom
ic r
elat
ions
tha
t ar
e no
t pa
rt o
f gov
ernm
ent)
, the
ir In
terd
epen
denc
e,
and
the
mea
ning
and
impo
rtan
ce o
f tho
se v
alue
s an
d pr
inci
ples
for
a f
ree
soci
ety.
12.5
Stu
dent
s su
mm
ariz
e la
ndm
ark
U.S
. Sup
rem
e Co
urt
inte
rpre
tatio
ns o
f the
Con
stitu
-A1
.0B.
1.0
C1.0
D4.
0tio
n an
d it
s am
endm
ents
.
12.6
Stu
dent
s ev
alua
te is
sues
reg
ardi
ng c
ampa
igns
for
nat
iona
l, st
ate,
and
loca
l ele
c-A1
.0B1
.0C1
.0D1
2.0
tive
offic
es.
40
Education, Child Development, and Family Services | ECDFS
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SE
DU
CA
TIO
N,
CH
ILD
DE
VE
LOPM
EN
T,
A.
B.
C.
D.
AN
D F
AM
ILY
SE
RV
ICE
SCh
ild
Cons
umer
Ed
ucat
ion
Fam
ily a
nd
Deve
lopm
ent
Serv
ices
Hum
an S
ervi
ces
Prin
cipl
es o
f A
mer
ican
Dem
ocra
cy a
nd E
cono
mic
s –
AD (c
ontin
ued)
12.7
Stu
dent
s an
alyz
e an
d co
mpa
re t
he p
ower
s an
d pr
oced
ures
of t
he n
atio
nal,
stat
e, t
ribal
, B1
.0, B
4.0,
B5.
0,
C1.0
, C3.
0,
A3.0
, A9.
0D1
.0, D
4.0,
D7.
0an
d lo
cal g
over
nmen
ts.
B10.
0, B
12.0
C7.0
12.7
.5. E
xpla
in h
ow p
ublic
pol
icy
is f
orm
ed, i
nclu
ding
the
set
ting
of t
he p
ublic
age
nda
A1.0
B1.0
C1.0
D1.0
, D4.
0an
d im
plem
enta
tion
of it
thr
ough
reg
ulat
ions
and
exe
cutiv
e or
ders
.
Prin
cipl
es o
f Ec
onom
ics
– PE
12.1
Stu
dent
s un
ders
tand
com
mon
eco
nom
ic t
erm
s an
d co
ncep
ts a
nd e
cono
mic
rea
soni
ng.
12.1
.1. E
xam
ine
the
caus
al r
elat
ions
hip
betw
een
scar
city
and
the
nee
d fo
r cho
ices
.B1
.0, B
5.0,
B7.
0,
C1.0
, C10
.0,
A1.0
, A2.
0, A
11.0
B11.
0C1
1.0,
C12
.0
12.1
.2. E
xpla
in o
ppor
tuni
ty c
ost
and
mar
gina
l ben
efit
and
mar
gina
l cos
t.A1
.0, A
2.0,
A11
.0B1
.0
12.1
.3. I
dent
ify
the
diff
eren
ce b
etw
een
mon
etar
y an
d no
n-m
onet
ary
ince
ntiv
es a
nd h
ow
A1.0
, A2.
0, A
11.0
B1.0
chan
ges
in in
cent
ives
cau
se c
hang
es in
beh
avio
r.
12.1
.4. E
valu
ate
the
role
of p
rivat
e pr
oper
ty a
s an
ince
ntiv
e in
con
serv
ing
and
impr
ovin
g A1
.0, A
2.0,
A11
.0B1
.0sc
arce
res
ourc
es, i
nclu
ding
ren
ewab
le a
nd n
onre
new
able
nat
ural
res
ourc
es.
12.1
.5. A
naly
ze t
he r
ole
of a
mar
ket
econ
omy
in e
stab
lishi
ng a
nd p
rese
rvin
g po
litic
al a
nd
B12.
0pe
rson
al li
bert
y (e
.g.,
thro
ugh
the
wor
ks o
f Ada
m S
mith
).
12.2
Stu
dent
s an
alyz
e th
e el
emen
ts o
f Am
eric
a’s
mar
ket
econ
omy
in a
glo
bal s
ettin
g.
12.2
.1. U
nder
stan
d th
e re
latio
nshi
p of
the
con
cept
of i
ncen
tives
to
the
law
of s
uppl
y an
d A1
.0B1
.0, B
5.0
C1.0
D1.0
the
rela
tions
hip
of t
he c
once
pt o
f inc
entiv
es a
nd s
ubst
itute
s to
the
law
of d
eman
d.
12.2
.2. D
iscu
ss t
he e
ffec
ts o
f cha
nges
in s
uppl
y an
d/or
dem
and
on t
he r
elat
ive
scar
city
, A1
.0B1
.0C1
.0D1
.0pr
ice,
and
qua
ntit
y of
par
ticul
ar p
rodu
cts.
12.2
.3. E
xpla
in t
he r
oles
of p
rope
rty
right
s, c
ompe
titio
n, a
nd p
rofit
in a
mar
ket
econ
omy.
B1.0
C1.0
, C2.
0
12.2
.4. E
xpla
in h
ow p
rices
refl
ect
the
rela
tive
scar
city
of g
oods
and
ser
vice
s an
d pe
rfor
m
B1.0
, B7.
0th
e al
loca
tive
func
tion
in a
mar
ket
econ
omy.
12.2
.5. U
nder
stan
d th
e pr
oces
s by
whi
ch c
ompe
titio
n am
ong
buye
rs a
nd s
elle
rs d
eter
-B1
.0, B
6.0,
A1
.0C1
.0D1
.0m
ines
a m
arke
t pr
ice.
B10.
0
12.2
.6. D
escr
ibe
the
effe
ct o
f pric
e co
ntro
ls o
n bu
yers
and
sel
lers
.A1
.0B1
.0, B
6.0,
B8.
0C1
.0D1
.0
12.2
.7. A
naly
ze h
ow d
omes
tic a
nd in
tern
atio
nal c
ompe
titio
n in
a m
arke
t ec
onom
y af
fect
s A1
.0B1
.0, B
6.0
C1.0
D1.0
good
s an
d se
rvic
es p
rodu
ced
and
the
qual
ity,
qua
ntit
y, a
nd p
rice
of t
hose
pro
duct
s.
41
ECDFS | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SE
DU
CA
TIO
N,
CH
ILD
DE
VE
LOPM
EN
T,
A.
B.
C.
D.
AN
D F
AM
ILY
SE
RV
ICE
SCh
ild
Cons
umer
Ed
ucat
ion
Fam
ily a
nd
Deve
lopm
ent
Serv
ices
Hum
an S
ervi
ces
Prin
cipl
es o
f Ec
onom
ics
– PE
(con
tinue
d)
12.2
.8. E
xpla
in t
he r
ole
of p
rofit
as
the
ince
ntiv
e to
ent
repr
eneu
rs in
a m
arke
t ec
onom
y.A1
.0B1
.0C1
.0D1
.0
12.2
.9. D
escr
ibe
the
func
tions
of t
he fi
nanc
ial m
arke
ts.
B1.0
12.2
.10.
Dis
cuss
the
eco
nom
ic p
rinci
ples
tha
t gu
ide
the
loca
tion
of a
gric
ultu
ral p
rodu
c-B1
.0, B
9.0
tion
and
indu
stry
and
the
spa
tial d
istr
ibut
ion
of t
rans
port
atio
n an
d re
tail
faci
litie
s.
12.3
Stu
dent
s an
alyz
e th
e in
fluen
ce o
f the
fed
eral
gov
ernm
ent
on t
he A
mer
ican
eco
nom
y.
12.3
.1. U
nder
stan
d ho
w t
he r
ole
of g
over
nmen
t in
a m
arke
t ec
onom
y of
ten
incl
udes
pr
ovid
ing
for n
atio
nal d
efen
se, a
ddre
ssin
g en
viro
nmen
tal c
once
rns,
defi
ning
and
B3
.0, B
4.0,
B5.
0,
C1.0
, C2.
0, C
3.0,
D
4.0
enfo
rcin
g pr
oper
ty ri
ghts
, att
empt
ing
to m
ake
mar
kets
mor
e co
mpe
titiv
e, a
nd
B12.
0C8
.0pr
otec
ting
cons
umer
s’ rig
hts.
12.3
.3. D
escr
ibe
the
aim
s of
gov
ernm
ent
fisca
l pol
icie
s (t
axat
ion,
bor
row
ing,
spe
ndin
g)
B3.0
, B4.
0, B
5.0,
C1
.0, C
2.0,
C3.
0,
D4.
0an
d th
eir i
nflue
nce
on p
rodu
ctio
n, e
mpl
oym
ent,
and
pric
e le
vels
.B1
2.0
C8.0
12.4
Stu
dent
s an
alyz
e th
e el
emen
ts o
f the
U.S
. lab
or m
arke
t in
a g
loba
l set
ting.
A1.0
C1.0
D2.0
12.5
Stu
dent
s an
alyz
e th
e ag
greg
ate
econ
omic
beh
avio
r of t
he U
.S. e
cono
my.
B12.
0C1
.0
12.6
Stu
dent
s an
alyz
e is
sues
of i
nter
natio
nal t
rade
and
exp
lain
how
the
U.S
. eco
nom
y B6
.0C1
.0D1
.0af
fect
s, a
nd is
aff
ecte
d by
, eco
nom
ic f
orce
s be
yond
the
Uni
ted
Stat
es’ b
orde
rs.
U.S.
His
tory
and
Geo
grap
hy –
US
11.3
Stu
dent
s an
alyz
e th
e ro
le r
elig
ion
play
ed in
the
fou
ndin
g of
Am
eric
a, it
s la
stin
g B2
.0, B
10.0
D1.0
mor
al, s
ocia
l, an
d po
litic
al im
pact
s, a
nd is
sues
reg
ardi
ng r
elig
ious
libe
rty.
11.8
Stu
dent
s an
alyz
e th
e ec
onom
ic b
oom
and
soc
ial t
rans
form
atio
n of
pos
t-W
orld
War
II
B1.0
, B2.
0, B
4.0,
Am
eric
a.B5
.0, B
7.0,
D1
.0, D
2.0
B10.
0, B
12.0
11.1
0 St
uden
ts a
naly
ze t
he d
evel
opm
ent
of f
eder
al c
ivil
right
s an
d vo
ting
right
s.C1
.0, C
5.0
D4.
0
11.11
Stu
dent
s an
alyz
e th
e m
ajor
soc
ial p
robl
ems
and
dom
estic
pol
icy
issu
es in
con
tem
po-
B1.0
, B4.
0, B
5.0,
C3
.0, C
5.0,
C7.
0,
D1.0
, D8.
0, D
4.0,
A1
.0, A
8.0,
ra
ry A
mer
ican
soc
iety
.B6
.0, B
7.0,
B9.
0,
C8.0
, C9.
0,
D6.0
, D11
.0,
A9.0
, A10
.0B1
1.0,
B12
.0C1
0.0,
C12
.0D1
2.0
42
Education, Child Development, and Family Services | ECDFS
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SE
DU
CA
TIO
N,
CH
ILD
DE
VE
LOPM
EN
T,
A.
B.
C.
D.
AN
D F
AM
ILY
SE
RV
ICE
SCh
ild
Cons
umer
Ed
ucat
ion
Fam
ily a
nd
Deve
lopm
ent
Serv
ices
Hum
an S
ervi
ces
Wor
ld H
isto
ry, C
ultu
re, a
nd G
eogr
aphy
– W
H
10.3
Stu
dent
s an
alyz
e th
e ef
fect
s of
the
Indu
stria
l Rev
olut
ion
in E
ngla
nd, F
ranc
e, G
er-
man
y, J
apan
, and
the
Uni
ted
Stat
es.
10.3
.5. U
nder
stan
d th
e co
nnec
tions
am
ong
natu
ral r
esou
rces
, ent
repr
eneu
rshi
p, la
bor,
A1.0
B1.0
, B12
.0C1
.0D1
.0an
d ca
pita
l in
an in
dust
rial e
cono
my.
10.11
Stu
dent
s an
alyz
e th
e in
tegr
atio
n of
cou
ntrie
s in
to t
he w
orld
eco
nom
y an
d th
e in
form
atio
n, t
echn
olog
ical
, and
com
mun
icat
ions
rev
olut
ions
(e.g
., te
levi
sion
, sat
ellit
es,
A1.0
B.10
, B6.
0C1
.0, C
6.0
D1.0
com
pute
rs).
43
ECDFS | California Career Technical Education Model Curriculum Standards
Contributors
Education, Child Development, and Family Services
Bob Heuvel, Administrator, California Department of Education
Angie Ford, Education Consultant, California Department of Education
Standards Review TeamJolene Fassbinder, Executive Director, UCLA, MedNet
Linda Lovett, Owner, Lovett’s Child Development Center
Joaquin Murphy, Program Representative III, California Department of Consumer Affairs
Patricia Peck, Professor, California State University, Sacramento
Ann Ramirez, Preformal Instructional Paraprofessional, Modesto City Schools
Sonja Shumaker, Retired Instructor
Patti Stanley, Instructor, Modesto City Schools
Standards Writing TeamPatricia Peck, Professor, California State University, Sacramento
Brad Vander Hamm, Instructor, Lodi Unified School District
Common Core Alignment TeamRachelle Barkus, Instructor, Modesto City Schools
Kent Braithwaite, Instructor, Conejo Valley Unified School District
Tim Cook, Instructor, Pomona Unified School District
Debbie Hawks, Instructor, Pasadena Unified School District
Simon Moore, Instructor, Coachella Valley Unified School District
Patricia Peck, Professor, California State University, Sacramento
Ashley Sarver, Instructor, School for Independent Learners
44
Education, Child Development, and Family Services | ECDFS
References
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ECDFS | California Career Technical Education Model Curriculum Standards
Conley, David T. 2010. College and Career Ready: Helping All Students Succeed Beyond High School. San Francisco: Jossey-Bass.
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46
Education, Child Development, and Family Services | ECDFS
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47Published January 2017