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Information Support and Services
Software and Systems Development
Games and Simulation
Networking
California Career Technical Education Model Curriculum Standards
Table of ContentsInformation and Communication Technologies
Overview ............................................................................................................................................ iii
California Standards for Career Ready Practice ........................................................................... vi
Sector Description .............................................................................................................................1
Knowledge and Performance Anchor Standards ............................................................................2
1.0 Academics ..........................................................................................................................................2
2.0 Communications ...............................................................................................................................2
3.0 Career Planning and Management ..............................................................................................2
4.0 Technology .........................................................................................................................................3
5.0 Problem Solving and Critical Thinking .......................................................................................3
6.0 Health and Safety ............................................................................................................................4
7.0 Responsibility and Flexibility ........................................................................................................4
8.0 Ethics and Legal Responsibilities .................................................................................................5
9.0 Leadership and Teamwork ..............................................................................................................5
10.0 Technical Knowledge and Skills ....................................................................................................6
11.0 Demonstration and Application ...................................................................................................7
Pathway Standards ............................................................................................................................8
A. Information Support and Services Pathway ................................................................................8
B. Networking Pathway ........................................................................................................................11
C. Software and Systems Development Pathway ..........................................................................14
D. Games and Simulation Pathway ....................................................................................................18
Academic Alignment Matrix ..........................................................................................................21
Contributors .....................................................................................................................................35
References ........................................................................................................................................36
ICT | California Career Technical Education Model Curriculum Standardsii
Overview
The Career Technical Education (CTE) Model Curriculum Standards publication is organized for use as a complete document or for access to individual industry sectors and pathways. The document includes Standards for Career Ready Practice—which describe the knowledge and skills that students need prior to entering a career technical education program—as part of the career technical educa-tion sequence or as integrated elements of other course work in preparation for careers and college.
Each of the 15 industry sector sections includes a description, anchor standards, pathway standards, and an academic alignment matrix. The standards can be adjusted to be part of the curriculum (grades seven through twelve), provided through adult education, or included in community col-lege programs. The document also lists the representatives who participated in each sector’s content development and the references that were consulted to revise the CTE standards.
Standards for Career Ready PracticeCalifornia’s Standards for Career Ready Practice, which follow this overview, are based on the Career Ready Practices of the Common Career Technical Core (CCTC), a state-led initiative sponsored by the National Association of State Directors of Career Technical Education Consortium (NASDCTEc):
Career Ready Practices describe the career-ready skills that educators should seek to develop in their students. These practices are not exclusive to a Career Pathway, program of study, discipline or level of education. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. (NASDCTEc 2012, 2)
California’s 12 Standards for Career Ready Practice align with the state’s CTE anchor standards and reflect the expectations from business and industry, labor and community organizations, and second-ary and postsecondary education representatives from 42 participating states.
Anchor StandardsThe 11 anchor standards build on the Standards for Career Ready Practice and are common across the 15 industry sectors. Content for these standards was drawn from several documents: “Preparing Students for the 21st Century Economy” (American Association of Colleges for Teacher Education and the Partnership for 21st Century Skills 2010); How Should Colleges Prepare Students to Succeed in Today’s Global Economy? (Association of American Colleges and Universities and Peter D. Hart Research Associates, Inc. 2006); “Importance of Skills and Knowledge for College and Career Readiness,” from The MetLife Survey of the American Teacher: Preparing Students for College and Careers (MetLife, Inc. 2011); and Are They Really Ready to Work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce (The Conference Board et al. 2006).
Each anchor standard is followed by performance indicators using action verbs from the Beyond Knowledge Construct, presented in a hierarchical progression of simple tasks to more complex tasks. Performance indicators provide guidance for curriculum design and standards measurement.
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ICT | California Career Technical Education Model Curriculum Standards
The industry-sector anchor standards have been customized with selected additions to better reflect the needs and special conditions of each industry sector.
Anchor Standard 1 (Academics) guides users to sector-specific core academic standards related to each industry sector, which are listed in the alignment matrix at the end of each sector section. Anchor standards 2–10 are deliberately aligned with one of the Common Core English language arts standards, using similar language demonstrating the natural connections between the two subjects. Anchor Standard 11 (Demonstration and Application) highlights classroom, laboratory, and workplace learning specific to the individual sector and pathways.
Pathway StandardsAll 15 industry sectors contain multiple pathways. In order to be identified and listed for an industry sector, each pathway had to meet the following criteria:
• unique to an industry sector
• has an occupational focus
• consistent in size and scope
• composed of similar functions
• inclusive of all aspects of the industry
• includes 8–12 pathway-specific standards
• demonstrates sequence potential
• reasonable and appropriate for high school
• leads to high-skill, high-wage, or high-demand jobs
• sustainable and viable over the next 10 years
Academic Alignment MatrixEach sector includes an academic alignment matrix that displays where a natural, obvious alignment occurs. Compiled by five teams of academic content experts in collaboration with industry-sector consultants, teachers, and other advisers, the alignment was selected if it was determined that the pathway standard would enhance, reinforce, or provide an application for a specific academic subject standard.
The alignment matrices include the subjects of Common Core English language arts and mathemat-ics standards, history/social studies standards, and Next Generation Science Core Ideas. To assist with further review and implementation, each academic alignment is notated with specific pathway standards codes.
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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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ICT | California Career Technical Education Model Curriculum Standards
California Standards for Career Ready Practice
Standards for Career Ready Practice describe the fundamental knowledge and skills that a career-ready student needs in order to prepare for transition to postsecondary education, career training, or the workforce. These standards are not exclusive to a career pathway, a CTE program of study, a par-ticular discipline, or level of education. Standards for Career Ready Practice are taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. Standards for Career Ready Practice are a valuable resource to CTE and academic teachers designing curricula and lessons in order to teach and reinforce the career-ready aims of the CTE Model Curriculum Standards and the Common Core State Standards.
1. Apply appropriate technical skills and academic knowledge.Career-ready individuals readily access and use the knowledge and skills acquired through experience and education. They make connections between abstract concepts with real-world applications and recognize the value of academic preparation for solving problems, communicating with others, calcu-lating measures, and other work-related practices.
2. Communicate clearly, effectively, and with reason.Career-ready individuals communicate thoughts, ideas, and action plans with clarity, using written, verbal, electronic, and/or visual methods. They are skilled at interacting with others, are active listen-ers who speak clearly and with purpose, and are comfortable with the terminology common to the workplace environment. Career-ready individuals consider the audience for their communication and prepare accordingly to ensure the desired outcome.
3. Develop an education and career plan aligned with personal goals.Career-ready individuals take personal ownership of their own educational and career goals and man-age their individual plan to attain these goals. They recognize the value of each step in the educa-tional and experiential process and understand that nearly all career paths require ongoing education and experience to adapt to practices, procedures, and expectations of an ever-changing work envi-ronment. They seek counselors, mentors, and other experts to assist in the planning and execution of education and career plans.
4. Apply technology to enhance productivity.Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquir-ing and using new technology. They understand the inherent risks—personal and organizational—of technology applications, and they take actions to prevent or mitigate these risks.
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5. Utilize critical thinking to make sense of problems and persevere in solving them.Career-ready individuals recognize problems in the workplace, understand the nature of the problems, and devise effective plans to solve the problems. They thoughtfully investigate the root cause of a problem prior to introducing solutions. They carefully consider options to solve the problem and, once agreed upon, follow through to ensure the problem is resolved.
6. Practice personal health and understand financial literacy.Career-ready individuals understand the relationship between personal health and workplace perfor-mance. They contribute to their personal well-being through a healthy diet, regular exercise, and men-tal health activities. Career-ready individuals also understand that financial literacy leads to a secure future that enables career success.
7. Act as a responsible citizen in the workplace and the community.Career-ready individuals understand the obligations and responsibilities of being a member of a com-munity and demonstrate this understanding every day through their interactions with others. They are aware of the impacts of their decisions on others and the environment around them and think about the short-term and long-term consequences of their actions. They are reliable and consistent in going beyond minimum expectations and in participating in activities that serve the greater good.
8. Model integrity, ethical leadership, and effective management.Career-ready individuals consistently act in ways that align with personal and community-held ideals and principles. They employ ethical behaviors and actions that positively influence others. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the direction and actions of a team or organization, and they recognize the short-term and long-term effects that management’s actions and attitudes can have on produc-tivity, morale, and organizational culture.
9. Work productively in teams while integrating cultural and global competence.Career-ready individuals positively contribute to every team as both team leaders and team members. They apply an awareness of cultural differences to avoid barriers to productive and positive interac-tion. They interact effectively and sensitively with all members of the team and find ways to increase the engagement and contribution of other members.
10. Demonstrate creativity and innovation.Career-ready individuals recommend ideas that solve problems in new and different ways and con-tribute to the improvement of the organization. They consider unconventional ideas and suggestions by others as solutions to issues, tasks, or problems. They discern which ideas and suggestions may have the greatest value. They seek new methods, practices, and ideas from a variety of sources and apply those ideas to their own workplace practices.
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11. Employ valid and reliable research strategies.Career-ready individuals employ research practices to plan and carry out investigations, create solu-tions, and keep abreast of the most current findings related to workplace environments and practices. They use a reliable research process to search for new information and confirm the validity of sources when considering the use and adoption of external information or practices.
12. Understand the environmental, social, and economic impacts of decisions.Career-ready individuals understand the interrelated nature of their actions and regularly make deci-sions that positively impact other people, organizations, the workplace, and the environment. They are aware of and utilize new technologies, understandings, procedures, and materials and adhere to regulations affecting the nature of their work. They are cognizant of impacts on the social condition, environment, workplace, and profitability of the organization.
Note: As stated previously, California’s Standards for Career Ready Practice are based on the CCTC Career Ready Practices posted at https://careertech.org/ (accessed June 8, 2016).
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Information and Communication Technologies
Sector DescriptionInformation and Communication Technologies (ICT) have expanded the need
for employees who can understand, manage, and support all rapidly emerging,
evolving, and converging computer, software, networking, telecommunications,
Internet, programming, and information systems. Essential skills for careers in
the ICT sector include understanding systems that support the management and
flow of data, the ability to work well and communicate clearly with people, and
the ability to manage projects efficiently. The ICT sector meets national criteria
for high demand, high wages, and high skills and provides students with excel-
lent opportunities for interesting work and good pay. More than 70 percent of
jobs in this sector will require a bachelor’s degree or higher by 2018.
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Information and Communication TechnologiesKnowledge 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 Information and Communication Technologies academic alignment matrix for identification of standards.
2.0 CommunicationsAcquire and accurately use Information and Communication Technologies sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment with LS 9-10, 11-12.6)
2.1 Recognize the elements of communication using a sender–receiver model.
2.2 Identify barriers to accurate and appropriate communication.
2.3 Interpret verbal and nonverbal communications and respond appropriately.
2.4 Demonstrate elements of written and electronic communication such as accurate spelling, grammar, and format.
2.5 Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
2.6 Advocate and practice safe, legal, and responsible use of digital media information and communications technologies.
2.7 Use technical writing and communication skills to work effectively with diverse groups of people.
2.8 Understand the principles of a customer-oriented service approach to users.
3.0 Career Planning and 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.
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3.8 Understand how digital media are used by potential employers and postsecondary agencies to evaluate candidates.
3.9 Develop a career plan that reflects career interests, pathways, and postsecondary options.
4.0 TechnologyUse existing and emerging technology, to investigate, research, and produce products and services, including new information, as required in the Information and Communication Technologies sector workplace environment. (Direct alignment with WS 11-12.6)
4.1 Use electronic reference materials to gather information and produce products and services.
4.2 Employ technology based communications responsibly and effectively to explore complex systems and issues.
4.3 Use information and communication technologies to synthesize, summarize, compare, and contrast information from multiple sources.
4.4 Discern the quality and value of information collected using digital technologies, and recognize bias and intent of the associated sources.
4.5 Research past, present, and projected technological advances as they impact a particular pathway.
4.6 Assess the value of various information and communication technologies to interact with constituent populations as part of a search of the current literature or in relation to the information task.
5.0 Problem Solving and Critical ThinkingConduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Information and Communication Technologies sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment with WS 11-12.7)
5.1 Identify and ask significant questions that clarify various points of view to solve problems.
5.2 Solve predictable and unpredictable work-related problems using various types of reasoning (inductive, deductive) as appropriate.
5.3 Use systems thinking to analyze how various components interact with each other to produce outcomes in a complex work environment.
5.4 Interpret information and draw conclusions, based on the best analysis, to make informed decisions.
5.5 Use a logical and structured approach to isolate and identify the source of problems and to resolve problems.
5.6 Know the available resources for identifying and resolving problems.
5.7 Work out problems iteratively and recursively.
5.8 Create and use algorithms and solve problems.
5.9 Deconstruct large problems into components to solve.
5.10 Use multiple layers of abstraction.
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5.11 Understand the concept of base systems, including binary and hexadecimal.
5.12 Apply the concepts of Boolean logic to decision making and searching.
6.0 Health and 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 Information and Communication Technologies sector workplace environment. (Direct alignment with RSTS 9-10, 11-12.4)
6.1 Locate, and adhere to, Material Safety Data Sheet (MSDS) instructions.
6.2 Interpret policies, procedures, and regulations for the workplace environment, including employer and employee responsibilities.
6.3 Use health and safety practices for storing, cleaning, and maintaining tools, equipment, and supplies.
6.4 Practice personal safety when lifting, bending, or moving equipment and supplies.
6.5 Demonstrate how to prevent and respond to work-related accidents or injuries; this includes demonstrating an understanding of ergonomics.
6.6 Maintain a safe and healthful working environment.
6.7 Be informed of laws/acts pertaining to the Occupational Safety and Health Administration (OSHA).
6.8 Maintain a safe and healthful working environment.
6.9 Dispose of e-waste properly, understanding the health, environmental, and legal risks of improper disposal.
6.10 Act conscientiously regarding the use of natural resources (e.g., paper, ink, etc.)
6.11 Conserve energy while computing (e.g., turn off equipment at night, power-saving settings, etc.)
7.0 Responsibility and FlexibilityInitiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Information and Communication Technologies sector workplace environment and community settings. (Direct alignment with SLS 9-10, 11-12.1)
7.1 Recognize how financial management impacts the economy, workforce, and community.
7.2 Explain the importance of accountability and responsibility in fulfilling personal, community, and workplace roles.
7.3 Understand the need to adapt to changing and varied roles and responsibilities.
7.4 Practice time management and efficiency to fulfill responsibilities.
7.5 Apply high-quality techniques to product or presentation design and development.
7.6 Demonstrate knowledge and practice of responsible financial management.
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7.7 Demonstrate the qualities and behaviors that constitute a positive and professional work demeanor, including appropriate attire for the profession.
7.8 Explore issues of global significance and document the impact on the Information and Communication Technologies sector.
8.0 Ethics and Legal 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 Information and Communication Technologies industry sector.
8.3 Demonstrate ethical and legal practices consistent with Information and Communication Technologies sector workplace standards.
8.4 Explain the importance of personal integrity, confidentiality, and ethical behavior in the workplace.
8.5 Analyze organizational culture and practices within the workplace environment.
8.6 Adhere to copyright and intellectual property laws and regulations, and use and appropriately cite proprietary information.
8.7 Conform to rules and regulations regarding sharing of confidential information, as determined by Information and Communication Technologies sector laws and practices.
8.8 Identify legal and ethical issues that have proliferated with increased technology adoption, including hacking, scamming, and breach of privacy.
9.0 Leadership and 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 such as those practiced in the Future Business Leaders of America and SkillsUSA career technical student organization. (Direct alignment with SLS 11-12.1b)
9.1 Define leadership and identify the responsibilities, competencies, and behaviors of successful leaders.
9.2 Identify the characteristics of successful teams, including leadership, cooperation, collabora-tion, and effective decision-making skills as applied in groups, teams, and career technical student organization activities.
9.3 Understand the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace setting.
9.4 Explain how professional associations and organizations and associated leadership development and competitive career development activities enhance academic preparation, promote career choices, and contribute to employment opportunities.
9.5 Understand that the modern world is an international community and requires an expanded global view.
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ICT | California Career Technical Education Model Curriculum Standards
9.6 Respect individual and cultural differences and recognize the importance of diversity in the workplace.
9.7 Participate in interactive teamwork to solve real Information and Communication Technologies sector issues and problems.
10.0 Technical Knowledge and SkillsApply essential technical knowledge and skills common to all pathways in the Information and Communication Technologies sector, following procedures when carrying out experiments or performing technical tasks. (Direct alignment with WS 11-12.6)
10.1 Interpret and explain terminology and practices specific to the Information and Communica-tion Technologies sector.
10.2 Comply with the rules, regulations, and expectations of all aspects of the Information and Communication Technologies sector.
10.3 Construct projects and products specific to the Information and Communication Technologies sector requirements and expectations.
10.4 Collaborate with industry experts for specific technical knowledge and skills.
10.5 Understand the major software and hardware components of a computer and a network and how they relate to each other.
10.6 Understand data sizes of various types of information (text, pictures, sound, video, etc.) and data capacity of various forms of media.
10.7 Understand the SI (metric) prefixes commonly used in computing including, at least, kilo, mega, giga, and tera.
10.8 Understand security concepts including authorization, rights, and encryption.
10.9 Use common industry-standard software and their applications including word processing, spreadsheets, databases, and multimedia software.
10.10 Manage files in a hierarchical system.
10.11 Know multiple ways in which to transfer information and resources (e.g., text, data, sound, video, still images) between software programs and systems.
10.12 Know appropriate search procedures for different types of information, sources, and queries.
10.13 Evaluate the accuracy, relevance, and comprehensiveness of retrieved information.
10.14 Analyze the effectiveness of online information resources to support collaborative tasks, research, publications, communications, and increased productivity.
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11.0 Demonstration and ApplicationDemonstrate and apply the knowledge and skills contained in the Information and Communication Technologies anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through career technical student organizations such as Future Business Leaders of America and SkillsUSA.
11.1 Utilize work-based/workplace learning experiences to demonstrate and expand upon knowl-edge and skills gained during classroom instruction and laboratory practices specific to the Information and Communication Technologies sector program of study.
11.2 Demonstrate proficiency in a career technical pathway that leads to certification, licensure, and/or continued learning at the postsecondary level.
11.3 Demonstrate entrepreneurship skills and knowledge of self-employment options and innovative ventures.
11.4 Employ entrepreneurial practices and behaviors appropriate to Information and Communication Technologies sector opportunities.
11.5 Create a portfolio, or similar collection of work, that offers evidence through assessment and evaluation of skills and knowledge competency as contained in the anchor standards, pathway standards, and performance indicators.
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ICT | California Career Technical Education Model Curriculum Standards
Information and Communication TechnologiesPathway Standards
A. Information Support and Services PathwayStudents in the Information Support and Services pathway prepare for careers that involve the implementation of computer services and software, support of multimedia products and services, provision of technical assistance, creation of technical documentation, and the administration and management of information and communication systems. Mastery of information and communica-tion technologies is the foundation for all successful business organizations today. Persons with expertise in information and communication technologies support and services are in high demand for a variety of positions in business and industry.
Sample occupations associated with this pathway:
Computer and Information Systems Manager
Computer User Support Specialist
Database Administrator
Document Management Specialist
Business Intelligence Analyst
A1.0 Describe the role of information and communication technologies in organizations.
A1.1 Describe how technology is integrated into business processes.
A1.2 Identify common organizational, technical, and financial risks associated with the implementation and use of information and communication systems.
A1.3 Model business processes using tools such as organization charts, flowcharts, and timelines.
A1.4 Analyze and design business processes in a cycle of continual improvement.
A2.0 Acquire, install, and implement software and systems.
A2.1 Identify and list the criteria and processes for evaluating the functions of information systems.
A2.2 Investigate, evaluate, select, and use major types of software, services, and vendors.
A2.3 Install software and setup hardware.
A2.4 Define and use appropriate naming conventions and file management strategies.
A3.0 Access and transmit information in a networked environment.
A3.1 Identify and apply multiple ways to transfer information and resources (e.g., text, data, audio, video, still images) between software programs and systems.
A3.2 Validate and cite Internet resources.
A3.3 Recognize where processes are running in a networked environment (e.g., client access, remote access).
A3.4 Identify and describe the layered nature of computing and networking such as the Open Systems Interconnect (OSI) model.
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A3.5 Use multiple online search techniques and resources to acquire information.
A3.6 Describe and contrast the differences between various Internet protocols: hypertext transfer protocol (http), hypertext transfer protocol secure (https), file transfer protocol (ftp), simple mail transfer protocol (smtp).
A4.0 Administer and maintain software and systems.
A4.1 Use different systems and associated utilities to perform such functions as file management, backup and recovery, and execution of programs.
A4.2 Use a command line interface.
A4.3 Automate common tasks using macros or scripting.
A4.4 Evaluate the systems-development life cycle and develop appropriate plans to maintain a given system after assessing its impact on resources and total cost of ownership (TCO).
A5.0 Identify requirements for maintaining secure network systems.
A5.1 Follow laws, regulatory guidelines, policies, and procedures to ensure the security and integrity of information systems.
A5.2 Identify potential attack vectors and security threats.
A5.3 Take preventative measures to reduce security risks (e.g., strong passwords, avoid social engineering ploys, limit account permissions).
A5.4 Use security software and hardware to protect systems from attack and alert of potential threats, anti-malware software, and firewalls.
A6.0 Diagnose and solve software, hardware, networking, and security problems.
A6.1 Use available resources to identify and resolve problems using knowledge bases, forums, and manuals.
A6.2 Use a logical and structured approach to isolate and identify the source of problems and to resolve problems.
A6.3 Use specific problem solving strategies appropriate to troubleshooting, eliminating possibilities, or guess and check.
A6.4 Evaluate support needs for different data and systems configurations.
A6.5 Evaluate solution methods recognizing the trade-offs of troubleshooting vs. reloading, reimaging, or restoring to factory defaults using a sandbox environment.
A6.6 Distinguish types of symptoms and which component’s issue could exhibit those symptoms: the user, hardware, network, or software.
A6.7 Diagram the underlying processes of a system that are likely involved in a problem.
A7.0 Support and train users on various software, hardware, and network systems.
A7.1 Recognize the scope of duties ICT support staff have and tiered levels of support.
A7.2 Describe and apply the principles of a customer-oriented service approach to supporting users.
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A7.3 Use technical writing and communication skills to work effectively with diverse groups of people, including users with less technical abilities.
A7.4 Document technical support provided such as using a ticketing system.
A7.5 Train users to assist them in being self-supporting: formal classes, one-on-one interactions, and process and how-to guides.
A8.0 Manage and implement information, technology, and communication projects.
A8.1 Develop the purpose and scope of a project.
A8.2 Acquire, use, and manage necessary internal and external resources when supporting various organizational systems.
A8.3 Use various tools to manage projects involving the development of information and communication systems.
A8.4 Analyze business problems by using functional and cost-benefit perspectives.
A8.5 Design, develop, implement, and monitor a project by creating and integrating technologies.
A8.6 Use a systematic method of continual improvement; plan, do, check, act (PDCA), total quality (TQ), or Six Sigma.
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Information and Communication TechnologiesPathway Standards
B. Networking Pathway Students in the Networking pathway prepare for careers that involve network analysis, planning, and implementation, including the design, installation, maintenance, and management of network systems. The successful establishment, maintenance, and securing of information and communica-tion technologies infrastructure is critical to the success of every twenty-first-century organization. Employment continues to grow for persons with expertise in networking.
Sample occupations associated with this pathway:
Computer Security Specialist
Network Technician
Network Engineer
Network Administrator
Telecommunication Specialist
B1.0 Identify and describe the principles of networking and the technologies, models, and protocols used in a network.
B1.1 Define the terminology used in the design, assembly, configuration, and implementation of networks.
B1.2 List the fundamental elements of the major networking models established by the industry standards of recognized organizations: the Open System Interconnect (OSI) or transmission-control/Internet protocol (TCP/IP) models.
B1.3 Identify and explain how data, voice, and video/communications are carried through the most common network media.
B1.4 List the characteristics, advantages, and disadvantages of the various networking presentation functions, data formatting, data encryption, and data compression.
B1.5 Explain the characteristics of networking hardware and applications and the methods to deploy them.
B1.6 Design and document data/communication systems networks.
B2.0 Identify, describe, and implement network media and physical topologies.
B2.1 Use appropriate wiring and wireless standards and plan, install, and maintain media (copper, fiber, and wireless) for a variety of network systems.
B2.2 Demonstrate standard procedures and practices for safely using tools and working safely around the electrical environment in various networking systems.
B2.3 Test and maintain wired and wireless network communications components and systems.
B3.0 Install, configure, and differentiate between common network devices.
B3.1 Identify and describe the functions of various network devices, including network connectivity hardware.
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B3.2 Describe the differences between various network environments: peer-to-peer, client-server, thin client, virtualized, internetworks, intranets, and extranets.
B3.3 Distinguish between the topologies and protocols of local area networks and those of wide area networks.
B3.4 Confirm operating parameters, apply test procedures, make necessary adjustments, and assemble the components of a network system or subsystem.
B3.5 Configure the major addressing and routing protocols used in networking.
B3.6 Implement a functional wired and wireless network, including the installation and configuration of components, software, and plug-ins.
B3.7 Evaluate, select, and deploy a variety of network architectures, information and communication technologies, and protocols.
B4.0 Demonstrate proper network administration and management skills.
B4.1 Identify and use network tools to troubleshoot and verify network availability and performance.
B4.2 Identify common customer policies and procedures, including those for management of incidents.
B4.3 Identify the implications of major protocols and international standards and their impact on network management.
B4.4 Apply appropriate technologies to improve network performance for data, voice, and video transmission.
B4.5 Apply the proper security patches, updates, and procedures necessary to maintain and support a network.
B4.6 Use common help-desk tools and resources, such as incident tracking, knowledge database, and staffing to administer and manage a network.
B4.7 Apply known effective methods of disseminating information and instruction to users.
B4.8 Use project management skills and tools for managing and maintaining various types of networks.
B4.9 Analyze network system interdependencies and constraints.
B5.0 Demonstrate how to communicate and interpret information clearly in industry-standard visual and written formats.
B5.1 Classify and use various electronic components, symbols, abbreviations, and media common to network topology diagrams.
B5.2 Interpret, organize, and communicate complex network diagrams by using information collected from detailed drawings.
B6.0 Use and assess network communication applications and infrastructure.
B6.1 Identify and document the appropriate uses of networking services, products, and applications.
12
Information and Communication Technologies | ICT
B6.2 Evaluate the features of communications software products in terms of their appropri-ateness to organizational tasks.
B6.3 Configure compatible systems across various platforms and types of media.
B7.0 Analyze a customer’s organizational needs and requirements to identify networking needs.
B7.1 Describe the effective management of human, financial, and communications resources from the standpoints of the user and the provider.
B7.2 Diagram physical and logical layouts of networks that support information and communication technologies.
B7.3 Evaluate emerging products, services, and business models in relation to the creation, setup, and management of networks that support information and communication technologies.
B7.4 Evaluate, create, and process voice, video, and data transmissions.
B8.0 Identify security threats to a network and describe general methods to mitigate those threats.
B8.1 Identify and define command network security threats: hackers, crackers, viruses, worms, and Trojan horses.
B8.2 Describe the importance of classifying appropriate monitoring devices and procedures for quick identification and prevention of security violations.
B8.3 List the policies and procedures for routine administration, such as user agreement, incident reporting, and recovery for users.
B8.4 Identify common potential risks and entrance points, including internal and external risks, and the tools used to neutralize them: firewalls; monitoring; and antivirus, spyware, and spam protection.
B8.5 Identify and apply common techniques for disaster prevention and recovery.
13
ICT | California Career Technical Education Model Curriculum Standards
Information and Communication TechnologiesPathway Standards
C. Software and Systems Development PathwayStudents in the Software and Systems Development pathway prepare for careers related to computer science that involve the design, development, implementation, maintenance, and management of systems that rely on software programs to satisfy the operational needs of modern business orga-nizations. Persons with expertise in systems development and programming are critical to support operations like electronic commerce, medical records management, retail sales and inventory management, digital entertainment, and use of energy.
Sample occupations associated with this pathway:
Computer Programmer
Software Developer/Applications
Information Security Analyst
Web Developer
E-Business/E-Commerce Specialist
C1.0 Identify and apply the systems development process.
C1.1 Identify the phases of the systems development life cycle, including analysis, design, programming, testing, implementation, maintenance, and improvement.
C1.2 Identify and describe models of systems development, systems development life cycle (SDLC), and agile computing.
C1.3 Identify and describe how specifications and requirements are developed for new and existing software applications.
C1.4 Work as a member of, and within the scope and boundaries of, a development project team.
C1.5 Track development project milestones using the concept of versions.
C1.6 Diagram processes using flowcharts and the Unified Modeling Language.
C2.0 Define and analyze systems and software requirements.
C2.1 Describe the major purposes and benefits of development, including automation, improving productivity, modeling and analysis, and entertainment.
C2.2 Recognize and prevent unintended consequences of development work: programming errors, security issues, health and environmental risks, and privacy concerns.
C2.3 Develop strategies that target the specific needs and desires of the customer.
C2.4 Analyze customers’ needs for development.
C2.5 Determine and document the requirements and alternative solutions to fulfill the customers’ needs.
C3.0 Create effective interfaces between humans and technology.
C3.1 Describe and apply the basic process of input, processing, and output.
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Information and Communication Technologies | ICT
C3.2 Design effective and intuitive interfaces using knowledge of cognitive, physical, and social interactions.
C3.3 Support methods of accessibility for all potential users, including users with disabilities and non-English-speaking users.
C4.0 Develop software using programming languages.
C4.1 Identify and describe the abstraction level of programming languages from low-level, hardware-based languages to high-level, interpreted, Web-based languages.
C4.2 Describe the interaction and integration of programming languages and protocols such as how client-side programming can work with server-side programming to use a query language to access a database.
C4.3 Identify and use different authoring tools and integrated development environments (IDEs).
C4.4 Identify and apply data types and encoding.
C4.5 Demonstrate awareness of various programming paradigms, including procedural, object oriented, event-driven, and multithreaded programing.
C4.6 Use proper programming language syntax.
C4.7 Use various data structures, arrays, objects, files, and databases.
C4.8 Use object oriented programming concepts, properties, methods, and inheritance.
C4.9 Create programs using control structures, procedures, functions, parameters, variables, error recovery, and recursion.
C4.10 Create and know the comparative advantages of various queue, sorting, and searching algorithms.
C4.11 Document development work for various audiences, such as comments for other programmers, and manuals for users.
C5.0 Test, debug, and improve software development work.
C5.1 Identify the characteristics of reliable, effective, and efficient products.
C5.2 Describe the ways in which specification changes and technological advances can require the modification of programs.
C5.3 Use strategies to optimize code for improved performance.
C5.4 Test software and projects.
C5.5 Evaluate results against initial requirements.
C5.6 Debug software as part of the quality assurance process.
C6.0 Integrate a variety of media into development projects.
C6.1 Identify the basic design elements necessary to produce effective print, video, audio, and interactive media.
C6.2 Describe the various encoding methods of media and trade-offs: vector graphics vs. bitmaps, and bit depth.
15
ICT | California Career Technical Education Model Curriculum Standards
C6.3 Use media design and editing software: keyframe animation, drawing software, image editors, and three-dimensional design.
C6.4 Develop a presentation or other multimedia project: video, game, or interactive Web sites, from storyboard to production.
C6.5 Analyze the use of media to determine the appropriate file format and level of compression.
C6.6 Integrate media into a full project using appropriate tools.
C6.7 Create and/or capture professional-quality media, images, documents, audio, and video clips.
C7.0 Develop Web and online projects.
C7.1 Identify the hardware (server) and software required for Web hosting and other services.
C7.2 Describe the full process of online content delivery, registering domain names, setting up hosting, and setting up e-mail addresses.
C7.3 Attract Web-site visitors through search engine optimization using various strategies like keywords and meta-tags.
C7.4 Enable e-commerce capabilities to sell products, create a shopping cart, and handle credit card transactions.
C7.5 Create an online project, Web-based business, and e-portfolio.
C7.6 Optimize fast delivery and retrieval of online content such as Web pages.
C8.0 Develop databases.
C8.1 Describe the critical function of databases in modern organizations.
C8.2 Identify and use the basic structures of databases, fields, records, tables, and views.
C8.3 Identify and explain the types of relationships between tables (one-to-one, one-to-many, many-to-many) and use methods to establish these relationships, including primary keys, foreign keys, and indexes.
C8.4 Use data modeling techniques to create databases based upon business needs.
C8.5 Use queries to extract and manipulate data (select queries, action queries).
C8.6 Develop databases that are properly normalized using appropriate schemas.
C8.7 Export and import data to and from other applications and a database recognizing the limitations and challenges inherent in the process.
C8.8 Analyze and display data to assist with decision making using methods like cross tabulations, graphs, and charts.
C9.0 Develop software for a variety of devices, including robotics.
C9.1 Demonstrate awareness of the applications of device development work, including personalized computing, robotics, and smart appliances.
16
Information and Communication Technologies | ICT
C9.2 Install equipment, assemble hardware, and perform tests using appropriate tools and technology.
C9.3 Use hardware to gain input, process information, and take action.
C9.4 Apply the concepts of embedded programming, including digital logic, machine-level representation of data, and memory-system organization.
C9.5 Program a micro-controller for a device or robot.
C10.0 Develop intelligent computing.
C10.1 Describe models of intelligent behavior and what distinguishes humans from machines.
C10.2 Describe the major areas of intelligent computing, including perception, proximity, processing, and control.
C10.3 Know artificial intelligence methods such as neural networks, Bayesian inferences, fuzzy logic, and finite state machines.
C10.4 Implement artificial intelligent behavior through various methods: mathematical modeling, reinforcement learning, and probabilistic analysis.
17
ICT | California Career Technical Education Model Curriculum Standards
Information and Communication TechnologiesPathway Standards
D. Games and Simulation PathwayStudents in the Game and Simulation pathway learn relevant technical knowledge and skills to prepare for further education and careers such as Game/Simulation Designer, Game Programmer, and Game Software Developer. Game and simulation design requires that students have a solid founda-tional understanding of game design, hardware, graphics, and animation. Persons with expertise in game and simulation design have had practical experiences in game/simulation conceptualization, design, storyboarding, development methodologies, essential programming techniques, working with a team, and implementation issues.
Sample occupations associated with this pathway:
Game/Simulation Designer
Game Programmer
Game Software Developer
Game Producer
Multimedia Artist and Animator
D1.0 Identify and describe critical game and simulation studies, the resulting societal impact, and the management, industry, and career requirements.
D1.1 Categorize the different gaming genres and gaming systems.
D1.2 Describe the historical significance of electronic and nonelectronic games.
D1.3 Describe the role of play in human culture.
D1.4 Describe the psychological impact of games on individuals and groups.
D1.5 Describe the business model commonly used in the game development industry.
D1.6 Examine and categorize the significant processes in the production of interactive games.
D1.7 Identify the core tasks and challenges that face a game or simulation design team.
D1.8 Describe legal issues that affect games, developers and players.
D1.9 Describe the impact of the game and simulation industry on the economy.
D2.0 Demonstrate an understanding of game and simulation analysis, design, standard documenta-tion, and development tools.
D2.1 Demonstrate an understanding of the vocabulary for discussing games and play by listing and describing the general procedure and requirements of game and simulation design.
D2.2 Describe the game development life cycle.
D2.3 Develop a game design document or blueprint.
D2.4 Understand the general principles of storytelling and the use of storyboarding in game design.
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Information and Communication Technologies | ICT
D2.5 Know how to use tools and software commonly used in game/simulation development and become familiar with popular game tools and different gaming engines.
D2.6 Demonstrate an understanding of the techniques used to evaluate game mechanics, game play, flow, and game design.
D2.7 Describe the complex interaction between games and players and the role it plays in the popularity of a game.
D2.8 Experience the methods used to create and sustain player immersion.
D2.9 Demonstrate an understanding of interface design, hardware constraints on games, including processors and I/O devices, and nonhardware constraints.
D2.10 Make informed decisions about game physics: how the game world works, how the players interact with the game world, and how the players interact with one another.
D3.0 Create a working game or simulation individually or as part of a team.
D3.1 Create a storyboard describing the essential elements, plot, flow, and functions of the game/simulation.
D3.2 Create a design specification document to include interface and delivery choices, rules of play, navigation functionality, scoring, media choices, start and end of play, special features, and development team credits.
D3.3 Using simple game development tools, create a game or simulation.
D3.4 Present the game or simulation.
D4.0 Identify, describe, and implement standard game/simulation strategy and rules of play.
D4.1 Understand strategic outlining in game designs.
D4.2 Know elements of puzzle design.
D4.3 Use key strategic considerations in game design.
D4.4 Understand the process of creating and designing player actions.
D4.5 Create and design the game flow as it relates to story and plot.
D4.6 Assess common principles and procedures in game flow design.
D4.7 Describe rule creation elements of player challenge.
D5.0 Integrate music, sound, art, and animation as it applies to the environmental design of the game/simulation.
D5.1 Understand the methodologies for integrating digital media into a game or simulation.
D5.2 Identify commonly used art and animation production tools in the game design industry.
D5.3 Understand the general concepts of environmental design.
D5.4 Describe how environmental design is used in conjunction with game level design.
19
ICT | California Career Technical Education Model Curriculum Standards
D6.0 Explain the role and principles of event modeling and interface design and apply those principles in a game/simulation design and project.
D6.1 Define the meaning of simulation and pertinent issues facing game designers.
D6.2 Describe applied event modeling as it relates to game design.
D6.3 Identify and describe the basic Human Computer Interface (HCI) design principles.
D6.4 Apply the “eight golden rules” of interface design.
D6.5 Understand the use of inventory systems in game design.
D7.0 Acquire and apply appropriate programming skills for rendering a single player or multiuser game or simulation project, including program control, conditional branching, memory management, scorekeeping, timed event strategies, and implementation issues.
D7.1 Identify functions of information processing and describe basic network terminology and network security and demonstrate an understanding of operating systems, environments, and platforms.
D7.2 Plan program design and evaluate assigned game programming tasks.
D7.3 Code and test programs.
D7.4 Create and maintain documentation and perform program maintenance.
D7.5 Implement enhanced program structures.
D7.6 Implement multimedia programming.
D8.0 Acquire and apply appropriate artificial intelligence (AI) techniques used by the game development industry.
D8.1 Describe AI and how it relates to game and simulation design and development.
D8.2 Design, program, and implement intelligent agents for action games.
D8.3 Use AI techniques, like finite state machines, to produce the illusion of intelligence in the behavior of nonplayer characters (NPCs).
D8.4 Create intelligently designed games that would educate as well as engage the players.
20
Information and Communication Technologies | ICT
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
D.
INFO
RM
AT
ION
AN
D C
OM
MU
NIC
AT
ION
TE
CH
NO
LOG
IES
Info
rmat
ion
Net
wor
king
Soft
war
e
Gam
es a
nd
Supp
ort
and
and
Syst
ems
Si
mul
atio
nSe
rvic
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velo
pmen
t
ENGL
ISH
LAN
GUAG
E A
RTS
Lang
uage
Sta
ndar
ds –
LS
(Sta
ndar
d A
rea,
Gra
de L
evel
, Sta
ndar
d #)
11-1
2.1.
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onst
rate
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man
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the
con
vent
ions
of s
tand
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ish
gram
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ish
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form
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2.1.
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str
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2.2.
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21
ICT | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
D.
INFO
RM
AT
ION
AN
D C
OM
MU
NIC
AT
ION
TE
CH
NO
LOG
IES
Info
rmat
ion
Net
wor
king
Soft
war
e
Gam
es a
nd
Supp
ort
and
and
Syst
ems
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mul
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rvic
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t
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dard
s fo
r In
form
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nal T
ext
– RS
IT (
Stan
dard
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a, G
rade
Le
vel,
Stan
dard
#) (
cont
inue
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-12.
3. A
naly
ze a
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set
of i
deas
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ific
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11-1
2.5.
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and
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ture
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D3.0
ing,
and
eng
agin
g.
11-1
2.7.
Inte
grat
e an
d ev
alua
te m
ultip
le s
ourc
es o
f inf
orm
atio
n pr
esen
ted
in d
iffe
rent
B1
.0, B
2.0,
B4.
0,
med
ia o
r for
mat
s (e
.g.,
visu
ally
, qua
ntita
tivel
y) a
s w
ell a
s in
wor
ds in
ord
er t
o ad
dres
s a
A1.0
, A3.
0, A
8.0
C1.0
, C2.
0D3
.0B5
.0, B
7.0
ques
tion
or s
olve
a p
robl
em.
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
topi
cs o
r tex
ts,
C2.0
, C4.
0, C
5.0,
A7
.0D2
.0, D
3.0
usin
g va
lid r
easo
ning
and
rel
evan
t an
d su
ffici
ent
evid
ence
.C1
0.0
11-1
2.2.
Writ
e in
form
ativ
e/ex
plan
ator
y te
xts
to e
xam
ine
and
conv
ey c
ompl
ex id
eas,
con
-C1
.0, C
2.0,
C3.
0,
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
a-A7
.0B1
.0, B
2.0,
B3.
0C4
.0, C
6.0,
C7.
0,
D2.0
, D3.
0tio
n, a
nd a
naly
sis
of c
onte
nt.
C8.0
, C9.
0
11-1
2.3
Writ
e na
rrat
ives
to
deve
lop
real
or i
mag
ed e
xper
ienc
es o
r eve
nts
usin
g
A8.0
, A7.
0B4
.0C2
.0, C
4.0,
C6.
0D2
.0, D
3.0
effe
ctiv
e te
chni
que,
wel
l-ch
osen
det
ails
, and
wel
l-st
ruct
ured
eve
nt s
eque
nces
.
11-1
2.4.
Pro
duce
cle
ar a
nd c
oher
ent
writ
ing
in w
hich
the
dev
elop
men
t, or
gani
zatio
n, a
nd
B1.0
, B2.
0, B
3.0,
D2
.0, D
3.0,
A1
.0, A
3.0,
A7.
0C2
.0, C
4.0,
C6.
0st
yle
are
appr
opria
te t
o ta
sk, p
urpo
se, a
nd a
udie
nce.
B4.0
D7.0
11-1
2.5.
Dev
elop
and
str
engt
hen
writ
ing
as n
eede
d by
pla
nnin
g, r
evis
ing,
edi
ting,
rew
rit-
B1.0
, B2.
0, B
3.0,
in
g, o
r try
ing
a ne
w a
ppro
ach,
foc
usin
g on
add
ress
ing
wha
t is
mos
t si
gnifi
cant
for
a
A1.0
, A7.
0C2
.0, C
4.0,
C6.
0D2
.0, D
3.0
B4.0
, B7.
0sp
ecifi
c pu
rpos
e an
d au
dien
ce.
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 u
pdat
e in
divi
dual
A1
.0, A
2.0,
A4.
0,
B1.0
, B2.
0, B
3.0,
or
sha
red
writ
ing
prod
ucts
in r
espo
nse
to o
ngoi
ng f
eedb
ack,
incl
udin
g ne
w a
rgum
ents
or
C2.0
, C4.
0, C
6.0
D2.0
, D3.
0A6
.0, A
7.0
B4.0
info
rmat
ion.
11-1
2.7.
Con
duct
sho
rt a
s w
ell a
s m
ore
sust
aine
d re
sear
ch p
roje
cts
to a
nsw
er a
que
stio
n (in
clud
ing
a se
lf-ge
nera
ted
ques
tion)
or s
olve
a p
robl
em; n
arro
w o
r bro
aden
the
inqu
iry
B1.0
, B2.
0, B
3.0,
A1
.0, A
6.0,
A8.
0C2
.0D1
.0, D
3.0
whe
n ap
prop
riate
; syn
thes
ize
mul
tiple
sou
rces
on
the
subj
ect,
dem
onst
ratin
g un
ders
tand
-B4
.0, B
8.0
ing
of t
he s
ubje
ct u
nder
inve
stig
atio
n.
22
Information and Communication Technologies | ICT
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
D.
INFO
RM
AT
ION
AN
D C
OM
MU
NIC
AT
ION
TE
CH
NO
LOG
IES
Info
rmat
ion
Net
wor
king
Soft
war
e
Gam
es a
nd
Supp
ort
and
and
Syst
ems
Si
mul
atio
nSe
rvic
esDe
velo
pmen
t
Writ
ing
Stan
dard
s –
WS
(Sta
ndar
d A
rea,
Gra
de L
evel
, Sta
ndar
d #)
(c
ontin
ued)
11-1
2.8.
Gat
her r
elev
ant
info
rmat
ion
from
mul
tiple
aut
horit
ativ
e pr
int
and
digi
tal
sour
ces,
usi
ng a
dvan
ced
sear
ches
eff
ectiv
ely;
ass
ess
the
stre
ngth
s an
d lim
itatio
ns o
f ea
ch s
ourc
e in
ter
ms
of t
he t
ask,
pur
pose
, and
aud
ienc
e; in
tegr
ate
info
rmat
ion
into
the
A1
.0, A
3.0,
A5.
0,
B1.0
, B2.
0, B
3.0,
C2
.0, C
4.0
D1.0
, D2.
0, D
3.0
text
sel
ectiv
ely
to m
aint
ain
the
flow
of i
deas
, avo
idin
g pl
agia
rism
and
ove
rrel
ianc
e on
A6
.0, A
7.0,
A8.
0B4
.0, B
5.0,
B8.
0an
y on
e so
urce
and
fol
low
ing
a st
anda
rd f
orm
at f
or c
itatio
n in
clud
ing
foot
note
s an
d en
dnot
es.
11-1
2.9.
Dra
w e
vide
nce
from
lite
rary
or i
nfor
mat
iona
l tex
ts t
o su
ppor
t an
alys
is, r
eflec
-A1
.0, A
6.0,
A7.
0,
C2.0
, C4.
0, C
6.0
D1.0
, D2.
0, D
3.0
tion,
and
res
earc
h.A8
.0, A
10.0
MAT
HEM
ATIC
S
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
ar
isin
g fr
om li
near
fun
ctio
ns.
D3.0
, D4.
0, D
5.0,
A8
.0B4
.0, B
7.0
C4.0
, C6.
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
D6.0
, D7.
0nu
mbe
rs, e
xpon
ents
, and
loga
rithm
s ha
ve b
een
appl
ied
corr
ectly
at
each
ste
p. (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 qu
anti-
D3.0
, D4.
0, D
5.0,
A4
.0, A
8.0
B4.0
, B7.
0C4
.0, C
6.0
ties;
gra
ph e
quat
ions
on
coor
dina
te a
xes
with
labe
ls a
nd s
cale
s.D6
.0, D
7.0
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/
or 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
D3.0
, D4.
0, D
5.0,
A4
.0, A
8.0
B4.0
, B7.
0C4
.0, C
6.0
cont
ext.
For e
xam
ple,
rep
rese
nt in
equa
litie
s de
scrib
ing
nutr
ition
al a
nd c
ost
cons
trai
nts
D6.0
, D7.
0on
com
bina
tions
of d
iffe
rent
foo
ds.
4. R
earr
ange
for
mul
as t
o hi
ghlig
ht a
qua
ntit
y of
inte
rest
, usi
ng t
he s
ame
reas
onin
g as
D3
.0, D
4.0,
D5.
0,
A8.0
B4.0
, B7.
0C4
.0, C
6.0
in s
olvi
ng e
quat
ions
. For
exa
mpl
e, r
earr
ange
Ohm
’s la
w V
= IR
to
high
light
res
ista
nce
R.D6
.0, D
7.0
23
ICT | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
D.
INFO
RM
AT
ION
AN
D C
OM
MU
NIC
AT
ION
TE
CH
NO
LOG
IES
Info
rmat
ion
Net
wor
king
Soft
war
e
Gam
es a
nd
Supp
ort
and
and
Syst
ems
Sim
ulat
ion
Serv
ices
Deve
lopm
ent
Alge
bra
– A-
REI –
Rea
soni
ng w
ith
Equa
tion
s an
d In
equa
litie
s
Unde
rsta
nd so
lvin
g eq
uatio
ns a
s a p
roce
ss o
f rea
soni
ng a
nd e
xpla
in th
e re
ason
ing
1. E
xpla
in e
ach
step
in s
olvi
ng a
sim
ple
equa
tion
as f
ollo
win
g fr
om t
he e
qual
ity
of n
umbe
rs
D3.0
, D4.
0,
asse
rted
at
the
prev
ious
ste
p, s
tart
ing
from
the
ass
umpt
ion
that
the
orig
inal
equ
atio
n ha
s a
solu
-A8
.0B4
.0, B
7.0
C4.0
, C6.
0D5
.0, D
6.0,
D7.
0tio
n. C
onst
ruct
a v
iabl
e ar
gum
ent
to ju
stif
y a
solu
tion
met
hod.
2. S
olve
sim
ple
ratio
nal a
nd r
adic
al e
quat
ions
in o
ne v
aria
ble,
and
giv
e ex
ampl
es s
how
ing
how
D3
.0, D
4.0,
A8
.0B4
.0, B
7.0
C4.0
, C6.
0ex
tran
eous
sol
utio
ns m
ay a
rise.
D5.0
, D6.
0, D
7.0
Func
tion
s –
F-IF
– In
terp
retin
g Fu
ncti
ons
Unde
rsta
nd th
e co
ncep
t of a
func
tion
and
use
func
tion
nota
tion
1. U
nder
stan
d th
at a
fun
ctio
n fr
om o
ne s
et (c
alle
d th
e do
mai
n) t
o an
othe
r set
(cal
led
the
rang
e)
assi
gns
to e
ach
elem
ent
of t
he d
omai
n ex
actly
one
ele
men
t of
the
ran
ge. I
f f is
a f
unct
ion
and
x is
C4
.0, C
6.0,
D3
.0, D
4.0,
A4
.0, A
8.0
B4.0
, B7.
0an
ele
men
t of
its
dom
ain,
the
n f(
x) d
enot
es t
he o
utpu
t of
f co
rres
pond
ing
to t
he in
put
x. T
he g
raph
C1
0.0
D5.0
, D6.
0, D
7.0
of f
is t
he g
raph
of t
he e
quat
ion
y =
f(x)
.
2. U
se f
unct
ion
nota
tion,
eva
luat
e fu
nctio
ns f
or in
puts
in t
heir
dom
ains
, and
inte
rpre
t st
atem
ents
C4
.0, C
6.0,
D3
.0, D
4.0,
A4
.0, A
8.0
B4.0
, B7.
0th
at u
se f
unct
ion
nota
tion
in t
erm
s of
a c
onte
xt.
C10.
0D5
.0, D
6.0,
D7.
0
3. R
ecog
nize
tha
t se
quen
ces
are
func
tions
, som
etim
es d
efine
d re
curs
ivel
y, w
hose
dom
ain
is a
C4
.0, C
6.0,
D3
.0, D
4.0,
su
bset
of t
he in
tege
rs. F
or e
xam
ple,
the
Fib
onac
ci s
eque
nce
is d
efine
d re
curs
ivel
y by
f(0)
= f
(1) =
1,
A8.0
B4.0
, B7.
0C1
0.0
D5.0
, D6.
0, D
7.0
f(n+
1) =
f(n
) +f(
n-1)
for n
1
.
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
ver
bal
C1.0
, C4.
0,
D3.0
, D4.
0,
desc
riptio
n of
the
rel
atio
nshi
p. K
ey f
eatu
res
incl
ude:
inte
rcep
ts; i
nter
vals
whe
re t
he f
unct
ion
is
A4.0
, A8.
0B4
.0, B
7.0
C6.0
, C10
.0D5
.0, D
6.0,
D7.
0in
crea
sing
, dec
reas
ing,
pos
itive
, or n
egat
ive;
rel
ativ
e m
axim
ums
and
min
imum
s; s
ymm
etrie
s; e
nd
beha
vior
; and
per
iodi
city
.
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
tion-
ship
it d
escr
ibes
. For
exa
mpl
e, if
the
fun
ctio
n h(
n) g
ives
the
num
ber o
f per
son-
hour
s it
take
s to
C1
.0, C
4.0,
D3
.0, D
4.0,
A4
.0, A
8.0
B4.0
, B7.
0as
sem
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
dom
ain
for t
he
C6.0
, C10
.0D5
.0, D
6.0,
D7.
0fu
nctio
n.
24
Information and Communication Technologies | ICT
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
D.
INFO
RM
AT
ION
AN
D C
OM
MU
NIC
AT
ION
TE
CH
NO
LOG
IES
Info
rmat
ion
Net
wor
king
Soft
war
e
Gam
es a
nd
Supp
ort
and
and
Syst
ems
Sim
ulat
ion
Serv
ices
Deve
lopm
ent
Func
tion
s –
F-IF
– In
terp
retin
g Fu
ncti
ons
(con
tinue
d)
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 a
s a
C1.0
, C4.
0,
D3.0
, D4.
0, D
5.0,
A4
.0, A
8.0
B4.0
, B7.
0ta
ble)
ove
r a s
peci
fied
inte
rval
. Est
imat
e th
e ra
te o
f cha
nge
from
a g
raph
.C6
.0, C
10.0
D6.0
, D7.
0
Anal
yze
func
tions
usi
ng d
iffer
ent r
epre
sent
atio
ns
7. G
raph
fun
ctio
ns e
xpre
ssed
sym
bolic
ally
and
sho
w k
ey f
eatu
res
of t
he g
raph
, by
hand
in s
impl
e ca
ses
and
usin
g te
chno
logy
for
mor
e co
mpl
icat
ed c
ases
.
a. G
raph
line
ar a
nd q
uadr
atic
fun
ctio
ns a
nd s
how
inte
rcep
ts, m
axim
a, a
nd m
inim
a.
b. G
raph
squ
are
root
, cub
e ro
ot, a
nd p
iece
wis
e-de
fined
fun
ctio
ns, i
nclu
ding
ste
p fu
nctio
ns a
nd
abso
lute
val
ue f
unct
ions
.C1
.0, C
4.0,
D3
.0, D
4.0,
D5.
0,
c. G
raph
pol
ynom
ial f
unct
ions
, ide
ntif
ying
zer
os w
hen
suita
ble
fact
oriz
atio
ns a
re a
vaila
ble,
and
A8
.0B4
.0, B
7.0
C6.0
, C10
.0D6
.0, D
7.0
show
ing
end
beha
vior
.
d. (+
) Gra
ph r
atio
nal f
unct
ions
, ide
ntif
ying
zer
os a
nd a
sym
ptot
es w
hen
suita
ble
fact
oriz
atio
ns
are
avai
labl
e, a
nd s
how
ing
end
beha
vior
.
e. G
raph
exp
onen
tial a
nd lo
garit
hmic
fun
ctio
ns, s
how
ing
inte
rcep
ts a
nd e
nd b
ehav
ior,
and
trig
onom
etric
fun
ctio
ns, s
how
ing
perio
d, m
idlin
e, a
nd a
mpl
itude
.
8. W
rite
a fu
nctio
n de
fined
by
an e
xpre
ssio
n in
dif
fere
nt b
ut e
quiv
alen
t fo
rms
to r
evea
l and
ex
plai
n di
ffer
ent
prop
ertie
s of
the
fun
ctio
n.
a. U
se t
he p
roce
ss o
f fac
torin
g an
d co
mpl
etin
g th
e sq
uare
in a
qua
drat
ic f
unct
ion
to s
how
ze
ros,
ext
rem
e va
lues
, and
sym
met
ry o
f the
gra
ph, a
nd in
terp
ret
thes
e in
ter
ms
of a
con
text
.C1
.0, C
4.0,
D3
.0, D
4.0,
D5.
0,
A8.0
B4.0
, B7.
0C6
.0, C
10.0
D6.0
, D7.
0b.
Use
the
pro
pert
ies
of e
xpon
ents
to
inte
rpre
t ex
pres
sion
s fo
r exp
onen
tial
func
tions
. For
exa
mpl
e, id
entif
y pe
rcen
t ra
te o
f cha
nge
in f
unct
ions
suc
h as
y =
(1.0
2)t ,
y =
(0.9
7)t , y
= (1
.01)
12t , y
= (1
.2)t/
10, a
nd c
lass
ify
them
as
repr
esen
ting
ex
pone
ntia
l gro
wth
or d
ecay
.
9. C
ompa
re p
rope
rtie
s of
tw
o fu
nctio
ns e
ach
repr
esen
ted
in a
dif
fere
nt w
ay (a
lgeb
raic
ally
, gra
phi-
C1.0
, C4.
0,
D3.0
, D4.
0, D
5.0,
ca
lly, n
umer
ical
ly in
tab
les,
or b
y ve
rbal
des
crip
tions
). Fo
r exa
mpl
e, g
iven
a g
raph
of o
ne q
uadr
atic
A8
.0B4
.0, B
7.0
C6.0
, C10
.0D6
.0, D
7.0
func
tion
and
an a
lgeb
raic
exp
ress
ion
for a
noth
er, s
ay w
hich
has
the
larg
er m
axim
um.
10. D
emon
stra
te a
n un
ders
tand
ing
of f
unct
ions
and
equ
atio
ns d
efine
d pa
ram
etric
ally
and
gra
ph
C1.0
, C4.
0,
D3.0
, D4.
0, D
5.0,
A8
.0B4
.0, B
7.0
them
. (CA
Sta
ndar
d M
ath
Anal
ysis
- 7
.0)
C6.0
, C10
.0D6
.0, D
7.0
25
ICT | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
D.
INFO
RM
AT
ION
AN
D C
OM
MU
NIC
AT
ION
TE
CH
NO
LOG
IES
Info
rmat
ion
Net
wor
king
Soft
war
e
Gam
es a
nd
Supp
ort
and
and
Syst
ems
Si
mul
atio
nSe
rvic
esDe
velo
pmen
t
Func
tion
s –
F-LE
– L
inea
r, Q
uadr
atic
, and
Exp
onen
tial M
odel
s
Inte
rpre
t exp
ress
ions
for f
unct
ions
in te
rms o
f the
situ
atio
n th
ey m
odel
5. In
terp
ret
the
para
met
ers
in a
line
ar o
r exp
onen
tial f
unct
ion
in t
erm
s of
a c
onte
xt.
D3.0
, D4.
0, D
5.0,
A8
.0B4
.0, B
7.0
C4.0
, C5.
0, C
6.0
D6.0
, D7.
0
6. A
pply
qua
drat
ic e
quat
ions
to
phys
ical
pro
blem
s, s
uch
as t
he m
otio
n of
an
obje
ct
D3.0
, D4.
0, D
5.0,
C4
.0, C
6.0
unde
r the
for
ce o
f gra
vity
. (CA
Sta
ndar
d Al
gebr
a 1-
23.
0)D6
.0, D
7.0
Geom
etry
– C
– C
ircle
sFi
nd a
rc le
ngth
s and
are
as o
f sec
tors
of c
ircle
s
5. D
eriv
e us
ing
sim
ilarit
y th
e fa
ct t
hat
the
leng
th o
f the
arc
inte
rcep
ted
by a
n an
gle
is
prop
ortio
nal t
o th
e ra
dius
, and
defi
ne t
he r
adia
n m
easu
re o
f the
ang
le a
s th
e co
n-C2
.0, C
4.0,
C9.
0st
ant
of p
ropo
rtio
nalit
y; d
eriv
e th
e fo
rmul
a fo
r the
are
a of
a s
ecto
r.
Geom
etry
– G
-CO
– C
ongr
uenc
eUn
ders
tand
con
grue
nce
in te
rms o
f rig
id m
otio
ns
6. U
se g
eom
etric
des
crip
tions
of r
igid
mot
ions
to
tran
sfor
m fi
gure
s an
d to
pre
dict
the
ef
fect
of a
giv
en ri
gid
mot
ion
on a
giv
en fi
gure
; giv
en t
wo
figur
es, u
se t
he d
efini
tion
C2.0
, C4.
0, C
9.0
of c
ongr
uenc
e in
ter
ms
of ri
gid
mot
ions
to
deci
de if
the
y ar
e co
ngru
ent.
7. U
se t
he d
efini
tion
of c
ongr
uenc
e in
ter
ms
of ri
gid
mot
ions
to
show
tha
t tw
o tr
iang
les
are
cong
ruen
t if
and
only
if c
orre
spon
ding
pai
rs o
f sid
es a
nd c
orre
spon
ding
C4
.0, C
9.0
pairs
of a
ngle
s ar
e co
ngru
ent.
8. E
xpla
in h
ow t
he c
riter
ia f
or t
riang
le c
ongr
uenc
e (A
SA, S
AS,
and
SSS
) fol
low
fro
m
C4.0
, C9.
0th
e de
finiti
on o
f con
grue
nce
in t
erm
s of
rigi
d m
otio
ns.
Mak
e ge
omet
ric c
onst
ruct
ions
12. M
ake
form
al g
eom
etric
con
stru
ctio
ns w
ith a
var
iety
of t
ools
and
met
hods
(com
-pa
ss a
nd s
trai
ghte
dge,
str
ing,
refl
ectiv
e de
vice
s, p
aper
fol
ding
, dyn
amic
geo
met
ric
soft
war
e, e
tc.).
Cop
ying
a s
egm
ent;
cop
ying
an
angl
e; b
isec
ting
a se
gmen
t; b
isec
ting
C2.0
, C4.
0an
ang
le; c
onst
ruct
ing
perp
endi
cula
r lin
es, i
nclu
ding
the
per
pend
icul
ar b
isec
tor o
f a
line
segm
ent;
and
con
stru
ctin
g a
line
para
llel t
o a
give
n lin
e th
roug
h a
poin
t no
t on
th
e lin
e.
26
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emic
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nmen
t M
atrix
PATH
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S
A.
B.
C.
D.
INFO
RM
AT
ION
AN
D C
OM
MU
NIC
AT
ION
TE
CH
NO
LOG
IES
Info
rmat
ion
Net
wor
king
Soft
war
e
Gam
es a
nd
Supp
ort
and
and
Syst
ems
Si
mul
atio
nSe
rvic
esDe
velo
pmen
t
Geom
etry
– G
-GM
D –
Geom
etric
Mea
sure
men
t an
d Di
men
sion
s
Expl
ain
volu
me
form
ulas
and
use
them
to so
lve
prob
lem
s
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 c
ircle
, vol
ume
of a
cyl
inde
r, py
ram
id, a
nd c
one.
Use
dis
sect
ion
argu
men
ts, C
aval
-C4
.0, C
10.0
ieri’
s pr
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
C4
.0, C
10.0
volu
me
of a
sph
ere
and
othe
r sol
id fi
gure
s.
3. U
se v
olum
e fo
rmul
as f
or c
ylin
ders
, pyr
amid
s, c
ones
, and
sph
eres
to
solv
e pr
oble
ms.
C4.0
, C10
.0
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
obje
cts,
and
iden
tify
thre
e di
men
sion
al o
bjec
ts g
ener
ated
by
rota
tions
of t
wo-
dim
en-
C3.0
, C5.
0, C
10.0
sion
al o
bjec
ts.
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
C4
.0co
mm
on g
eom
etric
figu
res
and
solid
s.
Geom
etry
– G
-GPE
– E
xpre
ssin
g Ge
omet
ric P
rope
rtie
s w
ith
Equa
tion
s
Use
coor
dina
tes t
o pr
ove
simpl
e ge
omet
ric th
eore
ms a
lgeb
raic
ally
4. U
se c
oord
inat
es t
o pr
ove
sim
ple
geom
etric
the
orem
s al
gebr
aica
lly. F
or e
xam
ple,
pr
ove
or d
ispr
ove
that
a fi
gure
defi
ned
by f
our g
iven
poi
nts
in t
he c
oord
inat
e pl
ane
is
C2.0
, C4.
0, C
6.0,
D3
.0, D
4.0,
D5.
0,
a re
ctan
gle;
pro
ve o
r dis
prov
e th
at t
he p
oint
(1,
3) li
es o
n th
e ci
rcle
cen
tere
d at
the
C9
.0D6
.0, D
7.0
Orig
in a
nd c
onta
inin
g th
e po
int
(0, 2
).
5. P
rove
the
slo
pe c
riter
ia f
or p
aral
lel a
nd p
erpe
ndic
ular
line
s an
d us
e th
em t
o so
lve
C2.0
, C4.
0, C
6.0,
D3
.0, D
4.0,
D5.
0,
geom
etric
pro
blem
s (e
.g.,
find
the
equa
tion
of a
line
par
alle
l or p
erpe
ndic
ular
to
a C9
.0D6
.0, D
7.0
give
n lin
e th
at p
asse
s th
roug
h a
give
n po
int)
.
6. F
ind
the
poin
t on
a d
irect
ed li
ne s
egm
ent
betw
een
two
give
n po
ints
tha
t pa
rtiti
ons
C2.0
, C4.
0, C
6.0,
D3
.0, D
4.0,
D5.
0,
the
segm
ent
in a
giv
en r
atio
.C9
.0D6
.0, D
7.0
7. U
se c
oord
inat
es t
o co
mpu
te p
erim
eter
s of
pol
ygon
s an
d ar
eas
of t
riang
les
and
C2.0
, C4.
0, C
6.0,
D3
.0, D
4.0,
D5.
0,
rect
angl
es, e
.g.,
usin
g th
e di
stan
ce f
orm
ula.
C9.0
D6.0
, D7.
0
27
ICT | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
D.
INFO
RM
AT
ION
AN
D C
OM
MU
NIC
AT
ION
TE
CH
NO
LOG
IES
Info
rmat
ion
Net
wor
king
Soft
war
e
Gam
es a
nd
Supp
ort
and
and
Syst
ems
Sim
ulat
ion
Serv
ices
Deve
lopm
ent
Geom
etry
– G
-MG
– M
odel
ing
wit
h Ge
omet
ryAp
ply
geom
etric
con
cept
s in
mod
elin
g sit
uatio
ns
1. U
se g
eom
etric
sha
pes,
the
ir m
easu
res,
and
the
ir pr
oper
ties
to d
escr
ibe
obje
cts
(e.g
., m
odel
ing
C1.0
, C2.
0,C4
.0,
B1.0
, B2.
0,
D2.0
, D3.
0, D
4.0,
a
tree
tru
nk o
r a h
uman
tor
so a
s a
cylin
der.
A3.0
, A8.
0C5
.0, C
6.0,
B3
.0D5
.0, D
6.0,
D7.
0C9
.0, C
10.0
2. A
pply
con
cept
s of
den
sity
bas
ed o
n ar
ea a
nd v
olum
e in
mod
elin
g si
tuat
ions
(e.g
., pe
rson
s pe
r D2
.0, D
3.0,
D4.
0,
squa
re m
ile, B
TUs
per c
ubic
foo
t).
D5.0
, D6.
0, D
7.0
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 t
o C1
.0, C
2.0,
D2
.0, D
3.0,
D4.
0,
satis
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
base
d on
A3
.0, A
8.0
C4.0
, C5.
0,
D5.0
, D6.
0, D
7.0
ratio
s)C9
.0, C
10.0
Geom
etry
– G
-SRT
– S
imila
rity,
Rig
ht T
riang
les,
and
Trig
onom
etry
Unde
rsta
nd si
mila
rity
in te
rms o
f sim
ilarit
y tr
ansf
orm
atio
ns
1. V
erif
y ex
perim
enta
lly t
he p
rope
rtie
s of
dila
tions
giv
en b
y a
cent
er a
nd a
sca
le
fact
or:
C2.0
, C4.
0,
a. A
dila
tion
take
s a
line
not
pass
ing
thro
ugh
the
cent
er o
f the
dila
tion
to a
par
alle
l lin
e, a
nd
C9.0
leav
es a
line
pas
sing
thr
ough
the
cen
ter u
ncha
nged
.b.
The
dila
tion
of a
line
seg
men
t is
long
er o
r sho
rter
in t
he r
atio
giv
en b
y th
e sc
ale
fact
or.
2. G
iven
tw
o fig
ures
, use
the
defi
nitio
n of
sim
ilarit
y in
ter
ms
of s
imila
rity
tran
sfor
mat
ions
to
deci
de if
the
y ar
e si
mila
r; ex
plai
n us
ing
sim
ilarit
y tr
ansf
orm
atio
ns t
he m
eani
ng o
f sim
ilarit
y fo
r C2
.0, C
4.0,
tr
iang
les
as t
he e
qual
ity
of a
ll co
rres
pond
ing
pairs
of a
ngle
s an
d th
e pr
opor
tiona
lity
of a
ll co
r-C9
.0re
spon
ding
pai
rs o
f sid
es. 3
. Use
the
pro
pert
ies
of s
imila
rity
tran
sfor
mat
ions
to
esta
blis
h th
e A
A cr
iterio
n fo
r tw
o tr
iang
les
to b
e si
mila
r.
3. U
se t
he p
rope
rtie
s of
sim
ilarit
y tr
ansf
orm
atio
ns t
o es
tabl
ish
the
AA
crite
rion
for t
wo
tria
ngle
s C4
.0, C
9.0
to b
e si
mila
r.
Num
bers
and
Qua
ntit
ies
– N
-RN
– T
he R
eal N
umbe
r Sy
stem
Exte
nd th
e pr
oper
ties o
f exp
onen
ts to
ratio
nal e
xpon
ents
1. E
xpla
in h
ow t
he d
efini
tion
of t
he m
eani
ng o
f rat
iona
l exp
onen
ts f
ollo
ws
from
ext
endi
ng t
he
prop
ertie
s of
inte
ger e
xpon
ents
to
thos
e va
lues
, allo
win
g fo
r a n
otat
ion
for r
adic
als
in t
erm
s of
A8
.0B4
.0, B
7.0
C1.0
, C4.
0D7
.0ra
tiona
l exp
onen
ts. F
or e
xam
ple,
we
defin
e 51/
3 to
be t
he c
ube
root
of 5
bec
ause
we
wan
t
(51/
3 )3 =
5(1
/3)3 t
o ho
ld, s
o (5
1/3 )
3 mus
t eq
ual 5
.
28
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nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
D.
INFO
RM
AT
ION
AN
D C
OM
MU
NIC
AT
ION
TE
CH
NO
LOG
IES
Info
rmat
ion
Net
wor
king
Soft
war
e
Gam
es a
nd
Supp
ort
and
and
Syst
ems
Si
mul
atio
nSe
rvic
esDe
velo
pmen
t
Num
bers
and
Qua
ntit
ies
– N
-RN
– T
he R
eal N
umbe
r Sy
stem
(con
tinue
d)2.
Rew
rite
expr
essi
ons
invo
lvin
g ra
dica
ls a
nd r
atio
nal e
xpon
ents
usi
ng t
he p
rope
rtie
s A8
.0B4
.0, B
7.0
C1.0
, C4.
0D7
.0of
exp
onen
ts.
Use
prop
ertie
s of r
atio
nal a
nd ir
ratio
nal n
umbe
rs
3. E
xpla
in w
hy t
he s
um o
r pro
duct
of t
wo
ratio
nal n
umbe
rs is
rat
iona
l; th
at t
he s
um
of a
rat
iona
l num
ber a
nd a
n irr
atio
nal n
umbe
r is
irrat
iona
l; an
d th
at t
he p
rodu
ct o
f a
C1.0
, C7.
0, C
8.0
nonz
ero
ratio
nal n
umbe
r and
an
irrat
iona
l num
ber i
s irr
atio
nal.
Num
bers
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
B1
.0, B
2.0,
B3.
0,
prob
lem
s; c
hoos
e an
d in
terp
ret
unit
s co
nsis
tent
ly in
for
mul
as; c
hoos
e an
d in
terp
ret
A2.
0, A
8.0
C1.0
, C4.
0, C
6.0
D2.0
, D6.
0B4
.0, B
7.0
the
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.B1
.0, B
2.0,
B3.
0,
A2.
0, A
8.0
C1.0
, C4.
0, C
6.0
D2.0
, D6.
0B4
.0, B
7.0
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 B1
.0, B
2.0,
B3.
0,
A2.
0, A
8.0
C1.0
, C4.
0, C
6.0
D2.0
, D6.
0re
port
ing
quan
titie
s.B4
.0, B
7.0
Num
bers
and
Qua
ntit
ies
– N
-CN
– C
ompl
ex N
umbe
r Sy
stem
Repr
esen
t com
plex
num
bers
and
thei
r ope
ratio
ns o
n th
e co
mpl
ex p
lane
4. (+
) Rep
rese
nt c
ompl
ex n
umbe
rs o
n th
e co
mpl
ex p
lane
in r
ecta
ngul
ar a
nd p
olar
fo
rm (i
nclu
ding
rea
l and
imag
inar
y nu
mbe
rs),
and
expl
ain
why
the
rec
tang
ular
and
C4
.0, C
6.0,
C10
.0D5
.0, D
7.0,
D8.
0po
lar f
orm
s of
a g
iven
com
plex
num
ber r
epre
sent
the
sam
e nu
mbe
r.
5. (+
) Rep
rese
nt a
dditi
on, s
ubtr
actio
n, m
ultip
licat
ion,
and
con
juga
tion
of c
ompl
ex
num
bers
geo
met
rical
ly o
n th
e co
mpl
ex p
lane
; use
pro
pert
ies
of t
his
repr
esen
tatio
n B1
.0, B
2.0,
B3.
0C4
.0, C
6.0,
C10
.0D5
.0, D
7.0,
D8.
0fo
r com
puta
tion.
For
exa
mpl
e, (-
1 +
-3
i) =
8 be
caus
e (-
1 +
-3
i) ha
s m
odul
us 2
an
d ar
gum
ent
120°
.
6. (+
) Cal
cula
te t
he d
ista
nce
betw
een
num
bers
in t
he c
ompl
ex p
lane
as
the
mod
ulus
of
the
dif
fere
nce,
and
the
mid
poin
t of
a s
egm
ent
as t
he a
vera
ge o
f the
num
bers
at
its
C4.0
, C6.
0, C
10.0
D5.0
, D7.
0, D
8.0
endp
oint
s.
29
ICT | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
D.
INFO
RM
AT
ION
AN
D C
OM
MU
NIC
AT
ION
TE
CH
NO
LOG
IES
Info
rmat
ion
Net
wor
king
Soft
war
e
Gam
es a
nd
Supp
ort
and
and
Syst
ems
Si
mul
atio
nSe
rvic
esDe
velo
pmen
t
Num
ber
and
Qua
ntit
y –
N-V
M –
Vec
tor
and
Mat
rix Q
uant
itie
sPe
rfor
m o
pera
tions
on
mat
rices
and
use
mat
rices
in a
pplic
atio
ns
6. (+
) Use
mat
rices
to
repr
esen
t an
d m
anip
ulat
e da
ta, e
.g.,
to r
epre
sent
pay
offs
or i
ncid
ence
A8
.0B4
.0, B
7.0
C4.0
, C7.
0, C
8.0
D6.0
, D7.
0re
latio
nshi
ps in
a n
etw
ork.
7. (+
) Mul
tiply
mat
rices
by
scal
ars
to p
rodu
ce n
ew m
atric
es, e
.g.,
as w
hen
all o
f the
pay
offs
in a
A8
.0B4
.0, B
7.0
C4.0
, C7.
0, C
8.0
D6.0
, D7.
0ga
me
are
doub
led.
8. (+
) Add
, sub
trac
t, an
d m
ultip
ly m
atric
es o
f app
ropr
iate
dim
ensi
ons.
A8.0
B4.0
, B7.
0C4
.0, C
7.0,
C8.
0D6
.0, D
7.0
9. (+
) Und
erst
and
that
, unl
ike
mul
tiplic
atio
n of
num
bers
, mat
rix m
ultip
licat
ion
for s
quar
e m
atri-
A8.0
B4.0
, B7.
0C4
.0, C
7.0,
C8.
0D6
.0, D
7.0
ces
is n
ot a
com
mut
ativ
e op
erat
ion,
but
stil
l sat
isfie
s th
e as
soci
ativ
e an
d di
strib
utiv
e pr
oper
ties.
10. (
+) U
nder
stan
d th
at t
he z
ero
and
iden
tity
mat
rices
pla
y a
role
in m
atrix
add
ition
and
mul
ti-pl
icat
ion
sim
ilar t
o th
e ro
le o
f 0 a
nd 1
in t
he r
eal n
umbe
rs. T
he d
eter
min
ant
of a
squ
are
mat
rix
A8.0
B4.0
, B7.
0C4
.0, C
7.0,
C8.
0D6
.0, D
7.0
is n
onze
ro if
and
onl
y if
the
mat
rix h
as a
mul
tiplic
ativ
e in
vers
e.
11. (
+) M
ultip
ly a
vec
tor (
rega
rded
as
a m
atrix
with
one
col
umn)
by
a m
atrix
of s
uita
ble
dim
en-
C4.0
, C6.
0, C
7.0,
A8
.0B4
.0, B
7.0
D6.0
, D7.
0si
ons
to p
rodu
ce a
noth
er v
ecto
r. W
ork
with
mat
rices
as
tran
sfor
mat
ions
of v
ecto
rs.
C8.0
12. (
+) W
ork
with
2 x
2 m
atric
es a
s tr
ansf
orm
atio
ns o
f the
pla
ne, a
nd in
terp
ret
the
abso
lute
C4
.0, C
6.0,
C7.
0,
A8.0
B4.0
, B7.
0D6
.0, D
7.0
valu
e of
the
det
erm
inan
t in
ter
ms
of a
rea.
C8
.0
Stat
isti
cs a
nd P
roba
bilit
y –
S-IC
– M
akin
g In
fere
nces
and
Jus
tify
ing
Conc
lusi
ons
Unde
rsta
nd a
nd e
valu
ate
rand
om p
roce
sses
und
erly
ing
stat
istic
al e
xper
imen
ts
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
base
d B4
.0, B
6.0,
C2
.0, C
3.0,
C4.
0,
D1.0
, D2.
0,
A1.0
, A8.
0on
a r
ando
m s
ampl
e fr
om t
hat
popu
latio
n.B7
.0C8
.0D
4.0,
D6.
0, D
7.0
2. D
ecid
e if
a sp
ecifi
ed m
odel
is c
onsi
sten
t w
ith r
esul
ts f
rom
a g
iven
dat
a-ge
nera
ting
proc
ess,
B4
.0, B
6.0,
C2
.0, C
3.0,
C4.
0,
D2.0
, D4.
0,
e.g.
, usi
ng s
imul
atio
n. F
or e
xam
ple,
a m
odel
say
s a
spin
ning
coi
n fa
lls h
eads
up
with
pro
babi
lity
A8.0
B7.0
C8.0
D6.0
, D7.
00.
5. W
ould
a r
esul
t of
5 t
ails
in a
row
cau
se y
ou t
o qu
estio
n th
e m
odel
?
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
obs
erva
-A1
.0, A
2.0,
B4
.0, B
6.0,
C1
.0, C
2.0,
C3.
0,
D1.0
, D2.
0,
tiona
l stu
dies
; exp
lain
how
ran
dom
izat
ion
rela
tes
to e
ach.
A8.0
B7.0
C4.0
, C8.
0D
4.0,
D6.
0, D
7.0
30
Information and Communication Technologies | ICT
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
D.
INFO
RM
AT
ION
AN
D C
OM
MU
NIC
AT
ION
TE
CH
NO
LOG
IES
Info
rmat
ion
Net
wor
king
Soft
war
e
Gam
es a
nd
Supp
ort
and
and
Syst
ems
Si
mul
atio
nSe
rvic
esDe
velo
pmen
t
Stat
isti
cs a
nd P
roba
bilit
y –
S-IC
– M
akin
g In
fere
nces
and
Jus
tify
ing
Conc
lusi
ons
(con
tinue
d)5.
Use
dat
a fr
om a
ran
dom
ized
exp
erim
ent
to c
ompa
re t
wo
trea
tmen
ts; u
se s
imul
atio
ns t
o A1
.0, A
2.0,
B4
.0, B
6.0,
C1
.0, C
2.0,
C3.
0,
D1.0
, D2.
0, D
4.0,
de
cide
if d
iffe
renc
es b
etw
een
para
met
ers
are
sign
ifica
nt.
A8.0
B7.0
C4.0
, C8.
0D6
.0, D
7.0
6. E
valu
ate
repo
rts
base
d on
dat
a.A1
.0, A
2.0,
B4
.0, B
6.0,
C1
.0, C
2.0,
C3.
0,
D1.0
, D4.
0, D
6.0,
A8
.0B7
.0C4
.0, C
8.0
D7.0
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
).C2
.0, C
3.0,
D1
.0, D
2.0,
D4.
0,
A8.0
B4.0
, B7.
0C4
.0, C
6.0,
C8.
0D5
.0, D
6.0,
D7.
0
2. U
se s
tatis
tics
appr
opria
te t
o th
e sh
ape
of t
he d
ata
dist
ribut
ion
to c
ompa
re c
ente
r (m
edia
n,
C2.0
, C3.
0,
D1.0
, D2.
0, D
4.0,
A8
.0B4
.0, B
7.0
mea
n) a
nd s
prea
d (in
terq
uart
ile r
ange
, sta
ndar
d de
viat
ion)
of t
wo
or m
ore
diff
eren
t da
ta s
ets.
C4.0
, C6.
0, C
8.0
D5.0
, D6.
0, D
7.0
3. In
terp
ret
diff
eren
ces
in s
hape
, cen
ter,
and
spre
ad in
the
con
text
of t
he d
ata
sets
, acc
ount
ing
C2.0
, C3.
0,
D1.0
, D2.
0, D
4.0,
A8
.0B4
.0, B
7.0
for p
ossi
ble
effe
cts
of e
xtre
me
data
poi
nts
(out
liers
).C4
.0, C
6.0,
C8.
0D5
.0, D
6.0,
D7.
0
4. U
se t
he m
ean
and
stan
dard
dev
iatio
n of
a d
ata
set
to fi
t it
to a
nor
mal
dis
trib
utio
n an
d to
es
timat
e po
pula
tion
perc
enta
ges.
Rec
ogni
ze t
hat
ther
e ar
e da
ta s
ets
for w
hich
suc
h a
proc
e-C2
.0, C
3.0,
D1
.0, D
2.0,
D4.
0,
A8.0
B4.0
, B7.
0du
re is
not
app
ropr
iate
. Use
cal
cula
tors
, spr
eads
heet
s, a
nd t
able
s to
est
imat
e ar
eas
unde
r the
C4
.0, C
6.0,
C8.
0D5
.0, D
6.0,
D7.
0no
rmal
cur
ve.
Sum
mar
ize,
repr
esen
t, an
d in
terp
ret d
ata
on tw
o ca
tego
rical
and
qua
ntita
tive
varia
bles
5. S
umm
ariz
e ca
tego
rical
dat
a fo
r tw
o ca
tego
ries
in t
wo-
way
fre
quen
cy t
able
s. In
terp
ret
rela
-C2
.0, C
3.0,
D1
.0, D
2.0,
D4.
0,
tive
freq
uenc
ies
in t
he c
onte
xt o
f the
dat
a (in
clud
ing
join
t, m
argi
nal,
and
cond
ition
al r
elat
ive
A8.0
B4.0
, B7.
0C4
.0, C
6.0,
C8.
0D5
.0, D
6.0,
D7.
0fr
eque
ncie
s). R
ecog
nize
pos
sibl
e as
soci
atio
ns a
nd t
rend
s in
the
dat
a.
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
var
i-ab
les
are
rela
ted.
a. F
it a
func
tion
to t
he d
ata;
use
fun
ctio
ns fi
tted
to
data
to
solv
e pr
oble
ms
in t
he c
onte
xt
C2.0
, C3.
0,
D1.0
, D2.
0, D
4.0,
of
the
dat
a. U
se g
iven
fun
ctio
ns o
r cho
oses
a f
unct
ion
sugg
este
d by
the
con
text
. Em
phas
ize
A8.0
B4.0
, B7.
0C4
.0, C
6.0,
C8.
0D5
.0, D
6.0,
D7.
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.
c. F
it a
linea
r fun
ctio
n fo
r a s
catt
er p
lot
that
sug
gest
s a
linea
r ass
ocia
tion.
31
ICT | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
D.
INFO
RM
AT
ION
AN
D C
OM
MU
NIC
AT
ION
TE
CH
NO
LOG
IES
Info
rmat
ion
Net
wor
king
Soft
war
e
Gam
es a
nd
Supp
ort
and
and
Syst
ems
Si
mul
atio
nSe
rvic
esDe
velo
pmen
t
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
A3.0
, A4.
0, A
7.0,
B1
.0, B
2.0,
B3.
0,
C2.0
, C4.
0,
D1.0
, D2.
0, D
7.0,
to
eac
h 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
A8.0
B4.0
, B7.
0, B
8.0
C10.
0D8
.0th
e sa
me
grap
hica
l dis
play
s as
for
dat
a di
strib
utio
ns.
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
A3.0
, A4.
0, A
7.0,
B1
.0, B
2.0,
B3.
0,
C2.0
, C4.
0,
D1.0
, D2.
0, D
7.0,
th
e pr
obab
ility
dis
trib
utio
n.A8
.0B4
.0, B
7.0,
B8.
0C1
0.0
D8.0
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 t
heor
etic
al p
roba
bilit
ies
can
be c
alcu
late
d; fi
nd t
he e
xpec
ted
valu
e. F
or
A3.0
, A4.
0, A
7.0,
B1
.0, B
2.0,
B3.
0,
C2.0
, C4.
0,
D1.0
, D2.
0, D
7.0,
ex
ampl
e, fi
nd t
he t
heor
etic
al p
roba
bilit
y di
strib
utio
n fo
r the
num
ber o
f cor
rect
ans
wer
s A8
.0B4
.0, B
7.0,
B8.
0C1
0.0
D8.0
obta
ined
by
gues
sing
on
all fi
ve q
uest
ions
of a
mul
tiple
-cho
ice
test
whe
re e
ach
ques
-tio
n ha
s fo
ur c
hoic
es, a
nd fi
nd t
he e
xpec
ted
grad
e un
der v
ario
us g
radi
ng s
chem
es.
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
A3
.0, A
4.0,
A7.
0,
B1.0
, B2.
0, B
3.0,
C2
.0, C
4.0,
D1
.0, D
2.0,
D7.
0,
exam
ple,
find
a c
urre
nt d
ata
dist
ribut
ion
on t
he n
umbe
r of T
V se
ts p
er h
ouse
hold
in t
he
A8.0
B4.0
, B7.
0, B
8.0
C10.
0D8
.0U
nite
d St
ates
, and
cal
cula
te t
he e
xpec
ted
num
ber o
f set
s pe
r hou
seho
ld. H
ow m
any
TV
sets
wou
ld y
ou e
xpec
t to
find
in 1
00 r
ando
mly
sel
ecte
d ho
useh
olds
?
Use
prob
abili
ty to
eva
luat
e ou
tcom
es o
f dec
ision
s
5. (+
) Wei
gh t
he p
ossi
ble
outc
omes
of a
dec
isio
n by
ass
igni
ng p
roba
bilit
ies
to p
ayof
f va
lues
and
find
ing
expe
cted
val
ues.
a. F
ind
the
expe
cted
pay
off f
or a
gam
e of
cha
nce.
For
exa
mpl
e, fi
nd t
he e
xpec
ted
A3.0
, A4.
0, A
7.0,
B1
.0, B
2.0,
B3.
0,
C2.0
, C4.
0,
win
ning
s fr
om a
sta
te lo
tter
y tic
ket
or a
gam
e at
a f
ast-
food
res
taur
ant.
D1.0
, D7.
0, D
8.0
A8.0
B4.0
, B7.
0, B
8.0
C10.
0b.
Eva
luat
e an
d co
mpa
re s
trat
egie
s on
the
bas
is o
f exp
ecte
d va
lues
. For
exa
mpl
e,
com
pare
a h
igh
dedu
ctib
le v
ersu
s a
low
-ded
uctib
le a
utom
obile
insu
ranc
e po
licy
usin
g va
rious
, but
rea
sona
ble,
cha
nces
of h
avin
g a
min
or o
r a m
ajor
acc
iden
t.
6. (+
) Use
pro
babi
litie
s to
mak
e fa
ir de
cisi
ons
(e.g
., dr
awin
g by
lots
, usi
ng a
ran
dom
A3
.0, A
4.0,
A7.
0,
B1.0
, B2.
0, B
3.0,
C2
.0, C
4.0,
D1
.0, D
7.0,
D8.
0nu
mbe
r gen
erat
or).
A8.0
B4.0
, B7.
0, B
8.0
C10.
0
7. (+
) Ana
lyze
dec
isio
ns a
nd s
trat
egie
s us
ing
prob
abili
ty c
once
pts
(e.g
., pr
oduc
t te
stin
g,
A3.0
, A4.
0, A
7.0,
B1
.0, B
2.0,
B3.
0,
C2.0
, C4.
0,
D1.0
, D2.
0, D
7.0,
m
edic
al t
estin
g, p
ullin
g a
hock
ey g
oalie
at
the
end
of a
gam
e).
A8.0
B4.0
, B7.
0, B
8.0
C10.
0D8
.0
32
Information and Communication Technologies | ICT
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
D.
INFO
RM
AT
ION
AN
D C
OM
MU
NIC
AT
ION
TE
CH
NO
LOG
IES
Info
rmat
ion
Net
wor
king
Soft
war
e
Gam
es a
nd
Supp
ort
and
and
Syst
ems
Sim
ulat
ion
Serv
ices
Deve
lopm
ent
Stat
isti
cs a
nd P
roba
bilit
y –
APP
S –
Adva
nced
Pla
cem
ent
Prob
abili
ty a
nd S
tati
s-ti
cs10
. Stu
dent
s kn
ow t
he d
efini
tions
of t
he m
ean,
med
ian
and
mod
e of
dis
trib
utio
n of
dat
a an
d A3
.0, A
4.0,
B1
.0, B
2.0,
B3.
0,
C2.0
, C4.
0,
D1.0
, D2.
0, D
7.0,
ca
n co
mpu
te e
ach
of t
hem
in p
artic
ular
situ
atio
ns.
A7.0
, A8.
0B4
.0, B
7.0,
B8.
0C1
0.0
D8.0
15. S
tude
nts
are
fam
iliar
with
the
not
ions
of a
sta
tistic
of a
dis
trib
utio
n of
val
ues.
of t
he
A3.0
, A4.
0,
B1.0
, B2.
0, B
3.0,
C2
.0, C
4.0,
D1
.0, D
2.0,
D7.
0,
sam
plin
g di
strib
utio
n of
a s
tatis
tic. A
nd o
f the
var
iabi
lity
of a
sta
tistic
.A7
.0, A
8.0
B4.0
, B7.
0, B
8.0
C10.
0D8
.0
16. S
tude
nts
know
bas
ic f
acts
con
cern
ing
the
rela
tion
betw
een
the
mea
n an
d th
e st
anda
rd
A3.0
, A4.
0,
B1.0
, B2.
0, B
3.0,
C2
.0, C
4.0,
D1
.0, D
2.0,
D7.
0,
devi
atio
n of
a s
ampl
ing
dist
ribut
ion
and
the
mea
n an
d th
e st
anda
rd d
evia
tion
of t
he p
opul
a-A7
.0, A
8.0
B4.0
, B7.
0, B
8.0
C10.
0D8
.0tio
n di
strib
utio
n.
SCIE
NCE
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
nA3
.0C4
.0, C
10.0
D6.0
, D7.
0
LS1.
B: G
row
th a
nd D
evel
opm
ent
of O
rgan
ism
sA3
.0C4
.0, C
10.0
D6.0
, D7.
0
LS4:
Bio
logi
cal E
volu
tion:
Uni
ty a
nd D
iver
sity
LS4.
B: N
atur
al S
elec
tion
A2.
0C4
.0, C
10.0
D6.0
, D7.
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
.7 S
tude
nts
anal
yze
and
com
pare
the
pow
ers
and
proc
edur
es o
f the
nat
iona
l, st
ate,
trib
al,
A1.0
, A5.
0,
B7.0
C1.0
, C2.
0D1
.0an
d lo
cal g
over
nmen
ts.
A8.0
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
and
A1.0
, A5.
0D3
.0, D
12.0
impl
emen
tatio
n of
it t
hrou
gh r
egul
atio
ns a
nd e
xecu
tive
orde
rs.
12.8
Stu
dent
s ev
alua
te a
nd t
ake
and
defe
nd p
ositi
ons
on t
he in
fluen
ce o
f the
med
ia o
n A3
.0B1
.0, B
4.0,
B7.
0C6
.0D1
.0, D
5.0
Amer
ican
pol
itica
l life
.
12.8
.2. D
escr
ibe
the
role
s of
bro
adca
st, p
rint,
and
elec
tron
ic m
edia
, inc
ludi
ng t
he In
tern
et,
A1.0
, A3.
0B1
.0, B
4.0,
B7.
0C6
.0D1
.0, D
5.0
as m
eans
of c
omm
unic
atio
n in
Am
eric
an p
oliti
cs.
12.8
.3. E
xpla
in h
ow p
ublic
offi
cial
s us
e th
e m
edia
to
com
mun
icat
e w
ith t
he c
itize
nry
and
A1.0
, A3.
0B1
.0, B
4.0,
B7.
0C6
.0D1
.0, D
5.0
to s
hape
pub
lic o
pini
on.
33
ICT | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
D.
INFO
RM
AT
ION
AN
D C
OM
MU
NIC
AT
ION
TE
CH
NO
LOG
IES
Info
rmat
ion
Net
wor
king
Soft
war
e
Gam
es a
nd
Supp
ort
and
and
Syst
ems
Si
mul
atio
nSe
rvic
esDe
velo
pmen
t
U.S.
His
tory
and
Geo
grap
hy –
US
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
A1.0
, A8.
0B7
.0C1
.0, C
2.0
D1.0
Amer
ica.
11.8
.7. D
escr
ibe
the
effe
cts
on s
ocie
ty a
nd t
he e
cono
my
of t
echn
olog
ical
dev
elop
men
ts
sinc
e 19
45, i
nclu
ding
the
com
pute
r rev
olut
ion,
cha
nges
in c
omm
unic
atio
n, a
dvan
ces
in
A1.0
, A8.
0B7
.0C1
.0, C
2.0
D1.0
med
icin
e, a
nd im
prov
emen
ts in
agr
icul
tura
l tec
hnol
ogy.
Wor
ld H
isto
ry, C
ultu
re, a
nd G
eogr
aphy
– W
H10
.3 S
tude
nts
anal
yze
the
effe
cts
of t
he In
dust
rial R
evol
utio
n in
Eng
land
, Fra
nce,
Ger
man
y,
A1.0
, A8.
0C1
.0, C
2.0
D1.0
Japa
n, a
nd t
he U
nite
d St
ates
.
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,
and
A1.0
, A6.
0, A
8.0
B7.0
C1.0
, C2.
0D1
.0ca
pita
l in
an in
dust
rial e
cono
my.
10.9
Stu
dent
s an
alyz
e th
e in
tern
atio
nal d
evel
opm
ents
in t
he p
ost-
Wor
ld W
orld
War
II w
orld
.A1
.0, A
6.0,
A8.
0B7
.0C1
.0, C
2.0,
C6.
0D1
.0
10.11
Stu
dent
s an
alyz
e th
e in
tegr
atio
n of
cou
ntrie
s in
to t
he w
orld
eco
nom
y an
d th
e in
form
a-B1
.0, B
2.0,
tio
n, t
echn
olog
ical
, and
com
mun
icat
ions
rev
olut
ions
(e.g
., te
levi
sion
, sat
ellit
es, c
ompu
ters
).B3
.0, B
4.0,
C1
.0, C
2.0,
C4.
0,
A1.0
, A3.
0, A
8.0
D1.0
B5.0
, B6.
0,
C6.0
, C10
.0B7
.0, B
8.0
34
Information and Communication Technologies | ICT
Contributors
Information and Communication Technologies
Lloyd McCabe, Administrator, California Department of Education
Gary Page, Education Consultant, California Department of Education
Standards Review TeamKathleen Bailey, Instructor, Whittier Unified High School District
Gail Chapman, Director, University of California, Los Angeles
Bill Cullifer, Director, World Organization of Webmasters
John Gerits, Marketing Manager, Insight Investments
Richard Grotegut, Professor, Ohlone Community College
Walter Hamilton, Instructor, Los Angeles Unified School District
Eugene Lemon, Instructor, Ralph J. Bunche High School
David Smith, Instructor, Orange Cove High School
Jacob Walker, Instructor, Twin Rivers Unified School District
Glen Warren, Instructor, Orange Unified School District
Standards Writing TeamBeth Cataldo, Coordinator, Multimedia Studies, City College of San Francisco
Dennis Frezzo, Senior Manager, Cisco Networking Academy
Richard Grotegut, Instructor, Ohlone Community College
Ingrid Hu Dahl, Program Director, Next Gen Resources, Bay Area Video Coalition
Jacob Martinez, Watsonville TEC (Tecnologia-Educación-Comunidad)
Matt Niemitz, Curriculum Manager, Adobe Systems, Inc.
Lana Svieta, Owner and Game Developer, iPlaythings, LLC
Jacob Walker, Instructor, Twin Rivers Unified School District
Common Core Alignment TeamSusan Beckenham, Instructor, Providence High School
John Fleming, Instructor, Sacramento City Unified School District
Yvette Fraga, Instructor, Los Angeles Unified School District
Robert Guernsey, Instructor, Sacramento City Unified School District
Kamilah Jackson, Instructor, Los Angeles Unified School District
Linh Tran, Instructor, Sacramento City Unified School District
35
ICT | California Career Technical Education Model Curriculum Standards
References
ACT. 2010. A First Look at the Common Core and College and Career Readiness. http://www.act.org/research/policymakers/pdf/FirstLook.pdf (accessed December 4, 2012).
American Association of Colleges for Teacher Education (AACTE) and the Partnership for 21st Century Skills. 2010. “Preparing Students for the 21st Century Economy.” http://www.edsynergy.org/wp-content/uploads/2011/07/PREPARING-STUDENTS-FOR-THE-21ST-CENTURY-ECONOMY-3.doc (accessed December 4, 2012).
Anderson, Lorin W., David R. Krathwohl, Peter W. Airasian, Kathleen A. Cruikshank, Richard E. Mayer, Paul R. Pintrich, James Rahts, and Merlin C. Wittrock. 2001. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Pearson.
Association of American Colleges and Universities. 2007. College Learning for the New Global Century. http://www.aacu.org/advocacy/leap/documents/GlobalCentury_final.pdf (accessed December 4, 2012).
Association of American Colleges and Universities and Peter D. Hart Research Associates, Inc. 2006. How Should Colleges Prepare Students to Succeed in Today’s Global Economy? http://www.aacu.org/leap/documents/Re8097abcombined.pdf (accessed December 4, 2012).
California Department of Education. 2006. California Career Technical Education Model Curriculum Standards, Grades Seven Through Twelve. http://www.cde.ca.gov/ci/ct/sf/documents/ctestandards.pdf (accessed December 4, 2012).
. 2007. Career Technical Education Framework for California Public Schools, Grades Seven Through Twelve. http://www.cde.ca.gov/ci/ct/sf/documents/cteframework.pdf (accessed December 4, 2012).
California Employment Development Department. 2010. California’s Green Economy: Summary of Survey Results. http://www.labormarketinfo.edd.ca.gov/contentpub/GreenDigest/CA-Green-Economy-SummarySurveyResults.pdf (accessed December 4, 2012).
Children Now. 2010. California Report Card 2011–12: Setting the Agenda for Children. http://www.childrennow.org/uploads/documents/reportcard_2011.pdf [Link no longer valid] (accessed December 4, 2012).
College Board. 2010. “Computer Science A: Course Description.” http://apcentral.collegeboard.com/ apc/public/repository/ap-computer-science-course-description.pdf [Link no longer valid] (accessed December 24, 2012).
CompTIA. 2012. “Get IT Certified.” https://certification.comptia.org/home (accessed December 24, 2012).
The Conference Board, Partnership for 21st Century Skills, Corporate Voices for Working Families, and the Society for Human Resource Management. 2006. Are They Really Ready to Work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce. http://www.shrm.org/research/surveyfindings/documents/are they really ready to work survey report.pdf (accessed December 4, 2012).
36
Information and Communication Technologies | ICT
Conley, David T. 2010. College and Career Ready: Helping All Students Succeed Beyond High School. San Francisco: Jossey-Bass.
Conley, David T., Kathryn V. Drummond, Alicia de Gonzalez, Jennifer Rooseboom, and Odile Stout. 2011. Reaching the Goal: The Applicability and Importance of the Common Core State Standards to College and Career Readiness. Eugene, OR: Educational Policy Improvement Center. http://www.epiconline.org/publications/documents/ReachingtheGoal-FullReport.pdf (accessed December 4, 2012).
Darling-Hammond, Linda, Ruth Chung Wei, Alethea Andree, Nikole Richardson, and Stelios Orphanos. 2009. Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad. Palo Alto, CA: National Staff Development Council and the School Redesign Network at Stanford University. http://learningforward.org/docs/pdf/nsdcstudy2009.pdf (accessed December 4, 2012).
The Economist. 2011. “Marathon Machine: Unskilled Workers Are Struggling to Keep Up with Technological Change.” http://www.economist.com/node/21538699 (accessed December 24, 2012).
Florida Department of Education. 2012. “2012–13 Information Technology Career Cluster Curriculum Frameworks.” http://www.fldoe.org/ (accessed December 24, 2012).
. 2012. “Game/Simulation/Animation Advanced Applications.” http://www.fldoe.org/workforce/ dwdframe/1213/it/rtf/8208400.rtf [Link no longer valid] (accessed December 24, 2012).
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39Published January 2017