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1 Info-cib-spald-dec06item01 2 Attachment 2 3 Page 213 of 489 4 5 1Building Trades and Construction Industry Sector

2There is a high demand for workers in the Building Trades and Construction 3industry sector. The demand increases as populations, businesses, and local 4economies expand. According to the U.S. Bureau of Labor Statistics, construction 5is among the top ten of the nation’s industries, constituting almost 5 percent of the 6total national Gross Domestic Product. According to California’s labor market 7information, the construction industry will require about 16,500 workers every year 8for the next five years. An additional 14,500 workers per year will need to be 9replaced as they retire or leave the profession; an increase of over 30 percent in 10available jobs is expected in some trades in the next ten years. Nationally, over a 11million construction jobs will be created over the next decade. Job opportunities 12range from laborers to engineers to contractors.

13In Building Trades and Construction industry sector classes, activities range from 14general or exploratory skills to job-specific skills that prepare students to select and 15pursue career paths through postsecondary training, work experience education, 16apprenticeships, and postsecondary education. Building Trades and Construction 17classes incorporate and apply academic core content to career-related education. 18These interdisciplinary approaches provide students with strong foundation skills 19and advanced skills in the career field of their choice, which allows students to exit 20programs and directly enter occupations or pursue further specialty training.

21Building Trades and Construction Industry Sector Pathways:

22• Cabinetmaking and Wood Products 23• Engineering and Heavy Construction 24• Mechanical Construction 25• Residential and Commercial Construction

26 Cabinetmaking and Wood Products Pathway

27Sample course sequences in the Cabinetmaking and Wood Products 28pathway:

CTE Introductory CTE Concentration CTE Capstone Courses Courses Courses Related Courses • Exploring • Woodworking 1 • Cabinetmaking • Drafting Technology • Woodworking 2 • Furniture Design • CADD • Technology Core • Orientation to • Wood Technology Apprenticeship • Algebra • English Composition/ Writing 6 Info-cib-spald-dec06item01 7 Attachment 2 8 Page 214 of 489 9 10 29Sample of appropriate foundation and pathway standards for the Wood 30Technology course in the Cabinet Making and Wood Products pathway:

Sample appropriate foundation standards Academics 1.1 Number Sense (grade seven)1.2: Add subtract, multiply and divide rational numbers (integers, fractions, and terminating decimals) and take rational numbers to whole number powers. Academics 1.1 Number Sense (grade seven) 1.3: Convert fractions to decimals and percents and use these representations in estimations, computations, and applications. Academics 1.2 Investigation and Experimentation (grades nine through twelve) 1.a: Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators to perform tests, collect data, analyze relationships, and display data. Career Planning and Management 3.1: Know the personal qualifications, interests, aptitudes, knowledge, and skills necessary to succeed in careers. Health and Safety 6.2: Understand critical elements of health and safety practices related to storing, cleaning and maintaining tools, equipment, and supplies. Demonstration and Application 11.0: Students demonstrate and apply the concepts contained in the foundation and pathway standards. Sample appropriate pathway standards A1.0: Students understand measurement systems in the planning and layout process used in the cabinetmaking and wood products industry. A2.0: Students understand the safe and appropriate use of hand tools common to the cabinetmaking and wood products industry. A3.0: Students understand the safe and appropriate use of portable power tools common to the cabinetmaking and wood products industry. A4.0: Students understand the safe and appropriate use of stationary power tools common to the cabinetmaking and wood products industry. A5.0: Students understand procedures and processes as they occur in the cabinetmaking and wood products industry.

31Sample analysis (or “unpacking”) of a standard for the Wood Technology 32course in the Cabinetmaking and Wood Products pathway:

Standard Cabinetmaking and Wood Products Pathway A2.0: Students understand the safe and appropriate use of hand tools common to the cabinetmaking and wood products industry. Standard Cabinetmaking and Wood Products Pathway A2.1: Use common subcomponent hand tools and accessories, such as planers, shapers, clamping and gripping tools, pliers, wrenches, wood chisels, hammers, hand saws, and squares safely and properly. Course level X Introductory Concentration Capstone Concepts Benchmark What do students 1. Know safety procedures/rules 1. Demonstrate all safety need to know? At for hand tool use. procedures and cite rules for what level? 2. Identify common hand tools. using hand tools. 3. Understand the appropriate 2. Identify ten common hand tools. 11 Info-cib-spald-dec06item01 12 Attachment 2 13 Page 215 of 489 14 15 use for each hand tool. 3. Choose the appropriate hand 4. Understand procedures for tool for a specified use. each hand tool operation. 4. Demonstrate proper use of hand tool for each cutting operation. Skills Benchmark What should students 1. Use of chisel to cut mortise 1. Fit mortise and tenon joints be able to do? At joint and back saw to cut without movement in joint. what level? mortise. 2. Back saw cut is square and 2. Use of back saw to cut length. within 1/16" of desired length. 3. Use of plane to square edge. 3. Accurately use plane to square edge and cut straight across length. Topics/contexts 1. Basic hand tool safety What must be 2. Basic hand tool use and operation taught?

33Sample performance task based on the skills and concepts:

34Standards: This sample performance task targets the following Building Trades 35and Construction sector foundation standards and Cabinetmaking and Wood 36Products pathway standards:

Standard # Standard Foundation: Health and Understand critical elements of health and safety Safety 6.2 practices related to storing, cleaning, and maintaining tools, equipment, and supplies. Foundation: Demonstration Students demonstrate and apply the concepts in the and Application 11.0 foundation and pathway standards. Pathway: Cabinetmaking Know conventional measurement processes for and Wood Products A1.4 cabinetmaking and wood products, linear measurements, and conversions of fractions and decimals. Pathway: Cabinetmaking Use common hand tools and accessories, such as and Wood Products A2.1 planers, clamping and gripping tools, pliers, wrenches, wood chisels, hammers, hand saws, and squares safely and properly. 37Assignment: Make a wooden box using only hand tools. Each corner of the box 38will have a different woodworking joint. Build the box according to the plan provided. 39Before you build the box, construct samples of the following woodworking joints: 40rabbet, dado joint, mortise and tenon, box or finger joint, dovetail joint, rabbet dado 41joint, miter joint, and butt joint. When you have completed each sample joint to the 42minimum quality, you will be allowed to start construction of your box. 16 Info-cib-spald-dec06item01 17 Attachment 2 18 Page 216 of 489 19 20 43Performance task rubric: Your grade will be based on the following rubric. 44Individual teachers should determine how to weight the standards and assign 45points for each level.

Standard Advanced Proficient Basic Unacceptable Cabinetmaking Proficient plus the 1. Measurements 1. Measurements 1. Measurements and Wood following: are within are within 1/8". are not within Products Pathway 1. Measurements 1/16". 2. Student knows 1/8". A1.4: Know are within 2. Dovetails what tools are 2. Students are conventional 1/32" of plan. space evenly needed to not measurement, 2. Student uses within 1/16". measure knowledgeable processes for square and the of the definition cabinetmaking more than one 3. Students use method to tool to definition of of square or its and wood square. usage. products, linear determine measure measurements square. square. (10 points) (0 points) and conversions (20 points) (15 points) of fractions and decimals. (20 pts) Cabinetmaking Proficient plus the 1 A different joint 1. There are The project does and Wood following: is used at large gaps at not qualify for at Products Pathway 1. No visible gaps every corner, joints. least the basic A2.1: Use in all joints. with one joint a 2. Box is not score in the rubric common hand box joint or a and is not re- 2. Box is square square to with tools and dovetail joint. in 1/16". worked to at least accessories, such to within 1/32" a basic level. 2. Box is square 3. Uses same as planes 3. Top is flush to within 1/16" (0 points) clamping and and operates joint more than gripping tools, easily. 3. All gaps, holes once in box. and defects pliers, wrenches, (70 points) (50 points) wood chisels, are filled and hammers, saws, sanded and squares smooth safely and 4. Box lid opens properly. without rubbing (70 points) sides (60 points) Foundation Health Proficient plus the 1. Student 1. Student 1. Student does and Safety 6.2: following: applies all applies most not apply basic Understand critical 1. Student basic safety basic safety safety rules. elements of health checks for rules for rules for (0 points) and safety sharpness handling sharp handling sharp practices related safely. edged tools. edged tools. to storing, 2. Student is able (5 points) cleaning and 2. Student stores and maintains to clean and maintaining tools, adjust plane. equipment, and sharp tools supplies. properly. (9 points) (10 points) 3. Student is cognizant of 21 Info-cib-spald-dec06item01 22 Attachment 2 23 Page 217 of 489 24 25 and applies health and safety practices pertaining to all hand tools. (10 points) 46Note: Demonstration and Application standard 11.0 is included in all the above.

47Sample pathway occupations: Cabinetmaking and Wood Products

Sample of pathway occupations organized by level of education and training required for workforce entry. Asterisked occupations require certification or licensure. Postsecondary Training High School (certification and/or an AA College/University (diploma) degree) (bachelor’s degree or higher)  Cabinetmaking Apprentice*  Cabinetmaking  Engineer  Machine Operator Journeyman*  Designer  CNC Technician  Cabinetmaking Instructor*  Furniture Maker  Construction Management  Production Manager

48 Engineering and Heavy Construction Pathway

49Sample course sequences in Engineering and Heavy Construction pathway:

CTE Introductory CTE Concentration CTE Capstone Courses Courses Courses Related Courses  Exploring  Construction 1  Equipment Operator  CADD Technology  Wood 1  Carpentry  Geometry  Technology Core  Drafting  Orientation to Apprenticeship

50Sample of appropriate foundation and pathway standards for the Technology 51Core course in the Engineering and Heavy Construction pathway:

Sample appropriate foundation standards Academics 1.1 Number Sense (grade seven) 1.2: Add subtract, multiply, and divide rational numbers (integers, fractions, and terminating decimals) and take rational numbers to whole number powers. Academics 1.1 Number Sense (grade seven) 1.3: Convert fractions to decimals and percents and use these representations in estimations, computations, and applications. Academics 1.1 Geometry (grades eight through twelve) 8.0: Students know, derive, and solve problems involving the perimeter, circumference, area, volume, lateral area, and surface area of common geometric figures. 26 Info-cib-spald-dec06item01 27 Attachment 2 28 Page 218 of 489 29 30 Communications 2.4 Listening and Speaking Strategies and Applications (grades nine and ten) 2.5: Deliver persuasive arguments (including evaluation and analysis of problems and solutions and causes and effects): a. Structure ideas and arguments in a coherent, logical fashion. b. Use rhetorical devices to support assertions (e.g., by appeal to logic through reasoning; by appeal to emotion or ethical belief; by use of personal anecdote, case study, or analogy). c. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning. d. Anticipate and address the listener’s concerns and counterarguments. Demonstration and Application 11.0: Students demonstrate and apply the concepts contained in the standards. Sample appropriate pathway standards B4.0: Students understand project management procedures and processes as they occur in an engineering and heavy construction project.

52Sample analysis (or “unpacking”) of a standard for the Technology Core 53course in the Engineering and Heavy Construction pathway:

Standard Engineering and Heavy Construction Pathway B4.0: Students understand project management procedures and processes as they occur in an engineering and heavy construction project. Standard Engineering and Heavy Construction Pathway B4.2: Students will subcomponent understand how to estimate the costs of supplies and materials for an engineering and heavy construction project. Course level X Introductory Concentration Capstone Concepts Benchmark What do students 1. Foundation print reading 1. Demonstrate accurate reading need to know? At 2. Volume and cost calculations of foundation dimensions. what level? 3. Cost of supplies and materials 2. Cite formulas for calculating volume and cost. 3. Calculate cost of materials for proposal/bid document. Skills Benchmark What should 1. Determine sizes of foundation. 1. Correctly measure within 1" of students be able 2. Perform basic volume/area specifications. to do? At what calculations. 2. Calculate volume and area level? 3. Determine costs for job accurately for a simple project. completion. 3. Calculate total costs of materials for proposal/bid document. Topics/contexts 1. Basic volume and area calculations What must be 2. Steps and procedures for slab construction taught? 3. How to read a print 31 Info-cib-spald-dec06item01 32 Attachment 2 33 Page 219 of 489 34 35 54Sample performance task(s) based on the skills and concepts:

55Standards: This sample performance task targets the following Building Trades 56and Construction sector foundation standards and the Engineering and Heavy 57Construction (EHC) pathway standards:

Standard # Standard Foundation: Academics 1.1 Convert fractions to decimals and percents and use these Number Sense (grade representations in estimations, computations, and seven) 1.3 applications. Foundation: Academics 1.1 Students know, derive and solve problems involving the Geometry (grades eight perimeter, circumference, area, volume, lateral area, and through twelve) 8.0 surface area of common geometric figures. Foundation: Deliver persuasive arguments (including evaluation and analysis of Communications 2.4 problems and solutions and causes and effects): Listening and Speaking a. Structure ideas and arguments in a coherent, logical Strategies and Applications fashion. (grades nine and ten) 2.5 b. Use rhetorical devices to support assertions (e.g., by appeal to logic through reasoning; by appeal to emotion or ethical belief; by use of personal anecdote, case study, or analogy). c. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning. d. Anticipate and address the listener’s concerns and counterarguments. Pathway: EHC B4.2 Students will understand how to estimate the cost of supplies and materials for an engineering and heavy construction project.

58Assignment: Calculate the cost of constructing a concrete slab and present a bid 59proposal to the class. Your calculations will include the following [Academics 1.1 60Number Sense 1.3; Academics 1.1 Geometry 8.0; EHC B4.2]:

61 1. Required concrete 62 2. Required rebar 63 3. Forming and set costs (formula) 64 4. Labor costs 65 5. Profit and overhead

66Organize the data in a proposal form and make an oral presentation to your 67prospective customer (the class). You may include other options that would meet 68the specifications of the plans and design. The specification and dimensions will be 69found on the plan sheet. Document the entire process and show how you arrived at 70your calculations [Communications 2.4 Listening and Speaking Strategies and 71Applications 2.5; EHC B4.2]. 36 Info-cib-spald-dec06item01 37 Attachment 2 38 Page 220 of 489 39 40 72Performance task rubric: Your grade will be based on the following rubric. 73Individual teachers should determine how to weigh the standards and assign points 74for each level.

Standard Advanced Proficient Basic Unacceptable EHC B4.2: Estimate includes Estimate includes Estimate includes Estimate includes Understand how all of the required all of the required some of the less than 50 to estimate the material and also materials. required materials. percent of the cost of supplies includes options (40 points) required materials, and materials for and costs for (30 points) or is incomplete, an engineering these options. or is entirely and heavy (50 points) absent. construction (0 points) project. (50 points) Academics 1.1 Measurements Measurements Measurement Measurements Number Sense are correctly are correctly conversions are are not converted. (grade seven) 1.3: converted using converted using not correctly (0 points) Convert fractions appropriate, listed appropriate performed, or to decimals and formulas, and the formulas, and the incorrect formulas percents and use results are used in results are used in are listed or these all calculations. all calculations. applied. representations in (15 points) (12 points) (10 points) estimations, computations and applications. (15 points) Academics 1.1 Uses appropriate, Uses appropriate Uses appropriate Does not use Geometry (grades listed formulas formulas and formulas, but appropriate eight through and calculations calculations are there are errors in formulas or twelve) 8.0: are correctly correctly the calculations calculations. Students know, performed and are performed and are not within the (0 points) derive, and solve within desired within the desired appropriate range. problems involving range. range. the perimeter, (20 points) (15 points) circumference, area, volume, lateral area, and surface area of common geometric figures. (20 points) Communications Delivers speech Delivers speech Delivers speech Speech cannot be 2.4 Listening and with all details in a with the most with limited detail understood. Speaking clear, coherent, important details and clarity. Or, the details are Strategies and and interesting presented in a (5 points) not presented or Applications fashion. clear fashion. are not correct. (grades nine and (15 points) (10 points) ten) 2.5: Deliver Or, the student persuasive does not deliver arguments the speech. 41 Info-cib-spald-dec06item01 42 Attachment 2 43 Page 221 of 489 44 45 (including (0 points) evaluation and analysis of problems and solutions and causes and effects): e. Structure ideas and arguments in a coherent, logical fashion. f. Use rhetorical devices to support assertions (e.g by appeal to logic through reasoning; by appeal to emotion or ethical belief; by use of personal anecdote, case study, or analogy). g. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning. h. Anticipate and address the listener’s concerns and counter- arguments 46 Info-cib-spald-dec06item01 47 Attachment 2 48 Page 222 of 489 49 50 (15 points) 75Note: Demonstration and Application standard 11.0 is included in all the above.

76Sample pathway occupations: Engineering and Heavy Construction

Sample of pathway occupations organized by level of education and training required for workforce entry. Asterisked occupations require certification or licensure. Postsecondary Training High School (certification and/or an AA College/University (diploma) degree) (bachelor’s degree or higher)  Apprentice Engineer*  Iron Worker  Engineer  Laborer  Heavy Construction  Business owner Journeyman*  Engineering and Heavy  Electrician* Construction Instructor*  Plumber*  Contractor*

77 Mechanical Construction Pathway

78Sample course sequences in the Mechanical Construction pathway:

CTE Introductory CTE Concentration CTE Capstone Courses Courses Courses Related Courses  Technology Core  Construction 1  Electrical Wiring  Drafting  Exploring  Construction 2  Building  Architectural Technology Construction Drawing  Construction 1  Plumbing  Orientation to Apprenticeship  Algebra  English Composition/Writing 79Sample of appropriate foundation and pathway standards for the 80Construction 2 course in the Mechanical Construction pathway:

Sample appropriate foundation standards Academics 1.1 Number Sense (grade seven) 1.2: Add subtract, multiply, and divide rational numbers (integers, fractions, and terminating decimals) and take rational numbers to whole- number powers. Academics 1.1 Number Sense (grade seven) 1.3: Convert fractions to decimals and percents and use these representations in estimations, computations, and applications. Academics 1.2 Investigation and Experimentation (grades nine through twelve) 1.a: Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data. Career Planning and Management 3.1: Know the personal qualifications, interests, aptitudes, knowledge, and skills necessary to succeed in careers. Ethics and Legal Responsibilities 8.2: Understand the concept and application of ethical and legal behavior consistent with workplace standards. 51 Info-cib-spald-dec06item01 52 Attachment 2 53 Page 223 of 489 54 55 Demonstration and Application 11.0: Students demonstrate and apply the concepts in the foundation and pathway standards. Sample appropriate pathway standards C5.1: Students understand the safe use of electrical materials and electrical connections procedures. C6.0: Students understand the variety of building phases, systems, and techniques used in mechanical construction. C6.2: Students understand processes and materials appropriate to architectural design and mechanical construction (e.g., structural, electrical, mechanical, and finish phases.)

81Sample analysis (or “unpacking”) of a standard for the Construction 2 course 82in the Mechanical Construction pathway:

Standard Mechanical Construction Pathway C6.0: Students understand the variety of building phases, systems, and techniques used in mechanical construction. Standard Mechanical Construction Pathway C6.2: Students understand subcomponent processes and materials appropriate to architectural and mechanical construction (e.g., structural, mechanical, and finish phases). Course level Introductory X Concentration Capstone Concepts Benchmark What do students 1. NEC code for outlet and switch 1. Cite NEC code for outlet and need to know? At wiring switch wiring. what level? 2. Parts and purposes of electrical 2. Explain and describe parts and fixtures purposes of electrical fixtures. 3. Wire colors and purposes 3. Explain and describe purpose of color coding electrical wires and list what color codes mean. Skills Benchmark What should 1. Wire stripping 1. Cite and demonstrate minimum students be able 2. Connect wires to terminals NEC code requirements for to do? At what 3. Attach devices to box wiring/stripping practices. level? 2. Connect wires to terminals properly in a gang box. 3. Attach devices to box in accordance with NEC code. Topics/contexts 1. Wire colors and their meanings 2. Wire connections What must be 3. How to wire basic circuits taught? 4. Basic NEC code

83Sample performance task(s) based on the skills and concepts:

84Standards: This sample performance task targets the following Building Trades 85and Construction industry sector foundation standards and the Mechanical 86Construction (MC) pathway standards. 56 Info-cib-spald-dec06item01 57 Attachment 2 58 Page 224 of 489 59 60 Standard # Standard Foundation: 1.2 Investigation Select and use appropriate tools and technology (such as and Experimentation (grades computer linked probes, spreadsheets, meter) to perform nine through twelve) 1.a tests and analyze data. Foundation: Ethics and Understand the concept and application of ethical and legal Responsibility 8.2 behavior consistent with workplace standards. Foundation: Demonstration Students demonstrate and apply the concepts in the and Application 11.0 foundation and pathway standards. Pathway: MC C6.2 Understand processes and materials appropriate to the architectural design and mechanical construction (e.g., structural, electrical, mechanical, and finish phases).

87Assignment: Wire two basic electrical circuits: a duplex outlet and a switch loop. 88Use a wiring board with four 4-s metal boxes attached. From each box, run non- 89metallic sheathed cable to perform your wiring operations. From box 1 to box 2, 90wire a duplex outlet and attach it to the plaster ring on box 2. After the wiring has 91been inspected by the instructor, pig-tail off of box 2, keeping the outlet, and wire a 92switch in box 3 and a light fixture in box 4. With the instructor’s permission, connect 93the wiring to a power source and test the circuits, using a multimeter. Make sure not 94to do any wiring practice while the wiring board is connected to a power source.

95Performance task rubric: Your grade will be based on the following rubric. 96Individual teachers should determine how to weight the standards and assign 97points for each level.

Standard Advanced Proficient Basic Unacceptable MC 6.2: Connects outlets, Connects outlets, Connects outlets, Connects outlets, Understand switch, and light switch, and light switch, and light switch, and light processes and fixture that are fixture that are fixture that are fixture in such a materials operational and operational and operational but do manner that they appropriate to the exceed code meet code not meet code. are unsafe or do architectural requirements. requirements. (40 points) not work and does design and Work can be used (50 points) not redo the work mechanical as an exemplar of so that it meets construction (e.g. high-quality basic standards. structural, workmanship. Or, does not electrical, (60 points) complete the mechanical, and work. finish phases) (0 points) (60 points) Academics 1.2 Uses a multimeter Uses a multimeter Cannot use the Does not know Investigation and to measure to measure multimeter how to use a Experimentation multiple qualities voltage. unsupervised. multimeter. (grades nine and sets up the (5 points) (2 points) (0 points) through twelve) meter to correct 1.a: Select and scale and use appropriate operation. tools and (10 points) 61 Info-cib-spald-dec06item01 62 Attachment 2 63 Page 225 of 489 64 65 technology (such as computer- linked probes, spreadsheets, and graphing calculators) to perform tests and analyze data. (10 points) Ethics and Legal Knows there is a Knows that there Knows of the Does not know of Responsibilities code, complies is a code and existence of the the existence of 8.2: Understand with the code in complies with the code but does not code or its the concept and practice, and can code in practice. comply with the requirements. application of state the code (25 points ) code in practice. (0 points ) ethical and legal requirements for (15 points ) behavior particular consistent with operations. workplace (30 points ) standards. (30 points) 98Note: Demonstration and Application standard 11.0 is included in all the above.

99Sample pathway occupations: Mechanical Construction

Sample of pathway occupations organized by level of education and training required for workforce entry. Asterisked occupations require certification or licensure. Postsecondary Training High School (certification and/or an AA College/University (diploma) degree) (bachelor’s degree or higher)  Electrician’s Helper  HVAC Technician*  Engineer  Mechanical Construction  Mechanical Construction  Contractor* Apprentice* Journeyman *  Mechanical Construction  Plumber* Instructor*  Electrician*

100 Residential and Commercial Construction Pathway

101Sample course sequences in the Residential and Commercial Construction 102pathway:

CTE Introductory CTE Concentration CTE Capstone Courses Courses Courses Related Courses  Exploring  Construction 2  Carpentry  Drafting Technology  Construction  Orientation to  Construction 1 Technology Apprenticeship  Technology Core  Algebra  English Composition/Writing 66 Info-cib-spald-dec06item01 67 Attachment 2 68 Page 226 of 489 69 70 103Sample of appropriate foundation and pathway standards for the Carpentry 104course in the Residential and Commercial Construction pathway:

Sample appropriate foundation standards Academics 1.1 Number Sense (grade seven) 1.2: Add subtract, multiply, and divide rational numbers (integers, fractions, and terminating decimals) and take rational numbers to whole- number powers. Academics 1.1 Number Sense (grade seven) 1.3: Convert fractions to decimals and percents and use these representations in estimations, computations, and applications. Academics 1.1 Geometry (grades eight through twelve) 8.0: Students know, derive, and solve problems involving the perimeter, circumference, area, volume, lateral area, and surface area of common geometric figures. Academics 1.1 Geometry (grades eight through twelve) 15.0: Students use the Pythagorean theorem to determine distance and find missing lengths of sides of right triangles. Academics 1.2 Investigation and Experimentation (grades nine through twelve) 1.a: Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data. Communications 2.3 Written and Oral English Language Conventions 1.4: Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. Career Planning and Management 3.1: Know the personal qualifications, interests, aptitudes, knowledge, and skills necessary to succeed in careers. Leadership and Teamwork 9.3 Understand how to organize and structure work individually and in teams for effective performance and the attainment goals. Demonstration and Application 11.0: Students demonstrate and apply the concepts contained in the foundation and pathway standards. Sample appropriate pathway standards D1.0: Students understand measurement systems in the planning and layout process used in the residential construction industry. D2.0; Students understand the safe and appropriate use of hand tools common to the residential and commercial construction industry. D3.0: Students understand the safe and appropriate use of portable power tools common to the residential construction industry and are appropriate to the individual student’s level. D4.0: Students understand the safe and appropriate use of stationary power tools common to the cabinetmaking and wood products industry. D5.0: Students understand procedures and processes as they occur in the cabinetmaking and wood products industry. D6.0: Students understand the variety of building phases, systems, and techniques used in residential and commercial construction.

105Sample analysis (or “unpacking”) of a standard for the Carpentry course in 106the Residential and Commercial Construction pathway:

Standard Commercial Construction Pathway D6.0: Students understand the variety of building phases, systems, and techniques used in residential and commercial construction. 71 Info-cib-spald-dec06item01 72 Attachment 2 73 Page 227 of 489 74 75 Standard Commercial Construction Pathway D6.2: Understand the processes subcomponent and materials (e.g., structural, electrical, mechanical, finish) appropriate to the architectural design and mechanical construction. Course level Introductory Concentration X  Capstone Concepts Benchmark What do students 1. Structural parts of a simple 1. Identify all parts of a gable roof. need to know? At gable roof 2. Apply the Pythagorean theorem what level? 2. Understand the Pythagorean in calculating length of rafters to theorem to calculate rafter length within 1/8" of desired length. 3. Layout of rafter cuts 3. Demonstrate the use of framing 4. Nailing requirements for roof square and speed square to assembly mark bird’s mouth and ridge cut. 4. Recite nail requirements for roof assembly. Skills Benchmark What should 1. Use of circular saw to make 1. Cut material within 1/16" to students be able rafter cuts. drawn lines for rafters. to do? At what 2. Measuring and layout of rafters. 2. Use a tape measure to measure level? 3. Assembling roof parts. and mark within 1/16" of desired length of rafters. 3. Properly assemble roof parts by nailing off ridge to rafters and toenail rafters to double top plate. Topics/contexts 1. How to calculate rafter length using calculator and Pythagorean What must be theorem taught? 2. The parts of the roof structure 3. How to assemble roof parts

107Sample performance task based on the skills and concepts:

108Standards: This sample performance task targets the following Building Trades 109and Construction industry sector foundation standards and Residential and 110Commercial Construction (RCC) pathway standards.

Standard # Standard

Foundation: Academics 1.1 Students use the Pythagorean theorem to determine Geometry (grades eight through distance and find missing lengths of sides of right twelve) 15.0 triangles. Foundation: Leadership and Understand how to organize and structure work Teamwork 9.3 individually and in teams for effective performance and attainment of goals. Foundation: Demonstration and Students demonstrate and apply the concepts in the Application 11.0 foundation and pathway standards. Pathway: RCC D6.2 Understand the process and materials (e.g., structural, electrical, mechanical, finish) appropriate to the architectural design and mechanical construction. 76 Info-cib-spald-dec06item01 77 Attachment 2 78 Page 228 of 489 79 80 111Assignment: Construct a roof structure for a wood frame building. Calculate the 112rafter length using the Pythagorean theorem [Academics 1.1 Geometry 15.0] and 113use the calculations to lay out and cut the rafters, using portable power tools to 114assemble the roof [RCC D6.2]. Divide into work groups and assemble the structure 115according to the building code[Leadership and Teamwork 9.3; RCC D6.2].

116Performance task rubric: Your grade will be based on the following rubric. 117Individual teachers should determine how to weigh the standards and assign points 118for each level.

Standard Advanced Proficient Basic Unacceptable RCC D6.2: The student The student The student The student does Understand the knows the parts of knows the parts of knows the parts of not know the parts process and the roof and the roof and the the roof structure. of the roof materials (e.g. required rafter required rafter (10 points) structure. structural, cuts, measures cuts, measures (0 points) electrical, accurately, and accurately, and mechanical, finish) lays out cuts lays out cuts appropriate to the according to according to architectural plans. plans. design and The student cuts (40 points) mechanical parts to 1/16" of construction. specific length and (50 points) assembles parts according to building code. (50 points) Academics 1.1 The student The student The student The student Geometry (grades calculates rafter calculates rafter calculates rafter cannot calculate eight through length correctly length correctly in length incorrectly at all and lacks twelve) 15.0: using the decimal feet using but still knows the any knowledge of Students use the Pythagorean the Pythagorean Pythagorean the Pythagorean Pythagorean theorem and theorem. theorem. theorem. theorem to converts the (20 points) (10 points) (0 points) determine measurement distance and find from decimal feet missing lengths of to fractional sides of right measurement. triangles. (25 points) (25 points) Leadership and The student The student The student The student does Teamwork 9.3: assesses each organizes groups organizes groups not demonstrate Understand how worker’s abilities so that every in a way which any ability to to organize and and organizes worker leads to limited organize groups structure work groups based on contributes; the participation from or establish individually and in skill levels to goal is some workers participation of teams for effective accomplish goal accomplished and and/or incomplete workers. performance and and complete the task is assembly. (10 points) attainment of task. completed. (15 points) goals. (25 points) (20 points) 81 Info-cib-spald-dec06item01 82 Attachment 2 83 Page 229 of 489 84 85 (25 points) 119Note: Demonstration and Application standard 11.0 is included in all the above.

120Sample pathway occupations: Residential and Commercial Construction

Sample of pathway occupations organized by level of education and training required for workforce entry. Asterisked occupations require certification or licensure. Postsecondary Training High School (certification and/or an AA College/University (diploma) degree) (bachelor’s degree or higher)  Heavy equipment Operator  Iron Worker  Engineer  Laborer  Welder*  Carpentry Instructor*  Carpenter Apprentice*  Contractor*  Surveyor  Carpenter Journeyman* 121

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