Standards Selected
Rationale – Why did you choose this
standard(s)?
WI CTE Common Career Technical
Standards (WCCTS):
- CD3: Students will create and manage a
flexible and responsive individualized
learning plan to meet their career goals.
These standards support what we have learned from
graduate follow up studies for our high school. They show
that even though 70% of seniors typically apply to and begin
a baccalaureate program, less than half of those students
return for a second year. A review of 3 year graduate trend
data shows that within 3 years of high school graduation,
50% of graduates enroll at either Western or Chippewa
Valley Technical College, with a 90% program completion
rate.
In keeping with Dr. Evers’ Agenda 2017, our CTE
department has set a goal of increasing student
awareness of post-secondary programs as reflected in
their career exploration online portfolios housed in our
career exploration software (WI Career Pathways). This
goal will also support district work with the Academic
and Career Planning Initiative.
- IMT 1: Students will access, interpret
and evaluate information from a variety
of sources in order to inform and
support premises, arguments, decisions,
ideas and initiatives.
Standards Selected
Rationale – Why did you choose this
standard(s)?
CCSS: RST 2 for Reading – Determining
central ideas; summarizing by
paraphrasing
– Determining
meanings of domain-specific
words/phrases in technical content
– Journalizing
accounts receivable transactions
– Journalizing
accounts payable transactions
BT: AF1.d.5.h for BMIT – Journalizing
transactions related to equity accounts
One of the cornerstone tasks (final project assessment) for
this class is for students to use their learning in the class to
complete an accounting simulation. One of the many
learning targets that are essential for success in this task is
that students understand and can accurately interpret
source documents associated with the simulation. They
must be able to do this clearly and concisely. Therefore, the
skill will be practiced and assessed used the attached rubric
throughout the year and as a final project assessment.
Standards Selected
Rationale – Why did you choose this
standard(s)?
Target CSOs: D.O.LII.6.01 (Create and
perform a dance phrase
containing three to five elements of
choreography) and D.O.LII.6.02
(Create and perform a dance phrase using
at least two choreographic
principles).
In a performance-based setting, the general student
population has a limited understanding of choreographic
principles.
Standards Selected
Rationale – Why did you choose this
standard(s)?
Target CSOs: D.O.LII.6.01 (Create and
perform a dance phrase
containing three to five elements of
choreography) and D.O.LII.6.02
(Create and perform a dance phrase using
at least two choreographic
principles).
In a performance-based setting, the general student
population has a limited understanding of choreographic
principles.
Standards Selected
Rationale – Why did you choose this
standard(s)?
Louisiana Visual Arts Benchmarks
(Creative Expression)
- CE-3 - Use the elements and principles of
design for individual expression while
exploring compositional problems
- CE-5 - Produce imaginative works of art
generated from individual and group ideas
- CE-7 - Maintain a sketchbook or journal
and develop a portfolio
The basic and more advanced principles of drawing are the
cornerstone of these courses (Art I and II). Providing many
opportunities to learn about the categories covering aspects
of creativity, design, and technical execution in the five key
principles of observational drawing (lines, spaces and
shapes, relationship, lighting and shading, and composition).
Using a rubric for Drawing from Observation based on the
extent to which a student’s portfolio demonstrates
proficiency in these five categories will be used to help
students learn how to self-reflect on their work. Each
drawing will also be scored and returned with feedback for
improvement by the teacher. The final drawing will be
scored and used for student growth data.