High School
Hairstyling I
Curriculum Essentials
Document
Boulder Valley School District
Department of CTEC
April 2012
HAIRSTYLING INTRODUCTION
If you have a sense of style, are creative and enjoy making people feel better about them self then this
program is for you! Come learn the latest trends and techniques in a salon setting with students from
other high schools in Boulder Valley. Our program is 2 years and 3 weeks each summer. You will earn
1200 hours/40 state credits and be ready to take you State Board Exam to become a licensed hairstylist.
Skills you will gain in this program:
 Hair Design
o Hair cutting, Hair styling, Hair coloring,(highlighting, lowlighting)
 Hair Extensions
o braiding
 Chemical Hair Relaxing
 Chemical Texture
 Competition
 Active CTSO (Skills USA)
Careers that graduates may pursue in this field:
Haircolor Specialist
Cutting specialist
Texture Specialist
Platform Artist
Salon Manager
Salon Owner
Salon Trainer
Instructor
Product Distributor
Sales consultant
7/2/2012
BVSD Curriculum Essentials
2
Hairstyling 1 Overview
Topics at a Glance
Course Description

VE 82

The hairstyling program provides basic theory and
practical application to develop skills and knowledge
necessary to perform hairstyling services. Students will
be asked to demonstrate their knowledge in Haircutting,
Hairstyling, Permanent Waving, Chemical Hair Relaxing,
and Hair coloring.


Labs Projects
Selected Readings from Milady standard Textbook
of Cosmetology
Journal Research and Analysis
Teacher and Student Designed Assessments
7/2/2012



Assessments






Career and Technical Student Organization
Standards for Skills USA
Recognize hair and scalp disorders commonly seen
in the salon and school, and know which can be
treated by the hairstylist
Conduct a successful client consultation using
effective communication skills
Understand the importance of sanitation and
disinfection for the health and safety of clients and
yourself
Discuss the changes in hairstyling practices of earlier
cultures
List 3 basic categories of hair color, explain their
chemical effects on the hair, and give examples of
their use
Demonstrate proper shampooing and conditioning
procedures
Discuss the procedures for permanent waving and
demonstrate different types of wraps
Applies reading and writing skills to inquire, think
critically, and apply theory concepts to new
situations
BVSD Curriculum Essentials
3
Prepared Graduates
The preschool through twelfth-grade concepts and skills that all students who complete the
Colorado education system must master to ensure their success in a postsecondary and workforce
setting.
1. CTE Essential Skills: Academic Foundations
ESSK.01: Achieve additional academic knowledge and skills required to pursue the full range of
career and postsecondary education opportunities within a career cluster.
Prepared Graduate Competencies in the CTE Essential Skills standard:
 Complete required training, education, and certification to prepare for employment in a
particular career field
 Demonstrate language arts, mathematics, and scientific knowledge and skills required to
pursue the full range of post-secondary and career opportunities
2. CTE Essential Skills: Communications Standards
ESSK.02: Use oral and written communication skills in creating, expressing, and interrupting
information and ideas, including technical terminology and information
Prepared Graduate Competencies in the CTE Essential Skills standard:
 Select and employ appropriate reading and communication strategies to learn and use
technical concepts and vocabulary in practice
 Demonstrate use of concepts, strategies, and systems for obtaining and conveying ideas
and information to enhance communication in the workplace
3. CTE Essential Skills: Problem Solving and Critical Thinking
ESSK.03: Solve problems using critical thinking skills (analyze, synthesize, and evaluate)
independently and in teams using creativity and innovation.
7/2/2012
BVSD Curriculum Essentials
4
Prepared Graduate Competencies in the CTE Essential Skills standard:
 Employ critical thinking skills independently and in teams to solve problems and make
decisions
 Employ critical thinking and interpersonal skills to resolve conflicts with staff and/or
customers
 Conduct technical research to gather information necessary for decision-making
4. CTE Essential Skills: Safety, Health, and Environmental
ESSK.06: Understand the importance of health, safety, and environmental management systems in
organizations and their importance to organizational performance and regulatory compliance
Prepared Graduate Competencies in the CTE Essential Skills standard:
 Implement personal and jobsite safety rules and regulations to maintain safe and helpful
working conditions and environment
 Complete work tasks in accordance with employee rights and responsibilities and
employers obligations to maintain workplace safety and health
5. CTE Essential Skills: Leadership and Teamwork
ESSK.07: Use leadership and teamwork skills in collaborating with others to accomplish
organizational goals and objectives
Prepared Graduate Competencies in the CTE Essential Skills standard:
 Employ leadership skills to accomplish organizational skills and objectives
7/2/2012
BVSD Curriculum Essentials
5
6. CTE Essential Skills: Employability and Career Development
ESSK.09: Know and understand the importance of employability skills; explore, plan, and
effectively manage careers; know and understand the importance of entrepreneurship skills
Prepared Graduate Competencies in the CTE Essential Skills standard:
 Indentify and demonstrate positive work behaviors and personal qualities needed to be
employable
 Develop skills related to seeking and applying for employment to find and obtain a
desired job
7/2/2012
BVSD Curriculum Essentials
6
COLORADO COMMUNITY COLLEGE SYSTEM CAREER & TECHNICAL EDUCATION TECHNICAL STANDARDS
REVISION & ACADEMIC ALIGNMENT PROCESS
Colorado’s 21st Century Career & Technical Education Programs have evolved beyond the historic
perception of vocational education. They are Colorado’s best kept secret for:
• Relevant & rigorous learning
• Raising achievement among all students
• Strengthening Colorado’s workforce & economy
Colorado Career & Technical Education serves more than 116,000 Colorado secondary students annually
through 1,200 programs in 160 school districts, 270 High Schools, 8 Technical Centers, 16 Community
Colleges & 3 Technical Colleges. One of every three Colorado high school students gains valuable
experiences by their enrollment in these programs.
ALIGNMENT REQUIRED BY SB 08-212
22-7-1005. Preschool through elementary and secondary education - aligned standards adoption - revisions.
2(b): In developing the preschool through elementary and secondary education standards, the State
Board shall also take into account any Career & Technical Education standards adopted by the
State Board for Community Colleges and Occupational Education, created in Section 23-60-104, C.R.S.,
and, to the extent practicable, shall align the appropriate portions of the preschool through
elementary and secondary education standards with the Career and Technical standards.
STANDARDS REVIEW AND ALIGNMENT PROCESS
Beginning in the fall of 2008, the Colorado Community College System conducted an intensive standards
review and alignment process that involved:
NATIONAL BENCHMARK REVIEW
Colorado Career & Technical Education recently adopted the Career Cluster and Pathway Model endorsed
by the United State Department of Education, Division of Adult and Technical Education. This model
provided access to a national set of business and industry validated knowledge and skill statements for 16
of the 17 cluster areas. California and Ohio provided the comparative standards for the Energy cluster
• Based on this review Colorado CTE has moved from program-specific to Cluster & Pathway based
standards and outcomes
• In addition, we arrived at fewer, higher, clearer and more transferrable standards, expectations and
outcomes.
COLORADO CONTENT TEAMS REVIEW
The review, benchmarking and adjusting of the Colorado Cluster and Pathway standards, expectations and
outcomes was through the dedicated work of Content Teams comprised of secondary and postsecondary
faculty from across the state. Participation by instructors from each level ensured competency alignment
between secondary and postsecondary programs. These individuals also proposed the draft academic
7/2/2012
BVSD Curriculum Essentials
7
alignments for math, science reading, writing and communication, social studies (including Personal
Financial Literacy) and post secondary and workforce readiness (PWR.)
7/2/2012
BVSD Curriculum Essentials
8
ACADEMIC ALIGNMENT REVIEW
In order to validate the alignment of the academic standards to the Career & Technical Education
standards, subject matter experts in math, science, reading, writing and communication, and social
studies were partnered with career & technical educators to determine if and when a true alignment
existed.
CURRENT STATUS
• One set of aligned Essential skills to drive Postsecondary and Workforce Readiness inclusion in all Career
& Technical Education programs.
• 52 pathways with validated academic alignments
• 12 pathways with revised standards ready for alignment (currently there are no approved programs in
these pathways)
• 21 pathways where no secondary programming currently exists. Standards and alignments will be
developed as programs emerge.
• Available for review at: www.coloradostateplan.com/content_standards.htm
7/2/2012
BVSD Curriculum Essentials
9
Colorado Career & Technical Education Standards Academic Alignment Reference System
The Career & Technical Education standards have been organized by Career Cluster (17) and Pathway
(81). In addition, a set of “Essential Skills” was developed to ensure the Postsecondary and Workforce
Readiness within any cluster or pathway. These workforce readiness skills are applicable to all career
clusters and should form the basis of each CTE program.
Organization
Essential Skills
There exists a common set of knowledge and skills that are applicable to all students regardless of which
cluster or pathway they choose. This set of standards, is meant for inclusion in each program to enhance
the development of postsecondary and workforce readiness skills.
Career Cluster
A Career Cluster is a grouping of occupations and broad industries based on commonalities. The 17 Career
Clusters organize academic and occupational knowledge and skills into a coherent course sequence and
identify pathways from secondary schools to two- and four-year colleges, graduate schools, and the
workplace. Students learn in school about what they can do in the future. This connection to future goals
motivates students to work harder and enroll in more rigorous courses.
Career Pathway
Pathways are sub-groupings of occupations/career specialties used as an organizing tool for curriculum
design and instruction. Occupations/career specialties are grouped into Pathways based on the fact that
they require a set of common knowledge and skills for career success.
Prepared Completer Competency
This level targets the “big ideas” in each pathway. These are the competencies that all students who
complete a CTE pathway must master to ensure their success in a postsecondary and workforce setting.
Prepared Completer Competencies will not usually be “course” specific but grow with the student’s
progression through the sequence of courses.
Concept/Skill
The articulation of the concepts and skills that indicates a student is making progress toward being a
prepared completer. They answer the question: What do students need to know and be able to do?
Evidence Outcome
The indication that a student is meeting an expectation at the mastery level. How do we know that a
student can do it? Pathway Abbreviation (4 Letter)
7/2/2012
BVSD Curriculum Essentials
10
Academic Alignments
Academic alignments, where appropriate in Math, Reading, Writing and Communication, Science and
Social Studies (including Personal Financial Literacy) were defined by CTE and academic subject matter
experts using the following criteria:
• It was a point where technical and academic content naturally collided;
• The student must demonstrate adequate proficiency with the academic standard to perform the
technical skill; and
• It could be assessed for both academic and technical understanding.
Colorado’s CTE programs have had academic alignments dating back to the early 1990’s. While these
alignments resulted in an increase in academic focus in CTE programs, the reality is that a true
transformation in intentional teaching toward the academic standard was limited.
With these alignments comes a new expectation: If a CTE instructor is teaching a CTE concept that has an
identified alignment, they must also be intentional about their instruction of the academic standard. CCCS
will be providing professional development and instructional resources to assist with the successful
implementation of this new expectation. In addition, this expanded expectation will require increased
collaboration between CTE and academic instructors to transform teaching and learning throughout each
school.
For each set of Cluster and Pathway standards, the academic alignments have been included and are
separated by academic area. CCCS chose to align at the “Evidence Outcome” level. The aligned academic
evidence outcome follows the CTE evidence outcome to which it has been aligned. For a sample, see
Illustration A.
7/2/2012
BVSD Curriculum Essentials
11
The academic standard number used in the alignments matches the Colorado Department of Education
standards numbering convention.
7/2/2012
BVSD Curriculum Essentials
12
7/2/2012
BVSD Curriculum Essentials
13
7/2/2012
BVSD Curriculum Essentials
14
7/2/2012
BVSD Curriculum Essentials
15
7/2/2012
BVSD Curriculum Essentials
16
Hair Styling I
PCSP.01
Use the technical knowledge skills required to pursue the targeted careers for all pathways
in the career cluster, including knowledge of design, operation and maintenance of
technological systems critical to the career cluster.
PCSP.01.01
Describe and apply technical knowledge and skills required to be successful in careers
in the human services area.
PCSP.01.01.a
PCSP.01.02
Select and use cost effective resources to assist with planning the delivery of human
services.
PCSP.01.02.a
PCSP.01.03
Demonstrate services that align with human development principles.
Synthesize client and professional information to attract new clientele and retain
present clientele.
PCSP.01.04.a
7/2/2012
Practice skills in a chosen career path to gain familiarity with technical processes.
Describe and apply human development principles to enhance the well being of
individuals served by the human services industry.
PCSP.01.03.a
PCSP.01.04
Practice skills in a chosen career path to gain familiarity with technical processes.
Research/assess client records to determine trends.
RWC10-GR.10-S.4GLE.1-EO.c
Formulate research questions that are clear and precise
RWC10-GR.12-S.1GLE.1-EO.f
Select appropriate technical or specialized language
RWC10-GR.9-S.4-GLE.1EO.d
Examine materials to determine appropriate primary and secondary
sources to use for investigating a question, topic, or issue (e.g.,
library databases, print and electronic encyclopedia and other
reference materials, pamphlets, book excerpts, online and print
newspaper and magazine articles, letters to an editor, digital
forums, oral records, research summaries, scientific and trade
BVSD Curriculum Essentials
17
journals)
PCSP.01.04.b
PCSP.01.05
Research current techniques and trends to determine applicability to
business/organization.
Employ administrative/clerical procedures and systems to provide client satisfaction.
PCSP.01.05.a
Use software to create in - house documents and advertising materials.
PCSP.01.05.b
Maintain current and accurate client records using office/records management
systems.
PCSP.01.06
Select and apply various methods of obtaining feedback from clients and their families
to understand their expectations and promote high quality standards.
PCSP.01.06.a
Identify client/family needs through evaluation of information elicited through
various methods.
RWC10-GR.10-S.4GLE.1-EO.b
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow
of ideas, avoiding plagiarism and following a standard format for
citation. (CCSS: W.9-10.8)
RWC10-GR.10-S.4GLE.1-EO.c
Formulate research questions that are clear and precise
RWC10-GR.10-S.4GLE.1-EO.d
Identify and evaluate potential sources of information for accuracy,
reliability, validity, and timeliness
PCSP.01.06.b
Provide high - quality services and products.
PCSP.01.06.c
Design alternative delivery of services to serve special needs clients.
PCSP.01.06.d
Create a customer satisfaction survey to collect feedback on services provided.
PCSP.01.06.e
Use a customer satisfaction survey to collect feedback on services provided.
RWC10-GR.12-S.1GLE.1-EO.f
PCSP.01.07
Employ techniques, principles, tools and instruments when developing efficient and
safe delivery of client services to enhance client satisfaction.
PCSP.01.07.a
7/2/2012
Select appropriate technical or specialized language
Produce and use precision technical plans to develop delivery of client services.
RWC10-GR.9-S.1-GLE.1EO.b
Use verbal and nonverbal techniques to communicate information
RWC10-GR.9-S.4-GLE.2EO.a
Analyze the purpose, question at issue, information, points of view,
implications and consequences, inferences, assumptions and
BVSD Curriculum Essentials
18
concepts inherent in thinking
PCSP.01.07.b
Create and use drawings and models to develop delivery of client services.
RWC10-GR.9-S.1-GLE.1EO.b
Use verbal and nonverbal techniques to communicate information
RWC10-GR.9-S.4-GLE.2EO.a
Analyze the purpose, question at issue, information, points of view,
implications and consequences, inferences, assumptions and
concepts inherent in thinking
ESSK.01
ACADEMIC FOUNDATIONS: Achieve additional academic knowledge and skills required to
pursue the full range of career and postsecondary education opportunities within a career
cluster.
ESSK.01.01
Complete required training, education, and certification to prepare for employment in
a particular career field.
ESSK.01.01.a
Identify training, education, and certification requirements for occupational
choice.
RWC10-GR.10-S.4GLE.1-EO.b
ESSK.01.01.b
Participate in career-related training and/or degree programs.
RWC10-GR.10-S.4GLE.1-EO.b
ESSK.01.01.c
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow
of ideas, avoiding plagiarism and following a standard format for
citation. (CCSS: W.9-10.8)
Demonstrate language arts knowledge and skills required to pursue the full-range of
post-secondary and career opportunities.
ESSK.01.02.a
7/2/2012
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow
of ideas, avoiding plagiarism and following a standard format for
citation. (CCSS: W.9-10.8)
Pass certification tests to quality for licensure and/or certification in chosen
occupational area.
RWC10-GR.10-S.4GLE.1-EO.b
ESSK.01.02
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow
of ideas, avoiding plagiarism and following a standard format for
citation. (CCSS: W.9-10.8)
Model behaviors that demonstrate active listening.
BVSD Curriculum Essentials
19
RWC10-GR.9-S.1-GLE.2EO.b
Follow the speaker's arguments as they develop; take notes when
appropriate
RWC10-GR.9-S.1-GLE.2EO.c
Give verbal and nonverbal feedback to the speaker
RWC10-GR.9-S.1-GLE.2EO.d
Ask clarifying questions
RWC10-GR.9-S.1-GLE.2EO.e
Evaluate arguments and evidence
ESSK.01.02.b
RWC10-GR.10-S.3GLE.3-EO.a
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking. (CCSS: L.9-10.1), i.
Use parallel structure. (CCSS: L.9-10.1a), ii. Distinguish between
the active and passive voice, and write in the active voice, iii. Use
various types of phrases (noun, verb, adjectival, adverbial,
participial, prepositional, absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey specific meanings
and add variety and interest to writing or prese
RWC10-GR.11-S.2GLE.3-EO.d
Acquire and use accurately general academic and domain-specific
words and phrases, sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering
a word or phrase important to comprehension or expression.
(CCSS: L.11-12.6)
RWC10-GR.12-S.1GLE.1-EO.c
Adapt speech to a variety of contexts and tasks, demonstrating a
command of formal English when indicated or appropriate. (CCSS:
SL.11-12.6)
ESSK.01.02.c
Organize oral and written information.
RWC10-GR.10-S.1GLE.1-EO.a
Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style
are appropriate to purpose, audience, and task. (CCSS: SL.9-10.4)
RWC10-GR.10-S.3GLE.3-EO.d
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined
in expectations 1-2 above.) (CCSS: W.9-10.4)
RWC10-GR.11-S.3GLE.3-EO.c
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined
in expectations 1-2 above.) (CCSS: W.11-12.4)
ESSK.01.02.d
7/2/2012
Adapt language for audience, purpose, situation. (i.e. diction/structure, style).
Compose focused copy for a variety of written documents such as agendas,
BVSD Curriculum Essentials
20
audio-visuals, bibliographies, drafts, forms/documents, notes, oral presentations,
reports, and technical terminology.
7/2/2012
RWC10-GR.10-S.3GLE.3-EO.a
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking. (CCSS: L.9-10.1), i.
Use parallel structure. (CCSS: L.9-10.1a), ii. Distinguish between
the active and passive voice, and write in the active voice, iii. Use
various types of phrases (noun, verb, adjectival, adverbial,
participial, prepositional, absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey specific meanings
and add variety and interest to writing or prese
RWC10-GR.10-S.3GLE.3-EO.b
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing. (CCSS: L.910.2), i. Use a semicolon (and perhaps a conjunctive adverb) to link
two or more closely related independent clauses. (CCSS: L.910.2a), ii. Use a colon to introduce a list or quotation. (CCSS: L.910.2b)
RWC10-GR.10-S.3GLE.3-EO.d
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined
in expectations 1-2 above.) (CCSS: W.9-10.4)
RWC10-GR.11-S.2GLE.3-EO.d
Acquire and use accurately general academic and domain-specific
words and phrases, sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering
a word or phrase important to comprehension or expression.
(CCSS: L.11-12.6)
RWC10-GR.11-S.3GLE.2-EO.b
Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of
content. (CCSS: W.11-12.2), i. Introduce a topic; organize complex
ideas, concepts, and information so that each new element builds
on that which precedes it to create a unified whole; include
formatting (e.g., headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension. (CCSS:
RWC10-GR.11-S.3GLE.3-EO.e
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing
feedback, including new arguments or information. (CCSS: W.1112.6)
RWC10-GR.9-S.3-GLE.3EO.a
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing. (CCSS: L.910.2), i. Identify comma splices and fused sentences in writing and
revise to eliminate them, ii. Distinguish between phrases and
clauses and use this knowledge to write varied, strong, correct,
complete sentences, iii. Use a colon to introduce a list or quotation.
(CCSS: L.9-10.2b), iv. Spell correctly. (CCSS: L.9-10.2c)
BVSD Curriculum Essentials
21
RWC10-GR.9-S.3-GLE.3EO.b
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined
in expectations 1 and 2 above.) (CCSS: W.9-10.4)
RWC10-GR.9-S.3-GLE.3EO.d
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display
information flexibly and dynamically. (CCSS: W.9-10.6)
ESSK.01.02.e
Edit copy to create focused written documents such as agendas, audiovisuals,
bibliographies, drafts, forms/documents, notes, oral presentations, reports, and
technical terminology.
RWC10-GR.10-S.3GLE.3-EO.e
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience. (CCSS:
W.9-10.5)
RWC10-GR.11-S.3GLE.3-EO.b
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing. (CCSS: L.1112.2), i. Observe hyphenation conventions. (CCSS: L.11-12.2a), ii.
Spell correctly. (CCSS: L.11-12.2b)
RWC10-GR.11-S.3GLE.3-EO.d
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience. (CCSS:
W.11-12.5)
RWC10-GR.9-S.3-GLE.3EO.c
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience. (CCSS:
W.9-10.5)
ESSK.01.02.f
Comprehend key elements of oral and written information such as cause/effect,
comparisons/contrasts, conclusions, context, purpose, charts/tables/graphs,
evaluation/critiques, mood, persuasive text, sequence, summaries, and technical
subject matter.
RWC10-GR.11-S.4GLE.2-EO.a
ESSK.01.02.g
7/2/2012
Analyze the logic of complex situations by questioning the purpose,
question at issue, information, points of view, implications and
consequences, inferences, assumptions and concepts
Evaluate oral and written information for accuracy, adequacy/sufficiency,
appropriateness, clarity, conclusions/solutions, fact/opinion, propaganda,
relevancy, validity, and relationship of ideas.
RWC10-GR.11-S.4GLE.1-EO.d
Evaluate quality, accuracy, and completeness of information and
the bias, credibility and reliability of the sources
RWC10-GR.9-S.1-GLE.2EO.e
Evaluate arguments and evidence
BVSD Curriculum Essentials
22
RWC10-GR.9-S.2-GLE.2EO.c
ESSK.01.02.h
Identify assumptions, purpose, outcomes/solutions, and propaganda techniques.
RWC10-GR.11-S.4GLE.1-EO.d
Evaluate quality, accuracy, and completeness of information and
the bias, credibility and reliability of the sources
RWC10-GR.11-S.4GLE.3-EO.a
Analyze the purpose, question at issue, information, points of view,
implications and consequences, inferences, assumptions, and
concepts inherent in thinking
RWC10-GR.11-S.4GLE.3-EO.b
Assess strengths and weaknesses of thinking and thinking of others
by using criteria including relevance, clarity, accuracy, fairness,
significance, depth, breadth, logic, and precision
RWC10-GR.12-S.4GLE.2-EO.c
Identify false premises or assumptions
ESSK.01.02.i
Predict potential outcomes and/or solutions based on oral and written information
regarding trends.
RWC10-GR.12-S.2GLE.2-EO.e
ESSK.01.02.j
7/2/2012
Evaluate clarity and accuracy of information through close text
study and investigation via other sources
Obtain and use information from text and text features (index, bold
or italicized text, subheadings, graphics) to answer questions,
perform specific tasks, or identify and solve problems
Present formal and informal speeches including discussion, information requests,
interpretation, and persuasive arguments.
RWC10-GR.10-S.3GLE.3-EO.a
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking. (CCSS: L.9-10.1), i.
Use parallel structure. (CCSS: L.9-10.1a), ii. Distinguish between
the active and passive voice, and write in the active voice, iii. Use
various types of phrases (noun, verb, adjectival, adverbial,
participial, prepositional, absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey specific meanings
and add variety and interest to writing or prese
RWC10-GR.12-S.1GLE.1-EO.a
Present information, findings, and supporting evidence, conveying a
clear and distinct perspective, such that listeners can follow the line
of reasoning, alternative or opposing perspectives are addressed,
and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and
informal tasks. (CCSS: SL.11-12.4)
RWC10-GR.12-S.1GLE.1-EO.c
Adapt speech to a variety of contexts and tasks, demonstrating a
command of formal English when indicated or appropriate. (CCSS:
SL.11-12.6)
RWC10-GR.12-S.1GLE.1-EO.d
Identify a central idea or thesis, organize ideas, and develop a
speech for an intended purpose and audience
BVSD Curriculum Essentials
23
RWC10-GR.12-S.1GLE.1-EO.e
Choose specific words and word order for intended effect and
meaning
RWC10-GR.12-S.1GLE.1-EO.f
Select appropriate technical or specialized language
ESSK.01.03
Demonstrate mathematics knowledge and skills required to pursue the full range of
postsecondary education and career opportunities.
ESSK.01.03.a
Identify whole numbers, decimals, and fractions.
ESSK.01.03.b
Demonstrate knowledge of basic arithmetic operations such as addition,
subtraction, multiplication, and division.
ESSK.01.03.c
Demonstrate use of relational expressions such as equal to, not equal, greater
than, less than, etc.
ESSK.01.03.d
Apply data and measurements to solve a problem.
ESSK.01.03.e
Analyze Mathematical problem statements for missing and/or irrelevant data.
ESSK.01.03.f
Construct charts/tables/graphs from functions and data.
ESSK.01.03.g
Analyze data when interpreting operational documents.
ESSK.02
Communications: Use oral and written communication skills in creating, expressing, and
interpreting information and ideas including technical terminology and information.
ESSK.02.01
Select and employ appropriate reading and communication strategies to learn and use
technical concepts and vocabulary in practice.
ESSK.02.01.a
Determine the most appropriate reading strategy for identifying the overarching
purpose of a text (i.e. skimming, reading for detail, reading for meaning or
critical analysis).
RWC10-GR.9-S.2-GLE.2EO.e
ESSK.02.01.b
Demonstrate use of content, technical concepts and vocabulary when analyzing
information and following directions.
RWC10-GR.11-S.1GLE.1-EO.e
ESSK.02.01.c
7/2/2012
Use flexible reading and note-taking strategies (outlining, mapping
systems, skimming, scanning, key word search) to organize
information and make connections within and across informational
texts
Identify, explain, and use content-specific vocabulary, terminology,
dialect, or jargon unique to particular groups, perspectives, or
contexts (such as social, professional, political, cultural, historical or
geographical)
Select the reading strategy or strategies needed to fully comprehend the content
within a written document (i.e., skimming, reading for detail, reading for meaning
or critical analysis).
BVSD Curriculum Essentials
24
RWC10-GR.12-S.2GLE.2-EO.c
Use reading and note-taking strategies (outlining, mapping
systems, skimming, scanning, key word search) to organize
information and make connections within and across informational
texts
RWC10-GR.9-S.2-GLE.2EO.e
Use flexible reading and note-taking strategies (outlining, mapping
systems, skimming, scanning, key word search) to organize
information and make connections within and across informational
texts
ESSK.02.01.d
Interpret information, data, and observations to apply information learned from
reading to actual practice.
RWC10-GR.11-S.2GLE.2-EO.c
Use Integration of Knowledge and Ideas to: i. Delineate and
evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning
(e.g., in U.S. Supreme Court majority opinions and dissents) and
the premises, purposes, and arguments in works of public advocacy
(e.g., The Federalist, presidential addresses). (CCSS: RI.11-12.8),
ii. Analyze seventeenth-, eighteenth-, and nineteenth-century
foundational U.S. documents of historical and liter
RWC10-GR.12-S.2GLE.2-EO.e
Obtain and use information from text and text features (index, bold
or italicized text, subheadings, graphics) to answer questions,
perform specific tasks, or identify and solve problems
ESSK.02.01.e
Transcribe information, data, and observations to apply information learned from
reading to actual practice.
RWC10-GR.11-S.3GLE.2-EO.b
Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of
content. (CCSS: W.11-12.2), i. Introduce a topic; organize complex
ideas, concepts, and information so that each new element builds
on that which precedes it to create a unified whole; include
formatting (e.g., headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension. (CCSS:
RWC10-GR.12-S.2GLE.2-EO.e
Obtain and use information from text and text features (index, bold
or italicized text, subheadings, graphics) to answer questions,
perform specific tasks, or identify and solve problems
ESSK.02.01.f
Communicate information, data, and observations to apply information learned
from reading to actual practice.
RWC10-GR.10-S.3GLE.3-EO.a
7/2/2012
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking. (CCSS: L.9-10.1), i.
Use parallel structure. (CCSS: L.9-10.1a), ii. Distinguish between
the active and passive voice, and write in the active voice, iii. Use
various types of phrases (noun, verb, adjectival, adverbial,
participial, prepositional, absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey specific meanings
BVSD Curriculum Essentials
25
and add variety and interest to writing or prese
RWC10-GR.11-S.3GLE.3-EO.c
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined
in expectations 1-2 above.) (CCSS: W.11-12.4)
RWC10-GR.11-S.3GLE.3-EO.d
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience. (CCSS:
W.11-12.5)
RWC10-GR.12-S.2GLE.2-EO.e
Obtain and use information from text and text features (index, bold
or italicized text, subheadings, graphics) to answer questions,
perform specific tasks, or identify and solve problems
RWC10-GR.9-S.1-GLE.1EO.b
Use verbal and nonverbal techniques to communicate information
RWC10-GR.9-S.3-GLE.3EO.a
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing. (CCSS: L.910.2), i. Identify comma splices and fused sentences in writing and
revise to eliminate them, ii. Distinguish between phrases and
clauses and use this knowledge to write varied, strong, correct,
complete sentences, iii. Use a colon to introduce a list or quotation.
(CCSS: L.9-10.2b), iv. Spell correctly. (CCSS: L.9-10.2c)
ESSK.02.02
Demonstrate use of the concepts, strategies, and systems for obtaining and conveying
ideas and information to enhance communication in the workplace.
ESSK.02.02.a
RWC10-GR.9-S.1-GLE.1EO.a
Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.(CCSS:
SL.9-10.6)
RWC10-GR.9-S.1-GLE.1EO.b
Use verbal and nonverbal techniques to communicate information
ESSK.02.02.b
7/2/2012
Employ verbal skills when obtaining and conveying information.
Record information needed to present a report on a given topic or problem.
RWC10-GR.11-S.3GLE.3-EO.d
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience. (CCSS:
W.11-12.5)
RWC10-GR.12-S.2GLE.2-EO.c
Use reading and note-taking strategies (outlining, mapping
systems, skimming, scanning, key word search) to organize
information and make connections within and across informational
texts
RWC10-GR.12-S.3-
Select appropriate and relevant information (excluding extraneous
BVSD Curriculum Essentials
26
GLE.2-EO.b
ESSK.02.02.c
7/2/2012
details) to set context
Write internal and external business correspondence that conveys and/or obtains
information effectively.
RWC10-GR.11-S.3GLE.2-EO.b
Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of
content. (CCSS: W.11-12.2), i. Introduce a topic; organize complex
ideas, concepts, and information so that each new element builds
on that which precedes it to create a unified whole; include
formatting (e.g., headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension. (CCSS:
RWC10-GR.11-S.3GLE.3-EO.b
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing. (CCSS: L.1112.2), i. Observe hyphenation conventions. (CCSS: L.11-12.2a), ii.
Spell correctly. (CCSS: L.11-12.2b)
RWC10-GR.11-S.3GLE.3-EO.c
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined
in expectations 1-2 above.) (CCSS: W.11-12.4)
RWC10-GR.11-S.3GLE.3-EO.e
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing
feedback, including new arguments or information. (CCSS: W.1112.6)
RWC10-GR.9-S.3-GLE.3EO.a
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing. (CCSS: L.910.2), i. Identify comma splices and fused sentences in writing and
revise to eliminate them, ii. Distinguish between phrases and
clauses and use this knowledge to write varied, strong, correct,
complete sentences, iii. Use a colon to introduce a list or quotation.
(CCSS: L.9-10.2b), iv. Spell correctly. (CCSS: L.9-10.2c)
RWC10-GR.9-S.3-GLE.3EO.b
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined
in expectations 1 and 2 above.) (CCSS: W.9-10.4)
RWC10-GR.9-S.3-GLE.3EO.c
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience. (CCSS:
W.9-10.5)
RWC10-GR.9-S.3-GLE.3EO.d
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display
information flexibly and dynamically. (CCSS: W.9-10.6)
BVSD Curriculum Essentials
27
ESSK.02.02.d
RWC10-GR.11-S.3GLE.3-EO.c
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined
in expectations 1-2 above.) (CCSS: W.11-12.4)
RWC10-GR.12-S.1GLE.1-EO.c
Adapt speech to a variety of contexts and tasks, demonstrating a
command of formal English when indicated or appropriate. (CCSS:
SL.11-12.6)
ESSK.02.02.e
Communicate effectively with customers and employees to foster positive
relationships.
RWC10-GR.12-S.1GLE.1-EO.c
Adapt speech to a variety of contexts and tasks, demonstrating a
command of formal English when indicated or appropriate. (CCSS:
SL.11-12.6)
RWC10-GR.12-S.1GLE.1-EO.e
Choose specific words and word order for intended effect and
meaning
RWC10-GR.12-S.1GLE.1-EO.f
Select appropriate technical or specialized language
RWC10-GR.12-S.1GLE.2-EO.a
Work with peers to promote civil, democratic discussions and
decision-making, set clear goals and deadlines, and establish
individual roles as needed. (CCSS: SL.11-12.1b)
RWC10-GR.9-S.1-GLE.1EO.a
Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.(CCSS:
SL.9-10.6)
ESSK.02.03
Locate, organize and reference written information from various sources to
communicate with coworkers and clients/participants.
ESSK.02.03.a
Locate written information used to communicate with co-workers and customers.
RWC10-GR.10-S.4GLE.1-EO.d
Identify and evaluate potential sources of information for accuracy,
reliability, validity, and timeliness
RWC10-GR.11-S.1GLE.2-EO.b
Integrate multiple sources of information presented in diverse
formats and media (e.g., visually, quantitatively, orally) in order to
make informed decisions and solve problems, evaluating the
credibility and accuracy of each source and noting any discrepancies
among the data. (CCSS: SL.11-12.2)
RWC10-GR.11-S.3GLE.3-EO.e
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing
feedback, including new arguments or information. (CCSS: W.1112.6)
ESSK.02.03.b
7/2/2012
Communicate with other employees to clarify workplace objectives.
Organize information to use in written and oral communications.
BVSD Curriculum Essentials
28
RWC10-GR.11-S.3GLE.3-EO.c
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined
in expectations 1-2 above.) (CCSS: W.11-12.4)
RWC10-GR.11-S.3GLE.3-EO.e
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing
feedback, including new arguments or information. (CCSS: W.1112.6)
RWC10-GR.12-S.1GLE.1-EO.d
Identify a central idea or thesis, organize ideas, and develop a
speech for an intended purpose and audience
ESSK.02.03.c
Reference the sources of information.
RWC10-GR.11-S.4GLE.1-EO.e
ESSK.02.04
Evaluate and use information resources to accomplish specific occupational tasks.
ESSK.02.04.a
Use informational texts, Internet web sites, and/or technical materials to review
and apply information sources for occupational tasks.
RWC10-GR.11-S.4GLE.1-EO.b
ESSK.02.04.b
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the task,
purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for
citation. (CCSS: W.11-12.8)
Use correct grammar, punctuation, and terminology to write and edit documents.
ESSK.02.05.a
Compose multi-paragraph documents clearly, succinctly, and accurately.
RWC10-GR.10-S.3GLE.2-EO.a
7/2/2012
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the task,
purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for
citation. (CCSS: W.11-12.8)
Evaluate the reliability of information from informational texts, Internet Websites,
and/or technical materials and resources.
RWC10-GR.11-S.4GLE.1-EO.b
ESSK.02.05
Document sources of quotations, paraphrases, and other
information, using a style sheet, such as that of the Modern
Language Association (MLA) or the American Psychological
Association (APA)
Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of
content. (CCSS: W.9-10.2), i. Introduce a topic; organize complex
BVSD Curriculum Essentials
29
ideas, concepts, and information to make important connections
and distinctions; include formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to aiding
comprehension. (CCSS: W.9-10.2a), ii. Develop the topic with
RWC10-GR.9-S.3-GLE.3EO.b
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined
in expectations 1 and 2 above.) (CCSS: W.9-10.4)
RWC10-GR.9-S.3-GLE.3EO.c
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience. (CCSS:
W.9-10.5)
ESSK.02.05.b
Use descriptions of audience and purpose when preparing and editing written
documents.
RWC10-GR.12-S.3GLE.2-EO.c
ESSK.02.05.c
7/2/2012
Address audience needs and anticipate audience questions or
misunderstandings
Use correct grammar, spelling, punctuation, and capitalization when preparing
written documents.
RWC10-GR.10-S.3GLE.3-EO.a
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking. (CCSS: L.9-10.1), i.
Use parallel structure. (CCSS: L.9-10.1a), ii. Distinguish between
the active and passive voice, and write in the active voice, iii. Use
various types of phrases (noun, verb, adjectival, adverbial,
participial, prepositional, absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey specific meanings
and add variety and interest to writing or prese
RWC10-GR.10-S.3GLE.3-EO.b
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing. (CCSS: L.910.2), i. Use a semicolon (and perhaps a conjunctive adverb) to link
two or more closely related independent clauses. (CCSS: L.910.2a), ii. Use a colon to introduce a list or quotation. (CCSS: L.910.2b)
RWC10-GR.11-S.3GLE.3-EO.b
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing. (CCSS: L.1112.2), i. Observe hyphenation conventions. (CCSS: L.11-12.2a), ii.
Spell correctly. (CCSS: L.11-12.2b)
RWC10-GR.12-S.3GLE.3-EO.a
Follow the conventions of standard English to write varied, strong,
correct, complete sentences
RWC10-GR.9-S.3-GLE.3EO.a
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing. (CCSS: L.910.2), i. Identify comma splices and fused sentences in writing and
revise to eliminate them, ii. Distinguish between phrases and
BVSD Curriculum Essentials
30
clauses and use this knowledge to write varied, strong, correct,
complete sentences, iii. Use a colon to introduce a list or quotation.
(CCSS: L.9-10.2b), iv. Spell correctly. (CCSS: L.9-10.2c)
ESSK.02.06
Develop and deliver formal and informal presentations using appropriate media to
engage and inform audiences.
ESSK.02.06.a
Prepare oral presentations to provide information for specific purposes and
audiences.
RWC10-GR.12-S.1GLE.1-EO.a
Present information, findings, and supporting evidence, conveying a
clear and distinct perspective, such that listeners can follow the line
of reasoning, alternative or opposing perspectives are addressed,
and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and
informal tasks. (CCSS: SL.11-12.4)
RWC10-GR.9-S.1-GLE.1EO.a
Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.(CCSS:
SL.9-10.6)
ESSK.02.06.b
Identify support materials that will enhance an oral presentation.
RWC10-GR.10-S.4GLE.1-EO.b
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow
of ideas, avoiding plagiarism and following a standard format for
citation. (CCSS: W.9-10.8)
RWC10-GR.11-S.1GLE.2-EO.b
Integrate multiple sources of information presented in diverse
formats and media (e.g., visually, quantitatively, orally) in order to
make informed decisions and solve problems, evaluating the
credibility and accuracy of each source and noting any discrepancies
among the data. (CCSS: SL.11-12.2)
RWC10-GR.11-S.3GLE.3-EO.e
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing
feedback, including new arguments or information. (CCSS: W.1112.6)
RWC10-GR.12-S.1GLE.1-EO.b
Make strategic use of digital media (e.g., textual, graphical, audio,
visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add
interest. (CCSS: SL.11-12.5)
ESSK.02.06.c
Prepare support materials that will enhance an oral presentation.
RWC10-GR.10-S.4GLE.1-EO.b
7/2/2012
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow
BVSD Curriculum Essentials
31
of ideas, avoiding plagiarism and following a standard format for
citation. (CCSS: W.9-10.8)
RWC10-GR.11-S.1GLE.2-EO.b
Integrate multiple sources of information presented in diverse
formats and media (e.g., visually, quantitatively, orally) in order to
make informed decisions and solve problems, evaluating the
credibility and accuracy of each source and noting any discrepancies
among the data. (CCSS: SL.11-12.2)
RWC10-GR.11-S.3GLE.3-EO.e
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing
feedback, including new arguments or information. (CCSS: W.1112.6)
RWC10-GR.12-S.1GLE.1-EO.b
Make strategic use of digital media (e.g., textual, graphical, audio,
visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add
interest. (CCSS: SL.11-12.5)
RWC10-GR.12-S.2GLE.2-EO.b
Integrate and evaluate multiple sources of information presented in
different media or formats (e.g., visually, quantitatively) as well as
in words in order to address a question or solve a problem. (CCSS:
RI.11-12.7)
RWC10-GR.9-S.1-GLE.1EO.f
Make strategic use of digital media (e.g., textual, graphical, audio,
visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add
interest. (CCSS: SL.9-10.5)
RWC10-GR.9-S.1-GLE.2EO.g
Integrate multiple sources of information presented in diverse
media or formats (e.g., visually, quantitatively, orally) evaluating
the credibility and accuracy of each source. (CCSS: SL.9-10.2)
RWC10-GR.9-S.4-GLE.1EO.a
Integrate information from different sources to research and
complete a project
ESSK.02.06.d
7/2/2012
Deliver an oral presentation that sustains listeners' attention and interest.
RWC10-GR.11-S.1GLE.1-EO.a
Give informal talks using an appropriate level of formality of verbal
language and nonverbal interaction with audience
RWC10-GR.12-S.1GLE.1-EO.a
Present information, findings, and supporting evidence, conveying a
clear and distinct perspective, such that listeners can follow the line
of reasoning, alternative or opposing perspectives are addressed,
and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and
informal tasks. (CCSS: SL.11-12.4)
RWC10-GR.9-S.1-GLE.1EO.f
Make strategic use of digital media (e.g., textual, graphical, audio,
visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add
interest. (CCSS: SL.9-10.5)
BVSD Curriculum Essentials
32
ESSK.02.06.e
RWC10-GR.12-S.1GLE.1-EO.d
Identify a central idea or thesis, organize ideas, and develop a
speech for an intended purpose and audience
RWC10-GR.12-S.1GLE.1-EO.e
Choose specific words and word order for intended effect and
meaning
ESSK.02.06.f
Implement multi-media strategies for presentations.
RWC10-GR.11-S.1GLE.2-EO.b
Integrate multiple sources of information presented in diverse
formats and media (e.g., visually, quantitatively, orally) in order to
make informed decisions and solve problems, evaluating the
credibility and accuracy of each source and noting any discrepancies
among the data. (CCSS: SL.11-12.2)
RWC10-GR.11-S.3GLE.3-EO.e
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing
feedback, including new arguments or information. (CCSS: W.1112.6)
RWC10-GR.12-S.1GLE.1-EO.e
Choose specific words and word order for intended effect and
meaning
RWC10-GR.12-S.2GLE.2-EO.b
Integrate and evaluate multiple sources of information presented in
different media or formats (e.g., visually, quantitatively) as well as
in words in order to address a question or solve a problem. (CCSS:
RI.11-12.7)
RWC10-GR.9-S.1-GLE.1EO.f
Make strategic use of digital media (e.g., textual, graphical, audio,
visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add
interest. (CCSS: SL.9-10.5)
RWC10-GR.9-S.1-GLE.2EO.g
Integrate multiple sources of information presented in diverse
media or formats (e.g., visually, quantitatively, orally) evaluating
the credibility and accuracy of each source. (CCSS: SL.9-10.2)
RWC10-GR.9-S.4-GLE.1EO.a
Integrate information from different sources to research and
complete a project
ESSK.02.07
Interpret verbal and nonverbal cues/behaviors to enhance communication with coworkers and clients/participants.
ESSK.02.07.a
7/2/2012
Align presentation strategies to the intended audience.
Interpret verbal behaviors when communicating with clients and coworkers.
RWC10-GR.10-S.1GLE.2-EO.b
Evaluate a speaker's point of view, reasoning, and use of evidence
and rhetoric, identifying any fallacious reasoning or exaggerated or
distorted evidence. (CCSS: SL.9-10.3)
RWC10-GR.9-S.1-GLE.1EO.b
Use verbal and nonverbal techniques to communicate information
BVSD Curriculum Essentials
33
RWC10-GR.9-S.1-GLE.2EO.c
ESSK.02.07.b
Interpret nonverbal behaviors when communicating with clients and coworkers.
RWC10-GR.9-S.1-GLE.1EO.b
Use verbal and nonverbal techniques to communicate information
RWC10-GR.9-S.1-GLE.2EO.c
Give verbal and nonverbal feedback to the speaker
ESSK.02.08
Apply active listening skills to obtain and clarify information.
ESSK.02.08.a
Interpret a given verbal message/information.
RWC10-GR.10-S.1GLE.2-EO.b
Evaluate a speaker's point of view, reasoning, and use of evidence
and rhetoric, identifying any fallacious reasoning or exaggerated or
distorted evidence. (CCSS: SL.9-10.3)
RWC10-GR.9-S.1-GLE.2EO.b
Follow the speaker's arguments as they develop; take notes when
appropriate
ESSK.02.08.b
Respond with restatement and clarification techniques to clarify information.
RWC10-GR.9-S.1-GLE.2EO.c
Give verbal and nonverbal feedback to the speaker
RWC10-GR.9-S.1-GLE.2EO.d
Ask clarifying questions
ESSK.02.10
Listen to and speak with diverse individuals to enhance communication skills.
ESSK.02.10.a
7/2/2012
Give verbal and nonverbal feedback to the speaker
Apply factors and strategies for communicating with a diverse workforce.
RWC10-GR.10-S.1GLE.2-EO.a
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively.
(CCSS: SL.9-10.1) a.i-Come to discussions prepared, having read
and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful,
RWC10-GR.9-S.1-GLE.2EO.a
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively.
(CCSS: SL.9-10.1) a.i-Work with peers to set rules for collegial
discussions and decision-making (e.g., informal consensus, taking
votes on key issues, presentation of alternate views), clear goals
and deadlines, and individual roles as need
BVSD Curriculum Essentials
34
ESSK.02.10.b
Demonstrate ability to communicate and resolve conflicts within a diverse
workforce.
RWC10-GR.12-S.1GLE.2-EO.a
Work with peers to promote civil, democratic discussions and
decision-making, set clear goals and deadlines, and establish
individual roles as needed. (CCSS: SL.11-12.1b)
RWC10-GR.9-S.1-GLE.1EO.a
Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.(CCSS:
SL.9-10.6)
RWC10-GR.9-S.1-GLE.2EO.a
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively.
(CCSS: SL.9-10.1) a.i-Work with peers to set rules for collegial
discussions and decision-making (e.g., informal consensus, taking
votes on key issues, presentation of alternate views), clear goals
and deadlines, and individual roles as need
ESSK.02.11
Exhibit public relations skills to increase internal and external customer/client
satisfaction.
ESSK.02.11.a
Communicate effectively when developing positive customer/client relationships.
RWC10-GR.12-S.1GLE.1-EO.c
Adapt speech to a variety of contexts and tasks, demonstrating a
command of formal English when indicated or appropriate. (CCSS:
SL.11-12.6)
RWC10-GR.12-S.1GLE.1-EO.e
Choose specific words and word order for intended effect and
meaning
RWC10-GR.12-S.1GLE.1-EO.f
Select appropriate technical or specialized language
RWC10-GR.9-S.1-GLE.1EO.a
Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.(CCSS:
SL.9-10.6)
RWC10-GR.9-S.1-GLE.1EO.b
Use verbal and nonverbal techniques to communicate information
ESSK.03
Problem Solving and Critical Thinking: Solve problems using critical thinking skills (analyze,
synthesize, and evaluate) independently and in teams. Solve problems using creativity and
innovation.
ESSK.03.01
Employ critical thinking skills independently and in teams to solve problems and make
decisions (e.g., analyze, synthesize and evaluate).
ESSK.03.01.a
Identify common tasks that require employees to use problem-solving skills.
RWC10-GR.9-S.4-GLE.2-
7/2/2012
Assess strengths and weaknesses of their thinking and thinking of
BVSD Curriculum Essentials
35
EO.b
ESSK.03.01.b
others by using criteria including relevance, clarity, accuracy,
fairness, significance, depth, breadth, logic and precision
Analyze elements of a problem to develop creative solutions.
RWC10-GR.9-S.4-GLE.2EO.a
ESSK.03.01.c
Describe the value of using problem-solving and critical thinking skills to improve
a situation or process.
RWC10-GR.11-S.4GLE.3-EO.c
ESSK.03.01.d
7/2/2012
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (CCSS: W.9-10.7)
Critically analyze information to determine value to the problem-solving task.
RWC10-GR.9-S.4-GLE.1EO.c
ESSK.03.01.i
Implement a purposeful and articulated process to solve a problem
Generate new and creative ideas to solve problems by brainstorming possible
solutions.
RWC10-GR.10-S.4GLE.1-EO.a
ESSK.03.01.h
Monitor and reflect on the rationale for, and effectiveness of,
choices made throughout the problem-solving process
Use structured problem-solving methods when developing proposals and
solutions.
RWC10-GR.9-S.4-GLE.2EO.c
ESSK.03.01.g
Implement a purposeful and articulated process to solve a problem
Evaluate ideas, proposals, and solutions to problems.
RWC10-GR.9-S.4-GLE.2EO.d
ESSK.03.01.f
Determine the extent to which they entered empathetically into
competing points of view, exercised confidence in reason,
recognized the limits of their knowledge on the topic (intellectual
humility), explored alternative approaches to solving or addressing
complex problems (intellectual flexibility), were open to
constructive critique (intellectual open-mindedness)
Create ideas, proposals, and solutions to problems.
RWC10-GR.9-S.4-GLE.2EO.c
ESSK.03.01.e
Analyze the purpose, question at issue, information, points of view,
implications and consequences, inferences, assumptions and
concepts inherent in thinking
Judge the usefulness of information based on relevance to purpose,
source, objectivity, copyright date, cultural and world perspective
(such as editorials), and support the decision
Guide individuals through the process of recognizing concerns and making
informed decisions.
BVSD Curriculum Essentials
36
RWC10-GR.9-S.4-GLE.2EO.c
ESSK.03.01.j
Identify alternatives using a variety of problem solving and critical thinking skills.
RWC10-GR.9-S.4-GLE.1EO.a
ESSK.03.01.k
Integrate information from different sources to research and
complete a project
Evaluate alternatives using a variety of problem solving and critical thinking
skills.
RWC10-GR.9-S.4-GLE.2EO.b
Assess strengths and weaknesses of their thinking and thinking of
others by using criteria including relevance, clarity, accuracy,
fairness, significance, depth, breadth, logic and precision
RWC10-GR.9-S.4-GLE.2EO.c
Implement a purposeful and articulated process to solve a problem
ESSK.03.02
Employ critical thinking and interpersonal skills to resolve conflicts with staff and/or
customers.
ESSK.03.02.a
Analyze situations and behaviors that affect conflict management.
RWC10-GR.10-S.1GLE.2-EO.b
Evaluate a speaker's point of view, reasoning, and use of evidence
and rhetoric, identifying any fallacious reasoning or exaggerated or
distorted evidence. (CCSS: SL.9-10.3)
RWC10-GR.12-S.1GLE.2-EO.b
Propel conversations by posing and responding to questions that
probe reasoning and evidence; ensure a hearing for a full range of
positions on a topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative perspectives.
(CCSS: SL.11-12.1c)
ESSK.03.02.b
Determine best options/outcomes for conflict resolution using critical thinking
skills.
RWC10-GR.12-S.1GLE.2-EO.a
Work with peers to promote civil, democratic discussions and
decision-making, set clear goals and deadlines, and establish
individual roles as needed. (CCSS: SL.11-12.1b)
RWC10-GR.12-S.1GLE.2-EO.c
Implement an effective group effort that achieves a goal
ESSK.03.02.c
7/2/2012
Implement a purposeful and articulated process to solve a problem
Identify with others’ feelings, needs, and concerns.
RWC10-GR.10-S.1GLE.2-EO.b
Evaluate a speaker's point of view, reasoning, and use of evidence
and rhetoric, identifying any fallacious reasoning or exaggerated or
distorted evidence. (CCSS: SL.9-10.3)
RWC10-GR.12-S.1GLE.2-EO.b
Propel conversations by posing and responding to questions that
probe reasoning and evidence; ensure a hearing for a full range of
positions on a topic or issue; clarify, verify, or challenge ideas and
BVSD Curriculum Essentials
37
conclusions; and promote divergent and creative perspectives.
(CCSS: SL.11-12.1c)
ESSK.03.02.d
Implement stress management techniques.
RWC10-GR.9-S.1-GLE.1EO.b
ESSK.03.02.e
Resolve conflicts with/for customers using conflict resolution skills.
RWC10-GR.10-S.1GLE.2-EO.b
Evaluate a speaker's point of view, reasoning, and use of evidence
and rhetoric, identifying any fallacious reasoning or exaggerated or
distorted evidence. (CCSS: SL.9-10.3)
RWC10-GR.9-S.1-GLE.1EO.a
Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.(CCSS:
SL.9-10.6)
RWC10-GR.9-S.1-GLE.2EO.b
Follow the speaker's arguments as they develop; take notes when
appropriate
RWC10-GR.9-S.1-GLE.2EO.c
Give verbal and nonverbal feedback to the speaker
RWC10-GR.9-S.1-GLE.2EO.d
Ask clarifying questions
RWC10-GR.9-S.1-GLE.2EO.e
Evaluate arguments and evidence
ESSK.03.02.f
7/2/2012
Use verbal and nonverbal techniques to communicate information
Implement conflict resolution skills to address staff issues/problems.
RWC10-GR.10-S.1GLE.2-EO.b
Evaluate a speaker's point of view, reasoning, and use of evidence
and rhetoric, identifying any fallacious reasoning or exaggerated or
distorted evidence. (CCSS: SL.9-10.3)
RWC10-GR.12-S.1GLE.2-EO.b
Propel conversations by posing and responding to questions that
probe reasoning and evidence; ensure a hearing for a full range of
positions on a topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative perspectives.
(CCSS: SL.11-12.1c)
RWC10-GR.9-S.1-GLE.1EO.a
Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.(CCSS:
SL.9-10.6)
RWC10-GR.9-S.1-GLE.2EO.b
Follow the speaker's arguments as they develop; take notes when
appropriate
RWC10-GR.9-S.1-GLE.2EO.c
Give verbal and nonverbal feedback to the speaker
BVSD Curriculum Essentials
38
RWC10-GR.9-S.1-GLE.2EO.d
Ask clarifying questions
RWC10-GR.9-S.1-GLE.2EO.e
Evaluate arguments and evidence
ESSK.03.03
Identify, write and monitor workplace performance goals to guide progress in assigned
areas of responsibility and accountability.
ESSK.03.03.a
Write realistic performance goals, objectives and action plans.
RWC10-GR.11-S.3GLE.3-EO.c
ESSK.03.03.b
Monitor performance goals and adjust as necessary.
RWC10-GR.9-S.4-GLE.2EO.c
ESSK.03.03.c
Implement a purposeful and articulated process to solve a problem
Recognize goal achievement using appropriate rewards in the workplace.
RWC10-GR.12-S.1GLE.2-EO.f
Self-evaluate roles in the preparation and completion of the group
goal
RWC10-GR.9-S.4-GLE.2EO.d
Monitor and reflect on the rationale for, and effectiveness of,
choices made throughout the problem-solving process
ESSK.03.03.d
Communicate goal achievement with managers and co-workers.
RWC10-GR.9-S.4-GLE.2EO.d
ESSK.03.04
Monitor and reflect on the rationale for, and effectiveness of,
choices made throughout the problem-solving process
Conduct technical research to gather information necessary for decision-making.
ESSK.03.04.a
Align the information gathered to the needs of the audience.
RWC10-GR.9-S.4-GLE.1EO.a
ESSK.03.04.b
ESSK.03.04.c
Integrate information from different sources to research and
complete a project
Gather technical information and data using a variety of resources.
RWC10-GR.11-S.4GLE.1-EO.b
7/2/2012
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined
in expectations 1-2 above.) (CCSS: W.11-12.4)
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the task,
purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for
citation. (CCSS: W.11-12.8)
Analyze information and data for value to the research objectives.
BVSD Curriculum Essentials
39
RWC10-GR.11-S.4GLE.1-EO.b
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the task,
purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for
citation. (CCSS: W.11-12.8)
RWC10-GR.11-S.4GLE.1-EO.d
Evaluate quality, accuracy, and completeness of information and
the bias, credibility and reliability of the sources
ESSK.03.04.d
Evaluate information and data to determine value to research objectives.
RWC10-GR.10-S.4GLE.1-EO.d
Identify and evaluate potential sources of information for accuracy,
reliability, validity, and timeliness
RWC10-GR.11-S.4GLE.1-EO.b
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the task,
purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for
citation. (CCSS: W.11-12.8)
RWC10-GR.11-S.4GLE.1-EO.d
Evaluate quality, accuracy, and completeness of information and
the bias, credibility and reliability of the sources
ESSK.04
Information Technology Applications: Use information technology tools specific to the career
cluster to access, manage, integrate, and create information.
ESSK.04.04
Operate Internet applications to perform workplace tasks.
ESSK.04.04.a
Access and navigate Internet (e.g., use a web browser).
RWC10-GR.10-S.3GLE.3-EO.f
ESSK.04.04.b
Search for information and resources.
RWC10-GR.10-S.4GLE.1-EO.b
ESSK.04.04.c
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow
of ideas, avoiding plagiarism and following a standard format for
citation. (CCSS: W.9-10.8)
Evaluate Internet resources for reliability and validity.
RWC10-GR.10-S.4GLE.1-EO.b
7/2/2012
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display
information flexibly and dynamically. (CCSS: W.9-10.6)
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
BVSD Curriculum Essentials
40
usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow
of ideas, avoiding plagiarism and following a standard format for
citation. (CCSS: W.9-10.8)
RWC10-GR.11-S.4GLE.1-EO.d
ESSK.04.06
Operate presentation applications to prepare presentations.
ESSK.04.06.a
Prepare presentations for training, sales and information sharing.
RWC10-GR.12-S.1GLE.1-EO.b
Make strategic use of digital media (e.g., textual, graphical, audio,
visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add
interest. (CCSS: SL.11-12.5)
RWC10-GR.12-S.2GLE.2-EO.b
Integrate and evaluate multiple sources of information presented in
different media or formats (e.g., visually, quantitatively) as well as
in words in order to address a question or solve a problem. (CCSS:
RI.11-12.7)
RWC10-GR.9-S.1-GLE.1EO.f
Make strategic use of digital media (e.g., textual, graphical, audio,
visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add
interest. (CCSS: SL.9-10.5)
ESSK.04.06.b
Deliver presentations with supporting materials.
RWC10-GR.12-S.1GLE.1-EO.a
Present information, findings, and supporting evidence, conveying a
clear and distinct perspective, such that listeners can follow the line
of reasoning, alternative or opposing perspectives are addressed,
and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and
informal tasks. (CCSS: SL.11-12.4)
RWC10-GR.12-S.1GLE.1-EO.b
Make strategic use of digital media (e.g., textual, graphical, audio,
visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add
interest. (CCSS: SL.11-12.5)
RWC10-GR.12-S.2GLE.2-EO.b
Integrate and evaluate multiple sources of information presented in
different media or formats (e.g., visually, quantitatively) as well as
in words in order to address a question or solve a problem. (CCSS:
RI.11-12.7)
RWC10-GR.9-S.1-GLE.1EO.f
Make strategic use of digital media (e.g., textual, graphical, audio,
visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add
interest. (CCSS: SL.9-10.5)
ESSK.06
7/2/2012
Evaluate quality, accuracy, and completeness of information and
the bias, credibility and reliability of the sources
SAFETY, HEALTH AND ENVIRONMENTAL: Understand the importance of health, safety, and
BVSD Curriculum Essentials
41
environmental management systems in organizations and their importance to organizational
performance and regulatory compliance. Follow organizational policies and procedure
ESSK.06.01
Implement personal and jobsite safety rules and regulations to maintain safe and
healthful working conditions and environments.
ESSK.06.01.a
Assess workplace conditions with regard to safety and health.
RWC10-GR.10-S.4GLE.1-EO.a
ESSK.06.01.b
Align safety issues with appropriate safety standards to ensure a safe
workplace/jobsite.
RWC10-GR.10-S.4GLE.1-EO.a
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (CCSS: W.9-10.7)
RWC10-GR.9-S.4-GLE.2EO.c
Implement a purposeful and articulated process to solve a problem
ESSK.06.01.c
Identify safety hazards common to workplaces.
RWC10-GR.10-S.4GLE.1-EO.a
ESSK.06.01.d
ESSK.06.01.e
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (CCSS: W.9-10.7)
Select appropriate personal protective equipment as needed for a safe
workplace/jobsite.
RWC10-GR.9-S.4-GLE.2EO.c
ESSK.06.01.f
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (CCSS: W.9-10.7)
Identify safety precautions to maintain a safe worksite.
RWC10-GR.10-S.4GLE.1-EO.a
Implement a purposeful and articulated process to solve a problem
Inspect personal protective equipment commonly used for selected career
pathway.
RWC10-GR.9-S.4-GLE.2-
7/2/2012
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (CCSS: W.9-10.7)
Implement a purposeful and articulated process to solve a problem
BVSD Curriculum Essentials
42
EO.c
ESSK.06.01.g
Use personal protective equipment according to manufacturer rules and
regulations.
RWC10-GR.9-S.4-GLE.2EO.c
ESSK.06.01.h
Employ a safety hierarchy and communication system within the
workplace/jobsite.
RWC10-GR.9-S.1-GLE.1EO.b
Use verbal and nonverbal techniques to communicate information
RWC10-GR.9-S.4-GLE.2EO.c
Implement a purposeful and articulated process to solve a problem
ESSK.06.01.i
Implement safety precautions to maintain a safe worksite.
RWC10-GR.9-S.4-GLE.2EO.c
ESSK.06.02
Implement a purposeful and articulated process to solve a problem
Complete work tasks in accordance with employee rights and responsibilities and
employers obligations to maintain workplace safety and health.
ESSK.06.02.a
Identify rules and laws designed to promote safety and health in the workplace.
RWC10-GR.12-S.2GLE.2-EO.e
ESSK.06.02.b
Obtain and use information from text and text features (index, bold
or italicized text, subheadings, graphics) to answer questions,
perform specific tasks, or identify and solve problems
State the rationale of rules and laws designed to promote safety and health.
RWC10-GR.12-S.1GLE.1-EO.a
Present information, findings, and supporting evidence, conveying a
clear and distinct perspective, such that listeners can follow the line
of reasoning, alternative or opposing perspectives are addressed,
and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and
informal tasks. (CCSS: SL.11-12.4)
RWC10-GR.12-S.1GLE.1-EO.f
Select appropriate technical or specialized language
ESSK.06.03
Employ emergency procedures as necessary to provide aid in workplace accidents.
ESSK.06.03.a
Use knowledge of First Aid procedures as necessary.
RWC10-GR.9-S.4-GLE.2EO.c
ESSK.06.03.b
7/2/2012
Implement a purposeful and articulated process to solve a problem
Implement a purposeful and articulated process to solve a problem
Use knowledge of CPR procedures as necessary.
BVSD Curriculum Essentials
43
RWC10-GR.9-S.4-GLE.2EO.c
ESSK.06.03.c
Use safety equipment as necessary.
RWC10-GR.9-S.4-GLE.2EO.c
ESSK.06.04
Implement a purposeful and articulated process to solve a problem
Employ knowledge of response techniques to create a disaster and/or emergency
response plan.
ESSK.06.04.a
Complete an assessment of an emergency and/or disaster situation.
RWC10-GR.9-S.4-GLE.2EO.c
Implement a purposeful and articulated process to solve a problem
RWC10-GR.9-S.4-GLE.2EO.d
Monitor and reflect on the rationale for, and effectiveness of,
choices made throughout the problem-solving process
ESSK.06.04.b
Create an emergency and/or disaster plan.
RWC10-GR.9-S.4-GLE.2EO.c
Implement a purposeful and articulated process to solve a problem
RWC10-GR.9-S.4-GLE.2EO.d
Monitor and reflect on the rationale for, and effectiveness of,
choices made throughout the problem-solving process
ESSK.07
LEADERSHIP AND TEAMWORK: Use leadership and teamwork skills in collaborating with
others to accomplish organizational goals and objectives.
ESSK.07.01
Employ leadership skills to accomplish organizational goals and objectives.
ESSK.07.01.a
Analyze the various roles of leaders within organizations (e.g. contribute ideas;
share in building an organization; act as role models to employees by adhering to
company policies, procedures, and standards; promote the organization’s vision;
and mentor
RWC10-GR.12-S.1GLE.2-EO.d
ESSK.07.01.b
Participate in the preparations of the group activity or product,
defining and assuming individual roles and responsibilities
Exhibit traits such as empowerment, risk, communication, focusing on results,
decision-making, problem solution, and investment in individuals when leading a
group in solving a problem.
RWC10-GR.12-S.1GLE.2-EO.e
Assume a leadership role in a group that is collaboratively working
to accomplish a goal
RWC10-GR.9-S.4-GLE.2EO.c
Implement a purposeful and articulated process to solve a problem
ESSK.07.01.c
7/2/2012
Implement a purposeful and articulated process to solve a problem
Exhibit traits such as compassion, service, listening, coaching, developing others,
team development, and understanding and appreciating others when acting as a
BVSD Curriculum Essentials
44
manager of others in the workplace.
RWC10-GR.10-S.1GLE.2-EO.a
ESSK.07.01.d
Exhibit traits such as enthusiasm, creativity, conviction, mission, courage,
concept, focus, principle-centered living, and change when interacting with others
in general.
RWC10-GR.10-S.1GLE.2-EO.a
ESSK.07.01.e
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively.
(CCSS: SL.9-10.1) a.i-Come to discussions prepared, having read
and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful,
Analyze leadership in relation to trust, positive attitude, integrity, and willingness
to accept key responsibilities in a work situation.
RWC10-GR.12-S.1-
7/2/2012
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively.
(CCSS: SL.9-10.1) a.i-Come to discussions prepared, having read
and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful,
Exhibit traits such as innovation, intuition, adaptation, life-long learning and
coachability to develop leadership potential over time.
RWC10-GR.10-S.1GLE.2-EO.a
ESSK.07.01.g
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively.
(CCSS: SL.9-10.1) a.i-Come to discussions prepared, having read
and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful,
Consider issues related to self, team, community, diversity, environment, and
global awareness when leading others.
RWC10-GR.10-S.1GLE.2-EO.a
ESSK.07.01.f
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively.
(CCSS: SL.9-10.1) a.i-Come to discussions prepared, having read
and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful,
Self-evaluate roles in the preparation and completion of the group
BVSD Curriculum Essentials
45
GLE.2-EO.f
ESSK.07.01.h
goal
Describe observations of outstanding leaders using effective management styles.
RWC10-GR.10-S.4GLE.1-EO.a
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (CCSS: W.9-10.7)
RWC10-GR.9-S.4-GLE.2EO.a
Analyze the purpose, question at issue, information, points of view,
implications and consequences, inferences, assumptions and
concepts inherent in thinking
ESSK.07.01.i
Participate in civic and community leadership and teamwork opportunities to
enhance skills.
RWC10-GR.12-S.1GLE.2-EO.a
Work with peers to promote civil, democratic discussions and
decision-making, set clear goals and deadlines, and establish
individual roles as needed. (CCSS: SL.11-12.1b)
RWC10-GR.12-S.1GLE.2-EO.d
Participate in the preparations of the group activity or product,
defining and assuming individual roles and responsibilities
ESSK.07.02
Employ organizational and staff development skills to foster positive working
relationships and accomplish organizational goals.
ESSK.07.02.a
Implement organizational skills when facilitating others’ work efforts.
RWC10-GR.12-S.1GLE.2-EO.d
ESSK.07.02.b
Explain how to manage a staff that satisfies work demands while adhering to
budget constraints.
RWC10-GR.9-S.4-GLE.2EO.c
Implement a purposeful and articulated process to solve a problem
RWC10-GR.9-S.4-GLE.2EO.d
Monitor and reflect on the rationale for, and effectiveness of,
choices made throughout the problem-solving process
ESSK.07.02.c
Describe how staff growth and development to increase productivity and
employee satisfaction.
RWC10-GR.12-S.1GLE.1-EO.a
ESSK.07.02.d
7/2/2012
Participate in the preparations of the group activity or product,
defining and assuming individual roles and responsibilities
Present information, findings, and supporting evidence, conveying a
clear and distinct perspective, such that listeners can follow the line
of reasoning, alternative or opposing perspectives are addressed,
and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and
informal tasks. (CCSS: SL.11-12.4)
Organize team involvement within a group environment.
BVSD Curriculum Essentials
46
RWC10-GR.12-S.1GLE.2-EO.a
Work with peers to promote civil, democratic discussions and
decision-making, set clear goals and deadlines, and establish
individual roles as needed. (CCSS: SL.11-12.1b)
RWC10-GR.12-S.1GLE.2-EO.e
Assume a leadership role in a group that is collaboratively working
to accomplish a goal
ESSK.07.02.e
Work with others to develop and gain commitment to team goals.
RWC10-GR.12-S.1GLE.2-EO.c
ESSK.07.02.f
Distribute responsibility and work load fairly.
RWC10-GR.12-S.1GLE.2-EO.d
Participate in the preparations of the group activity or product,
defining and assuming individual roles and responsibilities
RWC10-GR.12-S.1GLE.2-EO.e
Assume a leadership role in a group that is collaboratively working
to accomplish a goal
ESSK.07.02.g
Model leadership and teamwork qualities to aid in employee morale.
RWC10-GR.12-S.1GLE.2-EO.e
ESSK.07.02.h
Assume a leadership role in a group that is collaboratively working
to accomplish a goal
Identify best practices for successful team functioning.
RWC10-GR.12-S.1GLE.2-EO.d
Participate in the preparations of the group activity or product,
defining and assuming individual roles and responsibilities
RWC10-GR.12-S.1GLE.2-EO.e
Assume a leadership role in a group that is collaboratively working
to accomplish a goal
RWC10-GR.12-S.1GLE.2-EO.f
Self-evaluate roles in the preparation and completion of the group
goal
ESSK.07.02.i
Explain best practices for successful team functioning.
RWC10-GR.12-S.1GLE.2-EO.b
Propel conversations by posing and responding to questions that
probe reasoning and evidence; ensure a hearing for a full range of
positions on a topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative perspectives.
(CCSS: SL.11-12.1c)
RWC10-GR.12-S.1GLE.2-EO.f
Self-evaluate roles in the preparation and completion of the group
goal
ESSK.07.03
Employ teamwork skills to achieve collective goals and use team members' talents
effectively.
ESSK.07.03.a
7/2/2012
Implement an effective group effort that achieves a goal
Work with others to achieve objectives in a timely manner.
BVSD Curriculum Essentials
47
RWC10-GR.12-S.1GLE.2-EO.a
Work with peers to promote civil, democratic discussions and
decision-making, set clear goals and deadlines, and establish
individual roles as needed. (CCSS: SL.11-12.1b)
RWC10-GR.12-S.1GLE.2-EO.b
Propel conversations by posing and responding to questions that
probe reasoning and evidence; ensure a hearing for a full range of
positions on a topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative perspectives.
(CCSS: SL.11-12.1c)
RWC10-GR.12-S.1GLE.2-EO.d
Participate in the preparations of the group activity or product,
defining and assuming individual roles and responsibilities
ESSK.07.03.b
Promote the full involvement and use of team members' individual talents and
skills.
RWC10-GR.10-S.1GLE.2-EO.a
ESSK.07.03.c
Employ conflict-management skills to facilitate solutions.
RWC10-GR.9-S.4-GLE.2EO.c
Implement a purposeful and articulated process to solve a problem
RWC10-GR.9-S.4-GLE.2EO.d
Monitor and reflect on the rationale for, and effectiveness of,
choices made throughout the problem-solving process
ESSK.07.03.d
Demonstrate teamwork skills through working cooperatively with coworkers,
supervisory staff, and others, both in and out of the organization, to achieve
particular tasks.
RWC10-GR.12-S.1GLE.2-EO.d
ESSK.07.03.e
Participate in the preparations of the group activity or product,
defining and assuming individual roles and responsibilities
Demonstrate teamwork processes that provide team building, consensus,
continuous improvement, respect for the opinions of others, cooperation,
adaptability, and conflict resolution.
RWC10-GR.12-S.1GLE.2-EO.c
Implement an effective group effort that achieves a goal
RWC10-GR.12-S.1GLE.2-EO.d
Participate in the preparations of the group activity or product,
defining and assuming individual roles and responsibilities
ESSK.07.03.f
7/2/2012
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively.
(CCSS: SL.9-10.1) a.i-Come to discussions prepared, having read
and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful,
Develop plans to improve team performance.
BVSD Curriculum Essentials
48
RWC10-GR.12-S.1GLE.2-EO.g
ESSK.07.03.g
Demonstrate commitment to and a positive attitude toward team goals.
RWC10-GR.12-S.1GLE.2-EO.a
ESSK.07.03.h
Participate in the preparations of the group activity or product,
defining and assuming individual roles and responsibilities
Adapt effectively to changes in projects and work activities.
RWC10-GR.9-S.4-GLE.2EO.c
Implement a purposeful and articulated process to solve a problem
RWC10-GR.9-S.4-GLE.2EO.d
Monitor and reflect on the rationale for, and effectiveness of,
choices made throughout the problem-solving process
ESSK.07.03.k
Negotiate effectively to arrive at decisions.
RWC10-GR.9-S.4-GLE.2EO.b
ESSK.07.04
Assess strengths and weaknesses of their thinking and thinking of
others by using criteria including relevance, clarity, accuracy,
fairness, significance, depth, breadth, logic and precision
Establish and maintain effective working relationships with all levels of personnel and
other departments in order to accomplish objectives and tasks.
ESSK.07.04.a
Build effective working relationships using interpersonal skills.
RWC10-GR.10-S.1GLE.2-EO.a
ESSK.07.04.b
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively.
(CCSS: SL.9-10.1) a.i-Come to discussions prepared, having read
and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful,
Use positive interpersonal skills to work cooperatively with coworkers
representing different cultures, genders and backgrounds.
RWC10-GR.10-S.1GLE.2-EO.a
7/2/2012
Participate in the preparations of the group activity or product,
defining and assuming individual roles and responsibilities
Assist team members in completing their work.
RWC10-GR.12-S.1GLE.2-EO.d
ESSK.07.03.j
Work with peers to promote civil, democratic discussions and
decision-making, set clear goals and deadlines, and establish
individual roles as needed. (CCSS: SL.11-12.1b)
Take responsibility for shared group and individual work tasks.
RWC10-GR.12-S.1GLE.2-EO.d
ESSK.07.03.i
Critique and offer suggestions for improving presentations given by
own group and other groups
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
BVSD Curriculum Essentials
49
partners on grades 9-10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively.
(CCSS: SL.9-10.1) a.i-Come to discussions prepared, having read
and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful,
ESSK.07.04.c
Manage personal skills to accomplish assignments.
RWC10-GR.12-S.1GLE.2-EO.d
ESSK.07.04.d
Treat people with respect.
RWC10-GR.10-S.1GLE.2-EO.a
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively.
(CCSS: SL.9-10.1) a.i-Come to discussions prepared, having read
and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful,
RWC10-GR.12-S.1GLE.2-EO.a
Work with peers to promote civil, democratic discussions and
decision-making, set clear goals and deadlines, and establish
individual roles as needed. (CCSS: SL.11-12.1b)
ESSK.07.04.e
Provide constructive praise and criticism.
RWC10-GR.9-S.1-GLE.1EO.b
ESSK.07.04.f
ESSK.07.04.g
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively.
(CCSS: SL.9-10.1) a.i-Come to discussions prepared, having read
and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful,
Manage stress and control emotions.
RWC10-GR.12-S.1GLE.2-EO.a
ESSK.07.05
Use verbal and nonverbal techniques to communicate information
Demonstrate sensitivity to and value for diversity.
RWC10-GR.10-S.1GLE.2-EO.a
Work with peers to promote civil, democratic discussions and
decision-making, set clear goals and deadlines, and establish
individual roles as needed. (CCSS: SL.11-12.1b)
Conduct and participate in meetings to accomplish work tasks.
ESSK.07.05.a
7/2/2012
Participate in the preparations of the group activity or product,
defining and assuming individual roles and responsibilities
Develop meeting goals, objectives and agenda.
BVSD Curriculum Essentials
50
RWC10-GR.11-S.3GLE.3-EO.c
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined
in expectations 1-2 above.) (CCSS: W.11-12.4)
RWC10-GR.11-S.3GLE.3-EO.e
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing
feedback, including new arguments or information. (CCSS: W.1112.6)
RWC10-GR.12-S.1GLE.2-EO.d
Participate in the preparations of the group activity or product,
defining and assuming individual roles and responsibilities
ESSK.07.05.b
Assign responsibilities for preparing materials and leading discussions.
RWC10-GR.12-S.1GLE.2-EO.d
ESSK.07.05.c
Prepare materials for leading discussion.
RWC10-GR.10-S.1GLE.2-EO.a
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively.
(CCSS: SL.9-10.1) a.i-Come to discussions prepared, having read
and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful,
RWC10-GR.11-S.3GLE.3-EO.c
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined
in expectations 1-2 above.) (CCSS: W.11-12.4)
RWC10-GR.11-S.3GLE.3-EO.e
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing
feedback, including new arguments or information. (CCSS: W.1112.6)
RWC10-GR.12-S.1GLE.2-EO.d
Participate in the preparations of the group activity or product,
defining and assuming individual roles and responsibilities
ESSK.07.05.d
Assemble and distribute meeting materials.
RWC10-GR.12-S.1GLE.2-EO.d
ESSK.07.05.e
Participate in the preparations of the group activity or product,
defining and assuming individual roles and responsibilities
Conduct meeting to achieve objectives within scheduled time.
RWC10-GR.12-S.1GLE.2-EO.e
7/2/2012
Participate in the preparations of the group activity or product,
defining and assuming individual roles and responsibilities
Assume a leadership role in a group that is collaboratively working
to accomplish a goal
BVSD Curriculum Essentials
51
ESSK.07.05.f
Demonstrate effective communication skills in meetings.
RWC10-GR.10-S.3GLE.3-EO.f
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display
information flexibly and dynamically. (CCSS: W.9-10.6)
RWC10-GR.12-S.1GLE.1-EO.a
Present information, findings, and supporting evidence, conveying a
clear and distinct perspective, such that listeners can follow the line
of reasoning, alternative or opposing perspectives are addressed,
and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and
informal tasks. (CCSS: SL.11-12.4)
RWC10-GR.9-S.3-GLE.3EO.d
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display
information flexibly and dynamically. (CCSS: W.9-10.6)
ESSK.07.05.g
Produce meeting minutes including decisions and next steps.
RWC10-GR.11-S.3GLE.3-EO.e
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing
feedback, including new arguments or information. (CCSS: W.1112.6)
RWC10-GR.9-S.3-GLE.3EO.b
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined
in expectations 1 and 2 above.) (CCSS: W.9-10.4)
RWC10-GR.9-S.3-GLE.3EO.d
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display
information flexibly and dynamically. (CCSS: W.9-10.6)
ESSK.07.05.h
Use parliamentary procedure, as needed, to conduct meetings.
RWC10-GR.9-S.1-GLE.1EO.a
ESSK.07.06
Employ mentoring skills to inspire and teach others.
ESSK.07.06.a
Use motivational techniques to enhance performance in others.
RWC10-GR.12-S.1GLE.2-EO.c
ESSK.07.06.b
Implement an effective group effort that achieves a goal
Provide guidance to enhance performance in others.
RWC10-GR.12-S.1-
7/2/2012
Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.(CCSS:
SL.9-10.6)
Propel conversations by posing and responding to questions that
BVSD Curriculum Essentials
52
GLE.2-EO.b
probe reasoning and evidence; ensure a hearing for a full range of
positions on a topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative perspectives.
(CCSS: SL.11-12.1c)
RWC10-GR.12-S.1GLE.2-EO.g
Critique and offer suggestions for improving presentations given by
own group and other groups
ESSK.08
ETHICS AND LEGAL RESPONSIBILITIES: Know and understand the importance of
professional ethics and legal responsibilities.
ESSK.08.01
Apply ethical reasoning to a variety of workplace situations in order to make ethical
decisions.
ESSK.08.01.a
Evaluate alternative responses to workplace situations based on legal
responsibilities and employer policies.
RWC10-GR.11-S.4GLE.1-EO.a
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (CCSS: W.1112.7)
RWC10-GR.9-S.4-GLE.2EO.d
Monitor and reflect on the rationale for, and effectiveness of,
choices made throughout the problem-solving process
ESSK.08.01.b
Evaluate alternative responses to workplace situations based on personal or
professional ethical responsibilities.
RWC10-GR.11-S.4GLE.1-EO.a
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (CCSS: W.1112.7)
RWC10-GR.9-S.4-GLE.2EO.d
Monitor and reflect on the rationale for, and effectiveness of,
choices made throughout the problem-solving process
ESSK.08.01.c
Identify personal and long-term workplace consequences of unethical or illegal
behaviors.
RWC10-GR.11-S.4GLE.3-EO.a
ESSK.08.01.d
Explain personal and long-term workplace consequences of unethical or illegal
behaviors.
RWC10-GR.11-S.4GLE.3-EO.a
7/2/2012
Analyze the purpose, question at issue, information, points of view,
implications and consequences, inferences, assumptions, and
concepts inherent in thinking
Analyze the purpose, question at issue, information, points of view,
implications and consequences, inferences, assumptions, and
BVSD Curriculum Essentials
53
concepts inherent in thinking
ESSK.08.01.e
Determine the most appropriate response to workplace situations based on legal
and ethical considerations.
RWC10-GR.9-S.4-GLE.2EO.c
Implement a purposeful and articulated process to solve a problem
RWC10-GR.9-S.4-GLE.2EO.d
Monitor and reflect on the rationale for, and effectiveness of,
choices made throughout the problem-solving process
ESSK.08.01.f
Explain the most appropriate response to workplace situations based on legal and
ethical considerations.
RWC10-GR.9-S.4-GLE.2EO.c
Implement a purposeful and articulated process to solve a problem
RWC10-GR.9-S.4-GLE.2EO.d
Monitor and reflect on the rationale for, and effectiveness of,
choices made throughout the problem-solving process
ESSK.08.02
Interpret and explain written organizational policies and procedures to help employees
perform their jobs according to employer rules and expectations.
ESSK.08.02.a
Locate information on organizational policies in handbooks and manuals.
RWC10-GR.12-S.2GLE.2-EO.e
ESSK.08.02.b
7/2/2012
Obtain and use information from text and text features (index, bold
or italicized text, subheadings, graphics) to answer questions,
perform specific tasks, or identify and solve problems
Discuss how specific organizational policies and procedures influence a specific
work situation.
RWC10-GR.11-S.1GLE.1-EO.e
Identify, explain, and use content-specific vocabulary, terminology,
dialect, or jargon unique to particular groups, perspectives, or
contexts (such as social, professional, political, cultural, historical or
geographical)
RWC10-GR.11-S.1GLE.2-EO.b
Integrate multiple sources of information presented in diverse
formats and media (e.g., visually, quantitatively, orally) in order to
make informed decisions and solve problems, evaluating the
credibility and accuracy of each source and noting any discrepancies
among the data. (CCSS: SL.11-12.2)
RWC10-GR.12-S.1GLE.1-EO.a
Present information, findings, and supporting evidence, conveying a
clear and distinct perspective, such that listeners can follow the line
of reasoning, alternative or opposing perspectives are addressed,
and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and
informal tasks. (CCSS: SL.11-12.4)
RWC10-GR.12-S.2GLE.2-EO.e
Obtain and use information from text and text features (index, bold
or italicized text, subheadings, graphics) to answer questions,
BVSD Curriculum Essentials
54
perform specific tasks, or identify and solve problems
RWC10-GR.9-S.1-GLE.1EO.a
ESSK.09
Employability and Career Development: Know and understand the importance of
employability skills. Explore, plan, and effectively manage careers. Know and understand
the importance of entrepreneurship skills.
ESSK.09.01
Identify and demonstrate positive work behaviors and personal qualities needed to be
employable.
ESSK.09.01.a
Demonstrate self-discipline, self-worth, positive attitude, and integrity in a work
situation.
RWC10-GR.11-S.4GLE.2-EO.b
ESSK.09.01.b
ESSK.09.01.c
Self-evaluate roles in the preparation and completion of the group
goal
Identify how work varies with regard to site, from indoor confined spaces to
outdoor areas, including aerial space and a variety of climatic and physical
conditions.
RWC10-GR.11-S.1GLE.1-EO.e
ESSK.09.01.e
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively.
(CCSS: SL.9-10.1) a.i-Come to discussions prepared, having read
and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful,
Exhibit commitment to the organization.
RWC10-GR.12-S.1GLE.2-EO.f
ESSK.09.01.d
Evaluate strengths and weaknesses of their logic and logic of others
by using criteria including relevance, clarity, accuracy, fairness,
significance, depth, breadth, logic and precision
Demonstrate flexibility and willingness to learn new knowledge and skills.
RWC10-GR.10-S.1GLE.2-EO.a
Identify, explain, and use content-specific vocabulary, terminology,
dialect, or jargon unique to particular groups, perspectives, or
contexts (such as social, professional, political, cultural, historical or
geographical)
Apply communication strategies when adapting to a culturally diverse
environment.
RWC10-GR.12-S.1GLE.1-EO.c
7/2/2012
Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.(CCSS:
SL.9-10.6)
Adapt speech to a variety of contexts and tasks, demonstrating a
command of formal English when indicated or appropriate. (CCSS:
SL.11-12.6)
BVSD Curriculum Essentials
55
ESSK.09.01.f
Manage resources in relation to the position (i.e. budget, supplies, computer, etc).
ESSK.09.01.g
Identify positive work-qualities typically desired in each of the career cluster's
pathways.
RWC10-GR.11-S.4GLE.1-EO.a
ESSK.09.01.h
Manage work roles and responsibilities to balance them with other life roles and
responsibilities.
RWC10-GR.11-S.4GLE.2-EO.a
Analyze the logic of complex situations by questioning the purpose,
question at issue, information, points of view, implications and
consequences, inferences, assumptions and concepts
RWC10-GR.9-S.4-GLE.2EO.c
Implement a purposeful and articulated process to solve a problem
RWC10-GR.9-S.4-GLE.2EO.d
Monitor and reflect on the rationale for, and effectiveness of,
choices made throughout the problem-solving process
ESSK.09.02
Develop a personal career plan to meet career goals and objectives.
ESSK.09.02.a
Develop career goals and objectives as part of a plan for future career direction.
RWC10-GR.11-S.4GLE.1-EO.a
ESSK.09.02.b
ESSK.09.03
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (CCSS: W.1112.7)
Develop strategies to reach career objectives.
RWC10-GR.11-S.4GLE.1-EO.a
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (CCSS: W.1112.7)
Demonstrate skills related to seeking and applying for employment to find and obtain
a desired job.
ESSK.09.03.a
Use multiple resources to locate job opportunities.
RWC10-GR.10-S.3GLE.3-EO.f
7/2/2012
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (CCSS: W.1112.7)
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of
BVSD Curriculum Essentials
56
technology's capacity to link to other information and to display
information flexibly and dynamically. (CCSS: W.9-10.6)
RWC10-GR.11-S.3GLE.3-EO.e
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing
feedback, including new arguments or information. (CCSS: W.1112.6)
RWC10-GR.9-S.3-GLE.3EO.d
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display
information flexibly and dynamically. (CCSS: W.9-10.6)
RWC10-GR.9-S.4-GLE.1EO.a
Integrate information from different sources to research and
complete a project
ESSK.09.03.b
RWC10-GR.10-S.3GLE.3-EO.f
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display
information flexibly and dynamically. (CCSS: W.9-10.6)
RWC10-GR.11-S.3GLE.3-EO.e
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing
feedback, including new arguments or information. (CCSS: W.1112.6)
RWC10-GR.12-S.3GLE.3-EO.c
Seek and use an appropriate style guide to govern conventions for
a particular audience and purpose
RWC10-GR.9-S.3-GLE.3EO.d
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display
information flexibly and dynamically. (CCSS: W.9-10.6)
ESSK.09.03.c
7/2/2012
Prepare a résumé.
Prepare a letter of application.
RWC10-GR.10-S.3GLE.3-EO.f
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display
information flexibly and dynamically. (CCSS: W.9-10.6)
RWC10-GR.11-S.3GLE.3-EO.e
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing
feedback, including new arguments or information. (CCSS: W.1112.6)
RWC10-GR.12-S.3GLE.3-EO.c
Seek and use an appropriate style guide to govern conventions for
a particular audience and purpose
RWC10-GR.9-S.3-GLE.3-
Use technology, including the Internet, to produce, publish, and
BVSD Curriculum Essentials
57
EO.d
ESSK.09.03.d
Complete an employment application.
RWC10-GR.10-S.3GLE.3-EO.f
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display
information flexibly and dynamically. (CCSS: W.9-10.6)
RWC10-GR.11-S.3GLE.3-EO.e
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing
feedback, including new arguments or information. (CCSS: W.1112.6)
RWC10-GR.12-S.3GLE.3-EO.c
Seek and use an appropriate style guide to govern conventions for
a particular audience and purpose
RWC10-GR.9-S.3-GLE.3EO.d
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display
information flexibly and dynamically. (CCSS: W.9-10.6)
ESSK.09.03.e
Interview for employment.
RWC10-GR.10-S.1GLE.1-EO.c
Make decisions about how to establish credibility and enhance
appeal to the audience
RWC10-GR.10-S.1GLE.1-EO.d
Rehearse the presentation to gain fluency, to adjust tone and
modulate volume for emphasis, and to develop poise
RWC10-GR.11-S.1GLE.1-EO.b
Deliver formal oral presentations for intended purpose and
audience, using effective verbal and nonverbal communication
RWC10-GR.11-S.1GLE.1-EO.c
Deliver oral talks with clear enunciation, vocabulary, and
appropriate organization; nonverbal gestures; and tone
ESSK.09.03.f
7/2/2012
update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display
information flexibly and dynamically. (CCSS: W.9-10.6)
List the standards and qualifications that must be met in order to enter a given
industry.
RWC10-GR.10-S.3GLE.3-EO.f
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display
information flexibly and dynamically. (CCSS: W.9-10.6)
RWC10-GR.11-S.3GLE.3-EO.e
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing
feedback, including new arguments or information. (CCSS: W.1112.6)
RWC10-GR.12-S.3-
Select appropriate and relevant information (excluding extraneous
BVSD Curriculum Essentials
58
GLE.2-EO.b
details) to set context
RWC10-GR.9-S.3-GLE.3EO.d
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display
information flexibly and dynamically. (CCSS: W.9-10.6)
ESSK.09.03.g
Employ critical thinking and decision-making skills to exhibit qualifications to a
potential employer.
RWC10-GR.12-S.1GLE.1-EO.a
ESSK.09.05
Demonstrate skills in evaluating and comparing employment opportunities in order to
accept employment positions that match career goals.
ESSK.09.05.a
Compare employment opportunities to individual needs and career plan
objectives.
RWC10-GR.11-S.4GLE.1-EO.a
ESSK.09.05.b
ESSK.09.05.c
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (CCSS: W.1112.7)
Evaluate employment opportunities based upon individual needs and career plan
objectives.
RWC10-GR.11-S.4GLE.1-EO.a
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (CCSS: W.1112.7)
Demonstrate appropriate methods for accepting or rejecting employment offers.
RWC10-GR.9-S.4-GLE.2EO.c
Implement a purposeful and articulated process to solve a problem
RWC10-GR.9-S.4-GLE.2EO.d
Monitor and reflect on the rationale for, and effectiveness of,
choices made throughout the problem-solving process
ESSK.09.06
Identify and exhibit traits for retaining employment to maintain employment once
secured.
ESSK.09.06.a
7/2/2012
Present information, findings, and supporting evidence, conveying a
clear and distinct perspective, such that listeners can follow the line
of reasoning, alternative or opposing perspectives are addressed,
and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and
informal tasks. (CCSS: SL.11-12.4)
Model behaviors that demonstrate reliability and dependability.
BVSD Curriculum Essentials
59
RWC10-GR.9-S.4-GLE.2EO.c
ESSK.09.06.b
Maintain appropriate dress and behavior for the job to contribute to a safe and
effective workplace/jobsite.
RWC10-GR.9-S.4-GLE.2EO.c
ESSK.09.06.c
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (CCSS: W.9-10.7)
Identify and explore career opportunities in one or more career pathways to build an
understanding of the opportunities available in the cluster.
ESSK.09.07.a
7/2/2012
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (CCSS: W.9-10.7)
Identify positive work behaviors and personal qualities necessary to retain
employment.
RWC10-GR.10-S.4GLE.1-EO.a
ESSK.09.07
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined
in expectations 1-2 above.) (CCSS: W.9-10.4)
Summarize key activities necessary to retain a job in the industry.
RWC10-GR.10-S.4GLE.1-EO.a
ESSK.09.06.e
Implement a purposeful and articulated process to solve a problem
Complete required employment forms and documentation such as I-9 form, work
visa, W-4 and licensures to meet employment requirements.
RWC10-GR.10-S.3GLE.3-EO.d
ESSK.09.06.d
Implement a purposeful and articulated process to solve a problem
Locate and identify career opportunities that appeal to personal career goals.
RWC10-GR.10-S.4GLE.1-EO.a
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (CCSS: W.9-10.7)
RWC10-GR.10-S.4GLE.1-EO.b
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow
of ideas, avoiding plagiarism and following a standard format for
citation. (CCSS: W.9-10.8)
BVSD Curriculum Essentials
60
RWC10-GR.12-S.2GLE.2-EO.b
ESSK.09.07.b
Match personal interest and aptitudes to selected careers.
RWC10-GR.10-S.4GLE.1-EO.a
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (CCSS: W.9-10.7)
RWC10-GR.12-S.2GLE.2-EO.b
Integrate and evaluate multiple sources of information presented in
different media or formats (e.g., visually, quantitatively) as well as
in words in order to address a question or solve a problem. (CCSS:
RI.11-12.7)
ESSK.09.08
Recognize and act upon requirements for career advancement to plan for continuing
education and training.
ESSK.09.08.a
Identify opportunities for career advancement.
RWC10-GR.10-S.4GLE.1-EO.a
ESSK.09.08.b
ESSK.09.08.c
Integrate information from different sources to research and
complete a project
Research local and regional labor (workforce) market and job growth information
to project potential for advancement.
RWC10-GR.10-S.4GLE.1-EO.a
ESSK.09.08.e
Implement a purposeful and articulated process to solve a problem
Examine the organization and structure of various segments of the industry to
prepare for career advancement.
RWC10-GR.9-S.4-GLE.1EO.a
ESSK.09.08.d
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (CCSS: W.9-10.7)
Pursue education and training opportunities to acquire skills necessary for career
advancement.
RWC10-GR.9-S.4-GLE.2EO.c
7/2/2012
Integrate and evaluate multiple sources of information presented in
different media or formats (e.g., visually, quantitatively) as well as
in words in order to address a question or solve a problem. (CCSS:
RI.11-12.7)
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (CCSS: W.9-10.7)
Manage employment relations to make career advancements.
BVSD Curriculum Essentials
61
RWC10-GR.11-S.4GLE.1-EO.a
ESSK.09.09
Continue professional development to keep current on relevant trends and information
within the industry.
ESSK.09.09.a
Use self assessment, organizational priorities, journals, Internet sites,
professional associations, peers and other resources to develop goals that
address training, education and selfimprovement issues.
RWC10-GR.10-S.4GLE.1-EO.b
ESSK.09.09.b
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow
of ideas, avoiding plagiarism and following a standard format for
citation. (CCSS: W.9-10.8)
Read trade magazines and journals, manufacturers’ catalogues, industry
publications and Internet sites to keep current on industry trends.
RWC10-GR.12-S.2GLE.2-EO.b
Integrate and evaluate multiple sources of information presented in
different media or formats (e.g., visually, quantitatively) as well as
in words in order to address a question or solve a problem. (CCSS:
RI.11-12.7)
RWC10-GR.12-S.2GLE.2-EO.c
Use reading and note-taking strategies (outlining, mapping
systems, skimming, scanning, key word search) to organize
information and make connections within and across informational
texts
ESSK.09.09.c
Participate in relevant conferences, workshops, mentoring activities and inservice training to stay current with recent changes in the field.
RWC10-GR.12-S.1GLE.2-EO.d
ESSK.09.10
Participate in the preparations of the group activity or product,
defining and assuming individual roles and responsibilities
Examine licensing, certification and credentialing requirements at the national, state
and local levels to maintain compliance with industry requirements.
ESSK.09.10.a
Examine continuing education requirements related to licensing, certification, and
credentialing requirements at the local, state and national levels for chosen
occupation.
RWC10-GR.12-S.2GLE.2-EO.b
7/2/2012
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (CCSS: W.1112.7)
Integrate and evaluate multiple sources of information presented in
different media or formats (e.g., visually, quantitatively) as well as
in words in order to address a question or solve a problem. (CCSS:
RI.11-12.7)
BVSD Curriculum Essentials
62
RWC10-GR.9-S.4-GLE.2EO.c
ESSK.09.10.b
Examine the procedures and paperwork involved in maintaining and updating
licensure, certification and credentials for chosen occupation.
RWC10-GR.12-S.2GLE.2-EO.b
Integrate and evaluate multiple sources of information presented in
different media or formats (e.g., visually, quantitatively) as well as
in words in order to address a question or solve a problem. (CCSS:
RI.11-12.7)
RWC10-GR.9-S.4-GLE.2EO.c
Implement a purposeful and articulated process to solve a problem
ESSK.09.10.c
Align ongoing licensing, certification and credentialing requirements to career
plans and goals.
RWC10-GR.12-S.2GLE.2-EO.b
Integrate and evaluate multiple sources of information presented in
different media or formats (e.g., visually, quantitatively) as well as
in words in order to address a question or solve a problem. (CCSS:
RI.11-12.7)
RWC10-GR.9-S.4-GLE.2EO.c
Implement a purposeful and articulated process to solve a problem
ESSK.09.11
Examine employment opportunities in entrepreneurship to consider entrepreneurship
as an option for career planning.
ESSK09.11.a
Describe the opportunities for entrepreneurship in a given industry.
RWC10-GR.11-S.4GLE.2-EO.a
ESSK.10
Analyze the logic of complex situations by questioning the purpose,
question at issue, information, points of view, implications and
consequences, inferences, assumptions and concepts
Technical Skills: Use of technical knowledge and skills required to pursue careers in all
career clusters, including knowledge of design, operation, and maintenance of technological
systems critical to the career cluster.
ESSK.10.02
Employ planning and time management skills and tools to enhance results and
complete work tasks.
ESSK.10.02.a
Develop goals and objectives.
RWC10-GR.9-S.4-GLE.2EO.c
Implement a purposeful and articulated process to solve a problem
RWC10-GR.9-S.4-GLE.2EO.d
Monitor and reflect on the rationale for, and effectiveness of,
choices made throughout the problem-solving process
ESSK.10.02.b
Prioritize tasks to be completed.
RWC10-GR.9-S.4-GLE.2-
7/2/2012
Implement a purposeful and articulated process to solve a problem
Implement a purposeful and articulated process to solve a problem
BVSD Curriculum Essentials
63
EO.c
RWC10-GR.9-S.4-GLE.2EO.d
ESSK.10.02.c
Develop timelines using time management knowledge and skills.
RWC10-GR.9-S.4-GLE.2EO.c
Implement a purposeful and articulated process to solve a problem
RWC10-GR.9-S.4-GLE.2EO.d
Monitor and reflect on the rationale for, and effectiveness of,
choices made throughout the problem-solving process
ESSK.10.02.d
7/2/2012
Monitor and reflect on the rationale for, and effectiveness of,
choices made throughout the problem-solving process
Use project-management skills to improve workflow and minimize costs.
RWC10-GR.9-S.4-GLE.2EO.c
Implement a purposeful and articulated process to solve a problem
RWC10-GR.9-S.4-GLE.2EO.d
Monitor and reflect on the rationale for, and effectiveness of,
choices made throughout the problem-solving process
BVSD Curriculum Essentials
64
Glossary of Key Words
Word
Abductor hallucis
Abductors
Abrasive board
Abrasive nail file
Abrasive scrubs
Acid balanced shampoo
Acid balanced waves
Acids
Acne
Acrylic nail
Acrylic polymer powder
Activator
Activators
Active electrode
Adductors
Adipose
AIDS
Albinism
Alipidic
Alkaline waves
Alkalis
Alkanolamines
7/2/2012
Definition
Muscle of the foot that moves the toes and help maintain balance
while walking and standing
Muscles that separate the fingers
Thin elongated board with a rough surface
A thin elongated board with a rough surface used to file
the free edge of the nails
Slightly abrasive products containing softening agents or oils to
penetrate dry, flaky skin and calluses that need to be smoothed
during a pedicure
Shampoos that are balanced to the pH of skin and hair
Not true acid waves, as they have a pH between 7.8 and 8.2 and
use glyceryl monthioglycolate (GMTG) as the primary reducing
agent. Acid balanced waves process at room temperature, do not
require the added heat of a hair dryer, process more quickly, and
produce firmer curls than true acid waves
Solutions that have a pH below 7.0 and turn litmus paper from
blue to red
Skin disorder characterized by chronic inflammation of the
sebaceous glands from retained secretions and propionibacterium
acnes
Enhancements, created by combining acrylic monomer liquid with
polymer powder
Powder in white, clear, pink, and many other colors that will be
combined with acrylic monomer liquid to form the sculptured nail
A product used to speed up the curing process of resins and
adhesives
Powdered persulfate salts added to haircolor to increase its
lightening ability
Electrode used on the area to be treated
Muscles at the base of each finger that draw the fingers together
Tissue that gives smoothness and contour to the body, contains
fats for use as energy and also acts as a protective cushion for
the outer skin
Acquired immunodeficiency syndrome, a disease caused by the
HIV virus that breaks down the body’s immune system
Congenital leukoderma or absence of melanin pigment of the
body, including the hair, skin, and eyes
Skin that does not produce enough sebum, indicated by absence
of visible pores
Have a pH between 9.0 and 9.6, use ammonium thioglycolate
(ATG) as the reducing agent, and process at room temperature
Solutions that have a pH above 7.0 and turn litmus paper from
red to blue
Substances used to neutralize acids or raise the pH of many hair
BVSD Curriculum Essentials
65
Allergy
Alopecia
Alopecia areata
Alpha hydroxy acids
Alternating current (AC)
Amino acids
Ammonia
Ammonia – free waves
Ammonium thioglycolate
Amp
Ampoules
Anabolism
Anagen
Anaphoresis
Anatomy
Androgenic alopecia
Angle
Angular artery
Anhidrosis
Aniline derivatives
Anion
Anode
Anterior auricular artery
Antiseptics
Apex
Aponeurosis
Aromatherapy
Arrector pili
Asteatosis
Astringents
7/2/2012
products
Reaction due to extreme sensitivity to certain foods, chemicals, or
other normally harmless substances
Abnormal hair loss
The sudden falling out of hair in round patches or baldness in
spots; may occur on the scalp and elsewhere on the body
Acids derived from plants, mostly fruit, and used to exfoliate the
skin
Rapid and interrupted current, flowing first in one direction and
then in the opposite direction
Units that are joined together end to end by peptide bonds to
form the polypeptide chains that comprise proteins in hair
Colorless gas with a pungent odor
Perms use alkanolamines instead of ammonia, are popular
because of their low odor
(ATG), active ingredient or reducing agent in alkaline permanents
Unit that measures the amount of an electric current
Sealed glass vials containing highly concentrated extract in a
water or oil base
Constructive metabolism; the process of building up larger
molecules from smaller ones
Growth phase in the hair cycle in which a new hair shaft is
created
Process of forcing liquids into the tissues from the negative
toward the positive pole
Study of human body structure that can be seen with the naked
eye, and what they are made up of; the science of the structure
of organisms, or of their parts
Hair loss characterized by miniaturization of terminal hair which is
converted to vellus hair; in men, it is known as male pattern
baldness
Space between two lines or surfaces that intersect at a given
point
Supplies blood to the side of the nose
Deficiency in perspiration, often a result of fever or certain skin
diseases
Contain small, uncolored dyes that combine with hydrogen
peroxide to form larger, permanent dye molecules within the
cortex
An ion with a negative electrical charge
Positive electrode
Supplies blood to the front part of the ear
Agents formulated for use on skin
Highest point on the top of the head
Tendon that connects the occipitalis and frontalis
Use of aromatic fragrances to induce relaxation; therapeutic use
of essential oils
Minute, involuntary muscle in the base of the hair follicle that
causes “goose bumps”
Condition of dry, scaly skin due to a deficiency or absence of
sebum that is caused by old age and by exposure to cold
Liquid that helps remove excess oil in the skin
BVSD Curriculum Essentials
66
Asymmetrical balance
Atom
Atrium
Auricularis anterior
Auricularis posterior
Auricularis superior
Auriculotemporal
Autonomic nervous system
Axon
Bacilli
Back-brushing
Back-combing
Bacteria
Bactericidal
Balance
Balancing shampoos
Baliage
Band lashes
Bang area/fringe
Barrel curls
Basal cell carcinoma
Basal cell layer
Base
Base color
7/2/2012
Hairstyle design that features unequal proportions designed to
balance facial features
Smallest particle of an element that still retains the properties of
that element
Upper thin walled chambers of the heart
Muscle in front of the ear that draws the ear forward
Muscle behind the ear that draws the ear backward
Muscle above the ear that draws the ear upward
Nerve affects the external ear and skin above the temple, up to
the top of the skull
The part of the nervous system that controls the involuntary
muscles; regulates the action of the smooth muscles, glands,
blood vessels, and heart
The extension of a neuron by which impulses are sent away from
the nerve cell
Short, rod-shaped bacteria; the most common bacteria; they
produce diseases such as tetanus (lockjaw), typhoid fever,
tuberculosis, and diphtheria
Technique used to build a soft cushion or mesh two or more curl
patterns together for a uniform and smooth comb-out; also called
ruffing
Combing small sections of hair from the ends toward the scalp,
causing shorter hair to mat at the scalp and form a cushion or
base; also called teasing, ratting, matting, or French lacing
One-celled microorganism
Capable of destroying bacteria
Establishing equal or appropriate proportions to create symmetry.
In hairstyling, it signifies the proper degree of height to width
Shampoos that wash away excess oiliness from oily hair and
scalp, while preventing the hair from drying out
Free form technique, painting a lightener (usually a powdered off
the scalp lightener) directly on to clean, styled hair
Eyelash hairs on a strip that are applied with adhesive to the
natural lash line
Triangular section that begins at the apex and ends at the front
corners; fringe
Pin curls with large center openings, fastened to the head in a
standing position on a rectangular base
Most common and least severe type of skin cancer; often
characterized by light or pearly nodules
Also known as the stratum germinativum layer; the deepest, live
layer of the epidermis that produces new epidermal skin cells and
is responsible for growth
Stationary or nonmoving, foundation of a pin curl, which is the
area closest to the scalp; the panel of hair on which a roller is
placed
Predominant tone of a color
BVSD Curriculum Essentials
67
Base control
Base cream or protective base cram
Base direction
Base placement
Base relaxers
Base sections
Base perm wrap
Beau’s lines
Bed epithelium
Belly
Bevel
Beveling
Bicep
Block
Blood
Blood vascular system
Bloodborne pathogens
Blow dry styling
Blue light
Blunt haircut
Body systems
Bonding
Bookend wrap
7/2/2012
Position of the rod in relation to its base section, determined by
the angle at which the hair is wrapped
Oily cream used to protect the skin and scalp during hair relaxing
Angle at which the rod is positioned on the head (horizontally,
vertically, or diagonally); also, the directionally pattern in which
the hair is wrapped
The position of the rod in relation to its base section, and is
determined by the angle at which the hair is wrapped. Rods can
be wrapped on base, half off base, or off base
Relaxers that require the application of protective base cream to
the entire scalp prior to the application or the relaxer
Subsections of panels into which hair is divided for perm
wrapping; one rod is normally placed on each base section
Perm wrap in which all the rods within a panel move in
the same direction and are positioned on equal-size bases; all
base sections are horizontal, with the same length and width as
the perm rod
Visible depressions running across the width of the natural nail
plate
Thin layer of tissue between the nail plate and the nail bed
Middle part of a muscle
To slope the free edge of the nail surface to smooth any rough
edges
Technique using diagonal lines by cutting hair ends with a slight
increase or decrease in length
Muscle producing the contour of the front and inner side of the
upper arm
Head – shaped form, usually made of canvas-covered cork or
styrofoam to which the wig is secured for fitting, cleaning,
coloring, and styling
Fluid circulating through the circulatory system (heart, veins,
arteries, and capillaries)
Group of structures that distribute blood throughout the body
(heart, veins, arteries, and capillaries) that distributes blood
throughout the body
Disease-causing microorganisms carried in the body by blood or
body fluids
Technique of drying and styling damp hair in a single operation
Therapeutic light that should only be used on bare oily skin;
contains few heat rays, is the least penetrating, and has some
germicidal and chemical benefits
Haircut in which all the hair comes to one hanging level, forming
a weight line or area; hair is cut with no elevation or overdirection; also referred to as a one-length zero-elevation, or noelevation cut
Groups of bodily organs acting together to perform one or more
functions. The human body is composed of 10 major systems
Method of attaching hair extensions in which hair wefts or single
strands are attached with an adhesive or a glue gun
Perm wrap in which one end paper is folded in half over the hair
ends like an envelope
BVSD Curriculum Essentials
68
Booth rental
Renting a booth or station in a salon (also known as chair rental)
Brain
Part of the central nervous system contained in the cranium;
largest and most complex nerve tissue; controls sensation,
muscles, gland activity and the power to think and feel emotions
Foul-smelling perspiration, usually noticeable in the armpits or on
the feet
Condition in which a blood clot forms under the nail plate, forming
a dark purplish spot, usually due to injury
A rotating electric appliance with inter-changeable brushes that
can be attached to the rotating head
Bromhidrosis
Bruised nails
Brushing machine
Buccal nerve
Buccinators muscle
Buffer block
Bulla
Business plan
Business regulations and laws
Cake (pancake) makeup
Callus softeners
Canities
Cap technique
Cap wig
Capillaries
Capital
Capless wigs
Carbuncle
Cardiac muscle
Carpus
Carved curl
Carving
Cascade or stand-up curls
Catabolism
7/2/2012
Affects the muscles of the mouth
Thin flat muscle of the cheek between the upper and lower jaw
that compresses the cheeks and expels air between the lips
Lightweight, rectangular abrasive block
Large blister containing a watery fluid; similar to a vesicle but
larger
Written plan of a business, as it is seen in the present and
envisioned in the future
The rules of any/all local, state and federal agencies you must
comply with when you decide to open your salon or rent a booth
Shaped , solid mass applied to the face with a moistened cosmetic
sponge; gives good coverage
Helps soften and smooth calluses, especially on heels and over
pressure points
Technical term for gray hair; results from the loss of the hair’s
natural melanin pigment
Lightening technique that involves pulling clean strands of hair
through a perforated cap with a thin plastic or metal hook
Wig consisting of elasticized mesh-fiber bases to which the hair is
attached
Thin-walled blood vessels that connect the smaller arteries to the
veins
Money needed to start a business
Machine-made wigs in which rows of wefts are sewn to elastic
strips in a circular pattern to fit the head shape
Inflammation of the subcutaneous tissue caused by staphylococci;
similar to a furuncle but larger
The involuntary muscle that is the heart
The wrist; flexible joint composed of a group of eight small,
irregular bones held together by ligaments
Pin curls sliced from a shaping and formed without lifting the hair
from the head
Haircutting technique done by placing the still blade into the hair
and resting it on the scalp, and then moving the shears through
the hair while opening and partially closing the shears
Pin curls fastened to the head in a standing position to allow the
hair to flow upward and then downward
The phase of metabolism that involves the breaking down of
complex compounds within the cells into smaller ones resulting in
BVSD Curriculum Essentials
69
Catagen
Catalyst
Cataphoresis
Cathode
Cation
Cell
Cell membrane
Central nervous system
Cervical cutaneous nerve
Cervical nerves
Cervical vertebrae
Chain reaction
Chamois buffer
Cheek color
Chemical change
Chemical exfoliants
Chemical hair relaxing
Chemical properties
Chemical texture services
Chemistry
Chloasma
Chucking
Cilia
Circle
Circuit breaker
Circulatory system
7/2/2012
the release of energy to perform functions such as muscular
movement or digestion
The brief transition period between the growth and resting phases
of a hair follicle
Substance that speeds up chemical reactions between monomer
liquid and polymer powder
Process of forcing acidic substances into deeper tissues using
galvanic current from the positive toward the negative pole
Negative electrode
On ion with a positive electrical charge
Basic unit of all living things; minute mass of protoplasm capable
of performing all the fundamental functions of life
Part of the cell that encloses the protoplasm and permits soluble
substances to enter and leave the cell
Consists of the brain, spinal cord spinal nerves, and cranial nerves
Located at the side of the neck, affects the front and sides of the
neck as far down as the breastbone
Affect the side of the neck and the platysma muscle
The seven bones of the top part of the vertebral column, located
in the neck region
Process that joins monomers to create very long polymer chains;
also called “polymerization reaction”
Implement that holds a disposable chamois cloth that is used to
add shine to the nail and to smooth out wavy ridges on nails
Cream of powder cosmetic used primarily to add a natural looking
glow to the cheeks; also called blush, blusher, or rouge
Change in the chemical and physical properties of a substance
due to a chemical reaction that creates a new substance or
substances
Chemical agents that dissolve dead skin cells
Rearranges the structure of curly hair into a straighter or
smoother form
Characteristics that can only be determined by a chemical
reaction and a chemical change in the substance
Hair services that cause a chemical change that permanently
alters the natural wave pattern of the hair
Science that deals with the composition, structures, and
properties of matter, and how matter changes under various
conditions
Condition characterized by increased pigmentation on the skin in
spots that are not elevated
Massage movement accomplished by grasping the flesh firmly in
one hand and moving the hand up and down along the bone while
the other hand keeps the arm or leg in a steady position
Slender, hair-like extensions that permit locomotion in certain
bacteria; their whip-like motion moves bacteria in liquid
The part of the pin curl that forms a complete circle; also, the hair
that is wrapped around the roller
Switch that automatically interrupts or shuts off an electric circuit
at the first indication of overload
System that controls the steady circulation of the blood through
BVSD Curriculum Essentials
70
Clarifying shampoos
Clavicle
Clay-based masks
Cleansing milks
Client consultation
Clipper-over-comb
Closed comedones
Closed-center curls
Cocci
COHNS elements
Collagen
Color fillers
Color-enhancing shampoos
Combustion
Comedo
Commission
Common carotid artery
Common peroneal nerve
Communication
Complementary colors
Complete circuit
Compounds
Concave profile
Concave rods
Concealers
Concentrator
Conditioner fillers
7/2/2012
the body by means of the heart and blood vessels
Shampoos containing an acidic ingredient such as cider vinegar to
cut through product buildup that can flatten hair; also increase
shine
Collarbone; bone joining the sternum and scapula
Clay preparations used to stimulate circulation and temporarily
contract the pores of the skin
Non-foaming lotion cleanses for the face
Verbal communication with a client to determine desire results
Haircutting technique similar to scissor over-comb, except that
the clippers move side to side across the comb rather than
bottom to top
Clogged follicles just under the skin surface
Pin curls that produce waves that get smaller toward the end
Round shaped bacteria that appear singly (alone) or in groups
The five elements that make up human hair skin, tissue, and nails
(carbon, oxygen, hydrogen, nitrogen and sulfur
Fibrous protein that gives the skin form and strength
Equalize porosity and deposit color in one application to provide a
uniform contributing pigment on prelightened hair
Shampoos created by combining the surfactant base with basic
color pigments
Rapid oxidation of a substance accompanied by the production of
heat and light
Hair follicle filled with keratin and sebum. When the sebum of the
comedone is exposed to the environment, it oxidizes and turns
black (blackhead). When the follicle is closed and not exposed to
the environment, comedones are a white or cream color
(whitehead)
Percentage of revenue that a salon takes in from sales earmarked
for practitioner
Artery that supplies blood to the face, head, and neck
A division of the sciatic nerve that extends from behind the knee
to wind around the head of the fibula to the front of the leg where
it divides into two branches
The act of accurately sharing information between two people, or
groups of people
Primary and secondary color combinations that are directly
opposite from each other on the color wheel
The path of an electric current from the generating source
through conductors and back to its original source
Combinations of two or more atoms of different elements
chemically joined together
Curving inward
Perm rods that have a smaller diameter in the center that
increases to a larger diameter on the ends
Cosmetics used to hide dark eye circles, dark splotches, and other
imperfections
Nozzle attachment of a blow-dryer; directs the stream to any
section of the hair more intensely
Used to recondition damaged, overly porous hair and equalize
BVSD Curriculum Essentials
71
Conditioners
Conditioning or moisturizing
shampoos
Conductor
Connective tissue
Consumption supplies
Contagious
Contraindication
Contrasting lines
Contributing pigment
Converter
Convex profile
Cool color
Cornrows or canerows
Corporations
Corrugations
Corrugator muscle
Cortex
Cosmetology
Couperose
Cowlick
Cranium
Cream mask
Croquignole perms
Cross-checking
Crown
Crust
Curette
7/2/2012
porosity so that the hair accepts the color evenly from strand to
strand and scalp to ends
Special chemical agents applied to the hair to deposit protein or
moisturizer, to help restore its strength and give it body, or to
protect it against possible breakage
Shampoos designed to make the hair smooth and shiny, avoid
damage to chemically treated hair, and improve manageability of
the hair
Any substance, material, or medium that easily transmits
electricity
Fibrous tissue that binds together, protects, and supports the
various parts of the body such as bone, cartilage, and tendons
Supplies used in daily business operations
Disease that can be easily spread to others by contact
Procedure or condition that requires avoiding certain treatment to
prevent undesirable side effects
Horizontal and vertical lines that meet at a 90 degree angle
Natural hair color that remains in the hair when the natural color
is lightened; must be taken into consideration when haircolor is
selected. Also called undertone
Apparatus that changes direct current to alternation current
Curving outward
Colors that suggest coolness and are dominated by blues, greens,
violets, and blue-reds
Narrow rows of visible braids that lie close to the scalp; created
with a three-strand, on the scalp braid technique
Businesses whose ownership is shared by one or more
stockholders
Wavy ridges caused by uneven nail growth; usually result of
illness or injury
Muscle located beneath the frontalis and orbicularis oculi that
draws the eyebrow down and wrinkles the forehead vertically
Middle layer of the hair, located directly beneath the cuticle layer.
The cortex is responsible for the incredible strength and elasticity
of human hair
The art and science of beautifying and improving the skin, nails,
and hair, and the study of cosmetics and their applications
European term describing areas of diffuse redness and dilated red
capillaries
Tuft of hair that stands straight up
An oval, bony case that protects the brain
Mask treatments for dry skin that do not harden or dry on the
face
Perms in which the hair strands are wrapped at an angle
perpendicular to the perm rod, in overlapping concentric layers
Parting the haircut in the opposite way from which you cut it, to
check for precision of line and shape
Area of the head between the apex and back of the parietal ridge
Dead cells that form over a wound or blemish while it is healing;
an accumulation of sebum and pus, sometimes mixed with
epidermal material
Small, spoon-shaped instrument used for cleaning debris from the
BVSD Curriculum Essentials
72
Curl
Curvature perm wrap
Curved lines
Cuticle
Cuticle
Cuticle removers
Cutting line
Cyst
Cytoplasm
Dappen dish
Deductive reasoning
Deep peroneal nerve
Deep conditioning treatments
Deltoid
Demi- permanent haircolor
Demographics
Dendrites
Depilatory
Depressor labii inferioris muscle
Dermal papilla
Dermatitis
Dermatitis venenata
Dermatologist
Dermatology
7/2/2012
edges of nail plate
Hair that is wrapped around the roller; also called circle
Perm wrap in which partings and bases radiate throughout the
panels to follow the curvature of the head
Lines on an angle, used to soften a design
Dead tissue that adheres to the nail plate
Outermost layer of hair, consisting of a single, overlapping layer
of transparent, scale-like cells
Products designed to soften cuticles for removal from the nail
plate
Angle at which the fingers are held when cutting, and ultimately
the line that is cut; also known as finger angle, finger position,
cutting position, cutting angle
Closed abnormally developed sac containing fluid, semifluid, or
morbid matter, above or below the skin
All the protoplasm of a cell except that which is in the nucleus;
the watery fluid that contains food material necessary for growth,
reproduction, and self-repair of the cell
A special container used to hold the monomer liquid and polymer
powder
Process of reaching logical conclusions by employing logical
reasoning
A nerve that extends down the front of the leg, behind the
muscles. It supplies impulses to those muscles and also to the
muscles and skin on the top of the foot and adjacent sides of the
first and second toes
Chemical mixtures of concentrated protein and the heavy cream
base of a moisturizer; used to provide, treatments when an equal
degree of moisturizing and protein treatment is required
Large triangular muscle covering the shoulder joint that allows
the arm to extend outward and to the side of the body
Also called no-lift, deposit only color. Formulated to deposit, but
not lift (lighten) natural hair color.
Information about the size, average income, and buying habits of
the population
Tree like branching of nerve fibers extending from a nerve cell;
short nerve fibers that carry impulses toward the cell
Substance, usually a caustic alkali preparation, used for the
temporary removal of superfluous hair by dissolving it at the skin
surface level
Muscle surrounding the lower lip; depresses the lower lip and
draws it to one side
Small cone-shaped elevation located at the base of the hair follicle
that fits into the hair bulb
Inflammatory condition of the skin
Also known as contact dermatitis. An eruptive skin infection
caused by contact with irritating substances such as chemicals or
tints
Physician engaged in the science of treating the skin, including its
structures, functions, and diseases
Medical branch of science that deals with the study of skin and its
BVSD Curriculum Essentials
73
Dermis
Design texture
Desincrustation
Developer
Diagnosis
Diagonal lines
Diaphragm
Diffuser
Digestive system
Digit
Digital nerve
Diplococcic
Direct current (DC)
Eczema
Efficacy
Effleurage
Eggshell nails
Elastin
Electric current
Electricity
Electrode
Electrolysis
Electromagnetic radiation
Electrotherapy
Element
Elemental molecules
Elevation
Emollients
Emphasis or focus
Employment portfolio
7/2/2012
nature, structure, functions, diseases and treatment
Underlying or inner layer of the skin; also called the derma,
corium, cutis, or true skin
Wave pattern
Process used to soften and emulsify grease deposits (oil) and
blackheads in the hair follicles
Oxidizing agent that, when mixed with an oxidation haircolor,
supplies the necessary oxygen gas to develop color molecules and
create a change in hair color
Determining the nature of a disease or infection
Lines positioned between horizontal and vertical lines
Muscular wall that separates the thorax from the abdominal
region and helps control breathing
Blow-dryer attachment that causes the air to flow more softly and
helps to accentuate or keep textural definition
The mouth, stomach, intestines, and salivary and gastric glands
that change food into nutrients and wastes
A finger or toe
Nerve that with its branches supplies the fingers and toes
Spherical bacteria that grow in pairs and cause diseases such as
pneumonia
Constant, even-flowing current that travels in one direction only
Inflammatory, painful itching disease of the skin, acute or chronic
in nature, presenting many forms of dry or moist lesions
Effectiveness with which a disinfecting solution kills germs, when
used according to the label
Light, continuous stroking movement applied with the fingers or
the palms in a slow, rhythmic manner
Noticeably thin, white nail plate that is more flexible than normal
Protein base similar to collagen that forms elastic tissue
Flow of electricity along a conductor
Form of energy that, when in motion, exhibits magnetic,
chemical, or thermal effects; a flow of electrons
Applicator for directing the electric current from the machine to
the client’s skin
Removal of hair by means of an electric current that destroys the
root of the hair
Also called radiant energy because it carries, or radiates, energy
through space on waves
Electrical facial treatments
The simplest form of matter; it cannot be broken down into a
simpler substance without a loss of identity
A chemical combination of atoms of the same element
Angle or degree at which a subsection or hair is held, or lifted,
from the head when cutting; also referred to as projection or
lifting
Oil or fatty ingredients that prevent moisture from leaving the
skin
The place in a hairstyle where the eye is drawn first before
traveling to the rest of the design
Collection, usually bound, of photos and documents that reflect
your skills, accomplishments and abilities in your chosen career
BVSD Curriculum Essentials
74
Emulsion
End curls
End paper or end wraps
Endocrine
Endocrine system
Endothermic waves
Enzyme peels
Epicranius
Epidermal-dermal junction
Epidermis
Epilator
Eponychium
Ergonomics
Essential oils
Esthetician
Ethics
Ethmoid
Eumelanin
Excoriation
Excretory system
Exfoliants
Exfoliating scrubs
Exfoliation
Exhalation
Exocrine glands
Exothermic
Exothermic waves
Exposure incident
Extensor digitorum brevis
7/2/2012
field
An unstable mixture of two or more immiscible substances united
with the aid of an emulsifier
Used to give a finished appearance to hair ends either turned
under or over
Absorbent papers used to control the ends of the hair when
wrapping and winding hair on perm rods
Glands, ductless glands that release hormonal secretions directly
into the bloodstream
Group of specialized glands that affect the growth, development,
sexual activities, and health of the entire body
Perm activated by an outside heat source, usually a conventional
hood-type hair dryer
Chemical exfoliants that involve the use of enzymes that help
speed up the breakdown of keratin, the protein in skin
The broad muscle that covers the top of the skull
The top of the papillary layer where it joins the epidermis
Outermost layer of the skin; also called cuticle
Substance used to remove hair by pulling it out of the follicle
Living skin at the base of the nail plate covering the matrix area
Study of how a workplace can best be designed for comfort,
safety, efficiency, and productivity
Oils used in aromatherapy that are extracted via diverse forms of
distillation from seeds, bark, roots, roots, leaves, woods, and
resin
Specialist in the cleansing, preservation of health, and
beautification of the skin and body
Principles of good character, proper conduct, and moral
judgment, expressed through personality, human relations skills,
and professional image
Bone, light spongy bone between the eye sockets and forms part
of the nasal cavities
Melanin that gives brown and black color to hair
Skin sore or abrasion produced by scratching or scraping
Group of organs including the kidneys, liver, skin, intestines, and
lungs that purify the body by the elimination of waste matter
Ingredients that assist in the process of exfoliation
Preparations used to remove dry or scaly skin on the feet and legs
Removal of excess dead cells from the skin surface
The act of breathing outward, expelling carbon dioxide from the
lungs
Duct glands that produce a substance that travels through small
tube like ducts, such as the sudoriferous glands and the
sebaceous glands
Chemical reaction that produce heat
Create an exothermic chemical reaction that heats up the waving
solution and speeds up processing
Contact with non-intact skin, blood, body fluid or other potentially
infectious materials that results from performance of an
employees duties
Muscle of the foot that moves the toes and help maintain balance
BVSD Curriculum Essentials
75
Extensor digitorum longus
Extensors
External carotid artery
External jugular vein
Eye make-up removers
Eye shadows
Eye tabbing
Eyebrow pencils
Eyelash adhesive
Fabric wraps
Face powder
Facial artery
Fallen hair
Femur
Fiberglass
Fibula
Fifth cranial nerve
Filler
Finger waving
Finishing spray
Fishtail braid
Fissure
Flagella
Flexor digitorum brevis
Flexors
Foam or mousse
Foaming cleansers
Foil technique
Follicle
7/2/2012
while walking and standing
Muscle that bends the foot up and extends the toes
Muscles that straighten the wrist, hand, and fingers to form a
straight line
Supplies blood to the anterior parts of the scalp, ear, face, neck,
and side of head
Vein located on the side of the neck that carries blood returning
to the heart from the head, face , and neck
Cosmetic preparations for removing eye makeup
Cosmetics applied on the eyelids, eyebrows, or lash line to
accentuate or contour
Procedure in which individual synthetic eyelashes are attached
directly to a client’s own lashes at their base
Pencils used to add color and shape to the eyebrows
Product used to make artificial eyelashes adhere or stick to the
natural lash line
Nail wraps make of silk, linen, or fiberglass
Cosmetic powder, sometimes tinted and scented, that is used to
add a matte or nonshiny finish to the face
Supplies blood to the lower region of the face mouth, and nose
Hair that has been shed from the head or gathered from a
hairbrush, as opposed to hair that has been cut
A heavy, long bone that forms the leg above the knee
Very thin synthetic mesh with a loose weave
The smaller of the two bones that form the leg below the knee.
The fibula may be visualized as a bump on little toe side of the
ankle
The chief sensory nerve of the face, and serves as the motor
nerve of the muscles that control chewing
Used to equalize porosity
Process of shaping and directing the hair into a pattern of “s” shaped waves through the use of the fingers, combs and waving
lotion
Hairspray used to lock in a style after completion
Simple two strand braid in which hair is picked up from the sides
and added to the strands as they are crossed over each other
Crack in the skin that penetrates the epidermis, such as chapped
hands or lips
Slender, hair-like extensions that permit locomotion in certain
bacteria; their whip-like motion moves bacteria in liquid
Muscle of the foot that moves the toes and help maintain balance
while walking and standing
Extensor muscles or the wrist involved in flexing the wrist
A light, airy, whipped styling product that resembles shaving foam
and builds moderate body and volume into the hair
Wash off product that contains a surfactant
Highlighting technique that involves coloring selected strands of
hair by slicing or weaving out sections, placing them on foil or
plastic wrap, applying lightener or permanent haircolor, and
sealing them in the foil or plastic wrap
Tube-like depression or pocket in the skin or scalp that contains
BVSD Curriculum Essentials
76
Foot file or paddles
Foot lotion, oil or cream
Foot soaks
Form
Formaldehyde hardeners
Foundation
Four corners
Fragilitas crinium
Free edge
Free-hand notching
Free hand slicing
Fresheners
Friction
Friction movement
Frontal artery
Frontal bone
Frontalis anterior
Full base curls
Fulling
Full stem curl
Fungi
Fungicidal
Furrows
Furuncle
Fuse
Fusion
Galvanic current
7/2/2012
the hair root
Large abrasive files used to smooth and reduce thicker areas of
calluses
Products used to moisturize the feet; they are also used for
performing a foot massage
Products containing gentle soaps, moisturizers, and so on, that
are used in a pedicure bath to cleanse and soften the skin
Outline of the overall hairstyle as seen from all angles
Contain up to 5 percent formaldehyde and create bridges or
cross-links between the keratin strands that make up the natural
nail, making the plate much stiffer and more resistant to bending
Cosmetic, usually tinted, that is used as a base or as a protective
film applied before makeup and is used to cover or even out the
coloring of the skin
Points on the head that signal a change in the shape of the head,
form flat to round or vice versa
Technical term for brittle hair
Part of the nail plate that extends over the tip of the finger or toe
Notching technique in which pieces of hair are snipped out at
random intervals
Technique used to release weight from the subsection, allowing
the hair to move more freely
Liquid that help remove excess oil in the skin
Deep rubbing movement requiring pressure on the skin with the
fingers or palm while moving them over an underlying structure
Firm pressure applied to the bottom of the foot using thumb
compression to work from side to side and toward the heel
Supplies blood to the forehead and upper eyelids
Forms the forehead
Portion of the epicranius; muscle of the scalp that raises the
eyebrows, draws the scalp forward and causes wrinkles across the
forehead
Thermal curls that sit in the center of their base; strong curls with
full volume
Form of petrissage in which the tissue is grasped, gently lifted ,
and spread out; used mainly for massaging the arms
Curl placed completely off the base; allows for the greatest
mobility
Microscopic plant parasites, including molds, mildews, and yeasts
Capable of destroying fungi
Depressions in the nail that run either lengthwise or across the
nail; result from illness, injury, stress or pregnancy
Boil; acute, localized bacterial infection of the hair follicle
Special device that prevents excessive current from passing
through a circuit
Method of attaching extensions in which extension hair is bonded
to the client’s own hair with a bonding material that is activated
by heat from a special tool
Constant and direct current, having a positive and negative pole
and producing chemical changes when it passes through the
BVSD Curriculum Essentials
77
Game plan
Gastrocnemius
Gel
Glands
Glaze
Glycerin
Glyceryl monothioglycolate
Goal setting
Gommage
Graduated haircut
Graduation
Greasepaint
Greater auricular nerve
Greater occipital nerve
Growth pattern
Guideline
Hacking
Hair bulb
Hair color
Hair density
Hair elasticity
Hair extensions
Hair lightening
Hair porosity
Hair pressing
Hair root
7/2/2012
tissues and fluids of the body
The conscious act of planning your life rather than just letting
things happen
Muscle that is attached to the lower rear surface of the heel and
pulls the foot down
Thickened styling preparation that comes in a tub or bottle and
has a strong hold
Specialized organs that remove certain constituents from the
blood to convert them into new substances
A non-ammonia color that adds shine and tone to the hair
Sweet, colorless, oily substance used as a solvent and moisturizer
in skin and body creams
GMTG main active ingredient in true acid and acid balanced
waving lotions
The identification of long and short term goals
Enzyme peel in which a cream is applied to the skin before
steaming and forms a hardened crust that is then massaged or
“rolled” off the skin, also called “vegetal peeling”
Graduated shape or wedge; an effect or haircut that results from
cutting the hair with tension, low to medium elevation or over
direction
Elevation occurs when a section is lifted above 0 degrees
Heavy makeup used for theatrical purposed
Located at the side of the neck, affects the face, ears, neck, and
parotid gland
Located in the back of the head, affects the scalp as far up as the
top of the head
Direction in which the hair grows from the scalp; also referred to
as natural fall or natural falling position
Section of hair located either at the perimeter or the interior of
the cut that determines the length the hair will be cut; also
referred to as a guide; usually the first section that is cut to
create a shape
Chopping movement performed with the edges of the hands in
massage
Lowest part of a hair strand; the thickened club shaped structure
that forms the lower part of the hair root
The natural color of hair
The number of individual hair strands found on 1 square inch of
scalp
Ability of the hair to stretch and return to its original length
without breaking
Hair additions that are secured to the base of the client’s natural
hair in order to add length, volume, texture, or color
Chemical process involving the diffusion of the natural color
pigment or artificial color from the hair; often called “bleaching”
or “decolorizing
Ability of the hair to absorb moisture
Method of temporarily straightening extremely curly or unruly hair
by means of a heated iron or comb
The part of the hair contained within the follicle, below the surface
of the scalp
BVSD Curriculum Essentials
78
Hair shaft
Hair stream
Hair texture
Hair wrapping
Haircolor
Hairline
Hairpiece
Hairspray
Half base
Half off-base placement
Half-base curls
Half-stem curl
Hand movements
Hand-tied wigs or handknotted wigs
Hangnail or agnail
Hard press
Hard water
Harmony
Head form
Heart
Helix
Hemoglobin
Hepatitis
Herpes simplex
Highlighting
Highlightening shampoo
Hirsuties or hypertrichosis
Histology
Horizontal lines
7/2/2012
The portion of hair that projects beyond the skin
Hair flowing in the same direction, from follicles sloping in the
same direction
Thickness or diameter of the individual hair strands
A technique used to keep curly hair smooth and straight
Professional, salon industry term referring to artificial haircolor
products and services
Hair that grows at the outermost perimeter along the face,
around the ears, and on the neck
Small wig used to cover the top or crown of the head; does not
fully cover the head; toupee
A styling product applied in the form of a mist to hold a style in
position; available in a variety of holding strengths
Position of a curl or a roller one half off its base; giving medium
volume and movement
Base control in which the hair is wrapped at an angle of 90
degrees to its base section and the rod is positioned half off its
base section
Thermal curls placed half off their base; strong curls with
moderate lift or volume
Curl placed half off the base; permits medium movement and
gives good control to the hair
Movements used in therapeutic massage
Wigs made by inserting individual strands of hair into mesh
foundations and knotting them with a needle
Condition in which the eponychium or other living tissue
surrounding the nail plate becomes split or torn
Technique that removes 100 percent of the curl by applying the
pressing comb twice on each side of the hair
Water containing certain minerals that reduce the ability of soap
or shampoo to lather
Orderly and pleasing arrangement of shapes and lines
Shape of the head, which greatly affects the way the hair falls and
behaves; also called head shape
Muscular cone-shaped organ that keeps the blood moving within
the circulatory system
Spiral shape created by polypeptide chains that intertwine around
each other
Iron-containing protein in red blood cells that binds to oxygen
Bloodborne virus that caused disease affecting the liver
Fever blister or cold sore; recurring viral infection
Coloring some of the hair strands lighter than the natural color to
add the illusion of sheen and depth; highlights do not general
contrast strongly with the natural color
Mixture of shampoo and hydrogen peroxide; used to slightly
lighten natural hair color
Growth of an unusual amount of hair on parts of the body
normally bearing only downy hair; such as the faces of women or
the backs of men
Science of the minute structures of organic tissues; microscopic
anatomy
Lines parallel to the floor or horizon; creates width in hair design
BVSD Curriculum Essentials
79
Hormones
Humectants
Humerus
Hydrogen bonds
Hydrophilic
Hydroxide neutralization
Hydroxide relaxers
Hyoid bone
Hyperhidrosis
Hypertrichosis
Hypertrophy
Hyponychium
Immiscible
Immunity
Inactive electrode
Indentation
Infected finger
Infection
Infectious
Inferior labial artery
Inflammation
Infraorbital artery
Infraorbital nerve
Infrared rays
Infratrochlear nerve
Inhalation
Inhibition layer
Inorganic chemistry
Initiators
Insertion
7/2/2012
Secretions produced by one of the endocrine glands and carried
by the bloodstream or body fluid to another part of the body to
stimulate a specific activity
Substances that absorb moisture or promote the retention of
moisture
Uppermost and largest bone in the arm, extending from the elbow
to the shoulder
Weak physical side bonds that are the result of an attraction
between opposite electrical charges; easily broken by water, as in
wet setting, or heat, as in thermal styling, and re-form as the hair
dries or cools
Capable of combining with or attracting water
Does not involve oxidation or rebuilding disulfide bonds. The
neutralization of hydroxide relaxers neutralizes the alkaline
residues left in the hair by the relaxer. The pH of hydroxide
relaxers is so high that the hair remains at an extremely high pH,
even after thorough rinsing
Very strong alkalis with a pH over 13. The hydroxide ion is the
active ingredient in all hydroxide relaxers
U-shaped bone at the base of the tongue that supports the
tongue and its muscles; also called “Adam’s apple”
Excessive sweating, caused by heat or general body weakness
Condition of abnormal growth of hair, characterized by the growth
of terminal hair in areas of the body that normally grow only
vellus hair
Abnormal growth of the skin
The slightly thickened layer of skin that lies beneath the free edge
of the nail plate
Not capable of being mixed
Ability of the body to destroy and resist infection
Opposite pole from the active electrode
The point where curls of opposite directions meet forming a
recessed area
Redness, pain, swelling, or pus; refer to physician
Invasion of body tissue by pathogenic bacteria
Infection that can be spread from one person to another person
or from one infected body part to another
Supplies blood to the lower lip
Bodies response to injury or infection with redness, heat, pain,
and swelling
Supplies blood to the muscles of the eye
Affects the skin of the lower eyelid, side of the nose, upper lip,
and mouth
Invisible rays that have longer wavelengths penetrate deeper,
and produce more heat than visible light
Nerve that affects the membrane and skin of the nose
The breathing in of air
Tacky surface left on the nail once a UV gel has cured
Study of substances that do not contain carbon
Energized and activated by catalyst; initiators start the chain
reaction
Part of the muscle at the more movable attachment to the
BVSD Curriculum Essentials
80
Instant conditioners
Insulator or nonconductor
Insurance
Integration hairpiece
Integument
Integumentary system
Interior guideline
Interior
Internal carotid artery
Internal jugular vein
Invisible or inverted braid
Ion
Ionization
Iontophoresis
Job description
Joint
Keloid
Keratin
Keratinization
Keratolytic enzymes
Keratoma
Lacrimal bone
Lanthionization
Laser hair removal
Latissimus dorsi
Law of color
7/2/2012
skeleton
Conditioners that either remain on the hair for a very short period
(1 to 5 minutes) or are left in the hair during styling (“leave-in”
conditioners)
Substance that does not easily transmit electric
A means of guaranteeing protection or safety for malpractice,
property liability, fire, burglary and theft, and business
interruption
Hairpiece with an opening in the base through which the client’s
own hair is pulled to blend with the hair of the hairpiece
Largest and fastest growing organ of the body; composed of the
hair, skin, and nails
The skin and its accessory organs, such as the oil and sweat
glands, sensory receptors, hair, and nails
Guideline that is inside the haircut rather than on the perimeter
Inner or internal part
Supplies blood to the brain, eye, eye lid, forehead, nose, and
internal ear
Vein located at the side of the neck to collect blood from the brain
and parts of the face and neck
Three-strand braid produced by overlapping the strands of hair on
top of each other
An atom or molecule that carries an electrical change
Separation of an atom or molecule into positive and negative ions
Process of introducing water soluble products into the skin with
the use of electric current, such as the use of the positive and
negative poles of a galvanic machine
A document that outlines all duties and responsibilities of a
particular position in a salon or spa
Connection between two or more bones of the skeleton
Thick scar resulting from excessive growth of fibrous tissue
Fiber protein that is the principal component of hair and nails
Process by which newly formed cells in the hair bulb mature, fill
with keratin, move upward, lose their nucleus and die
Substances that help speed up the breakdown of keratin, the
protein in skin
Acquired, superficial, thickened patch of epidermis commonly
known as callus, caused by pressure or friction on the hands and
feet
Small, thin bones located at the front inner wall of the orbits
Process by which hydroxide relaxers permanently straighten hair;
breaks the hair’s disulfide bonds during processing and converts
them to lanthionine bonds when the relaxer is rinsed from the
hair
Permanent hair removal treatment in which a laser beam is
pulsed on the skin, impairing the hair growth
Broad, flat superficial muscle covering the back of the neck and
upper and middle region of the back, controlling the shoulder
blade and the swinging movements of the arm
System for understanding color relationships
BVSD Curriculum Essentials
81
Layered haircut/layers
Layers
Lentigines
Lesion
Leukoderma
Leukonychia spots
Levator anguli oris
Levator labii superioris
Level
Level system
Ligament
Light therapy
Lighteners
Lighting
Line of demarcation
Line
Linen
Lip color
Lip liner
Lipophilic
Liquid gels or texturizers
Liquid soap
Liquid tissue
Locks or dreadlocks
Logarithm
Long layered haircut
Loop or circle rod
7/2/2012
Graduated effect achieved by cutting the hair with elevation or
over-direction; the hair is cut at higher elevations, usually 90
degrees or above, which removes weight
Create movement and volume in the hair by releasing weight
Technical term for freckles. Small yellow-to brown- colored spots
on skin exposed to sunlight and air
Mark on the skin. May indicate an injury or damage that changes
the structure of tissues or organs
Skin disorder characterized by light abnormal patches; caused by
a burn or congenital disease that destroys the pigment producing
cells
Whitish discolorations of the nails, usually caused by injury to the
matrix area; white spot
Also known as caninus, a muscle that raises the angle of the
mouth and draws it inward
Also known as quadratus labii superioris, a muscle surrounding
the upper lip; elevates the upper lip and dilates the nostrils, as in
expressing distaste
Lightness or darkness of a color. Refers to the saturation,
concentration, or density of a color.
System that colorists use to determine the lightness or darkness
of a hair color
Tough bank of fibrous tissue that connects bones or holds an
organ in place
Application of light rays to the skin for treating disorders
Chemical compounds that lighten hair by dispersing, dissolving,
and decolorizing the natural hair pigment
For basic make up application
Visible line separating colored hair from new growth
Thin continuous mark used as guide, can be straight, or curved,
horizontal, vertical, or diagonal
Closely woven, heavy material used for nail wraps
Cosmetic in paste form, usually in a metal or plastic tube,
manufactured in a variety of colors and used to color the lips; also
called lip stick or gloss
Colored pencil or brush used to outline the lips and to help keep
lip color from feathering around the mouth
Capable of attracting oil
Styling products that are lighter and more viscous or sticky than
firm-hold gels, used for easy styling, defining, and molding
Used in pedicuring, contains a mild detergent, for cleansing the
feet
Body tissue that carries food, waste products, and hormones
Natural textured hair that is intertwined and meshed together to
form a single or separate network of hair
Multiples of ten
Haircut in which the hair is cut at a 180 degree angle; the
resulting shape has shorter layers at the top and increasingly
longer layers toward the perimeter
Tool that is usually about 12 inches long with a uniform diameter
along the entire length of the rod
BVSD Curriculum Essentials
82
Low pH waves
Lungs
Lunula
Lymph
Lymph nodes
Lymph vascular system
Machine made wigs
Macule
Malassezia
Malignant melanoma
Mandible
Mandibular nerve
Massage
Massage oil
Massage preparations
Masseter
Maxillae (singular Maxilla)
Maxillary nerve
Median
Medicated scalp lotions
Medicated shampoos
Medium press
Medulla
Melanin
Melanocytes
7/2/2012
Perms that work at a low pH, and use sulfates, sulfites and
bisulfites as an alternative to ammonium thioglycolate
Spongy tissues composed of microscopic cells in which inhaled air
is exchanged for carbon dioxide
Whitish, half-moon shape at the base of the nail plate, caused by
the reflection of light off the surface of the matrix
Clear, yellowish fluid that circulates in the lymph spaces of the
body; carries waste and impurities away from the cells
Special structures found inside the lymphatic vessels that filter
lymph
Body system that acts as an aid to the blood system and consists
of the lymph spaces, lymph vessels, and lymph glands
Wigs made by machine by feeding wefts through a sewing
machine, and then sewing them together to form the base
and shape of the wigs
Spot or discoloration on the skin, such as a freckle
Naturally occurring fungus that is present on all human
skin, and is responsible for dandruff
Most serious form of skin cancer; often characterized by
black or dark brown patches on the skin that may appear
uneven in texture, jagged, or raised
Lower, jawbone; largest and strongest bone of the face
Affects the muscles of the chin and lower lip
Manual or mechanical manipulation of the body by
rubbing, pinching, kneading, tapping and other
movements to increase metabolism and circulation,
promote absorption, and relieve pain
Blend of oils used to lubricate, moisturize, and invigorate
the skin during a massage
Oil, creams, and lotions used to lubricate, moisturize, and
invigorate the skin
Muscles that coordinate with the temporalis muscles in
opening and closing the mouth, and are sometimes
referred to as chewing muscles
Bones of the upper jaw
Branch of the fifth cranial nerve that supplies the upper
part of the face
Nerve that supplies the hand and arm
Conditioners that promote healing of the scalp
Shampoos containing special chemicals or drugs for
reducing excessive dandruff or relieving other scalp
conditions
Technique removing 60 to 75 percent of the curl by
applying a thermal pressing comb once on each side of the
hair using slightly more pressure than in the soft press
Innermost layer of the hair, composed of round cells; often
absent in fine hair; often called pith or core of the hair
Tiny grains of pigment deposited in the basal cell layer
Melanin-forming cells
BVSD Curriculum Essentials
83
Mental nerve
Mentalis
Metabolism
Metacarpus
Metal hydroxide relaxers
Metallic or gradual colors
Metatarsal
Microorganism
Middle temporal artery
Mildew
Milia
Miliaria rubra
Milliampere
Miscible
Mission statement
Mitosis
Modalities
Moisturizers
Mole
Molecules
Monilethrix
Motility
Motor nerve fibers
Motor nerves
Motor point
MSDS ( Material Safety Data Sheet)
Multi-use
7/2/2012
Affects the skin of the lower lip and chin
Muscle that elevates the lower lip and raises and wrinkles
the skin of the chin
Chemical process taking place in living organisms whereby
the cells are nourished and carry out their activities
Bones of the palm of the hand; parts of the hand
containing five bones between the carpus and phalanges
Ionic compounds formed by metal (sodium, potassium, or
lithium) combined with oxygen and hydrogen
Haircolors containing metal salts that change hair color
gradually by progressive buildup and exposure to air,
creating a dull, metallic appearance
One of three subdivisions of the foot comprised of five
bones, which are long and slender, like the metacarpal
bones of the hand; help make-up the foot. All three
subdivisions compromise 26 bones
Any organism of microscopic to submicroscopic size
Supplies blood to the temples
Type of fungus that affects plants or grows on inanimate
objects but does not cause human infections in the salon
setting
Benign, keratin-filled cysts that can appear just under the
epidermis and have no visible opening
Acute inflammatory disorder of the sweat glands,
characterized by the eruption of small red vesicles and
accompanied burning, itching skin
One-thousandth of an ampere
Capable of being mixed with another liquid in any
proportion without separating
A statement that sets forth the values that an individual or
institution lives by and that establishes future goals
Cells dividing into two new cells (daughter cells); the usual
process of cell reproduction of human tissues
Currents used in electrical facial and scalp treatments
Products formulated to add moisture to dry hair, with a
heavier formulation than instant conditioners and a longer
application time
Small, brownish spot or blemish on the skin, ranging in
color from pale tan to brown or bluish black
A chemical combination of two or more atoms
Technical term for beaded hair
Self-movement
Distributed to the arrector pili muscles attached to the hair
follicles
Nerves that carry impulses from the brain to the muscles
Points on the skin over the muscle where pressure or
stimulation will cause contraction of that muscle
Safety information about products compiled by
manufacturer
Items that can be cleaned, disinfected , and used on more
than one person, even if the item is exposed to blood or
body fluid
BVSD Curriculum Essentials
84
Muscular system
Muscular tissue
Myology
Nape
Nasal bones
Nasal nerve
Natural hairstyling
Natural or vegetable haircolors
Nerve tissue
Nerves
Nervous system
Neurology
Neuron
Nevus
New growth
No-base relaxers
Nonpathogenic
Nonstriated muscle
Nonstripping
Normalizing lotions
No-stem curl
Notching
Nucleus
Occipital artery
Occipital bone
Occipitalis
7/2/2012
Body system that covers, shapes, and supports the
skeleton tissue; contracts and moves various parts of the
body
Tissue that contracts and moves various parts of the body
Science of the nature, structure, function and diseases of
the muscles
Back part of the neck; the hair below the occipital bone
Bones that form the bridge of the nose
Affects the point and lower side of the nose
Hairstyling that uses no chemicals or tints and does not
alter the natural curl or coil pattern of the hair
Colors, such as henna, obtained from the leaves or bark of
plants
Tissue that controls and coordinates all body functions
Whitish cords made up of bundles of nerve fibers held
together by connective tissue, through which impulses are
transmitted
Body system composed of the brain, spinal cord, and
nerve; controls and coordinates all other systems and
makes them work harmoniously and efficiently
Science of the structure, function, and pathology of the
nervous system
Nerve cell; basic unit of the nervous system, consisting of
cell body, nucleus, dendrites, and axon
Small or large malformation of the skin due to abnormal
pigmentation or dilated capillaries; commonly known as
birthmark
Part of the hair shaft between the scalp and the hair that
has been previously colored
Relaxers that do not require application of a protective
base cream
Not harmful; organisms that may perform useful functions
Also called involuntary or smooth muscle; muscle that
functions automatically without conscious will
Description of products that do not remove artificial color
from the hair
Conditioners that restore the hair’s natural pH after a
hydroxide relaxer and prior to shampooing
Curl placed directly on its base; produces a tight, firm,
long-lasting curl and allows minimum mobility
Version of point cutting in which the tips of the scissors are
moved toward the hair ends rather than into them; creates
a chunkier effect
Dense, active protoplasm found in the center of the cell;
plays an important part in cell reproduction and
metabolism
Supplies blood to the skin and muscles of the scalp and
back of the head to the crown
Hindmost bone of the skulk below the parietal bones;
forms the back of the skull above the nape
Back of the epicranius; muscle that draws the scalp
backward
BVSD Curriculum Essentials
85
Occupational disease
Off base
Off- base curls
Off-based placement
Off –the-scalp lightener
Ohm
Oil-in-water
On base
On-base placement
On-the-scalp lighteners
Open comedones
Open-center curls
Ophthalmic nerve
Orbicularis oculi
Orbicularis oris
Organic chemistry
Organs
Origin
Osteology
Ostium
Over-direction
Oxidation
Oxidizing agent
Palm to palm
Papillary layer
7/2/2012
Illness resulting from conditions associated with
employment
The position of a curl or a roller completely off its base for
maximum mobility and minimum volume
Thermal curls placed completely off their base; have only
slight lift or volume
Base control in which the hair is wrapped at a 45 degree
angle below perpendicular to its base section and the rod
is positioned completely off its base section
Powdered lighteners that cannot be used directly on the
scalp
Unit that measures the resistance of an electric current
Emulsion, oil droplets emulsified in water
Position of a curl or roller directly on its base for maximum
volume; also called full base
Base control in which the hair is wrapped at a 45 degree
angle beyond perpendicular to its base section and the rod
is positioned on its based section
Oil and cream lighteners that can be used directly on the
scalp
Also known as blackheads; follicles impacted with solidified
sebum and dead cell buildup
Pin curls that produce even, smooth waves and uniform
curls
Branch of the fifth cranial nerve that supplies the skin of
the forehead, upper eyelids, and interior portion of the
scalp, orbit, eyeball and nasal passage
Muscle, ring muscle of the eye sockets; enables you to
close your eyes
Muscle, flat band around the upper and lower lips that
compresses, contracts, puckers, and
wrinkles the lips
Study of substances that contain carbon
Structures composed of specialized tissues and performing
specific functions
Part of the muscle that does not move; it is attached to
the skeleton and is usually part of a skeletal muscle
The study of anatomy, structures, and functions of the
bones
Follicle opening
Combing a section away from its natural falling position,
rather than straight out from the head, toward a guideline;
used to create increasing lengths in the interior or
perimeter
A chemical reaction that combines a substance with
oxygen to produce an oxide
Substance that releases oxygen
Cutting position in which the palms of both hands are
facing each other
Outer layer of the dermis, directly beneath the epidermis
BVSD Curriculum Essentials
86
Papule
Parallel lines
Parasites
Parietal artery
Parietal bones
Parietal ridge
Paronychia
Part/parting
Partnership
Patch test
Patella
Pathogenic
Pectoralis major, pectoralis minor
Peptide bond or end bond
Perfectionism
Pericardium
Perimeter
Peripheral nervous system
Permanent haircolors
Personal hygiene
Personnel
Petrissage
pH scale
Phenolics
Pheomelanin
Physical change
Physical mixture
Physical presentation
Physical properties
7/2/2012
Pimple; small circumscribed elevation on the skin that
contains no fluid but may develop pus
Repeating lines in a hairstyle; may be straight or curved
Plants or animal organisms that derive nutrition from
another organism
Supplies blood to the sides and crown of the head
Form the sides and top of the cranium
Widest area of the head, usually starting at the temples
and ending at the bottom of the crown
Bacterial inflammation of the tissue around the nail; pus,
thickening , and brownish discoloration of the nail plate
Line dividing the hair to the scalp that separates one
section of the hair from another or creates subsections
Business structure in which two or more people share
ownership, although not necessarily equally
Test for identifying a possible allergy in a client, required
by Federal Food, Drug and Cosmetic Act. Also called
predisposition test
Also called the accessory bone, forms the knee cap joint
Causing disease; may cause harmful conditions or illnesses
in humans
Muscles of the chest that assist that assist the swinging
movements of the arms
Chemical bond that joins amino acids to each other, end to
end, to form a polypeptide chain
A compulsion to do things perfectly
Double-layered membranous sac enclosing the heart
Outer line of a hairstyle
System of nerves and ganglia that connects the peripheral
parts of the body to the central nervous system; it has
both sensory and motor nerves
Lightens and deposits color at the same time and in one
application. They are more alkaline than no lift deposit
only haircolors and mixed with a higher volume developer
Daily maintenance of cleanliness by practicing good
sanitary habits
Employees; staff
Kneading movement performed by lifting, squeezing, and
pressing the tissue with a light, firm pressure
Measures the acidity and alkalinity of a substance
Powerful tuberculocidal disinfectants
Melanin that provides natural hair colors from red and
ginger to yellow/blond tones
Change in the form or physical properties of a substance
without the formation of a new substance
Physical combination of matter, in any proportion
Person’s physical posture, walk and movements
Characteristics that can be determined without a chemical
reaction and do not cause a chemical change in the
substance
BVSD Curriculum Essentials
87
Physiology
Pityriasis
Pityriasis capitis simplex
Pityriasis steatoides
Plasma
Platelets
Platysma muscle
Point cutting
Polarity
Polymer
Polymerization
Polypeptide chain
Pomade or wax
Porous
Posterior auricular artery
Posterior auricular nerve
Postpartum alopecia
Prelightening
Presoftening
Primary colors
Prioritize
Procerus
Procrastination
Professional image
Profile
Proportion
Protein conditioners
7/2/2012
Study of the functions or activities performed by the
body’s structures
Dandruff; an inflammation of the skin characterized by the
formation and flaking of fine, thin scales
Technical term for classic dandruff; characterized by scalp
irritation, large flakes, and itchy scalp
Scalp inflammation marked by fatty (greasy or waxy)
types of dandruff
Fluid part of the blood and lymph that carries food and
secretions to the cells
Blood cells that aid in the forming of clots
Broad muscle extending from the chest and shoulder
muscles to the side of the chin; responsible for lowering
the lower jaw and lip
Haircutting technique in which the tips of the shears are
used to cut “points” into the ends of the hair
Negative or positive pole of an electric current
Substance formed by combining many small molecules into
very long chain-like structures
Chemical reaction that creates polymers; also called curing
or hardening
Long chain of amino acids linked by peptide bonds
Styling products that add considerable weight to the hair
by causing strands to join together, showing separation in
the hair
Absorbent, having pores or openings
Supplies blood to the scalp, the area behind and above the
ear, and the skin behind the ear
Affects the muscles behind the ear at the base of the skull
Temporary hair loss experienced at the conclusion of a
pregnancy
First step of double-process haircoloring, used to lift or
lighten the natural pigment before the application of toner
Process of treating gray or very resistant hair to allow for
better penetration of color
Pure or fundamental colors (red, yellow and blue) that
cannot be created by combining other colors
To make a list of tasks that need to be done in the order of
most to least important
Covers the bridge of the nose, lowers the eyebrows, and
causes wrinkles across the bridge of the nose
Putting off until tomorrow what you can do today
Impression projected by a person engaged in any
profession, consisting of outward appearance and conduct
exhibited in the workplace
Outline of the face, head, or figure seen in a side view
Harmonious relations among parts or things, or the
comparative relation of one thing to another
Products designed to slightly increase hair diameter with a
coating action, thereby adding body to the hair
BVSD Curriculum Essentials
88
Protoplasm
Psoriasis
Pulmonary circulation
Pure substance
Pustule
Quaternary ammonium compounds
Razor rotation
Razor-over- comb
Record-keeping
Rectifier
Red blood cells
Red light
Redox
Reduced
Reduction
Reference points
Reflective listening
Reflex
Reproductive system
Resistant
Respiration
Respiratory system
7/2/2012
Colorless jelly-like substance found inside cells in which
food elements such as protein, fats, carbohydrates,
mineral, salts, and water are present
Skin disease characterized by red patches, covered with
silver-white scales usually found on the scalp, elbows,
knees, chest and lower back, but rarely seen on the face
Blood circulation from heart to lungs to be purified
Chemical combinations of matter in definite proportions
Inflamed pimple containing pus
Type of disinfectant solution safe for all uses in the salon;
commonly called quats
Texturizing technique similar to razor-over- comb, done
with small circular motions
Texturizing technique in which the comb and razor are
used on the surface of the hair
The maintaining of accurate and complete records of all
financial activities in your business
Apparatus that converts alternating current to direct
current
Blood cells that carry oxygen from the lungs to the body
cells
Therapeutic light used on dry skin in combination with oils
and creams; penetrates the deepest and produces the
most heat
Contraction for reduction-oxidation; chemical reaction in
which the oxidizing agent is reduced and the reducing
agent is oxidized
To subtract oxygen from or add hydrogen to a substance
The chemical reaction of subtracting oxygen from or
adding hydrogen to a substance
Points on the head that mark where the surface of the
head changes or the behavior of the hair changes, such as
ears, jawline, occipital bone, apex, and so on; used to
establish design lines that are proportionate
Listening to the client and then repeating, in your own
works, what you think the client is telling you
Automatic nerve reaction to a stimulus that involves the
movement of specific muscles as a response to impulses
carried along a motor neuron to a muscle, causing a
spontaneous reaction
Body system responsible for processes by which plants and
animals produce offspring
Characteristic of some hair types that makes penetration
by moisture or chemicals difficult
Act of breathing; the exchange of carbon dioxide and
oxygen in the lungs and within each cell
Body system consisting of the lungs and air passages;
enables breathing, supplying the body with oxygen and
eliminating carbon dioxide wastes
BVSD Curriculum Essentials
89
Resume
Retail supplies
Retailing
Reticular layer
Reverse highlighting or lowlighting
Rhythm
Ribboning
Ridge curls
Ringed hair
Rod
Rolling
Rope braid
Safety eyewear
Salon operation
Salon policies
Salt bonds
Sanitation or sanitizing
Scabies
Scale
Scalp astringent lotions
Scalp conditioners
Scapula
Scar or cicatrix
7/2/2012
Written summary of a person’s education and work
experience
Supplies sold to clients
Act of recommending and selling products to your clients
for at-home hair care
Deepest layer of the dermis that supplies the skin with
oxygen and nutrients; contains cells, vessels, glands and
follicles
Technique of coloring strands of hair darker that the
natural color
Regular or recurrent pattern of movement in a hairstyle
Technique of forcing the hair between the thumb and the
back of the comb to create tension
Pin curls placed immediately behind or below a ridge to
form a wave
Variety of canities characterized by alternating bands of
gray and pigmented hair throughout the length of the hair
strand
Round, solid prong of a thermal iron
Massage movement in which the tissues are pressed and
twisted using a fast back and forth movement
Braid made with two strands that are twisted around each
other
Used to protect eyes from flying objects or accidental
splashes
Knowing and complying with all Federal Occupational
Safety and Health Administration (OSHA) guidelines,
including those that require the ingredients of cosmetic
preparations be available for employees
The rules or regulations adopted by a salon to ensure that
all clients and associates are being treated fairly and
consistently
Relatively weak physical side bonds that are the result of
an attraction between opposite electrical charges; easily
broken by changes in pH, as in permanent waving, and
reform when pH returns to normal
Cleaning to remove all visible residue and matter
Contagious skin disease that is caused by the itch mite
which burrows under the skin
Any thin plate of epidermal flakes, dry or oily, such as
abnormal or excessive dandruff
Products used to remove oil accumulation from the scalp;
used after a scalp treatment and before styling
Products, usually in a cream base, used to soften and
improve the health of the scalp
One of a pair of shoulder blades; a large, flat, triangular
bone of the shoulder
Light-colored, slightly raised mark on the skin formed after
an injury or lesion of the skin has healed
BVSD Curriculum Essentials
90
Scissor-over-comb
Scutula
Sebaceous glands
Seborrheic dermatitis
Sebum
Secondary color
Secretory coil
Secretory nerve fibers
Sections
Semi-hand-tied wigs
Semipermanent haircolor
Sensitization
Sensory nerve fibers
Sensory (afferent) nerves
Shaping
Shell
Side bonds
Silicone
Single braids
Single flat wrap
Single lines
Single-process haircoloring
Single-use
7/2/2012
Haircutting technique in which the hair is held in place with
the comb while the tips of the scissors are used to remove
the lengths
Dry, sulfur-yellow, cup-like crusts on the scalp in tinea
favosa or favus
Oil glands of the skin connected to hair follicles
Medical term for pityriasis steatoides accompanied by
redness and inflammation; skin condition caused by an
inflammation of the sebaceous glands. Often characterized
by inflammation, dry or oily scaling, or crusting and/or
itching
Oily secretion of the sebaceous glands, which lubricate the
hair and skin
Color obtained by mixing equal parts of two primary colors
Coiled base of sweat glands
Distributed to the sweat and oil glands of the skin
To divide the hair by parting into uniform working areas
for control
Wigs constructed with a combination of synthetic hair and
hand-tied human hair
No-lift, deposit-only, nonoxidation haircolor that is not
mixed with peroxide and is formulated to last through
several shampoos
A greatly increased or exaggerated sensitivity to products
React to heat, cold, touch, pressure, and pain. These
sensory receptors send messages to the brain
Nerves that carry impulses or messages from the sense
organs to the brain, where sensations of touch, cold, heat,
sight, taste, smell, pain and pressure are experienced
Section of hair that is molded in a circular movement in
preparation for the formation of curls
The clamp that presses the hair against the barrel or rod of
a thermal iron
Disulfide, salt and hydrogen bonds that cross-link
polypeptide chains together. Side bonds are responsible
for the elasticity and incredible strength of the hair
Styling product ingredient that adds gloss and sheen to the
hair while creating textural definition
Free-hanging braids, with or without extensions, that can
be executed either underhand or overhand; also called
individual or box braids
Perm wrap that is similar to double flat wrap but uses only
one end paper, placed over the top of the strand of hair
being wrapped
A hairstyle with only one line, such as the one-length
hairstyle
Process that lightens and deposits color in the hair in a
single application
Disposable items that cannot be used more than once,
either because they cannot be cleaned of all visible residue
or because cleaning and disinfecting damages them
BVSD Curriculum Essentials
91
Skeletal system
Skin tag
Skip waves
Slicing (color)
Slicing (hair cutting)
Slide cutting
Slithering (effilating)
Smaller (lesser) optical nerve
Soap cap
Sodium hypochlorite
Soft bender rods
Soft curl permanent
Soft press
Soft water
Sole proprietor
Solute
Solution
Solvent
Space
Special effects haircoloring
Sphenoid bone
Spinal cord
Spiral curl
Spiral perm wrap
7/2/2012
Physical foundation of the body, comprised of 206 bones
that vary in size and shape and are connected by movable
and immovable joints
A small brown or flesh-colored outgrowth of the skin
Two rows of ridge curls, usually on the side of the head
A coloring technique that involves taking a narrow 1/8 inch
(0.3 centimeter) section of hair by making a straight part
at the scalp, positioning the hair over the foil, and applying
lightener or color
Technique that removes bulk and adds movement through
the lengths of the hair; the shears are not completely
closed, and only the portion of the blades near the pivot is
used
Method of cutting or thinning the hair in which the fingers
and shears glide along the edge of the hair to remove
length
Process of thinning the hair to graduated lengths with
shears; cutting the hair with a sliding movement of the
shears while keeping the blades partially opened
Located at the base of the skull, affects the scalp and
muscles behind the ear
Combination of equal parts of prepared tint and shampoo
applied to the hair like a regular shampoo
Common household bleach; disinfectant for salon use
Tool about 12 inches long with a uniform diameter along
the entire length. These soft foam rods have a stiff wire
inside that permits them to be bent into almost any shape
Combination of a thio relaxer and a thio permanent
wrapped on large rods to make existing curl larger and
looser
Techniques of pressing the hair to remove 50 to 60
percent of the curl by applying the thermal pressing comb
once on each side of the hair
Rain water or chemically softened water that lathers easily
with soap or shampoo
Individual owner and manager of a business
Substance that is dissolved into a solution
Stable mixture of two or more mixable substances
Substance that dissolves the solute to form a solution
Area that the hairstyle occupies; also thought of as the
area inside the form
Any technique that involves partial lightening or coloring
Joins all of the bones of the cranium together
The portion of the central nervous system that originates
in the brain, extends down to the lower extremity of the
trunk, and is protected by the spinal column
Method of curling the hair by winding a strand around the
rod
Hair is wrapped at an angle other than perpendicular to
BVSD Curriculum Essentials
92
Spirilla
Spray-on thermal protectors
Squamous cell carcinoma
Stain
Staphylococci
Stationary guidelines
Steatoma
Stem
Sterilization
Sternocleidomastorideus
Sternum
Straight profile
Straight rods
Straightening gel
Stratum corneum
Stratum germinativum
Stratum granulosum
Stratum lucidum
Stratum spinosum
Streptococci
Stress
Striated muscle
Subcutaneous tissue
7/2/2012
the length of the rod, which causes the hair to spiral along
the length of the rod, similar to the grip on a tennis racket
Spiral or corkscrew-shaped bacteria that can cause
diseases such as syphilis and Lyme disease
Products applied to the hair prior to any thermal service to
protect it from the harmful effects of blow-drying, thermal
irons, or electric rollers
Type of skin cancer more serious than basal cell
carcinoma; often characterized by scaly red papules or
nodules
Abnormal brown or wine-colored skin discoloration with a
circular and irregular shape
Pus-forming bacteria that grow in clusters like bunches of
grapes, can cause abscesses, pustules and boils
Guideline that does not move
Sebaceous cyst or fatty tumor
Section of pin curl between the base and first arc (turn) of
the circle that gives the circle its direction and movement;
the hair between the scalp and the first turn of the roller
Process that completely destroys all microbial life,
including spores
Muscle of the neck that lowers and rotates the head
Breastbone; flat bone that forms the ventral (front)
support of the ribs
Neither convex or concave
Perm rods that are equal in diameter along their entire
length or curling area
Styling product applied to damp hair that is wavy, curly, or
extremely curly, and then blown-dry; relaxes the hair for
a smooth, straight look
Outer layer of the epidermis
Also know as the basal cell layer; the deepest, live layer of
the epidermis that produces new epidermal skin cells and
is responsible for growth
Granular layer of the epidermis
Clear, transparent layer just under the skin surface
Spiny layer of the epidermis
Pus forming bacteria arranged in curved lines resembling a
string of beads; they can cause infections such as strep
throat and blood poisoning
Inability to cope with a threat, real or imagined, to our
well-being, which results in a series of responses and
adaptations by our minds and bodies; tension caused by a
situation
Also called voluntary or skeletal muscle; muscle that is
consciously controlled.
Fatty, layer found below the dermis that gives smoothness
and contour to the body, contains fat for use as energy,
and also acts as a protective cushion for the outer skin;
also called adipose or subcutis tissue
BVSD Curriculum Essentials
93
Submental
Artery, supplies blood to the chin and lower lip
Subsections
Smaller sections within a larger section of hair used to
maintain control of the hair while cutting
Sweat glands of the skin
Artery that supplies blood to the muscles of the front, side
and top of the head
Supplies blood to the upper lip and region of the nose
Affects the skin of the upper eyelid and forehead
Affects the skin between the eyes and the upper side of
the nose
Cleansing or surface active agent
Unstable mixture of undissolved particles in a liquid
Hairstyle design that is similar on both sides of the face
Circulation of blood from the heart throughout the body
and back again to the heart; also called general circulation
Small epidermal structures with nerve endings that are
sensitive to touch and pressure
Change in pigmentation of the skin caused by exposure to
the sun or ultraviolet rays
Haircutting effect in which there is an even blend from
very short at the hairline to longer lengths as you move up
the head; “to taper” is to narrow progressively at one end.
Most stimulating form of massage movement, consisting of
short, quick tapping, slapping, and hacking movements
Dilated red capillaries
Resting phase; the final phase in the hair cycle that lasts
until the fully grown hair is shed
Affects the muscles of the temple, side of the forehead,
eyebrow, eyelid, and upper part of the check
Temporal muscle; one of the muscles involved in
mastication (chewing)
Nonpermanent color whose large pigment molecules
prevent penetration of the cuticle layer, allowing only a
coating action that may be removed by shampooing
Amount of pressure applied when combing and holding a
section, created by stretching or pulling the section.
Long hair found on the scalp, as well as on legs, arms, and
body of both males and females.
Intermediate color achieved by mixing a secondary color
and its neighboring primary color on the color wheel in
equal amounts
Thermal or heat-producing current with a high rate of
oscillation or vibration; also called violet ray
Having a complete and thorough knowledge of the subject
matter; and understanding the strategies for taking tests
successfully
Removing excess bulk without shortening the length;
changing the appearance or behavior of the hair through
specific haircutting techniques, using shears, thinning
shears, or a razor
An implement comprised of a rod handle, shell handle,
Sudoriferous glands
Superficial temporal artery
Superficial labial artery
Supraorbital nerve
Supratrochlear nerve
Surfactants
Suspension
Symmetrical balance
Systemic circulation
Tactile corpuscles
Tan
Tapers
Tapotement or percussion
Telangiectasias
Telogen
Temporal nerve
Temporalis
Temporary haircolor
Tension
Terminal hair
Tertiary color
Tesla high-frequency current
Test-wise
Texturizing
Thermal irons
7/2/2012
BVSD Curriculum Essentials
94
Thermal waving and curling
Thio (THY-oh) neutralization
Thio relaxers
Thio-free waves
Thioglycolic acid
Thorax
Ticket upgrading or upselling services
Tinea
Tinea capitis
Tines favosa (tinea favus)
Tissue
Tone
Toners
Toupee
Track-and-sew method
Transferable skills
Transitional lines
Transverse facial artery
Trapezius
Traveling guideline
Triangularis
Tricep
Trichology
Trichoptilosis
Trichorrhexis nodosa
7/2/2012
barrel or rod, and shell that is made of quality steel used
to dry hair using heat
Methods of waving and curling straight or pressed hair
using thermal irons and special manipulative curling
techniques on dry hair
Stops the action of a permanent wave solution and
rebuilds the hair in its new curly form
Use the same ammonium thioglycolate (ATG) that is used
in permanent waving, but a higher concentration and a
higher pH (above 10)
Perms that uses cysteamine or mercaptamine instead of
ammonium thioglycolate as the primary reducing agent
Colorless liquid with a strong unpleasant odor; provides
the hydrogen that causes the reduction reaction in
permanent waving solutions
The chest; elastic, bony cage that serves as a protective
framework for the heart, lungs and other internal organs
Practice of recommending and selling additional services to
clients
Medical term for ringworm, a contagious condition caused
by fungal infection
Fungal infection of the scalp characterized by red papules,
or spots at the opening of hair follicles
Fungal infection characterized by dry, sulfur-yellow, cuplike crusts on the scalp, called scutula
Collection of similar cells that perform a particular function
Also called hue of color; the balance of color
Semipermanent, demipermanent, and permanent hair
color products that are used primarily on prelightened hair
to achieve pale and delicate colors
Small wig used to cover the top or crown of the head
Attachment method in which hair extensions are secured
at base of the client’s own hair by sewing
Skills mastered at other jobs that can be put to use in a
new position
Usually curved lines that are used to blend and soften
horizontal or vertical lines
Supplies blood to the skin and masseter
Muscle that covers the back of the neck and upper and
middle region of the back; rotates and controls swinging
movements of the arm
Guideline that moves as the haircutting progresses, used
often when creating layers or graduation
Muscle extending alongside the chin that pulls down the
corner of the mouth
Large muscle that covers the entire back of the upper arm
and extends the forearm
Science dealing with the study of hair, its diseases, and
care
Technical term for split ends
Knotted hair characterized by brittleness and the formation
of nodular swelling along the hair shaft
BVSD Curriculum Essentials
95
True acid waves
Tubercle
Tuberculocidal
Tumor
Tubinal bones
Turned hair
Ulcer
Ulna
Ulnar artery
Ulnar nerve
Ultraviolet (UV) rays
Uniform Layers
Universal Precautions
Updo
Valves
Veins
Vellus or lanugo
Ventricle
Verruca
Vertical lines
Vesicle
Vibration
7/2/2012
Have pH between 4.5-7.0, require heat to process
(endothermic), process more slowly that alkaline waves,
and do not usually produce as firm a curl as alkaline waves
Abnormal rounded, solid lump above, within, or under
skin; larger than a papule
Disinfectants that kill the bacteria that causes tuberculosis
A swelling; an abnormal cell mass resulting from excessive
multiplication of cells, varying in size, shape, and color
Thin layer of spongy bone on either of the outer walls of
the nasal depression
Wig hair in which the root end of every hair strand is sewn
into the base so that the cuticles of all hair strands slope in
the same direction
Open lesion of the skin or mucous membrane of the body,
accompanied by pus and loss of skin depth
Inner and larger bone of the forearm, attached to the wrist
and located on the side of the little finger
Artery that supplies blood to the muscle of the little finger
side of the arm and palm of the hand
Nerve that affects the little finger side of the arm and
palms of the hand
Invisible rays that have short wavelengths, are the leastpenetrating rays, produce chemical effects, and kill germs;
also called cold rays or actinic rays
Hair is elevated to 90 degrees from the scalp and cut at
the same length
Set of guidelines published by the Occupational Safety and
Health Administration that requires the employer and
employee to assume that all human blood and body fluids
contain pathogens and are thus infectious
Hairstyle in which the hair is arranged up and off the
shoulders
Structures that temporarily close a passage, or permit
blood flow in one direction only
Thin-walled blood vessels that are less elastic than
arteries; veins contain cup-like valves to prevent backflow
and carry impure blood from the various capillaries back to
the heart and lungs
Short, fine, unpigmented downy hair that appears on the
body, with the exception of the palms of the hands and
soles of the feet
The lower thick-walled chambers of the heart
Technical term for wart; hypertrophy of the papillae and
epidermis
Lines that are straight up and down; creates length and
height in hair design
Small blister or sac containing clear fluid, lying within or
just beneath the epidermis
In massage, the rapid shaking of the body part while the
BVSD Curriculum Essentials
96
Virgin application
Virucidal
Virus
Visible braid
Visible light
Vitamin
Vitamin
Vitamin
Vitamin
A
C
D
E
Vitiligo
Volatile
Volatile organic compounds
Volt
Volume
Volume-base curls
Volumizer
Vomer bone
Wall plate
Warm colors
Water-in-oil emulsion
Watt
Wattage
Wave pattern
Wavelength
Waving lotion
Weave technique
Weaving
Wefts
7/2/2012
balls of the fingertips are pressed firmly on the point of
application
First time the hair is colored
Capable of destroying viruses
Microorganism that can invade plants and animals,
including bacteria
Three-strand braid made by the underhand technique, in
which the strands of hair are woven under the center
strand
The primary source of light used in facial and scalp
treatments
Aids in the health, function, and repair of skin cells
Needed for proper repair of the skin and various tissues
Promotes the healthy and rapid healing of the skin
Helps fight against, and protects the skin from the harmful
effects of the sun’s rays
Milky-white spots (leukoderma) of the skin. Vitiligo is
hereditary and may be related to thyroid conditions
Easily evaporating
Substances containing carbon that evaporated quickly and
easily
Unit that measures the pressure or force that pushes the
flow of electrons forward through a conductor
Measure of varying strengths (concentration) of hydrogen
peroxide; the higher the volume, the greater the lifting
action
Thermal curls placed very high on their base; provide
maximum lift or volume
Styling product that adds volume to the shape, especially
at the base, when the hair is blow-dried
Flat thin bone that forms part of the nasal septum
Instrument that plugs into an ordinary wall outlet and
produces various types of electric currents that are used
for facial and scalp treatments
Range of colors from yellow and gold through oranges,
red-oranges, most reds and even some yellow-greens
Water droplets emulsified in oil
Measurement of how much electrical energy is being used
in one second
Measure of how much electricity a light blub consumes
Amount of “movement” in the hair strand; described as
straight, wavy, curly, and extremely curly
Distance between successive peaks of electromagnetic
waves
Type of hair gel that makes the hair pliable enough to keep
it in place during the finger waving procedure
Wrapping technique that uses zigzag partings to divide
base areas
Color technique in which select strands are picked up from
a narrow section of hair with a zigzag motion of the comb,
and lightener or color is applied only to these strands
Strips of human or artificial hair woven by hand or
BVSD Curriculum Essentials
97
Weight line
Wheal
White blood cells
White light
Whorl
Wig
Work ethic
Written agreement
Zygomatic nerve
Zygomatic/malar bones
Zygomatic
7/2/2012
machine onto a thread
Visual “line” in the haircut, where the ends of the hair
hang together
Itchy, swollen lesion that lasts only a few hours; caused by
a blow, the bite of an insect, urticarial, or the sting of a
nettle
Blood cells that perform the function of destroying diseasecausing microorganisms
Referred to as combination light because it is a
combination of all visible rays of the spectrum
Hair that forms in a circular pattern, as on the crown
Artificial covering for the head consisting of a network of
interwoven hair
Taking pride in your work and committing yourself to
consistently doing a good job for your clients, employer;
and salon team
Documents such as a business plan, which is a written
description of your business as you see it today and you
foresee it in the next 5 years
Affects the muscles of the upper part of the cheek
Forms the prominence of the cheeks; cheekbones
Muscles extending from the zygomatic bone to the angle of
the mouth; elevate the lip, as in laughing
BVSD Curriculum Essentials
98