IDAHO STATE DEPARTMENT OF EDUCATION

Professional Technical EducationProgram Area(s): _______________________________

Course Title(s): ________________________________

Title of Material: _________________________________________

Author: ________________________________________________

Publisher: ______________________________________________

ISBN #: _________________________Copyright_______________

Reviewers: ______________________________________________

Met Content Standards Alignment: _______Yes _______ No

Meets Literacy Standards Alignment: _______ Yes _______ No

Materials Analysis Evaluation: _______ Yes _______ No

_____ Comprehensive Program

_____ Component Program

_____ Intervention Program

_____ Resource/Supplemental

_____ Not Recommended

Area(s) Evaluated:

¨ Agriculture and Natural Resources

¨ Business Management and Marketing

¨ Engineering and Technology Education

¨ Family and Consumer Science

¨ Health Professions¨ Individualized

Occupational Training¨ Skilled and Technical

Sciences

IDAHO DIVISION OF PROFESSIONAL TECHNICAL EDUCATION Learning Resources Evaluation Rubric

PROFESSIONAL TECHNICAL EDUCATION-Skilled and Technical Sciences

Auto Body (Collision Repair) Levels I-III

Performance Standards Publisher/Provider: List units with specific examples of where standards are Introduced/Taught/Assessed.

Reviewer: Add additional examples, explanations, and notes as needed.

Point Value 0/.5/1

(Reviewer)

01. Safety procedures and proper tools; General lab safety rules and procedures: General shop safety rules and procedures (i.e., safety test); safe procedures for handling of tools and equipment; proper placement of floor jacks and jack stands; proper procedures for safe vehicle lift operation; proper ventilation procedures for working within the lab/shop area; marked safety areas; location and the types of fire extinguishers and other fire safety equipment.; procedures for using fire extinguishers and other fire safety equipment; location and use of eye wash stations; location of the posted evacuation routes; required use of PPE during lab/shop activities; appropriate clothing for lab/shop activities; hair and jewelry for lab/shop activities; safety aspects of supplemental restraint systems (SRS), electronic brake control systems, and hybrid vehicle high voltage circuits; safety aspects of high voltage circuits (such as high intensity discharge (HID) lamps, ignition systems, injection systems, etc.); safety data sheets (MSDS, SDS)

02. Safety procedures and proper tools; Proper tools: Tools and their usage in automotive applications; standard and metric designation; safe handling and use of appropriate tools; proper cleaning, storage, and maintenance of tools and equipment; proper use of precision measuring tools (i.e., tram gauges, mil thickness gauge)

03. Industry-related careers; Explore careers: Different career opportunities in the transportation career path; new and emerging vehicle technologies and trends

04. Damage analysis, estimating and customer service skills; Vehicle construction and parts: Type of vehicle construction (space frame, unibody, body-over-frame); different damage characteristics of space frame, unibody, and body-over-frame vehicles; impact energy absorbing components; steel types; determining repairability; aluminum/magnesium components; plastic/composite components; vehicle glass components and repair/replacement procedures; add-on accessories

05. Damage analysis, estimating and customer service skills; Damage analysis: Positioning the vehicle for inspection; preparing vehicle for inspection by providing access to damaged areas; analyzing damage to determine appropriate methods for overall repairs; determining the direction, point(s) of impact, and extent of direct, indirect, and inertia damage; gathering details of the incident/accident necessary to determine the full extent of vehicle damage; identifying and recording pre-existing damage; visual inspection of structural components and members; structural damage using measuring tools and equipment; visual inspection of non-structural components and members; parts, components, material type(s) and procedures necessary for a proper repair; type and condition of finish; suspension, electrical, and mechanical component physical damage; safety systems physical damage; interior component damage; damage to add-on accessories and modifications; single (one time) use components

06. Damage analysis, estimating and customer service skills; Estimating procedures: Customer/vehicle owner information; vehicle identification number (VIN) information, including nation of origin, make, model,restraint system, body type, production date, engine type, and assembly plant; vehicle options, including trim level, paint code, transmission, accessories, and modifications; safety systems; appropriate estimating and parts nomenclature (terminology); appropriate estimating sequence; estimating guide procedure pages; estimating guide footnotes and headnotes as needed; estimating labor value for operations requiring judgment; appropriate labor value for each operation (structural, non-structural, mechanical, and refinish); selecting and pricing OEM parts, alternative/optional OEM parts, aftermarket parts, recyclable/used parts, remanufactured, rebuilt, and reconditioned parts; verify availability, compatibility, and condition; determining labor value, prices, charges, allowances, or fees for non-included operations and miscellaneous items; overlap deductions, included operations, and additions; additional material and charges; refinishing material and charges; math skills to establish charges and totals; computer-assisted and manually written estimates; procedural differences between computer-assisted systems and manually written estimates; procedures to restore corrosion protection; establishing labor values, and material charges; cost effectiveness of the repair and determine the approximate vehicle retail, and repair value; differences in estimation procedures when using different information provider systems; accuracy of estimate compared to the actual repair and replacement operations; accessing OEM repair information

07. Damage analysis, estimating and customer service

skills; Customer relations and sales skills: Acknowledging and/or greeting customer/client; listening to customer/client; collecting information and identifying customers/client's concerns, needs and expectations; cooperative attitude with customer/client; identifying yourself to customer/client; offering assistance; resolving customer/client conflicts; identifying customer/client preferred communication method; follow up to keep customer/client informed about parts and the repair process; basic claims handling procedures; explaining to customer/client; positive attitude and professional appearance; warranty information; duration of out-of-service time; negotiation skills to obtain a mutual agreement; interpreting and explaining manual or computer-assisted estimate to customer/client

08. Non-structural analysis and damage repair (body components); Inspection and preparation techniques: Damage report and analyzing damage to determine appropriate methods for overall repair; developing and documenting a repair plan; inspecting, removing, labeling, storing, and reinstalling exterior trim and moldings, interior trim and components, body panels and components that may interfere with or be damaged during repair, vehicle mechanical and electrical components that may interfere with or be damaged during repair; protecting panels, glass, interior parts, and other vehicles adjacent to the repair area; soaping and water washing entire vehicle; completing pre-repair inspection checklist; preparing damaged area using water-based and solvent-based cleaners; removing corrosion protection, undercoatings, sealers, and other protective coatings as necessary to perform repairs; inspecting, removing, and reinstalling repairable plastics and other components for off-vehicle repair; inspecting, removing, and replacing seatbelt and shoulder harness assembly and components; inspecting restraint system mounting areas for damage; proper operation of

seatbelt

09. Non-structural analysis and damage repair (body components); Outer body panel repairs, replacments, and adjustments: Extent of direct and indirect/hidden damage and direction of impact; developing and document a repair plan; inspecting, removing, replacing, and aligning hood, hood hinges, hood latch, deck lid, lid hinges, lid latch, doors, latches, hinges, related hardware, tailgates, hatches, liftgates, sliding doors, bumper bars, covers, reinforcement, guards, isolators, mounting hardware, fenders, related panels; straightening contours of damaged panels to a suitable condition for body filling or metal finishing using power tools, hand tools, and weld-on pulling attachments; welding damaged or torn steel body panels; repairing broken welds; restoring corrosion protection; restoring sound deadeners and foam materials; panel bonding and weld bonding; water leaks, dust leaks, and wind noise; one-time use fasteners; reusable fasteners

10. Non-structural analysis and damage repair (body components); Metal finishing and body filling techniques: Removing paint from the damaged area of a body panel; locating and repairing surface irregularities on a damaged body panel; hammer and dolly techniques; heat shrinkstretched panel areas to proper contour; cold shrinkstretched panel areas to proper contour; body filler; different types of body fillers; rough sand body filler to contour; finish sand

11. Non-structural analysis and damage repair (body components); Moveable glass and hardware components: Inspecting, adjusting, repairing or replacing window regulators, run channels, glass, power mechanisms, and related controls; inspecting,

adjusting, repairing, removing, reinstalling or replacing weather-stripping; cycle electrical components

12. Non-structural analysis and damage repair (body components); Metal welding and cutting techniques: Weldable and non-weldable substrates used in vehicle construction; high-strength steel and other steels (plasma, oxy fuel); correct GMAW (MIG) welder type, electrode/wire type, diameter, and gas to be used in a specific welding situation; GMAW (MIG) welder to "tune" for proper electrode stickout, voltage, polarity, flow rate, and wire-feed speed required for the substrate being welded; high-pressure gas cylinders; work clamp (ground) location and attach; proper angle of the gun to the joint and direction of gun travel for the typeof weld being made in the flat, horizontal, vertical, and overhead positions; protecting adjacent panels, glass, vehicle interior, etc. from welding and cutting operations, computers and other electronic control modules during welding procedures; cleaning and preparing the metal to be welded, assure good metal fit-up, apply weld-through primer if recommended, clamp or tack as required;joint type (butt weld with backing, lap, etc.) for weld being made; type of weld (continuous, stitch weld, plug, etc.) for each specificwelding operation; performing the following welds: continuous, plug, butt weld with and without backing, fillet, etc; visual and destructive tests on each weld type; causes of various welding defects; cause of contact tip burn-back and failure of wire to feed; different methods of attaching non-structural components squeeze type resistant spot welds (STRSW), riveting, non-structural adhesive, silicon bronze, etc.

13. Non-structural analysis and damage repair (body components); Plastics and adhesives: Types of plastics; determine repairability; cleaning and

preparing the surface of plastic parts; identifying the types of plastic repair procedures; one-sided, two-sided, and tab repair; repairing rigid, semi-rigid, or flexible plastic panels; removing or repairing damaged areas from rigid exterior composite panels; bonded rigid exterior composite body panels; straighten or align panel supports; proper cleanup procedures for specific adhesives

14. Structural analysis and damage repair; Inspection and repair techniques: Structural damage using a tram gauge; attaching vehicle to anchoring devices; determining the extent of the direct and indirect damage and the direction of impact; documenting the methods and sequence of repair; crush/collapse zones; mounting and anchoring locations; water leaks, dust leaks, and wind noise; visual inspection and measuring checks to identify steering and suspension collision damage; wheels and torque lug nuts

15. Painting and refinishing techniques; Safety precautions: Necessary precautions with hazardous operations and materials according to federal, state, and local regulations; safety and personal health hazards according to OSHA guidelines and the “Right to Know Law”; spray environment and equipment to ensure compliance with federal, state and local regulations, and for safety and cleanliness hazards; NIOSH approved air purifying respirator, fit and operation, proper maintenance in accordance with OSHA Regulation 1910.134 and applicable state and local regulation; NIOSH approved supplied air (Fresh Air Make-up) respirator system,proper maintenance in accordance with OSHA Regulation 1910.134 and applicable state and local regulation; selecting and using appropriate PPE

16. Painting and refinishing techniques; Surface preparation techniques: Exterior trim and components necessary for proper surface preparation; soaping and water washing entire vehicle; using appropriate cleaner to remove contaminants; type of finish, surface condition, and film thickness; developing and documenting a plan for refinishing using a total product system; strip paint to bare substrate (paint removal); dry or wet sand areas to be refinished; featheredge areas to be refinished; suitable metal treatment or primer in accordance with total product systems; masking and protecting other areas that will not be refinished; mixing primer, primer-surfacer or primer-sealer; complimentary color or shade of undercoat to improve coverage; primer onto surface of repaired area; two-component finishing filler to minor surface imperfections; block sanding area to which primer-surfacer has been applied; dry sanding area to which finishing filler has been applied; removing dust from area to be refinished, including cracks or moldings of adjacent areas; using a final cleaning solution; removing, with a tack rag, any dust or lint particles from the area to be refinished; suitable sealer to the area being refinished; scuff sanding to remove nibs or imperfections from a sealer; stone chip resistant coating; caulking and seam sealers to repaired areas; preparing adjacent panels for blending; types of rigid, semi-rigid or flexible plastic parts to be refinished, materials needed, preparation, and refinishing procedures; types of rigid, semi-rigid or flexible plastic parts to be refinished; metal parts to be refinished; determine the materials needed, preparation, and refinishing procedures

17. Painting and refinishing techniques; Spray gun and related equipment operations: Condition of spray guns and related equipment (air hoses, regulators, air lines, air source, and spray environment); spray gun and setup (fluid needle, nozzle, and cap) for product being

applied; testing and adjusting spray gun using fluid, air and pattern control valves; operation of spray equipment

18. Painting and refinishing techniques; Paint mixing, matching, and application techniques: Color code by manufacturer’s vehicle information label; shaking, stiring, reducing, catalyzing/activating, and straining refinish materials; applying finish using appropriate spray techniques (gun arc, angle, distance, travel speed, and spray pattern overlap) for the finish being applied; let-down panel; checking for color match; single stage topcoat; basecoat/clearcoat for panel blending and panel refinishing; basecoat/clearcoat for overall refinishing; removing nibs or imperfections from basecoat; rigid or semi-rigid plastic parts; flexible plastic parts; multi-stage coats for panel blending and overall refinishing; identifying and mixing paint using a formula; poor hiding colors; tint color using formula to achieve a blendable match; alternative color formula to achieve a blendable match; materials equipment, and preparation differences between solvent and waterborne technologies

19. Painting and refinishing techniques; Paint defects--causes and cures: Blistering (raising of the paint surface, air entrapment); dry spray appearance in the paint surface; presence of fish-eyes (crater-like openings) in the finish; lifting; clouding (mottling and streaking in metallic finishes); orange peel; overspray; solvent popping in freshly painted surface; sags and runs in paint surface; sanding marks or sandscratch swelling; contour mapping/edge mapping while finish is drying; color difference (off-shade); tape tracking; low gloss condition; poor adhesion; paint cracking (shrinking, splitting, crowsfeet or line-checking, micro-checking, etc.); corrosion; dirt or dust in the paint surface; water spotting; finish damage caused by bird droppings, tree sap, and other natural causes; finish

damage caused by airborne contaminants (acids, soot, rail dust, and other industrial-related causes); die-back conditions (dulling of the paint film showing haziness); chalking (oxidation); bleed-through (staining); pin-holing; buffing-related imperfections (swirl marks, wheel burns); pigment flotation (color change through film build)

20. Painting and refinishing techniques; Final detail procedures: Decals, transfers, tapes, pinstripes (painted and taped), etc.; sanding, buffing and polishing fresh or existing finish to remove defects as required; cleaning interior, exterior, glass, body openings (door jambs and edges, etc.); removing overspray; vehicle clean-up; complete quality control using a checklist

Standards Alignment Evaluation Rubric

0 = No Alignment– Not Evident: ELA/Literacy content as described in the Standards is not evident.

.5 = Partial Alignment - Partially Evident: ELA/Literacy content as described in the Standards is partially evident and there are few gaps.

1 = High Alignment – Clearly Evident: ELA/Literacy content is fully aligned as described in the Standards and repeatedly included to guarantee extensive opportunities for students to work with the content. Alignment is clearly evident.

N/A = Not applicable for standard.

CCSS ELA/Literacy in Science & Technical Subjects Grade 9-10

ANCHOR STANDARD: Key Ideas and Details Grade 9-10 Objectives

Provider: List units with specific examples of where standards are

Introduced/Taught/Assessed.Include a narrative explanation.

Point Value0/.5/1

(Reviewer)

CCRA.R.1 Read closely to determine what the text says explicitly and to make logical

RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of

inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

explanations or descriptions.

CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

CCRA.R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

ANCHOR STANDARD: Craft and Structure Grade 9-10

Objectives

Provider: List units with specific examples of where standards are

Introduced/Taught/Assessed.Include a narrative explanation.

Point Value0/.5/1

(Reviewer)

CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meaning or tone.

RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

CCRA.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.

RST.9-10.6Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

ANCHOR STANDARD: Integration of Knowledge and Ideas

Grade 9-10

Objectives

Provider: List units with specific examples of where standards are

Introduced/Taught/Assessed.Include a narrative explanation.

Point Value0/.5/1

(Reviewer)

CCRA.R.7 Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

CCRA.R.8 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

ANCHOR STANDARD: Range of Reading and Level of Text

Grade 9-10

Objectives

Provider: List units with specific examples of where standards are

Introduced/Taught/Assessed.Include a narrative explanation.

Point Value0/.5/1

(Reviewer)

CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

RST.9-10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

*#3 Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others

can replicate them and (possibly) reach the same results. *

ANCHOR STANDARD: Text Types and Purposes Grade 9-10

Objectives

Provider: List units with specific examples of where standards are

Introduced/Taught/Assessed.Include a narrative explanation.

Point Value0/.5/1

(Reviewer)

CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

WHST.9-10.1 Write arguments focused on discipline-specific content.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-

appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.

CCRA.W.2 Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize 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.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

e. Establish and maintain a formal style and

objective tone while attending to the norms

and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,

articulating implications or the significance of the topic).

CCRA.W.3 Write narratives to develop real or imagined experiences of events using effective technique, well, chosen details and well-structured event sequences.

WHST.9-10.3 (See note; not applicable as a separate

requirement)

ANCHOR STANDARD: Production and Distribution of Writing

Grade 9-10Objectives

Provider: List units with specific examples of where standards are

Introduced/Taught/Assessed.Include a narrative explanation.

Point Value0/.5/1

(Reviewer)

CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

WHST.9-10.5 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.

CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

WHST.9-10.6 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.

ANCHOR STANDARD: Research to Build and Present Knowledge

Grade 9-10

Objectives

Provider: List units with specific examples of where standards are

Introduced/Taught/Assessed.Include a narrative explanation.

Point Value0/.5/1

(Reviewer)

CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

WHST.9-10.7 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.

CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding

WHST.9-10.8 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

plagiarism. text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.

ANCHOR STANDARD: Range of Writing Grade 9-10

Objectives

Provider: List units with specific examples of where standards are

Introduced/Taught/Assessed.Include a narrative explanation.

Point Value0/.5/1

(Reviewer)

CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Standards Alignment Evaluation Rubric

0 = No Alignment– Not Evident: ELA/Literacy content as described in the Standards is not evident.

.5 = Partial Alignment - Partially Evident: ELA/Literacy content as described in the Standards is partially evident and there are few gaps.

1 = High Alignment – Clearly Evident: ELA/Literacy content is fully aligned as described in the Standards and repeatedly included to guarantee extensive opportunities for students to work with the content. Alignment is clearly evident.

N/A = Not applicable for standard.

CCSS ELA/Literacy in Science & Technical Subjects Grade 11-12ANCHOR STANDARD: Key Ideas and Details

Grade 11-12 ObjectivesProvider: List units with specific examples of

where standards are Introduced/Taught/Assessed.

Include a narrative explanation.

Point Value0/.5/1

(Reviewer)

CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

CCRA.R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

ANCHOR STANDARD: Craft and StructureGrade 11-12

ObjectivesProvider: List units with specific examples of

where standards are Introduced/Taught/Assessed.

Include a narrative explanation.

Point Value0/.5/1

(Reviewer)

CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meaning or tone.

RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.

RST.11-12.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

ANCHOR STANDARD: Integration ofKnowledge and Ideas

Grade 11-12

ObjectivesProvider: List units with specific examples of

where standards are Introduced/Taught/Assessed.

Include a narrative explanation.

Point Value0/.5/1

(Reviewer)

CCRA.R.7 Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

CCRA.R.8 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

ANCHOR STANDARD: Range of Readingand Level of Text

Grade 11-12Objectives

Provider: List units with specific examples of where standards are

Introduced/Taught/Assessed.Include a narrative explanation.

Point Value0/.5/1

(Reviewer)

CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

RST.11-12.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text complexity band independently and proficiently.

*#3 Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results. *

ANCHOR STANDARD: Text Types and Purposes

Grade 11-12

ObjectivesProvider: List units with specific examples of

where standards are Introduced/Taught/Assessed.

Include a narrative explanation.

Point Value0/.5/1

(Reviewer)

CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

WHST.11-12.1 Write arguments focused on discipline-specific content.a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from or supports the argument presented

CCRA.W.2 Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.a. Introduce a topic and 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.b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.d. Use precise language, domain specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

CCRA.W.3 Write narratives to develop real or imagined experiences of events using effective technique, well, chosen details and well-structured event sequences.

WHST.11-12.3 (See note; not applicable as a separate requirement)

ANCHOR STANDARD: Production andDistribution of Writing

Grade 11-12Objectives

Provider: List units with specific examples of where standards are

Introduced/Taught/Assessed.Include a narrative explanation.

Point Value0/.5/1

(Reviewer)

CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

WHST.11-12.5 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.

CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

WHST.11-12.6 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.

ANCHOR STANDARD: Research to Buildand Present Knowledge

Grade 11-12

ObjectivesProvider: List units with specific examples of

where standards are Introduced/Taught/Assessed.

Include a narrative explanation.

Point Value0/.5/1

(Reviewer)

CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

WHST.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.

CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

WHST.11-12.8 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 specific 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.

CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.

ANCHOR STANDARD: Range of WritingGrade 11-12

ObjectivesProvider: List units with specific examples of

where standards are Introduced/Taught/Assessed.

Include a narrative explanation.

Point Value0/.5/1

(Reviewer)

CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision)

WHST.11-12.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a

and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

day or two) for a range of discipline-specific tasks, purposes, and audiences.

Please double check the material’s alignment to standards.

Alignment to Idaho Content Standards: _____% correlation**If the material aligns to the Idaho Content Standards with at least an 80%, move on to: Material Analysis. If the material has less than an 80% alignment, please notify your team leader.

Materials Analysis:Directions: Complete one form for each textbook /program you evaluate. In your evaluation, you are asked to consider the materials according to the criteria below. First, take each individual criterion and rate the material using the following standard: 0 (Inadequate), .5 (Partially Meets), and 1.0 (Meets or Exceeds). Use the comment and notes sections to give the reasons for your ratings, citing unit/lesson whenever possible.

A. Objectives Comments/Examples(Publisher and Reviewer)

Inadequate0

Partially Meets

0.5

Meets or Exceeds

1.0

Objectives are generally aligned with Idaho Professional-Technical Education

Performance Standards.The scope and sequence of the content is well organized and comprehensive.The objectives covered require the students to use higher level cognitive skills (analysis, synthesis, evaluations, etc.).Instructional plans and teaching suggestions provide for efficient adaptation of materials for a variety of performance skill levels and learning styles.Objectives integrate relevant performance, creative, and assessment.Quality supplemental teacher materials are available for this text.

B. ContentInadequate

0Partially Meets

0.5Meets or Exceeds

1.0The content incorporates and supports current performance practices.The teacher’s guide provides opportunities for differentiation.Concepts and skills are presented in tandem.The text effectively integrates technology.All materials develop student vocabulary and background knowledge.Activities apply to diverse student abilities, interests, and learning styles.Activities include guiding questions which encourage the development of higher-level thinking and performance skills.Subject matter covers a spectrum of accomplishments and contributions by all sexes, races and physical conditions.Students of both sexes and various cultures and physical conditions will be able to use the materials without feeling excluded, estranged, or diminished.The resources/materials use references and timelines that feature events from various parts of the world and a variety of time periods and cultures, where appropriate.The program makes connections to other content areas and real-world applications.The textbook/resources/materials include activities, support, and development of leadership skills.

C. Organization of PublicationInadequate

0Partially Meets

0.5

Meets or Exceeds

1.0The scope and sequence of the standards based content is well-organized and comprehensive.The text provides opportunities for direct instruction as well as guided and independent practice.The layout is consistent, clear, and understandable.Chapters are logically arranged, and contain clear and comprehensive introductions and summaries.

Text provides a useful table of contents, glossary and index.Text contains references, bibliography and resources.Textbook provides a separate teacher edition with resource package.Non-text content (performance clips, images, maps, graphs, pictures) are accurate and well integrated into the text.Construction of text appears durable and able to withstand normal use.Supplementary materials listed below are well organized, of high quality, and are useful in enhancing instruction (rate all that apply):

On line access to textbook, student materials, resources, etc.Videos, Workbooks, Manipulatives, Prepared KitsAssessment Materials Software (CD-ROMs, DVDs, USB Flash drives, etc.)

TOTALS

D. Overall Evaluation Inadequate Partially Meets

Meets or Exceeds

How do you rate these materials overall? Check one. ¨ ¨ ¨

COMMENTS:

STRENGTHS WEAKNESSES