Course Standards

2025-2026 Academic Year

IT18 Automotive Service III

Course Type: Adopted

Standard/Objective Number	Standard/Objective	Course Weight	RBT Designation
1.00	Apply basic electrical diagnostics.	20%	C3 Apply Procedural
1.01	Apply procedures to diagnose opens in an electrical circuit.	10%	C3 Apply Procedural
1.02	Apply procedures to diagnose shorts in an electrical circuit.	10%	C3 Apply Procedural
2.00	Apply basic drivability diagnostics.	30%	C3 Apply Procedural
2.01	Understand the onboard diagnostics II (OBDII) drive cycle.	5%	B2 Understand Conceptual
2.02	Understand OBDII readiness codes.	5%	B2 Understand Conceptual
2.03	Apply procedures to diagnose basic OBDII and module codes.	20%	C3 Apply Procedural
3.00	Understand antilock brake systems (ABS) and traction control.	20%	B2 Understand Conceptual
3.01	Understand ABS and traction control components.	5%	B2 Understand Conceptual
3.02	Understand ABS operation.	10%	B2 Understand Conceptual
3.03	Understand of traction control operation.	5%	B2 Understand Conceptual
4.00	Understand advanced air conditioning service.	30%	B2 Understand Conceptual
4.01	Understanding air conditioning theory and operation.	15%	B2 Understand Conceptual
4.02	Understand air conditioning recovery and recharging.	10%	B2 Understand Conceptual
4.03	Understand procedures to perform basic HVAC system inspections.	5%	B2 Understand Conceptual

Essential standards (highlighted in gray below) are big, powerful ideas that are necessary and essential for students to know to be successful in a course. Essential standards identify the appropriate verb and cognitive process intended for the student to accomplish. Essential standards provide value throughout a student's career, in other courses, and translate to the next level of education or world of work.

Objectives/Indicators (rows not highlighted in gray below) provide another level of detail for each Essential Standard.

Adapted or Adopted Course includes essential standards and, in many cases, specific objectives/indicators aligned with business and industry standards and/or criteria for credentials or certifications. The course standards are designed using the Revised Bloom's Taxonomy (RBT). If the POL is a CTE State Assessment, the course is written at the level of the ESSENTIAL STANDARD and assesses the intended outcome of the sum of its objectives/indicators.

Career and Technical Education conducts all activities and procedures without regard to race, color, creed, national origin, gender, or disability. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document.

This blueprint has been reviewed by business and industry representatives for technical content and appropriateness for the industry.

Column information

Standard/Objective Number: The essential standard is denoted by the digits before the dot; objectives/indicators are indicated by the final 2 digits.
Standard/Objective: Essential standard and specific objective/indicator statements per essential standard. Each essential standard statement or specific objective/indicator begins with an action verb and makes a complete sentence when combined with The learner will be able to... Outcome behavior in each essential standard or objective/indicator statement is denoted by the verb plus its object.
Course Weight: Shows the relative importance of each essential standard or objective/indicator. Course weight is used to help determine the percentage of total class time that is spent on each objective/indicator.
RBT Designation: Classification of outcome behavior in essential standards and indicator statements in Dimensions according to the Revised Bloom's Taxonomy:
Cognitive Process Dimension: 1 Remember, 2 Understand, 3 Apply, 4 Analyze, 5 Evaluate, 6 Create.
Knowledge Dimension: A Factual Knowledge, B Conceptual Knowledge, C Procedural Knowledge.