Course Standards

2025-2026 Academic Year

WS02 CTE Advanced Studies AGNR

Course Type: Developed

Standard/Objective Number	Standard/Objective	Course Weight	RBT Designation
1.00	Analyze CTE course content knowledge and current research related to the selected career pathway.	30%	B4 Analyze Conceptual
1.01	Attribute prior content knowledge with extended facts and potential solutions to a practical issue in the career pathway.	10%	B4 Analyze Conceptual
1.02	Organize research-based data on current labor market information in the career pathway.	10%	B4 Analyze Conceptual
1.03	Attribute critical employment issues employers face in finding and sustaining a skilled workforce to real-world problems in the career pathway.	10%	B4 Analyze Conceptual
2.00	Apply knowledge from the selected career pathway in a project-based, real-world experience which includes multiple work-based learning experiences.	40%	B3 Apply Conceptual
2.01	Execute skills obtained from prior CTE course experiences and knowledge gained from current research to plan, organize, and execute a pathway relevant project.	20%	B3 Apply Conceptual
2.02	Implement durable employability skills in a real-world experience.	10%	B3 Apply Conceptual
2.03	Implement and document career pathway related work-based learning activities.	10%	B3 Apply Conceptual
3.00	Apply knowledge acquired about the selected career pathway in the context of future career expectations and experiences.	30%	D3 Apply Metacognitive
3.01	Implement learning outcomes from the advanced studies course into a post-secondary plan for continuing in the career pathway.	15%	D3 Apply Metacognitive
3.02	Implement a strategy for educating others about the career pathway from personal outcomes and experiences in the advanced studies course and the world of work.	15%	D3 Apply Metacognitive

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.