Advanced Floral Design 1a/1b

Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and technical skills taught in the course.

The materials provide a comprehensive scope and sequence that outlines alignment of the TEKS, ELPS, and industry core concepts along with technical skill competencies within each unit. The “Scope and Sequence” table demonstrates that the standards and competencies are embedded throughout the course to support instructional progression and skills development. The scope and sequence facilitates support, pacing, and planning of the course, enabling educators to integrate academic expectations and identify where industry core concepts are introduced and applied within each unit.


Furthermore, “Industry Concepts” and “Technical Skills” sections outline core concepts and technical knowledge, including the competencies addressed in each instructional unit. The unit descriptions identify the specific skills students are expected to develop and provide a structured progression of learning that supports course outcomes. The organization helps educators understand the learning objectives and sets clear expectations for each unit.

Evaluation for 1.1b
Materials include suggested pacing to support effective implementation for various school models [e.g., traditional secondary schools, Early College High Schools (ECHS), Pathways in Technology Early College High School (P-TECH)], schedules (e.g., block, modified block), and instructional calendars (e.g., varying number of instructional days).

The scope and sequence contains pacing support that addresses multiple instructional delivery models and variations in instructional calendars. The “Teacher Resources and Pacing Guide” includes sample pacing structures for P-TECH, block scheduling, modified block scheduling, and alternative calendar configurations, enabling educators to adapt pacing recommendations and support course implementation across diverse settings while ensuring coverage of standards, technical skills, and instructional outcomes.

The course guidance includes implementation support indicating that lesson plans can be modified to fit various instructional calendars to accommodate 16-, 18-, or 36-week instruction schedules. This flexible design allows educators to customize their pacing and delivery method in a way that best supports their instructional approach and their students’ needs.

Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts and technical skills to be learned connect throughout the course.

The materials include a clear rationale for unit sequencing and the progression of technical skill development throughout the course. “Concepts and Technical Skills” subsections at the beginning of each unit provide an overview of how content and competencies are structured to support scaffolded learning. The overview explains how technical skills are introduced, reinforced, and revisited across multiple units to promote continuous development of long-term mastery throughout the course.

The “Scope and Sequence” table in “Teacher Resources” presents technical skills and concepts by unit. This component outlines the progression of skills and content knowledge, giving educators an understanding of the industry-aligned learning outcomes addressed throughout the course. The scope and sequence provide a road map for instruction, enabling educators to identify the skills students are expected to learn.

Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.

“Internalization Protocols” in each lesson plan correspond directly to each unit and lesson guidance to support effective instructional implementation. The protocols offer guidance for reviewing, processing, and revisiting instructional content to promote deeper understanding and sustained mastery of concepts and technical skills throughout the course.

Unit and lesson slide decks offer structured guidance and resources to support effective, consistent delivery of course content and alignment to the intended learning outcomes.

Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.

The “Instructional Leader Guide” provides implementation supports in the “Teacher Resources” section, which assists with monitoring and supporting educators’ delivery of the curriculum as designed. This section also includes guidance and actionable resources for administrators, instructional leaders, and educators that clarify roles and responsibilities related to the implementation of the curriculum.

Furthermore, “Supporting Teachers with Planning and Delivery” provides resources and structured support for leaders. The guide outlines how leaders can aid educators in delivering content within the scope and sequence. There is also a section listing professional development opportunities for educational leaders to provide further support to educators.

Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic, professional, and technical vocabulary necessary to effectively teach the concepts and technical skills in the unit.

The “Teacher Resources” tab includes unit overviews that identify the professional and technical vocabulary necessary for instruction and mastery of each unit’s content. A “Vocabulary and Language Support” subsection includes unit-specific academic and technical terminology to support student understanding and concept acquisition. This structured resource helps reinforce discipline-specific communication and technical language throughout instruction.

Each unit’s lesson plan includes an overview identifying vocabulary support that is aligned to skill instruction. Each unit also identifies the professional and technical vocabulary necessary to teach the unit and provides a “Vocabulary and Language Support” section with unit-specific vocabulary lists. In addition, these resources offer the background content knowledge necessary to teach unit concepts and technical skills.

Evaluation for 1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.

Bilingual support resources include a “Connections Letter” in English and Spanish that offers direction for families on how to support student progress and the learning process. The letter includes suggested strategies for reinforcing unit concepts at home and links to learning extension activities, key academic and technical vocabulary, and background knowledge to strengthen understanding of course content. In addition, students receive an application-based task that encourages real-world use of course learnings, along with guiding questions and tips to provide ongoing support and academic engagement beyond the classroom.

Course resources promote family engagement by providing accessible communication and learning support through the materials. For example, the “Connections Letter” explains “How to Use the Course Features” and “How to Study Resources Effectively.” The “Literacy Support” toolbar translates content into more than 90 languages, supports equitable access to information, and further strengthens the home-to-school connection.

Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).

In unit 3, the lesson plan clearly identifies the associated TEKS and ELPS standards and provides lesson objectives. The class 3 “Instructional Activities” section includes educator and student tasks along with guiding questions. Additionally, the “Pre-Teaching Guidance” lists required materials and resources, ensuring that educators are prepared to deliver the lesson effectively.

Unit 8 lesson plans similarly show that the lesson is grounded in the TEKS and ELPS standards, which are presented in each section and tied to the unit’s instruction. Additionally, the “Instructional Activities” section outlines educator-led and student-centered tasks.

Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson (e.g., equipment, labs, technology, supplies, safety gear), and the suggested timing for each lesson component.

“Materials & Resources” in the unit 3 lesson plan specifies materials and resources needed for the lesson, ensuring that educators and students have access to all items necessary for successful implementation. Furthermore, the “Instructional Activities” section provides time allotments organized by individual lesson days, with the total instructional time needed for the lesson.

In addition, the unit 8 lesson plan’s “Materials and Resources” subsection includes necessary and optional materials to support instruction across the unit. Timing details in the “Instructional Activities” section organizes pacing and supports lesson flow to help educators manage instructional time more effectively.

Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment, work-based learning, Career and Technical Student Organizations, professional skills practice).

The unit 1 lesson plan demonstrates that each lesson plan includes a dedicated section for extended student learning, ensuring that students have various opportunities to continue practicing beyond the main lesson. The unit 1 lesson plan includes a “Homework” component that provides targeted assignments such as responding to a “Critical Thinking Question,” which reinforces key concepts and supports independent learning. In addition, the lessons include an “Extension and Enhancement” activity that allows students to deepen their understanding of the material, while an “Enrichment and Extension” section offers advanced learning opportunities for students who demonstrate mastery. For example, students may explore additional tools or concepts beyond those introduced in the lesson, promoting higher-level thinking such as analysis and evaluation. The lesson also provides support for reteaching for struggling students and extending learning for advanced students, ensuring all students are supported.

The unit 3, class 2 lesson plan provides dedicated sections to extend student learning. Unit 3’s “Homework” component gives students focused tasks, including responding to “Critical Thinking Questions.” The materials also offer guidance for educators on how to adjust instruction for students who need additional help, and opportunities to extend learning for the students who have already mastered the content. Additionally, the “Implementation and Quality Guide” highlights student-facing opportunities that connect them to the Career and Technical Student Organization (CTSO).

Evaluation for 2.1a
Materials include a variety of instructional assessments (e.g., skills demonstrations, portfolio evaluations, certification benchmarks) at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.

The materials provide multiple assessment types and performance levels to evaluate student understanding and mastery. For example, unit 6 “Suggested Answers” activities include “Knowledge Check” questions that allow students to demonstrate understanding through various formats, including “Critical Thinking Questions,” discussions, and hands-on activities, as well as project-based learning and cumulative projects. “Critical Thinking Question 2” asks how students would plan and complete a professional floral consultation and prepare for successful event execution. This task requires students to apply industry-specific communication, planning, and customer service skills. Similarly, for “Critical Thinking Question 3,” students explain how they would plan and design a fresh flower or permanent botanical arrangement, requiring students to apply floral design principles, analyze client needs, and justify design decisions. Students can also demonstrate technical skills through scenarios, investigating and assessing their abilities to apply course concepts to real-world situations. The materials include cumulative projects in every unit, which serve as summative assessments requiring students to demonstrate mastery of academic and technical skills. For example, in the unit 6’s cumulative project 4, students assume the role of a lead floral designer responsible for developing a complete proposal for a large-scale event. Students create a comprehensive event plan, develop budgets, address client needs, make design decisions, and propose implementation strategies. This authentic performance task reflects real-world industry expectations.

Additionally, the unit 7 lesson plan incorporates diagnostic, formative, and summative assessment opportunities, including the final cumulative project “How Can I Use Branding and Marketing?” In this project, students build and refine their personal or business brand, analyze marketing strategies, develop business and event plans, maintain industry-related documentation, and prepare certification-related artifacts and documentation. Long-term projects across the course reflect industry practices and provide opportunities for portfolio-style assessments that extend beyond the traditional quizzes and written responses. As students advance through the units, they continue building upon prior work, demonstrating growth in technical proficiency, planning, communication, and business management skills.

Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.

“Implementation and Quality Guide” resources include an instructional table that identifies and describes diagnostic, formative, and summative assessments, explaining how each assessment type is used to gather information about student learning and inform instruction. This guidance supports educators in selecting and implementing assessments appropriately throughout learning.

Furthermore, the instructional activities provide educator guidance on when and how each assessment should be administered, ensuring that assessments are used at appropriate points to monitor progress, measure understanding, and evaluate mastery of content and skills. For instance, in the “Teacher Guide,” the unit 4, 1b lesson plan includes an “Assessments” section that identifies the diagnostic, formative, and summative assessment opportunities embedded throughout the lesson.

Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.

The “Internalization Protocol” in the “Implementation and Quality Guide” provides educators with planning and preparation opportunities, allowing adequate lead time to review assessment expectations, administration procedures, and required materials before instruction. This guidance supports assessment readiness and helps ensure that assessments embedded within the curriculum are implemented consistently as intended by the program design.

The unit 2 lesson plan includes assessment guidance to support the fidelity of implementation through clear administration procedures, educator actions, and assessment expectations. The materials provide sufficient detail for educators to consistently administer instructional assessments as designed, while identifying assessment requirements that promote reliability and consistency in the classroom setting.

Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.

The scope and sequence contains a mapping table that clearly illustrates the standard alignments and relationship among assessments, the TEKS, ELPS, and unit-specific objectives. The resource enables educators to pinpoint which standards and expectations are measured by each assessment, providing a comprehensive and coherent alignment across the course.

Additionally, the unit 4, 1a lesson plans, diagnostic and formative assessments directly connect to the identified TEKS, ELPS, and lesson objectives. The materials provide a lesson-level correlation that outlines the standards addressed through each assessment, ensuring the assessments are purposefully aligned to the knowledge and skills students are expected to demonstrate within the unit.

Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.

The “Implementation and Quality Guide” provides a progression of TEKS and ELPS-aligned assessment opportunities that increase in rigor. The guide includes “Critical Thinking Questions,” unit activities, and performance-based tasks to evaluate student understanding at multiple levels. This progression supports the measurement of student mastery by moving students from foundational knowledge and skill development to higher-order thinking and analysis.

The “Scope and Sequence” document provides a comprehensive overview of the TEKS-aligned instructional assessments used throughout the course. The document also identifies assessment opportunities and the associated standards while illustrating a progression of rigor. The assessment tasks are organized to support student learning at varying levels of complexity, providing educators with an understanding of how students progress from foundational knowledge and skills to a more advanced application of content.

Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.

The “Teacher Resources” tab features a rubric structure that supports consistent evaluation of student responses and provides educators with clear expectations on how to interpret student work and assign scores accordingly. In unit 1, “Suggested Answers” accompanied by detailed rubrics establish clear expectations for evaluating student responses. These resources enable educators to determine the extent to which students demonstrate understanding and mastery of content by providing explicit criteria for awarding full, partial, or little credit. For example, in “Critical Thinking Question 3,” students explore youth agricultural leadership opportunities, including supervised agricultural experiences (SAEs) related to floral design. The materials provide suggested responses for each program of activities. The accompanying rubric awards “full credit” when all required components are complete and the student demonstrates understanding; the rubric awards “partial credit” when components are missing or the student’s understanding is incomplete. When most components are not completed and responses demonstrate minimal understanding, the rubric awards “little credit.” These distinctions help educators interpret varying levels of student performance consistently. The activity rubrics further strengthen assessment guidance by evaluating students across specific categories such as content, format, and creativity, while performance levels again define expectations for full, partial, and little credit. This approach helps educators identify strengths and areas for improvement while ensuring scoring decisions align to the established criteria within the rubrics.

Additionally, “Suggested Answers” in unit 4a provide rubrics and detailed guidance for evaluating student performance. Explanations clarify expected responses to “Critical Thinking Questions” and scoring criteria for full, partial, and little credit. The rubric structure supports consistent evaluation of student responses and provides educators with clear expectations on how to interpret student work and assign scores accordingly. For example, in “Critical Thinking Question 2,” students explain how they would place flowers at different depths and establish a sense of dominance within the arrangement. The suggested answers identify the specific concepts and vocabulary that should be present in a high-quality response, including depth, layering, staggering heights, and spatial depth. These key terms are highlighted in the rubrics, providing a clear indication of what demonstrates mastery and would warrant full credit. By providing exemplar responses and the essential vocabulary expected in student answers, the materials help educators accurately distinguish levels of understanding. Similarly, questions include suggested responses with highlighted key terms and bulleted response components that identify what evidence educators should look for.

Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.

The “Implementation and Quality Guide” includes instructional recommendations based on assessment results, identifying targeted intervention activities for students who are struggling with concepts and providing extension opportunities for students who demonstrate mastery. These supports enable educators to adjust instruction and address learning needs based on student performance data.

Unit 4a lesson plan materials provide action-oriented instructional strategies to respond to student assessment performance trends. The “Assessment Performance Guidance” section recommends that students who are struggling use vocabulary organizers, visual supports, and scaffolded activities to reinforce understanding. For students demonstrating mastery, the materials provide opportunities to extend learning through deeper thinking tasks and application of concepts to real-world scenarios. These differentiated supports help educators respond effectively to assessment outcomes and meet the needs of diverse students.

Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth and tools for students to track their own progress and growth.

Tools embedded in the “Implementation and Quality Guide” support the tracking of student progress and growth over time. Guidance describes the use of a digital platform that includes educator and student-facing features such as a gradebook and progress-monitoring tools. These resources support educators in monitoring performance data, documenting growth, and reviewing student achievement trends while enabling students to access information related to their own learning progress.

For example, in the unit 6 “Student-Facing Assessments,” students can view assessment performance feedback in real time through the digital platform. The feature promotes monitoring of learning outcomes and provides educators and students with access to the information. Students can monitor their progress throughout the lesson cycle using the platform.

Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency in content and technical skills in the course TEKS.

In “Support for All Learners” for unit 1a, the “Differentiation and Scaffolding Instruction” section provides targeted instructional supports designed to address diverse learning student needs. The embedded scaffolds assist educators in adapting instruction and providing additional support to students who require intervention to access grade-level content.

The unit 4 lesson plan in the “Teacher Guide” also provides educator guidance for implementing differentiated instruction and scaffolded learning opportunities to support students who have not yet demonstrated proficiency. Specially designed instruction intervention strategies, sentence starters, and targeted supports help educators scaffold student learning. These resources provide actionable guidance for addressing the learning gaps in the classroom.

Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic, professional, and technical language).

Unit 3, 1a materials consistently embed support for unfamiliar vocabulary and language structures by including a clearly defined “Vocabulary and Language Supports” section in the lesson plan that previews academic, professional, and technical terminology. Additionally, the figurative language, idioms, and reference subsection connects instructional content. The example phrase Houston, we have no problem with soil classification demonstrates the use of familiar references to reinforce content understanding.

Additionally, unit 4, 1a promotes understanding of unfamiliar vocabulary and language features through structured pre-teaching. This embedded support provides a comprehensive preview of academic, professional, and technical vocabulary aligned to the lesson content, ensuring students are prepared to engage with the language. The “Figurative Language Idioms and References” subsection further deepens comprehension by linking figurative expressions to instructional concepts. For instance, working together in harmony clarifies how elements in floral design complement rather than compete against each other in this unit.

Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in content and technical skills in the course TEKS.

The materials offer robust educator guidance for differentiated instruction. For example, each unit lesson includes “Supports for All Learners” and “Differentiated and Scaffolding Instruction,” which provide helpful strategies for meeting various student needs. In unit 3, the materials consistently provide enrichment and extension activities for advanced students. For example, students who show proficiency compare two mechanics, such as floral foam and a flower frog, by creating a Venn diagram. This activity requires students to analyze the similarities and differences, explain strengths and limitations, and present their understanding in a visual format.

Similarly, unit 4 lesson plans include targeted extensions that build directly on class assignments. For “Enrichments and Extensions” in class 2, proficient students expand the “Red Flags” poster design activity as they accurately identify a visual element and explain its role. This example also reflects an intentional approach to extending learning by allowing students to dig deeper into their content knowledge.

Evaluation for 3.1d
Materials include teacher guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.

The materials help educators implement targeted strategies that ensure students with diverse learning needs can access and engage with the lesson content effectively. For example, unit 3’s “Interventions and SDI Methods” provides educator guidance for students to explain client consultation ideas aloud before writing in lesson 1.

Additionally, in the unit 8 lesson plan, the “Interventions and SDI Methods” section guides educators on how to modify instruction, reduce cognitive demands, use visual supports, and scaffold tasks for students receiving special education services. The section includes specific prompts and instructional strategies to support access to grade-level content and technical skills. For example, educators provide students with a partially completed Venn diagram comparing employment and entrepreneurship, then have them complete the remaining section. This scaffold reduces task complexity while helping students organize information and focus on analyzing similarities and differences. Additional SDI guidance directs educators to allow students to discuss ranking activities with a partner before completing the tasks independently. “Interventions and SDI Methods” also provides targeted language support for written assignments. For example, before students write a cover letter, educators provide sentence stems such as “I am interested in this position because ____.” SDI is further supported in writing activities that recommend students use graphic organizers before drafting essays. Similar SDI strategies appear consistently throughout lesson plans across multiple classes and units.

Evaluation for 3.2a
Materials include (explicit) direct prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.

The materials provide clear and explicit guidance to support educators in explaining new concepts. For example, in unit 2, class 2, “Instructional Activities” provides well-structured guidance that introduces core content and aids educators in leading class discussions before transitioning into independent or collaborative work. Slide decks reinforce the process by offering prompts that support direct instruction and help educators explain key ideas.

Additionally, unit 4, class 3’s “Instructional Activities” provide direct prompts to guide educator delivery. This unit also provides educators with slide decks aligned with the lesson material that include specific examples of what the educator could say, with detailed explanations to deepen student understanding. This level of support helps educators effectively model thinking, explain key concepts, and guide meaningful classroom discussions.

Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.

Materials help educators deliver content consistently and effectively while using multiple strategies to support student learning. For example, the unit 3 lesson plan “Instructional Activities” section supports lesson facilitation by following a structured and predictable routine. Each lesson guides educators through different instructional approaches, allowing for a balance of direct instruction, student interaction, and guided practice.

Additionally in unit 4, class 2, the “Instructional Activities” section provides a clear sequence of activities that include instructional approaches and detailed educator guidance. The section also provides educator prompts to support implementation, such as guiding educators to have students respond to “Bell Ringers” through whole-class or small-group discussions. Later in the lesson, students transition into collaborative work in which they analyze real-world scenarios, such as the “Design Diagnosis Lab.” These supports help educators facilitate instruction, model thinking, and encourage student participation throughout each unit’s lesson plan.

Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.

The materials support multiple types of practice, such as guided, collaborative, and independent learning, providing clear educator guidance for implementation. For example, in the unit 4 lesson plan, “Instructional Activities” for each class include detailed step-by-step guidance for implementing various practice types within a single lesson. The materials also support educators in delivering the instruction effectively, facilitating group work, and assigning independent tasks. Additional instruction types such as pre-reading activities and vocabulary warm-ups support educators in delivering a well-balanced lesson.

Furthermore, each unit 5 lesson includes a variety of practice types and recommended instructional structures such as whole-group, small-group, and individual work. This guidance helps educators organize instruction effectively and ensure that all students have opportunities to engage with the lesson content in various ways. The clear progression in each lesson demonstrates how the materials guide educators in structuring lessons that help build students’ understanding through various stages of the lesson.

Evaluation for 3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic, professional, and technical language.

The “Emergent Bilingual Students” section of the unit 3 lesson plan includes clear strategies to help students build language skills. Educators pre-teach vocabulary through structured activities that include pronunciation practice, reading, discussions, and writing. Strategies such as “Think-Pair Share,” small-group collaboration, and written reflections offer students repeated opportunities to practice speaking and writing. Such support helps emergent bilingual (EB) students engage with the content while encouraging the use of academic and technical language.

Similarly, unit 4, class 1’s “Emergent Bilingual Students” section supports EB students through language-building strategies. For example, educators create a dual-language word wall using key vocabulary, allowing students to connect English terms with the primary language. This lesson plan also includes supports by beginner, intermediate, and advanced proficiency levels, showing progression of language development.

Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.

Educator supports within the materials are practical and easy to implement, which helps educators adapt lessons to better support EB students in the classroom. For example, the “Emergent Bilingual Students” section of unit 4, class 1 offers implementation guidance to help educators effectively use the materials in bilingual/English as a Second Language programs.

Additionally, the “Differentiation and Scaffolding Instruction” section of the unit 5 lesson plan provides ongoing, embedded guidance for working with EB students across lessons. Educators receive strategies such as pre-teaching vocabulary, using word walls, incorporating cross-linguistic charts, and providing audio recordings of text. The materials offer tools such as KWL charts to track what students know, want to know, and have learned about a topic. Furthermore, educator supports include sentence stems and paired language models that help educators consistently implement ESL strategies while continuing to support vocabulary and comprehension development.

Evaluation for 3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic, professional, and technical vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.

The materials provide additional speaking and writing strategies that are organized by language proficiency levels. The unit 4 lesson plan provides language development and comprehension support for EB students. Strategies include creating a dual language word wall on which students record technical vocabulary in English and their primary language. Students also receive a four-column organizer containing the term, its English definition, an explanation in the primary language, and an English example sentence. These strategies promote vocabulary development and cross-linguistic connections.

Additionally, the unit 5 lesson plan contains embedded guidance to support EB students as they build academic and technical writing. Suggestions include using strategies to pre-teach vocabulary, using dual language word walls, and referencing terms during classroom discussions. Students also receive an organizer that guides them in explaining concepts orally. The materials further differentiate expectations according to ELPS proficiency levels, allowing beginning students to use gestures and single-word responses, intermediate students to use short phrases, and advanced students to communicate using complete academic sentences. Lastly, the “Literacy Support” toolbar provides translation and read-aloud access in nearly 100 languages, helping students build comprehension and background knowledge while engaging in oral and written responses.

Evaluation for 3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.

This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.

Evaluation for 4.1a
Materials include guidance for teachers to provide explicit (direct) instruction on industry-specific knowledge and skills in alignment with the course TEKS.

The materials provide structured and explicit guidance for educators to deliver industry-specific knowledge and skills. For example, unit 4, class 1 provides direct instruction in a step-by-step format, including references to specific slides and detailed explanations of what educators should present. This structure ensures that key concepts are taught in alignment with the TEKS expectations. The lesson plans consistently include clear objectives, educator prompts, and direct modeling strategies so educators can effectively introduce, explain, and apply content. The materials also offer opportunities for students to practice and apply these skills through project- and scenario-based learning activities.

Furthermore, the “Implementation and Quality Guide” outlines how materials support instruction, explaining how lesson plans follow a clear sequence of instruction. Each class includes activities in which educators introduce industry-specific concepts, model professional practice, and guide students through real-world applications. The materials ensure that topics such as career pathways, professional responsibilities, and foundational floral design principles are directly taught and aligned with the TEKS. The guide also emphasizes project-based learning, as the lesson plans provide educators with the opportunity to reinforce industry skills through hands-on experiences.

Evaluation for 4.1b
Materials consistently provide opportunities for students to develop, use, and apply industry-specific academic, professional, and technical vocabulary.

Lesson plans integrate vocabulary throughout class instruction. For example, in unit 1’s “Suggested Answers,” students apply industry-specific language through “Critical Thinking Questions,” and discussion questions. Additionally, students engage in activities that require them to explain their ideas using precise terms and connect vocabulary to real floral design responsibilities as they read, speak, write, and collaborate.

Additionally, classes 1–3 of unit 2 embed vocabulary throughout instruction. Students begin class 1 with a warm-up in which they spell, write, pronounce, and review key industry terms. Educators then guide students through pre-reading and vocabulary-building tasks that require identifying and defining unfamiliar and figurative language. Activities in classes 2 and 3 increase in rigor, requiring students to use vocabulary in discussions, collaborations, and presentations. This process continues throughout the units, enabling students to understand and apply technical language effectively.

Evaluation for 4.1c
Materials provide opportunities for students to develop and refine industry-specific knowledge and skills through activities and tasks that progressively increase in rigor and complexity across lessons and units within the course.

Scaffolded activities support an increase in rigor in unit 4, class 1, beginning with a vocabulary warm-up in which students read the vocabulary list aloud and repeat the new words. As the lesson progresses, students design and identify visual elements to understand how they affect design, then identify weak or missing elements in a scenario. Students then independently create “Red Flag” posters, requiring them to synthesize their understanding and communicate design concepts. The lesson then ends with peer teaching. Students explain concepts to a partner to demonstrate understanding or match problems to slide elements to solve them, noting, for example, that it “looks flat” to indicate lack of depth or “feels chaotic” to identify issues with rhythm. These tasks require students to recall information, analyze the design challenges, and apply their knowledge to determine a solution. The progression from vocabulary acquisition to concept identification, to independent creation and problem-solving demonstrates an increase in rigor throughout the lesson.

Furthermore, the scope and sequence describes how learning progresses across units. Each unit provides a cross-unit connection that references skill development. For example, in unit 8, students apply learning from units 4–7, including design principles, mechanics, arrangement basing methods, and advanced techniques to create industry-standard floral arrangements. This task shows an increase in complexity by requiring students to combine multiple skills and demonstrate their independence.

Evaluation for 4.1d
Materials include activities and tasks that require students to demonstrate understanding of industry-specific knowledge and skills in alignment with the course TEKS.

The “Implementation and Quality Guide” explains that lesson plans form a system in which the objectives, guiding questions, activities, materials, and assessments align to the course standards. The guide emphasizes that activities are designed to go beyond simple recall and require student application of industry-specific knowledge and skills. The guide also provides educator direction on how to present key concepts throughout the lessons.

For example, in a unit 2, class 2 formative and summative assessment, students demonstrate understanding of flower care and freshness, interpreting what flowers communicate through their appearance, including color. Such embedded tasks require students to apply course knowledge in practical, real-world ways.

Evaluation for 4.2a
Materials explicitly connect new knowledge and skills to prior learning across lessons and units within the course and across courses as applicable.

The structure of the materials ensures that students build new skills on a strong foundation that helps them make connections. For example, the “Prior Knowledge and Prerequisite” section of the unit 5 lesson plan outlines expectations for content knowledge and students’ ability to communicate orally and in writing.

Additionally, in unit 7, new learning directly builds on prior coursework in Floral Design 1a/1b and previous units in the Advanced Floral Design course. Students progress from basic design skills, such as placing flowers and foliage, to more advanced techniques that focus on creating mood and emotional expressions. For example, in class 3’s “Instructional Time: Individual Work,” students design and demonstrate one basic and two advanced banding and binding techniques. Strategies such as grouping, binding, shadowing, sequencing, framing, zoning, and parallelism expand on previously learned concepts while introducing more complexity. This progression shows a connection between past and current learning and supports student growth.

Evaluation for 4.2b
Materials are aligned with and provide relevant cross-curricular connections that support transferable academic knowledge and skills in literacy, math, social studies, and science.

Multiple units contain lesson plans featuring “Cross-Curricular Connections” sections that outline how academic skills are integrated into industry-specific learning. For example, in unit 4, students apply literacy skills by reading, summarizing, and communicating using industry-specific vocabulary, while measurements, ratios, and proportions in design support math connections. Students also apply scientific concepts such as plant structure, hydration, and environmental response to justify floral care and design decisions. Cross-curricular connections are clearly identified at the beginning of the unit and are consistently embedded throughout instruction.

Similarly, in unit 7 lesson plans, the connections deepen in rigor, as students use academic vocabulary to write evidence-based explanations. Students apply math skills to analyze data and precision in agricultural systems; use social studies skills to evaluate the impact of agricultural practices on economics and land use; and explain how environmental factors affect plant growth using science skills. Consistent connections across units ensure that students develop transferable academic skills that they can apply in the real world.

Evaluation for 4.2c
Materials integrate academic, technical, and employability knowledge and skills in the context of the course and in alignment to the course TEKS.

In unit 4, students develop academic and technical skills through activities focused on the principles of design, including balance, proportion, and dominance. These concepts require students to analyze, design, and evaluate floral arrangements while using industry-specific vocabulary. At the same time, students strengthen employability skills through written and oral communication, collaboration, and time management as they complete design tasks within established deadlines. The lesson plans further support this integration through sections titled “Employability Standards” and “Academic, Professional and Technical Vocabulary” which explicitly connect the course content to workplace expectations.

Additionally, “Academic, Professional and Technical Vocabulary” in the unit 7 lesson plan provides lesson terms with definitions and explanations of how they are used in the lesson. Students apply floral design principles while engaging in written explanations, group discussions, sketching, and critique activities. The tasks require students to use academic reasoning, technical knowledge, and professional behaviors at the same time.

Evaluation for 5.1a
Materials provide opportunities for students to investigate career clusters and programs of study as applicable to the level of the course and in alignment with the course TEKS.

The unit 1 lesson plan offers structured opportunities to investigate careers within the floral industry. Students begin by exploring various floral design professions and their connections to the industry through interactive activities such as the “Bell Ringer” and the “Job Matching Lightning Round.” They examine career responsibilities while identifying the education, training, and certification requirements needed to enter the field, including the pathway toward the Texas State Florists Association certification. Educators also provide extension activities requiring students to analyze regional and workforce data to better understand industry demand and long-term career opportunities.

Furthermore, the unit 8 lesson plan provides a summative “Career Entry Plan” activity to investigate floral design career pathways in greater depth. During the first two classes, students examine the education, training, certifications, internships, apprenticeships, and workplace skills required for various floral design careers. Students additionally compare employment and entrepreneurship through collaborative activities such as “Employment vs. Entrepreneurship” and “Career Path Planning.” Students go on to analyze how qualifications, leadership responsibilities, and professional skills influence career success within the floral industry. This investigation also includes the “How Can I Develop a Strategic Career Entry Plan in Floral Design?” activity, in which students complete their pathway research, certification timeline, and SMART (specific, measurable, achievable, relevant, and time-bound) goal planning. Together, the sequenced learning experiences provide meaningful opportunities for students to investigate career clusters and programs of study while developing an informed plan for entering the profession.

Evaluation for 5.1b
Materials provide opportunities for students to analyze relevant regional or statewide Labor Market Information (LMI) or emerging market workforce data to support data-driven investigations of careers.

In a related “Enrichment and Extension” activity, student groups use regional or statewide labor market information to support evidence-based conclusions about career readiness and long-term professional success. Students summarize how specific educational pathways, industry credentials, and training opportunities prepare them to meet workforce needs and pursue careers or entrepreneurial opportunities within the floral industry. By connecting labor-market data to career planning, students engage in career investigation and make informed decisions about future education and occupational goals.

Additionally, in unit 8, lesson 1, students engage in a meaningful, data-driven investigation of floral design careers by analyzing relevant regional or statewide labor market information. After learning about career and entrepreneurship opportunities in the floral industry, students collaborate to research workforce information related to roles such as floral designer, greenhouse worker, and event planner. Using authentic labor market resources, students investigate employment trends, workforce needs, education requirements, certification, and training pathways associated with each career. Through the research process, students develop a deeper understanding of how industry expectations connect to educational and career preparation.

Evaluation for 5.1c
Materials include career investigation activities and tasks designed to support development of individual career goals (e.g., career interest inventories, career goals, post-secondary education requirements, post-secondary career plans).

In unit 1, activity 2, students engage in meaningful career investigations and goal-setting activities through the development of a Supervised Agricultural Experience (SAE). Students plan a floral-related experience, establish a recordkeeping system, and create a tracking chart to monitor their progress over time. As they organize and manage their SAE, students connect real-world floral industry experiences to potential career pathways and reflect on how those experiences contribute to their goals. The activity requires students to think critically about their interests, experiences, and career aspirations while developing personalized plans for growth and success. By connecting SAE participation to career planning and professional development, the materials provide students with a structured opportunity to develop and evaluate individual career goals.

Students further develop individualized career plans in unit 8, activity 2. In this summative activity, students investigate floral industry career pathways and create a comprehensive professional development plan. Students identify a career pathway; develop education, training, certification, internship, and apprenticeship timelines; analyze leadership and management responsibilities; and establish personal SMART goals. By completing goal-setting activities and developing career pathway slides, education and certification plans, and leadership analyses, students connect their interests and experiences to career opportunities.

Evaluation for 5.2a
Materials include guidance for teachers to provide explicit (direct) instruction on professional standards and employability skills relevant to career clusters and programs of study as applicable to the level of the course and in alignment with the course TEKS and Texas CTE Employability Skills Standards.

The “Implementation and Quality Guide” provides educators with guidance for delivering instruction on professional standards and employability skills. The “Career Investigations and Development” section explains that employability skills are integrated throughout instruction and aligned to the course TEKS and Texas CTE standards. Educators model academic, professional, and technical language while guiding students through career exploration, workplace expectations, and professional decision-making. The materials connect communication, professionalism, workplace behavior, leadership, and career readiness to real industry scenarios, helping students understand how these skills apply in floral design careers.

Additionally, in unit 1, class 2, educators facilitate a “Professional Trait Snap” activity in which students identify and discuss employability traits such as communication, responsibility, and time management. The discussion is followed by direct instruction explaining professional workplace expectations, including punctuality, problem-solving, and effective communication in floral industry settings. Students then analyze workplace scenarios to discuss and distinguish professional from unprofessional behaviors. In class 3, educators provide direct instruction on the proper and safe use of floral tools while emphasizing professional workplace practices. Lastly, in unit 8, educators guide students to connect their learning to professional standards, industry certifications, trade organizations, and pathways for becoming professional designers.

Evaluation for 5.2b
Materials provide opportunities for students to engage in career development activities and tasks (e.g., mock interviews, resume writing, portfolio development) as applicable to the level of the course and in alignment with the course TEKS and Texas CTE Employability Skills Standards.

In the unit 5 cumulative project, students analyze client scenarios, plan and develop floral arrangements, document their design process, and reflect on their professional decisions. These portfolio-building experiences require students to organize, evaluate, and showcase evidence of their technical skills, career preparation, and professional growth. By creating industry-relevant documents and demonstrating their abilities through authentic portfolio artifacts, students engage in career development tasks that support successful entry into floral design careers.

Additionally, in unit 8, activity 2, students participate in authentic career development activities. After learning about job searches, application documents, and interviewing skills, students create professional career-entry materials commonly used in the floral industry. Students write a resume and cover letter, assemble a portfolio, and reflect on employee rights and responsibilities. These tasks provide hands-on experiences with the career-preparation process while helping students demonstrate professionalism, communication, self-management, and career-readiness skills. Additionally, students strengthen their understanding of workplace expectations by researching real floral job posts, analyzing required qualifications, and comparing industry requirements to their own skills and experiences.

Evaluation for 5.2c
Materials emphasize the use of academic, professional, and technical vocabulary during career development opportunities.

Activities require students to use industry-specific language and appropriate industry terminology as they discuss workplace expectations, communication strategies, customer interactions, and employability skills. For example, in unit 1, activity 1, students explore workplace professionalism by analyzing what appropriate professional behavior looks and sounds like. Students apply professional communication skills during observations, discussions, and role-play scenarios, including practicing responses to potential interview questions.

The emphasis on career-related vocabulary continues throughout unit 8, during which students participate in career exploration, job readiness, and professional communication activities. In class 5, students complete a group unit vocabulary review that requires them to use academic, professional, and technical terminology from across the unit. Students first practice vocabulary collaboratively, then develop and present scripts that incorporate terms such as entrepreneurship, bereavement, active listening, and personal protective equipment while discussing career pathways and workplace responsibilities. Additionally, unit 4, activity 3 requires students to apply advanced technical floral design vocabulary including layering, terracing, pavé, clustering, pillowing, balance, and texture, as they reflect on portfolio development and design critiques, and prepare for certification.

Evaluation for 6.1a
Materials include experiential learning through classroom experiences (e.g., labs, workplace simulations, project-based learning) and/or work-based learning (e.g., job shadowing, internships, practicums) to develop or reinforce the real-world application of technical and employability skills in the context of the course and aligned to the appropriate level on the work-based learning continuum.

In unit 3, activity 2, students assume the role of a floral professional and respond to realistic customer concerns, complaints, and service-related scenarios. Through these workplace simulations, students practice professional communication, problem-solving, conflict resolution, and customer relationship management. They evaluate situations and determine appropriate responses using industry-appropriate language and behavior. This activity helps students develop critical employability skills while reinforcing customer-service expectations for the floral business.

As students advance through the course, they apply technical and employability skills in a comprehensive industry simulation. In unit 6, cumulative project 3, “How Can I Effectively Plan a Floral Event?,” students assume the role of a floral professional responsible for preparing and planning designs with specific client expectations, logistical constraints, and budget considerations. Students evaluate design options, justify selections, manage resources, and make decisions that balance customer needs with professionalism. This realistic workplace simulation enables students to apply industry knowledge and gain valuable experience that reinforces technical and employability skills. Throughout the course, students progress from ongoing SAE documentation to customer service simulations and event planning projects, repeatedly applying technical knowledge and employability skills in the industry.

Evaluation for 6.1b
Materials provide opportunities for students to use relevant industry-specific materials (e.g., technical texts/manuals, equipment, technology, supplies) during experiential learning.

Learning activities provide opportunities for students to use floral industry tools, supplies, technology, and professional resources. For example, in unit 3, students create a floral product and use professional documentation tools and pricing methods. Students work with shears, wire cutters, floral wire, floral tape, ribbon, fresh flowers, and foliage while applying proper floral construction techniques. Through the hands-on process of creating a professional-quality, wearable design, students develop technical skills and gain experience using industry-standard materials in a setting similar to floral design practice, strengthening workplace readiness.

As students hone their construction skills, they use industry-relevant technology and professional evaluation tools to document and assess their work and progress to sophisticated designs. In unit 8, activity 3, students take on the role of a professional floral designer, creating multiple arrangements using live flowers, floral mechanics, tools, and design materials. Students apply construction methods, evaluate how various techniques affect design outcomes, and reflect on the relationship between style and execution, gaining practical experience similar to the work performed in a commercial floral setting.

Evaluation for 6.1c
Materials emphasize the use of academic, professional, and technical vocabulary during experiential learning opportunities.

In unit 3, cumulative project 1, students plan, construct, document, price, and evaluate a wired and taped corsage using industry standards. Throughout the project, students apply technical terminology related to floral mechanics and construction methods, such as binding point, shattering, and bloom clustering, which are also relevant to pricing and design evaluation. In step 4, students evaluate mechanics and construction with their corsage using professional vocabulary to assess material selection, structural quality, and design effectiveness. Industry terminology is integrated into every stage of the design process.

As students progress through the course, they continue strengthening their academic and technical vocabularies while evaluating their own design work. In unit 8, activity 3, students create multiple floral arrangements, then analyze the effectiveness of their design choices. During the evaluation process, students use professional terminology related to the principles and elements of floral design, including focal emphasis, balance, rhythm, line, form, and space. They explain how specific techniques contribute to the overall success of an arrangement and justify their decisions using industry-appropriate language. The materials consistently embed the academic, professional, and technical vocabulary that students need to construct and evaluate floral products, price projects, and analyze design effectiveness.

Evaluation for 6.2a
Materials include opportunities for students to apply academic and technical knowledge and skills to authentic, real-world, industry-specific problems and develop and evaluate viable solutions as applicable to the level of the course and in alignment with the course TEKS.

In unit 2, activity 2, students analyze situations commonly encountered in floral businesses, including customer concerns, complaints, and service issues. Students encounter three scenarios in which a delivery for a celebration arrives later than expected; a customer believes the arrangement they received does not look like the example photo online; and a customer questions the arrangement process, feeling the value is unclear. Students then evaluate the nature of each problem, consider the impact on customer satisfaction and business success, and develop appropriate professional responses. The activity simulates the decision-making process used by floral professionals to resolve client concerns and maintain positive business relationships.

In unit 3, activity 1, students engage in additional realistic client consultations and customer-service scenarios similar to situations floral professionals encounter daily. They identify customer needs, gather accurate information, and recommend appropriate floral products. Students work within realistic—and sometimes conflicting—constraints such as budgets, event requirements, durability concerns, and aesthetic preferences, while using industry terminology and professional communication practices. They evaluate various wearable and handheld floral options and determine which design best meets the client’s specific needs. Students then justify their recommendations using their acquired technical knowledge of floral products, construction methods, and design principles.

Evaluation for 6.2b
Materials include opportunities for students to conduct industry-related data analysis to evaluate information, identify trends, and justify decisions using quantitative and qualitative reasoning as applicable to the level of the course and in alignment with the course TEKS.

In unit 2, activity 1, students conduct an experiment to determine how various preservation solutions affect the longevity of cut flowers. Students collect quantitative data, such as the length of time flowers remain viable, as well as qualitative observations related to flower appearance, color, and condition. They compare results between control and test groups, identify patterns in flower performance, and analyze which treatment is most effective. Using numerical and observational evidence, students recommend the best solution for floral quality and justify their conclusions.

Students further build on their data-analysis skills in unit 5, activity 2, as they research and analyze multiple contemporary floral design trends. They examine the distinguishing characteristics, stylistic features, and customer appeal of each trend before identifying appropriate real-world applications. Students evaluate how specific design elements influence the visual impact of arrangements and explain why certain trends are best suited for events, retail settings, or client needs. In this activity, students identify patterns in current industry practices and use qualitative reasoning to support their design recommendations.

Evaluation for 6.2c
Materials include opportunities for students to engage in inquiry-based learning (e.g., formulating industry-specific questions, conducting research using industry-specific sources) as applicable to the level of the course and in alignment with the course TEKS.

In unit 2, activity 1, students conduct an experiment to determine which preservation solution most effectively extends the longevity of cut flowers. Students are then asked to formulate questions about flower freshness, test multiple solutions, make observations, collect data, and analyze results. Through this process, students evaluate evidence and draw conclusions about which treatments are most effective for maintaining floral quality.

Similarly, in unit 5, activity 2, students research contemporary floral design trends and investigate the characteristics, visual effects, and market appeal of each style. They analyze how these trends appear in professional settings such as weddings, retail floral shops, and special events before determining which designs are most appropriate for specific situations. The materials consistently provide opportunities for students to formulate industry-related questions, conduct research, and investigate real-world floral industry problems. Additionally, the materials require students to analyze findings and apply evidence and conclusions.