Fundamentals of Computer Science

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

The Teacher Guide, “Scope and Sequence” section provides a brief paragraph-style description that outlines the overall organization of the course. It states that “The Fundamentals of Computer Science course includes a defined scope and sequence that aligns with the Texas Essential Knowledge and Skills (TEKS) and the English Language Proficiency Standards (ELPS).”

This section identifies alignment to the TEKS, ELPS, and concepts taught in the course; however, there is no evidence of a detailed scope and sequence outlining the technical skills taught throughout the course. Therefore, the only documented evidence is the statement indicating that the course includes a defined scope and sequence aligned with the TEKS, ELPS, and content.

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 Teacher Guide, “Suggested Pacing and Scheduling Guidance” section provides recommended pacing for lessons lasting 60–90 minutes. The guide states that the materials are designed to support flexible implementation across different instructional schedules and instructional calendars, indicating that lessons can be adapted to various class lengths. However, there is no evidence of specific pacing guidance or implementation models for various school settings, such as traditional secondary schools, Early College High Schools (ECHS), or Pathways in Technology Early College High Schools (P-TECH).

Additionally, the materials do not provide guidance for varying numbers of instructional days or model implementation across different school calendar configurations. Therefore, the available evidence is limited to the suggested 60–90 minute lesson pacing and general flexibility for instructional schedules.

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 Teacher Guide, “Rationale for Unit Order and Concept Connections” section includes a brief paragraph intended to explain how concepts and technical skills are developed throughout the course. The section states that lessons provide structured opportunities for direct instruction, guided practice, collaborative discussion, independent application, and reflection. For example, it notes that “Lessons incorporate structured opportunities for direct instruction, guided practice, collaborative discussion, and independent application.”

Common protocols include Think–Write–Share, educator modeling followed by supported practice, applied tasks such as coding exercises or design challenges, and reflection activities “that require students to explain their reasoning and connect new learning to prior concepts." This evidence demonstrates instructional approaches that support the progression and reinforcement of concepts and technical skills. However, there is no explicit rationale for the sequence of the units or why the units are organized in the order presented. Therefore, while the materials explain how learning experiences build upon prior concepts, they do not provide sufficient evidence of the rationale for the unit order required by the criterion.

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

The Teacher Implementation Guide includes a brief overview of the course objectives, providing educators with a general understanding of the intended learning outcomes. However, there is no evidence of a comprehensive pacing guide that outlines the recommended timing or sequence for implementing lessons throughout the course.

Additionally, the materials do not provide step-by-step guidance to support educators in lesson internalization, such as planning considerations, instructional preparation, anticipated student responses, or implementation strategies. As a result, while the guide identifies the course objectives, it does not include the detailed planning supports necessary for effective lesson internalization.

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

The materials include a brief paragraph that references pacing guidance in relation to classroom observation, scheduling decisions, and instructional planning. This information provides general context for implementing the course within a school setting. However, no dedicated resources or guidance were found for instructional leaders or administrators to support educators in implementing the materials as designed.

Specifically, the materials do not include administrator guides, implementation checklists, observation tools, coaching supports, fidelity measures, or professional learning resources intended to assist instructional leaders in monitoring or supporting effective implementation. Therefore, the available evidence is limited to a general reference to pacing guidance and does not meet the criterion for providing comprehensive resources and guidance for instructional leaders.

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 general unit overview in the Teacher Guide includes a brief description of the intended learning for each unit and states, “Each unit identifies the technical concepts, practices, and academic language students are expected to develop.” However, the materials do not include examples or detailed unit overviews that demonstrate how the academic, professional, and technical vocabulary is presented.

Additionally, the individual unit overviews do not include the background content knowledge necessary for educators to effectively teach the concepts and technical skills in the unit. Therefore, the available evidence is limited to a general statement describing the purpose of the unit overviews.

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.

The materials do not include family support resources for any unit. Specifically, the materials do not provide English or Spanish family-facing resources, unit summaries, at-home learning suggestions, or guidance to help families support their students’ progress.

The materials do not meet the criterion requiring supports for families in both English and Spanish for each unit.

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 the unit 5 overview, the materials provide a link intended to demonstrate the alignment between the lesson objectives and the Texas Essential Knowledge and Skills (TEKS). However, the linked resource is not easily viewable or accessible for verifying the alignment. Additionally, no correlations to the English Language Proficiency Standards (ELPS) are provided.

While the materials attempt to show connections between the TEKS and lesson objectives, they do not include comprehensive, structured lesson plans that consistently include clearly identified objectives, guiding questions, instructional tasks, required materials, instructional assessments, and explicit alignment to both the TEKS and ELPS.

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.

The materials include a lesson overview for each lesson; however, the overviews provide limited information regarding the resources needed for implementation. While some lesson materials are identified, the overviews do not consistently include a comprehensive list of educator and student materials, such as equipment, technology, supplies, labs, or safety gear, necessary to effectively deliver the lesson.

In addition, no suggested timing is provided for the individual lesson components (e.g., introduction, guided instruction, independent practice, or assessment). Therefore, although a lesson overview is present, it does not include the level of detail required to support effective lesson implementation.

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 materials include an overview for each lesson; however, the overviews provide limited information regarding the resources needed for implementation. While some lesson materials are identified, the overview does not include guidance on the effective use of lesson materials for extended practice.

The materials do not include guidance for homework, extension, enrichment, work-based learning, or other skill practice.

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 unit 5 overview has an “Instructional Assessment” section with a “Mobile Devices, Configuration, and Troubleshooting” slide that includes descriptions of three assessment types—diagnostic, formative, and summative—and explains the purpose of each. However, the materials do not include a variety of actual instructional assessments at both the unit and lesson levels.

The materials do not provide examples of assessment tasks, such as skills demonstrations, portfolio evaluations, certification benchmarks, or varied question types. As a result, the materials identify assessment categories but do not include sufficient evidence of varied instructional assessments or assessment tasks across the unit and lessons.

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

The “Mobile Devices, Configuration, and Troubleshooting” slide in the unit 5 overview defines the purpose of diagnostic, formative, and summative assessments. However, the materials provide only general descriptions of these assessment types and do not include examples demonstrating how assessment results should be used to guide instruction.

The materials do not provide guidance for analyzing student performance trends or for using the included tasks and activities to address identified learning needs. As a result, the materials do not provide sufficient support for educators to respond to student trends in performance on assessments.

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

The unit 5 overview includes a “Guidance for Instructional Leaders” section that clearly states, “This guide provides instructional leaders with resources and guidance to support implementation of the course as designed.” However, the materials do not provide sufficient educator guidance to ensure the consistent and accurate administration of instructional assessments.

The unit 5 overview lacks explicit assessment administration procedures, examples demonstrating how assessments align to the unit, scoring guides or rubrics, and guidance for consistent evaluation of student performance. As a result, the materials do not provide the level of support needed to ensure assessments are administered and scored consistently across classrooms.

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

While the materials include some formative and summative assessments within the limited lesson URLs provided, there is no evidence that these assessments are explicitly aligned to the TEKS or to the stated course, unit, or lesson objectives. Additionally, there are no diagnostic assessments. As a result, the materials do not demonstrate a coherent assessment system that includes diagnostic, formative, and summative assessments aligned to the TEKS and instructional objectives.

The materials define the purpose of diagnostic, formative, and summative assessments in the unit 5 overview. However, there is no similar guidance in the other unit overviews or individual lessons. Additionally, the materials do not consistently demonstrate that diagnostic, formative, and summative assessments are aligned to the TEKS or to the stated objectives of the course, unit, or lesson. As a result, there is no evidence of a comprehensive, consistently aligned assessment system across the materials.

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

Although some lessons appear to include instructional assessments with tasks of varying levels of complexity, the materials do not provide evidence that the assessment items are aligned to the TEKS. The Unit 5: Assessment & Progress Monitoring Guide indicates that it may show alignment to the TEKS; however, the document is not viewable.

Lessons that include instructional assessments labeled quizzes include multiple-choice problems. Activities have fill-in-the-blank or drag-and-drop questions; however, the instructional assessments do not include a variety of item types.

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

The materials do not provide guidance for interpreting student performance based on instructional assessments. There is no scoring information, answer keys, performance-level descriptors, rubrics, or educator guidance for analyzing assessment results.

Without these supports, the materials do not provide sufficient guidance to help educators consistently interpret student performance or use assessment data to inform instruction.

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 materials do not provide guidance for using included tasks and activities to respond to student performance trends identified through instructional assessments. There is no evidence of educator recommendations for reteaching, intervention, enrichment, or instructional adjustments based on assessment results or patterns in student performance.

As a result, the materials do not provide sufficient support for using assessment data to inform instructional decisions or address students’ learning needs.

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.

The materials do not include tools for educators to track student progress and growth or tools that enable students to monitor their own learning over time. There is no evidence of progress-monitoring forms, grade trackers, data collection tools, student self-assessment checklists, goal-setting templates, reflection logs, or other resources designed to document or monitor student growth.

As a result, the materials do not provide sufficient tools to support either educators or students in tracking progress.

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.

The Instructional Delivery, Differentiation, and Language Support Guide, in the “Differentiation Strategies” section provides a short paragraph describing four instructional strategies intended to support students who have not yet reached proficiency. While these strategies offer general guidance for differentiated instruction, the materials do not include specific differentiated activities or paired (scaffolded) lessons designed to address students who have not yet achieved proficiency.

Additionally, the guidance does not provide differentiated instructional supports targeting the technical skills aligned to the course TEKS. As a result, the materials do not meet the expectations of this criterion.

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).

The Instructional Delivery, Differentiation, and Language Support Guide includes general guidance for supporting students with academic, professional, and technical vocabulary through strategies such as guided questions and flow charts. However, the materials do not include explicit pre-teaching or embedded supports for unfamiliar vocabulary and text references, including figurative language or idioms.

The provided Teacher Guide does not include educator guidance for pre-teaching or embedded supports for unfamiliar vocabulary or references in text. The materials do not provide supports for figurative language, idioms, or academic, professional, and technical language to assist students in accessing unfamiliar vocabulary within the lesson. Additionally, the Teacher Guide does not include instructional accommodations or differentiated supports to help educators address students’ vocabulary needs. Because the materials do not provide the required pre-teaching or embedded vocabulary supports, they do not meet the expectations of this indicator guidance statement.

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 Instructional Delivery, Differentiation, and Language Support Guide, “Support for Students Demonstrating Proficiency” section provides three examples of enrichment or extension activities for students who have demonstrated proficiency, including one activity that extends the technical skill of troubleshooting a problem or issue. However, the guidance is presented as general instructional suggestions and is not explicitly connected to the course TEKS.

Additionally, the materials do not provide comprehensive educator guidance for differentiated instruction, enrichment, and extension across multiple lessons or units. Instead, the examples are limited in scope and do not demonstrate a systematic approach to supporting students who have demonstrated proficiency in both the content and technical skills of the course. As a result, the materials do not meet the expectations of this indicator guidance statement.

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

The reviewed materials do not include educator guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.

The materials do not provide instructional adaptations, SDI strategies, accommodations, or guidance for implementing content in a manner that addresses the individualized needs of students receiving special education services.

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 do not include explicit educator prompts or guidance to support educators in modeling and explaining the concepts to be learned. While instructional resources are provided, they do not include scripted or clearly defined guidance for introducing concepts, modeling processes or skills, or explaining key content to students.

The materials also lack embedded educator supports that promote consistent implementation of direct instruction across lessons. Because explicit educator guidance for modeling and explaining concepts is not provided, the materials do not meet the expectations of this indicator guidance statement.

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

The materials do not provide evidence of multiple types of practice, such as guided, independent, and collaborative, within the instructional sequence. Additionally, the materials do not include educator guidance or recommended instructional structures, such as whole-group, small-group, partner, or individual instruction, to support effective implementation of practice activities.

The materials lack both varied practice opportunities and explicit implementation guidance for educators; they do not meet the expectations of this indicator guidance statement.

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 do not provide a comprehensive range of practice opportunities, such as guided, independent, and collaborative practice, to support student learning. In addition, the materials do not include explicit educator guidance or recommended instructional structures, such as whole-group, small-group, partner, or individual instruction, to support effective implementation of practice activities.

Without varied practice formats and accompanying implementation guidance, the materials do not provide sufficient support for educators to effectively facilitate student learning.

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 materials do not include educator guidance for providing linguistic accommodations that address the varying levels of English language proficiency described in the English Language Proficiency Standards (ELPS). The materials do not provide differentiated language supports, instructional strategies, or accommodations designed to help emergent bilingual (EB) students engage with and use increasingly sophisticated academic, professional, and technical language.

Additionally, there is no evidence of guidance aligned to ELPS proficiency levels to support educators in scaffolding language development during instruction.

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

The materials do not include implementation guidance to support educators in effectively using the materials within state-approved bilingual or ESL programs. The materials do not provide recommendations, instructional considerations, or program-specific guidance for adapting instruction to meet the needs of EB students.

Additionally, there is no evidence of supports aligned to bilingual or ESL instructional models that would assist educators in implementing the materials within these program settings.

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 do not include embedded educator guidance to support EB students in developing academic, professional, and technical vocabulary. Additionally, the materials do not provide instructional supports to increase comprehension, build background knowledge, or facilitate cross-linguistic connections through oral and written discourse.

There is no evidence of embedded strategies or scaffolds designed to help educators integrate language development with content instruction for EB students.

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 include content intended to develop industry-specific knowledge and skills aligned with the course TEKS; however, the materials do not include educator guidance for providing explicit (direct) instruction on knowledge and skills in alignment with the course TEKS. For example, the resource within the “Networking Lesson” presents industry-relevant concepts and skills that support TEKS-aligned learning for the students; however, there is no evidence of accompanying educator guidance that outlines how to directly teach, model, explain, or scaffold these concepts and skills.

Although there is a Teacher Guide, there is no educator guidance for explicit instruction. As a result, the materials do not demonstrate support for educators in delivering explicit instruction on industry-specific knowledge and skills.

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

The lesson “Evaluating Online Information” does not consistently provide opportunities for students to develop, use, and apply industry-specific academic, professional, and technical vocabulary. Students are introduced to key terminology through the Vocabulary Sheet, which includes terms such as phishing, ransomware, cybersecurity, fake news, reliability, and bias. While these terms establish foundational vocabulary relevant to the lesson, the materials provide limited opportunities for students to actively practice, apply, or reinforce the terminology through structured discussions, writing tasks, or performance-based activities. The development and application of industry-specific academic and technical vocabulary is not consistently embedded throughout the lesson.

While the lesson “What Is Networking?” provides an opportunity for students to develop, use, and apply industry-specific academic, professional, and technical vocabulary related to networking and information technology, these types of opportunities are not consistently provided throughout the materials. Students are introduced to key networking concepts and terminology and are expected to use this vocabulary as they engage with lesson activities and discussions; however, these opportunities are not provided consistently for students to develop, use, and apply industry-specific academic, professional, and technical vocabulary.

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.

The lesson “What Is Networking?” provides opportunities for students to develop industry-specific knowledge and skills through activities that build from foundational understanding to more complex application. Students first learn basic networking concepts and terminology before engaging in activities that require them to apply their understanding to real-world networking scenarios and digital communication practices. This progression provides opportunities for students to develop knowledge and skills with increasing levels of cognitive demand within the lesson as students move from knowledge acquisition to application and analysis. However, the lesson does not provide opportunities for students to refine their knowledge and skills through activities and tasks that progressively increase in rigor and complexity. While students practice and apply the targeted skills, the activities do not require students to refine their skills and remain at a similar level of cognitive demand throughout the lesson. Additionally, there is no evidence of the activities and tasks increasing in rigor and complexity across lessons and units within the course.

The lesson “Evaluating Online Information” provides opportunities for students to develop industry-specific knowledge and skills related to digital literacy, information evaluation, and cybersecurity. Students engage in activities that require them to identify credible sources, recognize bias and misinformation, and apply evaluation criteria to online content. These tasks support the development of skills that are relevant to technology and information-based careers. However, the lesson provides limited evidence of a clear progression in rigor and complexity for students to refine their skills and knowledge.

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 lesson “Evaluating Online Information” demonstrates multiple opportunities for students to develop, use, and apply industry-specific academic, professional, and technical vocabulary. For example, it contains Googling quizzes and cybersecurity-related research prompts requiring students to locate and verify information online. The instructional slides require students to apply advanced search techniques and evaluate website credibility based on design, domain type, and date relevance. Students compare articles; analyze reliability, accuracy, bias, and relevance; and justify which source is more trustworthy. Then, the instructional slides include an inquiry-based fake news investigation where students research claims, analyze multiple sources, and evaluate evidence using credibility criteria. These activities directly support TEKS (3)(E) by requiring students to evaluate Internet information for validity, relevance, and reliability through authentic research and analysis tasks.

The lesson “Networking?” includes activities and tasks that require students to demonstrate their understanding of industry-specific knowledge and skills in alignment with the identified TEKS. The lesson explicitly references the applicable TEKS, establishing a clear connection between the instructional objectives and the course standards. Students are then provided with multiple opportunities to apply and demonstrate their learning through activities and practice tasks. These activities require students to engage with networking concepts, apply industry-specific knowledge, and demonstrate relevant skills rather than simply recall information. The alignment between the stated TEKS and the lesson activities provides evidence that students are expected to demonstrate understanding of course-specific content and skills.

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 materials provide opportunities for students to develop and refine industry-specific knowledge and skills through activities that progressively increase in rigor within the lesson. In the lesson “Protecting Yourself and Others from Cyberbullying,” students first demonstrate their background knowledge through an introductory quiz. The lesson then builds on students’ responses, allowing instruction to be adjusted based on their prior understanding. Students complete a Dixit activity by arranging statements related to percentages of digital behavior occurrences, reinforcing foundational knowledge through data interpretation.

As the lesson progresses, the level of cognitive demand increases. Students analyze examples of inappropriate online behavior, distinguish cyberbullying from other forms of digital conflict, apply industry-specific vocabulary, and explain the importance of reporting incidents rather than viewing reporting as “snitching.” Students also examine the potential consequences of unreported cyberbullying, requiring them to apply concepts, justify their reasoning, and connect digital citizenship practices to real-world cybersecurity and online safety responsibilities. This progression moves students from recalling prior knowledge to analyzing scenarios and applying technical concepts, demonstrating increasing rigor in the development of industry-specific knowledge and skills.

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.

The lesson “Evaluating Online Information” demonstrates relevant cross-curricular connections that support transferable academic knowledge and skills. In particular, the lesson connects to social studies and media literacy by requiring students to analyze fake news, identify bias and misinformation, and evaluate the societal impact of unreliable online information. Students apply critical thinking, source evaluation, and evidence-based reasoning skills that are essential across multiple content areas.

Additionally, the lesson supports literacy development as students read, interpret, analyze, and assess the credibility of digital texts and information sources. These cross-curricular connections help students transfer academic skills learned in other disciplines to authentic digital literacy and information-evaluation contexts.

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.

The lesson “What Is Networking?” integrates academic, technical, and employability knowledge and skills within the context of the course and in alignment with the identified TEKS. For example, the “Network Journey Simulation” requires students to apply networking concepts and industry-specific technical knowledge to complete authentic tasks. The activity also incorporates academic skills, such as analysis, critical thinking, and explanation of processes, as students evaluate and describe how information travels through a network.

In addition, students develop employability skills, including communication, collaboration, documentation, and presentation, as they share their findings and articulate their understanding. By combining technical content with academic and workplace-ready skills, the lesson provides students with opportunities to apply learning in a manner that reflects real-world industry expectations and TEKS-aligned outcomes.

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 lesson “What Is Networking?” provides opportunities for students to investigate career clusters and programs of study that are relevant to the course and aligned with the TEKS. For example, the instructional slide includes a career exploration activity that requires students to research a networking or cybersecurity career. Through this task, students examine industry roles, responsibilities, required skills, education and training pathways, and potential career opportunities within the information technology career cluster. This activity helps students connect course content to real-world professions and supports their understanding of related programs of study and career pathways in the field.

The materials provide opportunities for students to engage in career exploration activities related to networking and cybersecurity careers, helping them make connections between course content and potential career pathways within the information technology career cluster. The materials provide introductory exposure to career options and programs of study and offer limited opportunities for deeper investigation, comparison of career pathways, analysis of labor market information (LMI), or exploration of postsecondary education and industry credentialing options.

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.

The lesson “Evaluating Online Information” provides opportunities for students to analyze LMI and emerging workforce data to support data-driven career investigations. For example, the activity “Evaluating Online Information in Real-World Careers” directs students to analyze career-related information using authentic online resources. Through this one task, students evaluate the credibility and relevance of workforce information while exploring careers and industry trends, supporting informed career decision-making based on labor market data.

Through this one task, students evaluate the credibility and relevance of workforce information while exploring careers and industry trends, supporting informed career decision-making based on labor market data.

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).

The lesson “Evaluating Online Information” includes a career investigation activity designed to support students’ exploration of potential career interests and pathways. For example, the instructional slide requires students to research a career that relies on strong online research and information verification skills. Through this activity, students investigate the responsibilities, skills, and workplace applications associated with a selected career, helping them connect course content to real-world professions.

The activities in this lesson require students to research and analyze careers that utilize online research, information evaluation, and digital literacy skills. These tasks help students make connections between course content and potential career pathways while increasing their awareness of the workplace applications of the skills being studied.

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 materials do not include guidance for educators to provide explicit instruction on professional standards and employability skills relevant to the career cluster, program of study, course TEKS, and Texas CTE Employability Skills Standards. The materials do not provide educator guidance, instructional notes, lesson facilitation supports, or professional standards resources. The materials do not support educators in delivering direct instruction on employability skills such as communication, collaboration, professionalism, problem-solving, or workplace readiness.

The materials provide students with opportunities to investigate career clusters and programs of study that are relevant to the course and aligned with the TEKS. However, the materials do not include an educator guide, instructional support materials, or implementation resources that provide guidance for educators to deliver direct instruction on professional standards and employability skills.

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.

This guidance is not applicable because the course TEKS do not list career development activities such as mock interviews, resume writing, and portfolio development.

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

The materials emphasize the use of academic, professional, and technical vocabulary during career development opportunities. For example, the career investigation activity requires students to research careers in networking and cybersecurity and communicate their findings using industry-specific terminology. As students investigate career roles and responsibilities, they engage with professional and technical vocabulary such as network administrator, cybersecurity analyst, LAN, WAN, wireless networking, ethernet, networking, and cybersecurity. The activity requires students to apply this terminology in context, supporting both career awareness and the development of industry-relevant communication skills.

The lesson “What Is Networking?” emphasizes the use of academic, professional, and technical vocabulary during career development opportunities. Students are introduced to and engage with industry-specific terminology throughout the lesson, the video activity, and the career investigation activity. These components expose students to key networking and cybersecurity terms and require them to apply appropriate technical language when discussing concepts, analyzing information, and researching career pathways. By incorporating industry-relevant vocabulary into both instructional and career exploration activities, the lesson supports students’ understanding of professional terminology used in networking and related technology careers.

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.

The materials consistently include experiential learning through classroom experiences that develop and reinforce the real-world application of technical and employability skills appropriate for a level 1 course. In the “What Is Networking?” lesson, students participate in hands-on, inquiry-based activities that simulate authentic networking concepts. Students investigate the differences between living with and without the Internet, encouraging them to connect course concepts to real-world technology use. Students participate in a simulation demonstrating how data requests are transmitted and retrieved across the Internet, providing an authentic model of network communication. These activities help students apply technical knowledge, develop problem-solving and collaboration skills, and understand real-world Internet troubleshooting and networking careers. As a foundational level 1 course, classroom-based experiential learning is appropriate, and work-based learning experiences such as job shadowing or internships are not expected.

In the Course Implementation Guide, the “Professional, Employability, and Technology Skill Mastery” section includes a visual representation of the knowledge and skills emphasized throughout each unit. The guide identifies opportunities for students to develop and reinforce technical and employability skills, including written communication, professional behaviors, safety practices, and supporting claims with evidence. These classroom-based experiential learning opportunities are integrated throughout the course, providing authentic applications of technical knowledge while aligning with the course TEKS and the appropriate level of the work-based learning continuum for a level 1 course.

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.

The materials provide opportunities for students to use relevant industry-specific technology and digital resources during experiential learning activities. In the lesson “What Is Networking?,” the “Network Journey Simulation” has students create a simulation demonstrating how a request is transmitted and retrieved through the Internet. During this activity, students use digital documentation tools to model and explain network communication systems in a manner similar to introductory networking workflow documentation used in the information technology industry. This authentic learning experience reinforces technical concepts while providing students with opportunities to apply industry-relevant skills and technology in alignment with the course TEKS.

In the lesson “Evaluating Online Information,” students engage with industry-relevant digital tools and authentic online resources during experiential learning activities. Students analyze real websites, digital media sources, and online content while applying credibility evaluation criteria commonly used in cybersecurity, information technology, journalism, and digital literacy professions. These activities require students to use the same types of digital materials and evaluation processes encountered in workplace settings, providing authentic practice with industry-specific resources. By evaluating information for accuracy, reliability, bias, and ethical use, students develop foundational skills that are essential across technology-related careers and other modern workplaces where responsible use of digital information is a critical professional expectation.

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

In the “What is Networking?” lesson, students participate in the “Network Journey Simulation,” an experiential learning activity that requires them to actively use academic, professional, and technical vocabulary in context. Throughout the simulation, students apply terms such as network, server, client, Internet, data request, network connection, and data transfer as they model how information is transmitted and retrieved across a network. By using this industry-specific terminology while completing an authentic networking task, students strengthen their understanding of key technical concepts and develop the communication skills expected in information technology and networking careers.

In the lesson “Evaluating Online Information,” students engage in experiential learning activities that emphasize the use of academic, professional, and technical vocabulary throughout authentic investigations, article evaluations, source comparisons, and fake news analysis tasks. As students evaluate the credibility and reliability of digital information, they apply discipline-specific terminology related to digital literacy, media literacy, information evaluation, bias, credibility, misinformation, and source reliability. These hands-on activities require students to use technical vocabulary in meaningful contexts, reinforcing both content knowledge and the professional communication skills expected in information technology and other careers that rely on evaluating digital information responsibly.

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.

Students participate in the “Network Journey Simulation,” where they apply academic and technical knowledge to an authentic, industry-relevant networking scenario. During the simulation, students model how data requests travel between a client, server, and the Internet, demonstrating their understanding of network communication and data transmission. Students analyze each stage of the process, identify how information is exchanged across a network, and evaluate the effectiveness of the communication pathway to explain how data is successfully delivered. This experiential activity mirrors foundational networking concepts used in information technology careers and aligns with the course TEKS by requiring students to apply technical knowledge, solve real-world networking problems, and communicate viable solutions using industry practices and terminology.

In the lesson “Evaluating Online Information,” students apply digital literacy and cybersecurity skills to authentic, real-world problems that require critical analysis and evidence-based decision-making. For example, students compare online articles and determine which source is more reliable by evaluating credibility, accuracy, bias, and supporting evidence. Additionally, students investigate potentially false claims by analyzing multiple sources to determine whether the information is trustworthy and justify their conclusions with evidence. These experiential learning activities mirror the types of information evaluation tasks performed in information technology, cybersecurity, and other technology-related careers. By analyzing authentic digital content, developing evidence-based conclusions, and defending their decisions, students apply academic and technical knowledge in alignment with the course TEKS while developing viable solutions to real-world information literacy challenges.

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 the lesson “Evaluating Online Information,” the materials include a career-focused investigation that requires students to analyze industry-related information and workforce data to support informed decision-making. Students evaluate the credibility and relevance of digital sources, identify patterns and trends within career and workplace information, and justify their conclusions using both qualitative evidence (e.g., source reliability, relevance, and accuracy) and quantitative information when available. This authentic activity develops students’ ability to analyze workplace data, draw evidence-based conclusions, and communicate justified decisions, reflecting the analytical practices used in information technology and other professional settings. The task aligns with the course TEKS by integrating digital literacy, critical thinking, and data analysis skills in an industry-relevant context.

In the lesson “Protecting Yourself and Others from Cyberbullying,” students engage in authentic data analysis activities that require them to evaluate information, identify trends, and justify decisions using both quantitative and qualitative reasoning. Students analyze cyberbullying statistics by comparing the frequency of different forms of cyberbullying experienced by U.S. teens in 2022. They interpret percentage data, identify trends in the prevalence of various types of cyberbullying, and discuss which forms are most common and most harmful based on the evidence presented. An optional extension activity further develops these skills by having students research current cyberbullying statistics or conduct a class survey to collect and analyze real-world data. Students use their findings to justify recommendations for a cyberbullying awareness campaign, mirroring the data-driven decision-making processes used in information technology, cybersecurity, and digital communications fields. These activities align with the course TEKS by integrating authentic data analysis, evidence-based reasoning, and informed decision-making in a relevant industry context.

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 the “What Is Networking?” lesson, students engage in multiple inquiry-based learning opportunities that require them to formulate questions, conduct research, analyze findings, and apply their learning to authentic industry contexts. Students investigate the history and development of the Internet by researching topics such as ARPANET and the World Wide Web, using online sources to explain how networking technologies have evolved and influenced modern communication systems. Throughout the lesson, students also participate in brainstorming activities, reflection questions, and discussions that encourage them to analyze how network communication functions. Students extend their inquiry by researching networking and cybersecurity careers, identifying the technical knowledge and networking skills required in each profession, and examining the types of networks professionals use in real-world environments. These research-based activities promote critical thinking, evidence gathering, and industry-specific inquiry while aligning with the course TEKS by connecting foundational networking concepts to authentic career pathways and professional practices.

In the lesson “Evaluating Online Information,” students participate in multiple inquiry-based learning opportunities that promote investigation, research, and evidence-based reasoning. Throughout the lesson, students engage in brainstorming activities, reflection questions, research investigations, fake news analysis, source comparisons, and workforce exploration tasks. These activities require students to formulate questions, conduct research using online and industry-related sources, evaluate the credibility and relevance of evidence, and justify their conclusions using established information evaluation criteria. Inquiry-based learning is further extended where students investigate careers related to cybersecurity, information technology, and digital literacy. Students research workplace responsibilities, required skills, and the importance of evaluating digital information in professional settings, using credible sources to support their findings. These authentic research experiences develop critical thinking, information literacy, and investigative skills while aligning with the course TEKS by connecting classroom learning to real-world industry practices and career pathways.