iCEV Agricultural Science Site – Advanced Floral Design

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

The “Course Purpose & Rationale” section of the Course Implementation Guide provides an overview of the course and introduces the concepts and technical skills that students will learn. This section explains how floral design principles, business practices, and industry standards are intentionally connected throughout the course to prepare students for career and technical pathways in the floral design industry.

The “Course At-a-Glance” section of the Course Implementation Guide outlines the TEKS, ELPS, concepts, and technical skills that are addressed in each lesson through lesson objectives and abbreviated TEKS and ELPS notations. This section also details cross-curricular alignment, which helps educators see how floral design content connects to broader academic skills across the course.

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 “Sequencing & Pacing Snapshot” section of the Course Implementation Guide provides course-level pacing guidance to support effective implementation throughout the program. The pacing chart outlines instructional timelines for traditional, modified block, and traditional block schedules. It also identifies the number of instructional days that are associated with each schedule structure, which helps educators plan instruction across varying time frames while maintaining coherent progression of concepts and skills.

The “Instructional Delivery by Unit” section of the Course Implementation Guide provides a detailed view of unit- and lesson-level instruction with structured pacing guidance. This section breaks down each unit by lesson and identifies the instructional strategies and resources that are associated with each. This information helps educators understand how to sequence and deliver content across the course.

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 “Course Design Snapshot” section of the Course Implementation Guide provides a rationale for the course structure and explains how instruction is scaffolded to support students’ progress. The section describes how earlier units build foundational floral design knowledge before students advance to technical application and professional-level skill demonstration in later units.

The “Professional & Technical Skills Snapshot” section of the Course Implementation Guide identifies the professional and technical skills that are present in each lesson and maps them across the course in a tabular format. The overlap in skills across lessons is intentional and provides repeated opportunities for students to practice and build toward mastery of each skill.

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

The “Instructional Delivery by Unit” section of the Course Implementation Guide provides a detailed view of unit- and lesson-level instruction with strategies for implementing each lesson. For example, the section identifies resources such as “Vocabulary Handouts,” “Checks for Understanding,” and lesson plans that educators can use to internalize and deliver content effectively.

The Educator Resource Guide describes the resources that are available to support lesson internalization, including lesson plans, “Vocabulary Handouts,” “Checks for Understanding,” and key concepts. Each resource serves a distinct purpose—the lesson plan guides instructional delivery, the “Vocabulary Handout” supports academic language development, the “Checks for Understanding” provides formative assessment opportunities, and the “Key Concepts” document supports students’ note-taking and content retention.

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

The “Standards Snapshot” section in the Course Implementation Guide outlines the order of units and lessons alongside objectives and the TEKS. This snapshot is organized to help educators verify that all standards are addressed across the course and identify where the specific TEKS are introduced and reinforced throughout the instructional sequence.

The “Course Materials List” in the Course Implementation Guide provides educators with an organized overview of the materials that are required to deliver the course, including equipment and consumables, detailed by lesson and activity. This information allows educators to plan ahead and ensure that all necessary resources are in place before instruction begins.

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 “Instructional Delivery by Unit” section of the Course Implementation Guide provides a detailed view of each unit with a description and a detailed overview of each lesson in the unit. For example, each lesson overview includes a description of the lesson, objectives, essential questions, and a class-by-class breakdown of instructional activities. This information gives educators a clear picture of what students will learn and how instruction progresses within a specific unit.

The “Lesson Overview” section in the Course Implementation Guide includes a “Description” field that explains the necessary background knowledge and key concepts for each lesson. For example, the “Mastering Floral Design Principles & Elements” lesson description explains that students will review principles and elements of design that are seen in floral arrangements. Students will also learn how these principles and elements are applied in arrangements for events such as weddings and funerals. This background context helps educators understand the content focus of the lesson before they begin instructional planning and delivery.

The Course Implementation Guide describes how the materials address academic, professional, and technical vocabulary. Each lesson includes a Vocabulary Handout that identifies technical terms that are essential to the lesson. The handout also connects these terms to student-friendly definitions to build academic language. Exit tickets reinforce terminology and concepts while supporting students’ growth in using academic language. Summative assessments evaluate students’ mastery of key vocabulary. For example, unit 3 teaches advanced floral design terminology, including botanical vocabulary, and unit 2 addresses workplace expectations, employability skills, and professionalism.

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 Educator Resource Guide describes how program reporting tools help monitor students’ progress and inform decisions about providing feedback to students and their families. The progress-monitoring section outlines specific tools that are available to educators, including features that allow educators to identify students who are on track, approaching proficiency, or in need of intervention. Tools are also available so educators can communicate performance information to families accordingly.

All program materials can be translated using the platform’s integrated translation tool, supporting access for students and educators whose primary language is not English. Educators and students can convert any student-facing document to a preferred language, ensuring that language is not a barrier to engaging with course content across all units and lessons.

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).

The “Instructional Delivery by Unit” section of the Course Implementation Guide provides a detailed view of each unit with a description and a detailed overview of each lesson in the unit. This section breaks down each lesson by class period and identifies the instructional strategies, resources, and activities that are associated with each. This information gives educators a clear structure for delivering content and supporting student learning throughout the unit.

The “Mastering Floral Design: Business Strategy” lesson plan provides in-depth documentation of the related TEKS, ELPS, goals, objectives, pacing, and measures for successful implementation. The lesson plan walks the educator through each class period with specific instructional strategies, activity descriptions, and suggested timing, giving educators a detailed road map for delivering the lesson with fidelity.

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 “Instructional Delivery by Unit” section of the Course Implementation Guide provides a detailed view of each unit with a description and overview of each lesson. This section identifies the activities, projects, and resources that are associated with each lesson, helping educators understand what materials are needed and how each lesson component supports the overall unit objectives.

Additionally, the “Activity and Project” section in the Course Implementation Guide includes suggested materials for each lesson. The “Course Materials List” is organized by lesson and activity, allowing educators to identify and gather the equipment and consumables that are needed before instruction begins. This guidance supports consistent and prepared delivery of hands-on learning experiences.

The “Sequencing & Pacing Snapshot” section of the Course Implementation Guide provides suggested timing for each lesson component. Delivery of PowerPoint content is 1 to 2 minutes per slide, delivery of video content is 3 to 15 minutes, Checks for Understanding assessments are 5 to 7 minutes, Final Assessments are 15 to 30 minutes, activities are 10 to 30 minutes, and projects are 40 to 90 minutes. The suggested number of teaching days for each lesson includes traditional (45–50 minute), modified block (75 minute), and traditional block (90 minute) schedules.

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 “Professional & Technical Skills Snapshot” section in the Course Implementation Guide identifies the professional and technical skills that are covered in each lesson and maps them across the course in a tabular format. The intentional overlap of skills across lessons provides repeated opportunities for students to practice and build toward mastery, ensuring reinforcement of key skills.

The “Professional & Technical Skills Snapshot” section of the Course Implementation Guide identifies the professional and technical skills that are present in each lesson and maps them across the course. Daily lesson plans provide extension opportunities for students to practice and build toward mastery. For example, in the “Mastering Floral Design: Business Strategy” project, students create a promotional plan for a floral shop for a specific seasonal event or holiday. As an extension, “students write a six- to eight-sentence reflection about the project, describing challenges encountered and skills learned.” Career and Technical Student Organizations include Future Farmers of America (FFA), as related to the Floriculture Career Development Event (CDE).

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 “Assessment Framework” section in the Course Implementation Guide identifies the types of assessments that are found in the course and describes how each assessment type supports students’ learning at different points in the instructional cycle. The framework discusses diagnostic, formative, skill-based, and summative assessments and explains the purpose of each plus when they are used throughout the course.

The “Assessment Framework” section of the Course Implementation Guide describes how each assessment type serves a distinct purpose within the instructional cycle. This information helps educators understand when and how to use each tool to support students’ learning and measure progress toward mastery.

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

The “Assessment Framework” section of the Course Implementation Guide outlines the assessment structure for educator planning, including the use of formative and summative tools throughout the course. This framework provides guidance on how to sequence assessments within and across lessons to monitor student understanding and adjust instruction based on performance data.

Additionally, the “Assessment Framework” section explains the types of assessments that are found in the course and how they support educator planning across the instructional cycle. This section provides guidance on sequencing assessments within and across lessons to ensure that educators have a consistent structure for monitoring understanding and adjusting instruction based on student performance.

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

Each lesson plan shows the progression of assessment from “Checks for Understanding,” activities, and projects to the Final Assessment, providing a structured assessment arc within every lesson. For example, the “Mastering Floral Design: Business Strategy” lesson plan follows this structure, moving students from initial comprehension checks through applied activities before culminating in a final performance-based assessment.

The “Assessment Framework” section of the Course Implementation Guide outlines educator guidance to support consistent and accurate administration of instructional assessments. This section identifies administration procedures, timing, scoring methods, attempt limitations, and directions for using assessment results to guide instruction and intervention, giving educators a clear framework for managing assessments with fidelity across all lessons.

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

The “Pre-Test/Post-Test TEKS Blueprint” outlines the diagnostic tests that are offered in the course and shows the TEKS alignment to individual questions. The blueprint allows educators to identify which standards are assessed at the beginning and end of the course, supporting data-driven instructional decisions and targeted intervention for students who have not yet met specific TEKS.

Additionally, the “Planning Floral Arrangements: Floral Design Trends” lesson plan identifies the TEKS that are addressed in the lesson. It also provides a summative assessment opportunity in which students apply and demonstrate mastery of learning objectives. This connection between the lesson plan and the TEKS alignment ensures that instruction and assessment remain directly tied to state standards.

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

The “Standards Overview” section of the Course Implementation Guide provides TEKS alignment correlations that show how lessons address the TEKS, which are then reflected in the course assessments. This overview enables educators to trace the connection between lesson content and assessment content, ensuring that instruction and assessment remain aligned throughout the course.

Additionally, the “Assessment Framework” section of the Course Implementation Guide explains the types of course assessments and how they connect to the TEKS that are addressed in each lesson. This framework allows educators to trace the alignment between what is taught and what is assessed, ensuring that every assessment is purposefully tied to the standards that students are expected to master.

The “Assessment Framework” section of the Course Implementation Guide describes a comprehensive assessment system that includes skill development plus formative, summative, and diagnostic assessments. Formative assessments include Checks for Understanding assessments and exit tickets. Summative assessments include 20-question Final Assessments with varied question types such as choice matrix, fill in the blank, classifying, ordering, matching, highlighting, and math or graphing, plus projects.

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

The platform provides real-time summaries of students’ work completion and mastery to support targeted educator intervention and student ownership of their own learning data. For example, the platform generates a summary report that displays students’ responses and grades across assignments. This report allows educators to quickly identify where students need additional support and make timely instructional decisions based on current performance data.

The platform also contains a “Course Grades Report” that enables educators to monitor student performance and make instructional decisions based on assessment results. The report allows educators to view individual student test results across the course, providing a detailed picture of where each student is performing well and which assignments or assessments might require follow-up or additional instructional support.

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 “Instructional Delivery by Unit” section of the Course Implementation Guide clearly outlines what is taught and when, giving educators a structure to adjust instruction and revisit specific concepts based on student performance trends. The section breaks down content by unit and lesson, allowing educators to pinpoint exactly where in the instructional sequence a concept was introduced and return to it when assessment data indicates that students need additional support.

The Course Implementation Guide describes how the program’s reporting tools help monitor students’ progress and inform decisions about providing feedback to students. The guide outlines specific tools that are available to educators. It explains how each tool can be used to identify trends in student performance, communicate progress to students and families, and make data-informed adjustments to instruction.

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 platform includes a “Progress Snapshot” tool that displays students’ progress toward mastery using a color-coded system. White indicates that a student is on track, yellow indicates that a student is approaching proficiency, and red indicates that a student needs attention. This at-a-glance view allows educators to quickly prioritize support and group together students for targeted intervention, guided practice, and/or extension activities based on their current performance level.

Additionally, the platform provides TEKS alignment validation through pretest and posttest reports in the “Pre/Post Test Reports Dashboard.” This validation confirms that assessments align to the knowledge, skills, and components the state identified as critical for success in the course. The report displays students’ performance on the TEKS that are tested in each pretest and posttest, allowing educators to identify specific standards that students are struggling with and adjust instruction to address those gaps before moving forward in the course.

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 materials include educator guidance to accommodate students by providing a list of all items that are needed to create a project, rather than asking the students to simply brainstorm. These accommodations prevent students from becoming involved in an unrelated skill rather than focusing on the project’s core concepts.

The Educator Resource Guide includes explanations of the differentiated supports that are available within the curriculum and software for students’ needs.

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).

A comprehensive “Vocabulary Handout” that lists all relevant terms and provides detailed, user-friendly definitions appears in every lesson. For example, the linked “Vocabulary Handout” from the “Floral Design Styles” lesson lists vocabulary terms that are necessary for mastery of the content.

Additionally, some lessons include PowerPoint presentations that introduce key vocabulary terms and definitions in the first few slides. This information helps students learn unfamiliar academic and technical vocabulary before engaging with lesson content.

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.

Lesson plans for the “Mastering Floral Design: Principles and Elements” lesson give explicit guidance for proper adjustments on the capstone project, based on students’ abilities and goals. For the “Meaningful Mood Board” section, students review an assigned scenario and create a mood board that describes how they would incorporate elements of design into a floral arrangement. The materials offer educators accommodation suggestions such as “Allow students to work with a partner,” modifications such as “Allow students to incorporate more supporting text into their mood boards to help convey their ideas,” and extension ideas such as “Have students write two paragraphs explaining their choices to accompany their mood board.”

The Course Implementation Guide includes a breakout for each lesson plus modification, accommodation, and extension material for each unit within the curriculum.

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

The Educator Resource Guide describes tools and methods that assist students who receive supports and services through special education. These tools and methods include course customization options, text-to-speech (for students with auditory processing needs), screen reader compatibility (for students with visual impairments), translation tools, lesson visibility controls, and adjustable settings.

The Course Implementation Guide includes educator guidance for providing specially designed instruction (SDI) for students who receive supports and services through special education.

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.

Each lesson plan includes a “Lesson Overview” section that explains the lesson’s goal, description, and objectives. Furthermore, it maps out how to teach the lesson day by day and describes how to model and explain lesson concepts via provided worksheets, activities, and lesson materials. For example, in the “Citizenship Basics” lesson plan, the “Class 1” section prompts the educator to start with a “Bell Ringer” activity in which students write three characteristics that help them become a productive citizen.

Additionally, the Course Implementation Guide provides explicit prompts and guidance for every lesson and unit to help the educator model the concepts that will be learned. Embedded in the guide is a reference to every resource; handout; pacing; extension, accommodation, and modification for student success definitions; needed supplies and resources; and connections to all standards and necessary technical information for the educator to support the learning that occurs.

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

“Instructional Supports” in the Educator Resource Guide offer guidance on how to use various methods to conduct the lessons in the curriculum, including direct instruction, guided practice, independent practice, and a feedback cycle. Each listing also briefly describes what applying a particular method within the curriculum looks like.

The Course Implementation Guide contains all of the lesson plans in the “Instructional Delivery by Unit” section. This section provides several lesson delivery and facilitation recommendations, such as “Bell Ringer,” “Think, Pair, Share,” and “Scavenger Hunt” activities,; projects; graphic organizers; class discussions; and exit tickets.

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 “Instructional Supports” section of the Course Implementation Guide gives guidance on how to use several types of skill and concept understanding practice through various methods. These methods include examples based on the instruction method that is being used. For example, when using direct instruction, educators can use guided discussions to “promote deeper thinking, clarify misunderstandings, and connect new learning to prior knowledge.”

The “Instructional Delivery by Unit” section of the Course Implementation Guide offers lesson plans with a variety of activities, such as direct instruction, guided practice, group activities, projects, discussions, and independent work. For example, “Class 1” of the “Employability Skills” lesson plan includes direct instruction and guided practice, while the “Bell Ringer” activity for “Class 2” incorporates “Think, Pair, Share,” a collaborative, small-group activity.

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 include linguistic accommodations for various levels of language proficiency, as defined by the ELPS, that are differentiated by levels of language proficiency. The Course Implementation Guide includes a “Proficiency Level Key” section that defines three scaffolding bands (e.g., Beginning, Intermediate, and Advanced/Advanced High) that are used throughout the guide.

Each of the 26 lettered student expectations provides a distinct activity and project for each proficiency band across all four language domains (e.g., listening, speaking, reading, and writing). The amount of support changes based on a student’s proficiency level. From there, the added content follows the guide’s domain structure, with each section’s scaffolding appearing in areas A–F of the sections.

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

The materials provide a description of how to implement the ELPS in Career and Technical Education (CTE) coursework. The guide provides a thorough description of the domains that are found in the ELPS (e.g., listening, speaking, reading, and writing) plus methods on how to apply and support each of these domains using the curriculum.

The “Floral Design Styles” lesson plan references specific sections of the ELPS that are covered by the lesson and materials. The “ELPS Guide” section provides implementation guidance to support educators in effectively using the materials in state-approved bilingual/English as a Second Language (ESL) programs.

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 “ELPS Guide” section thoroughly describes the domains that are found in the ELPS (e.g., listening, speaking, reading, and writing) and how to apply and support each of these domains using the curriculum. For example, in the “ELPS Domain: Listening” section, the “Applying the ELPS: Listening in Action” segment suggests how to use activities and projects to promote English comprehension in emergent bilingual (EB) students.

Additionally, the “Differentiation & Learner Support” section of the Educator Resource Guide describes translation tools, vocabulary supports, and English and Spanish closed captioning, which can help EB students understand the content and build academic and technical vocabulary.

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 “Advanced Floral Design Styles: Contemporary Design Techniques – Video Parallel Designs, Part 1” lesson aligns to TEKS 4.C and TEKS 4.D and provides explicit educator guidance for direct instruction. The educator defines parallel design, demonstrates parallel stem placement, explains the difference between stacking and terracing, and models the selection and placement of floral materials to create a professional parallel arrangement. These demonstrations provide direct instruction in industry-specific floral design knowledge and skills.

Each lesson includes a detailed plan that outlines the TEKS and ELPS, along with the lesson’s goals, description, and objectives. Also included are class-by-class instructional strategies, pacing guidance, and step-by-step instructions for daily teaching. Details for activities, projects, and career connections are provided to support educators.

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

Most lessons include dedicated “Vocabulary Handouts” that highlight industry-specific terminology and include student-friendly definitions. These handouts serve as constant reference material to support reading comprehension, pre-teach key terms, and reduce cognitive overload for all learners, including emergent bilingual (EB) students.

The “Contemporary Design Techniques – Parallel Designs, Part 1” lesson provides opportunities for students to develop industry-specific vocabulary. The educator introduces and explains terms such as parallel design, radial design, graphic parallel, decorative parallel, pavé, hedgerow, stack, terrace, analogous coloring, and abstracting while demonstrating each concept in a floral arrangement, helping students connect technical vocabulary to professional floral design practices.

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.

As noted in the “Course Design Snapshot” section of the Course Implementation Guide, the Advanced Floral Design course follows the progression of Bloom’s Taxonomy. Students begin by learning floral design concepts, plant identification, and industry tools. As the course progresses, they apply design principles and create floral arrangements before analyzing and evaluating their work. The course ends as students use these skills in business planning, event design, and a capstone project, showing increased rigor and complexity throughout the course.

Additionally, the curriculum’s “Assessment Framework” section mirrors the Bloom’s Taxonomy trajectory. Early units rely heavily on formative “Checks for Understanding” quizzes that are restricted to recalling and identification. Later units shift entirely to summative performance evaluations that require diagnostic troubleshooting and design critique.

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 “Professional & Technical Skills Snapshot” section in the Course Implementation Guide shows how professional and technical skills develop across multiple lessons and projects. This snapshot identifies where students demonstrate industry-specific knowledge and skills through increasingly complex activities, aligned to the Advanced Floral Design TEKS.

As noted, the course features an intentional structural progression modeled after Bloom’s Taxonomy to build students’ independence. This structure includes 1) Foundational knowledge: early units focus on basic technical identification, structural vocabulary, and specialized terminology; 2) Guided practice: students progress to guided applications using professional tools, chemical safety protocols, and foundational construction techniques; and 3) Independent synthesis: the framework culminates in advanced, student-driven applications, real-world scenario analysis, and a comprehensive research capstone.

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 Advanced Floral Design course assumes that students have baseline proficiency in core concepts such as basic tool safety, fundamental stem care, and elementary design with geometric shapes. Rather than introducing these as new concepts, the materials position them as baseline expectations, challenging students to elevate them into commercial-scale applications.

Additionally, the “Course Design Snapshot” section explains that students will build on foundational floral design concepts by applying design principles and technical skills before analyzing, evaluating, and creating complex floral arrangements, business plans, and capstone projects. This progression connects new knowledge and skills to prior learning across the course.

The “Course Design Snapshot” and “Standards Snapshot” sections of the Course Implementation Guide explain that tasks progress from foundational knowledge and identification to guided application to independent creation to analysis and evaluation, and finally to synthesis through business planning and a capstone project. Concepts and skills are introduced, reinforced, and extended across lessons through scaffolded instruction. Skill development is designed to build on previous learning. Assessments build on previous knowledge and increase in complexity throughout a unit and across the full course. Additionally, Bell Ringers allow students to connect prior learning to the current lesson.

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 Course Implementation Guide’s “Cross-Curricular Snapshot” section includes English and Language Arts (ELA), mathematics, and science connections throughout the Advanced Floral Design course. Students apply literacy skills through professional writing, design critiques, portfolio development, and presentations; they apply math skills through measurement, pricing, cost analysis, and design proportions; and they apply science skills through plant identification, post-harvest care, pest management, and horticultural principles. These cross-curricular connections support transferable academic knowledge and skills across the course.

The “TEKS Alignment” section of the Course Implementation Guide provides correlations for each lesson to the course TEKS and ELPS. This section includes the TEKS expectation, breakouts, knowledge and skills statements, page numbers, and the Texas Education Agency (TEA) web address for each standard, while identifying the ELPS that support literacy development within the lesson. This alignment helps connect academic literacy skills with industry-specific instruction across the course.

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.

Every lesson in units 2–6 includes a “Career Connection” activity that allows students to explore careers and the industry related to the lesson. These activities help students connect what they learn in class to career pathways and postsecondary opportunities while supporting the knowledge and skills identified in the course TEKS.

The“Career Exploration & Pathways” section in the Course Implementation Guide explains that career awareness is embedded throughout the Advanced Floral Design course. As mentioned, most lessons in the course include a “Career Connection” activity that allows students to explore a career related to the lesson content through research, comparison, analysis, or simulated professional experiences. Students also watch instructional videos in which subject-matter experts (SMEs) provide authentic insight into real-world professions, industry expectations, and career pathways. These opportunities help students connect classroom learning to future education and careers aligned with the course TEKS.

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.

“Career Connection” activities provided throughout the course help students connect what they learn in class to career pathways and postsecondary opportunities while supporting the knowledge and skills identified in the course TEKS.

Additionally, in the “Advanced Floral Designs: Careers” lesson, students create a visual data representation of career opportunities, licensure, salary trends, job outlooks, and skills changes for career success. This activity lends itself to the use of Bureau of Labor Statistics (BLS) or Labor and Market Information (LMI) data, although these resources are not specifically cited.

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 the “Floral Design Trends” lesson, the lesson objectives, the TEKS, and the “ELPS Snapshot” section allow students to evaluate current marketing, production, and design trends in the floral market. Analyzing these industry changes helps students understand emerging workforce needs and explore data-driven career opportunities that align directly with the course TEKS.

Furthermore, in the “Advanced Floral Design: Careers” lesson plan, students complete a “Career Connections: Online Job Search” activity to analyze current workforce data. By researching and comparing three relevant job posts, students evaluate qualifications, required education, certifications, responsibilities, pay, and benefits. This data-driven investigation directly supports career exploration, aligned with the course TEKS.

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 “Career Connections: Comparison” activity in the “Experimental Design: Plant and Soil Science” lesson engages students in career investigation and the development of individual career goals. Students use a Venn diagram to compare their knowledge, skills, and characteristics to those of an industry professional. Then, students answer reflection questions that require them to identify areas for personal growth and explain how they could prepare for a similar career. These activities encourage students to investigate career pathways, evaluate the skills and qualifications needed for success, and connect their personal interests and abilities to educational and career plans.

The “Career Connections: Online Job Search” activity engages students in career investigation and exploration of industry career pathways. Students conduct an online job search for a career discussed in class, locate three real-world job posts, and compile the information into a comparative chart. By analyzing job qualifications, responsibilities, and workplace expectations across multiple positions, students gain a deeper understanding of career opportunities and the preparation needed to enter the profession.

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 “Advanced Floral Design: Careers” lesson plan provides educators with explicit (direct) instructional guidance for teaching professional standards and employability skills, aligned with the course TEKS and Texas CTE Employability Skills Standards. This lesson includes a structured class-by-class instructional sequence with “Action Plans,” PowerPoint presentations, vocabulary support, key concepts, and “Checks for Understanding.” This instructional sequence guides instruction on career planning, education options, certifications, licenses, permits, training, and professional organizations within the floral design industry. Students apply these concepts through the “Career Planning Infographic” and “Career Map” projects and the “Career Connections: Online Job Search” activity as they explore career pathways and workplace expectations while developing employability skills that are relevant to the floral design industry.

Additionally, the “Advanced Floral Design: Employability Skills” lesson plan includes a structured class-by-class instructional sequence with “Action Plans,” PowerPoint presentations, vocabulary support, key concepts, and “Checks for Understanding” that guide direct instruction on occupational safety, professional development, customer service, sales strategies, and workplace expectations in the floral design industry. Students apply these concepts through authentic activities such as a “Skill Set Scenarios” activity, a “Designer Development Blog Post” project, a “Citizenship’s Role in the Agricultural Workplace” handout, and a “Career Connection: Mock Interview Questions” activity. This work helps students strengthen communication, professionalism, and career readiness skills that are relevant to the floral design industry.

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.

The “Instructional Delivery by Unit” section of the Course Implementation Guide delivers a structured sequence of unit- and lesson-level instruction that seamlessly integrates career development activities throughout the curriculum. The course incorporates authentic performance tasks such as “Career Planning Infographic” and “Career Map” projects and “Career Connections: Online Job Search” and “Career Connections: Mock Interview Questions” activities. This work engages students in active career exploration, interview preparation, and workforce readiness. These embedded assignments provide meaningful opportunities for students to build essential employability skills in direct alignment with the course TEKS and Texas CTE Employability Skills Standards.

Additionally, in the “Client Consultation” activity of the “Capstone: Floral Business Plan” section, students walk through a scenario in which they ask a client about their needs and wants to ensure a successful purchasing experience. In this mock interview, students focus on listening carefully to client responses, enabling them to grow in this important career skill set through listening and documentation techniques.

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

The “Vocabulary Handout” from the “Floral Design Terminology” lesson emphasizes academic, professional, and technical language that is essential for mastering course content and succeeding in floral design industry careers. This resource introduces industry-specific terminology covering botanical classification, floral materials, and arrangement styles, equipping students with the professional lexicon required for effective communication in commercial design settings. The systematic integration of “Vocabulary Handouts” throughout the curriculum reinforces technical literacy and promotes career readiness, in direct alignment with the course TEKS and Texas CTE Employability Skills Standards.

Furthermore, the interactive “Vocabulary Matching” activity in the “Floral Design Terminology” lesson provides students with opportunities to practice identifying and applying academic, professional, industry, and technical vocabulary terms related to floral design. Through this activity, students reinforce their understanding of specialized terminology essential for mastering course content and communicating effectively in the floral design industry. As described by the publisher, each lesson in the course includes an interactive vocabulary activity that emphasizes career-specific language and supports students’ mastery of professional and technical vocabulary, aligned with the course TEKS and Texas CTE Employability Skills Standards.

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 Educator Resource Guide provides students with hands-on learning experiences that connect classroom instruction to the floral design industry. Students plan, create, and evaluate floral arrangements using industry tools and materials. They also complete workplace simulations by conducting client consultations, developing pricing strategies, preparing proposals, and creating a capstone floral business plan. Each lesson includes a “Career Connection” activity that allows students to research careers or explore professional experiences related to that lesson. SME-led videos also introduce students to industry professionals and career pathways.

Additionally, the “Capstone: Floral Business Plan” lesson plan includes a project-based learning activity in which students develop a floral business plan, create marketing strategies, prepare a proposal and production schedule for a large-volume floral order, and create floral arrangements for a special event. This lesson allows students to apply technical and employability skills through an authentic classroom experience that reflects real work in the floral design 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.

The “Sequencing & Pacing Snapshot” section of the Course Implementation Guide describes how students participate in experiential learning through hands-on floral design projects, floral arrangement challenges, business planning activities, and “Career Connection” experiences. Students apply the elements and principles of design, create floral arrangements for a variety of events, develop pricing strategies, conduct client consultations, and complete a capstone floral business plan. These activities reinforce the real-world application of technical and employability skills in authentic floral design industry settings.

Students who complete the “Floriography Recipe” assignment must create a supply list for a floral design that is tied to a lyrical component as the theme setting and inspirational context. Students use a multitude of industry reference points for inventory availability and acquisition costs, along with the tools needed to achieve a final product.

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

The “Experiential Learning & Real-World Application” section of the Course Implementation Guide explains that students will use academic, professional, and technical vocabulary while completing hands-on floral design projects, floral arrangement challenges, business planning activities, and “Career Connection” experiences. Students apply botanical terminology, floral design principles, and industry language while creating arrangements, conducting client consultations, and developing a capstone floral business plan.

The “Assessment Framework” section of the Educator Resource Guide explains that students must demonstrate mastery through “Skill Development” activities and projects. Lesson plans include performance-based assessments, feedback, and reflections that provide opportunities for students to apply academic, professional, and technical vocabulary while completing hands-on floral design projects.

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.

The “Professional & Technical Skills Snapshot” section of the Course Implementation Guide identifies skills that are integrated across lessons, with intentional overlap providing repeated opportunities for practice and mastery throughout the course. For example, in the “Capstone: Floral Business Plan” lesson, students apply academic and technical knowledge to an authentic floral design industry scenario by outlining legal and financial considerations for a floral business, developing a marketing plan, creating a client consultation, developing floral recipes for a wedding order, writing a proposal, and creating floral arrangements for a large-volume event. Students must develop and evaluate viable solutions across multiple real-world business and design challenges, reflecting the applied expectations of working floral designers and event professionals, aligned to the course TEKS.

Additionally, the “Experiential Learning & Real-World Application” section of the “Professional & Technical Skills Snapshot” lesson describes how students apply business and planning skills by developing pricing strategies, conducting client consultations, and preparing proposals for floral orders. Students evaluate floral designs and apply creative problem-solving to improve design quality and meet client needs, demonstrating the development and evaluation of viable solutions to authentic, industry-specific problems, in alignment with the course TEKS.

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.

For the “Floral Design Challenge: Geometric Designs” activity, students mock up a design for a large client event and go through the process of reviewing and revising designs to meet the client’s specifications. Students encounter multiple facets of the floral design industry and apply them to achieve a successful design and customer satisfaction in event choreography.

Additionally, the “Experiential Learning & Real-World Application” section of the Educator Resource Guide explains that students will evaluate floral designs, develop pricing strategies, conduct client consultations, prepare proposals, and complete a capstone floral business plan in the course. These activities require students to analyze information, identify solutions, and justify business and design decisions using industry practices.

The “Course Design Snapshot” section of the Course Implementation Guide states that in the final units, students analyze, evaluate, and synthesize their learning through complex floral arrangements, business planning, and a capstone project that requires them to justify design and business decisions. In the “Floral Design Trends” lesson, students discuss current production, design, and marketing trends in the floral industry. In the “Mastering Floral Design: Business Strategy” lesson, they review mathematical formulas to determine unit cost, markup, and profitability. In the “Mastering Floral Design: Planning Practices” lesson, students develop proposals and production schedules for large-volume floral design orders.

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.

The “Professional & Technical Skills Snapshot” section of the Course Implementation Guide explains that students will develop research, business strategy, professional communication, and design evaluation skills throughout the course. Students investigate industry topics, apply technical knowledge, and evaluate information while completing authentic floral design activities, aligned to the course TEKS.

Specifically, in the “Introduction to Recordkeeping” lesson, the “Career Connections: Career Interview” activity engages students in inquiry-based learning as they watch video interviews with industry professionals and answer questions that require them to analyze existing careers, identify career-specific expectations, and connect professional experiences to course content. Students formulate responses based on what they learn from industry professionals. They also use the interviews as authentic industry sources to investigate real-world career pathways and workforce expectations, aligned to the course TEKS.