Program Information
- ISBN
- 9798888647875
iCEV Agricultural Science Site – Floral Design
Grade 11
IMRA 2026
Publisher: CEV Multimedia, LLC
Copyright: 2026
Rubric: CTE 6–12 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 11 | 100% | N/A |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Materials support educators in effective implementation through intentional course, unit, and lesson-level design.
Total
100% (26 out of 26 points)
Evaluation for 1.1a
The Course Implementation Guide lists all of the lessons and the TEKS that each lesson covers. This information provides educators with a clear overview of standards coverage across the full course. The listing allows educators to quickly identify which TEKS are addressed in each lesson and verify that all required standards are incorporated into the instructional sequence before teaching begins.
The Course Implementation Guide includes a detailed scope and sequence, a comprehensive standards outline, and supporting resources that describe the course’s alignment to standards. These resources work together to give educators a complete picture of lesson content and pacing plus information on how each lesson connects to the TEKS, supporting intentional and standards-aligned planning across the full course.
Evaluation for 1.1b
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 and identifies the number of instructional days for each schedule. This information helps educators plan instruction across varying time frames while maintaining a coherent progression of concepts and skills.
The “Sequencing & Pacing Snapshot” section of the Course Implementation Guide provides guidance on the suggested number of class periods and instructional pacing based on a traditional 45-minute to 50-minute class period. This section breaks down each lesson by class and identifies the instructional days that are associated with them. This information helps educators adjust the pace of instruction to fit their campus calendar while maintaining consistent coverage of course content and skills.
Evaluation for 1.1c
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’ progression. This section describes how earlier lessons build foundational floral design knowledge before students advance to technical application and professional-level skill demonstration in later lessons.
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. Skills overlap across lessons, providing repeated practice opportunities for students to build toward mastery and ensuring that key skills are reinforced throughout the course.
Evaluation for 1.1d
Each lesson plan provides goals, a lesson description, objectives, “Bell Ringer” activities that introduce or review lesson concepts, and an activity overview. It also provides assessments, projects, and exit tickets that offer structured guidance to help educators prepare for instruction. For example, the “Blue & Gold Experience: FFA Creed” lesson plan includes each of these components. It walks the educator through the full arc of the lesson, from an opening “Bell Ringer” activity through a final exit ticket to support consistent and prepared delivery.
Lesson-level resources in the Educator Resource Guide include lesson plans, “Vocabulary Handouts,” “Checks for Understanding,” and key concepts that support lesson internalization. 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 student note-taking and content retention.
Evaluation for 1.1e
The “Standards Snapshot” section of the Course Implementation Guide outlines the order of lessons and classes alongside objectives and the TEKS. This snapshot is organized to help educators verify that all standards are addressed across the course. It also identifies where the specific TEKS are introduced and reinforced throughout the instructional sequence, supporting intentional and comprehensive standards coverage.
The “Course Materials List” in the Course Implementation Guide specifies materials that are necessary to instruct students, organized by lesson and by activity. This information allows educators to plan and ensure that all necessary resources are in place before instruction begins, supporting consistent and prepared delivery across all lessons in the Floral Design course.
Evaluation for 1.2a
The Course Implementation Guide provides a description and detailed overview of each lesson. For example, each lesson overview includes a lesson description, objectives, essential questions, and a class-by-class breakdown of instructional activities, giving educators a clear picture of what students will learn and how instruction progresses.
The Educator Resource Guide describes resources that support background knowledge, such as the “Vocabulary Handout” that is included in each lesson. Each lesson plan explains how each resource serves a distinct purpose in supporting educator and student preparation. For example, the “Vocabulary Handout” provides academic, professional, and technical terms that students will encounter throughout the lesson so they can build a language foundation that is necessary for content comprehension.
Evaluation for 1.2b
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 content across the Floral Design course.
The Educator Resource Guide describes how provided reporting tools help educators monitor students’ progress. These tools also inform decisions about providing feedback to students and families. The guide outlines specific tools that are available to educators and explains how each tool can be used to identify student performance trends, communicate progress to families, and make data-informed adjustments to instruction throughout the Floral Design course.
Evaluation for 1.3a
Each lesson in the course contains a lesson plan that identifies the TEKS and ELPS that are covered; lesson goals, descriptions, and objectives; a detailed class-by-class overview of instructional strategies and pacing; and overviews of activities, projects, and career connections, with any required materials listed. For example, the “Personal Floral Designs: Boutonnieres” lesson plan includes each of these components. It walks the educator through the full arc of the lesson, from standards alignment and learning goals through class-by-class delivery and culminating activities, supporting consistent and prepared implementation across all lessons in the course.
The Course Implementation Guide provides a detailed view of each lesson with a description and overview of each class. The guide identifies activities, projects, and resources that are associated with each lesson. This information helps educators understand what materials are needed and how each lesson component supports the overall lesson objectives and progression of floral design concepts and skills.
Evaluation for 1.3b
For each class day, a “Class Overview” section identifies the lesson materials that are required for the learning assignments in that class, plus suggested timing and pacing. For example, the “Personal Floral Designs: Boutonnieres” lesson plan includes a “Class Overview” section for each class day. This section specifies materials that are needed, a suggested time for each instructional component, and the sequence of activities, giving educators a detailed road map for delivering the lesson with consistency and fidelity.
The Course Implementation Guide provides a detailed view of each lesson with a description and overview of each class. The guide maps the progression of instructional strategies and pacing across lessons, showing how the class-by-class structure introduced in individual lesson plans connects to the broader sequence and supports coherent skill development throughout the course.
Evaluation for 1.3c
The Course Implementation Guide identifies enrichment lessons that are included in the course. These enrichment lessons extend students’ learning beyond the core content by providing additional opportunities to apply floral design concepts in deeper or more complex contexts. They support students who are ready to move beyond foundational skill development.
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 “Personal Floral Designs: Boutonnieres” project, students create a pin-on boutonniere. As an extension, “students include a color theory statement explaining their design choices using industry terms” or “include a design justification statement explaining the mechanical and aesthetic choices made in their design using industry terms.” Career and Technical Student Organizations include Family, Career and Community Leaders of America (FCCLA), as related to life event planning.
1.1 Course-Level Design
1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and technical skills taught in the course.
Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and technical skills taught in the course.
3 out of 3 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and technical skills taught in the course.
3 out of 3 points
The Course Implementation Guide includes a detailed scope and sequence, a comprehensive standards outline, and supporting resources that describe the course’s alignment to standards. These resources work together to give educators a complete picture of lesson content and pacing plus information on how each lesson connects to the TEKS, supporting intentional and standards-aligned planning across the full course.
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).
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).
4 out of 4 points
Evaluation for 1.1b
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).
4 out of 4 points
The “Sequencing & Pacing Snapshot” section of the Course Implementation Guide provides guidance on the suggested number of class periods and instructional pacing based on a traditional 45-minute to 50-minute class period. This section breaks down each lesson by class and identifies the instructional days that are associated with them. This information helps educators adjust the pace of instruction to fit their campus calendar while maintaining consistent coverage of course content and skills.
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.
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.
3 out of 3 points
Evaluation for 1.1c
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.
3 out of 3 points
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. Skills overlap across lessons, providing repeated practice opportunities for students to build toward mastery and ensuring that key skills are reinforced throughout the course.
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
Lesson-level resources in the Educator Resource Guide include lesson plans, “Vocabulary Handouts,” “Checks for Understanding,” and key concepts that support lesson internalization. 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 student note-taking and content retention.
1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
The “Course Materials List” in the Course Implementation Guide specifies materials that are necessary to instruct students, organized by lesson and by activity. This information allows educators to plan and ensure that all necessary resources are in place before instruction begins, supporting consistent and prepared delivery across all lessons in the Floral Design course.
1.2 Unit-Level Design
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.
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.
2 out of 2 points
Evaluation for 1.2a
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.
2 out of 2 points
The Educator Resource Guide describes resources that support background knowledge, such as the “Vocabulary Handout” that is included in each lesson. Each lesson plan explains how each resource serves a distinct purpose in supporting educator and student preparation. For example, the “Vocabulary Handout” provides academic, professional, and technical terms that students will encounter throughout the lesson so they can build a language foundation that is necessary for content comprehension.
1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
2 out of 2 points
Evaluation for 1.2b
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.
2 out of 2 points
The Educator Resource Guide describes how provided reporting tools help educators monitor students’ progress. These tools also inform decisions about providing feedback to students and families. The guide outlines specific tools that are available to educators and explains how each tool can be used to identify student performance trends, communicate progress to families, and make data-informed adjustments to instruction throughout the Floral Design course.
1.3 Lesson-Level Design
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).
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).
4 out of 4 points
Evaluation for 1.3a
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).
4 out of 4 points
The Course Implementation Guide provides a detailed view of each lesson with a description and overview of each class. The guide identifies activities, projects, and resources that are associated with each lesson. This information helps educators understand what materials are needed and how each lesson component supports the overall lesson objectives and progression of floral design concepts and skills.
1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson (e.g., equipment, labs, technology, supplies, safety gear), and the suggested timing for each lesson component.
Materials 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.
3 out of 3 points
Evaluation for 1.3b
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.
3 out of 3 points
The Course Implementation Guide provides a detailed view of each lesson with a description and overview of each class. The guide maps the progression of instructional strategies and pacing across lessons, showing how the class-by-class structure introduced in individual lesson plans connects to the broader sequence and supports coherent skill development throughout the course.
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).
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).
1 out of 1 points
Evaluation for 1.3c
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).
1 out of 1 points
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 “Personal Floral Designs: Boutonnieres” project, students create a pin-on boutonniere. As an extension, “students include a color theory statement explaining their design choices using industry terms” or “include a design justification statement explaining the mechanical and aesthetic choices made in their design using industry terms.” Career and Technical Student Organizations include Family, Career and Community Leaders of America (FCCLA), as related to life event planning.
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
100% (15 out of 15 points)
Evaluation for 2.1a
The “Assessment Framework” section of the Educator Resource Guide explains the types of assessments that are found in the publisher’s courses and how each assessment supports student learning and educator planning. This framework identifies diagnostic, formative, skill-based, and summative assessments and explains their purpose and placement throughout the course to monitor students’ understanding and measure progress toward mastery.
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 section describes how each assessment type serves a distinct purpose within the instructional cycle, helping educators understand when and how to use each tool to support students’ learning and measure progress toward mastery in the Floral Design course.
Evaluation for 2.1b
The “Assessment Framework” section of the Course Implementation Guide explains the types of assessments found in the course and outlines the assessment structure to support educator planning throughout the instructional cycle. The section provides assessment sequencing guidance within and across lessons to monitor student understanding and adjust instruction based on performance data.
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 instructional cycle. This assessment sequencing guidance ensures that educators have a consistent structure for monitoring understanding and adjusting instruction based on students’ performance data.
Evaluation for 2.1c
Unit “Checks for Understanding” provide natural opportunities for assessment, intervention, and support. For example, the “Personal Floral Designs: Boutonnieres” lesson plan includes “Checks for Understanding” alongside activities and a final assessment. This process moves students from initial comprehension checks through applied activities before culminating in a summative assessment, following the same structured assessment arc used across all lesson plans.
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. This information gives educators a clear framework for managing assessments with fidelity and efficiency across all lessons in the course.
Evaluation for 2.1d
The “Pre-Test/Post-Test TEKS Blueprint” table outlines diagnostic tests that are provided in the course materials and shows the TEKS alignment to individual questions. This 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 did not yet meet specific TEKS expectations in the Floral Design course.
The “Personal Floral Designs: Boutonnieres” lesson plan shows the progression of assessment from “Checks for Understanding,” activities, and projects to the final assessment and identifies the TEKS that are addressed in the lesson. This connection between the lesson plan’s structure and the TEKS alignment ensures that instruction and assessment remain directly tied to state standards throughout the Floral Design course.
Evaluation for 2.1e
The “Standards Overview” document provides TEKS alignment correlations that show how lessons address the TEKS, which are then reflected in the course assessments. This overview allows educators to trace the connection between what is taught in each lesson and what is assessed, ensuring that instruction and assessment remain aligned throughout the course and that all standards receive adequate coverage.
The “Assessment Framework” section of the Course Implementation Guide explains the types of assessments that are found in the course and how they connect to the TEKS that are addressed in each lesson. This framework allows educators to trace the alignment between course content and assessment content, ensuring that every assessment is purposefully tied to the standards that students are expected to master throughout the Floral Design course.
The “Assessment Framework” section of the Course Implementation Guide states that formative assessments begin with recall questions and increase in cognitive demand to application and analysis in summative assessments. The summative assessments include questions that require application, analysis, justification, synthesis, and critical thinking. Capstone assessments represent the highest level of rigor by integrating knowledge, technical skills, and higher-order thinking.
Evaluation for 2.2a
The “Assessment Framework” section of the Educator Resource Guide explains how each course assessment supports student learning and informs educator planning. This framework identifies diagnostic, formative, skill-based, and summative assessments. It also explains the purpose and timing of each assessment so educators can make informed decisions about which assessment tools best support student learning at each stage of instruction.
The platform provides a “View Summary” progress-monitoring tool that displays how students answered each question, allowing educators to make class-wide comparisons and identify areas in which students need additional support. This report gives educators a detailed view of students’ responses across all questions, making it possible to spot patterns in misunderstanding and make targeted instructional adjustments before moving forward in the Floral Design course.
Evaluation for 2.2b
The Course Implementation Guide describes how the reporting tools help monitor students’ progress and can inform decisions about providing feedback to students. The guide outlines the purpose of specific tools. It also 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 throughout the Floral Design course.
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 guide breaks down content by lesson, enabling educators to pinpoint exactly where a concept was introduced and easily return to it when assessment data indicates that students need additional support.
Evaluation for 2.2c
The platform includes a “Progress Snapshot” tool that displays students’ performance 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 that are based on students’ current performance level.
Additionally, the color-coded “Progress Snapshot” performance categories are easily understandable for educators, students, and stakeholders. The language mirrors state mastery evaluation systems, creating consistency between the program’s reporting and the performance language used across educational platforms. This information reduces the learning curve for educators and students who are familiar with these categories from other assessment contexts.
2.1 Instructional Assessments
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.
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.
3 out of 3 points
Evaluation for 2.1a
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.
3 out of 3 points
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 section describes how each assessment type serves a distinct purpose within the instructional cycle, helping educators understand when and how to use each tool to support students’ learning and measure progress toward mastery in the Floral Design course.
2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 1 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 1 points
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 instructional cycle. This assessment sequencing guidance ensures that educators have a consistent structure for monitoring understanding and adjusting instruction based on students’ performance data.
2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
Evaluation for 2.1c
Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
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. This information gives educators a clear framework for managing assessments with fidelity and efficiency across all lessons in the course.
2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
3 out of 3 points
Evaluation for 2.1d
Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
3 out of 3 points
The “Personal Floral Designs: Boutonnieres” lesson plan shows the progression of assessment from “Checks for Understanding,” activities, and projects to the final assessment and identifies the TEKS that are addressed in the lesson. This connection between the lesson plan’s structure and the TEKS alignment ensures that instruction and assessment remain directly tied to state standards throughout the Floral Design course.
2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
Evaluation for 2.1e
Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
The “Assessment Framework” section of the Course Implementation Guide explains the types of assessments that are found in the course and how they connect to the TEKS that are addressed in each lesson. This framework allows educators to trace the alignment between course content and assessment content, ensuring that every assessment is purposefully tied to the standards that students are expected to master throughout the Floral Design course.
The “Assessment Framework” section of the Course Implementation Guide states that formative assessments begin with recall questions and increase in cognitive demand to application and analysis in summative assessments. The summative assessments include questions that require application, analysis, justification, synthesis, and critical thinking. Capstone assessments represent the highest level of rigor by integrating knowledge, technical skills, and higher-order thinking.
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
The platform provides a “View Summary” progress-monitoring tool that displays how students answered each question, allowing educators to make class-wide comparisons and identify areas in which students need additional support. This report gives educators a detailed view of students’ responses across all questions, making it possible to spot patterns in misunderstanding and make targeted instructional adjustments before moving forward in the Floral Design course.
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
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 guide breaks down content by lesson, enabling educators to pinpoint exactly where a concept was introduced and easily return to it when assessment data indicates that students need additional support.
2.2c
Materials include tools for teachers to track student progress and growth and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth and tools for students to track their own progress and growth.
2 out of 2 points
Evaluation for 2.2c
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.
2 out of 2 points
Additionally, the color-coded “Progress Snapshot” performance categories are easily understandable for educators, students, and stakeholders. The language mirrors state mastery evaluation systems, creating consistency between the program’s reporting and the performance language used across educational platforms. This information reduces the learning curve for educators and students who are familiar with these categories from other assessment contexts.
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
100% (21 out of 21 points)
Evaluation for 3.1a
The Course Implementation Guide advises educators to provide students with a list of all items that are needed to create a project, rather than having students simply brainstorm. These accommodations prevent students from becoming lost in an unrelated skill pursuit, so they can focus 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
All lessons in the curriculum include a “Vocabulary Handout” that provides a comprehensive list of all relevant terms for the lesson with user-friendly, detailed definitions.
Some lessons include PowerPoint presentations that introduce key vocabulary terms and definitions in the first few slides to help students learn unfamiliar academic and technical vocabulary before engaging with lesson content.
The Course Implementation Guide supports students when they encounter unfamiliar references and terminology. The “English Learner Support & Language Accessibility” section notes that “Vocabulary Handouts” provide student-friendly definitions of specialized terminology. In “The FFA Creed” lesson, students use “Vocabulary Handouts” and key concepts to understand lesson terminology. In the “History of Floral Design” lesson, students examine historical design styles and use reference materials to understand unfamiliar concepts.
Evaluation for 3.1c
Lesson plans for the “Mastering Floral Design: Principles and Elements” lesson offer specific guidance for proper adjustments on the lesson’s capstone project, based on students’ abilities and goals. For the “Meaningful Mood Board” activity, students review an assigned scenario and create a mood board that describes how they would incorporate elements of design into a floral arrangement. Educator guidance for modifications includes “Allow students to work with a partner” and “Allow students to incorporate more supporting text into their mood boards to help convey their ideas.” Extension ideas include “Have students write two paragraphs explaining their choices to accompany their mood board.”
The Course Implementation Guide includes a breakout for each lesson in the program, including modification, accommodation, and extension materials.
Evaluation for 3.1d
The Educator Resource Guide describes tools that support students who receive services through special education. These tools 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
Each lesson plan includes a “Class Overview” section that provides class objectives and maps out how to teach the lesson day by day. This section describes how to model and explain lesson concepts using the provided instructional materials. For example, “Class 1” in the “Citizenship Basics” lesson plan prompts the educator to begin the class with a “Bell Ringer” activity in which students write three characteristics that contribute to productive citizenship.
The Course Implementation Guide provides explicit (direct) prompts and guidance for every lesson to support the educator in modeling the concepts that will be learned. Embedded in the guide is a reference to every resource, handout, pacing, extension/accomodation/modification for student success definitions, needed supplies and resources, and connections to all standards and necessary technical information for the educator to support and justify the learning happening in the course.
Evaluation for 3.2b
The Educator Resource Guide offers guidance on how to use several instructional methods to conduct the lessons found in the curriculum, including direct instruction, guided practice, independent practice, and a feedback cycle. For each method, a brief description is provided about what that particular method looks like when educators use the program’s curriculum.
The Course Implementation Guide contains each lesson plan, including lesson delivery and facilitation guidance for various approaches such as “Bell Ringer,” “Think, Pair, Share,” and “Scavenger Hunt” activities; projects; graphic organizers; class discussions; and exit tickets.
Evaluation for 3.2c
The Educator Resource Guide tells educators how to provide skill and concept understanding practice through various methods, including examples based on specific methods of instruction. For example, the guide outlines the use of guided discussions to “promote deeper thinking, clarify misunderstandings, and connect new learning to prior knowledge” when using direct instruction.
The Course Implementation Guide provides lesson plans that contain various approaches, including direct instruction, guided practice, group activities, projects, discussions, and independent work. For example, in the “Citizenship Basics” lesson plan, Class 1 includes direct instruction and guided practice, while Class 3 involves a small-group brainstorming activity on community needs.
Evaluation for 3.3a
The materials include linguistic accommodations that are differentiated by the levels of language proficiency defined in the ELPS. The Course Implementation Guide includes an “ELPS Proficiency Level Key” 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 has a distinct activity and project for each proficiency band across all four language domains (e.g., listening, speaking, reading, and writing), and the amount of support changes based on the student’s proficiency level. From there, the added content follows the guide’s domain structure, with each section’s scaffolding appearing in the A–F areas of the sections.
Evaluation for 3.3b
The “ELPS Proficiency Level Key” describes how to implement the ELPS in Career and Technical Education (CTE) coursework. This section also gives a thorough description of the domains that are found in the ELPS (e.g., listening, speaking, reading, and writing) and methods to apply and support each of these domains using the curriculum.
The “Indoor Plants” lesson plan describes specific sections of the ELPS that are covered by the lesson plus references to the materials in the “ELPS Proficiency Level Key.” The lesson plan includes implementation guidance that supports educators as they effectively use the materials in state-approved bilingual/English as a Second Language (ESL) programs.
Evaluation for 3.3c
The “ELPS Proficiency Level Key” provides a thorough description of the domains found in the ELPS (e.g., listening, speaking, reading, and writing) plus methods to apply and support each of these domains using the curriculum. For example, in the “ELPS Domain: Listening” section, several activities and projects are suggested in the “Applying the ELPS: Listening in Action” subsection that the educator can use to promote English comprehension in emergent bilingual (EB) students.
The Educator Resource Guide describes translation tools, vocabulary supports, and English and Spanish closed captioning, which can help EB students understand content and build academic and technical vocabulary.
Evaluation for 3.3d
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
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.
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.
1 out of 1 points
Evaluation for 3.1a
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.
1 out of 1 points
The Educator Resource Guide includes explanations of the differentiated supports that are available within the curriculum and software for students’ needs.
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).
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic, professional, and technical language).
2 out of 2 points
Evaluation for 3.1b
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).
2 out of 2 points
Some lessons include PowerPoint presentations that introduce key vocabulary terms and definitions in the first few slides to help students learn unfamiliar academic and technical vocabulary before engaging with lesson content.
The Course Implementation Guide supports students when they encounter unfamiliar references and terminology. The “English Learner Support & Language Accessibility” section notes that “Vocabulary Handouts” provide student-friendly definitions of specialized terminology. In “The FFA Creed” lesson, students use “Vocabulary Handouts” and key concepts to understand lesson terminology. In the “History of Floral Design” lesson, students examine historical design styles and use reference materials to understand unfamiliar concepts.
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.
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.
1 out of 1 points
Evaluation for 3.1c
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.
1 out of 1 points
The Course Implementation Guide includes a breakout for each lesson in the program, including modification, accommodation, and extension materials.
3.1d
Materials include teacher guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.
Materials include teacher guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.
1 out of 1 points
Evaluation for 3.1d
Evaluation for 3.1d
Materials include teacher guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.
1 out of 1 points
The Course Implementation Guide includes educator guidance for providing specially designed instruction (SDI) for students who receive supports and services through special education.
3.2 Instructional Methods
3.2a
Materials include (explicit) direct prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
Materials include (explicit) direct prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
Evaluation for 3.2a
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.
2 out of 2 points
The Course Implementation Guide provides explicit (direct) prompts and guidance for every lesson to support the educator in modeling the concepts that will be learned. Embedded in the guide is a reference to every resource, handout, pacing, extension/accomodation/modification for student success definitions, needed supplies and resources, and connections to all standards and necessary technical information for the educator to support and justify the learning happening in the course.
3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
Evaluation for 3.2b
Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
The Course Implementation Guide contains each lesson plan, including lesson delivery and facilitation guidance for various approaches such as “Bell Ringer,” “Think, Pair, Share,” and “Scavenger Hunt” activities; projects; graphic organizers; class discussions; and exit tickets.
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.
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.
2 out of 2 points
Evaluation for 3.2c
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.
2 out of 2 points
The Course Implementation Guide provides lesson plans that contain various approaches, including direct instruction, guided practice, group activities, projects, discussions, and independent work. For example, in the “Citizenship Basics” lesson plan, Class 1 includes direct instruction and guided practice, while Class 3 involves a small-group brainstorming activity on community needs.
3.3 Support for Emergent Bilingual Students
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.
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.
2 out of 2 points
Evaluation for 3.3a
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.
2 out of 2 points
Each of the 26 lettered student expectations has a distinct activity and project for each proficiency band across all four language domains (e.g., listening, speaking, reading, and writing), and the amount of support changes based on the student’s proficiency level. From there, the added content follows the guide’s domain structure, with each section’s scaffolding appearing in the A–F areas of the sections.
3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
Evaluation for 3.3b
Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
The “Indoor Plants” lesson plan describes specific sections of the ELPS that are covered by the lesson plus references to the materials in the “ELPS Proficiency Level Key.” The lesson plan includes implementation guidance that supports educators as they effectively use the materials in state-approved bilingual/English as a Second Language (ESL) programs.
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.
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.
8 out of 8 points
Evaluation for 3.3c
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.
8 out of 8 points
The Educator Resource Guide describes translation tools, vocabulary supports, and English and Spanish closed captioning, which can help EB students understand content and build academic and technical vocabulary.
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.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Evaluation for 3.3d
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.
Not applicable.
Rubric Section 4
Depth and Coherence of Knowledge and Skills
Materials are designed to meet the rigor of the standards while connecting industry-specific knowledge and skills within and across courses.
Total
100% (11 out of 11 points)
Evaluation for 4.1a
Lesson plans provide step-by-step guidance for educators (using PowerPoint presentations, videos, and key concept outlines) to teach industry-specific knowledge and skills that are aligned to the course TEKS. For example, the “Floral Design Tools” lesson aligns to TEKS 7.D and TEKS 8.C and includes a PowerPoint segment, a student “Action Plan,” a “Vocabulary Handout,” and key concepts that are outlined. The lesson’s PowerPoint presentation introduces industry materials such as floral wire and ribbon, providing direct instruction that supports the knowledge and skills identified in the TEKS. The lesson plan also provides educator guidance for the “Crafting Floral Designs” project, in which students work in groups to create a presentation explaining the tools, materials, equipment, and chemicals that are needed for a floral design. Then, students share their work with another group.
Each lesson contains structured plans that outline the goals, descriptions, and objectives along with the corresponding TEKS and ELPS. Activity, project, and career details, including daily step-by-step instructions, are provided for educator support and industry alignment.
Evaluation for 4.1b
Lessons include “Vocabulary Handouts” that highlight specialized, industry-specific terminology so students can build academic language. Each handout connects technical terms directly to student-friendly definitions and serves as a constant reference material to support reading comprehension, pre-teach key terms, and reduce cognitive overload for all learners, including EB students.
The “Floral Design Tools” lesson aligns to TEKS 7.D and TEKS 8.C and provides opportunities for students to develop and apply industry-specific vocabulary. The lesson includes a PowerPoint segment, an “Action Plan,” and a “Vocabulary Handout.” These materials introduce terms and key concepts related to floral tools, equipment, chemicals, and materials such as floral wire and ribbon. Then, students apply this vocabulary to the “Crafting Floral Designs” project by creating a presentation that explains the tools, materials, equipment, and chemicals that are needed for a floral design, and share their work with another group.
Evaluation for 4.1c
The “Course Design Snapshot” of the Course Implementation Guide explains that the Floral Design course follows the progression of Bloom’s Taxonomy. Early lessons focus on identifying, recognizing, describing, and explaining foundational concepts such as floral design, plant identification, and industry careers. As the course progresses, students apply design principles, create floral arrangements, and develop technical skills. In the final lessons, students analyze, evaluate, synthesize, and defend their design choices through complex arrangements and a professional portfolio, so they demonstrate increasing rigor and complexity throughout the course.
Additionally, the curriculum’s “Assessment Framework” mirrors Bloom’s Taxonomy. Early lessons rely heavily on formative “Checks for Understanding” activities that are restricted to recalling and identification. Later lessons shift entirely to summative performance evaluations that require diagnostic troubleshooting and design critiques.
Evaluation for 4.1d
The “Professional & Technical Skills Snapshot” section of the Course Implementation Guide shows how professional and technical skills can be developed across multiple lessons and projects. This snapshot identifies where students demonstrate industry-specific knowledge and skills through increasingly complex activities, aligned to the course TEKS.
Furthermore, students must demonstrate core technical literacy that is mandated by the TEKS. In lesson 3, students apply algebraic concepts to calculate wholesale markups, cost of goods sold, and retail pricing. In lesson 4, they demonstrate mastery of botanical nomenclature, plant anatomy, and classification.
Evaluation for 4.2a
The “Course Design Snapshot” section in the Course Implementation Guide explains that students begin with foundational concepts such as floral design history, plant identification, and industry tools before creating floral arrangements and completing complex design projects. This progression connects new learning to prior knowledge throughout the course.
The curriculum operates on a strict “know-it-before-you-use-it” sequencing model. For example, students first learn tool names and safety protocols, then use that knowledge to identify and prepare botanical tissues. Next, they apply those prepared tissues to geometric design theories. Finally, they execute a physical arrangement using proper mechanics.
Every major laboratory task requires the simultaneous activation of prior knowledge from preceding “Class Overviews,” which prevents students from treating modules as isolated “one-and-done” topics.
Evaluation for 4.2b
The “Cross-Curricular Snapshot” section in the Course Implementation Guide includes English and Language Arts (ELA), mathematics, and science connections throughout the Floral Design course. Students use literacy skills through technical writing, design critiques, and presentations; they use math skills through measurement, pricing, cost calculations, and design proportions; and they use science skills through plant identification, horticultural principles, and post-harvest care. These cross-curricular connections support transferable academic knowledge and skills across the course.
The Course Implementation Guide provides correlations to the course TEKS and ELPS for each lesson, including the TEKS expectations, breakouts, Knowledge and Skill Statements (KSS), and page numbers. The guide also provides the Texas Education Association (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
The “Professional & Technical Skills Snapshot” section in the Course Implementation Guide shows that academic, technical, and employability skills are integrated throughout the course. Lessons combine communication, collaboration, and professional behaviors with technical skills such as floral design principles, tool safety, design mechanics, and arrangement construction, supporting the knowledge and skills that are identified in the course TEKS.
Similarly, the “Experiential Learning & Real-World Application” section explains that students apply academic, technical, and employability skills through hands-on floral design activities. Students identify and classify plant materials, apply the elements and principles of design, create floral arrangements using industry tools and mechanics, evaluate their work, and develop a professional portfolio that demonstrates the knowledge and skills identified in the course TEKS.
4.1 Depth of Knowledge and Skills
4.1a
Materials include guidance for teachers to provide explicit (direct) instruction on industry-specific knowledge and skills in alignment with the course TEKS.
Materials include guidance for teachers to provide explicit (direct) instruction on industry-specific knowledge and skills in alignment with the course TEKS.
2 out of 2 points
Evaluation for 4.1a
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.
2 out of 2 points
Each lesson contains structured plans that outline the goals, descriptions, and objectives along with the corresponding TEKS and ELPS. Activity, project, and career details, including daily step-by-step instructions, are provided for educator support and industry alignment.
4.1b
Materials consistently provide opportunities for students to develop, use, and apply industry-specific academic, professional, and technical vocabulary.
Materials consistently provide opportunities for students to develop, use, and apply industry-specific academic, professional, and technical vocabulary.
2 out of 2 points
Evaluation for 4.1b
Evaluation for 4.1b
Materials consistently provide opportunities for students to develop, use, and apply industry-specific academic, professional, and technical vocabulary.
2 out of 2 points
The “Floral Design Tools” lesson aligns to TEKS 7.D and TEKS 8.C and provides opportunities for students to develop and apply industry-specific vocabulary. The lesson includes a PowerPoint segment, an “Action Plan,” and a “Vocabulary Handout.” These materials introduce terms and key concepts related to floral tools, equipment, chemicals, and materials such as floral wire and ribbon. Then, students apply this vocabulary to the “Crafting Floral Designs” project by creating a presentation that explains the tools, materials, equipment, and chemicals that are needed for a floral design, and share their work with another group.
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.
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.
2 out of 2 points
Evaluation for 4.1c
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.
2 out of 2 points
Additionally, the curriculum’s “Assessment Framework” mirrors Bloom’s Taxonomy. Early lessons rely heavily on formative “Checks for Understanding” activities that are restricted to recalling and identification. Later lessons shift entirely to summative performance evaluations that require diagnostic troubleshooting and design critiques.
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.
Materials include activities and tasks that require students to demonstrate understanding of industry-specific knowledge and skills in alignment with the course TEKS.
1 out of 1 points
Evaluation for 4.1d
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.
1 out of 1 points
Furthermore, students must demonstrate core technical literacy that is mandated by the TEKS. In lesson 3, students apply algebraic concepts to calculate wholesale markups, cost of goods sold, and retail pricing. In lesson 4, they demonstrate mastery of botanical nomenclature, plant anatomy, and classification.
4.2 Coherence of Knowledge and Skills
4.2a
Materials explicitly connect new knowledge and skills to prior learning across lessons and units within the course and across courses as applicable.
Materials explicitly connect new knowledge and skills to prior learning across lessons and units within the course and across courses as applicable.
2 out of 2 points
Evaluation for 4.2a
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.
2 out of 2 points
The curriculum operates on a strict “know-it-before-you-use-it” sequencing model. For example, students first learn tool names and safety protocols, then use that knowledge to identify and prepare botanical tissues. Next, they apply those prepared tissues to geometric design theories. Finally, they execute a physical arrangement using proper mechanics.
Every major laboratory task requires the simultaneous activation of prior knowledge from preceding “Class Overviews,” which prevents students from treating modules as isolated “one-and-done” topics.
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.
Materials are aligned with and provide relevant cross-curricular connections that support transferable academic knowledge and skills in literacy, math, social studies, and science.
1 out of 1 points
Evaluation for 4.2b
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.
1 out of 1 points
The Course Implementation Guide provides correlations to the course TEKS and ELPS for each lesson, including the TEKS expectations, breakouts, Knowledge and Skill Statements (KSS), and page numbers. The guide also provides the Texas Education Association (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.
4.2c
Materials integrate academic, technical, and employability knowledge and skills in the context of the course and in alignment to the course TEKS.
Materials integrate academic, technical, and employability knowledge and skills in the context of the course and in alignment to the course TEKS.
1 out of 1 points
Evaluation for 4.2c
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.
1 out of 1 points
Similarly, the “Experiential Learning & Real-World Application” section explains that students apply academic, technical, and employability skills through hands-on floral design activities. Students identify and classify plant materials, apply the elements and principles of design, create floral arrangements using industry tools and mechanics, evaluate their work, and develop a professional portfolio that demonstrates the knowledge and skills identified in the course TEKS.
Rubric Section 5
Career Investigations and Development
Materials provide opportunities for students to explore and prepare for careers.
Total
100% (6 out of 6 points)
Evaluation for 5.1a
The “Career Exploration & Pathways” section in the Course Implementation Guide describes how career awareness is embedded throughout the course. Most lessons include a “Career Connection” activity in which students explore a career related to the lesson content through research, comparison, analysis, or simulated professional experiences. Students also explore various careers via instructional videos in which subject-matter experts (SMEs) offer authentic insight into real-world professions, industry expectations, and career pathways. These opportunities help students connect classroom learning to future education and careers that are aligned with the course TEKS.
Additionally, during the “Career Plan Project” in the “Floral Design Basics: Career Opportunities” lesson, students develop a step-by-step plan on training, education, and career progression to understand how to have a successful career tied to the floral design industry. The provided rubric gives detailed parameters that prompt students to take a deep look into floral design industry careers.
Evaluation for 5.1b
The “Career Connection: Job Research” activity in the “Sympathy Arrangements: Indoor Plants” lesson provides students with opportunities to research and analyze career information related to the floral design industry. Students gather detailed information about a selected career and create a visual presentation to share their findings, using career research to make informed decisions about potential career paths. This activity supports data-driven investigations of careers, aligned with the course TEKS.
Additionally, the “Career Interest Project” found in the “Floral Design Basics: Career Opportunities” lesson engages students in data-driven career exploration, aligned with the course TEKS. Students research four occupations of interest to evaluate critical workforce components, including job outlook, responsibilities, required education, and potential employers. The activity concludes with a personal reflection, allowing students to use workforce data to map out future career pathways.
Evaluation for 5.1c
“Career Connection” activities and projects within the “Floral Design Basics: Career Opportunities” lesson are structured to support individual career goal development and postsecondary planning. Students analyze diverse occupational paths within the floral design industry and outline a strategic plan to obtain the necessary education, training, and professional certifications. The lesson’s “Create a Career Plan” project extends this learning by requiring students to research postsecondary education options, practical experiences, licenses, and credentialing requirements to build a personalized career road map.
Additionally, in the “Floral Design: Showcase Portfolio Capstone” lesson, students develop a comprehensive work portfolio that reflects their proficiencies and capabilities to demonstrate their value as a potential employee.
Evaluation for 5.2a
The “Floral Design Basics: Career Opportunities” lesson plan provides educators with explicit (direct) instructional guidance for teaching professional standards and career readiness skills, aligned to the Floral Design TEKS and the Texas CTE Employability Skills Standards. The lesson plan includes clearly defined goals, objectives, and a class-by-class instructional sequence with “Action Plans,” instructional presentations, vocabulary support, key concepts, and “Checks for Understanding.” These resources guide educators in delivering direct instruction on career opportunities; industry expectations; and the education, training, and certifications that are required for careers in the floral design industry. These structured instructional components provide educators with clear guidance for developing students’ professional awareness and employability skills.
Additionally, The “Floral Design Basics: Employability Skills” lesson plan provides educators with explicit (direct) instructional guidance for teaching professional standards and employability skills. These skills are aligned with the Floral Design TEKS and the Texas CTE Employability Skills Standards regarding professionalism, ethical conduct, workplace expectations, and employability skills that are relevant to careers in the floral design industry.
Evaluation for 5.2b
The Course Implementation Guide provides a structured sequence of unit- and lesson-level instruction that embeds career development activities throughout the course. Students engage in authentic tasks such as career planning projects, career mapping activities, online job searches, and mock interview activities that strengthen career exploration, professional communication, and workforce readiness. These embedded learning experiences provide meaningful opportunities for students to develop employability skills, in alignment with the course TEKS and the Texas CTE Employability Skills Standards.
Furthermore, the “Professional and Technical Skills Snapshot” in the Course Implementation Guide identifies career development activities and employability skills that are intentionally embedded throughout the course. This snapshot highlights opportunities for students to develop professional communication, collaboration, leadership, customer service, career planning, and workplace readiness through authentic instructional tasks and industry-relevant learning experiences. These opportunities prepare students for postsecondary education and careers in the floral design industry, while aligning with the course TEKS and the Texas CTE Employability Skills Standards.
Evaluation for 5.2c
As noted in the course materials, each lesson contains a “Vocabulary Handout” that reinforces academic and technical vocabulary throughout career-focused instruction. These handouts support alignment with the course TEKS and the Texas CTE Employability Skills Standards. For example, the “Vocabulary Handout” from the “Personal Floral Designs: Boutonnieres” lesson identifies the academic, professional, industry, and technical vocabulary that is necessary for mastery of the lesson content and careers in the floral design industry. The handout includes specialized terminology such as analogous tones, antitranspirant, collaring, floral tape, focal area, grouping, pin-on boutonniere, pocket square boutonniere, scoring, and sepal, ensuring that students develop and apply the professional language of the floral design industry.
Additionally, the “Vocabulary Handout” in the “Design Tools” lesson emphasizes the use of academic, professional, and technical vocabulary related to floral design tools and industry practices. The handout introduces specialized terminology that is necessary for understanding and communicating within the floral design industry, while reinforcing the professional language that students use during career-focused instruction and hands-on learning experiences. As described by the publisher, each lesson contains a “Vocabulary Handout” that identifies academic, professional, industry, and technical vocabulary related to the lesson content, providing consistent opportunities for students to develop career-specific language aligned with the course TEKS and the Texas CTE Employability Skills Standards.
5.1 Career Investigations
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.
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.
1 out of 1 points
Evaluation for 5.1a
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.
1 out of 1 points
Additionally, during the “Career Plan Project” in the “Floral Design Basics: Career Opportunities” lesson, students develop a step-by-step plan on training, education, and career progression to understand how to have a successful career tied to the floral design industry. The provided rubric gives detailed parameters that prompt students to take a deep look into floral design industry careers.
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.
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.
1 out of 1 points
Evaluation for 5.1b
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.
1 out of 1 points
Additionally, the “Career Interest Project” found in the “Floral Design Basics: Career Opportunities” lesson engages students in data-driven career exploration, aligned with the course TEKS. Students research four occupations of interest to evaluate critical workforce components, including job outlook, responsibilities, required education, and potential employers. The activity concludes with a personal reflection, allowing students to use workforce data to map out future career pathways.
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).
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).
1 out of 1 points
Evaluation for 5.1c
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).
1 out of 1 points
Additionally, in the “Floral Design: Showcase Portfolio Capstone” lesson, students develop a comprehensive work portfolio that reflects their proficiencies and capabilities to demonstrate their value as a potential employee.
5.2 Career Development
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.
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.
1 out of 1 points
Evaluation for 5.2a
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.
1 out of 1 points
Additionally, The “Floral Design Basics: Employability Skills” lesson plan provides educators with explicit (direct) instructional guidance for teaching professional standards and employability skills. These skills are aligned with the Floral Design TEKS and the Texas CTE Employability Skills Standards regarding professionalism, ethical conduct, workplace expectations, and employability skills that are relevant to careers in the floral design industry.
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.
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.
1 out of 1 points
Evaluation for 5.2b
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.
1 out of 1 points
Furthermore, the “Professional and Technical Skills Snapshot” in the Course Implementation Guide identifies career development activities and employability skills that are intentionally embedded throughout the course. This snapshot highlights opportunities for students to develop professional communication, collaboration, leadership, customer service, career planning, and workplace readiness through authentic instructional tasks and industry-relevant learning experiences. These opportunities prepare students for postsecondary education and careers in the floral design industry, while aligning with the course TEKS and the Texas CTE Employability Skills Standards.
5.2c
Materials emphasize the use of academic, professional, and technical vocabulary during career development opportunities.
Materials emphasize the use of academic, professional, and technical vocabulary during career development opportunities.
1 out of 1 points
Evaluation for 5.2c
Evaluation for 5.2c
Materials emphasize the use of academic, professional, and technical vocabulary during career development opportunities.
1 out of 1 points
Additionally, the “Vocabulary Handout” in the “Design Tools” lesson emphasizes the use of academic, professional, and technical vocabulary related to floral design tools and industry practices. The handout introduces specialized terminology that is necessary for understanding and communicating within the floral design industry, while reinforcing the professional language that students use during career-focused instruction and hands-on learning experiences. As described by the publisher, each lesson contains a “Vocabulary Handout” that identifies academic, professional, industry, and technical vocabulary related to the lesson content, providing consistent opportunities for students to develop career-specific language aligned with the course TEKS and the Texas CTE Employability Skills Standards.
Rubric Section 6
Experiential Learning and Applied Problem Solving
Materials provide students with opportunities to develop, reinforce, and apply their knowledge and skills through hands-on experiences and real-world problem-solving.
Total
100% (6 out of 6 points)
Evaluation for 6.1a
The Educator Resource Guide provides hands-on learning experiences that connect classroom instruction to the floral design industry. Students identify plant materials, apply the elements and principles of design, create floral arrangements using industry tools and techniques, evaluate completed designs, and develop a professional portfolio. Each lesson includes a “Career Connection” activity that allows students to research careers and/or explore professional experiences related to the lesson. Subject-matter expert videos introduce students to industry professionals and career pathways.
Additionally, the “Planning Floral Arrangements” lesson plan includes a “Bloom Blueprint” project, in which students plan and create a floral arrangement. Through this hands-on classroom experience, students apply technical floral design skills while developing problem-solving, planning, and communication skills in a real-world context.
Evaluation for 6.1b
For the “Wrist Corsage” project in the “Personal Floral Designs: Corsages” lesson, students receive information on the importance of this floral arrangement from industry and business perspectives. Then, students prepare related supply lists and a technical practicum demonstration. Students are required to use multiple industry-specific suppliers and tools in the creation of a corsage.
Additionally, for the “Bloom Blueprint” project, students plan and create a floral arrangement using fresh flowers and hard goods from the lesson’s supply list. By using industry-standard floral materials during this hands-on project, students gain experience with the tools and supplies that are commonly used in the floral design industry.
Evaluation for 6.1c
The “Assessment Framework” section in 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 activities.
Furthermore, every lesson features a dedicated vocabulary framework that defines all relevant academic, professional, and technical terminology. These targeted terms are systematically integrated and reinforced throughout the instructional materials.
Evaluation for 6.2a
The “Experiential Learning & Real-World Application” section of the Course Implementation Guide explains that students should apply academic and technical knowledge through hands-on floral design projects, plant identification activities, business-based problem-solving, and career-connected experiences. Students plan, create, evaluate, and improve floral arrangements while solving industry-specific design problems and applying skills that are aligned to the course TEKS.
Additionally, the “Professional & Technical Skills Snapshot” in the Course Implementation Guide shows that students must apply academic and technical knowledge through authentic floral design tasks that are aligned to the course TEKS. Lessons develop skills in design principles, floral mechanics, arrangement construction, business practices, and professional communication. Students use these skills to solve industry-specific design problems and create floral products that reflect real-world expectations in the floral design industry.
Evaluation for 6.2b
The “Professional & Technical Skills Snapshot” in the Course Implementation Guide shows that students must analyze and apply information through lessons focused on business strategies, pricing, design principles, arrangement construction, and professional communication. Students evaluate design choices, apply business concepts, and use technical knowledge to make informed decisions that are aligned to the course TEKS.
In the “Floral Arrangement Challenge: Centerpieces” lesson, students complete a written justification and explanation of their design elements and choices based on identified industry trends for the “Kokedama Centerpiece” activity. The lesson extends this work further by requiring students to develop a color theory statement that explains their design choices. Students must use industry-specific terms and write a design justification statement that explains the mechanical and aesthetic choices for their arrangement. Then, students must evaluate qualitative design factors, including the elements and principles of design, floral design trends, and aesthetic decision-making, and justify their choices in writing. This work mirrors the analytical and communication expectations of professional floral designers and event industry professionals, in alignment with the course TEKS.
Evaluation for 6.2c
The “Experiential Learning & Real-World Application” section of the Course Implementation Guide explains that students must participate in career-connected experiences, plant identification activities, and business-based problem-solving. These activities encourage students to research industry topics, evaluate information, and apply their findings while completing authentic floral design projects.
Additionally, for the “Career Connections: Career Interview” activity, students engage in inquiry-based learning as they watch interviews with industry professionals, including a director of learning and development, an employee communication and recognition manager, and an office coordinator. Students answer questions that require them to analyze existing careers, identify career-specific expectations, and connect professional experiences to course content. They formulate responses based on what they learned from industry professionals, using the interviews as authentic industry sources to investigate real-world career pathways and workforce expectations that are aligned to the course TEKS.
6.1 Experiential Learning
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.
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.
1 out of 1 points
Evaluation for 6.1a
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.
1 out of 1 points
Additionally, the “Planning Floral Arrangements” lesson plan includes a “Bloom Blueprint” project, in which students plan and create a floral arrangement. Through this hands-on classroom experience, students apply technical floral design skills while developing problem-solving, planning, and communication skills in a real-world context.
6.1b
Materials provide opportunities for students to use relevant industry-specific materials (e.g., technical texts/manuals, equipment, technology, supplies) during experiential learning.
Materials provide opportunities for students to use relevant industry-specific materials (e.g., technical texts/manuals, equipment, technology, supplies) during experiential learning.
1 out of 1 points
Evaluation for 6.1b
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.
1 out of 1 points
Additionally, for the “Bloom Blueprint” project, students plan and create a floral arrangement using fresh flowers and hard goods from the lesson’s supply list. By using industry-standard floral materials during this hands-on project, students gain experience with the tools and supplies that are commonly used in the floral design industry.
6.1c
Materials emphasize the use of academic, professional, and technical vocabulary during experiential learning opportunities.
Materials emphasize the use of academic, professional, and technical vocabulary during experiential learning opportunities.
1 out of 1 points
Evaluation for 6.1c
Evaluation for 6.1c
Materials emphasize the use of academic, professional, and technical vocabulary during experiential learning opportunities.
1 out of 1 points
Furthermore, every lesson features a dedicated vocabulary framework that defines all relevant academic, professional, and technical terminology. These targeted terms are systematically integrated and reinforced throughout the instructional materials.
6.2 Applied Problem Solving
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.
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.
1 out of 1 points
Evaluation for 6.2a
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.
1 out of 1 points
Additionally, the “Professional & Technical Skills Snapshot” in the Course Implementation Guide shows that students must apply academic and technical knowledge through authentic floral design tasks that are aligned to the course TEKS. Lessons develop skills in design principles, floral mechanics, arrangement construction, business practices, and professional communication. Students use these skills to solve industry-specific design problems and create floral products that reflect real-world expectations in the floral design industry.
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.
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.
1 out of 1 points
Evaluation for 6.2b
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.
1 out of 1 points
In the “Floral Arrangement Challenge: Centerpieces” lesson, students complete a written justification and explanation of their design elements and choices based on identified industry trends for the “Kokedama Centerpiece” activity. The lesson extends this work further by requiring students to develop a color theory statement that explains their design choices. Students must use industry-specific terms and write a design justification statement that explains the mechanical and aesthetic choices for their arrangement. Then, students must evaluate qualitative design factors, including the elements and principles of design, floral design trends, and aesthetic decision-making, and justify their choices in writing. This work mirrors the analytical and communication expectations of professional floral designers and event industry professionals, in alignment with the course TEKS.
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.
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.
1 out of 1 points
Evaluation for 6.2c
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.
1 out of 1 points
Additionally, for the “Career Connections: Career Interview” activity, students engage in inquiry-based learning as they watch interviews with industry professionals, including a director of learning and development, an employee communication and recognition manager, and an office coordinator. Students answer questions that require them to analyze existing careers, identify career-specific expectations, and connect professional experiences to course content. They formulate responses based on what they learned from industry professionals, using the interviews as authentic industry sources to investigate real-world career pathways and workforce expectations that are aligned to the course TEKS.