iCEV Agricultural Science Site – Livestock & Poultry Production

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

The Course Implementation Guide includes a “Course at a Glance” section with a detailed list of all of the TEKS and ELPS that are covered in each lesson. For example, in the “Blue and Gold Experience: SAE Programs” lesson, the guide aligns the lesson to TEKS 1.A, TEKS 1.B, TEKS 2.A, TEKS 2.C, and multiple ELPS.

The “Professional and Technical Skills Snapshot” section of the Course Implementation Guide includes a chart that indicates which technical skills are covered in each lesson throughout the curriculum. For example, skills such as Animal Care Practices and Business Management are mapped across lessons to show coverage and progression.

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

The “Sequencing and Pacing Snapshot” section of the Course Implementation Guide includes a pacing guide, a scope and sequence, and lesson overviews to guide educators in implementation across various schedules, including traditional and block. Each unit shows how educators can adjust lessons to fit within the days and times allowed by the school calendar.

The “Sequencing & Pacing Snapshot” section of the Course Implementation Guide provides guidance and support for implementing the materials across various school types, including Pathways in Technology Early College High School (P-TECH), traditional, and Early College High Schools (ECHS). The guide suggests how time frames can be adjusted to accommodate different instructional calendars. For example, for P-TECH and ECHS schools, the guidance recommends planning foundational instruction to prepare students for dual credit expectations and ensure that capstone or credentialing components do not conflict with college exam schedules.

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

The “Course Design Snapshot” section of the Course Implementation Guide provides a rationale that explains the unit and lesson order. It describes how scaffolded instruction strategically supports students’ progression from introductory content through application and evaluation.

The “Experiential Learning & Real-World Application” section of the Course Implementation Guide describes how the Livestock & Poultry Production course includes extensive, authentic learning tasks and applied problem-solving expectations that are aligned to real-world animal health, care and reproduction practices, business operations, and professional standards. The materials note that students participate in experiential learning opportunities through case-based scenarios, hands-on activities, and career-connected leadership activities.

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

The “Instructional Delivery by Unit” section of the Course Implementation Guide provides an overview of student expectations and learning objectives for each unit. For example, unit 1 focuses on an introduction to Future Farmers of America (FFA) and encourages active participation while fostering an appreciation for FFA’s impact on personal growth and leadership.

The “Instructional Delivery by Unit” section of the Course Implementation Guide describes how each lesson follows a specific structure and lesson cycle that includes an overview, essential questions, an activity, and an exit ticket. The materials provide a step-by-step guide for educators that supports direct instruction, student exploration, and formative assessments.

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

The Educator Resource Guide helps educators understand the design, purpose, and implementation of the program. The guide also provides supports such as activity explanations and assessment frameworks.

The “iCEV Tutorials” page provides instructional leaders with assistance on completing tasks within the platform, such as adding educators and managing pretests and posttests.

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

The “Instructional Delivery by Unit” section of the Course Implementation Guide provides a complete overview of each unit and the classes within it. This information gives educators background content knowledge needed to teach the concepts and technical skills in the course. For example, the “Injection Techniques” unit overview informs educators that students will gain proper knowledge about administering livestock injections.

Each lesson contains a “Vocabulary Handout” that provides academic, professional, and technical vocabulary for both educators and students. For example, the “Communicating Findings in Livestock and Poultry Production” lesson includes a “Vocabulary Handout” that highlights key terms such as non-textual elements and peer-reviewed scientific papers.

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

The Course Implementation Guide includes a “Family/Caregiver Welcome Letter” that provides an overview of the course. The letter explains what students will learn and how that learning applies to real-world expectations and career readiness. The letter also encourages family involvement by explaining how caregivers can support their student by discussing course content, encouraging consistent participation, and asking about course experiences, FFA involvement, and/or livestock-related projects.

The “Progress Monitoring Tools in iCEV” section of the Educator Resource Guide describes how program materials allow families to understand the progression of learning and explains expectations for student performance. Printable resources, “Vocabulary Handouts,” and translated materials further strengthen accessibility for multilingual households.

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).

Each lesson plan documents the TEKS and ELPS, lesson objectives, a class overview that includes necessary materials, essential questions, and final assessments in a step-by-step format. For example, the “Fundamentals of Animal Body Systems: Muscular” lesson plan provides the educator with an action plan, a video segment, a “Vocabulary Handout,” student handouts, “Checks for Understanding,” and a “Muscle Type Matching” activity.

Each lesson provides a comprehensive overview, essential questions, and a step-by-step guide for each class period. For example, the “Government’s Role in Animal Agriculture” lesson plan provides the educator with an action plan, a “Vocabulary Handout,” key concepts, PowerPoint slides, and “Checks for Understanding.” The third class period concludes with an exit ticket that prompts students to identify which requirement they believe is most important in organic livestock production.

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

The lesson overview within each lesson provides the educator with materials such as PowerPoint slides and “Vocabulary Handouts,” along with suggestions for timing and pacing. For example, the “Government’s Role in Animal Agriculture” lesson provides a suggested seat time of five classes and 250 minutes of instruction.

The “Sequencing & Pacing Snapshot” section of the Course Implementation Guide provides guidance on suggested timing for each component of a lesson. For example, the snapshot recommends 1–2 minutes for PowerPoint delivery and 40–90 minutes for working on projects.

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

The “Instructional Delivery by Unit” section of the Course Implementation Guide includes extension content that allows students to go beyond the lesson to deepen their understanding of the material. This content emphasizes Career and Technical Student Organizations (CTSOs) that extend the benefits of Career and Technical Education (CTE) programs. For example, in the “Livestock and Poultry Diseases” unit, students can connect course materials to FFA competitions, including the Poultry Evaluation Career Development Event (CDE) and the Livestock Evaluation CDE.

The “Professional & Technical Skills Snapshot” section of the Course Implementation Guide identifies when skills are intentionally embedded in specific lessons throughout the curriculum. Educators can use the guide to identify when skills should be emphasized, which allows for increased rigor and mastery-based thinking.

Each lesson plan includes suggested projects and activities for extended learning. It also lists the Career & Technical Student Organizations (CTSOs) and contests that apply to the lesson. For example, the “Fundamentals of Livestock Nutrition: Feed & Feedstuffs” lesson suggests that students should explore FFA Farm Business Management and FBLA Agribusiness contests. Related to the “Design Challenge: Livestock Facilities” lesson, students can tour local livestock facilities to identify examples of each design consideration. They also can review local producer facility descriptions and suggest improvements using the challenge’s considerations.

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

The “iCEV Assessment Framework” section of the Educator Resource Guide describes a comprehensive assessment system that is embedded in the course to encourage growth within the course. This system includes diagnostic assessments, formative assessments, skill-based tasks, and summative assessments. For example, formative assessments evaluate students’ understanding of key vocabulary, concepts, and procedures throughout instruction.

The “Pretest/Posttest TEKS Blueprint” section shows the TEKS alignment to the questions on pretests and posttests and offers insight into the varying levels of complexity in question stems. For example, some questions require students to identify, while other questions ask students to compare.

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

The “iCEV Assessment Framework” section of the Educator Resource Guide describes a comprehensive assessment system that is embedded in the course to encourage growth within the course. This system includes diagnostic assessments, formative assessments, skill-based tasks, and summative assessments. An example of a summative assessment is a hands-on project. Students can complete projects to showcase mastery of technical skills, either individually or in groups, to simulate workplace skills.

The “iCEV Assessment Framework” section of the Course Implementation Guide explains the types of assessments that are found in iCEV courses. For example, summative assessments are embedded in the format of final assessments, projects, and a course posttest. Summative assessments require students to apply their knowledge of the content and analyze specific scenarios.

The “iCEV Assessment Framework” section of the Course Implementation Guide explains the types of assessments that are found in the course. For example, each unit ends with a final assessment that includes varied question types such as multiple choice, fill in the blank, and choice matrix.

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

The “Assessment Framework” section of the Course Implementation Guide provides educators with specific guidance on how to administer different types of assessments. For example, skill development and demonstration can be done with Projects and Activities or Guided Instruction. The resource provides the educator with sections about Definition/Purpose, When to Implement, Time Estimates, Who/Grouping, Resources to Facilitate, and support for Improving Student Performance.

The iCEV Tutorial series includes a section called “Managing Pretests & Posttests.” This tutorial provides guidance on how to access pretest and posttest tools plus a step-by-step guide to administering, viewing, and interpreting results. For example, the educator has the autonomy to enable and activate tests, approve students to test, and reset a test (if needed).

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

The “Pretest/Posttest Blueprint” section outlines the diagnostic tests in the course and shows the TEKS alignment to questions. For example, this resource provides a Knowledge and Skills Statement, Student Expectations, and iCEV lesson titles to guide the educator to the specific lesson where the TEKS are addressed.

The “TEKS Alignment” section provides correlations of the lessons to the TEKS. Each assessment is aligned to the TEKS within the lesson. For example, this resource clearly defines the expectation, the breakout of the TEKS, and where a specific TEKS is addressed (e.g., slide numbers, specific names of activities/projects/handouts, and a description of the exact location).

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

The “Pretest/Posttest Blueprint” section outlines the diagnostic tests in the course and shows the TEKS alignment to questions. Each item supports varying levels of rigor for the TEKS for the course. For example, a student might examine, understand, apply, analyze, and/or demonstrate the items that are outlined in the TEKS.

The “iCEV Assessment Framework” section of the Course Implementation Guide explains the types of assessments that are found in the course. For example, each unit ends with a final assessment that includes varied question types such as multiple choice, fill in the blank, and choice matrix.

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

The Educator Resource Guide shows educators how to interpret students’ progress. For example, the Progress Snapshot provides a visual aid that shows students’ performance and growth toward mastery of the TEKS. White shows that a student is on track, yellow shows that a student is approaching proficiency, and red shows that a student needs intervention. This snapshot allows educators to quickly identify trends, group together students strategically, and adjust instruction.

The Course Grades Report provides the educator with a summary that shows how students answered each question on an assessment, so the educator can make class-wide comparisons. For example, the educator has the ability to run reports for students (all or specific) and lessons (all or specific). Additionally, the educator can run a report that looks at percentages or points, specific date ranges, and Report Mode, which allows the educator to examine first, last, average, highest, or all scores.

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

The “Feedback Cycle Supports” section of the Educator Resource Guide provides educators with explicit information about feedback cycles in an iCEV classroom, including immediate Auto-Grade Feedback, Peer Feedback During Project Work, and Targeted Small-Group Interventions. These feedback supports allow educators and students to identify specific areas of mastery, trends in performance, and areas that might need to be retaught.

The Pretest/Posttest Report within the online iCEV platform shows which students took both pretests and posttests. If only the pretest was taken, only those scores would show. Performance on pretests can be used to target instruction, based on students’ mastery. The report provides a breakdown of each standard and corresponding pretest and posttest scores, along with the growth percentage.

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

The online educator dashboard includes a Reports Menu that provides a Progress Snapshot for educators. This report provides a color-coded visual summary that categorizes performance of students in the class as “on track,” “approaching,” or “needs attention.” The educator can also view an individual student’s Progress Snapshot by clicking on the student’s name; this snapshot includes specific scores in each module and lists which TEKS are addressed.

The online Course Grades Report captures students’ performance across all lesson and course assignments. Grades from auto-graded interactive activities, including “Checks for Understanding” and final assessments, are recorded automatically within the platform. For example, if a student did not complete an assignment, the corresponding grade cell will remain blank until the assignment is submitted. Students and educators can view this report at any time.

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

In the “Differentiation & Learner Supports in iCEV” section of the Educator Resource Guide, educators receive guidance on how to reduce barriers for diverse students. These supports include course customization, the ability to set assessment attempt thresholds (to give students an opportunity to improve), translation tools, and structured vocabulary supports (to provide scaffolding for English Language Learners). For example, the program allows educators to personalize learning by customizing options, lesson visibility controls, and varied pacing.

In the “Instructional Delivery by Unit” section of the Course Implementation Guide, accommodations, modifications, and extensions are provided for each lesson. These supports help educators meet the needs of diverse students while maintaining alignment to course standards. For example, intentional adjustments can be made regarding time, complexity, and/or performance expectations, and opportunities are provided to increase rigor through critical thinking, expanded application, and/or real-world application of learning.

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).

Each lesson in the course includes a “Vocabulary Handout” that identifies academic, professional, and technical vocabulary related to the lesson’s content. For example, in the “Vocabulary Handout” for the “Fundamentals of Animal Body Systems: Muscular” lesson, students are presented with terms such as aerobic respiration and fast-twitch muscle fibers.

This course is science-heavy and technical, but it does include pre-teaching and embedded supports for unfamiliar vocabulary and references in text. For example, in the video component of the “Fundamentals of Animal Body Systems: Digestive” lesson, students are presented with details, including the fact that the small intestine is “... filled with very, very fine finger-like projections called villi and microvilli.” This statement uses simile/analogy to describe shapes. Another example in the video is depicted using verbiage including “The rumen’s main job is a mixing bath to keep those microbes happy.” This statement uses both a metaphor and personification, as a rumen is not literally a bath and microbes do not display feelings of happiness.

The “ELPS Guide” section provides a “Key iCEV Features & Instructional Materials” sub-section for each domain that is embedded into the program. For example, the program enables text-to-speech capabilities throughout to provide students with support for unfamiliar words in lessons and activities.

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.

In the Educator Resource Guide, educators receive advice on how to increase rigor through extensions. “Extensions provide opportunities to deepen or broaden learning for students who demonstrate readiness for additional challenges. Extensions increase rigor through expanded application, critical thinking, or real-world connection while maintaining alignment to course standards.” In this program, the materials provide enrichment opportunities through advanced application activities, research assignments, and industry-connected learning experiences that extend students’ understanding beyond foundational animal science concepts. Students apply technical knowledge to authentic agricultural scenarios and career-focused tasks.

In the “Instructional Delivery by Unit” section of the Course Implementation Guide, extensions are provided for each lesson to help educators meet the needs of diverse students while maintaining alignment with course standards. Opportunities to increase rigor through critical thinking, expanded application, and/or real-world application of learning are embedded in the course. For example, in the “Citizenship Basics” lesson, students are encouraged and challenged to continue to serve their community by participating in another volunteer opportunity after they build lasting connections in their first volunteering experience.

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

The lesson plan found on each lesson page contains suggested accommodations and modifications to support students who receive services through special education, an Individualized Education Program (IEP), or a 504 plan. For example, in the “Fundamentals of Animal Body Systems: Muscular” lesson, students are expected to match muscles from an animal’s body to the correct muscle type. Suggested accommodations for students include allowing them to work with a partner, while a modification provides students with links to images of the muscles.

In the “Differentiation & Learner Supports in iCEV” section of the Educator Resource Guide, accommodations and modifications are provided for each lesson. They assist educators in meeting the needs of diverse students while maintaining alignment to course standards. Examples of these supports include intentional adjustments regarding time, complexity, or performance expectations; alternative assignments; and/or modified grading criteria.

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

The lesson plan found on each lesson page provides direct support so educators can utilize all materials in sequential order. The educator is provided with a step-by-step guide that includes essential questions, “Bell Ringer” activities, scripts from embedded videos (if applicable), activities, and all handouts. Each iCEV lesson plan follows the same format and can be found at the top of each lesson page. For example, in class 1 of the “Fundamentals of Animal Body Systems: Muscular” lesson, three essential questions address two of the lesson objectives regarding describing functions of the muscular system and analyzing types and structures of muscles.

The “Instructional Delivery by Unit” section of the Course Implementation Guide organizes lesson materials into a logical and cohesive progression. For example, each unit overview provides educators with clear guidance for implementation, incorporating increasing levels of rigor, key concepts, “Checks for Understanding,” and essential questions that support students’ mastery of the content.

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

The “Experiential & Real World Application” section of the Course Implementation Guide provides explicit educator guidance for effective lesson delivery, including when to implement, resources to facilitate (e.g., notes, vocabulary, videos, and hands-on activities), “Checks for Understanding,” and exit tickets. For example, an animal science-based curriculum includes applied problem solving, hands-on activities, career-connected leadership activities, and experiential learning opportunities.

The “Instructional Supports in iCEV” section of the Educator Resource Guide provides specific examples for educators regarding direct instruction, guided and independent practice, and feedback cycles. For example, the educator receives guidance on utilizing lesson videos and/or slide presentations to model processes step by step, such as demonstrating a technical skill, solving a problem, or analyzing a scenario.

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

The “Instructional Supports in iCEV” section of the Educator Resource Guide provides specific examples for educators regarding direct instruction, guided and independent practice, and small-group activities. For example, small-group activities, “Think-Pair-Share” activities, and peer feedback during project work directly promote collaborative learning.

The “Instructional Delivery by Unit” section of the Course Implementation Guide provides educators with support for incorporating whole-group instruction, small-group activities, and independent practice to help students achieve mastery of the content. For example, each unit begins with a whole-group introduction to key concepts and ends with projects, performance-type tasks, and/or assessments that allow students to demonstrate their learning.

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

The materials include linguistic accommodations that are differentiated by the levels of language proficiency defined in the ELPS. The “ELPS Guide” section of the Course Implementation Guide includes a 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 includes 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 a 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
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.

The “Accessibility & Language Supports” sub-section of the Educator Resource Guide identifies tools and features that are available in the iCEV program, such as closed captioning, text-to-speech, and translation tools. Specific information is listed for each of those supports, which allows educators to know what those features provide. For example, closed captioning for emergent bilingual (EB) students specifically connects spoken English to written text, improves vocabulary recognition and pronunciation awareness, clarifies sentence structure and academic language patterns, and provides opportunities to review and process academic language independently.

The “ELPS Guide” section emphasizes how Career and Technical Education (CTE) classrooms naturally align with ELPS language acquisition through hands-on learning, collaboration, and real-world applications. For example, in the “Applying the ELPS: Speaking in Action” subsection, the activity for “Speak using the appropriate register” includes prompting students to act out workplace scenarios that require switching between formal and informal speech (e.g., coworker and/or customer exchanges) in preparation for their project. This project requires students to deliver a formal presentation such as a safety briefing or project proposal, followed by a peer Q&A that uses both formal and informal registers to reflect a real workplace setting.

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

The “ELPS Guide” section provides strategies for meeting the ELPS that can be implemented in any lesson. For example, within the “ELPS Domain: Speaking,” lesson, in an activity to address “Speak using content area vocabulary,” students receive Bingo cards with technical vocabulary words. “As terms are used in class discussions or read aloud, students mark their cards, then use the words in example sentences during oral practice rounds.​”

The “ELPS Guide” section emphasizes how Career and Technical Education (CTE) environments naturally support language acquisition through hands-on learning, collaboration, real-world simulations, and structured academic discourse. For example, within the listening domain, students use contextual factors or word analysis to comprehend vocabulary. One suggested activity prompts educators to scaffold lessons with vocabulary charts that show Greek/Latin roots and technical cognates that are used in CTE fields. Then, educators prompt students to predict meanings, orally or in writing, based on context before confirming with multimedia resources.

The “Accessibility & Language Supports” sub-section of the Educator Resource Guide identifies tools and features that are available in the program, such as closed captioning, text-to-speech, and translation tools.

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

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

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

The “Instructional Delivery By Unit” section of the Course Implementation Guide provides detailed lesson plans that identify the TEKS and ELPS that are addressed, lesson goals, descriptions, and objectives. For example, educators receive class-by-class instructional strategies, pacing guidance, and step-by-step directions for daily teaching.

Each lesson plan within the course provides the educator with guidance on how to deliver explicit (direct) instruction to students. Each lesson within the units includes industry-specific vocabulary. For example, in the “Livestock Breeding & Reproduction” unit, students receive direct instruction on trait inheritance, then examine the topic by calculating several Punnett squares. The lesson plan also includes a “Career Connections” section that aligns industry-based expectations with the TEKS from the course. For example, one lesson requires students to conduct an online job search related to careers that were discussed during class.

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

Each lesson in the program includes a “Vocabulary Handout” that identifies academic, professional, industry, and technical vocabulary related to the lesson’s content. For example, within the “Fundamentals of Animal Body Systems: Muscular” lesson, students receive a “Vocabulary Handout” and an interactive “Vocabulary Matching” activity that reinforce vocabulary terms from the lesson.

Each lesson plan within the program provides students with an opportunity to develop, use, and apply industry-specific academic, professional, and technical vocabulary. For example, in the “Livestock Breeding & Reproduction” unit, class 2, students apply genetics practices to simulate a genetic breeding scenario for livestock, using Punnett squares to predict the phenotype of offspring.

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

The “Course Design Snapshot” section of the Course Implementation Guide describes the instructional design of the course and how it is intentionally sequenced to align with the increasing levels of rigor described in Bloom’s Taxonomy. For example, “throughout the course sequence, students advance from remembering and understanding foundational concepts to applying technical skills, analyzing animal nutrition and health, and evaluating production practices and livestock operations.”

Each lesson plan in the program provides objectives that indicate an increase in rigor as students progress through the course. For example, in the “Design Challenge: Livestock Facilities” lesson plan, to “develop an understanding of production practices,” students must research and design a livestock facility, with special consideration to animal comfort and human ease of handling, using the working knowledge of animal welfare, animal handling, and livestock production.

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

The “Professional & Technical Skills Snapshot” sub-section of the Course Implementation Guide identifies which skills are embedded, developed, and reinforced throughout the course and within each lesson in a chart. Skill sets are broken down into two sections—Professional & Employability Skills and Technical Skills—with five indicators for each. For example, anatomical knowledge, health evaluation, animal care practices, animal handling, and business management are addressed under Technical Skills.

The “Experiential Learning & Real World Application” section of the Course Implementation Guide explicitly communicates how students in the course participate in experiential learning opportunities. The use of case-based scenarios, hands-on activities, and career-connected leadership activities is aligned to real-world animal health, care, and reproduction practices; business operations; and professional standards. For example, students are provided with experiences so they are able to demonstrate mastery in skills such as data analysis, professional communication, and collaboration when they complete the course.

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

The “Course Design Snapshot” sub-section of the Course Implementation Guide offers background on the course’s design. For example, “in the opening units, student learning emphasizes foundational knowledge and understanding as students explore career opportunities in the livestock and poultry production industry, demonstrate professionalism and work-readiness skills, and familiarize themselves with the industry from a holistic view. As students progress into the anatomy, physiology, and nutrition units, they move into deeper application and analysis by explaining body system functions, analyzing how systems integrate to maintain homeostasis, examining nutrient roles, and formulating feed rations based on animal needs.”

Lessons are intentionally designed to connect new learning to students’ prior knowledge and experiences. For example, in the “Industry Basics” unit, the “Government’s Role in Animal Agriculture” lesson begins with a “Think-Pair-Share” activity and a “Bell Ringer” activity. Students respond to the prompt, “What is one example of an animal welfare policy, and what does it protect?” This activity encourages students to recall and apply knowledge from previous lessons while creating a meaningful bridge to the new content they will explore during the class period.

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

The Livestock & Poultry Production course intentionally integrates core academic skills, technical laboratory competencies, and employability skills throughout instruction. Students apply English and Language Arts (ELA) and math skills in authentic scientific contexts while developing transferable skills that are aligned to college readiness, workforce expectations, and agricultural career pathways. For example, in the “Cross-Curricular Snapshot” section of the Course Implementation Guide, in the “Fundamentals of Livestock Nutrition: Rations & Feeding Practices” lesson, math is specifically addressed when students balance feed rations.

The “Communicating Findings in Livestock & Poultry Production” lesson includes a project in which students create a presentation that outlines how they would share findings from the “Data to Communicate Activity” with two different stakeholders. This activity supports transferable knowledge and skills. For example, students use ELA skills when they utilize professional writing to identify a specific strategy to communicate with identified stakeholders. They use math skills when they utilize one non-textual element for each stakeholder throughout the project.

The materials provide meaningful opportunities for students to make cross-curricular connections to core academic content. For example, in the “Injection Techniques” lesson, students apply mathematical reasoning to determine accurate medication dosages by interpreting prescription labels and calculating appropriate measurements. This activity reinforces precision and numeracy skills within the context of animal care practices.

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

The “Professional & Technical Skills Snapshot” sub-section of the Course Implementation Guide identifies Professional & Employability Skills and Technical Skills that are present in the lessons. The repetition of skills provides students with practice and mastery of the skills. These skills are outlined in a table for quick reference and lesson planning, so educators can identify which skills need to be explicitly emphasized. For example, the “Blue & Gold Experience: SAE Programs” lesson supports oral communication, written communication, collaboration, time management, and professional behaviors.

The Livestock & Poultry Production course provides extensive, authentic learning tasks and applied problem-solving opportunities that are aligned with real-world animal health, care, reproduction practices, business operations, and professional standards. For example, students engage in case-based scenarios, hands-on activities, and career-connected leadership experiences that require them to demonstrate professionalism and effective communication; maintain animal health and business records to support data-driven decision-making; perform technical animal care skills such as medication administration and proper animal handling; and apply scientific reasoning to diagnose diseases, develop treatment and prevention plans, and implement appropriate biosecurity protocols.

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

The “Career Exploration & Pathways” subsection of the “Experiential Learning & Real-World Application” section of the Course Implementation Guide explains how career exploration is intentionally embedded throughout instruction and aligned to the knowledge and skills of each lesson. Through these integrated experiences, students build career awareness while connecting classroom learning to real-world professional settings. For example, every lesson includes a “Career Connections” activity that requires students to analyze, compare, research, and/or simulate a career related to the lesson’s content.

The “Career Exploration & Pathways” section of the Course Implementation Guide explains how the course is aligned to the TEKS. This alignment ensures that students develop industry-relevant knowledge and skills that are connected to animal science career pathways and workforce demands. Through hands-on learning experiences, students explore concepts related to animal care, health, nutrition, and production systems. For example, students can analyze animals’ needs, evaluate nutrition plans, and apply best practices for maintaining animals’ health. These experiences provide exposure to high-demand careers, including animal care specialist, animal health sales representative, animal nutrition support roles, and laboratory technician.

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

The “Experiential Learning & Real-World Application” section of the Course Implementation Guide explains learning opportunities and how career awareness and exploration are presented in the course. This explanation connects the need for technical concepts and skills that are relevant to a student’s future. For example, each lesson in the program contains a “Career Connections” section that lets students investigate careers related to the field of agriculture. These investigations utilize emerging market workforce data to support a data-driven investigation of careers. However, there is a lack of Labor Market Information (LMI). (We leaned on the “or” section of the indicator guidance statement for this course when collecting relevant evidence.)

Career awareness is intentionally embedded throughout the Livestock & Poultry Production course through “Career Connections” activities and Subject Matter Expert (SME) videos. Each lesson includes opportunities for students to explore related careers by researching, analyzing, comparing, and/or simulating professional experiences. SMEs provide authentic insight into industry expectations, career pathways, and real-world applications of course content. These experiences help students connect classroom learning to careers, identify areas of personal interest, challenge misconceptions, and broaden their understanding of opportunities within the livestock and poultry industries.

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).

“Career Connections” activities are found in content-related lessons to connect the content that is presented to a future career or skill set. Almost all lessons contain a “Career Connections” activity. For example, in the “Fundamentals of Animal Body Systems: Muscular” lesson, “students will conduct an online job search related to a career discussed in class. They will find three real-world job postings and compile the information into a comparative chart. This activity helps students understand the real-world expectations of a profession and explore career options in a structured, analytical way​.”

The “Livestock & Poultry Industry” lesson plan includes a “Career Connections” activity that engages students in career exploration through an online job search. Students use resources to identify three industry-related job postings and analyze each position’s qualifications, required education or training, salary, responsibilities, and expectations in a table. Through this investigation, students analyze different career opportunities, determine workforce requirements, and make the connection between course content and careers in the livestock and poultry industries.

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.

Lesson plans in the program include instruction for utilizing lesson materials that are focused 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. For example, in the “Professionalism in the Sciences: Animal Science” lesson plan, educators are provided with media and PowerPoint presentation materials, including activities on listening, professionalism, time management, citizenship, and task prioritization.

All lesson plans include explicit (direct) instruction for utilizing lesson materials that are focused 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. For example, the educator is provided with a step-by-step guide that includes essential questions, “Bell Ringer” activities, scripts from embedded videos (if applicable), activities, and all handouts. Each iCEV lesson plan follows the same format in both the Course Implementation Guide and within each topic area.

The “Career Exploration & Pathways” subsection of the Course Implementation Guide explains that lessons incorporate authentic scenarios and industry-based examples that simulate workplace tasks through case studies, technical skill application, industry-relevant decision-making, and problem-solving. Additionally, workplace skills such as collaboration, communication, critical thinking, professionalism, presentation, and time management are embedded in project rubrics that align with industry standards.

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

The “Professional & Technical Skills Snapshot” sub-section of the Course Implementation Guide identifies which skills are embedded, developed, and reinforced throughout the course and within each lesson in a chart. Skill sets are broken down into two sections—Professional & Employability Skills and Technical Skills—with five indicators for each. For example, anatomical knowledge, health evaluation, animal care practices, animal handling, and business management are addressed under Technical Skills.

The materials include opportunities for students to engage in career development activities. For example, in the “Professionalism in the Sciences: Livestock & Poultry Production” lesson, students participate in an activity in which they create a skit with given scenarios. This activity highlights respect for differences in the workplace, punctuality, dependability, reliability, and responsibility when reporting for duty and performing tasks as directed. It also incorporates professionalism, employability skills, technical skills, and occupational safety practices.

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

Each lesson in the course contains an interactive “Matching Vocabulary” activity that lets students practice identifying academic, professional, industry, and technical vocabulary related to the lesson’s content. For example, in the “Vocabulary Handout” for the “Fundamentals of Animal Body Systems: Muscular” lesson, students are introduced to terminology including sarcomeres, myosin, myofibrils, and fascicles. In the “Fundamentals of Animal Body Systems: Reproductive” interactive “Vocabulary” activity, students drag and drop important terms for the lesson, including vas deferens, seminal vesicles, ovaries, oviduct, and cervix.

The materials reinforce academic and technical vocabulary associated with livestock and poultry industries during career exploration activities. Students use professional terminology while researching careers, discussing industry expectations, and completing employability tasks. Career readiness activities require students to apply technical agricultural vocabulary, professional communication terms, and workplace language while investigating agricultural careers and preparing for future employment.

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

The “Experiential Learning & Real-World Application” section of the Course Implementation Guide explains learning opportunities and describes how career awareness and exploration are presented in the course, connecting the need for technical concepts and skills that are relevant to a student’s future. For example, students must demonstrate professionalism, leadership, and communication; manage animal health and business operations through record keeping and data-driven decision making; and perform technical skills such as medication administration, animal handling, and use of tools and equipment for animal care practices while applying scientific reasoning to diagnose diseases, develop treatment and prevention plans, and implement biosecurity protocols.

The program showcases experiential learning through classroom experiences, including labs, workplace simulations, and project-based learning, to reinforce real-world application of skills. For example, in the “Professionalism in the Sciences: Livestock & Poultry Production” lesson plan, students learn about essential work habits; workplace health and safety; and respect, merit, and equal opportunity in the workplace. As an application, students participate in the “Professionalism Skit” activity and an “Employee Handbook” project to reinforce employability skills.

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

The materials in the Livestock & Poultry Production course provide opportunities for students to use industry-specific skills to mirror real-world workplace and industry scenarios and expectations. For example, in the “Injection Techniques” lesson plan, students complete an “Injection Techniques” activity in which they practice administering intramuscular, subcutaneous, and intravenous injections using needles and syringes that are utilized in the animal science industry.

The “Assessment Framework” section of the Course Implementation Guide outlines a variety of assessment opportunities, including Skill Development Activities and Projects, that provide students with authentic experiences using industry-specific materials and resources. Throughout the course, students engage with technical texts, reference materials, digital resources, laboratory equipment, tools, and supplies that reflect those used in the animal science industry. These hands-on learning experiences require students to apply technical knowledge and employability skills in realistic contexts while completing performance-based tasks and projects. By using industry-relevant materials during experiential learning, students gain practical experience, strengthen technical proficiency, and develop the confidence needed to successfully transition to postsecondary education and careers in the animal science field.

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

The “Career Exploration & Pathways” subsection of the Course Implementation Guide explains that the course supports student development of technical, employability, and industry skills. Lessons incorporate authentic scenarios and industry-based examples that simulate workplace tasks through case studies, technical skill application, and industry-relevant decision-making and problem-solving. For example, to ensure workforce readiness, students must demonstrate mastery of skills including disease identification, prevention, and treatment, feed ration formulation, biosecurity planning, ethical practice, and regulatory compliance awareness.

The course consistently provides materials that emphasize the use of academic, technical, and professional vocabulary during experiential learning opportunities. For example, in the “Feed Management Handbook” project within the “Fundamentals of Livestock Nutrition: Rations & Feeding Practices” lesson, students apply academic, professional, and technical animal science vocabulary while developing an employee handbook that explains feed management practices, communicates industry procedures, and reinforces appropriate terminology used in livestock production.

The “Assessment Framework” section of the Course Implementation Guide outlines a variety of assessment types, including skill development activities and projects, that reinforce the use of academic, professional, and technical vocabulary during experiential learning. Students apply industry-specific terminology while completing hands-on activities, interpreting technical information, participating in discussions, and demonstrating their understanding of animal science concepts. Assessments require students to communicate using appropriate technical language through written responses, presentations, project documentation, and collaborative activities. By consistently integrating discipline-specific vocabulary into authentic learning experiences, the materials strengthen students’ content knowledge, improve communication skills, and prepare them to use professional language confidently in postsecondary education and future careers.

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

The “Professional and Technical Skills Snapshot” section of the Course Implementation Guide includes a chart that indicates which Professional & Employability Skills and Technical Skills are covered in each lesson throughout the curriculum. For example, professional skills include oral and written communication, professional behaviors, collaboration, and time management. Technical skills include animal handling, medical terminology, anatomical knowledge, clinical procedures, and diagnostic skills.

The course consistently provides materials that include opportunities for students to apply academic and technical knowledge and skills to authentic, real-world, industry-specific problems and evaluate solutions, as applicable to the level of the course and in alignment with the course TEKS. For example, in the “Veterinary Responsibility” activity within the “Veterinary Laws & Ethics” lesson, students apply veterinary ethics to authentic workplace scenarios by creating and performing role-play situations that require them to analyze professional challenges, determine appropriate courses of action based on the Principles of Veterinary Ethics, and justify ethical decisions within a veterinary setting.

The “Experiential Learning & Real-World Application” section of the Course Implementation Guide provides opportunities for students to apply academic and technical knowledge to authentic, industry-specific situations that are aligned with the course TEKS. Through laboratory investigations, workplace simulations, and project-based learning, students use technical concepts and problem-solving skills to address real-world challenges that are encountered in the animal science industry. These experiences require students to analyze situations, develop practical solutions, evaluate outcomes, and communicate their reasoning using appropriate industry practices and terminology. By connecting classroom instruction to career-focused applications, the materials reinforce the relevance of technical knowledge and prepare students to solve problems they may encounter in postsecondary education and future careers.

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.

The “Professional and Technical Skills Snapshot” of the Course Implementation Guide includes a chart that indicates which Professional & Employability Skills and Technical Skills are covered in each lesson throughout the curriculum. For example, professional skills include oral and written communication, professional behaviors, collaboration, and time management. Technical skills include anatomical knowledge, health evaluation, animal care practices, animal handling, and business management.

The course consistently provides materials that include opportunities for students to conduct industry-related data analysis to evaluate information, identify trends, and justify decisions using qualitative and quantitative reasoning, as applicable to the level of the course and in alignment with the course TEKS. For example, in the “Supply & Demand” activity within the “Agricultural Markets: Commodities & Contracts” lesson, students examine data for 10 agricultural commodities to identify trends in supply, demand, and pricing. They also analyze market conditions, predict commodity values, and explain how factors such as surpluses, shortages, and market conditions affect agricultural prices.

The “Experiential Learning & Real-World Application” section of the Course Implementation Guide provides students with opportunities to analyze and interpret industry-related information through authentic learning experiences that are aligned with the course TEKS. As students engage in laboratory investigations, workplace simulations, and project-based activities, they collect, evaluate, and apply quantitative and qualitative data to make informed decisions and solve industry-specific problems. These experiences encourage students to identify patterns, evaluate results, and justify their conclusions using evidence and technical knowledge. By integrating data analysis into career-focused learning, the materials help students develop critical thinking and decision-making skills while reinforcing the relevance of technical concepts and industry practices to future education and careers.

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

The “Experiential Learning & Real-World Application” section of the Course Implementation Guide explains that the Livestock & Poultry Production course includes extensive, authentic learning tasks and applied problem-solving expectations that are aligned to real-world animal health, care and reproduction practices, business operations, and professional standards. The materials note that students participate in experiential learning opportunities through case-based scenarios, hands-on activities, and career-connected leadership activities.

The course consistently provides materials that include opportunities for students to engage in inquiry-based learning, as applicable to the level of the course and in alignment with the course TEKS. For example, in the “Organic vs. Conventional: Livestock Production” project within the “Government’s Role in Animal Agriculture” lesson, students research and compare organic and conventional production systems for a food animal of their choice. Students investigate housing and welfare, feeding practices, antibiotic and hormone use, regulatory oversight, and environmental impacts to develop an infographic that is supported by data, facts, and visual aids.

The “Experiential Learning & Real-World Application” section of the Course Implementation Guide provides inquiry-based learning opportunities that encourage students to investigate industry-specific topics that are aligned with the course TEKS. Through laboratory investigations, research activities, workplace scenarios, and project-based learning, students formulate questions, gather information from credible industry resources, and apply technical knowledge to explore authentic animal science concepts. These experiences require students to analyze findings, draw evidence-based conclusions, and communicate their results using appropriate technical terminology. By engaging in inquiry and research within real-world contexts, students strengthen critical thinking, problem-solving, and decision-making skills while gaining a deeper understanding of industry practices and the relevance of technical knowledge to postsecondary education and careers in animal science.