Livestock and Poultry Production 1a/1b

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

The Livestock and Poultry Production 1a/1b instructional materials provide a comprehensive “Scope and Sequence” that organizes learning across eight units in 1a and eight units in 1b and identifies the standards, concepts, and technical skills addressed throughout the course. The “Scope and Sequence” table for both 1a and 1b identifies the specific TEKS addressed, learning objectives, key concepts, industry concepts, technical skills, and suggested pacing for each unit. For example, in Livestock and Poultry Production 1a, unit 1 aligns to the TEKS related to career development, entrepreneurship, workplace expectations, and training requirements. The unit introduces concepts such as agricultural career pathways, workplace professionalism, animal welfare, and environmental stewardship while developing technical skills in researching careers, interpreting labor market information, evaluating postsecondary options, and planning career pathways in livestock and poultry production.

The “Scope and Sequence” continues this level of detail throughout the course by clearly identifying where and when additional concepts and technical skills are taught. For example, in Livestock and Poultry Production 1b, the “Scope and Sequence” for unit 2 aligns with the TEKS addressing feed rations, feed quality, forage plants, and grazing practices. The unit focuses on concepts such as animal nutrition, forage systems, grazing management, and sustainable livestock production while building technical skills in formulating feed rations, analyzing feed costs, and designing grazing management plans. By connecting learning objectives, concepts, technical skills, and the aligned TEKS within each unit, the “Scope and Sequence” for both Livestock and Poultry Production 1a and 1b provide a clear roadmap for the progression of knowledge and skill development across the course.

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

In the educator resources, the Pacing Guide supports consistent and effective implementation across multiple school models. The part 1, “Blended Learning” section provides pacing recommendations for traditional schools with daily meeting patterns or block and modified block scheduling, as well as Early College High School (ECHS) and Pathways in Technology Early College High Schools (P-TECH) programs. The Pacing Guide accommodates calendars with varying numbers of instructional days. Each table shows the recommended weeks per unit and includes pacing notes to help educators plan instruction and adjust timing. For example, the 18-week pacing plan for A/B block scheduling includes eight units, each with two weeks. The guide states that 90-minute class periods in the block schedule allow time for deeper learning, collaboration, and hands-on activities. The overview also includes pacing notes with additional guidance, advising educators to make the most of longer class sessions, using them to work on unit activities or collaborative work.

To demonstrate how the curriculum can be implemented in different settings, the materials include sample pacing plans for multiple scheduling models. In the traditional secondary school model, unit 1 begins with an introduction to course expectations and vocabulary, followed by direct instruction of core content and structured learning stations that incorporate educator conferencing, guided practice, independent learning, and collaborative application activities. The materials also include a block-schedule example that reorganizes the same content into longer instructional sessions. In this model, educators combine multiple lessons within a single class period, allowing additional time for discussion, note-taking, and application activities. For example, the first session integrates the unit introduction with lessons 1 and 2, while the second session introduces lesson 3 and engages students in research, career development, and entrepreneurship activities in agriculture to identify careers that align with their interests and strengths.

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.

In the educator resources, the “Scope and Sequence” document provides educators with a clear explanation of how learning is intentionally organized across the course to support the gradual development of knowledge and technical skills. The “Rationale for Unit Order” section explains that the course begins by building foundational understanding through introductory units that establish essential vocabulary, industry concepts, and background knowledge. As students progress through the middle units, they apply these foundational concepts in increasingly complex contexts that require analysis, problem solving, and the development of technical skills. The final units challenge students to integrate and demonstrate their learning through comprehensive projects and performance-based tasks that reflect authentic industry applications. By explaining how concepts and skills build from one unit to the next, the resource helps educators understand the progression of learning and how each unit contributes to students’ overall mastery of course outcomes.

The “Scope and Sequence” for each unit includes a “Connection Across Units” section that highlights how the course revisits and expands on core skills over time, allowing students to build confidence, strengthen competence, and apply those skills in real-world contexts. For example, the lesson plan for unit 1 outlines the core concepts emphasized throughout the course, including career readiness, leadership and personal growth, the relationship between science and agriculture, and data-driven decision-making. Additionally, the course introduces technical skills, such as recordkeeping and data management, early in instruction and progressively reinforces them through authentic, project-based learning.

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

The “Scope and Sequence” includes a “Teacher Internalization Guidance” section that provides structured protocols for both unit and lesson preparation. The “Unit Internalization Protocol” outlines a six-step process that guides educators through reviewing summative assessments and cumulative projects; analyzing the TEKS and the ELPS; planning supports for language development and diverse learners; examining connections between units; anticipating common misconceptions; and confirming materials, resources, and safety requirements. These protocols help educators internalize key unit components before instruction begins, including learning goals, alignment with standards, assessment expectations, instructional priorities, and the progression of learning throughout the course. The accompanying guidance also supports educators in making proactive decisions about scaffolding, pacing, and instructional supports to ensure students are prepared for success.

The materials further support lesson-level planning through a “Lesson Internalization Protocol” and an “Internalization Protocols” section embedded within the unit 1 lesson plan. These resources direct educators to review the unit overview, prerequisite knowledge and skills, cross-curricular connections, vocabulary and language supports, the TEKS, the ELPS, employability standards, lesson objectives, and assessments prior to instruction. The materials also encourage educators to work through student activities in advance; review differentiation and ELPS strategies; identify formative assessment checkpoints; verify technology and materials; and ensure learning activities provide opportunities for students to engage in listening, speaking, reading, and writing. By providing clear, actionable guidance for understanding lesson expectations and planning instructional supports, the materials help educators prepare to implement lessons as designed while addressing the needs of diverse learners.

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

The Instructional Leader Guide provides instructional leaders with a range of resources to support educators in implementing the curriculum with fidelity. The guide explains how leaders can leverage the course resources, including pacing guidance, lesson plans, and slide decks, to monitor planning, instructional alignment, and pacing across classrooms. In addition to describing the purpose of each resource, the guide includes detailed observation protocols and look-fors that instructional leaders can use during walkthroughs and coaching conversations. For example, leaders are directed to look for evidence that educators follow the intended instructional sequence, align instruction to the identified TEKS and ELPS, connect current learning to prior units, provide explicit vocabulary instruction, and engage students in guided, collaborative, and independent practice. These observation indicators provide a clear framework for evaluating implementation and ensuring that academic concepts, technical skills, and standards are taught as designed.

The guide also provides explicit coaching guidance and professional learning supports for instructional leaders. The “Coaching Moves to Support Planning and Delivery” section outlines specific actions leaders can take before, during, and after classroom observations, including facilitating reflective conversations using observation evidence, co-planning instruction aligned to the pacing guidance and “Scope and Sequence,” modeling instructional strategies embedded in the materials, and monitoring implementation patterns over time. In addition, the guide describes curriculum-specific professional development designed to help leaders support lesson planning, pacing, assessment, differentiation, and effective use of educator-facing resources. Observation look-fors associated with professional development further help leaders identify whether educators are implementing lesson plans and slide decks as intended, incorporating formative checks, and differentiating instruction when needed. This coaching is grounded in evidence from classroom observation and student work and supports measurable improvements in instructional quality.

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.

In the lesson plans, the “Pre-Teaching Guidance and Unit Overview” section provides a comprehensive, well-structured overview of the background knowledge and technical skills required to teach the unit effectively. The unit 1 overview clearly identifies the key concepts addressed in the unit, such as how high school agriculture courses connect to future careers in animal science, helping educators establish instructional context and purpose. The “Prior Knowledge and Pre-Requisite Skills” section supports instructional planning by clearly defining what students must already know and be able to do before beginning the unit, including skills such as using digital tools to research and gather information.

Additionally, the “Vocabulary and Language Supports” section strengthens instructional preparation by guiding educators to preview academic, professional, and technical vocabulary that may be unfamiliar to students. For example, in unit 1, this section includes three key terms: agriculture, industry-based certification, and labor market information. Each term includes a clear definition to support consistent instructional delivery and student access to content. These vocabulary supports help ensure students can engage with and apply key terminology in context. To further support vocabulary attainment, the “Teacher Resources” dashboard includes unit slide decks with additional reinforcement. For example, the unit 1 slide deck expands upon key vocabulary through introductory slides that provide additional definitions and context for instruction.

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 “Teacher Resources” dashboard provides School Connections Letters for each unit in both English and Spanish. The letter for unit 1 shares what students will be learning and doing in the unit (e.g., analyzing career paths in the livestock industry to find careers that align with interests and skills). Furthermore, the materials encourage families to work with students to answer the “Knowledge Check” questions at the end of the unit to assess learning and to review lesson materials together as needed.

Additionally, the letter includes conversation starters to spark discussion and activities to extend learning at home, including a role-play job interview scenario for students to review and effectively communicate key concepts such as workplace safety. The School Connections Letters close by listing key academic, professional, and technical vocabulary, along with clear, plain-language definitions accessible to all families, regardless of prior academic or professional experience.

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

The “Teacher Resources” section of the dashboard includes lesson plans for each unit and class period. The structured lesson plans identify lesson objectives and align instruction to the TEKS. For example, the lesson objective for unit 1, class 1 requires students to analyze the Future Farmers of America (FFA) mission, motto, creed, and history and explain how these elements support citizenship, stewardship, and leadership. This objective aligns with the TEKS 7d2A, which requires students to participate in youth agricultural leadership opportunities. The “Instructional Activities” section includes questions and learning tasks that align with the lesson objective and promote student engagement with the content. During direct instruction, educators use prompts that require students to explain components of the FFA mission and connect historical milestones in FFA history to modern traditions. Additional learning activities, including pre-reading questions, vocabulary development, group reading, and individual practice, provide opportunities for students to build understanding and apply lesson concepts. These activities support both content learning and language development through discussion, reading, writing, and academic vocabulary practice.

The lesson plan also includes instructional assessments aligned to the lesson objective. “Knowledge Check” questions assess students’ understanding of key concepts presented during the lesson and provide opportunities to monitor learning throughout instruction. Additionally, the lesson plan allocates individual work time per activity. For example, the student course materials describe activity 1, “Where Will FFA Take You?” as a summative assessment that requires students to apply their learning by creating a presentation explaining how the FFA mission of premier leadership, personal growth, and career success promotes citizenship, work ethic, and leadership development. Together, the lesson objective, the TEKS alignment, instructional activities, and assessments create a cohesive instructional sequence that supports student understanding and application of the leadership concepts addressed in the lesson.

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

The materials provide lesson plans for each unit, including an overview of the resources needed to implement instruction effectively. For example, the unit 5 lesson plan “Materials and Resources” section lists educator materials, including presentation slides, answer keys, pacing guidance, and a “Scope and Sequence” document that support lesson delivery, assessment, and instructional planning. Also, the materials identify the student resources required for participation in lesson activities, including word-processing software, a timer, writing utensils, index cards, and art supplies. By clearly identifying both educator and student materials, the lesson overview supports preparation and effective classroom implementation.

Additionally, the “Instructional Activities” section of the lesson plan includes suggested time allocations for each lesson component, guiding pacing and lesson organization. For example, the lesson design allocates time for an introduction, vocabulary warm-up, prereading activities, group work, direct instruction, individual work, and closure. Each component includes a recommended duration ranging from 10 to 30 minutes, helping educators plan instruction and manage classroom time effectively. Ultimately, these suggested timings support consistent implementation and ensure adequate time for instruction, practice, discussion, and reflection.

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

The materials provide educators with guidance on using lesson resources beyond the core instructional period. Within the Implementation and Quality Guide, the “Instructional Activities” section recommends assigning homework related to the content covered in class. This guidance encourages students to continue engaging with and reinforcing key concepts independently.

The unit 1, class 3 lesson plan further supports extended learning through enrichment opportunities and differentiated extensions. For example, the “Supports for All Learners” and “Enrichment & Extension” sections prompt students to compare agricultural education systems in the United States, Europe, and Australia and analyze how different training pathways influence career preparation. Additionally, the “Instructional Response to Assessment Performance” section provides extension activities for students who demonstrate mastery, including evaluating the impact of future industry trends on agricultural careers and justifying career choices based on personal interests, strengths, education, and certification pathways. These activities promote deeper analysis, career exploration, and professional skills development.

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

The materials include a variety of instructional assessments within the course dashboard and educator resources. Beginning at the lesson level, diagnostic assessments help identify students’ understanding and potential misconceptions. In the “Teacher Resources” dashboard, the unit 6 lesson plans include an “Assessment” section for each instructional day that identifies opportunities to monitor student learning. Diagnostic “Knowledge Check” questions embedded within the lesson slides use selected-response items to gauge student comprehension of newly introduced concepts. For example, one “Knowledge Check” asks students to analyze a scenario involving a poultry industry representative and determine the professional skill being demonstrated. These questions allow educators to identify gaps in understanding and provide students with feedback before they complete graded assessments.

The materials also include formative and summative assessments that vary in task type and level of complexity. Throughout unit 6, the lesson plans include “Critical Thinking” questions that require students to explain concepts, analyze livestock and poultry facility features, and evaluate how poor facility design can create safety concerns. These open-ended questions promote discussion and provide educators with opportunities to monitor understanding throughout instruction. The unit culminates with the activity “Design a Facility: Building a System that Works,” a performance-based summative assessment in which students apply their knowledge by designing a livestock or poultry facility that promotes animal well-being, efficiency, and safety. Together, the diagnostic “Knowledge Checks,” formative “Critical Thinking” questions, and summative design project provide a variety of assessment types and response formats that measure student learning at both the lesson and unit levels.

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

The materials include clear definitions and intended purposes for the instructional assessments used throughout the course. In the Implementation and Quality Guide, the “Instructional Assessments” section includes a table that identifies assessment categories, specific assessment types, and the purpose of each. The resource defines diagnostic assessments, such as “Knowledge Check” questions and early reflection activities, as tools for activating prior knowledge and identifying students’ existing understanding before instruction. Formative assessments, including critical thinking and discussion questions, are identified as opportunities to monitor student understanding and guide instruction throughout the learning process. For example, in unit 6, “Critical Thinking” question 3 asks students to evaluate two industry practices, such as dehorning, castration, or docking, and explain how the practices maximize efficiency and why they are considered preventative rather than reactive. This example illustrates the stated formative purpose by requiring students to analyze concepts and demonstrate their developing understanding during instruction.

The same resource also defines summative assessments and explains their intended purpose. The “Instructional Assessments” table identifies multiple-choice quizzes and unit activities as summative measures designed to assess student mastery of the learning standards after instruction. For example, unit 6 includes a 15-question multiple-choice quiz and discussion questions that require students to synthesize and apply their learning. One discussion question asks students to determine whether facility design or identification systems are more important for supporting animal welfare and production success and to justify how they would prioritize spending within a facility budget. By explicitly identifying each assessment type and describing its instructional purpose, the materials provide educators with clear guidance on when and how to use assessments to support and measure student learning.

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

The materials provide educator guidance that supports the consistent and accurate administration of instructional assessments throughout the course. In the Implementation and Quality Guide, the “Instructional Activities” section outlines a structured lesson format that guides educators through the lesson from start to finish. The materials provide explicit educator guidance for delivering content and facilitating activities with suggested time allocations and student grouping recommendations for each lesson component. Together, these features provide educators with clear expectations regarding when assessments should occur, how they should be administered, and in which instructional context they should be used, supporting consistent implementation across classrooms.

The materials also provide guidance that promotes consistency in the administration of summative assessments. Through the course dashboard, students complete unit quizzes, midterm exams, and final exams directly within the digital platform. The administration of these assessments include standardized time limits: 15 minutes for unit quizzes and 45 minutes for midterm and final exams. By establishing uniform testing conditions and providing a consistent digital environment for assessment administration, the materials help ensure that students complete assessments under the same expectations and constraints. This combination of detailed lesson-level guidance and standardized assessment procedures supports the accurate and consistent administration of instructional assessments.

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

The materials demonstrate clear alignment between diagnostic and formative assessments, the TEKS, and lesson objectives. The educator resources include a “Scope and Sequence” table that maps assessment activities directly to the specific TEKS, the ELPS, and learning objectives for each unit. For example, the unit 1, “Gut to Growth: The Science of Nutrition” section of the “Scope and Sequence” table includes learning objectives requiring students to compare digestive systems, explain poultry digestion, identify nutrients and feed additives, and evaluate nutritional needs. These objectives align directly to the TEKS 5A–5D, which address digestive systems, nutrient sources, feed additives, and feed ration formulation. The unit’s diagnostic assessments, including “Knowledge Check” questions 1–5 and activity 1, “What Do I Want to Learn?” are designed to measure students’ initial understanding of these concepts. For example, “Knowledge Check” question 2 asks students to identify the poultry digestive organ that performs the same function as teeth by crushing grains and seeds, directly assessing knowledge related to poultry digestion with the associated unit objectives and the TEKS.

The materials also align formative and summative assessments to the TEKS and unit objectives through increasingly complex tasks that require students to apply and demonstrate mastery of content. In the Livestock and Poultry Production 1b “Scope and Sequence,” the Assessments/Performance Tasks” section for unit 1 identifies formative assessments, including critical thinking and discussion questions, as well as unit activities. In activity 2, “How Do You Mix the Perfect Feed?” students assume the role of a livestock nutritionist and analyze nutrient requirements, digestive anatomy, feed sources, and production goals before using the Pearson Square to formulate a balanced feed ration. The activity directly aligns to the TEKS 5B, 5C, and 5D and multiple unit learning objectives related to nutrition and feed formulation. The unit culminates in a summative unit 1 exam that measures student learning against the aligned TEKS and unit objectives. By explicitly mapping diagnostic, formative, and summative assessments to standards and learning objectives, the materials provide evidence that assessments consistently measure the knowledge and skills identified in the course requirements.

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

The materials include TEKS-aligned assessment items that evaluate student learning at varying levels of complexity. In the Implementation and Quality Guide, the “Instructional Assessments” section describes a progression of assessment types that move students from foundational understanding to higher-order thinking. “Knowledge Check” questions are low-stakes multiple-choice items aligned with the learning objectives and the TEKS that assess basic comprehension and recall. In contrast, “Critical Thinking” questions require students to connect, analyze, and synthesize information, providing opportunities to demonstrate a deeper understanding of course concepts. The guide further explains that unit quizzes and exams include questions of varying complexity, while unit activities require students to demonstrate industry-specific knowledge and skills through increasingly rigorous tasks aligned with the TEKS, learning objectives, employability skills, and the ELPS. This progression demonstrates that assessments are intentionally designed to measure student learning across multiple cognitive levels.

The materials also include a variety of assessment item types that require different forms of student responses. In the educator resources for Livestock and Poultry Production 1b, the lesson plans for unit 4 include both open-ended and performance-based assessments aligned with the unit objectives and the TEKS. For example, “Critical Thinking” question 1 asks students to explain two reproductive technologies and evaluate one benefit and one limitation of each from a production standpoint, requiring analysis and justification rather than simple recall. Students then apply their knowledge in activity 1, “Which Reproductive Technology Fits Best?” by researching multiple reproductive technologies; analyzing a realistic production scenario; evaluating factors such as cost, labor, genetics, and animal welfare; and recommending the most appropriate solution. These assessments require students to explain, analyze, evaluate, and defend decisions using evidence. Combined with the multiple-choice “Knowledge Checks,” quizzes, and exams described in the assessment framework, the materials provide multiple assessment formats and varied levels of rigor that align with the TEKS and support comprehensive evaluation of student learning.

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

The materials provide scoring information to support accurate evaluation of instructional assessments. Within the Livestock and Poultry Production 1b “Teacher Resources” dashboard, the unit 1 “Suggested Answers” resource includes detailed exemplar responses for critical thinking and discussion questions. For example, in unit 1, “Critical Thinking” question 1 presents a scenario comparing feeding strategies for beef cattle and market hogs. The suggested answers clearly identify the key concepts students should address, including differences between ruminant and non-ruminant digestive systems, the role of fiber in each species’ diet, and appropriate feed recommendations. In addition, the materials provide a critical-thinking rubric that outlines expectations for full, partial, and minimal credit based on completion of required components, depth of understanding, and quality of written responses. Summative unit activities include similar rubrics and exemplars, ensuring consistent and accurate scoring across assessment types.

The materials also provide guidance for interpreting student performance. The suggested answers and accompanying rubrics help educators identify misconceptions and gaps in student understanding by clarifying the essential content and reasoning expected in responses. Additionally, the course dashboard includes automatically graded unit quizzes, midterm exams, and final exams that provide immediate feedback on student mastery of course content. These assessment tools allow educators to monitor student progress, identify areas of strong and weak performance, and determine where additional instruction or intervention may be needed.

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

The materials identify activities and tasks specific to the content to address student assessment trends and offer guidance to improve student performance. The “Teacher Resources” dashboard provides access to the Implementation and Quality Guide. The “Instructional Assessments” section describes the purpose, objectives, and intended use of instructional assessments, helping educators understand how assessment results can inform instructional decisions. The guide explains the purpose of the assessments in measuring student learning and provides context for using assessment data to support instruction.

Within the unit lesson plans, the section titled “Instructional Response to Assessment Performance” provides additional evidence of specific instructional strategies for addressing varying levels of student performance on assessment tasks. For example, in the Livestock and Poultry Production 1b, the unit 1 lesson plan provides educators with targeted interventions for students who struggle with “Critical Thinking” question 2. These interventions include revisiting instructional slides, modeling the concept through worked examples, facilitating small-group analysis activities, and providing opportunities for revision based on feedback. For students who demonstrate mastery, the materials include extension activities that require deeper analysis, prediction, justification, and application of content knowledge. These differentiated instructional responses directly connect assessment results to follow-up learning activities, enabling educators to address student misconceptions, strengthen understanding, and extend learning based on demonstrated performance trends.

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

The materials include tools for educators to track student progress and growth. In the “Teacher Resources” dashboard, the Implementation and Quality Guide explains that the digital course platform includes built-in progress monitoring features that provide educators with access to student assessment data, grades, and performance results. Educators can review student performance on assessments such as “Knowledge Check” and “Critical Thinking” questions, quizzes, and other graded assignments to identify learning patterns, monitor mastery of course content, and determine where instructional adjustments may be needed. The platform’s gradebook functionality allows educators to track student performance over time and maintain a record of growth throughout the course.

The materials also include tools for students to track their own progress and growth. According to the Implementation and Quality Guide, students can access their grades and detailed assignment information through the student version of the course platform. This allows students to monitor their performance, review feedback, identify areas of strength and areas needing improvement, and track their progress throughout the course. The lesson plans are designed to generate regular, graded assignments and assessment opportunities, ensuring that students receive consistent performance data. By accessing their individual gradebook and assessment results, students can monitor their own growth and understanding of course content over 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.

The materials provide consistent educator guidance for differentiated instruction and scaffolded support for students who have not yet reached proficiency in the course TEKS. In the Implementation and Quality Guide, the “Differentiation & Scaffolding Instruction” section explains how educators can use embedded lesson supports to adapt instruction, activities, and pacing to address learner variability. The guide specifically directs educators to implement intervention strategies through the “Intervention (SDI Methods)” component of each lesson plan and notes that these supports provide help to students who have not yet demonstrated proficiency in content and technical skills. Additionally, the guidance highlights scaffolded instructional approaches, such as structured discussion protocols and supported learning activities, that provide educators with practical methods for delivering targeted assistance while maintaining alignment to course expectations. Together, these programwide supports demonstrate that the instructional materials intentionally embed differentiation throughout rather than limit it to isolated lessons.

The lesson plans further demonstrate how this guidance is implemented in practice. For example, in the lesson plans for unit 1, class 4, the “Supports for All Learners: Differentiation & Scaffolding Instruction” section provides specific intervention strategies designed to reduce task complexity while preserving the rigor of the learning objective. The guidance directs educators to offer sentence starters to help students explain how entrepreneurial examples demonstrate innovation and problem-solving, providing a scaffold that supports content understanding and academic communication. The lesson also includes differentiated language supports for emergent bilingual (EB) students, including proficiency-level sentence frames, word banks, speaking prompts, strategic peer pairings, and opportunities to draft ideas before producing extended responses. By combining language supports, structured collaboration, and scaffolded response options, the materials provide educators with clear and actionable guidance for supporting students who have not yet reached proficiency in the course TEKS.

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

The materials include intentional pre-teaching and embedded supports for unfamiliar academic, professional, and technical vocabulary throughout the program. In the educator resources, the Implementation and Quality Guide explains in the “Introductory Elements” and “Introduction” sections that each unit begins with a unit overview that provides the background knowledge and the academic, professional, and technical vocabulary necessary for instruction. The guide further states that lesson introductions include reviewing course vocabulary to pre-teach unfamiliar terms and provide embedded language supports before students encounter them in readings and instructional activities. Additionally, the materials prompt educators to connect new learning to prior knowledge and prerequisite skills, creating a structured process for introducing and revisiting vocabulary across lessons and units. This guidance demonstrates that vocabulary support is a consistent and recurring feature of the instructional design rather than an isolated strategy.

The lesson plans provide a concrete example of how these supports are implemented during instruction. In Livestock and Poultry Production 1a, the unit 2 lesson plan “Vocabulary and Language Supports” section explicitly defines academic, professional, and technical terms such as parliamentary procedure, Program of Activities (POA), and stewardship while also explaining references and idiomatic expressions specific to the content, including wearing the blue jacket, three-legged stool, and living to serve. These supports help students understand unfamiliar language within the context of agricultural education and FFA participation. The embedded language supports continue in unit 2, class 1, where the “Vocab Warm-Up” and “Unit Vocabulary in Context” activities require students to practice pronunciation, analyze word parts and context clues, recognize figurative language and idiomatic expressions, and use the Literacy Support Toolbar to access visual dictionaries, translations, text-to-speech features, and other comprehension supports. Together, the programwide guidance and lesson-level implementation provide explicit, content-specific supports for both vocabulary and unfamiliar references, demonstrating that the materials consistently address the language demands students encounter throughout the course.

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

The materials provide explicit educator guidance for differentiating instruction and extending learning for students who have already demonstrated proficiency in the course TEKS. In the educator resources, the Implementation and Quality Guide includes a “Differentiation & Scaffolding Instruction” section that directs educators to use the differentiated supports embedded within each class lesson plan to provide enrichment and extension opportunities. Specifically, the guide explains that the “Enrichment & Extension” component offers additional activities that incorporate cross-curricular connections across literacy, mathematics, social studies, and science, allowing students to engage with content more deeply and apply technical skills in more complex contexts. By intentionally embedding enrichment opportunities throughout the lesson plans, the materials provide ongoing guidance to increase rigor and extend learning beyond grade-level expectations for students who have already mastered core concepts and skills.

This guidance is then applied in practice within the lesson plans. For example, within Livestock and Poultry Production 1b, in the lesson plan for unit 6, class 2, the “Enrichment & Extension” section directs educators to have students evaluate two real-world livestock or poultry operations and justify which design better supports animal welfare and operational efficiency. Rather than simply recalling information, students must analyze authentic scenarios, compare alternatives, and defend facility design choices using evidence-based reasoning. This activity increases the rigor of both the content and the expected student product while requiring students to apply technical knowledge in a real-world context. Together, the Implementation and Quality Guide and the lesson-level enrichment activities provide clear, educator-facing guidance for differentiated instruction, enrichment, and extension that challenge proficient students through more advanced content, processes, and performance expectations aligned to the course TEKS.

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

The materials provide clear, educator-facing guidance for implementing specially designed instruction (SDI) for students receiving special education services. In the educator resources, the Implementation and Quality Guide includes a “Differentiation & Scaffolding Instruction” section that specifically identifies an “Intervention (SDI Methods)” component embedded within each class lesson plan. This guidance explains that lesson plans support learner variability through engagement, representation, and expression and directs educators to use differentiated instruction, scaffolded lessons, activities, and SDI supports to help students who have not yet reached proficiency in the course TEKS. Rather than offering generic recommendations, the guide connects SDI directly to the structure of the instructional materials by explaining where educators can find and implement specialized supports within daily instruction. As a result, the materials establish a consistent framework for adapting instruction while maintaining access to grade-level content and technical skills.

The lesson plans demonstrate how this guidance is applied in practice through lesson-specific instructional modifications. For example, in Livestock and Poultry Production 1b, in the unit 4, class 3 lesson plan, students learn to apply Punnett squares to predict genotypes and phenotypes and use probability outcomes to support breeding decisions. Within the “Intervention (SDI Methods)” section, the guidance directs educators to model each step of Punnett square usage using a color-coded template that visually separates parental alleles and offspring combinations. This adaptation modifies the delivery and instructional methodology by providing visual supports and explicit modeling while maintaining the same learning objective as the rest of the class. Because the support is embedded within the lesson and directly aligned with the genetics content students are learning, it provides a concrete example of specially designed instruction tailored to the program’s features and instructional goals. Together, the Implementation and Quality Guide and the lesson-level SDI supports provide specific, actionable guidance for adapting instruction and ensuring students receiving special education services can successfully access and engage with the TEKS-aligned content and technical skills.

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

The materials include explicit educator-facing prompts for modeling and explaining concepts throughout the course. For example, in Livestock and Poultry Production 1a, the “Instructional Activities” section in the lesson plan for unit 3, class 2 provides a structured script during direct instruction on specific, measurable, achievable, relevant, and time-bound (SMART) goals. The guidance directs educators to explain the SMART acronym using real-world examples, state key understandings such as “SMART goals provide structure and clarity, turning ideas into actionable and measurable plans,” and then prompt students to explain why vague goals are difficult to achieve and how SMART criteria improve goal setting. Similar instructional sequences appear throughout the lesson as students explore SMART goals within Supervised Agricultural Experiences (SAEs) and analyze case studies. These explicit prompts provide educators with clear language, discussion questions, and modeling opportunities that guide students to make meaning while supporting the consistent explanation of key concepts before students engage in independent application.

The materials further reinforce this support through the educator resources. In the Implementation and Quality Guide, the “Instructional Activities” section explains that lesson plans include “Instructional Time Blocks” that contain explicit prompts and guidance to support educators in modeling and explaining concepts, as well as recommendations for effective lesson delivery. The guide specifies that these instructional blocks support guided, independent, and collaborative practice and identifies recommended instructional structures, such as whole-group, small-group, and individual learning. Additionally, the guide highlights features such as lesson introductions, vocabulary reviews, anticipated student needs, suggested scaffolds, and estimated instructional timing, all of which help educators effectively explain new content and address misconceptions before students begin practice. Together, the lesson-level instructional prompts and the programwide guidance in the Implementation and Quality Guide demonstrate that explicit modeling and explanatory supports are intentionally embedded throughout the materials, fully meeting the criteria for educator guidance and direct prompts that support concept development.

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

The Implementation and Quality Guide includes extensive educator-facing guidance to support effective lesson delivery and facilitation across a variety of instructional approaches. The “Instructional Activities” sections in the guide describe multiple instructional approaches used throughout the lesson cycle. For example, think-pair-share and guided discussions provide opportunities for student discourse. The guide also includes estimated timing for lesson components, anticipates student needs, and scaffolds to support successful implementation.

This guidance is evident in practice within the Livestock and Poultry Production 1b, unit 7, class 4 lesson plan “Instructional Activities” section. The lesson activities are varied and provide multiple opportunities for student discourse, collaboration, and connection-making. In this lesson, students use data to interpret performance records by genotype and evaluate livestock for breeding and production. Throughout the lesson, educators receive explicit guidance to facilitate collaborative learning, including scripted prompts, discussion questions, and instructional explanations. For example, educators facilitate discussion using targeted prompts such as “How do expected progeny differences help producers compare animals and make informed breeding decisions?” Together, the Implementation and Quality Guide and the daily lesson plans provide clear educator guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.

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

The materials support multiple types of practice by intentionally incorporating collaborative, guided, and independent learning opportunities within a single lesson. As described in the Implementation and Quality Guide “Lesson Plans” section, instructional time blocks include varied forms of practice and recommended instructional structures to support effective implementation. This design is evident in the Livestock and Poultry Production 1b lesson plan for unit 7, class 3 within the “Instructional Activities” section, where students begin with a think-pair-share bell ringer that asks them to discuss why livestock and poultry production need regulations. This activity provides collaborative practice through structured peer discussion before students engage with new content. The lesson then transitions into educator-facilitated discussion and questioning during direct instruction, allowing students to build understanding through guided practice. These varied learning experiences demonstrate that the materials routinely include multiple types of practice rather than relying on a single instructional format.

The materials provide clear and explicit guidance for educators on recommended structures, including whole-group, small-group, and individual learning configurations. In the Livestock and Poultry Production 1b lesson plan for unit 7, class 3, the “Instructional Activities” section identifies instructional groupings across the learning sequence. Students engage in collaborative learning during the bell-ringer activity, and they participate in whole-group instruction during educator-led direct instruction on environmental regulations and animal welfare policies. Students then apply their learning independently in activity 2 by creating a short, persuasive safety message that explains why personal protective equipment (PPE) and environmental and animal welfare regulations are essential to livestock and poultry production. By clearly specifying when instruction should occur in collaborative, whole-group, and independent formats, the materials provide actionable guidance for implementation, supporting consistent and effective instructional delivery.

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 provide educator guidance for delivering linguistic accommodations across multiple levels of English language proficiency and intentionally support students in using increasingly academic, professional, and technical language. In the Implementation and Quality Guide, the “Emergent Bilingual Students” section explains that linguistic accommodations are designed to help students develop and apply academic, professional, and technical language while increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse. This guidance is reflected throughout the lesson materials. For example, in the Livestock and Poultry Production 1b unit 7 lesson plans, the “Emergent Bilingual Students” sections direct educators to create a dual-language word wall and to provide a four-column vocabulary organizer that includes a term, an English definition, an explanation in the student’s primary language, and an English example sentence. These supports help students develop discipline-specific vocabulary while making meaningful connections between languages.

The differentiated supports embedded throughout the Livestock and Poultry Production 1b unit 7 lesson plans in the “Emergent Bilingual Students” sections demonstrate how the materials provide frequent and specific accommodations for multiple proficiency levels. For example, during think-pair-share activities, prompts direct educators to provide sentence frames and word banks that vary by proficiency level, with beginner students using simple sentence starters such as “I think . . .” while intermediate and advanced students explain ideas using complete sentences and academic vocabulary. Similarly, during reading activities, students respond to guiding questions with supports that progress from key vocabulary and yes/no responses at the beginner level to full-sentence explanations at higher proficiency levels. These embedded supports provide concrete strategies for differentiating speaking, reading, and writing instruction while systematically increasing students’ use of discipline-specific language, fully meeting the expectation for guidance differentiated by language proficiency levels and applied consistently throughout the program.

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

The materials provide educator-facing implementation guidance to support educators in using the curriculum within state-approved bilingual and ESL programs. In the Implementation and Quality Guide, the “Emergent Bilingual Students” section explicitly states that the implementation guidance provides practical, actionable support and instructional strategies for state-approved bilingual/ESL programs. This guidance goes beyond general language-acquisition practices by directing educators to use specific supports to increase comprehension, build background knowledge, and facilitate cross-linguistic connections while maintaining access to grade-level content.

The guidance is further embedded throughout the lesson materials. In the Livestock and Poultry Production 1a unit 1 lesson plans, the “Emergent Bilingual Students” sections recommend using the Literacy Support Toolbar to read lesson content aloud in more than 96 languages and provide differentiated expectations for students at varying proficiency levels. For example, beginner-level students listen while following highlighted text, intermediate-level students pause to summarize key points, and intermediate/advanced students paraphrase content and explain ideas in their own words. This specific implementation guidance supports educators in adapting instruction for EB students within ESL and bilingual program settings while maintaining rigorous content expectations and promoting language development alongside animal science learning.

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

The materials provide detailed, embedded daily guidance for supporting EB students throughout the lesson plans. While the following examples are drawn from the Livestock and Poultry Production 1a unit 1 lesson plans, similar “Emergent Bilingual Students” sections appear throughout the course and provide ongoing support for the development of academic, professional, and technical language. The unit 1 lesson plans include explicit guidance for developing vocabulary and increasing comprehension through oral discourse. For example, during think-pair-share activities, the materials prompt educators to provide differentiated sentence frames, ranging from simple starters such as “I think . . .” to complete academic responses that use content-specific vocabulary. The materials also include speaking prompts such as “I agree with you because . . .” and “Can you explain what you meant by . . .,” creating structured opportunities for students to discuss content and strengthen comprehension through oral language. The materials also support EB students in building background knowledge and making cross-linguistic connections through oral discourse. Before reading, prompts direct educators to conduct text walks using titles, headings, and images and to use know–want to know–learned (KWL) charts to activate prior knowledge and prepare students for new content. In addition, students may discuss ideas in their primary language before responding in English and are encouraged to identify cognates and shared vocabulary between languages during collaborative discussions. These supports help students connect prior knowledge and linguistic resources to new learning.

The unit 1 lesson plans provide embedded guidance for developing academic and technical vocabulary and increasing comprehension through written discourse. In the “Unit Vocabulary in Context” component, students complete a four-column organizer that includes a term, an English definition, an explanation in their primary language, and an English example sentence. The lesson plans also direct students to highlight unfamiliar words, annotate key ideas, and write summaries or clarifying questions while reading. These structured writing activities support both vocabulary development and comprehension of complex content. The materials further support EB students in making cross-linguistic connections and building background knowledge through written discourse. The unit 1 lesson plans direct educators to have students write key ideas or presentation scripts in their primary language before composing responses in English. The materials also encourage students to identify cognates and shared vocabulary between languages and to use dual-language resources when developing written responses. By strategically connecting students’ primary language to new academic content, the materials help students leverage existing knowledge while strengthening written communication in English.

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

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

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

The materials provide guidance for educators to deliver explicit instruction on industry-specific knowledge aligned with the course TEKS. In the Livestock Poultry Production 1a lesson plan for unit 3, class 1, the “Instructional Time: Direct Instruction (25 Mins)” section directs educators to explain the purpose of SAEs and how they help students explore career interests, gain hands-on experience, and document their growth through recordkeeping. Additional educator guidance explains the differences between Foundational and Immersion SAEs and provides prompts requiring students to explain how SAE participation supports career readiness and skill development. These structured explanations, key talking points, and questioning prompts support educators in directly teaching the TEKS-aligned agricultural concepts and career development knowledge.

The materials also provide guidance for educators to deliver explicit instruction on industry-specific skills. In Livestock and Poultry Production 1b, unit 8, class 2, the section in lesson 3 titled “Instructional Time: Direct Instruction (45 Mins)” (along with the accompanying slide deck) provide educator-facing explanations, modeling guidance, and application prompts related to grain markets and livestock production. For example, the materials direct educators to explain how grain markets operate based on supply and demand and how factors such as weather, acreage, and global production influence feed costs and producer decision-making. The activity prompts students to analyze scenarios involving drought, rising feed costs, and disease outbreaks to determine how producers might respond to changing market conditions. By combining explicit explanations with guided analysis of authentic agricultural scenarios, the materials help educators model industry-specific decision-making and problem-solving skills aligned with the course TEKS.

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

The materials provide consistent, structured opportunities for students to develop industry-specific academic, professional, and technical vocabulary through intentional instructional routines embedded throughout each unit. In Livestock and Poultry Production 1b, unit 3, class 1, the “Instructional Time: Vocab Warm-Up (10 mins)” section introduces a recurring routine in which students listen to, repeat, and orally practice new terminology, including high-frequency and technical animal science vocabulary. This routine supports initial vocabulary acquisition by helping students become familiar with pronunciation and meaning before engaging in deeper application. The materials further reinforce vocabulary development through scaffolded exposure in subsequent activities, where students revisit key terms across reading, discussion, and instructional tasks, strengthening understanding through repeated and contextualized encounters rather than isolated memorization.

In addition to vocabulary development, the materials provide ongoing opportunities for students to use and apply industry-specific language in authentic contexts. For example, Livestock and Poultry Production 1b, unit 3, “Critical Thinking” question 3 requires students to use precise reproductive terminology to compare the anatomy of livestock and poultry and explain how structural differences affect reproductive efficiency. The activity prompts students to describe concepts such as fertility, sperm production, and fertilization using accurate academic and technical vocabulary to support their reasoning. This expectation for precise language use is reinforced throughout the unit’s critical thinking and discussion questions, which consistently require students to explain scientific and production-based concepts using discipline-specific terminology in context. Together, these experiences ensure that students move beyond vocabulary recognition to meaningful application in livestock and poultry production scenarios.

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 materials provide structured opportunities for students to develop industry-specific knowledge and skills through a sequenced progression of concepts and applications across units. In Livestock and Poultry Production 1a, the “Scope and Sequence” resource outlines how unit 1 introduces foundational concepts such as career pathways, industry professionalism, and ethical responsibilities in livestock and poultry production, establishing a baseline understanding of the field. Unit 2 then builds on this foundation by engaging students in leadership development through FFA participation, where they apply teamwork, communication, and decision-making skills within structured organizational contexts. In unit 3, students extend this learning into SAEs, where they connect classroom knowledge to real-world agricultural settings through goal setting, recordkeeping, and performance tracking. This intentional progression demonstrates how students first build foundational knowledge and then repeatedly apply it in increasingly specific contexts across the course.

As students advance within Livestock and Poultry Production 1a, the materials in unit 3 further refine industry-specific skills by increasing the complexity and authenticity of applied tasks. For example, in “Critical Thinking” question 5, students document a four-hour SAE at an animal clinic by completing a detailed SAE tracker that includes hour logs, competency documentation, photographic evidence, supervisor verification, and reflective responses. This task requires students to apply professional recordkeeping practices, interpret workplace experiences, and organize evidence in accordance with industry expectations for agricultural work-based learning. Compared to earlier introductory activities focused on terminology and career awareness, this task requires greater independence, precision, and synthesis of multiple data points, demonstrating how students progressively refine technical skills through authentic, workplace-aligned documentation and reflection tasks.

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 materials include activities and tasks that require students to demonstrate understanding of industry-specific knowledge and skills in alignment with the course TEKS. For Livestock and Poultry Production 1a unit 5, the aligned standards require students to identify and explain the body systems of livestock and poultry, interpret healthy vital-sign ranges, compare normal and abnormal animal behavior, and describe digestive systems and factors affecting animal health. To measure student understanding of these concepts, the unit includes multiple assessment opportunities. These include diagnostic “Knowledge Check” questions, formative “Critical Thinking” questions, discussion questions, hands-on activities, and a summative unit 5 quiz. This assessment structure provides students with repeated opportunities to demonstrate knowledge and skills aligned to the TEKS throughout the unit rather than relying on a single evaluation.

A clear example is found in Livestock and Poultry Production 1a, unit 5, activity 1, “How Does Your Body React to Stress Like an Animal’s Body Does?” In this activity, students individually collect and analyze heart rate and respiration data before and after exercise and compare their findings to healthy livestock or poultry vital signs. Students must interpret physiological responses, explain how circulatory and respiratory systems maintain homeostasis, and evaluate how an animal’s vital signs might change during exercise, illness, transport, or heat stress. The activity requires students to record data, answer reflection questions, and apply industry-specific knowledge related to animal health monitoring and vital sign interpretation. By engaging students in data collection, analysis, and explanation, the activity requires them to demonstrate understanding of the TEKS-aligned knowledge and skills explicitly taught in the unit.

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

The materials explicitly connect new knowledge and skills to prior learning across lessons and units within the course. In the Livestock and Poultry Production 1a unit 6 lesson plans, the “Prior Knowledge and Prerequisite Skills” section identifies foundational concepts that students should already understand, including basic animal needs and differences among livestock species. By intentionally identifying prerequisite knowledge at the beginning of the unit, the materials activate prior learning and establish connections between previously taught concepts and new content related to livestock and poultry breeds. These connections continue throughout the course in activities that require students to draw upon learning from earlier units. For example, in Livestock and Poultry Production 1b, unit 6, “Critical Thinking” question 3 asks students to evaluate industry practices such as dehorning, castration, docking, and sire, dam, and newborn care and explain how these practices improve efficiency and serve preventative purposes. To respond successfully, students must apply knowledge developed in previous units related to animal health, reproduction, nutrition, and management, demonstrating intentional connections between prior learning and new industry-specific concepts.

The materials explicitly connect new knowledge and skills to learning from equine science within the Animal Science program of study. For example, in the unit 6, lesson 6 “Food for Thought” activity, students connect concepts in equine breed selection to evaluate niche roles for desired traits in livestock and poultry production. After reviewing domestic breeds of equine species in this activity, students evaluate familiar traits from prior learning to gain an understanding of the purpose of agriculture through a production lens.

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 materials are aligned with and provide relevant cross-curricular connections that support transferable academic knowledge and skills in literacy, math, science, and social studies. For example, the Livestock and Poultry Production 1a unit 7 lesson plans include a dedicated “Cross-Curricular Connections” section that identifies how livestock evaluation content connects to multiple academic disciplines. The materials explicitly state that students engage in literacy skills by reading informational texts, interpreting charts and tables, and communicating evaluation decisions through written and oral justifications. The unit also incorporates mathematics by prompting students to analyze numerical data, including weights, averages, ratios, percentages, growth rates, and Expected Progeny Difference (EPD) values. The materials reinforce connections through activities and assessments. For example, activity 2, “How Do You Build the Ideal Bull Using EPD Targets?” requires students to analyze genetic data, select EPD values that align with production goals, organize information in tables, and justify their decisions using evidence. These activities integrate literacy and mathematics skills in authentic livestock production contexts.

The materials also establish meaningful connections to science and social studies. In the Livestock and Poultry Production 1b unit 4 lesson plans, the “Cross-Curricular Connections” sections explain that students apply biology, genetics, physiology, and energy balance concepts to understand reproduction and heredity while also examining ethical considerations, economic impacts, and societal perspectives related to reproductive technologies, animal welfare, and food production systems. The materials embed connections within instruction and assessment tasks. For example, the direct instruction sequence on genotype versus phenotype and Punnett squares teaches students to apply scientific principles of genetics to livestock breeding decisions. Students then extend this learning through unit 4’s “Critical Thinking” question 3, which requires them to use probability and Punnett squares to evaluate whether a producer should continue using a breeding animal that carries a recessive genetic defect. The accompanying instructional response guidance directs educators to model genetic calculations and connect breeding decisions to animal welfare, economic impacts, and long-term herd improvement. Together, these activities provide relevant connections between science and social studies that support transferable academic knowledge while reinforcing course-specific concepts in livestock and poultry production.

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 materials integrate academic, technical, and employability knowledge and skills in the context of the course and in alignment with the course TEKS. Throughout the course, the materials provide opportunities for students to apply academic concepts to authentic livestock and poultry production scenarios that require technical decision-making. For example, Livestock and Poultry Production 1b, unit 1 includes activity 2, “How Do You Mix the Perfect Feed?” in which students assume the role of a livestock nutritionist and develop a ration for a specific production goal. Students research the nutritional requirements of different species, analyze how digestive anatomy influences feed selection, and apply mathematical calculations using the Pearson square method to balance protein levels. They then justify their feed formulation decisions based on animal needs, growth stage, and production objectives. This activity integrates scientific knowledge, mathematical reasoning, and livestock nutrition concepts in a realistic agricultural context aligned to the course TEKS.

The materials also provide opportunities for students to apply academic and technical knowledge to industry-based problem-solving scenarios. For example, in Livestock and Poultry Production 1a, unit 5, discussion question 1 asks students to analyze data collected from smart livestock monitoring technology and explain how changes in temperature, heart rate, activity levels, feed consumption, and milk production can indicate health concerns. Students must use their understanding of normal vital-sign ranges and animal physiology to identify a possible cause for the observed changes and recommend an appropriate management response. By requiring students to interpret data, apply technical content knowledge, and justify their recommendations, the activity demonstrates how academic concepts and industry-specific skills are integrated throughout the course rather than taught in isolation.

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 materials provide opportunities for students to investigate careers within the Agriculture, Food, and Natural Resources career cluster and the Animal Science program of study through structured instruction and guided career reflection. In the Livestock and Poultry Production 1a, unit 1, class 1 lesson plan, the “Instructional Time: Direct Instruction (30 mins)” section explicitly introduces career opportunities in livestock and poultry production, outlining six major career paths, including business, production, and research, as well as the Explore–Prepare–Experience–Grow career development model. The materials prompt students to consider which career path best matches their interests and strengths and to determine their next step towards a chosen career. These guided discussions help students connect personal goals to career pathways while building knowledge of careers relevant to the course.

The materials extend career investigation through an authentic career exploration activity that supports informed career decision-making. In Livestock and Poultry Production 1a, unit 1, activity 2, “Which Career Fits Me?” students complete the AgExplorer Career Quiz, research careers aligned to their interests, and investigate education, training, certification, internships, apprenticeships, and entrepreneurship opportunities associated with a selected career. Students synthesize their findings into a career vision board that illustrates the qualifications, skills, and industry contributions of their chosen profession. This sequence moves beyond career awareness by engaging students in meaningful career research and pathway planning appropriate for an advanced Animal Science course.

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 materials provide opportunities for students to access and use statewide labor market information to inform career investigations. In the Livestock and Poultry Production 1a course dashboard for unit 1, lesson 1, the “Utilizing Labor Market Information” section explains how TexasLMI.com provides information on salaries, employment trends, career demand, education requirements, and projected job outlooks. The lesson also illustrates how students should use labor market information to analyze and determine “the best opportunities and avoid dead ends.” These explanations directly connect statewide labor market information to career pathways within the animal science program of study.

The materials further support data-driven career exploration by incorporating labor market information into career planning activities. In the Livestock and Poultry Production 1a unit 1 slide deck “Career Development Steps,” the lesson identifies labor market information and career inventories as tools for making informed career decisions. Additionally, the unit 1, class 1 lesson plan “Enrichment & Extension” section directs students who demonstrate mastery to analyze labor market data, evaluate how workforce information informs their career choices, and justify how the research supports their future goals.

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

The materials include career investigation activities that help students develop individual career goals through authentic planning and reflection. In Livestock and Poultry Production 1a, unit 3, activity 2, “Which SAE Is Best for Me?” students evaluate Foundational and Immersion SAE options; compare opportunities aligned to their interests, skills, and career goals; and reflect on which experience best fits their current knowledge, time, and resources. The activity further requires students to develop a SMART goal, write an SAE proposal explaining how the experience supports their personal and career goals, and identify a mentor or supervisor. These tasks intentionally guide students to create a personalized career plan that connects classroom learning to future career pathways.

The materials further support career goal development through lessons that require students to evaluate postsecondary pathways and workforce-preparation opportunities. In Livestock and Poultry Production 1a, the lesson plan for unit 1, class 3 features an “Instructional Time: Direct Instruction (45 mins)” section explaining the value of industry-based certifications, postsecondary education options, and internships. The lesson reinforces these concepts through prompts that ask students, “Which postsecondary option best fits your current goals, and what factors (time, cost, career outcomes) influenced your choice?” These guided reflections connect career goals to education requirements, certifications, and work-based learning experiences and support students in making informed decisions about postsecondary planning.

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

The materials include comprehensive guidance for educators to deliver explicit instruction on professional standards and employability skills relevant to the animal science program of study. In the Livestock and Poultry Production 1a, unit 1, class 5 lesson plan, the “Instructional Time: Direct Instruction (30 mins)” section provides scripted educator guidance to explain professional skills such as punctuality, communication, teamwork, problem-solving, and leadership and connects these skills to authentic livestock and poultry production contexts. The lesson further explains professional conduct, legal and ethical responsibilities, and workplace expectations before prompting students with the question, “What could happen if a business fails to follow . . . responsibilities such as food safety or animal welfare?” This structured guidance intentionally supports educator-led instruction on employability skills aligned to industry expectations.


The materials also provide explicit guidance for educators to model professional standards and employability skills through targeted instructional supports. In Livestock and Poultry Production 1a, unit 1, class 5, the “Instructional Response to Assessment Performance” section directs educators to facilitate “Critical Thinking” question 2 and discussion question 1 through think-aloud modeling and small-group discussions that revisit key concepts, demonstrate professionalism and responsibility, and engage students to apply these concepts in agricultural scenarios such as punctual feeding and health checks. These embedded instructional supports provide structured guidance to model professional behaviors and reinforce employability skills through authentic, industry-based applications.

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 materials provide multiple opportunities for students to engage in authentic career development tasks connected to agriculture careers. In Livestock and Poultry Production 1a, unit 3, class 5, “Connecting SAEs to Career Readiness,” the lesson plans guide students to translate SAE skills and accomplishments into resume statements, career portfolio artifacts, and mock interview responses. These tasks connect classroom and SAE experiences to workplace expectations and provide applied practice with skills used in the hiring process.

The materials also provide structured career development practice. In Livestock and Poultry Production 1a, unit 3, activity 2, “Which SAE Is Best for Me?” students create a career portfolio entry that documents an SAE plan, anticipated skills, and potential evidence for an employer while also drafting resume statements that connect SAE responsibilities to employer-valued skills. The activity requires students to apply career development skills to a specific agricultural experience and reinforces the connection between technical learning and future employment. Together, these opportunities provide substantive, course-relevant practice with career development tasks identified in the indicator.

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

The materials intentionally require the use of academic, professional, and technical vocabulary during career development tasks. In Livestock and Poultry Production 1a, unit 3, activity 2, “Which SAE Is Best for Me?” students must correctly use at least five vocabulary terms from the unit, including at least one technical term related to livestock or poultry, while developing a career portfolio entry and practice resume statements. The requirement is reinforced through the activity’s grading rubric, which assesses students’ use of the required vocabulary. This design directly integrates discipline-specific language into authentic career development products.

The materials further emphasize vocabulary use through educator guidance. In Livestock and Poultry Production 1a, unit 3, class 5, the lesson plans include a section titled “Connecting SAEs to Career Readiness.” The lesson plans explicitly require students to use academic, professional, and technical vocabulary when drafting a resume statement and participating in a mock interview with a partner while connecting SAE experiences to workplace skills. These intentional expectations ensure that students apply appropriate career-specific terminology during multiple career development opportunities, directly aligning with the indicator.

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

The materials include experiential learning through workplace simulations that develop the real-world application of technical and employability skills within authentic animal production contexts. In Livestock and Poultry Production 1a, unit 7, activity 3, “How Can I Choose the Best Poultry Breed for My Production Goals?” places students in the role of a poultry producer responsible for recommending breeds that meet specific customer production objectives. The simulation requires students to apply technical knowledge of breed characteristics, production traits, feed efficiency, and conformation to evaluate alternatives, justify recommendations, and consider production tradeoffs. This authentic decision-making experience reinforces technical expertise, analytical reasoning, and professional communication aligned with the course TEKS.

The materials also provide experiential learning opportunities through industry-specific problem-solving simulations that mirror responsibilities encountered in animal agriculture careers. In Livestock and Poultry Production 1a, unit 8, activity 1, “Animal Behavior Detective: What’s Normal, and What’s a Red Flag?” students assume the role of an animal behavior specialist and evaluate livestock health and welfare through behavioral observations. The activity requires students to distinguish between normal and abnormal behaviors, diagnose potential causes of stress or illness, and recommend evidence-based management interventions. This workplace simulation develops technical observation, diagnostic reasoning, and decision-making skills while reinforcing authentic practices used by livestock producers, veterinarians, and animal care professionals. Together, these activities provide meaningful experiential learning by simulating career training in a classroom-based setting.

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

The materials provide opportunities for students to use relevant industry-specific tools, equipment, technical resources, and supplies during experiential learning. In Livestock and Poultry Production 1b, unit 5, activity 2, “AFK: Safe Injection Practice Lab,” engages students in a simulated laboratory experience that mirrors common animal health procedures used in veterinary and livestock production settings. Students use industry-relevant equipment and supplies, including syringes, injection-site diagrams, dosage calculations, and simulated medications, to practice proper injection techniques, evaluate their performance, and reinforce industry standards for animal health and food safety. This hands-on experience develops technical proficiency while familiarizing students with the tools and procedures used in animal agriculture.

The materials further support experiential learning through industry-specific identification systems and workplace resources. In Livestock and Poultry Production 1b, unit 6, activity 1, “AFK: Ear Notching for Swine Identification,” requires students to apply the standardized swine ear-notching system using reference diagrams and physical models to create livestock identification records. Students use industry diagrams, cardstock models, scissors or hole punches, and digital documentation to replicate a common livestock management practice, reinforcing the use of technical references, specialized supplies, and industry procedures that are routinely used in commercial swine production.

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

The materials intentionally emphasize the use of academic, professional, and technical vocabulary through experiential problem-solving activities requiring students to make industry-based decisions. In Livestock and Poultry Production 1b, unit 2, activity 1, “Which Feed Is the Best Buy?” engages students in the role of a producer evaluating feed options for a growing market lamb. The activity requires students to apply terminology related to animal nutrition, feed composition, crude protein, feed value, and ration selection as they analyze feed data, justify a feeding decision, and research best practices using credible industry sources. By requiring students to communicate decisions using discipline-specific language, the activity reinforces the professional vocabulary used in livestock production and animal nutrition.

The materials also reinforce the use of academic and technical vocabulary during experiential learning opportunities through authentic workplace simulations and applied decision-making tasks. In Livestock and Poultry Production 1b, unit 7, activity 1, “AFK: Can You Build a Safe Handling Plan?” places students in the role of livestock and poultry professionals responsible for developing a safe animal-handling plan in scenarios such as moving feeder pigs from a pen to a scale and restraining cattle for vaccination. The intentional task design requires students to apply industry-specific terminology related to animal handling, restraint, safety, risk assessment, and equipment selection as they identify hazards, evaluate appropriate tools and techniques, and communicate procedures within a professional context. Students use technical vocabulary as part of completing an authentic workplace task rather than as an isolated vocabulary activity.

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 materials include opportunities for students to apply academic and technical knowledge to authentic, industry-specific problems and develop viable solutions through realistic agricultural scenarios and simulations. In Livestock and Poultry Production 1a, unit 6, activity 1, “How Do You Choose the ‘Right’ Breed?” places students in the role of a livestock consultant responsible for recommending breeds that align with a client’s production goals, environmental conditions, and available resources. The task requires students to analyze industry-specific scenarios, such as a sheep producer in West Texas or a swine farm in the Texas Panhandle; evaluate breed characteristics and production traits; research potential solutions using credible sources; and justify their recommendations based on technical evidence. This simulation requires students to apply knowledge of animal science, genetics, production systems, and environmental considerations to solve authentic breed selection challenges faced by agricultural professionals.

The materials also provide opportunities for students to develop and evaluate solutions to complex workplace problems through applied management scenarios. In Livestock and Poultry Production 1b, unit 7, activity 3, “Livestock Shift Planner Challenge” requires students to respond to a realistic livestock-operation scenario that involves daily management responsibilities and an upcoming veterinary examination. Students apply technical knowledge of animal handling, facility management, scheduling, and resource allocation to develop a plan that ensures animal care tasks and veterinary procedures are completed efficiently and safely. The activity further requires students to evaluate and revise their solutions when unexpected workplace challenges arise, such as equipment issues, animal behavior concerns, or changing operational demands. Through this simulation, students practice the decision-making, problem-solving, and adaptability skills required for careers in livestock production.

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 materials provide opportunities for students to conduct industry-related data analysis by examining authentic agricultural data, identifying trends, and using quantitative and qualitative reasoning to justify production decisions. In Livestock and Poultry Production 1a, unit 7, activity 2, “How Do You Build the Ideal Bull Using EPD Targets?” students analyze data on EPD, an industry-standard genetic evaluation tool used by livestock producers to predict offspring performance. Students evaluate quantitative data related to birth weight, weaning weight, yearling weight, milk production, marbling, and carcass weight to select traits that align with specific production goals. Students then justify their selections, evaluate how the bull would perform within a production environment, and determine whether they would recommend the bull to a producer. This activity requires students to engage in comparative, predictive, and prescriptive analysis as they interpret genetic data, evaluate potential outcomes, and make evidence-based breeding recommendations.


The materials also provide opportunities for students to analyze qualitative industry data to evaluate production decisions. In Livestock and Poultry Production 1b, unit 3, activity 2, “How Do Breeding Systems Work in Agricultural Operations?” students collect information directly from an agricultural producer regarding breeding practices, selected traits, and management decisions. Students analyze the collected information to identify patterns in real-world breeding strategies, evaluate why producers select specific systems, and summarize how breeding decisions support production goals. This activity requires students to interpret industry-based information and apply qualitative reasoning to explain the relationships among breeding practices, animal traits, and operational outcomes.

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 materials include opportunities for students to engage in inquiry-based learning to investigate industry-specific questions, conduct research using relevant sources, and apply findings to authentic agricultural scenarios. In Livestock and Poultry Production 1b, unit 4, activity 1, “Which Reproductive Technology Fits Best?” students engage in a problem-based investigation to evaluate current and emerging reproductive technologies, including artificial insemination, embryo transfer, in vitro fertilization, and cloning. Students research each technology using cited sources; analyze factors such as cost, management requirements, genetic benefits, and operational constraints; and apply their findings to determine the most appropriate solution for a commercial beef operation. By evaluating multiple options and defending a recommendation based on evidence, students engage in authentic inquiry similar to decision-making processes used by agricultural professionals.

The materials also support inquiry-based learning through research investigations focused on animal health and disease management. In Livestock and Poultry Production 1b, unit 5, activity 3, “From Symptoms to Solutions,” requires students to investigate livestock and poultry diseases from an animal health professional’s perspective. Students research the causes, symptoms, treatment methods, prevention strategies, and biosecurity practices of a disease using credible sources and then synthesize their findings into a professional health investigation summary. This activity requires students to explore industry-specific questions, gather and evaluate information, and communicate evidence-based recommendations related to animal health and management.