ELPS Resource Supplement (1)

Response to
Intervention

Response to Intervention (RtI) integrates assessment and intervention within a multi-level prevention system
to maximize student achievement and to reduce behavioral problems. With RtI, schools use data to identify
students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions
and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and
identify students with learning disabilities or other disabilities.

All children can learn when provided with appropriate, effective instruction. Most academic difficulties can
be prevented with early identification of need followed by immediate intervention. It is necessary to integrate
the English Language Proficiency standards with fidelity when providing intervention services to English
Language Learners.

Excerpted from Essential Components of RTI- A Closer Look at Response to Intervention, National Center on Response to
Intervention

2008-2009

Response to Intervention

Guidance

Response to Intervention
Division of Curriculum

Texas Education Agency
1701 N. Congress

Austin, Texas 78701
(512) 463-9581

Copyright © Texas Education Agency, 2008. The materials found here on this website are
copyrighted © and trademarked ™ as the property of the Texas Education Agency and may
not be reproduced without the express written permission of the Texas Education Agency,
except under the following conditions:

1) Texas public school districts, charter schools, and Education Service Centers may
reproduce and use copies of the Materials and Related Materials for the districts’ and
schools’ educational use without obtaining permission from the Texas Education Agency;

2) Residents of the state of Texas may reproduce and use copies of the Materials and
Related Materials for individual personal use only without obtaining written permission of
the Texas Education Agency;

3) Any portion reproduced must be reproduced in its entirety and remain unedited,
unaltered and unchanged in any way;

4) No monetary charge can be made for the use of reproduced materials or any document
containing them; however, a reasonable charge to cover only the cost of reproduction and
distribution may be charged.

Private entities or persons located in Texas that are not Texas public school districts or
Texas charter schools or any entity, whether public or private, educational or non-
educational, located outside the state of Texas MUST obtain written approval from the
Texas Education Agency and will be required to enter into a license agreement that may
involve the payment of a licensing fee or a royalty fee.



Acknowledgements

This guidance document has been compiled with extensive contributions from the
Response to Intervention Coordination Council (RtICC) whose members represent the
stakeholders for whom we hope this document will serve as a resource.

The member organizations of the RtICC believe that RtI is an approach that should be
embraced by Texas schools and teachers as they strive to ensure that all students
achieve success in learning.

The following RtICC members have dedicated many hours of collaborative work to RtI,
and for their contributions, the Texas Education Agency (TEA) is extremely thankful.

Paul Henley
Teaching and Learning Specialist
Texas State Teachers Association/National Education Association (TSTA/NEA)

Francine Holland
Deputy Executive Director, Instructional Services, ESC Region XI

Education Service Centers Core Group

Susan Holley
Associate Executive Director, Instructional Support and Leadership Development

Texas Association of School Administrators (TASA)

Patti Lyle Johnson
Director of Middle Level Services
Texas Association of Secondary School Principals (TASSP)

Trae Kendrick
Chief Learning Officer
Texas Elementary Principals and Supervisors Association (TEPSA)

Patty Quinzi
Legislative Counsel
Texas-American Federation of Teachers (TEXAS-AFT)

Ada Muoneke
Program Associate
Texas Comprehensive Center (TXCC) at SEDL

The mission of the RtICC is to communicate clear, consistent expectations for RtI
implementation, model support for RtI from the various perspectives of the membership
organizations, provide feedback to TEA regarding the RtI challenges faced by school
districts, and identify and share RtI resources and best practices.

Texas Education Agency

Robert Scott
Commissioner of Education

Lizzette Reynolds
Deputy Commissioner
Statewide Policy and Programs

Sharon Jackson
Associate Commissioner
Standards and Programs

Anita Givens
Deputy Associate Commissioner

Standards and Alignment

Shannon Baker
Managing Director
Division of Curriculum

Kathy Clayton
Managing Director
Division of IDEA Coordination

Cory Green
Managing Director
Division of NCLB Coordination

Kelly Callaway
Director

Advanced Academics/Gifted Education

Kathy Stewart
Director

Reading First

Chris Caesar
Program Manager
College and Career Readiness Initiatives

Petra Brittner
Director

Response to Intervention























Texas College and Career
­
Readiness Standards
­

Texas Higher Education Coordinating Board Texas Education Agency
Division for P- Initiatives Division of Curriculum
College Readiness Initiatives College and Career Readiness Program
PO Box   N. Congress Avenue, Suite -
Austin, TX - Austin, TX -
[email protected] [email protected]



Table of Contents
­

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
English/Language Arts Standards . . . . . . . . . . . . . . . . . . . . . . . . 
Mathematics Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
Science Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
Social Studies Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
Cross-Disciplinary Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . 
Glossary of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
Vertical Team Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
Appendix. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a

English/Language Arts Standards with performance indicators . . . . . . . . a
Mathematics Standards with performance indicators. . . . . . . . . . . . . . . a
Science Standards with performance indicators . . . . . . . . . . . . . . . . . . . a
Social Studies Standards with performance indicators . . . . . . . . . . . . . . a
Cross-Disciplinary Standards with performance indicators . . . . . . . . . . . a

Texas College and Career Readiness Standards i

ii Texas College and Career Readiness Standards

Introduction The Nature of College
and Career Readiness Standards
Over the past decade, Texas has focused on
ensuring that its students are prepared for a changing In developing the CCRS, the VTs set out to
and increasingly complex future. In elementary specify the knowledge and skills necessary to succeed
and middle schools, test results have improved, in entry-level community college and university
especially among students of color, and more students courses. The CCRS serve a different purpose than
of all backgrounds are entering and completing high school graduation standards, which typically
postsecondary education programs. However, despite emphasize mastery of basic skills and knowledge,
these substantial gains, Texas trails other states in and not necessarily college and career readiness. High
preparing and sending students to postsecondary school courses are designed to provide a broad set of
education. It is also clear that K-12 students, along core knowledge and skills and a foundation in literacy
with their parents, are uncertain about what students and basic mathematics. College courses typically
must know and what intellectual skills they must require students to use content knowledge to weigh
possess to be successful beyond high school. DQGDQDO\]HLPSRUWDQWLVVXHVDQGTXHVWLRQVLQDÀHOG
of study. Even a high-quality college-preparatory
Recognizing the importance of a world class curriculum is unlikely to prepare students to pursue a
education, the 79th Texas Legislature, Third VSHFLÀFPDMRULQFROOHJH,WFDQKRZHYHUKHOSVWXGHQWV
Called Special Session, passed House Bill 1, the develop a foundation of skills that they can employ
“Advancement of College Readiness in Curriculum.” WRVXFFHVVIXOO\SXUVXHDYDULHW\RI FROOHJHPDMRUV
Section 28.008 of the Texas Education Code, seeks Therefore, the CCRS distinguish themselves from high
to increase the number of students who are college school standards by emphasizing content knowledge as
and career ready when they graduate high school. The a means to an end: the content stimulates students to
legislation required the Texas Education Agency (TEA) engage in deeper levels of thinking.
and the Texas Higher Education Coordinating Board
(THECB) to establish Vertical Teams (VTs) to develop The CCRS are designed to represent a full range
College and Career Readiness Standards (CCRS) in of knowledge and skills that students need to succeed
the areas of English/language arts, mathematics, in entry-level college courses, as well as in a wide
science, and social studies. These standards specify UDQJHRI PDMRUVDQGFDUHHUV$FFRUGLQJWRUHVHDUFK
what students must know and be able to do to succeed RYHUSHUFHQWRI VWFHQWXU\MREVUHTXLUHVRPH
in entry-level courses at postsecondary institutions in postsecondary education. By implementing these
Texas. standards, secondary school and postsecondary faculty
in all academic disciplines will advance the mission of
Vertical Teams were composed of secondary Texas: college and career ready students.
and postsecondary faculty. In 2007, the VTs met in
February, March, June, and August and developed draft Organization of the College
standards to present to the THECB. At its October and Career Readiness
2007 meeting, Board members approved posting of Standards Framework
the draft standards for public comment. Over 1500
comments were received and were reviewed by the The CCRS consist of a multi-level framework that
97VDVWKH\SUHSDUHGWKHLUÀQDOGUDIWV7KHÀQDO IRFXVHVQRWRQO\RQVXEMHFWPDWWHUEXWDOVRRQWKHZD\
drafts were submitted to the Commissioner of Higher it is organized and presented in the classroom. This
Education who presented them to the THECB for is crucial because at the postsecondary level, students
adoption at its January 2008 meeting. The CCRS were need to understand the structure of the discipline and
approved unanimously and sent to the Commissioner how knowledge expands from initial study of a topic.
of Education and the State Board of Education for This pedagogical understanding sets a threshold for the
incorporation into the Texas Essential Knowledge and kinds of deeper investigation and learning that occur
Skills (TEKS). as students pursue in-depth courses in their chosen
PDMRUV

Texas College and Career Readiness Standards iii

































SCIENCE STANDARDS
­

Science as a Way of Knowing “The standards are
focused on ensuring
$VZLWKPDWKHPDWLFVSURÀFLHQF\LQVFLHQFHQHHGV
to improve before and during the secondary school that students are
years in order to meet the test of college and career ready to explore and
readiness. The process of science rests on information appreciate the richness
and descriptions about the natural world, collected and complexity of the
by observation. When an observation has been made
repeatedly and independently by several observers natural world...”
under controlled and reproducible conditions, the
ÀQGLQJVDUHUHJDUGHGZLWKLQFUHDVLQJFRQÀGHQFH mathematics, communication, and social ethics, as
)LQGLQJVWKDWDUHUHSHDWHGO\FRQÀUPHGDFURVVDUDQJH well as personal skills such as time management, self-
of situations yield insights that can lead to explanatory discipline, and organization.
models, also called theories. Throughout this process,
certain analytical procedures and practices are used Understanding and Using
LQDOOVFLHQWLÀFGLVFLSOLQHV7KHVHLQFOXGHVSHFLÀF These Standards
mathematical procedures and techniques, standardized
measurement methods, and several applications of The science Vertical Team (VT) consulted a
formal logic. range of resource materials that contained standards
IRUVFLHQFHGHYHORSHGE\QDWLRQDOVXEMHFWPDWWHU
These logical procedures are extremely important organizations, and considered carefully other the
FRPSRQHQWVRI VFLHQWLÀFPHWKRGVEXWDUHQRWXVXDOO\ college readiness standards in science that have
VSRQWDQHRXVLQWXLWLYHPRGHVRI WKRXJKW6FLHQWLÀF been previously developed. In addition, the process
methods emphasize the practice of testing hypotheses drew from various VT member experiences and
(i.e., theories, explanatory models) by comparing their backgrounds in order to respond to the needs and
predictions to observations of the natural world. To situations of Texas schools.
MXGJHWKHTXDOLW\RI DK\SRWKHVLVVFLHQWLVWVDVNZKHWKHU
it leads to accurate predictions about future events or The standards are focused on ensuring that
observations. This pattern of logical thought and this students are ready to explore and appreciate the
particular method of analyzing and improving our richness and complexity of the natural world, to
understanding of the natural world is a fundamental grapple with new ideas and divergent interpretations,
element of all studies of science. and to master the powerful techniques of collecting,
organizing, and analyzing information that scientists
7KHÀHOGRI VFLHQFHLVW\SLFDOO\GLYLGHGLQWR use in their investigations. The standards go beyond
disciplines such as biology, chemistry, physics, the three “traditional” high school science courses
environmental science, and Earth science. Although of biology, chemistry, and physics. They are less
each discipline focuses on different features of the
natural world, all areas of science share a common set
of principles and procedures for collecting, analyzing,
evaluating, and synthesizing information.

6FLHQFHLVGLVWLQJXLVKHGIURPRWKHUÀHOGVRI VWXG\
by the way students learn skills for appropriately
applying a variety of apparatuses, equipment,
techniques, and procedures for collecting, interpreting,
DQGXVLQJGDWD:KLOHHQJDJHGLQVFLHQWLÀFLQTXLU\
students utilize other foundational skills such as

 Texas College and Career Readiness Standards

SCIENCE STANDARDS
­

concerned with course titles and more focused on actively engaged in science. But to focus on vocabulary
ensuring that students are ready to explore and DORQHLVQRWVXIÀFLHQW6WXGHQWVVKRXOGEHHQFRXUDJHG
appreciate the richness and complexity of the natural WRPDLQWDLQDMXGLFLRXVEDODQFHEHWZHHQOHDUQLQJ
world. vocabulary and applying that vocabulary as they
formulate good questions, plan investigations, gather
Although the standards are quite extensive and and evaluate data, and draw conclusions.
VSHFLÀFLQWKHLULGHQWLÀFDWLRQRI LPSRUWDQWSUHUHTXLVLWH
knowledge, they emphasize in equal measure the I. Nature of Science:
importance of the key cognitive skills necessary to Scientific Ways of Learning
succeed in the kinds of tasks that students will almost and Thinking
certainly encounter in entry-level college science
courses. A. Cognitive skills in science
1. Utilize skepticism, logic, and professional ethics
Student success in college-level introductory science in science.
courses depends on the development of certain skills 2. Use creativity and insight to recognize and
in high school classes. Although applications of these describe patterns in natural phenomena.
skills vary from one discipline and one grade level to the 3. Formulate appropriate questions to test

next, all high school science courses should encourage understanding of natural phenomena.

students to master in an age-appropriate manner the 4. Rely on reproducible observations of empirical
concepts and vocabulary outlined in the standards, evidence when constructing, analyzing, and
and to do so while acquiring and developing the key evaluating explanations of natural events and
cognitive skills necessary to think like a scientist. processes.

:LWKLQWKHFRQWH[WRI WKHVHVWDQGDUGVVFLHQWLÀF % 6FLHQWLÀFLQTXLU\
vocabulary should be viewed as a tool, not as an end 'HVLJQDQGFRQGXFWVFLHQWLÀFLQYHVWLJDWLRQVLQ
in itself. Technical words and phrases allow concise which hypotheses are formulated and tested.
and precise communication. Accurate use of technical
language is critical for interaction among those who are C. Collaborative and safe working practices
&ROODERUDWHRQMRLQWSURMHFWV
2. Understand and apply safe procedures in
WKHODERUDWRU\DQGÀHOGLQFOXGLQJFKHPLFDO
HOHFWULFDODQGÀUHVDIHW\DQGVDIHKDQGOLQJRI
live or preserved organisms.
3. Demonstrate skill in the safe use of a wide
variety of apparatuses, equipment, techniques,
and procedures.

' &XUUHQWVFLHQWLÀFWHFKQRORJ\
1. Demonstrate literacy in computer use.
2. Use computer models, applications, and

simulations.

3. Demonstrate appropriate use of a wide variety
of apparatuses, equipment, techniques, and
procedures for collecting quantitative and
qualitative data.

Texas College and Career Readiness Standards 

SCIENCE STANDARDS
­

( (IIHFWLYHFRPPXQLFDWLRQRI VFLHQWLÀF 3. Understand basic trigonometric principles,
information LQFOXGLQJGHÀQLWLRQVRI WHUPVVXFKDV
1. Use several modes of expression to describe or sine, cosine, tangent, cotangent, and their
characterize natural patterns and phenomena. relationship to triangles.
These modes of expression include narrative,
numerical, graphical, pictorial, symbolic, and 4. Understand basic geometric principles.
kinesthetic. ' 6FLHQWLÀF SUREOHP VROYLQJ
2. Use essential vocabulary of the discipline being
studied. 1. Use dimensional analysis in problem solving.
( 6FLHQWLÀF DSSOLFDWLRQ RI SUREDELOLW\ DQG
II. Foundation Skills:
Scientific Applications statistics
of Mathematics 1. Understand descriptive statistics.
) 6FLHQWLÀF PHDVXUHPHQW
A. Basic mathematics conventions 1. Select and use appropriate Standard
1. Understand the real number system and its
properties. ,QWHUQDWLRQDO6,XQLWVDQGSUHÀ[HVWRH[SUHVV
8VHH[SRQHQWVDQGVFLHQWLÀFQRWDWLRQ measurements for real world problems.
3. Understand ratios, proportions, percentages, 8VHDSSURSULDWHVLJQLÀFDQWGLJLWV
and decimal fractions, and translate from any 3. Understand and use logarithmic notation (base
form to any other. 10).
4. Use proportional reasoning to solve problems.
5. Simplify algebraic expressions. III. Foundation Skills:
6. Estimate results to evaluate whether a calculated Scientific Applications
result is reasonable. of Communication
7. Use calculators, spreadsheets, computers, etc., in
data analysis. $ 6FLHQWLÀF ZULWLQJ
1. Use correct applications of writing practices in
B. Mathematics as a symbolic language VFLHQWLÀFFRPPXQLFDWLRQ
1. Carry out formal operations using standard
algebraic symbols and formulae. % 6FLHQWLÀF UHDGLQJ
2. Represent natural events, processes, and 5HDGWHFKQLFDODQGVFLHQWLÀFDUWLFOHVWRJDLQ
relationships with algebraic expressions and understanding of interpretations, apparatuses,
algorithms. techniques or procedures, and data.
2. Set up apparatuses, carry out procedures,
C. Understand relationships among geometry, DQGFROOHFWVSHFLÀHGGDWDIURPDJLYHQVHWRI
algebra, and trigonometry appropriate instructions.
1. Understand simple vectors, vector notations, 5HFRJQL]HVFLHQWLÀFDQGWHFKQLFDOYRFDEXODU\
and vector diagrams, and carry out simple LQWKHÀHOGRI VWXG\DQGXVHWKLVYRFDEXODU\WR
calculations involving vectors. enhance clarity of communication.
8QGHUVWDQGWKDWDFXUYHGUDZQRQDGHÀQHGVHW /LVWXVHDQGJLYHH[DPSOHVRI VSHFLÀF
of axes is fully equivalent to a set of algebraic strategies before, during, and after reading to
equations. improve comprehension.

& 3UHVHQWDWLRQRI VFLHQWLÀFWHFKQLFDO
information
3UHSDUHDQGSUHVHQWVFLHQWLÀFWHFKQLFDO
information in appropriate formats for various
audiences.

 Texas College and Career Readiness Standards

SCIENCE STANDARDS
­

' 5HVHDUFKVNLOOVLQIRUPDWLRQOLWHUDF\ ' &ODVVLÀFDWLRQ
1. Use search engines, databases, and other 1. Understand that scientists categorize things
digital electronic tools effectively to locate according to similarities and differences.
information.
2. Evaluate quality, accuracy, completeness, E. Measurements and models
reliability, and currency of information from 1. Use models to make predictions.
any source. 2. Use scale to relate models and structures.
3. Demonstrate familiarity with length scales from
IV. Science, Technology, sub-atomic particles through macroscopic
and Society REMHFWV

A. Interactions between innovations and VI. Biology
science
5HFRJQL]HKRZVFLHQWLÀFGLVFRYHULHVDUH A. Structure and function of cells
connected to technological innovations. 1. Know that although all cells share basic features,
cells differentiate to carry out specialized
B. Social ethics functions.
8QGHUVWDQGKRZVFLHQWLÀFUHVHDUFKDQG 2. Explain how cells can be categorized into two
technology have an impact on ethical and legal PDMRUW\SHVSURNDU\RWLFDQGHXNDU\RWLFDQG
practices. GHVFULEHPDMRUIHDWXUHVWKDWGLVWLQJXLVKRQH
2. Understand how commonly held ethical beliefs from the other.
LPSDFWVFLHQWLÀFUHVHDUFK 'HVFULEHWKHVWUXFWXUHDQGIXQFWLRQRI PDMRU
sub-cellular organelles.
C. History of science 'HVFULEHWKHPDMRUIHDWXUHVRI PLWRVLVDQG
1. Understand the historical development of relate this process to growth and asexual
PDMRUWKHRULHVLQVFLHQFH reproduction.
2. Recognize the role of people in important 5. Understand the process of cytokinesis in plant
FRQWULEXWLRQVWRVFLHQWLÀFNQRZOHGJH and animal cells and how this process is related
to growth.
V. Cross-Disciplinary Themes 6. Know the structure of membranes and how
this relates to permeability.
$ 0DWWHUVWDWHV RI PDWWHU
1. Know modern theories of atomic structure. B. Biochemistry
2. Understand the typical states of matter (solid, 8QGHUVWDQGWKHPDMRUFDWHJRULHVRI ELRORJLFDO
liquid, gas) and phase changes among these. molecules: lipids, carbohydrates, proteins, and
nucleic acids.
B. Energy (thermodynamics, kinetic, potential, 2. Describe the structure and function of

energy transfers) enzymes.

1. Understand the Laws of Thermodynamics. 'HVFULEHWKHPDMRUIHDWXUHVDQGFKHPLFDOHYHQWV
2. Know the processes of energy transfer. of photosynthesis.
'HVFULEHWKHPDMRUIHDWXUHVDQGFKHPLFDOHYHQWV
& &KDQJH RYHU WLPHHTXLOLEULXP of cellular respiration.
1. Recognize patterns of change. 5. Know how organisms respond to presence or
absence of oxygen, including mechanisms of
fermentation.

Texas College and Career Readiness Standards 

SCIENCE STANDARDS
­

6. Understand coupled reaction processes and 3. Understand typical forms of organismal
describe the role of ATP in energy coupling and behavior.
transfer.
4. Know the process of succession.
C. Evolution and populations
1. Know multiple categories of evidence for VII. Chemistry
evolutionary change and how this evidence is
used to infer evolutionary relationships among A. Matter and its properties
organisms. 1. Know that physical and chemical properties
2. Recognize variations in population sizes, can be used to describe and classify matter.
including extinction, and describe mechanisms 2. Recognize and classify pure substances

and conditions that produce these variations. (elements, compounds) and mixtures.


D. Molecular genetics and heredity B. Atomic structure
1. Understand Mendel’s laws of inheritance. 1. Summarize the development of atomic theory.
.QRZPRGLÀFDWLRQVWR0HQGHO·VODZV Understand that models of the atom are used
3. Understand the molecular structures and to help understand the properties of elements
functions of nucleic acids. and compounds.
4. Understand simple principles of population
genetics and describe characteristics of a Hardy- C. Periodic table
Weinberg population. 1. Know the organization of the periodic table.
'HVFULEHWKHPDMRUIHDWXUHVRI PHLRVLV 2. Recognize the trends in physical and chemical
and relate this process to Mendel’s laws of properties as one moves across a period or
inheritance. vertically through a group.

( &ODVVLÀFDWLRQDQGWD[RQRP\ D. Chemical bonding
1. Know ways in which living things can be 1. Characterize ionic bonds, metallic bonds, and
FODVVLÀHGEDVHGRQHDFKRUJDQLVP·VLQWHUQDODQG covalent bonds. Describe the properties of
external structure, development, and relatedness metals and ionic and covalent compounds.
of DNA sequences.
E. Chemical reactions
F. Systems and homeostasis 1. Classify chemical reactions by type. Describe
1. Know that organisms possess various structures the evidence that a chemical reaction has
and processes (feedback loops) that maintain occurred.
steady internal conditions. 2. Describe the properties of acids and bases,
2. Describe, compare, and contrast structures and identify the products of a neutralization
and processes that allow gas exchange, nutrient reaction.
uptake and processing, waste excretion, nervous 3. Understand oxidation-reduction reactions.
and hormonal regulation, and reproduction in 4. Understand chemical equilibrium.
plants, animals, and fungi; give examples of each. 5. Understand energy changes in chemical
reactions.
G. Ecology 6. Understand chemical kinetics.
,GHQWLI\(DUWK·VPDMRUELRPHVJLYLQJWKHLU
locations, typical climate conditions, and F. Chemical nomenclature
characteristic organisms. 1. Know formulas for ionic compounds.
.QRZSDWWHUQVRI HQHUJ\ÁRZDQGPDWHULDO 2. Know formulas for molecular compounds.
cycling in Earth’s ecosystems.

 Texas College and Career Readiness Standards

SCIENCE STANDARDS
­

G. The mole and stoichiometry 4. Understand the concept of density.
1. Understand the mole concept. 5. Understand the concepts of gravitational force
2. Understand molar relationships in reactions,
stoichiometric calculations, and percent yield. and weight.
B. Vectors
H. Thermochemistry
1. Understand the Law of Conservation of 1. Understand how vectors are used to represent
Energy and processes of heat transfer. physical quantities.
2. Understand energy changes and chemical
reactions. 2. Demonstrate knowledge of vector mathematics
using a graphical representation.
I. Properties and behavior of gases, liquids,
and solids 3. Demonstrate knowledge of vector mathematics
1. Understand the behavior of matter in its using a numerical representation.
various states: solid, liquid, and gas.
2. Understand properties of solutions. C. Forces and motion
3. Understand principles of ideal gas behavior 1. Understand the fundamental concepts of
and kinetic molecular theory. kinematics.
4. Apply the concept of partial pressures in a 2. Understand forces and Newton’s Laws.
mixture of gases. 3. Understand the concept of momentum.
5. Know properties of liquids and solids.
6. Understand the effect of vapor pressure on D. Mechanical energy
changes in state; explain heating curves and 1. Understand potential and kinetic energy.
phase diagrams. 2. Understand conservation of energy.
7. Describe intermolecular forces. 3. Understand the relationship of work and
mechanical energy.
J. Basic structure and function of biological
molecules: proteins, carbohydrates, lipids, E. Rotating systems
and nucleic acids 1. Understand rotational kinematics.
8QGHUVWDQGWKHPDMRUFDWHJRULHVRI ELRORJLFDO 2. Understand the concept of torque.
molecules: proteins, carbohydrates, lipids, and 3. Apply the concept of static equilibrium.
nucleic acids. 4. Understand angular momentum.

K. Nuclear chemistry F. Fluids
1. Understand radioactive decay. 8QGHUVWDQGSUHVVXUHLQDÁXLGDQGLWV
applications.
VIII. Physics 2. Understand Pascal’s Principle.
3. Understand buoyancy.
A. Matter 4. Understand Bernoulli’s principle.
1. Demonstrate familiarity with length scales from
sub-atomic particles through macroscopic G. Oscillations and waves
REMHFWV 1. Understand basic oscillatory motion and simple
2. Understand states of matter and their
harmonic motion.
characteristics.
2. Understand the difference between transverse
3. Understand the concepts of mass and inertia. and longitudinal waves.
3. Understand wave terminology: wavelength,
period, frequency, and amplitude.

Texas College and Career Readiness Standards 

SCIENCE STANDARDS
­

4. Understand the properties and behavior of 3RVVHVVDVFLHQWLÀFXQGHUVWDQGLQJRI WKH
sound waves. formation of the Earth and moon.

H. Thermodynamics C. Solar system
1. Understand the gain and loss of heat energy in 1. Describe the structure and motions of the solar
matter. system and its components.
2. Understand the basic laws of thermodynamics. 3RVVHVVDVFLHQWLÀFXQGHUVWDQGLQJRI WKH
formation of the solar system.
I. Electromagnetism
1. Discuss electric charge and electric force. D. Origin and structure of the universe
2. Gain qualitative and quantitative understandings 8QGHUVWDQGVFLHQWLÀFWKHRULHVIRUWKHIRUPDWLRQ
of voltage, current, and resistance. of the universe.
3. Understand Ohm’s Law. .QRZWKHFXUUHQWVFLHQWLÀFGHVFULSWLRQVRI WKH
4. Apply the concept of power to electricity. components of the universe.
5. Discuss basic DC circuits that include voltage
sources and combinations of resistors. E. Plate tectonics
6. Discuss basic DC circuits that include voltage 1. Describe the evidence that supports the current
sources and combinations of capacitors. theory of plate tectonics.
8QGHUVWDQGPDJQHWLFÀHOGVDQGWKHLU ,GHQWLI\WKHPDMRUWHFWRQLFSODWHV
relationship to electricity. 3. Describe the motions and interactions of
8. Relate electricity and magnetism to everyday life. tectonic plates.
4. Describe the rock cycle and its products.
J. Optics
1. Know the electromagnetic spectrum. F. Energy transfer within and among systems
2. Understand the wave/particle duality of light. 1. Describe matter and energy transfer in the
3. Understand concepts of geometric optics. Earth’s systems.
2. Give examples of effects of energy transfer
IX. Earth and Space Sciences within and among systems.

A. Earth systems X. Environmental Science
.QRZWKHPDMRUIHDWXUHVDQGFKDUDFWHULVWLFV
of atmosphere, geosphere, hydrosphere, and A. Earth systems
biosphere. 1. Recognize the Earth’s systems.
2. Understand relationships and interactions .QRZWKHPDMRUIHDWXUHVRI WKHJHRVSKHUHDQG
among atmosphere, geosphere, hydrosphere, the factors that modify them.
and biosphere. .QRZWKHPDMRUIHDWXUHVRI WKHDWPRVSKHUH
3RVVHVVDVFLHQWLÀFXQGHUVWDQGLQJRI WKHKLVWRU\ .QRZWKHPDMRUIHDWXUHVRI WKHK\GURVSKHUH
of Earth’s systems. %HIDPLOLDUZLWK(DUWK·VPDMRUELRPHV
4. Utilize the tools scientists use to study and 'HVFULEHWKH(DUWK·VPDMRUELRJHRFKHPLFDO
understand the Earth’s systems. cycles.

B. Sun, Earth, and moon system B. Energy
1. Understand interactions among the sun, Earth, 1. Understand energy transformations.
and moon.

 Texas College and Career Readiness Standards

SCIENCE STANDARDS
­

2. Know the various sources of energy for
humans and other biological systems.

C. Populations
1. Recognize variations in population sizes,
including human population and extinction,
and describe mechanisms and conditions that
produce these variations.

D. Economics and politics
1DPHDQGGHVFULEHPDMRUHQYLURQPHQWDO
policies and legislation.
2. Understand the types, uses, and regulations of
the various natural resources.

E. Human practices and their impacts
1. Describe the different uses for land (land
management).
2. Understand the use and consequences of pest
management.
3. Know the different methods used to increase
food production.
4. Understand land and water usage and

management practices.

5. Understand how human practices affect air,
water, and soil quality.

Texas College and Career Readiness Standards 

Social Studies
Standards

SOCIAL STUDIES STANDARDS
­

Social Studies as a Way of Knowing “The ability to be
a thoughtful analyst
Social studies encompass a wide variety of and interpreter of social
disciplines including history, geography, political and human behavior and
science, sociology, psychology, anthropology, events is at the heart
economics, philosophy, and archeology as well as of what it takes to
VHYHUDOÀHOGVRI VSHFLDOL]DWLRQZLWKLQWKHVHEURDG succeed in college social
FDWHJRULHV(DFKGLVFLSOLQHIRFXVHVRQVSHFLÀFDVSHFWV
of the human experience and employs a variety of studies courses.”
methodological approaches to study these phenomena.
:LWKLQHDFKÀHOGVRFLDOVFLHQWLVWVLQFRUSRUDWH body of factual information and concepts. Simply
research, statistical methods, and conclusions from PHPRUL]LQJIDFWVDQGGDWDLVQRWVXIÀFLHQWWRVXFFHHG
other disciplines to strengthen their own mode of in a college-level social studies course. These thinking
inquiry. All social scientists employ a variety of key processes are the method by which students develop
cognitive skills from the sciences, mathematics, and a greater understanding of the historical, political,
language arts. They use an interdisciplinary approach economical, geographical, social, and psychological
to understanding human behavior, organizations, forces that have shaped their lives and the world
institutions, beliefs, and attitudes across time and they live in. Students need to know how to read
space. and examine information critically, to communicate
conclusions effectively, and to gather cogent
The goal and the focus of social studies is to information that will help them understand problems
promote a deeper and richer understanding of they will encounter in a wide variety of disciplines and
the human experience. Together, social studies careers.
disciplines impart particular knowledge and skills that
equip students to engage actively, thoughtfully, and To succeed at the college level, students in social
responsibly with their local, national, and international studies must possess a body of knowledge and skills
communities. that enable them to engage actively with complex
material. They must understand and be able to apply
A primary goal of social studies is to promote in a systematic manner the fundamental concepts,
greater civic awareness and responsibility. Effective approaches, and terminologies common to a range of
citizenship requires knowledge of political and social studies disciplines including history, geography,
economic structures and institutions, methods of political science, economics, and sociology. While
participation, and tools for problem solving. Social it is not necessary for high school students to take
studies encourage rational and logic-based analysis FRXUVHVLQDOORI WKHVHVXEMHFWDUHDVWKH\GRQHHGWR
of complex social problems using a variety of understand something about the tools that scholars
approaches, while recognizing and appreciating diverse LQWKHVHVXEMHFWDUHDVXVHWRIRUPXODWHLGHDVDQG
human perspectives. They encourage individuals to
XQGHUVWDQGVRFLDODQGHQYLURQPHQWDOLQÁXHQFHVRQ
their behavior and to connect their lives and decisions
to the world around them, taking into consideration
both past and present.

Understanding and Using
These Standards

Social studies as taught at the college level require
mastery of key cognitive skills that utilize a broad

 Texas College and Career Readiness Standards

SOCIAL STUDIES STANDARDS
­

LQYHVWLJDWHPDMRUSUREOHPVLQWKHLUÀHOGV7KHDELOLW\ 5. Analyze how various cultural regions have
to be a thoughtful analyst and interpreter of social changed over time.
and human behavior and events is at the heart of what
it takes to succeed in college social studies courses. 6. Analyze the relationship between geography and
Training to develop these sophisticated skills needs the development of human communities.
to begin early and be nurtured over many years, and
students need to be ready to demonstrate them with B. Periodization and chronological reasoning
VRPHOHYHORI ÁXHQF\LQFROOHJHFRXUVHV7KHVWDQGDUGV 1. Examine how and why historians divide the past
are designed to provide insight into the knowledge and into eras.
skills students should be mastering in high school to 2. Identify and evaluate sources and patterns of
be better prepared for the challenge of college social change and continuity across time and place.
studies courses. $QDO\]HFDXVHVDQGHIIHFWVRI PDMRUSROLWLFDO
economic, and social changes in U.S. and world
The Vertical Teams (VTs) chose deliberately not to history.
identify lists of facts that students must master to be
ready for college. Of course, students should master a C. Change and continuity of political
UDQJHRI VSHFLÀFLQIRUPDWLRQDERXWVRFLDOV\VWHPVDQG ideologies, constitutions, and political
phenomena. The VTs created standards that assume behavior
students will use their understanding of events, social 1. Evaluate different governmental systems and
systems, and human behavior to develop greater functions.
LQVLJKWLQWRKRZWKHYDULRXVSDUWVÀWWRJHWKHULQWRD 2. Evaluate changes in the functions and structures
PRUHXQLÀHGZKROHDQGKRZVHHPLQJO\FRQWUDGLFWRU\ of government across time.
explanations or points-of-view can be analyzed for 3. Explain and analyze the importance of civic
greater understanding instead of simply taking sides. engagement.
This perspective is supported by and consistent with
the approach taken in many exemplary social studies D. Change and continuity of economic
standards from other states and national organizations systems and processes
that were reviewed in the process of developing these 1. Identify and evaluate the strengths and
standards. weaknesses of different economic systems.
2. Analyze the basic functions and structures of
I. Interrelated Disciplines international economics.
and Skills
E. Change and continuity of social groups,
A. Spatial analysis of physical and cultural civic organizations, institutions, and their
processes that shape the human experience interaction
1. Identify different social groups (e.g., clubs,
1. Use the tools and concepts of geography religious organizations) and examine how they
appropriately and accurately. form and how and why they sustain themselves.
'HÀQHWKHFRQFHSWRI VRFLDOL]DWLRQDQG
2. Analyze the interaction between human
analyze the role socialization plays in human
communities and the environment.
development and behavior.
3. Analyze how social institutions (e.g., marriage,
3. Analyze how physical and cultural processes family, churches, schools) function and meet the
have shaped human communities over time. needs of society.
4. Identify and evaluate the sources and
4. Evaluate the causes and effects of human FRQVHTXHQFHVRI VRFLDOFRQÁLFW
migration patterns over time.

Texas College and Career Readiness Standards 

SOCIAL STUDIES STANDARDS
­

F. Problem-solving and decision-making skills 2. Connect regional or local developments to
1. Use a variety of research and analytical tools global ones.
to explore questions or issues thoroughly and
fairly. 3. Analyze how and why diverse communities
2. Analyze ethical issues in historical, cultural, and interact and become dependent on each other.
social contexts.
B. Global analysis
II. Diverse Human Perspectives 1. Apply social studies methodologies to compare
and Experiences societies and cultures.

A. Multicultural societies IV. Analysis, Synthesis, and
'HÀQHD´PXOWLFXOWXUDOVRFLHW\µDQGFRQVLGHU Evaluation of Information
both the positive and negative qualities of
multiculturalism. A. Critical examination of texts, images, and
2. Evaluate the experiences and contributions of other sources of information
diverse groups to multicultural societies. 1. Identify and analyze the main idea(s) and
point(s)-of-view in sources.
% )DFWRUVWKDWLQÁXHQFHSHUVRQDODQGJURXS 2. Situate an informational source in its
identities (e.g., race, ethnicity, gender, appropriate contexts (contemporary, historical,
QDWLRQDOLW\LQVWLWXWLRQDODIÀOLDWLRQV cultural).
socioeconomic status) 3. Evaluate sources from multiple perspectives.
1. Explain and evaluate the concepts of race, 4. Understand the differences between a
ethnicity, and nationalism. primary and secondary source and use each
2. Explain and evaluate the concept of gender. appropriately to conduct research and construct
3. Analyze diverse religious concepts, structures, arguments.
and institutions around the world. 5. Read narrative texts critically.
(YDOXDWHKRZPDMRUSKLORVRSKLFDODQG 6. Read research data critically.
LQWHOOHFWXDOFRQFHSWVLQÁXHQFHKXPDQEHKDYLRU
or identity. B. Research and methods
5. Explain the concepts of socioeconomic status 1. Use established research methodologies.
DQGVWUDWLÀFDWLRQ 2. Explain how historians and other social
6. Analyze how individual and group identities are scientists develop new and competing views of
established and change over time. past phenomena.
3. Gather, organize, and display the results of data
III. Interdependence and research.
of Global Communities 4. Identify and collect sources.

A. Spatial understanding of global, regional, C. Critical listening
national, and local communities 1. Understand and interpret presentations (e.g.,
1. Distinguish spatial patterns of human speeches, lectures, informal presentations)
communities that exist between or within critically.
contemporary political boundaries.
D. Reaching conclusions
1. Construct a thesis that is supported by evidence.
2. Recognize and evaluate counter-arguments.

 Texas College and Career Readiness Standards