2014 – 2015
Florida Department of Education
Curriculum Framework 

Program Title:	Transit Technician 3
Program Type:	Career Preparatory
Career Cluster:	Transportation, Distribution and Logistics

Secondary – Career Preparatory	
Program Number	9500300	
CIP Number	0647061309	
Grade Level	9-12, 30, 31	
Standard Length	5 credits	
Teacher Certification	DIESEL MECH @7 7G	
CTSO	SkillsUSA	
SOC Codes (all applicable) 	49-3031 – Bus and Truck Mechanics and Diesel Engine Specialists	
Facility Code	245  http://www.fldoe.org/edfacil/sref.asp  (State Requirements for Educational Facilities)	
Targeted Occupation List	http://www.labormarketinfo.com/wec/TargetOccupationList.htm	
Perkins Technical Skill Attainment Inventory	http://www.fldoe.org/workforce/perkins/perkins_resources.asp 	
Industry Certifications	http://www.fldoe.org/workforce/fcpea/default.asp 	
Statewide Articulation	 http://www.fldoe.org/workforce/dwdframe/artic_frame.asp 	

Purpose 

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in the Transportation, Distribution and Logistics career cluster; provides technical skill proficiency, and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of the Transportation, Distribution and Logistics career cluster. 

The content includes but is not limited to the following: maintaining and repairing diesel engines, performing diesel engine and bus preventive maintenance (PMI) inspections, maintaining and repairing ADA accessible lifts and ramps, maintaining and repairing basic electrical systems, and maintaining, and repairing steering and suspension systems.

The course content will also include training in communication, leadership, human relations, transit safety awareness, MSDS, employability skills, and safe efficient work practices.

The purpose of this program is to prepare students for employment as transit technicians, train existing employees to become FTMC certified transit technicians and to prepare existing technicians for the ASE series of Transit Bus tests.

It is recommended that students complete the five OCP’s for each technician level before advancing to the next tier.  Transit Technician 3 and 2 are prerequisites for the Transit Technician 3, and ultimately, the FTMC Transit Technician certification.

The courses may be taken in any sequence within their respective tier, but tiers must be taken sequentially, starting with tier 1, then tier 2, and ending with tier 3.  Students must demonstrate proficiency in the preceding tier prior to advancement to the next higher tier.

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Program Structure
This program is a planned sequence of instruction consisting of three programs of instruction consisting of 15 occupational completion points.  The recommended sequence allows students to complete specified portions of the program for employment or to remain for advanced training.  A student who completes the applicable competencies at any occupational completion point may either continue with the training program or terminate as an occupational completer.

The following table illustrates the Secondary program structure:

OCP	Course Number	Course Title	Length	SOC Code	Level	
A	9500310	Transit Bus Service 11	1 credit	49-3031	2	
B	9500320	Transit Bus Service 12	1 credit	49-3031	2	
C	9500330	Transit Bus Service 13	1 credit	49-3031	2	
D	9500340	Transit Bus Service 14	1 credit	49-3031	2	
E	9500350	Transit Bus Service 15	1 credit	49-3031	2	

Academic Alignment Table

The courses comprising this program have not yet been aligned to the Next Generation Sunshine State Standards contained in specific math and science core academic courses.  This alignment is a collaborative review by Career and Technical Education (CTE) teachers and core academic teachers.  Once the program has been subjected to this alignment, this curriculum framework will include a table depicting the number of academic standards in each CTE course, the total number of math and science standards contained in the academic course, and the percentage of alignment to the CTE course.

Courses	Algebra 1	Algebra 2	Geometry	Anatomy/ Physiology Honors	Astronomy     Solar/Galactic Honors	Biology 1	Chemistry 1	Earth-Space Science	Genetics	Marine Science 1 Honors	Physical Science	Physics 1	
Transit Bus Service 11	^^	^^	^^	0/53
0%	0/52
0%	0/56
0%	0/55
0%	0/58
0%	0/35
0%	0/42
0%	0/56
0%	0/53
0%	
Transit Bus Service 12	^^	^^	^^	0/53
0%	0/52
0%	0/56
0%	0/55
0%	0/58
0%	0/35
0%	0/42
0%	0/56
0%	0/53
0%	
Transit Bus Service 13	^^	^^	^^	0/53
0%	0/52
0%	0/56
0%	0/55
0%	0/58
0%	0/35
0%	0/42
0%	0/56
0%	0/53
0%	
Transit Bus Service 14	^^	^^	^^	0/53
0%	0/52
0%	0/56
0%	0/55
0%	0/58
0%	0/35
0%	0/42
0%	0/56
0%	0/53
0%	
Transit Bus Service 15	^^	^^	^^	0/53
0%	0/52
0%	0/56
0%	0/55
0%	0/58
0%	0/35
0%	0/42
0%	0/56
0%	0/53
0%	
^^	Alignment pending full implementation of the    				**   Alignment pending review    
	Florida Standards for Mathematics.					#   Alignment attempted, but no correlation to academic course

Florida Standards for Technical Subjects 

Florida Standards (FS) for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects are the critical reading and writing literacy standards designed for grade 6 and above.  These standards are predicated on teachers of history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields.  It is important to note that the 6-12 literacy standards in history/social studies, science, and technical subjects are not meant to replace content standards in those areas but rather to supplement them.

This curriculum framework incorporates the grades 9-10 reading and writing literacy standards in the first two courses of this CTE program and grade 11-12 reading and writing literacy standards in the third and fourth courses of this CTE program.  The standards for Mathematical Practices describe varieties of expertise that educators at all levels should seek to develop in their students.  These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.  This curriculum framework incorporates the appropriate mathematical practices in the first four courses of this CTE program.  

Florida Standards for Mathematics & Language Arts (FS-M/LA)

Some or all of the courses in this program have been aligned to the Florida Standards for Mathematics and Language Arts used in core academic classes.  Data shown in the framework table (column ‘FS-M/LA’) contains the results of these alignment efforts.

Next Generation Sunshine State Standards (NGSSS) - Science 

Some or all of the courses in this program have been aligned to the Next Generation Sunshine State Standards (NGSSS) for Science.  Data shown in the framework table (column ‘NGSSS-Sci’) contains the results of these alignment efforts.

Common Career Technical Core – Career Ready Practices

Career Ready Practices describe the career-ready skills that educators should seek to develop in their students.  These practices are not exclusive to a Career Pathway, program of study, discipline or level of education.  Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. 

1. Act as a responsible and contributing citizen and employee. 

2. Apply appropriate academic and technical skills. 

3. Attend to personal health and financial well-being. 

4. Communicate clearly, effectively and with reason. 

5. Consider the environmental, social and economic impacts of decisions. 

6. Demonstrate creativity and innovation. 

7. Employ valid and reliable research strategies. 

8. Utilize critical thinking to make sense of problems and persevere in solving them. 

9. Model integrity, ethical leadership and effective management. 

10. Plan education and career path aligned to personal goals. 

11. Use technology to enhance productivity. 

12. Work productively in teams while using cultural/global competence. 

Standards

After successfully completing this program, the student will be able to perform the following:

01.0	Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Transit Technician 3. 
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Transit Technician 3.
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Transit Technician 3.
04.0	Demonstrate shop and occupational safety procedures.
05.0	Maintain and repair transit bus alternative fuels systems and components.
06.0	Demonstrate the qualifications for employment.
07.0	Demonstrate shop and occupational safety procedures.
08.0	Maintain and repair transit bus advanced electrical systems and components.
09.0	Demonstrate the qualifications for employment.
10.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Transit Technician 3.
11.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Transit Technician 3.
12.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Transit Technician 3.
13.0	Demonstrate shop and occupational safety procedures.
14.0	Maintain and repair transit bus heating and air-conditioning systems.
15.0	Demonstrate the qualifications for employment.
16.0	Demonstrate shop and occupational safety procedures.
17.0	Maintain, diagnose, repair, and rebuild transit bus transmission assemblies.
18.0	Demonstrate the qualifications for employment.
19.0	Demonstrate shop and occupational safety procedures.
20.0	Identify principles, assemblies, and systems of engine operation.
21.0	Apply math skills to diesel technology tasks.
22.0	Apply scientific principles common to diesel technology operations.
23.0	Troubleshoot and repair engine systems.
24.0	Rebuild a cylinder-head assembly.
25.0	Remove and replace camshaft assemblies.
26.0	Rebuild a block assembly.
27.0	Demonstrate the qualifications for employment.

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title:		Transit Bus Service 11
Course Number:	9500310
Course Credit:	1

Course Description:

The purpose of this course is to develop the competencies essential to the public transit bus technology industry.  These competencies include:  Demonstrating shop and occupational safety procedures, maintaining and repairing transit bus alternative fuels systems and components, and demonstrating the qualifications for employment.

Florida Standards	Correlation to CTE Program Standard #	
01.0	Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Transit Technician 3.		
01.01	Key Ideas and Details		
01.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
LAFS.910.RST.1.1		
01.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.910.RST.1.2		
01.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.910.RST.1.3		
01.02	Craft and Structure		
01.02.1	Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
LAFS.910.RST.2.4		
01.02.2	Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).                                                             LAFS.910.RST.2.5		
01.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.                                      
LAFS.910.RST.2.6		
01.03	Integration of Knowledge and Ideas		
01.03.1	Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
LAFS.910.RST.3.7		
01.03.2	Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
LAFS.910.RST.3.8		
01.03.3	Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
LAFS.910.RST.3.9		
01.04	Range of Reading and Level of Text Complexity		
01.04.1	By the end of grade 9, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
01.04.2	By the end of grade 10, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 9–10 text complexity band independently and proficiently.
LAFS.910.RST.4.10		
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Transit Technician 3.		
02.01	Text Types and Purposes		
02.01.1	Write arguments focused on discipline-specific content.
LAFS.910.WHST.1.1		
02.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.910.WHST.1.2		
02.01.3	Write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.           LAFS.910.WHST.1.3		
02.02	Production and Distribution of Writing		
02.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.910.WHST.2.4		
02.02.2	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
LAFS.910.WHST.2.5		
02.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
LAFS.910.WHST.2.6		
02.03	Research to Build and Present Knowledge		
02.03.1	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.910.WHST.3.7		
02.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
LAFS.910.WHST.3.8		
02.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.910.WHST.3.9		
02.04	Range of Writing		
02.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.910.WHST.4.10		
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Transit Technician 3.		
03.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
03.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
03.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
03.04	Model with mathematics.
MAFS.K12.MP.4.1		
03.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
03.06	Attend to precision.
MAFS.K12.MP.6.1		
03.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
03.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

Note:  This course is pending alignment in the following categories:  FS-M/LA, NGSSS-Sci.

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
04.0	Demonstrate shop and occupational safety procedures--The student will be able to:			
04.01	Comply with safety regulations for all alternative fuels system technician activities and job tasks, in accordance with local, state, and federal safety and environmental regulations.			
04.02	Identify and comply with personal and environmental safety practices associated with clothing, eye protection, hand tools, power equipment; and the handling, storage, and disposal of chemicals and hazardous materials.			
05.0	Maintain and repair transit bus alternative fuels systems and components--The student will be able to:			
05.01	Troubleshoot and diagnose the following:			
a)	ESS Energy Storage System 			
b)	DPIM Dual Power Inverter Module 			
c)	TCM/VCM			
05.02	Identify and understand torque blending.			
05.03	Identify and understand Fuel Cells, ULSD, PC-10 and CJ-4 Oils.			
05.04	Identify and understand the characteristics and limitations of Bio-diesel, CNG, E85 Ethanol, and EP40 hybrid-electric.			
06.0	Demonstrate the qualifications for employment--The student will be able to:			
06.01	Demonstrate shop organization, management, and safety requirements for an alternative fuels systems technician.			
06.02	Demonstrate the use of tools and equipment required for an alternative fuels systems technician.			
06.03	Demonstrate workplace communication skills required by an alternative fuels systems technician.			
06.04	Demonstrate the application of math and science principles required for an alternative fuels systems technician’s job tasks.			
06.05	Demonstrate employability skills as a transit bus alternative fuels systems technician.			

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title:		Transit Bus Service 12
Course Number:	9500320
Course Credit:	1

Course Description:

The purpose of this course is to develop the competencies essential to the public transit bus technology industry.  These competencies include: Demonstrating shop and occupational safety procedures, maintaining and repairing transit bus advanced electrical systems and components, and demonstrating the qualifications for employment.

Florida Standards	Correlation to CTE Program Standard #	
01.0	Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Transit Technician 3.		
01.01	Key Ideas and Details		
01.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.                                                               LAFS.910.RST.1.1		
01.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.910.RST.1.2		
01.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.910.RST.1.3		
01.02	Craft and Structure		
01.02.1	Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
LAFS.910.RST.2.4		
01.02.2	Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).                                                             LAFS.910.RST.2.5		
01.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.                                      
LAFS.910.RST.2.6		
01.03	Integration of Knowledge and Ideas		
01.03.1	Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
LAFS.910.RST.3.7		
01.03.2	Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
LAFS.910.RST.3.8		
01.03.3	Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
LAFS.910.RST.3.9		
01.04	Range of Reading and Level of Text Complexity		
01.04.1	By the end of grade 9, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
01.04.2	By the end of grade 10, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 9–10 text complexity band independently and proficiently.
LAFS.910.RST.4.10		
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Transit Technician 3.		
02.01	Text Types and Purposes		
02.01.1	Write arguments focused on discipline-specific content.
LAFS.910.WHST.1.1		
02.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.910.WHST.1.2		
02.01.3	Write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.           LAFS.910.WHST.1.3		
02.02	Production and Distribution of Writing		
02.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.910.WHST.2.4		
02.02.2	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
LAFS.910.WHST.2.5		
02.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
LAFS.910.WHST.2.6		
02.03	Research to Build and Present Knowledge		
02.03.1	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.910.WHST.3.7		
02.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
LAFS.910.WHST.3.8		
02.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.910.WHST.3.9		
02.04	Range of Writing		
02.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.910.WHST.4.10		
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Transit Technician 3.		
03.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
03.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
03.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
03.04	Model with mathematics.
MAFS.K12.MP.4.1		
03.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
03.06	Attend to precision.
MAFS.K12.MP.6.1		
03.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
03.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

Note:  This course is pending alignment in the following categories:  FS-M/LA, NGSSS-Sci.

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
07.0	Demonstrate shop and occupational safety procedures--The student will be able to:			
07.01	Comply with safety regulations for all advanced electrical system technician activities and job tasks, in accordance with local, state, and federal safety and environmental regulations.			
07.02	Identify and comply with personal and environmental safety practices associated with clothing, eye protection, hand tools, power equipment; and the handling, storage, and disposal of chemicals and hazardous materials.			
08.0	Maintain and repair transit bus advanced electrical systems and components--The student will be able to:			
08.01	Build and diagnose electrical circuits utilizing the ATEC circuit simulation modules.			
08.02	Understand Programmable logic controller (PLC), Multiplex system and its components, Ladder logic/chart, various electrical instruments, and various types of sensors.			
08.03	Identify and troubleshoot multiplex electrical system and components.			
08.04	Read and understand complex electrical schematics and charts.			
09.0	Demonstrate the qualifications for employment--The student will be able to:			
09.01	Demonstrate shop organization, management, and safety requirements for an advanced electrical systems technician.			
09.02	Demonstrate the use of tools and equipment required for an advanced electrical systems technician.			
09.03	Demonstrate workplace communication skills required by an advanced electrical systems technician.			
09.04	Demonstrate the application of math and science principles required for an advanced electrical systems technician’s job tasks.			
09.05	Demonstrate employability skills as a transit bus advanced electrical systems technician.			

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title:		Transit Bus Service 13
Course Number:	9500330
Course Credit:	1

Course Description:

The purpose of this course is to develop the competencies essential to the public transit bus technology industry.  These competencies include:  Demonstrating shop and occupational safety procedures, maintaining and repairing transit bus heating and air-conditioning systems, and demonstrating the qualifications for employment.

Florida Standards	Correlation to CTE Program Standard #	
10.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Transit Technician 3.		
10.01	Key Ideas and Details		
10.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.         
LAFS.1112.RST.1.1		
10.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.1112.RST.1.2		
10.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.1112.RST.1.3		
10.02	Craft and Structure		
10.02.1	Determine the meaning of symbols key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
LAFS.1112.RST.2.4		
10.02.2	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LAFS.1112.RST.2.5		
10.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.                                 LAFS.1112.RST.2.6		
10.03	Integration of Knowledge and Ideas		
10.03.1	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. quantitative data, video, multimedia) in order to address a question or solve a problem.
LAFS.1112.RST.3.7		
10.03.2	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
LAFS.1112.RST.3.8		
10.03.3	Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
LAFS.1112.RST.3.9		
10.04	Range of Reading and Level of Text Complexity		
10.04.1	By the end of grade 11, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
10.04.2	By the end of grade 12, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 11–CCR text complexity band independently and proficiently.
LAFS.1112.RST.4.10		
11.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Transit Technician 3.		
11.01	Text Types and Purposes		
11.01.1	Write arguments focused on discipline-specific content.
LAFS.1112.WHST.1.1		
11.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.1112.WHST.1.2		
11.01.3	Write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.         LAFS.1112.WHST.1.3		
11.02	Production and Distribution of Writing		
11.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.2.4		
11.02.2	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
LAFS.1112.WHST.2.5		
11.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
LAFS.1112.WHST.2.6		
11.03	Research to Build and Present Knowledge		
11.03.1	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.1112.WHST.3.7		
11.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
LAFS.1112.WHST.3.8		
11.03.3	Draw evidence from informational texts to support analysis, reflection, and research.                                                        LAFS.1112.WHST.3.9		
11.04	Range of Writing		
11.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.1112.WHST.4.10		
12.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Transit Technician 3.		
12.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1
		
12.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
12.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
12.04	Model with mathematics.
MAFS.K12.MP.4.1		
12.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
12.06	Attend to precision.
MAFS.K12.MP.6.1		
12.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
12.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

Note:  This course is pending alignment in the following categories:  FS-M/LA, NGSSS-Sci.

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
13.0	Demonstrate shop and occupational safety procedures--The student will be able to:			
13.01	Comply with safety regulations for all transit heating and air conditioning systems technician activities and job tasks, in accordance with local, state, and federal safety and environmental regulations.			
13.02	Identify and comply with personal and environmental safety practices associated with clothing, eye protection, hand tools, power equipment; and the handling, storage, and disposal of chemicals and hazardous materials.			
14.0	Maintain and repair transit bus heating and air-conditioning systems--The student will be able to:			
14.01	Identify basic heating and air-conditioning components.			
14.02	Identify different types of refrigerants.			
14.03	Describe EPA requirements for handling recycled refrigerants.			
14.04	Demonstrate the use of recovery and reclaim systems.			
14.05	Inspect and pressure tests a basic air-conditioning (AC) system.			
14.06	Inspect, remove, and replace compressor belts.			
14.07	Leak-test a basic AC system.			
14.08	Evaluate and charge a basic AC system using recovery equipment.			
14.09	Service AC electrical circuits.			
14.10	Service vacuum circuits.			
14.11	Diagnose basic AC system problems.			
14.12	Remove and replace components in basic AC systems.			
14.13	Remove, repair, and replace engine fan clutches and controls.			
14.14	Remove and replace blower motors.			
14.15	Diagnose heater malfunctions.			
14.16	Remove and replace heater cores, control units, and cables.			
14.17	Pass the 608 AC qualifications test.			
15.0	Demonstrate the qualifications for employment--The student will be able to:			
15.01	Demonstrate shop organization, management, and safety requirements for a transit heating and air conditioning systems technician.			
15.02	Demonstrate the use of tools and equipment required for a transit heating and air conditioning systems technician.			
15.03	Demonstrate workplace communication skills required by a transit heating and air conditioning systems technician.			
15.04	Demonstrate the application of math and science principles required for a transit heating and air conditioning systems technician’s job tasks.			
15.05	Demonstrate employability skills as a transit bus heating and air conditioning systems technician.			

	
2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title:		Transit Bus Service 14
Course Number:	9500340
Course Credit:	1

Course Description:

The purpose of this course is to develop the competencies essential to the public transit bus technology industry.  These competencies include:  Demonstrating shop and occupational safety procedures, maintaining, diagnosing, repairing, and rebuilding transit bus transmission assemblies, and demonstrating the qualifications for employment.

Florida Standards	Correlation to CTE Program Standard #	
10.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Transit Technician 3.		
10.01	Key Ideas and Details		
10.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.         
LAFS.1112.RST.1.1		
10.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.1112.RST.1.2		
10.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.1112.RST.1.3		
10.02	Craft and Structure		
10.02.1	Determine the meaning of symbols key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
LAFS.1112.RST.2.4		
10.02.2	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LAFS.1112.RST.2.5		
10.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.                                 LAFS.1112.RST.2.6		
10.03	Integration of Knowledge and Ideas		
10.03.1	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. quantitative data, video, multimedia) in order to address a question or solve a problem.
LAFS.1112.RST.3.7		
10.03.2	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
LAFS.1112.RST.3.8		
10.03.3	Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
LAFS.1112.RST.3.9		
10.04	Range of Reading and Level of Text Complexity		
10.04.1	By the end of grade 11, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
10.04.2	By the end of grade 12, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 11–CCR text complexity band independently and proficiently.
LAFS.1112.RST.4.10		
11.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Transit Technician 3.		
11.01	Text Types and Purposes		
11.01.1	Write arguments focused on discipline-specific content.
LAFS.1112.WHST.1.1		
11.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.1112.WHST.1.2		
11.01.3	Write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.         LAFS.1112.WHST.1.3		
11.02	Production and Distribution of Writing		
11.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.2.4		
11.02.2	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
LAFS.1112.WHST.2.5		
11.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
LAFS.1112.WHST.2.6		
11.03	Research to Build and Present Knowledge		
11.03.1	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.1112.WHST.3.7		
11.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
LAFS.1112.WHST.3.8		
11.03.3	Draw evidence from informational texts to support analysis, reflection, and research.                                                         LAFS.1112.WHST.3.9		
11.04	Range of Writing		
11.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.1112.WHST.4.10		
12.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Transit Technician 3.		
12.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
12.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
12.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
12.04	Model with mathematics.
MAFS.K12.MP.4.1		
12.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
12.06	Attend to precision.
MAFS.K12.MP.6.1		
12.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
12.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

Note:  This course is pending alignment in the following categories:  FS-M/LA, NGSSS-Sci.

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
16.0	Demonstrate shop and occupational safety procedures--The student will be able to:			
16.01	Comply with safety regulations for all transmission diagnosis, rebuild and repair technician activities and job tasks, in accordance with local, state, and federal safety and environmental regulations.			
16.02	Identify and comply with personal and environmental safety practices associated with clothing, eye protection, hand tools, power equipment; and the handling, storage, and disposal of chemicals and hazardous materials.			
17.0	Maintain, diagnose, repair, and rebuild transit bus transmission assemblies--The student will be able to:			
17.01	Identify the basic transmission components and functions.			
17.02	Apply scientific principles common to transmission technology operations.			
17.03	Identify principles of operation, assemblies, and systems of transmission operation.			
17.04	Troubleshoot and repair transmission systems.			
17.05	Rebuild transmission assemblies.			
17.06	Remove and replace transmission assemblies.			
17.07	Rebuild/troubleshoot retarder assembly.			
18.0	Demonstrate the qualifications for employment--The student will be able to:			
18.01	Demonstrate shop organization, management, and safety requirements for a transit transmission diagnosis, rebuild and repair technician.			
18.02	Demonstrate the use of tools and equipment required for a transit transmission diagnosis, rebuild and repair technician.			
18.03	Demonstrate workplace communication skills required by a transit transmission diagnosis, rebuild and repair technician.			
18.04	Demonstrate the application of math and science principles required for a transit transmission diagnosis, rebuild and repair technician’s job tasks.			
18.05	Demonstrate employability skills as a transit bus transmission diagnosis, rebuild and repair technician.			

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title:		Transit Bus Service 15
Course Number:	9500350
Course Credit:	1

Course Description:

The purpose of this course is to develop the competencies essential to the public transit bus technology industry.  These competencies include:  Demonstrating shop and occupational safety procedures, identifying principles, assemblies, and systems of engine operation, applying math skills to diesel technology tasks, applying scientific principles common to diesel technology operations, troubleshooting and repairing engine systems, rebuilding a cylinder-head assembly, removing and replacing camshaft assemblies, rebuilding a block assembly, and demonstrating the qualifications for employment.

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

Note:  This course is pending alignment in the following categories:  FS-M/LA, NGSSS-Sci.

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
19.0	Demonstrate shop and occupational safety procedures--The student will be able to:			
19.01	Comply with safety regulations for all diesel engine diagnosis, rebuild and repair technician activities and job tasks, in accordance with local, state, and federal safety and environmental regulations.			
19.02	Identify and comply with personal and environmental safety practices associated with clothing, eye protection, hand tools, power equipment; and the handling, storage, and disposal of chemicals and hazardous materials.			
20.0	Identify principles, assemblies, and systems of engine operation--The student will be able to:			
20.01	Explain the basic principles in the operation of the four-stroke-cycle diesel engine.			
20.02	Identify engine assemblies and systems.			
20.03	Explain the operating principles of two-and four-stroke cycle engines.			
20.04	Identify the components of two-and four-stroke-cycle engines.			
20.05	Identify governor types and explain their operating principles.			
21.0	Apply math skills to diesel technology tasks--The student will be able to:			
21.01	Apply math skills commonly required for performing job duties in diesel technology occupations.			
a)	Recognize, identify, and make metric conversions.			
b)	Solve problems for volume, weight, area, circumference, and perimeter measurements for rectangles, squares, and cylinders.			
c)	Measure tolerance(s) on horizontal and vertical surfaces using millimeters, centimeters, feet, and inches.			
d)	Add, subtract, multiply, and divide using fractions, decimals, and whole numbers.			
21.02	Determine the correct purchase price, including sales tax, for a materials list containing a minimum of six items.			
21.03	Calculate federal, state, and local taxes.			
21.04	Explain industry time standards, including the use of flat-rate information.			
22.0	Apply scientific principles common to diesel technology operations--The student will be able to:			
22.01	Explain molecular action caused by temperature extremes, chemical reaction, and moisture content.			
22.02	Interpret and draw reasonable conclusions from information provided in graphs, scales, and gauges.			
22.03	Identify health-related problems that may result from exposure to work-related chemicals and hazardous materials, and know the proper precautions required for handling such materials.			
22.04	Read and interpret pressure measurement in terms of pounds per square inch (PSI), inches of mercury, and kilopascal (KPA).			
23.0	Troubleshoot and repair engine systems--The student will be able to:			
23.01	Troubleshoot and repair cooling systems.			
23.02	Troubleshoot and repair lubrication systems.			
23.03	Troubleshoot and repair induction and exhaust systems.			
23.04	Troubleshoot and repair diesel fuel-injection systems and components.			
a)	Inspect for operation and condition of the parts and systems, including fuel quality and consumption, safety shut-down devices, circuits, sensors, electronic governors, and flywheel.			
b)	Prime and bleed fuel-injection system.			
c)	Remove, test, and adjust injectors and nozzles.			
d)	Troubleshoot mechanical governors.			
e)	Remove, repair, and replace individual components as needed.			
24.0	Rebuild a cylinder-head assembly--The student will be able to:			
24.01	Diagnose valve and head problems using the visual inspection method.			
24.02	Diagnose valve and head problems using the compression-tester or cylinder air-pressure method.			
24.03	Diagnose valve and head problems using the stethoscope method.			
24.04	Disassemble engines.			
24.05	Clean and inspect the heads for cracks, warpage, and injector sleeves.			
24.06	Inspect the valve seat and check for warpage, burns, cracks, and stem and tip wear.			
24.07	Grinds valve seats and reface valves.			
24.08	Check and inspect springs for free height, distortion, and installed height.			
24.09	Adjust the valve lash.			
25.0	Remove and replace camshaft assemblies--The student will be able to:			
25.01	Remove and inspect camshaft bearings and lifters.			
25.02	Time valve-drive assemblies.			
26.0	Rebuild a block assembly--The student will be able to:			
26.01	Remove the pistons from the rod assemblies.			
26.02	Measure out-of-round and cylinder taper using a dial bore gauge or micrometer.			
26.03	Check the piston pins and boss for wear.			
26.04	Measure the piston ring lands width, out-of-round, and taper.			
26.05	Measure the piston ring gap in a cylinder bore.			
26.06	Install and fit the piston pins.			
26.07	Check the rod-and-piston assembly alignment.			
26.08	Remove and replace the rod bearings.			
26.09	Hone and clean the cylinders.			
26.10	Install rings on the pistons.			
26.11	Measure and check the crankshafts with a micrometer.			
26.12	Check the bearing bore with a telescope gauge.			
26.13	Reassemble engines using a plastic gauge.			
26.14	Install oil seals.			
26.15	Check for end play.			
27.0	Demonstrate the qualifications for employment--The student will be able to:			
27.01	Demonstrate shop organization, management, and safety requirements for a transit diesel engine diagnosis, rebuild and repair technician.			
27.02	Demonstrate the use of tools and equipment required for a transit diesel engine diagnosis, rebuild and repair technician.			
27.03	Demonstrate workplace communication skills required by a transit diesel engine diagnosis, rebuild and repair technician.			
27.04	Demonstrate the application of math and science principles required for a transit diesel engine diagnosis, rebuild and repair technician’s job tasks.			
27.05	Demonstrate employability skills as a transit bus diesel engine diagnosis, rebuild and repair technician.			

	
Additional Information

Laboratory Activities

Laboratory investigations, including the use of scientific research, measurement, and laboratory technologies are an integral part of this course.  These activities include instruction in the use of safety procedures, tools, equipment, materials, and processes related to these occupations.  Equipment and supplies should be provided to enhance hands-on experiences for students.

Special Notes

The safety guidelines in the student performance standards have been recommended in the ASE Program Certification Standards administered by the National Automotive Technicians Education Foundation (NATEF).

The occupational standards and benchmarks outlined in this secondary program correlate to the standards and benchmarks of the postsecondary program with the same Classification of Instructional Programs (CIP) number.

Career and Technical Student Organization (CTSO)

SkillsUSA is the appropriate career and technical student organization for providing leadership training and reinforcing specific career and technical skills.  Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered.  The activities of such organizations are defined as part of the curriculum in accordance with Rule 6A-6.065, F.A.C.

Cooperative Training – OJT

On-the-job training is appropriate but not required for this program.  Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply. 

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access.  Postsecondary students with disabilities must self-identify, present documentation, request accommodations if needed, and develop a plan with their counselor and/or instructors.  Accommodations received in postsecondary education may differ from those received in secondary education.  Accommodations change the way the student is instructed.  Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems.  Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs.  Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course.  Note: postsecondary curriculum and regulated secondary programs cannot be modified.

Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular Occupational Completion Point (OCP) or a Modified Occupational Completion Point (MOCP).  If needed, a student may enroll in the same career and technical course more than once.  Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete an OCP/MOCP.  The student should work on different competencies and new applications of competencies each year toward completion of the OCP/MOCP.  After achieving the competencies identified for the year, the student earns credit for the course.  It is important to ensure that credits earned by students are reported accurately.  The district’s information system must be designed to accept multiple credits for the same course number for eligible students with disabilities.

Articulation

For details on articulation agreements which correlate to programs and industry certifications refer to http://www.fldoe.org/workforce/dwdframe/artic_frame.asp.

Bright Futures/Gold Seal Scholarship

Course substitutions as defined in the Comprehensive Course Table for this program area may be used to qualify a student for Florida’s Gold Seal Vocational Scholarship, providing all other eligibility requirements are met.  Eligibility requirements are available online at https://www.osfaffelp.org/bfiehs/fnbpcm02_CCTMain.aspx. 

Fine Arts/Practical Arts Credit

Many courses in CTE programs meet the Fine Arts/Practical Arts credit for high school graduation (http://www.fldoe.org/articulation/CCD/files/pacourses1314.pdf).  A listing of approved CTE courses is published each year as a supplemental resource to the Course Code Directory (http://www.fldoe.org/articulation/CCD/default.asp).
 
Equivalent Mathematics and Equally Rigorous Science Courses

Equally rigorous science courses are based upon levels of cognitive complexity of content specific benchmarks, depth and breadth of content focus, and required laboratory components.