ADOPTED RULES
An agency may take final action on a section 30 days after a proposal has been 
published in the Texas Register. The section becomes effective 20 days after the 
agency files the correct document with the Texas Register, unless a later date 
is specified or unless a federal statute or regulation requires implementation 
of the action on shorter notice.
If an agency adopts the section without any changes to the proposed text, only 
the preamble of the notice and statement of legal authority will be published. 
If an agency adopts the section with changes to the proposed text, the proposal 
will be republished with the changes.

TITLE 4. AGRICULTURE
PART I. Texas Department of Agriculture
CHAPTER 11.Herbicide Regulations
4 TAC sec.11.1, sec.11.2
The Texas Department of Agriculture adopts amendments to sec.11.1 and sec.11.2, 
concerning herbicide regulations without changes to the proposed text as 
published in the April 4, 1997, issue of the Texas Register (22 TexReg 3275). 
The amendments are adopted in order to be consistent with county commissioner 
court's action. 
No comments were received regarding adoption of the amendments. 
The amendments are adopted under the Texas Agriculture Code, sec.12.016, which 
provides the Texas Department of Agriculture with the authority to adopt rules 
for carrying out provisions of the Texas Agriculture Code; and sec.75.017 which 
provides the department with the authority to consider and adopt rules on a 
request for revision of a rule, an exemption from a requirement of Chapter 75, 
or prohibition of the spraying of a regulated herbicide in an area.
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority. 
Issued in Austin, Texas, on May 19, 1997.
TRD-9706624
Dolores Alvarado Hibbs
Deputy General Counsel
Texas Department of Agriculture
Effective date: June 6, 1997
Proposal publication date: April 4, 1997
For further information, please call: (512) 463-7583

TITLE 16. ECONOMIC REGULATION
PART II. Public Utility Commission of Texas
CHAPTER 23.Substantive Rules
Rates
16 TAC sec.23.21
The Public Utility Commission of Texas (PUC) adopts an amendment to sec.23.21, 
relating to Cost of Service without changes to the proposed text published in 
the January 3, 1997, Texas Register (22 TexReg 15). The amendment is necessary 
to ensure that the distribution of any excess funds available after the 
termination of a postretirement benefits other than pensions (OPEB) trust is 
subject to commission approval. 
A public hearing on the amendment was held at commission offices on January 7, 
1997, at 10:00 a.m. Representatives from Central and South West Corporations 
(CSW), El Paso Electric Company (EPEC), and Houston Lighting and Power Company 
(HL&P) attended the hearing. The parties' statements largely reflect their 
written comments and are summarized therein. 
The commission received written comments on the proposed amendment from the 
Office of Public Utility Counsel (OPC), HL&P, CSW, EPEC, and GTE Southwest 
(GTE). OPC commented that the amendment should provide that any excess funds be 
returned to the ratepayers. The disposition of excess funds involves complex 
federal income tax issues. The commission finds that it is premature to 
determine the disposition of any excess funds until such time as the commission 
may have the benefit of the Internal Revenue Service's analysis of the issue. To 
that end, the commission has already directed one utility to seek a private 
letter ruling on the issue. 
GTE commented that the amendment is neither appropriate nor necessary. The 
commission disagrees. The rule is necessary to fulfill the original intent of 
the rule and protect the interest of ratepayers. Prior to the current OPEB rule, 
utilities recovered their OPEB expenses on a pay-as- you-go basis. The current 
rule was adopted to permit recovery of these costs on an accrual basis. However, 
the commission required that these funds be placed in an irrevocable trust to 
ensure that these funds would be available for the purpose they were intended. 
If a trust were terminated and excess funds remained, the potential exists for 
there to be a windfall to utilities. The proposed amendment ensures that the 
original purpose of the rule is satisfied while enabling the commission to 
eliminate a potential windfall to utilities at ratepayers expense. 
CSW, HL&P, and EPEC generally commented that they do not oppose the proposed 
amendment. 
CSW and HL&P also commented that the amendment should be modified to impose a 
thirty- day review period which may be extended to a maximum of 180 days if the 
application is contested. Because the commission intends to process applications 
under the amendment as expeditiously as possible, an artificial time constraint 
is not necessary. Moreover, it is impossible to anticipate the magnitude and 
complexity of the commission's docket at the point in time when applications 
under the amendment may be filed. Therefore, the better public policy is for the 
commission to maintain its flexibility to manage its docket in the future and 
avoid artificial constraints which will unnecessarily limit the discretion of 
future commissions. 
EPEC commented that the phrases "trust related liabilities" and "excess funds" 
be expressly defined. The commission declines to adopt EPEC proposed 
definitions. The amendment is intended to apply broadly and comprehensively to 
all utilities. Therefore, the more general phrases are more consistent with the 
purpose of the amendment. 
This amendment is adopted under the Public Utility Regulatory Act of 1995 
(PURA95) Texas Revised Civil Statutes Annotated, Article 1446c-0 (Vernon 1997) 
sec.1.101 which provides the commission with the authority to make and enforce 
rules reasonably required in the exercise of its powers and jurisdiction, 
including rules of practice and procedure. 
Cross Index to Statutes: Public Utility Regulatory Act of 1995 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority. 
Issued in Austin, Texas, on May 22, 1997.
TRD-9706803
Rhonda Dempsey
Rules Coordinator
Public Utility Commission of Texas
Effective date: June 11, 1997
Proposal publication date: January 3, 1997
For further information, please call: (512) 936-7283

TITLE 19. EDUCATION
PART II. Texas Education Agency
CHAPTER 114.Texas Essential Knowledge and Skills for Languages Other Than 
English
The Texas Education Agency (TEA) adopts new sec.sec.114.1, 114.2, 114.11, 
114.12, and 114.21-114.26, concerning languages other than English (LOTE). The 
new sections are adopted with changes to the proposed text as published in the 
February 28, 1997, issue of the Texas Register (22 TexReg 2025). The new 
sections establish the essential knowledge and skills for Grades PreK-12 for 
both sequential and non-sequential LOTE courses. The new sections are necessary 
to ensure that students throughout the state have access to the enrichment 
curricula. The provisions of these sections shall supersede sec.sec.75.26, 
75.42, and 75.62(a)-(g) and (k)-(o) of this title (relating to Other Languages) 
beginning September 1, 1998. The Texas Education Code organizes the required 
curriculum into two types: the foundation curriculum and the enrichment 
curriculum. As specified in legislation, the essential knowledge and skills of 
the enrichment curriculum serve as guidelines to school districts in providing 
instruction. In doing so, some districts may incur costs for professional 
development and equipment. These potential costs cannot be estimated. 
The following changes have been made since the sections were proposed. Numerous 
editorial changes were made throughout the sections and some topics were 
reorganized for clarification and simplification. Changes were also made to 
strengthen verbs and to eliminate references to particular instructional 
approaches. 
Since filing of the proposed sections, legal counsel has advised that since the 
sections serve as guidelines for instruction, language containing or implying 
mandates on school districts should be stricken and replaced with more 
permissive language where necessary. The term "shall" appeared in: (1) 
statements regarding the date of implementation of the provisions for each 
subchapter; (2) the amount of course credit to be awarded to a student for 
successful completion of a course; (3) references in the new sections to 
languages offered at elementary and middle schools; and (4) statements regarding 
the date of implementation of each chapter. 
In sec.114.12 (relating to Languages Other Than English, Middle School), the 
term "exploratory" in subsection (b) was replaced with the term "nonsequential" 
to clarify that students may be awarded credit for all nonsequential courses, 
both exploratory courses and cultural and linguistic topic courses. This change 
was made in response to a public comment received. 
The phrase "including grammar" has been added to subsections (b)(1) and (b)(2) 
of sec.114.22 (relating to Levels I and II - Novice Progress Checkpoint (One 
Credit Per Level)), sec.114.23 (relating to Levels III and IV - Intermediate 
Progress Checkpoint (One Credit Per Unit)), and sec.114.24 (relating to Levels 
V, VI and VII - Advanced Progress Checkpoint (One Credit Per Unit)). The 
following comments have been received regarding adoption of the new sections. 
Subchapter B. Middle School. 
114.12. Languages Other Than English, Middle School. 
Issue: credit for nonsequential courses. 
Comment. An individual commented that sec.114.12(b) omits mention of the 
awarding of one-half to one unit of credit for successful completion of any non-
sequential course rather than just for an exploratory course.
Agency Response. The TEA agrees with the comment and has amended the section to 
include this language. 
Subchapter C. High School. 
114.25. Exploratory Languages (One-Half to One Credit). 
Issue: exploratory languages. 
Comment. An individual commented that the Texas essential knowledge and skills 
(TEKS) for Languages Other Than English (LOTE) nonsequential course titled 
"Exploratory Languages" contains a student expectation (sec.114.25(c)(1)(A)) 
that is too vague. 
Agency Response. The primary focus of this nonsequential course is to introduce 
the student to aspects of the language learning experience. Some of these 
aspects are types of classroom activities, exercises, assignments, and projects 
that are commonly found in language teaching materials. For example, these may 
include changing language forms according to specific instructions, completing a 
puzzle with certain vocabulary items, assuming a role in a short dialogue, etc. 
General Comments. 
Issue: scope, performance targets, and program goals. 
Comment. An individual commented that the TEKS for LOTE reflect that: (1) all 
students should be proficient in a LOTE; (2) students are designed to embrace a 
K-12 curriculum; (3) there are three checkpoints provided to let students and 
teachers know the progress being made; (4) the standards are rigorous; the basic 
understandings focus on communication with the context and support provided by 
cultures, connections, comparisons, and communities; and (5) the document is 
parsimonious rather than overwhelming, presenting expectations, and allowing for 
maximum local flexibility for content. 
Comment. Two individuals commented that the TEKS for LOTE are too vague, hard to 
understand, not teachable, and not measurable. Some specific references in the 
sections were cited. 
Agency Response. The TEKS for LOTE had undergone three revisions subsequent to 
preparing Draft 2 in July 1, 1996. The revisions were based on comments and 
suggestions from diverse publics including educators from all over the state. 
Some of the concerns expressed by these individuals were addressed in subsequent 
versions of the document. 
Issue: status of communication skills. 
Comment. An individual commented that the proposed TEKS for LOTE reduce the 
emphasis on communication skills and language development activities to 20% with 
the remaining 80% devoted to culture. 
Agency Response. The introduction of the TEKS for LOTE includes a statement that 
the communication skills are the primary focus of the TEKS for cultures, 
connections, comparisons, and communities. Therefore, all the TEKS address the 
communication skills of listening, speaking, reading, and writing. 
Issue: role of grammar. 
Comment. An individual commented that the TEKS LOTE do not reflect drill, 
mechanics, and repetition. Familiarity with the TEKS other than communication 
skills does not replace actually learning the language. 
Agency Response. There are increasing demands for accuracy as a student moves 
through the progress checkpoints. Accuracy includes the ability to use and 
understand those components of language such as grammar, vocabulary, and 
mechanics. 
Comment. An individual commented that the TEKS for LOTE lack performance 
descriptions for standards regarding verb tenses and conjugations. 
Agency Response. The primary focus of the TEKS is the development of 
communication skills. Within the skills of listening, speaking, reading, and 
writing, the importance of accuracy of expression through the knowledge and use 
of the components of language, including grammar, structure, and precision of 
language, are included as an essential and integral part of that development. 
Issue: rigor. 
Comment. An individual commented that the TEKS for LOTE do not reflect the 
advanced level of proficiency that they promise and would only allow students to 
socialize and perform basic functions. 
Agency Response. The TEKS for LOTE are based on the progress checkpoints of 
novice, intermediate, and advanced proficiencies. The rigor of the advanced 
proficiency level is equivalent to that expected of a beginning Spanish or 
French teacher in Texas. 
Issue: role of culture.
Comment. An individual commented that the TEKS for LOTE overemphasize the role 
of culture in language learning in an effort to promote multiculturalism at the 
expense of a student's own culture. 
Agency Response. The role of cultures in the TEKS for LOTE is to support the 
communication skills. The TEKS for Comparisons promote the understanding of a 
student's own culture. 
Comment. An individual commented that the TEKS for LOTE excessively emphasize 
the role of culture and de- emphasize the importance of grammar in language 
learning. 
Agency Response. The primary focus of the TEKS is the development of 
communication skills. Within the skills of listening, speaking, reading, and 
writing, the importance of accuracy of expression through the knowledge and use 
of the components of language, including grammar, structure, and precision of 
language, are included as an essential and integral part of that development. 
Culture supports the skills development by providing context and content on 
which the linguistic skills continue to be built. 
Comment. An individual commented that the tools needed to equip Texas' students 
for tomorrow's world include the understanding of another culture and language 
to allow them to move comfortably among cultures. Also, an introduction to Latin 
in the elementary curriculum is one example of a successful strategy to 
introduce students to language study and to strengthen their knowledge of their 
own first language. 
Issue: the role of the essential elements and program goals. 
Comment. An individual commented that the TEKS for LOTE represent a strong and 
comprehensive effort based on the best of the current essential elements and 
move to stronger standards for students in the future. Communication remains the 
focus of language learning, with grammar and structure a constant component, and 
the four other areas of cultures, connections, comparisons, and communities 
provide the context and content for communication. 
Issue: role of national standards. 
Comment. An individual commented that the TEKS for LOTE mirror the national 
standards document for foreign languages in the use of communication, culture, 
connections, comparisons, and communities. 
Agency Response. While the broad framework of the document reflects Standards 
for Foreign Language Learning produced by the language profession, the TEKS go 
far beyond the standards by introducing progress checkpoints and tasks 
associated with those targeted proficiency levels. Other standards have been 
added as reflected in sec.sec.114.22-114.24. 
Issue: Spanish textbooks. 
Comment. An individual commented that some of the textbooks adopted by the State 
for Spanish under Proclamation 1994 for adoption this year have specific formal 
alignment with the TEKS, rather than with the essential elements.
Agency Response. Proclamation 1994 required instructional materials to address 
the essential elements for other languages as enumerated in the Proclamation. 
There was no mandate or expectation from the state that textbook publishers 
would address, include, or align their materials with the TEKS. 
Issue: fluency in a second language. 
Comment. An individual commented that fluency and knowledge of a second language 
and culture are necessary preparation for a student's education in the 21st 
century, especially considering global competition in business and its resulting 
career demands for students. 
Issue: cultural and linguistic course. 
Comment. An individual commented that the TEKS for LOTE nonsequential course 
titled "Cultural and Linguistic Topics" reads like a Social Studies class except 
for the last knowledge and skills referring to linguistic aspects of selected 
regions, countries, or languages. 
Agency Response. The general requirements for this course in the TEKS for LOTE 
Cultural and Linguistic Topics allows for the option of students choosing to 
receive credit for a nonsequential course in languages other than English or 
credit for a social studies elective course. 

SUBCHAPTER A.Elementary
19 TAC sec.114.1, sec.114.2
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum. 

sec.114.1.Implementation of Texas Essential Knowledge and Skills for Languages 
Other Than English, Elementary.
The provisions of this subchapter shall supersede sec.75.26 of this title 
(relating to Other Languages) beginning September 1, 1998.

sec.114.2.Languages Other Than English, Elementary. 
School districts are strongly encouraged to offer languages other than English 
in the elementary grades. For districts that offer languages in elementary, the 
essential knowledge and skills are those designated as Levels I and II - novice 
progress checkpoint, exploratory languages, and cultural and linguistic topics 
in Subchapter C of this chapter (relating to Texas Essential Knowledge and 
Skills for Languages Other Than English).
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority. 
Issued in Austin, Texas, on May 15, 1997.
TRD-9706399
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER B.Middle School
19 TAC sec.114.11, sec.114.12
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.114.11.Implementation of Texas Essential Knowledge and Skills for Languages 
Other Than English, Middle School.
The provisions of this subchapter shall supersede sec.75.42 of this title 
(relating to Other Languages) beginning September 1, 1998. 

sec.114.12.Languages Other Than English, Middle School. 
(a) School districts are strongly encouraged to offer languages other than 
English in middle school. For districts that offer languages in middle school, 
the essential knowledge and skills are those designated as Levels I and II - 
novice progress checkpoint and Levels III and IV - intermediate progress 
checkpoint, exploratory languages, and cultural and linguistic topics in 
Subchapter C of this chapter (relating to Texas Essential Knowledge and Skills 
for Languages Other Than English). 
(b) Students are awarded one unit of high school credit per level for successful 
completion of the level and one-half to one unit of high school credit for 
successful completion of a nonsequential course. 
(c) Districts may offer a level of a language in a variety of scheduling 
arrangements that may extend or reduce the traditional schedule when careful 
consideration is given to the instructional time available on a campus and the 
language ability, access to programs, and motivation of students. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority. 
Issued in Austin, Texas, on May 15, 1997.
TRD-9706401
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER C.High School
19 TAC sec.sec.114.21-114.26
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.114.21.Implementation of Texas Essential Knowledge and Skills for Languages 
Other Than English, High School.
The provisions of this subchapter shall supersede sec.75.62(a)-(g) and (k)-(o) 
of this title (relating to Other Languages) beginning September 1, 1998.

sec.114.22.Levels I and II - Novice Progress Checkpoint
(One Credit Per Level).
(a) General requirements. 
(1) Levels I and II - Novice progress checkpoint can be offered in elementary, 
middle, or high school. At the high school level, students are awarded one unit 
of credit per level for successful completion of the level. 
(2) Using age-appropriate activities, students develop the ability to perform 
the tasks of the novice language learner. The novice language learner, when 
dealing with familiar topics, should: 
(A) understand short utterances when listening and respond orally with learned 
material; 
(B) produce learned words, phrases, and sentences when speaking and writing; 
(C) detect main ideas in familiar material when listening and reading; 
(D) make lists, copy accurately, and write from dictation;
(E) recognize the importance in communication to know about the culture; and 
(F) recognize the importance of acquiring accuracy of expression by knowing the 
components of language, including grammar. 
(3) Students of classical languages use the skills of listening, speaking, and 
writing to reinforce the skill of reading. 
(b) Introduction. 
(1) Acquiring another language incorporates communication skills such as 
listening, speaking, reading, writing, viewing, and showing. Students develop 
these communication skills by using knowledge of the language, including 
grammar, and culture, communication and learning strategies, technology, and 
content from other subject areas to socialize, to acquire and provide 
information, to express feelings and opinions, and to get others to adopt a 
course of action. While knowledge of other cultures, connections to other 
disciplines, comparisons between languages and cultures, and community 
interaction all contribute to and enhance the communicative language learning 
experience, communication skills are the primary focus of language acquisition. 
(2) Students of languages other than English gain the knowledge to understand 
cultural practices (what people do) and products (what people create) and to 
increase their understanding of other cultures as well as to interact with 
members of those cultures. Through the learning of languages other than English, 
students obtain the tools and develop the context needed to connect with other 
subject areas and to use the language to acquire information and reinforce other 
areas of study. Students of languages other than English develop an 
understanding of the nature of language, including grammar, and culture and use 
this knowledge to compare languages and cultures and to expand insight into 
their own language and culture. Students enhance their personal and public lives 
and meet the career demands of the 21st century by using languages other than 
English to participate in communities in Texas, in other states, and around the 
world. 
(c) Knowledge and skills. 
(1) Communication. The student communicates in a language other than English 
using the skills of listening, speaking, reading, and writing. The student is 
expected to: 
(A) engage in oral and written exchanges of learned material to socialize and to 
provide and obtain information; 
(B) demonstrate understanding of simple, clearly spoken, and written language 
such as simple stories, high-frequency commands, and brief instructions when 
dealing with familiar topics; and 
(C) present information using familiar words, phrases, and sentences to 
listeners and readers. 
(2) Cultures. The student gains knowledge and understanding of other cultures. 
The student is expected to: 
(A) demonstrate an understanding of the practices (what people do) and how they 
are related to the perspectives (how people perceive things) of the cultures 
studied; and 
(B) demonstrate an understanding of the products (what people create) and how 
they are related to the perspectives (how people perceive things) of the 
cultures studied. 
(3) Connections. The student uses the language to make connections with other 
subject areas and to acquire information. The student is expected to: 
(A) use resources (that may include technology) in the language and cultures 
being studied to gain access to information; and 
(B) use the language to obtain, reinforce, or expand knowledge of other subject 
areas. 
(4) Comparisons. The student develops insight into the nature of language and 
culture by comparing the student's own language and culture to another. The 
student is expected to: 
(A) demonstrate an understanding of the nature of language through comparisons 
of the student's own language and the language studied;
(B) demonstrate an understanding of the concept of culture through comparisons 
of the student's own culture and the cultures studied; and 
(C) demonstrate an understanding of the influence of one language and culture on 
another. 
(5) Communities. The student participates in communities at home and around the 
world by using languages other than English. The student is expected to: 
(A) use the language both within and beyond the school setting through 
activities such as participating in cultural events and using technology to 
communicate; and 
(B) show evidence of becoming a lifelong learner by using the language for 
personal enrichment and career development. 

sec.114.23.Levels III and IV - Intermediate Progress Checkpoint (One Credit Per 
Level).
(a) General requirements. 
(1) Levels III and IV - Intermediate progress checkpoint can be offered in 
middle or high school. At the high school level, students are awarded one unit 
of credit per level for successful completion of the level.
(2) Using age-appropriate activities, students expand their ability to perform 
novice tasks and develop their ability to perform the tasks of the intermediate 
language learner. The intermediate language learner, when dealing with everyday 
topics, should: 
(A) participate in simple face-to-face communication; 
(B) create statements and questions to communicate independently when speaking 
and writing; 
(C) understand main ideas and some details of material on familiar topics when 
listening and reading; 
(D) understand simple statements and questions when listening and reading; 
(E) meet limited practical and social writing needs; 
(F) use knowledge of the culture in the development of communication skills; 
(G) use knowledge of the components of language, including grammar, to increase 
accuracy of expression; and 
(H) cope successfully in straightforward social and survival situations. 
(3) In classical languages, the skills of listening, speaking, and writing are 
used in Level III to reinforce the skill of reading. Students of classical 
languages should reach intermediate proficiency in reading by the end of Level 
III. 
(b) Introduction. 
(1) Acquiring another language incorporates communication skills such as 
listening, speaking, reading, writing, viewing, and showing. Students develop 
these communication skills by using knowledge of the language, including 
grammar, and culture, communication and learning strategies, technology, and 
content from other subject areas to socialize, to acquire and provide 
information, to express feelings and opinions, and to get others to adopt a 
course of action. While knowledge of other cultures, connections to other 
disciplines, comparisons between languages and cultures, and community 
interaction all contribute to and enhance the communicative language learning 
experience, communication skills are the primary focus of language acquisition. 
(2) Students of languages other than English gain the knowledge to understand 
cultural practices (what people do) and products (what people create) and to 
increase their understanding of other cultures as well as to interact with 
members of those cultures. Through the learning of languages other than English, 
students obtain the tools and develop the context needed to connect with other 
subject areas and to use the language to acquire information and reinforce other 
areas of study. Students of languages other than English develop an 
understanding of the nature of language, including grammar, and culture and use 
this knowledge to compare languages and cultures and to expand insight into 
their own language and culture. Students enhance their personal and public lives 
and meet the career demands of the 21st century by using languages other than 
English to participate in communities in Texas, in other states, and around the 
world. 
(c) Knowledge and skills. 
(1) Communication. The student communicates in a language other than English 
using the skills of listening, speaking, reading, and writing. The student is 
expected to: 
(A) engage in oral and written exchanges to socialize, to provide and obtain 
information, to express preferences and feelings, and to satisfy basic needs; 
(B) interpret and demonstrate understanding of simple, straightforward, spoken 
and written language such as instructions, directions, announcements, reports, 
conversations, brief descriptions, and narrations; and 
(C) present information and convey short messages on everyday topics to 
listeners and readers. 
(2) Cultures. The student gains knowledge and understanding of other cultures. 
The student is expected to: 
(A) use the language at the intermediate proficiency level to demonstrate an 
understanding of the practices (what people do) and how they are related to the 
perspectives (how people perceive things) of the cultures studied; and 
(B) use the language at the intermediate proficiency level to demonstrate an 
understanding of the products (what people create) and how they are related to 
the perspectives (how people perceive things) of the cultures studied. 
(3) Connections. The student uses the language to make connections with other 
subject areas and to acquire information. The student is expected to: 
(A) use resources (that may include technology) in the language and cultures 
being studied at the intermediate proficiency level to gain access to 
information; and 
(B) use the language at the intermediate proficiency level to obtain, reinforce, 
or expand knowledge of other subject areas. 
(4) Comparisons. The student develops insight into the nature of language and 
culture by comparing the student's own language and culture to another. The 
student is expected to: 
(A) use the language at the intermediate proficiency level to demonstrate an 
understanding of the nature of language through comparisons of the student's own 
language and the language studied; 
(B) use the language at the intermediate proficiency level to demonstrate an 
understanding of the concept of culture through comparisons of the student's own 
culture and the cultures studied; and 
(C) use the language at the intermediate proficiency level to demonstrate an 
understanding of the influence of one language and culture on another. 
(5) Communities. The student participates in communities at home and around the 
world by using languages other than English. The student is expected to: 
(A) use the language at the intermediate proficiency level both within and 
beyond the school setting through activities such as participating in cultural 
events and using technology to communicate; and 
(B) show evidence of becoming a lifelong learner by using the language at the 
intermediate proficiency level for personal enrichment and career development. 

sec.114.24.Levels V, VI and VII - Advanced Progress Checkpoint (One Credit Per 
Level).
(a) General requirements. 
(1) Levels V, VI, and VII - Advanced progress checkpoint can be offered in high 
school. At the high school level, students are awarded one unit of credit per 
level for successful completion of the level. 
(2) Using age-appropriate activities, students master novice tasks, expand their 
ability to perform intermediate tasks, and develop their ability to perform the 
tasks of the advanced language learner. The advanced language learner of modern 
languages, when dealing with events of the concrete world, should: 
(A) participate fully in casual conversations in culturally appropriate ways; 
(B) explain, narrate, and describe in past, present, and future time when 
speaking and writing; 
(C) understand main ideas and most details of material on a variety of topics 
when listening and reading; 
(D) write coherent paragraphs; 
(E) cope successfully in problematic social and survival situations;
(F) achieve an acceptable level of accuracy of expression by using knowledge of 
language components, including grammar; and 
(G) apply knowledge of culture when communicating. 
(3) The advanced language learner of classical languages reads and comprehends 
authentic texts of prose and poetry of selected authors. The skills of 
listening, speaking, and writing are used to reinforce the skill of reading. 
(4) Students of classical languages may reach advanced proficiency in reading 
during Level IV. (A student who completes a College Board Advanced Placement 
course or the International Baccalaureate in Latin should reach advanced 
proficiency in reading during Level IV.) 
(b) Introduction. 
(1) Acquiring another language incorporates communication skills such as 
listening, speaking, reading, writing, viewing, and showing. Students develop 
these communication skills by using knowledge of the language, including 
grammar, and culture, communication and learning strategies, technology, and 
content from other subject areas to socialize, to acquire and provide 
information, to express feelings and opinions, and to get others to adopt a 
course of action. While knowledge of other cultures, connections to other 
disciplines, comparisons between languages and cultures, and community 
interaction all contribute to and enhance the communicative language learning 
experience, communication skills are the primary focus of language acquisition. 
(2) Students of languages other than English gain the knowledge to understand 
cultural practices (what people do) and products (what people create) and to 
increase their understanding of other cultures as well as to interact with 
members of those cultures. Through the learning of languages other than English, 
students obtain the tools and develop the context needed to connect with other 
subject areas and to use the language to acquire information and reinforce other 
areas of study. Students of languages other than English develop an 
understanding of the nature of language, including grammar, and culture and use 
this knowledge to compare languages and cultures and to expand insight into 
their own language and culture. Students enhance their personal and public lives 
and meet the career demands of the 21st century by using languages other than 
English to participate in communities in Texas, in other states, and around the 
world. 
(c) Knowledge and skills. 
(1) Communication. The student communicates in a language other than English 
using the skills of listening, speaking, reading, and writing. The student is 
expected to: 
(A) engage in oral and written exchanges, including providing and obtaining 
information, expressing feelings and preferences, and exchanging ideas and 
opinions; 
(B) interpret and demonstrate understanding of spoken and written language, 
including literature, on a variety of topics; and 
(C) present information, concepts, and ideas on a variety of topics to listeners 
and readers. 
(2) Cultures. The student gains knowledge and understanding of other cultures. 
The student is expected to: 
(A) use the language at the advanced proficiency level to demonstrate an 
understanding of the practices (what people do) and how they are related to the 
perspectives (how people perceive things) of the cultures studied; and 
(B) use the language at the advanced proficiency level to demonstrate an 
understanding of the products (what people create) and how they are related to 
the perspectives (how people perceive things) of the cultures studied. 
(3) Connections. The student uses the language to make connections with other 
subject areas and to acquire information. The student is expected to: 
(A) use resources (that may include technology) in the language and cultures 
being studied at the advanced proficiency level to gain access to information; 
and 
(B) use the language at the advanced proficiency level to obtain, reinforce, or 
expand knowledge of other subject areas. 
(4) Comparisons. The student develops insight into the nature of language and 
culture by comparing the student's own language and culture to another. The 
student is expected to: 
(A) use the language at the advanced proficiency level to demonstrate an 
understanding of the nature of language through comparisons of the student's own 
language and the language studied; 
(B) use the language at the advanced proficiency level to demonstrate an 
understanding of the concept of culture through comparisons of the student's own 
culture and the cultures studied; and 
(C) use the language at the advanced proficiency level to demonstrate an 
understanding of the influence of one language and culture on another. 
(5) Communities. The student participates in communities at home and around the 
world by using languages other than English. The student is expected to: 
(A) use the language at the advanced proficiency level both within and beyond 
the school setting through activities such as participating in cultural events 
and using technology to communicate; and 
(B) show evidence of becoming a lifelong learner by using the language at the 
advanced proficiency level for personal enrichment and career development. 

sec.114.25.Exploratory Languages (One-Half to One Credit).
(a) General requirements. 
(1) Exploratory languages is a nonsequential course that can be offered in 
elementary, middle, or high school. At the high school level, students are 
awarded one-half to one unit of credit for successful completion of a course. 
(2) Using age-appropriate activities, students study selected aspects of one or 
more languages and cultures and/or develop basic language learning and 
communicative skills. 
(b) Introduction. Exploratory courses in languages other than English introduce 
the student to the study of other languages. Students use components of 
language, make observations about languages and cultures, develop language study 
skills, and/or acquire simple communicative skills by completing one or more of 
the knowledge and skills for exploratory languages. 
(c) Knowledge and skills. 
(1) The student uses components of language. The student is expected to: 
(A) participate in different types of language learning activities;
(B) use the language skills of listening, speaking, reading, and/or writing; 
(C) demonstrate an awareness of some aspects of culture in using the language; 
and 
(D) demonstrate an awareness of the subsystems of other languages (such as 
grammar, vocabulary, and phonology). 
(2) The student makes observations about languages and cultures. The student is 
expected to: 
(A) compare and contrast features of other languages to English;
(B) recognize the role of nonlinguistic elements (such as gestures) in 
communication; 
(C) demonstrate an understanding of the fact that human behavior is influenced 
by culture; and 
(D) compare some aspects of other cultures to the student's own culture. 
(3) The student develops language study skills. The student is expected to: 
(A) practice different language learning strategies; 
(B) demonstrate an understanding of the fact that making and correcting errors 
is an important part of learning a language; and 
(C) demonstrate an awareness of language patterns. 

sec.114.26.Cultural and Linguistic Topics (One-Half to One Credit).
(a) General requirements. 
(1) Cultural and linguistic topics is a nonsequential course that can be offered 
in elementary, middle, or high school. At the high school level, students are 
awarded one-half to one unit of credit for successful completion of a course. 
Upon completion of the course, students may choose to receive credit for a 
nonsequential course in languages other than English or credit for a social 
studies elective course. 
(2) Using age-appropriate activities, students study cultural, linguistic, 
geographical, or historical aspects of selected regions or countries.
(b) Introduction. Courses in cultural and linguistic topics introduce students 
to the study of other cultures. Students gain the knowledge to understand the 
historical development, geographical aspects, cultural aspects, and/or 
linguistic aspects of selected regions or countries by completing one or more of 
the knowledge and skills for cultural and linguistic topics. 
(c) Knowledge and skills. 
(1) The student gains knowledge of the cultural aspects of selected regions or 
countries. The student is expected to: 
(A) identify social, cultural, and economic changes that have affected customs 
and conventions in a region or country; 
(B) explain variations of cultural patterns within a region or country; 
(C) demonstrate an understanding of the role of traditions in influencing a 
culture's practices (what people do) and products (what people create); and 
(D) recognize the art, music, literature, drama, or other culturally related 
activity of a region or country. 
(2) The student gains a knowledge of certain linguistic aspects of selected 
regions, countries, or languages. The student is expected to: 
(A) reproduce, read, write, or demonstrate an understanding of common 
expressions and vocabulary used in the region, country, or language studied; 
(B) describe general aspects of a language based upon the linguistic experiences 
provided, such as word etymologies and derivatives; and 
(C) recognize the linguistic contributions of native speakers and writers from 
various regions. 
(3) The student gains knowledge of the geographical aspects of and their related 
influences on selected regions or countries. The student is expected to: 
(A) demonstrate an understanding of the influence of geography on the historical 
development of a region or country; and 
(B) provide examples of the interrelationships between the physical and cultural 
environments. 
(4) The student gains knowledge of the historical aspects of selected regions or 
countries. The student is expected to: 
(A) recognize examples of the interactions of a region or country with the rest 
of the world; 
(B) trace historical events from their inception to the present; and 
(C) identify significant personalities in the development of a region or 
country. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706400
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

CHAPTER 117.Texas Essential Knowledge and Skills for Fine Art
The Texas Education Agency (TEA) adopts new sec.sec.117.1-117.19, 117.31-117.40, 
and 117.51-117.67, concerning fine arts. Sections 117.1, 117.9, 117.12, 117.15, 
117.18, 117.31, 117.51-117.55, 117.62, 117.63, 117.66, and 117.67 are adopted 
with changes to the proposed text as published in the February 28, 1997, issue 
of the Texas Register (22 TexReg 2030). Sections 117.2-117.8, 117.10, 117.11, 
117.13, 117.14, 117.16, 117.17, 117.19, 117.32-117.40, 117.56-117.61, 117.64, 
and 117.65 are adopted without changes and will not be republished.
The new sections establish the essential knowledge and skills for art, dance, 
music, and theatre education. The sections will help students to be better 
prepared for postsecondary study and work. The new sections are necessary to 
ensure that students throughout the state have access to the enrichment 
curricula. The sections shall supersede sec.sec.75.31(a)-(g), 75.47, and 75.67 
of this title (relating to Fine Arts) beginning September 1, 1998. The Texas 
Education Code organizes the required curriculum into two types: the foundation 
curriculum and the enrichment curriculum. As specified in legislation, the 
essential knowledge and skills of the enrichment curriculum serve as guidelines 
to school districts in providing instruction. In doing so, some districts may 
incur costs for professional development and equipment. These potential costs 
cannot be estimated. 
The following changes have been made since the sections were proposed.
Numerous editorial changes were made throughout the sections and some topics 
were reorganized for clarification and simplification. Changes were also made to 
strengthen verbs and to eliminate references to particular instructional 
approaches. 
Since filing of the proposed sections, legal counsel has advised that since the 
sections serve as guidelines for instruction, language containing or implying 
mandates on school districts should be stricken and replaced with more 
permissive language where necessary. The term "shall" appeared in statements 
regarding the date of implementation of the provisions for each subchapter. 
In subsection (b)(2) of sec.sec.117.9, 117.12, 117.15, and 117.18, for Music, 
Grades 2-5, the knowledge and skills statement regarding singing has been 
integrated with the knowledge and skills statement regarding performance, to be 
consistent with the integrated statements in Kindergarten, Grade 1, and Grades 
6-12. 
In sec.117.53 (relating to Art, Level II), language in subsection (c)(3) 
relating to historical/cultural heritage was revised for consistency throughout 
the chapter. 
To be consistent with other enrichment and foundation Texas Essential Knowledge 
and Skills (TEKS) sections, language has been added to subsection (a) of 
sec.sec.117.54, 117.55, 117.62, and 117.63, to include the College Board 
Advanced Placement (AB) program and the International Baccalaureate (IB) 
program. In sec.sec.117.66 and 117.67, language has been added to include the IB 
program. 
The following comments have been received regarding adoption of the new 
sections. 
Comment. An individual stated that TEKS for Fine Arts and the TEKS for other 
languages need to be taught regularly and during early school years for students 
to develop knowledge and skills they can use in school and throughout their 
lives. 
Agency Response. The agency agrees with this comment. TEKS for other languages 
and Fine Arts have been developed for students in Kindergarten through Grade 12. 
Comment. Several individuals commented that the TEKS: (1) are content-or grade-
level inappropriate, vague, redundant, and lengthy; (2) have too much emphasis 
on multicultural objectives; (3) have objectives that are too subjective, 
however, seem to progress through grade levels; and (4) content lacks 
specificity.
Agency Response. TEKS for Fine Arts have been revised eliminating redundancy and 
length and include more rigor and specificity at each grade level, Kindergarten 
through Grade 12. 
An individual recommended the theatre TEKS be rewritten in age clusters to 
eliminate redundancy in organization of the TEKS. 
Agency Response. A preponderance of public testimony supports individual grades 
rather than clusters of grades. 
Comment. An individual stated that the TEKS exceeded expectations of what 
students should know and do at the high school level. The individual identified 
strengths of the document as opportunities to develop good historical/cultural 
appreciation in music, art, and dance; solid skills, self expression, and 
interpersonal relationships in theatre and to demonstrate creative expression 
and movement in dance. 
Agency Response. The TEA agrees with this comment. 
Comment. An individual commented that the TEKS provide sufficient general 
guidance as well as specific instructions that are essential for districts to 
offer the highest quality of education for Texas school children. The individual 
expressed enthusiastic support for the adoption of the TEKS for Fine Arts. 
Agency Response. The TEA agrees with this comment. 
Comment. An individual commented that the TEKS will give the school districts 
the means to write a comprehensive, meaningful, and sequential curriculum 
document that has the potential to positively affect every child taught. The 
individual anticipated the document would begin revision of the outdated 
curriculum and urged the agency to adopt the TEKS for Fine Arts. 
Agency Response. The agency agrees with this comment. 
Comment. An individual representing a school district felt that having kept up 
to date on the formation and rewriting of the TEKS, felt very secure that the 
TEKS for the Arts are excellent. Additionally, the school district planned to 
use the TEKS to create a new curriculum management system as soon as become 
adopted. The school district requested that the agency support the TEKS' 
efforts. 
Comment. Several individuals commented that they had examined the TEKS for Fine 
Arts and offered their wholehearted support for implementation. The content is 
carefully thought out and would provide an excellent framework for the fine arts 
instruction in their district. They hope the TEKS are adopted and continue to 
support the fine arts as an essential part of a student's education. 
Agency Response. The agency agrees with this comments. 
Comment. An individual representing a school district endorsed the adoption of 
the TEKS for Fine Arts. The individual felt that as a teacher and supervisor for 
over 40 years, the content is very comprehensive and can be used in his/her 
district to write a sequential curriculum framework for instruction. 
Agency Response. The agency agrees with this comment. 
Comment. An administrator representing a school district stated that although 
he/she had some reservations with early drafts of the TEKS for Fine Arts, he/she 
felt the final version provided a framework from which staff can refine current 
comprehensive fine arts programs. The administrator encouraged the adoption of 
this document at second reading for the April SBOE meeting and move ahead with 
our curriculum guide rewrites this summer. 
Agency Response. The agency agrees with this comment. 
Comment. An individual representing a school district stated that the work 
he/she has done on numerous curriculum documents has convinced him/her that this 
type of curriculum will best serve the needs of our students. 
Agency Response. The agency agrees with this comment. 
Comment. An individual representing a school district stated his support for the 
proposed TEKS for Fine Arts. The individual believes the content is rigorous and 
comprehensive which our school district can use to write meaningful and 
sequential curriculum for fine arts instruction. 
Agency Response. The agency agrees with this comment.
Comment. An individual commented that the TEKS for Fine Arts should be rejected 
based on them not being measurable standards and being social compliance rather 
than being skill-oriented and representing an age- inappropriate curriculum.
Agency Response. The Fine Arts TEKS represent a developmental process that 
includes the work, reviews, and comments of various individuals and groups 
including the public, parents, business and industry, professional educators, 
and others. The TEKS for Fine Arts build skills sequentially. 
Comment. An individual representing the Coalition for Music Education commented 
that as a fine arts administrator charged with structuring a curriculum 
framework from the essential knowledge and skills, the document would meet the 
needs of our teachers and students and help districts deliver instruction that 
is equitable and rigorous statewide. 
Agency Response. The agency agrees with this comment.
Comment: An individual representing the Texas Parent-Teacher Association 
provided support for the enrichment TEKS. The individual is pleased to see the 
broad range of programs that includes the Fine Arts and other curriculum areas. 
Agency Response. The agency agrees with this comment. 
Comment. An individual representing Southwestern Bell Telephone Company stated 
support for the proposed TEKS expressing cited relevancy. The individual 
particularly liked the connection of the TEKS to the work place and to life. The 
individual urged the adoption of the enrichment TEKS as a blueprint for local 
schools to increase student achievement. 
Agency Response. The agency agrees with this comment. 
Comment. An individual representing the Texas Music Educators Association 
commented that the TEKS for Fine Arts can be effectively used in school 
districts throughout the state, allowing local decision-making about curriculum 
and methodology. The individual also stated that the final TEKS document 
represents responses of the writing team to reviews of various individuals, 
groups, and field input. The individual urged adoption of the present document 
without deleting fine arts content. 

SUBCHAPTER A.Elementary
19 TAC sec.sec.117.1-117.19
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.117.1.Implementation of Texas Essential Knowledge and Skills for Fine Arts, 
Elementary.
The provisions of this subchapter shall supersede sec.75.31(a)-(f) of this title 
(relating to Fine Arts) beginning September 1, 1998.

sec.117.9.Music, Grade 2.
(a) Introduction. 
(1) Four basic strands--perception, creative expression/performance, historical 
and cultural heritage, and critical evaluation--provide broad, unifying 
structures for organizing the knowledge and skills students are expected to 
acquire. In music, students develop their intellect and refine their emotions, 
understanding the cultural and creative nature of musical artistry and making 
connections among music, the other arts, technology, and other aspects of social 
life. Through creative performance, students apply the expressive technical 
skills of music and critical-thinking skills to evaluate multiple forms of 
problem solving. 
(2) By reflecting on musical periods and styles, students understand music's 
role in history and are able to participate successfully in a diverse society. 
Students analyze and evaluate music, developing criteria for making critical 
judgments and informed choices. 
(b) Knowledge and skills. 
(1) Perception. The student describes and analyzes musical sound and 
demonstrates musical artistry. The student is expected to: 
(A) identify instruments visually and aurally; 
(B) use music terminology to explain sounds and performances; and 
(C) identify music forms such as AB and ABA. 
(2) Creative expression/performance. The student performs a varied repertoire of 
music. The student is expected to: 
(A) sing or play a classroom instrument independently or in groups; and 
(B) sing songs from diverse cultures and styles or play such songs on a musical 
instrument. 
(3) Creative expression/performance. The student reads and writes music 
notation. The student is expected to: 
(A) read and write simple music notation, using a system (letters, numbers, 
syllables); and 
(B) read and write music that incorporates basic rhythmic patterns in simple 
meters. 
(4) Creative expression/performance. The student creates and arranges music 
within specified guidelines. The student is expected to: 
(A) create rhythmic phrases; and 
(B) create melodic phrases. 
(5) Historical/cultural heritage. The student relates music to history, to 
society, and to culture. The student is expected to:
(A) identify music from various periods of history and culture;
(B) sing songs and play musical games from diverse cultures; and 
(C) identify relationships between music and other subjects.
(6) Response/evaluation. The student responds to and evaluates music and musical 
performance. The student is expected to:
(A) distinguish between beat/rhythm, higher/lower, louder/softer, faster/slower, 
and same/different in musical performances; and 
(B) show appropriate audience behavior during live performances.

sec.117.12.Music, Grade 3.
(a) Introduction. 
(1) Four basic strands--perception, creative expression/performance, historical 
and cultural heritage, and critical evaluation--provide broad, unifying 
structures for organizing the knowledge and skills students are expected to 
acquire. In music, students develop their intellect and refine their emotions, 
understanding the cultural and creative nature of musical artistry and making 
connections among music, the other arts, technology, and other aspects of social 
life. Through creative performance, students apply the expressive technical 
skills of music and critical-thinking skills to evaluate multiple forms of 
problem solving. 
(2) By reflecting on musical periods and styles, students understand music's 
role in history and are able to participate successfully in a diverse society. 
Students analyze and evaluate music, developing criteria for making critical 
judgments and informed choices. 
(b) Knowledge and skills. 
(1) Perception. The student describes and analyzes musical sound and 
demonstrates musical artistry. The student is expected to: 
(A) categorize a variety of musical sounds, including children's and adults' 
voices; woodwind, brass, string, percussion, keyboard, and electronic 
instruments; and instruments from various cultures; 
(B) use music terminology in explaining sound, music, music notation, musical 
instruments and voices, and musical performances; and 
(C) identify music forms presented aurally such as AB, ABA, and rondo. 
(2) Creative expression/performance. The student performs a varied repertoire of 
music. The student is expected to: 
(A) sing or play a classroom instrument independently or in groups; and 
(B) sing songs from diverse cultures and styles or play such songs on a musical 
instrument. 
(3) Creative expression/performance. The student reads and writes music 
notation. The student is expected to: 
(A) read music notation, using a system (letters, numbers, syllables); 
(B) write music notation, using a system (letters, numbers, syllables); 
(C) read and write music that incorporates basic rhythmic patterns in simple 
meters; and 
(D) identify music symbols and terms referring to dynamics and tempo. 
(4) Creative expression/performance. The student creates and arranges music 
within specified guidelines. The student is expected to: 
(A) create rhythmic phrases; and 
(B) create melodic phrases. 
(5) Historical/cultural heritage. The student relates music to history, to 
society, and to culture. The student is expected to:
(A) identify aurally-presented excerpts of music representing diverse genres, 
styles, periods, and cultures; 
(B) perform songs and musical games from diverse cultures; and 
(C) describe relationships between music and other subjects.
(6) Response/evaluation. The student responds to and evaluates music and musical 
performance. The student is expected to:
(A) define basic criteria for evaluating musical performances; and 
(B) exhibit audience etiquette during live performances.

sec.117.15.Music, Grade 4.
(a) Introduction. 
(1) Four basic strands--perception, creative expression/performance, historical 
and cultural heritage, and critical evaluation--provide broad, unifying 
structures for organizing the knowledge and skills students are expected to 
acquire. In music, students develop their intellect and refine their emotions, 
understanding the cultural and creative nature of musical artistry and making 
connections among music, the other arts, technology, and other aspects of social 
life. Through creative performance, students apply the expressive technical 
skills of music and critical-thinking skills to evaluate multiple forms of 
problem solving. 
(2) By reflecting on musical periods and styles, students understand music's 
role in history and are able to participate successfully in a diverse society. 
Students analyze and evaluate music, developing criteria for making critical 
judgments and informed choices. 
(b) Knowledge and skills. 
(1) Perception. The student describes and analyzes musical sound and 
demonstrates musical artistry. The student is expected to: 
(A) categorize a variety of musical sounds, including children's and adults' 
voices; woodwind, brass, string, percussion, keyboard, and electronic 
instruments; and instruments of various cultures; 
(B) use standard terminology in explaining music, music notation, musical 
instruments and voices, and musical performances; and 
(C) identify music forms presented aurally such as AB, ABA, and rondo. 
(2) Creative expression/performance. The student performs a varied repertoire of 
music. The student is expected to: 
(A) sing or play a classroom instrument independently or in groups; and 
(B) sing songs from diverse cultures and styles or play such songs on a musical 
instrument. 
(3) Creative expression/performance. The student reads and writes music 
notation. The student is expected to: 
(A) read and write music notation, using a system (letters, numbers, syllables); 
(B) incorporate basic rhythmic patterns in simple meters in musical 
compositions; and 
(C) identify music symbols and terms referring to dynamics and tempo, 
interpreting them appropriately when performing. 
(4) Creative expression/performance. The student creates and arranges music 
within specified guidelines. The student is expected to: 
(A) create rhythmic and melodic phrases; and 
(B) create simple accompaniments. 
(5) Historical/cultural heritage. The student relates music to history, to 
society, and to culture. The student is expected to:
(A) identify aurally-presented excerpts of music representing diverse genres, 
styles, periods, and cultures; 
(B) perform music and movement from diverse cultures; 
(C) perform music representative of American and Texas heritage; and 
(D) identify connections between music and the other fine arts. 
(6) Response/evaluation. The student responds to and evaluates music and musical 
performance. The student is expected to:
(A) apply basic criteria in evaluating musical performances and compositions; 
(B) justify, using music terminology, personal preferences for specific music 
works and styles; and 
(C) practice concert etiquette as an actively involved listener during live 
performances. 

sec.117.18.Music, Grade 5.
(a) Introduction. 
(1) Four basic strands--perception, creative expression/performance, historical 
and cultural heritage, and critical evaluation--provide broad, unifying 
structures for organizing the knowledge and skills students are expected to 
acquire. In music, students develop their intellect and refine their emotions, 
understanding the cultural and creative nature of musical artistry and making 
connections among music, the other arts, technology, and other aspects of social 
life. Through creative performance, students apply the expressive technical 
skills of music and critical-thinking skills to evaluate multiple forms of 
problem solving. 
(2) By reflecting on musical periods and styles, students understand music's 
role in history and are able to participate successfully in a diverse society. 
Students analyze and evaluate music, developing criteria for making critical 
judgments and informed choices. 
(b) Knowledge and skills. 
(1) Perception. The student describes and analyzes musical sound and 
demonstrates musical artistry. The student is expected to: 
(A) distinguish among a variety of musical timbres; 
(B) use standard terminology in explaining music, music notation, musical 
instruments and voices, and musical performances; and 
(C) identify a variety of music forms such as AB, ABA, rondo, and theme and 
variations. 
(2) Creative expression/performance. The student sings or plays an instrument, 
individually and in groups, performing a varied repertoire of music. The student 
is expected to: 
(A) perform independently, with accurate intonation and rhythm, demonstrating 
fundamental skills and basic performance techniques; 
(B) perform expressively, from memory and notation, a varied repertoire of music 
representing styles from diverse cultures; and 
(C) demonstrate appropriate small- and large- ensemble performance techniques 
during formal and informal concerts. 
(3) Creative expression/performance. The student reads and writes music 
notation. The student is expected to: 
(A) read standard notation; 
(B) use standard symbols to notate meter, rhythm, and pitch in simple patterns 
(manuscript or computer-generated); 
(C) read and write music that incorporates rhythmic patterns in various meters; 
and 
(D) identify music symbols and terms referring to dynamics, tempo, and 
articulation. 
(4) Creative expression/performance. The student creates and arranges music 
within specified guidelines. The student is expected to: 
(A) create rhythmic and melodic phrases; and 
(B) create/arrange simple accompaniments. 
(5) Historical/cultural heritage. The student relates music to history, to 
society, and to culture. The student is expected to:
(A) identify aurally-presented excerpts of music representing diverse genres, 
styles, periods, and cultures; 
(B) describe various music vocations and avocations; 
(C) perform music and movement from diverse cultures; 
(D) perform music representative of American and Texas heritage; and 
(E) identify concepts taught in the other fine arts and their relationships to 
music concepts. 
(6) Response/evaluation. The student responds to and evaluates music and musical 
performance. The student is expected to:
(A) apply criteria in evaluating musical performances and compositions; 
(B) evaluate, using music terminology, personal preferences for specific music 
works and styles; and 
(C) exhibit concert etiquette as an actively involved listener during varied 
live performances. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706402
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER B.Middle School
19 TAC sec.sec.117.31-117.40
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.117.31.Implementation of Texas Essential Knowledge and Skills for Fine Arts, 
Middle School.
The provisions of this subchapter shall supersede sec.75.31(g) and sec.75.47 of 
this title (relating to Fine Arts) beginning September 1, 1998. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority. 
Issued in Austin, Texas, on May 15, 1997.
TRD-9706403
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER C.High School
19 TAC sec.sec.117.51-117.67
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum. 

sec.117.51.Implementation of Texas Essential Knowledge and Skills for Fine Arts, 
High School.
The provisions of this subchapter shall supersede sec.75.67 of this title 
(relating to Fine Arts) beginning September 1, 1998. 

sec.117.52.Art, Level I.
(a) General requirements. Students may fulfill fine arts and elective 
requirements for graduation by successfully completing the following art course: 
Art I (one credit). 
(b) Introduction. 
(1) Four basic strands--perception, creative expression/performance, historical 
and cultural heritage, and critical evaluation--provide broad, unifying 
structures for organizing the knowledge and skills students are expected to 
acquire. Students rely on their perceptions of the environment, developed 
through increasing visual awareness and sensitivity to surroundings, memory, 
imagination, and life experiences, as a source for creating artworks. They 
express their thoughts and ideas creatively, while challenging their 
imagination, fostering reflective thinking, and developing disciplined effort 
and problem-solving skills. 
(2) By analyzing artistic styles and historical periods students develop respect 
for the traditions and contributions of diverse cultures. Students respond to 
and analyze artworks, thus contributing to the development of lifelong skills of 
making informed judgments and evaluations. 
(c) Knowledge and skills. 
(1) Perception. The student develops and organizes ideas from the environment. 
The student is expected to: 
(A) illustrate ideas for artworks from direct observation, experiences, and 
imagination; and 
(B) compare and contrast the use of art elements (color, texture, form, line, 
space, value) and art principles (emphasis, pattern, rhythm, balance, 
proportion, unity) in personal artworks and those of others, using vocabulary 
accurately. 
(2) Creative expression/performance. The student expresses ideas through 
original artworks, using a variety of media with appropriate skill. The student 
is expected to: 
(A) create visual solutions by elaborating on direct observation, experiences, 
and imagination; 
(B) create designs for practical applications; and 
(C) demonstrate effective use of art media and tools in design, drawing, 
painting, printmaking, and sculpture. 
(3) Historical/cultural heritage. The student demonstrates an understanding of 
art history and culture as records of human achievement. The student is expected 
to: 
(A) compare and contrast historical and contemporary styles, identifying general 
themes and trends; 
(B) describe general characteristics in artworks from a variety of cultures; and 
(C) compare and contrast career and avocational opportunities in art. 
(4) Response/evaluation. The student makes informed judgments about personal 
artworks and the artworks of others. The student is expected to: 
(A) interpret, evaluate, and justify artistic decisions in personal artworks; 
and 
(B) select and analyze original artworks, portfolios, and exhibitions by peers 
and others to form precise conclusions about formal qualities, historical and 
cultural contexts, intents, and meanings. 

sec.117.53.Art, Level II.
(a) General requirements. Students may fulfill fine arts and elective 
requirements for graduation by successfully completing one or more of the 
following art courses: Drawing II, Painting II, Printmaking II, Fibers II, 
Ceramics II, Sculpture II, Jewelry II, Photography II, Electronic Media II (one 
credit per course). The prerequisite for each Level II art course is one credit 
of Art I. 
(b) Introduction. 
(1) Four basic strands--perception, creative expression/performance, historical 
and cultural heritage, and critical evaluation--provide broad, unifying 
structures for organizing the knowledge and skills students are expected to 
acquire. Students rely on their perceptions of the environment, developed 
through increasing visual awareness and sensitivity to surroundings, memory, 
imagination, and life experiences, as a source for creating artworks. They 
express their thoughts and ideas creatively, while challenging their 
imagination, fostering reflective thinking, and developing disciplined effort 
and problem-solving skills. 
(2) By analyzing artistic styles and historical periods students develop respect 
for the traditions and contributions of diverse cultures. Students respond to 
and analyze artworks, thus contributing to the development of lifelong skills of 
making informed judgments and evaluations. 
(c) Knowledge and skills. 
(1) Perception. The student develops and organizes ideas from the environment. 
The student is expected to: 
(A) interpret visual parallels between the structures of natural and human-made 
environments; and 
(B) compare suitability of art materials and processes to express specific ideas 
relating to visual themes, using precise art vocabulary.
(2) Creative expression/performance. The student expresses ideas through 
original artworks, using a variety of media with appropriate skill. The student 
is expected to: 
(A) formulate multiple solutions to expand personal themes that demonstrate 
intent; 
(B) apply design skills in creating practical applications, clarifying 
presentations, and defining choices made by consumers; and 
(C) select from a variety of art media and tools to communicate specific ideas 
in drawing, painting, printmaking, sculpture, ceramics, fiberart, jewelry, 
photography/filmmaking, and electronic media-generated art. 
(3) Historical/cultural heritage. The student demonstrates an understanding of 
art history and culture as records of human achievement. The student is expected 
to: 
(A) study a selected historical period or style of art; 
(B) analyze specific characteristics of artworks in various cultures; and 
(C) select and research career and avocational choices in art. 
(4) Response/evaluation. The student makes informed judgments about personal 
artworks and the artworks of others. The student is expected to: 
(A) select and critique artworks in progress, making decisions about future 
directions in personal work; and 
(B) select and critique original artworks, portfolios, and exhibitions by peers 
or others.

sec.117.54.Art, Level III.
(a) General requirements. Students may fulfill fine arts and elective 
requirements for graduation by successfully completing one or more of the 
following art courses: Drawing III, Painting III, Printmaking III, Fibers III, 
Ceramics III, Sculpture III, Jewelry III, Photography III, Art History III, 
Graphic Design III, Electronic Media III, the College Board Advanced Placement 
(AP) Drawing, AP General Art Portfolio, AP History of Art, International 
Baccalaureate (IB) Art/Design SL Option A, IB Art/Design SL Option B, IB 
Art/Design HL (one credit per course). The prerequisite for Art History III, 
Graphic Design III, AP General Art Portfolio, AP History of Art, IB Art/Design 
SL Option A, IB Art/Design SL Option B, and IB Art/Design HL is one credit of 
any Art II course. The prerequisite for all other Level III art courses is one 
credit of Art II in the corresponding discipline.
(b) Introduction. 
(1) Four basic strands--perception, creative expression/performance, historical 
and cultural heritage, and critical evaluation--provide broad, unifying 
structures for organizing the knowledge and skills students are expected to 
acquire. Students rely on their perceptions of the environment, developed 
through increasing visual awareness and sensitivity to surroundings, memory, 
imagination, and life experiences, as a source for creating artworks. They 
express their thoughts and ideas creatively, while challenging their 
imagination, fostering reflective thinking, and developing disciplined effort 
and problem-solving skills. 
(2) By analyzing artistic styles and historical periods students develop respect 
for the traditions and contributions of diverse cultures. Students respond to 
and analyze artworks, thus contributing to the development of lifelong skills of 
making informed judgments and evaluations. 
(c) Knowledge and skills. 
(1) Perception. The student develops and organizes ideas from the environment. 
The student is expected to: 
(A) analyze visual characteristics of natural and human-made subjects in a 
variety of ways, illustrating flexibility in solving problems, creating multiple 
solutions, and thinking imaginatively; and 
(B) analyze visual qualities to express the meaning of images and symbols, using 
precise art vocabulary. 
(2) Creative expression/performance. The student expresses ideas through 
original artworks, using a variety of media with appropriate skill. The student 
is expected to: 
(A) solve visual problems by planning and attempting a variety of solutions; 
(B) solve visual problems and develop multiple solutions for designing ideas, 
clarifying presentations, and evaluating consumer choices, using design skills; 
and 
(C) select from a variety of art media and tools to express intent in drawing, 
painting, printmaking, sculpture, ceramics, fiberart, jewelry, 
photography/filmmaking, and electronic media-generated art. 
(3) Historical/cultural heritage. The student demonstrates an understanding of 
art history and culture as records of human achievement. The student is expected 
to: 
(A) study a selected period, style, or movement in art; 
(B) trace influences of various cultures on contemporary artworks; and 
(C) analyze a selected career opportunity in art, identifying the training, 
skills, and plan of action necessary for realizing such a goal.
(4) Response/evaluation. The student makes informed judgments about personal 
artworks and the artworks of others. The student is expected to: 
(A) select artworks for a personal portfolio based on evaluation of 
developmental progress, competency in problem-solving, and a variety of visual 
ideas; and 
(B) analyze original artworks, portfolios, and exhibitions to form conclusions 
about formal qualities, historical and cultural contexts, intents, and meanings 
and to show innovation and provide examples of in-depth exploration of one or 
more themes.

sec.117.55.Art, Level IV.
(a) General requirements. Students may fulfill fine arts and elective 
requirements for graduation by successfully completing one or more of the 
following art courses: Drawing IV, Painting IV, Printmaking IV, Fibers IV, 
Ceramics IV, Sculpture IV, Jewelry IV, Photography IV, Graphic Design IV, 
Electronic Media IV, the College Board Advanced Placement (AP) Drawing, AP 
General Art Portfolio, AP History of Art, International Baccalaureate (IB) 
Art/Design SL Option A, IB Art/Design SL Option B, and IB Art/Design HL (one 
credit per course). The prerequisite for AP General Art Portfolio, AP History of 
Art, IB Art/Design SL Option A, IB Art/Design SL Option B, and IB Art/Design HL 
is one credit of any Art II course. The prerequisite for all other Level IV art 
courses is one credit of Art III in the corresponding discipline. 
(b) Introduction. 
(1) Four basic strands--perception, creative expression/performance, historical 
and cultural heritage, and critical evaluation--provide broad, unifying 
structures for organizing the knowledge and skills students are expected to 
acquire. Students rely on their perceptions of the environment, developed 
through increasing visual awareness and sensitivity to surroundings, memory, 
imagination, and life experiences, as a source for creating artworks. They 
express their thoughts and ideas creatively, while challenging their 
imagination, fostering reflective thinking, and developing disciplined effort 
and problem-solving skills. 
(2) By analyzing artistic styles and historical periods students develop respect 
for the traditions and contributions of diverse cultures. Students respond to 
and analyze artworks, thus contributing to the development of lifelong skills of 
making informed judgments and evaluations. 
(c) Knowledge and skills. 
(1) Perception. The student develops and organizes ideas from the environment. 
The student is expected to: 
(A) create themes for personal artworks that integrate a broad range of visual 
observations, experiences, and imagination; and 
(B) make subtle discriminations in analyzing complex visual relationships and 
content, using precise art vocabulary. 
(2) Creative expression/performance. The student expresses ideas through 
original artworks, using a variety of media with appropriate skill. The student 
is expected to: 
(A) produce an original body of artwork that integrates information from a 
variety of sources and demonstrates sustained, self-directed investigations into 
specific themes; 
(B) evaluate and justify design ideas and concepts for use in personal artworks; 
and 
(C) create artworks, singularly and in series, by selecting from a variety of 
art materials and tools appropriate to course work in drawing, painting, 
printmaking, sculpture, ceramics, fiberart, jewelry, photography/filmmaking, and 
electronic media-generated art; 
(3) Historical/cultural heritage. The student demonstrates an understanding of 
art history and culture as records of human achievement. The student is expected 
to: 
(A) identify and illustrate art history as a major source of interpretation; 
(B) analyze and evaluate the influence of contemporary cultures on artworks; and 
(C) evaluate a selected career in art, justifying the choice.
(4) Response/evaluation. The student makes informed judgments about personal 
artworks and the artworks of others. The student is expected to: 
(A) develop evaluative criteria for selecting artworks to include in a portfolio 
and senior exhibition that demonstrate a high level of creativity and expertise 
in one or more art areas; and 
(B) analyze a wide range of artworks to form conclusions about formal qualities, 
historical and cultural contexts, intents, and meanings. 

sec.117.62.Music, Level III.
(a) General requirements. Students may fulfill fine arts and elective 
requirements for graduation by successfully completing one or more of the 
following music courses: Band III, Choir III, Orchestra III, Jazz Band III, 
Instrumental Ensemble III, Vocal Ensemble III, the College Board Advanced 
Placement (AP) Music Theory, International Baccalaureate (IB) Music SL, IB Music 
HL (one credit per course). The prerequisite for IB Music SL and IB Music HL is 
one credit of any Music II course. The prerequisite for all other Level III 
music courses is one credit of Music II in the corresponding discipline. 
(b) Introduction. 
(1) Four basic strands--perception, creative expression/performance, historical 
and cultural heritage, and critical evaluation--provide broad, unifying 
structures for organizing the knowledge and skills students are expected to 
acquire. In music, students develop their intellect and refine their emotions, 
understanding the cultural and creative nature of musical artistry and making 
connections among music, the other arts, technology, and other aspects of social 
life. Through creative performance, students apply the expressive technical 
skills of music and critical-thinking skills to evaluate multiple forms of 
problem solving. 
(2) By reflecting on musical periods and styles, students understand music's 
role in history and are able to participate successfully in a diverse society. 
Students analyze and evaluate music, developing criteria for making critical 
judgments and informed choices. 
(c) Knowledge and skills. 
(1) Perception. The student describes and analyzes musical sound and 
demonstrates musical artistry. The student is expected to: 
(A) perform appropriate literature expressively; 
(B) define musical performances, intervals, music notation, chord structure, 
rhythm/meter, and harmonic texture, using standard terminology; and 
(C) identify music forms of performance and listening repertoire.
(2) Creative expression/performance. The student sings or plays an instrument, 
individually and in groups, performing a varied repertoire of music. The student 
is expected to: 
(A) exhibit accurate intonation and rhythm, fundamental skills, and advanced 
techniques, using literature ranging from moderately difficult to difficult, 
while performing independently and in ensemble; 
(B) demonstrate comprehension of musical styles by seeking appropriate 
literature for performance; 
(C) perform expressively, from memory and notation, a varied repertoire of music 
representing styles from diverse cultures; and 
(D) exhibit, describe, and critique small- and large-ensemble performance 
techniques experienced and observed during formal and informal concerts. 
(3) Creative expression/performance. The student reads and writes music 
notation. The student is expected to: 
(A) sight-read major, minor, modal, and chromatic melodies;
(B) read and write music that incorporates complex rhythmic patterns in simple, 
compound, and asymmetric meters; and 
(C) interpret music symbols and terms referring to dynamics, tempo, and 
articulation when performing. 
(4) Creative expression/performance. The student creates and arranges music 
within specified guidelines. The student is expected to: 
(A) improvise musical melodies; and 
(B) compose or arrange segments of vocal or instrumental pieces (manuscript or 
computer- generated). 
(5) Historical/cultural heritage. The student relates music to history, to 
society, and to culture. The student is expected to:
(A) classify by style and by historical period or culture representative 
examples of music, justifying the classifications; 
(B) identify and describe the effects of society, culture, and technology on 
music; 
(C) identify and describe music-related career options including musical 
performance and music teaching; and 
(D) define the relationships between the content, the concepts, and the 
processes of the other fine arts, other subjects, and those of music.
(6) Response/evaluation. The student responds to and evaluates music and musical 
performance. The student is expected to:
(A) evaluate musical performances by comparing them to similar or exemplary 
models and offering constructive suggestions for improvement; and 
(B) exhibit informed concert etiquette during live performances in a variety of 
settings.

sec.117.63.Music, Level IV.
(a) General requirements. Students may fulfill fine arts and elective 
requirements for graduation by successfully completing one or more of the 
following music courses: Band IV, Choir IV, Orchestra IV, Jazz Band IV, 
Instrumental Ensemble IV, Vocal Ensemble IV, the College Board Advanced 
Placement (AP) Music Theory, International Baccalaureate (IB) Music SL, IB Music 
HL (one credit per course). The prerequisite for IB Music SL and IB Music HL is 
one credit of any Music III course. The prerequisite for all other Level IV 
music courses is one credit of Music III in the corresponding discipline. 
(b) Introduction. 
(1) Four basic strands--perception, creative expression/performance, historical 
and cultural heritage, and critical evaluation--provide broad, unifying 
structures for organizing the knowledge and skills students are expected to 
acquire. In music, students develop their intellect and refine their emotions, 
understanding the cultural and creative nature of musical artistry and making 
connections among music, the other arts, technology, and other aspects of social 
life. Through creative performance, students apply the expressive technical 
skills of music and critical-thinking skills to evaluate multiple forms of 
problem solving. 
(2) By reflecting on musical periods and styles, students understand music's 
role in history and are able to participate successfully in a diverse society. 
Students analyze and evaluate music, developing criteria for making critical 
judgments and informed choices. 
(c) Knowledge and skills. 
(1) Perception. The student describes and analyzes musical sound and 
demonstrates musical artistry. The student is expected to: 
(A) demonstrate independence in interpreting music through the performance of 
appropriate literature; 
(B) analyze musical performances, intervals, music notation, chordal structure, 
rhythm/meter, and harmonic texture, using standard terminology; and 
(C) analyze music forms of performance and listening repertoire.
(2) Creative expression/performance. The student sings or plays an instrument, 
individually and in groups, performing a varied repertoire of music. The student 
is expected to: 
(A) perform independently, demonstrating accurate intonation and rhythm, 
fundamental skills, and advanced techniques, and using literature ranging from 
moderately difficult to difficult; 
(B) demonstrate comprehension of musical styles by selecting appropriate 
literature for performances; 
(C) perform expressively, from memory and notation, a varied repertoire of music 
representing styles from diverse cultures; and 
(D) exhibit, describe, and critique small- and large- ensemble performance 
techniques experienced and observed during formal and informal concerts. 
(3) Creative expression/performance. The student reads and writes music 
notation. The student is expected to: 
(A) sight-read major, minor, modal, and chromatic melodies;
(B) read and write music that incorporates complex rhythmic patterns in simple, 
compound, and asymmetric meters; and 
(C) interpret music symbols and terms referring to dynamics, tempo, and 
articulation when performing. 
(4) Creative expression/performance. The student creates and arranges music 
within specified guidelines. The student is expected to: 
(A) improvise musical melodies; and 
(B) compose or arrange vocal or instrumental pieces (manuscript or computer-
generated). 
(5) Historical/cultural heritage. The student relates music to history, to 
society, and to culture. The student is expected to:
(A) classify representative examples of music by style and by historical period 
or culture, justifying the classifications; 
(B) describe the effects of music on society, culture, and technology; 
(C) explain a variety of music and music-related career options; and 
(D) define the relationships between the content, the concepts, and the 
processes of the other fine arts and those of music. 
(6) Response/evaluation. The student responds to and evaluates music and musical 
performances. The student is expected to:
(A) evaluate musical performances and compositions by comparing them to similar 
or exemplary models and offering constructive suggestions for improvement; and 
(B) exhibit concert etiquette during live performances in a variety of settings. 

sec.117.66.Theatre, Level III.
(a) General requirements. Students may fulfill fine arts and elective 
requirements for graduation by successfully completing one or more of the 
following theatre courses: Theatre III (one credit), Technical Theatre III (one 
credit), Theatre Production III (one-half to one credit), International 
Baccalaureate (IB) Theatre Arts SL, IB Theatre Arts HL (one credit per course). 
The prerequisite for IB Theatre SL and IB Theatre HL is one credit of any 
Theatre II course. The prerequisite for all other Level III theatre courses is 
one credit of Theatre II in the corresponding discipline. 
(b) Introduction. 
(1) Four basic strands--perception, creative expression/performance, historical 
and cultural heritage, and critical evaluation--provide broad, unifying 
structures for organizing knowledge and skills students are expected to acquire. 
Through perceptual studies, students increase their understanding of self and 
others and develop clear ideas about the world. Through a variety of theatrical 
experiences, students communicate in a dramatic form, make artistic choices, 
solve problems, build positive self-concepts, and relate interpersonally. 
(2) Students increase their understanding of heritage and traditions through 
historical and cultural studies in theatre. Student response and evaluation 
promote thinking and further discriminating judgment, developing students who 
are appreciative and evaluative consumers of live theatre, film, television, and 
other technologies. 
(c) Knowledge and skills. 
(1) Perception. The student develops concepts about self, human relationships, 
and the environment, using elements of drama and conventions of theatre. The 
student is expected to: 
(A) practice theatre preparation and warm-up techniques effectively;
(B) employ stage movement and pantomime consistently; 
(C) demonstrate effective voice and diction; 
(D) analyze dramatic structure and genre; 
(E) compare and contrast theatrical conventions of theatre to the conventions of 
film, television, and electronic media; and 
(F) analyze the interdependence of all theatrical elements.
(2) Creative expression/performance. The student interprets characters, using 
the voice and body expressively, and creates dramatizations. The student is 
expected to: 
(A) practice appropriate safety measures; 
(B) analyze characters from various genres and styles, describing physical, 
intellectual, emotional, and social dimensions; 
(C) portray believable characters in improvised and scripted scenes of various 
styles; and 
(D) improvise and write dialogue that reveals character motivation, advances 
plot, provides exposition, and reveals theme. 
(3) Creative expression/performance. The student applies design, directing, and 
theatre production concepts and skills. The student is expected to: 
(A) construct and operate the technical elements of theatre safely and 
effectively; 
(B) analyze and evaluate dramatic texts as a basis for technical discussions, 
considering themes, settings, times, literary styles, genres, and characters; 
(C) cast and direct duet scenes; 
(D) analyze the director's responsibility to the author's intent, script, 
actors, designers, technicians, and audience; 
(E) analyze the roles of actor, ensemble, and director in production decision 
making and produce a unified theatrical production; and
(F) select one or more areas of theatre production for study, demonstrating 
responsibility, artistic discipline, and creative problem solving.
(4) Historical/cultural heritage. The student relates theatre to history, 
society, and culture. The student is expected to: 
(A) evaluate historical and cultural influences on theatre;
(B) analyze the influence of television on American society; and 
(C) define selected theatrical styles and genres. 
(5) Response/evaluation. The student responds to and evaluates theatre and 
theatrical performances. The student is expected to: 
(A) compare behavior at various types of performances and practice audience 
etiquette; 
(B) apply the concepts of evaluation to performances and evaluate theatre, film, 
television, and electronic media with depth and complexity, using appropriate 
vocabulary; 
(C) compare communication methods of theatre with that of art, music, and dance 
and integrate more than one art form in informal and formal performances; and 
(D) make judgments about selected career and avocational opportunities in 
theatre, film, and television and analyze the training, skills, self-discipline, 
and artistic discipline needed to pursue them.

sec.117.67.Theatre, Level IV.
(a) General requirements. Students may fulfill fine arts and elective 
requirements for graduation by successfully completing one or more of the 
following theatre courses: Theatre Arts IV (one credit), Technical Theatre IV 
(one credit), Theatre Production IV (one-half to one credit), International 
Baccalaureate (IB) Theatre Arts SL, IB Theatre Arts HL (one credit per course). 
The prerequisite for IB Theatre SL and IB Theatre HL is one credit of any 
Theatre III course. The prerequisite for all other Level IV theatre courses is 
one credit of Theatre III in the corresponding discipline. 
(b) Introduction. 
(1) Four basic strands--perception, creative expression/performance, historical 
and cultural heritage, and critical evaluation--provide broad, unifying 
structures for organizing knowledge and skills students are expected to acquire. 
Through perceptual studies, students increase their understanding of self and 
others and develop clear ideas about the world. Through a variety of theatrical 
experiences, students communicate in a dramatic form, make artistic choices, 
solve problems, build positive self-concepts, and relate interpersonally. 
(2) Students increase their understanding of heritage and traditions through 
historical and cultural studies in theatre. Student response and evaluation 
promote thinking and further discriminating judgment, developing students who 
are appreciative and evaluative consumers of live theatre, film, television, and 
other technologies. 
(c) Knowledge and skills. 
(1) Perception. The student develops concepts about self, human relationships, 
and the environment, using elements of drama and conventions of theatre. The 
student is expected to: 
(A) develop and practice theatre preparation and warm-up techniques;
(B) employ stage movement and pantomime consistently; 
(C) develop effective use of voice and diction; 
(D) compare the dramatic structure of theatre, film, television, and electronic 
media; 
(E) evaluate theatrical conventions of various cultural and historical periods; 
and 
(F) evaluate the interdependence of all theatrical elements.
(2) Creative expression/performance. The student interprets characters, using 
the voice and body expressively, and creates dramatizations. The student is 
expected to: 
(A) evaluate and apply appropriate safety measures; 
(B) evaluate character dimensions in scripts of various genres and styles; 
(C) create and sustain believable characters; and 
(D) outline and create imaginative scripts and scenarios that include motivated 
character, unique dialogue, conflict, and resolution for theatre, film, or 
television. 
(3) Creative expression/performance. The student applies design, directing, and 
theatre production concepts and skills. The student is expected to: 
(A) design, construct, and operate appropriate technical elements of theatre, 
safely and effectively, collaboratively and individually; 
(B) analyze and evaluate dramatic texts and direct brief scenes;
(C) evaluate the director's responsibility to the author's intent, script, 
actors, designers, technicians, and audience; 
(D) analyze production plans that include research, rehearsal plans, technical 
designs, and blocking; 
(E) cast and direct a long scene or a short play, producing a unified theatrical 
production; and 
(F) conduct concentrated studies in one or more areas of theatre production, 
demonstrating responsibility, artistic discipline, and creative problem solving. 
(4) Historical/cultural heritage. The student relates theatre to history, 
society, and culture. The student is expected to: 
(A) evaluate historical and cultural influences on theatre;
(B) evaluate the role of live theatre, film, television, and electronic media in 
American society; and 
(C) trace historical and cultural developments in theatrical styles and genres. 
(5) Response/evaluation. The student responds to and evaluates theatre and 
theatrical performances. The student is expected to: 
(A) evaluate and practice appropriate audience behavior at various types of 
performances; 
(B) apply evaluation concepts to performances and compare and contrast literary 
and dramatic criticism of theatre, film, television, or electronic media; 
(C) compare the nature, components, elements, and communication methods of 
theatre, music, art, and dance and compare more than one art form in a specific 
culture or historical period; and 
(D) evaluate career and avocational opportunities in theatre, film, television, 
and electronic media, justifying choice(s), and analyze the training, skills, 
self-discipline, and artistic discipline needed to pursue them. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706404
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

CHAPTER 119.Texas Essential Knowledge and Skills for Agricultural Science and 
Technology Education
The Texas Education Agency (TEA) adopts new sec.sec.119.1-119.3, 119.11-119.13, 
119.21-119.28, 119.41- 119.69, 119.81-119.88, 119.101, and 119.102, concerning 
agricultural science and technology education. The sections are adopted with 
changes to the proposed text as published in the February 28, 1997, issue of the 
Texas Register (22 TexReg 2060). The new sections establish the essential 
knowledge and skills for the following seven systems in agricultural science and 
technology education: (1) agribusiness marketing and management; (2) 
environmental and natural resources; (3) horticulture; (4) leadership 
development; (5) value-added and food processing; (6) mechanized agriculture; 
and (7) food and fiber production.
The new sections are necessary to ensure that students throughout the state have 
access to the enrichment curricula. The provisions of these sections shall 
supersede sec.75.82 of this title (relating to Agricultural Science and 
Technology) beginning September 1, 1998.
The Texas Education Code organizes the required curriculum into two types: the 
foundation curriculum and the enrichment curriculum. As specified in 
legislation, the essential knowledge and skills of the enrichment curriculum 
serve as guidelines to school districts in providing instruction. In doing so, 
some districts may incur costs for professional development and equipment. These 
potential costs cannot be estimated. 
Members of the public expressed concern about adoption of a certificate of 
initial mastery. Neither the Texas essential knowledge and skills (TEKS) nor any 
other rule contains reference to, promotes, or establishes a certificate of 
initial mastery. 
The following changes have been made since the sections were proposed. Numerous 
editorial changes were made throughout the sections and some topics were 
reorganized for clarification and simplification. Changes were also made to 
strengthen verbs and to eliminate references to particular instructional 
approaches. 
Since filing of the proposed sections, legal counsel has advised that since the 
sections serve as guidelines for instruction, language containing or implying 
mandates on school districts should be stricken and replaced with more 
permissive language where necessary. The term "shall" appeared in some content 
areas in: (1) the amount of course credit to be awarded to a student for 
successful completion of a course; (2) some career and technology courses in 
references to workplace and other competencies; and (3) statements regarding the 
date of implementation of the provisions for each subchapter. 
The term "capstone" in career and technology education courses has been replaced 
with the term "independent study." This change was made to clarify language. The 
career and technology education courses consist of an in- depth study of a 
business/industry that is of particular interest to a student. Several 
individuals who testified at the public hearing held on March 4, 1997, stated 
that the career and technology education essential knowledge and skills contain 
references to the skills and competencies identified by the Secretary's 
Commission on Achieving Necessary Skills (SCANS) and thus reflect federal 
influence. TEA staff has carefully reviewed the sections being adopted for 
evidence of SCANS skills and competencies. The sections being adopted do not 
contain specific references to SCANS; however, the sections do contain skills 
and competencies that are among those recommended by the commission. The 
curriculum writing teams, members of the SBOE Review Committee, and others who 
had suggested strengthening the TEKS drafts expressed a strong belief that some 
skills and competencies identified by the SCANS commission are an essential part 
of an effective curriculum. 
In sec.19.2 (relating to Introductory Horticulture) and sec.119.3 (relating to 
Introductory Agriculture Mechanics), the following change was made. The term 
"interpersonal skills" was removed from subsection (c)(1)(B) based on a comment 
received stating that this term cannot be measured and therefore lacks academic 
rigor. 
In subsection (c)(1)(D) of sec.sec.119.2, 119.3, 119.12, 119.13, 119.22-119.28, 
119.42-119.69, 119.82, 119.84, 119.85, 119.87, 119.88, and 119.102, the language 
was amended in subsection to read "identify employer's expectations, appropriate 
work habits, and good citizenship skills." This change was made to clarify 
language in this statement. 
In sec.119.12 (relating to Introduction to World Agricultural Science and 
Technology (One-Half Credit), new subsection (c)(9) was added to include 
language regarding the application of science and mathematical skills to 
mechanical agricultural systems. This language was inadvertently deleted from 
previous drafts. 
In sec.119.26 (relating to Home Maintenance and Improvement) and in sec.119.27 
(relating to Food Technology) new subsection (c)(1)(E) and subsection (c)(1)(D) 
were added respectively to include language regarding planning and managing 
agricultural experience programs. This language was inadvertently deleted from 
previous drafts. 
The following comments have been received regarding adoption of the new 
sections. 
Subchapter A. Introductory, Middle School. 
sec.119.2. Introductory Horiticulture. 
Issue: academic rigor. 
Comment. An individual stated that the term "interpersonal skills" in subsection 
(c)(1)(B) of sec.119.2 cannot be measured and therefore lacks academic rigor. 
Agency Response. The agency has amended sections sec.119.2 and sec.119.3 to 
remove the term "interpersonal skills." 
Issue: course prerequisites. 
Comment. An individual commented that he felt that the course, Introductory 
Horticulture, should not be available at the sixth-grade level. 
Agency Response. Each district can determine prerequisites; offering this course 
in the sixth grade is a local decision. 
Subchapter B. Comprehensive, High School. 
sec.119.12. Introduction to World Agricultural Science and Technology (One-Half 
Credit). 
Issue: additional knowledge and skills. 
Comment. An individual commented that sec.119.12(c) should include a new 
paragraph (9) that relates to the application of science and mathematical skills 
to mechanical agricultural systems. 
Agency Response. This language was initially in a TEKS draft dated December 16, 
1996, and was inadvertently omitted in the revision process. The TEA agrees with 
this comment and has amended the sections. 
Subchapter C. Exploratory, High School 
sec.119.26. Home Maintenance and Improvement (One-Half Credit). 
Comment. An individual commented that new sec.119.26(c)(1)(E) 
sec.119.27(c)(1)(D) should be added to include language regarding planning and 
managing supervised agricultural experience programs. 
Agency Response. This language was initially in a TEKS draft dated December 16, 
1996, and was inadvertently omitted in the revision process. The TEA agrees with 
this comment and has amended the sections. 
General Comments. 
Issue: knowledge versus job training skills. 
Comment. An individual commented that only four knowledge and skills statements 
are content-based and the rest are job training. 
Agency Response. Students enrolled in agricultural science and technology expect 
career training. All of the factors in these area add up to making a student 
successful in horticulture. 
Issue: name change for the discipline/curriculum. 
Comment. Two individuals requested that the name of the subject area be changed 
to agricultural science and natural resources. 
Agency Response. The name of the subject area cannot be changed at this point in 
the process of adopting the TEKS. 
Issue: content and grade level. 
Comment. A school district commented that the document does not meet content and 
grade level expectations. 
Agency Response. No changes to the proposed sections are recommended based on 
specific recommendations not provided. 
Issue: purpose of the courses. 
Comment. A school district questioned the purpose of these courses. 
Agency Response. These courses will prepare students for employment in the 
agricultural and/or natural resource industries. 
Issue: changes to the document. 
Comment. A school district commented that phrases such as "self-esteem" and 
"knowing how to learn" are vague. 
Agency Response. These two phrases are not found in the adopted TEKS for 
agricultural science and technology. 
Issue: essential knowledge and skills. 
Comment. An individual commented that after reviewing the curriculum, he felt 
that it was just what is needed, and the curriculum is right on target.

SUBCHAPTER A.Introductory, Middle School
19 TAC sec.sec.119.1-119.3
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum. 

sec.119.1.Implementation of Texas Essential Knowledge and Skills for 
Agricultural Science and Technology Education, Introductory. 
The provisions of this chapter shall be effective September 1, 1998.

sec.119.2.Introductory Horticulture.
(a) General requirements. This course is recommended for students in Grades 6-7. 
(b) Introduction. To be prepared for careers in horticultural systems, students 
need to attain academic skills and knowledge, to acquire knowledge and skills 
related to horticultural systems and the workplace, and to develop knowledge and 
skills regarding career opportunities, entry requirements, and industry 
expectations. To prepare for success, students need to have opportunities to 
learn, reinforce, apply, and transfer their knowledge and skills and 
technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in horticulture. The student is expected to: 
(A) identify career development opportunities in the field of horticulture; 
(B) apply competencies related to resources, information, and systems of 
operation in horticultural settings; 
(C) demonstrate knowledge of personal and horticultural safety practices in the 
workplace; and 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills. 
(2) The student recognizes the aesthetic and financial benefits of the 
horticultural industry. The student is expected to: 
(A) prepare a landscape plan; 
(B) prepare a horticultural business plan; and 
(C) identify local examples of appealing and unappealing landscape plans. 
(3) The student classifies and identifies plants common to the horticultural 
industry. The student is expected to: 
(A) name plants scientifically; and 
(B) recognize and identify leaf, flower, bud, and stem characteristics.
(4) The student identifies benefits and concerns of horticulture in relation to 
the environment. The student is expected to:
(A) demonstrate safe practices in selecting, applying, storing, and disposing of 
chemicals; 
(B) identify appropriate sites for horticultural structures; and 
(C) know proper measures for storing and disposing of growth medium and 
wastewater. 
(5) The student describes basic plant structures and physiological processes. 
The student is expected to: 
(A) control the greenhouse environment; 
(B) determine irrigation functions and techniques; and 
(C) select and identify growth materials. 
(6) The student demonstrates management and marketing skills needed to establish 
entrepreneurship in horticultural science. The student is expected to: 
(A) calculate production costs, profit, and loss; 
(B) describe labeling, pricing, displaying, and advertising in relation to 
horticultural marketing; and 
(C) describe financial controls, credit, records, and accounts in relation to 
horticultural management. 
(7) The student analyzes the cost and maintenance of tools, equipment, and 
structures used in the horticultural industry. The student is expected to: 
(A) identify greenhouse structures and equipment; 
(B) identify nursery structures and equipment; 
(C) select and operate horticultural equipment; and 
(D) maintain and repair horticultural equipment. 
(8) The student applies technical skills in floral design, landscaping, and the 
production of horticultural products. The student is expected to: 
(A) identify, construct, develop, and evaluate floral designs;
(B) identify, select, establish, and maintain turfgrasses, indigenous plants, 
and landscapes; 
(C) propagate, reproduce, transplant, and grow nursery stock, vegetables, 
ornamentals, fruits, and nuts; and 
(D) identify and control diseases and pests in horticultural settings.

sec.119.3.Introductory Agricultural Mechanics.
(a) General requirements. This course is recommended for students in Grades 6-7. 
(b) Introduction. To be prepared for careers in mechanized agricultural systems, 
students need to attain academic skills and knowledge, to acquire knowledge and 
skills related to mechanized agricultural systems and the workplace, and to 
develop knowledge and skills regarding career opportunities, entry requirements, 
and industry expectations. To prepare for success, students need to have 
opportunities to learn, reinforce, apply, and transfer their knowledge and 
skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of mechanized agriculture; 
(B) apply competencies related to resources, information, and systems of 
operation of mechanized agriculture; 
(C) demonstrate knowledge of personal and mechanical safety practices in the 
workplace; and 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills. 
(2) The student identifies and safely uses hand and power tools. The student is 
expected to: 
(A) identify and demonstrate safe use of hand tools; 
(B) identify and demonstrate safe use of power tools; and
(C) identify and use measuring and layout tools. 
(3) The student identifies and uses fasteners and building materials. The 
student is expected to: 
(A) identify and safely use fasteners; 
(B) identify and select wood and other building materials;
(C) identify and select concrete and masonry building materials;
(D) place, finish, and cure concrete; and 
(E) demonstrate masonry construction techniques. 
(4) The student plans and constructs buildings and equipment. The student is 
expected to: 
(A) select and plan appropriate buildings and equipment; 
(B) draw and read plans for cost-effective construction; 
(C) compute a bill of materials; and 
(D) construct buildings and equipment. 
(5) The student selects and applies paint and preservatives. The student is 
expected to: 
(A) select appropriate paints and preservatives; and 
(B) demonstrate proper application, cleanup, and disposal of paints and 
preservatives. 
(6) The student performs basic skills needed to install and maintain 
agricultural water supply and sanitation systems. The student is expected to: 
(A) identify and perform basic plumbing skills; and 
(B) plan, establish, and maintain water management systems.
(7) The student performs basic maintenance of electric motors and circuits. The 
student is expected to: 
(A) demonstrate the basic principles and safe use of electricity;
(B) plan electrical circuits and equipment placements; 
(C) install and repair electrical circuits and equipment; and 
(D) install and maintain electric motors and circuits. 
(8) The student performs basic electric and oxy-fuel welding and soldering 
skills. The student is expected to: 
(A) demonstrate oxyfuel cutting and welding procedures; 
(B) demonstrate arc welding procedures; 
(C) perform gas metal-arc, plasma-arc, and shielded-arc procedures; and 
(D) demonstrate soldering procedures. 
(9) The student services and repairs small engines. The student is expected to: 
(A) know the principles of operation of small engines; 
(B) maintain and troubleshoot small engines; 
(C) demonstrate correct disassembly and reassemble of small engines; and 
(D) demonstrate compliance with small engine safety regulations.
(10) The student performs agricultural machinery and equipment inspections, 
adjustments, and maintenance services. The student is expected to: 
(A) demonstrate safe operation and maintenance of agricultural equipment 
components; 
(B) perform maintenance service on component systems; 
(C) identify and adjust equipment according to manufacturers' specifications; 
and 
(D) demonstrate effective repair and reconditioning of equipment.
(11) The student plans, builds, and maintains fences. The student is expected 
to: 
(A) plan, build, and maintain wire fences; 
(B) plan, build, and maintain privacy fences; and 
(C) plan, build, and maintain electric fences. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706405
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER B.Comprehensive, High School
19 TAC sec.sec.119.11-119.13
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.119.11.Implementation of Texas Essential Knowledge and Skills for 
Agricultural Science and Technology Education, Comprehensive. 
The provisions of Chapter 119, Subchapters B-F, shall supersede sec.75.82 of 
this title (relating to Agricultural Science and Technology) beginning September 
1, 1998. 

sec.119.12.Introduction to World Agricultural Science and Technology (One-Half 
Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. This course may be offered to students in Grade 8 for high school credit. 
(b) Introduction. To be prepared for careers in the broad field of 
agriculture/agribusiness, students need to attain academic skills and knowledge, 
to acquire knowledge and skills related to agriculture/agribusiness and the 
workplace, and to develop knowledge and skills regarding career opportunities, 
entry requirements, and industry expectations. To prepare for success, students 
need to have opportunities to learn, reinforce, apply, and transfer their 
knowledge and skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of agriculture/agribusiness; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in agriculture/agribusiness;
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan supervised agricultural experience programs. 
(2) The student identifies concepts related to cultural diversity. The student 
is expected to: 
(A) identify significant similarities and differences in international 
agriculture; 
(B) explain the variety of world markets; and 
(C) know marketing factors and practices that impact other cultures. 
(3) The student describes the historical, current, and future significance of 
the agricultural industry. The student is expected to: 
(A) define agriculture; 
(B) identify the scope of agriculture and its effect upon society; 
(C) identify significant historical and current agricultural developments; and 
(D) identify potential future scenarios for food and fiber systems. 
(4) The student analyzes the structure of agricultural leadership organizations. 
The student is expected to: 
(A) describe life skills for effective leadership; 
(B) identify opportunities for leadership development; and
(C) demonstrate democratic principles in conducting effective meetings. 
(5) The student explains the food and fiber system at local, state, national, 
and international levels. The student is expected to: 
(A) identify reasons for world trade; 
(B) identify the political impact of agriculture; 
(C) identify the interdependency of agriculture and the environment;
(D) demonstrate the impacts of agriculture upon land, air, and water resources; 
(E) identify alternative fuels; and 
(F) know environmental protection and remediation methods.
(6) The student demonstrates appropriate personal and communication skills. The 
student is expected to: 
(A) describe professional and ethical work habits; 
(B) define the uses of proper etiquette and behavior; 
(C) identify appropriate personal appearance and health habits;
(D) identify written and oral communication skills; 
(E) apply preparation skills to prepared and extemporaneous oral presentations; 
and 
(F) demonstrate speaking skills. 
(7) The student applies appropriate research methods on agricultural topics. The 
student is expected to: 
(A) define major fields of agricultural research and development;
(B) identify and apply research in the food and fiber products industries; 
(C) explain and interpret the labeling of agricultural products; and 
(D) describe the scientific method of research. 
(8) The student identifies basic plant and animal science concepts. The student 
is expected to: 
(A) define terms related to food and fiber production; 
(B) describe the animal products industry; 
(C) describe the plant products industry; 
(D) describe the fiber products industry; and 
(E) list basic management practices. 
(9) The student safely applies basic science and mathematical skills to 
mechanical agricultural systems. The student is expected to: 
(A) explain the impact of mechanization on world agricultural production; 
(B) demonstrate safety and appropriate laboratory procedures;
(C) identify metal and prepare a shop plan or working drawing; and 
(D) perform basic metal-working skills. 

sec.119.13.Applied Agricultural Science and Technology (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. This course may be offered to students in Grade 8 for high school credit. 
(b) Introduction. To be prepared for careers in the broad field of 
agriculture/agribusiness, students need to attain academic knowledge and skills, 
to acquire knowledge and skills related to the broad field of 
agriculture/agribusiness and the workplace, and to develop knowledge and skills 
regarding career opportunities, entry requirements, and industry expectations. 
To prepare for success, students need to have opportunities to learn, reinforce, 
apply, and transfer their knowledge and skills and technologies in a variety of 
settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of agriculture/agribusiness; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in agriculture/agribusiness;
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and conduct supervised agricultural experience programs.
(2) The student identifies the nature and properties of soils and soil 
formations. The student is expected to: 
(A) identify the components and properties of soils; 
(B) describe the process of soil formation; and 
(C) classify soil formations. 
(3) The student performs technical skills related to plant and soil science and 
technology. The student is expected to: 
(A) describe the structure and functions of plant parts; 
(B) discuss plant germination, growth, and development; 
(C) know plant reproduction, genetics, and breeding; and 
(D) identify plants of importance to agriculture. 
(4) The student performs technical skills related to animal science and 
technology. The student is expected to: 
(A) explain animal growth and development; 
(B) describe animal anatomy and physiology; 
(C) identify breeds and classes of livestock; and 
(D) discuss animal selection, reproduction, breeding, and genetics. 
(5) The student describes the principles of food science technology. The student 
is expected to: 
(A) identify the importance of food science technology; and
(B) determine trends in world food production. 
(6) The student safely performs basic mechanical skills in agricultural 
applications. The student is expected to: 
(A) identify major areas of mechanized agriculture; 
(B) demonstrate safety and appropriate laboratory procedures;
(C) perform basic agricultural construction skills; 
(D) identify lumber and computes a bill of materials; and
(E) identify and use fasteners. 
(7) The student explains the relationship between agriculture and the 
environment. The student is expected to: 
(A) determine the effects of chemicals upon the environment;
(B) identify requirements for the proper use of agricultural chemicals; 
(C) list alternative energy sources; and 
(D) identify fuel and water conservation methods. 
(8) The student demonstrates agricultural and personal business management 
skills. The student is expected to: 
(A) prepare a personal budget; 
(B) maintain a record-keeping system; and 
(C) identify opportunities for entrepreneurship. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706427
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER C.Exploratory, High School
19 TAC sec.sec.119.21-119.28
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum. 

sec.119.21.Implementation of Texas Essential Knowledge and Skills for 
Agricultural Science and Technology Education, Exploratory. 
The provisions of Chapter 119, Subchapters B-F, shall supersede sec.75.82 of 
this title (relating to Agricultural Science and Technology) beginning September 
1, 1998. 

sec.119.22.Energy and Environmental Technology (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in the fields of environmental and 
natural resource systems, students need to attain academic skills and knowledge, 
to acquire knowledge and skills related to environmental and natural resources 
and the workplace, and to develop knowledge and skills regarding career 
opportunities, entry requirements, and industry expectations. To prepare for 
success, students need to have opportunities to learn, reinforce, apply, and 
transfer their knowledge and skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of environmental and natural resources; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in environmental and natural resources; 
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and conduct supervised agricultural experience programs.
(2) The student determines the importance and scope of natural resources, 
energy, and environment. The student is expected to:
(A) identify various types of natural resources; 
(B) define the impact of natural resources on the agricultural economy; and 
(C) define the geographic and demographic distribution of natural resources. 
(3) The student analyzes conservation and environmental policies related to 
local, state, and national levels. The student is expected to: 
(A) identify factors affecting natural resources; 
(B) identify ecological controls of natural resources; and
(C) define the roles of government, society, and property owners in natural 
resource policy. 
(4) The student recognizes the importance of land use planning. The student is 
expected to: 
(A) identify the principles of land use; 
(B) define considerations for land use management; and 
(C) compare land use policy trends. 
(5) The student identifies water and wastewater use and management in all 
settings. The student is expected to: 
(A) list the applications of water resource management; 
(B) identify urban and agricultural uses of water; 
(C) define the parameters for wastewater management; 
(D) list causes and effects of non-point source pollution associated with 
agriculture; and 
(E) review water use legislation. 
(6) The student recognizes the use of natural resources for energy. The student 
is expected to: 
(A) identify natural resources used for energy; 
(B) identify agricultural products used for energy; 
(C) discuss renewable and non-renewable energy resources; and 
(D) identify policies affecting energy. 
(7) The student describes air quality improvement. The student is expected to: 
(A) discuss air quality standards; 
(B) list policies relating to air quality; 
(C) identify sources and effects of air and noise pollution; and 
(D) list air pollution control programs. 
(8) The student determines methods of controlling soil erosion. The student is 
expected to: 
(A) identify sources and types of erosion; 
(B) list harmful effects of erosion; 
(C) discuss legal aspects of erosion; and 
(D) list erosion control methods and programs. 
(9) The student discusses the identifying, handling, storing, and disposing of 
hazardous materials. The student is expected to:
(A) identify types of waste; 
(B) list safe handling, storing, and disposal procedures for hazardous 
materials; and 
(C) discuss programs and policies relating to hazardous materials. 

sec.119.23.Exploring Aquaculture (One-Half Credit). 
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in the fields of environmental and 
natural resource systems, students need to attain academic skills and knowledge, 
to acquire knowledge and skills related to environmental and natural resources 
and the workplace, and to develop knowledge and skills regarding career 
opportunities, entry requirements, and industry expectations. To prepare for 
success, students need to have opportunities to learn, reinforce, apply, and 
transfer their knowledge and skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of environmental and natural resources; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems in environmental and natural resources;
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and conduct supervised agricultural experience programs.
(2) The student determines the nature and origins of aquaculture. The student is 
expected to: 
(A) identify the types and nature of aquaculture production; and 
(B) know the current status and potential of aquaculture at local, state, 
national, and international levels; and 
(C) discuss the origins of productive aquaculture. 
(3) The student determines the biological principles, growth habits, anatomy, 
and morphology of aquaculture plants and animals. The student is expected to: 
(A) know the biological principles of aquaculture species;
(B) discuss the growth of aquatic organisms; and 
(C) identify anatomical and morphological structures of aquatic organisms. 
(4) The student describes water resource management. The student is expected to: 
(A) determine the properties of water; 
(B) identify appropriate water quality factors; 
(C) define adequate water resources; 
(D) manage water quality factors; and 
(E) work with and dispose of water. 
(5) The student identifies aquaculture production systems. The student is 
expected to: 
(A) identify pond, cage, tank, and raceway growth and harvest systems; 
(B) define seed plant and organism production; 
(C) grow and process aquacrops; and 
(D) identify personal safety measures. 

sec.119.24.Introduction to Horticultural Science (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in horticultural systems, students 
need to attain academic skills and knowledge, to acquire knowledge and skills 
related to horticulture and the workplace, and to develop knowledge and skills 
regarding career opportunities, entry requirements, and industry expectations. 
To prepare for success, students need to have opportunities to learn, reinforce, 
apply, and transfer their knowledge and skills and technologies in a variety of 
settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of horticulture; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in horticulture; 
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and conduct supervised agricultural experience programs.
(2) The student develops technical skills in dealing with horticultural plants. 
The student is expected to: 
(A) classify horticultural plants; 
(B) propagate plants; 
(C) manage the growth environment; 
(D) propagate and grow horticultural plants; 
(E) create floral designs; 
(F) plan and establish landscapes; and 
(G) know fruit, nut, and vegetable production. 
(3) The student controls common pests of horticultural plants. The student is 
expected to: 
(A) identify common horticultural pests; and 
(B) demonstrate safe practices in selecting, applying, storing, and disposing of 
chemicals. 
(4) The student demonstrates marketing and management skills used in the 
operation of horticultural businesses. The student is expected to: 
(A) identify and maintain hand and power tools and equipment;
(B) select appropriate tools and equipment; 
(C) identify options and opportunities for business ownership; and 
(D) know the role of small business in free enterprise.

sec.119.25.Introduction to Agricultural Mechanics (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in mechanized agricultural systems, 
students need to attain academic skills and knowledge, to acquire knowledge and 
skills related to mechanized agricultural systems and the workplace, and to 
develop knowledge and skills regarding career opportunities, entry requirements, 
and industry expectations. To prepare for success, students need to have 
opportunities to learn, reinforce, apply, and transfer their knowledge and 
skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of mechanized agriculture; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation of mechanized agriculture;
(C) demonstrate knowledge of personal and mechanical safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and manage supervised agricultural experience programs.
(2) The student identifies and safely uses tools and equipment. The student is 
expected to: 
(A) identify and use hand and power tools; and 
(B) select and use measuring and marking devices. 
(3) The student identifies and performs basic electric wiring skills. The 
student is expected to: 
(A) identify basic principles of electric wiring and wiring terminology; 
(B) perform basic electric wiring skills; and 
(C) maintain electric motors. 
(4) The student performs basic plumbing skills. The student is expected to: 
(A) identify plumbing tools and fixtures; 
(B) install pipe and plumbing fixtures; and 
(C) maintain water systems. 
(5) The student performs basic concrete construction skills. The student is 
expected to: 
(A) estimate materials and construct forms; and 
(B) reinforce, place, finish, and cure concrete. 
(6) The student performs basic carpentry skills. The student is expected to: 
(A) identify building materials; 
(B) plan cost-effective construction; 
(C) apply basic carpentry skills; and 
(D) apply paints and preservatives. 
(7) The student identifies fencing methods. The student is expected to: 
(A) select fencing materials; and 
(B) plan and construct fences. 
(8) The student performs cold and hot metal skills. The student is expected to: 
(A) identify types of metal; 
(B) cut, file, shape, and drill metal; 
(C) select and operate oxy-fuel welding and cutting equipment; and 
(D) select and operate electric-arc welding equipment. 

sec.119.26.Home Maintenance and Improvement (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in mechanized agricultural systems, 
students need to attain academic skills and knowledge, to acquire knowledge and 
skills related to mechanized agricultural systems and the workplace, and to 
develop knowledge and skills regarding career opportunities, entry requirements, 
and industry expectations. To prepare for success, students need to have 
opportunities to learn, reinforce, apply, and transfer their knowledge and 
skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of mechanized agriculture; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation of mechanized agriculture;
(C) demonstrate knowledge of personal and mechanical safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and manage supervised agricultural experience programs.
(2) The student identifies hazards and home safety needs. The student is 
expected to: 
(A) identify home safety needs; and 
(B) identify hazards in the home or farmstead. 
(3) The student selects, maintains, and uses home maintenance tools, equipment, 
and materials. The student is expected to:
(A) identify and use wood and metal working tools; 
(B) organize and store tools and equipment; and 
(C) select and use wood and metal fasteners. 
(4) The student services home plumbing systems. The student is expected to: 
(A) repair water pipes and fixtures; 
(B) service and clean plumbing systems; 
(C) repair water hoses; and 
(D) replace irrigation systems, bubblers, and heads. 
(5) The student services and maintains simple electrical circuits. The student 
is expected to: 
(A) demonstrate safe electrical practices; 
(B) define electrical power consumption terminology; 
(C) estimate loads and circuit needs; 
(D) install, replace, and repair outlets, switches, light fixtures, and electric 
cords; and 
(E) install circuit protection devices. 
(6) The student services home heating and cooling systems. The student is 
expected to: 
(A) identify the parts of the home ventilation systems; 
(B) check for gas leaks; 
(C) service filters and electric motors; 
(D) calculate insulation values and heating/cooling loads;
(E) plan attic ventilation; 
(F) perform energy efficiency checks; 
(G) list solar heating applications; and 
(H) maintain fireplaces, wood heaters, and chimneys. 
(7) The student repairs and maintains the interior and exterior of a residential 
structure. The student is expected to: 
(A) calculate square footage and paint coverage; 
(B) prepare surfaces; 
(C) select appropriate paints or preservatives; 
(D) demonstrate proper application and safe use of paint and preservatives; 
(E) locate studs, repair sheet rock, trim, and wall board;
(F) repair masonry walls; and 
(G) develop a pest control program. 
(8) The student services and maintains small gasoline engines and personal 
vehicles. The student is expected to: 
(A) maintain correct fluid levels; 
(B) service drive belts, air cleaners, and batteries; 
(C) replace spark plugs and other engine components; 
(D) maintain tires; 
(E) lubricate bearings and joints; 
(F) identify common causes of engine failure; and 
(G) winterize engines. 

sec.119.27.Food Technology (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in value-added and food processing 
systems, students need to attain academic skills and knowledge, to acquire 
knowledge and skills related to value-added and food processing and the 
workplace, and to develop knowledge and skills regarding career opportunities, 
entry requirements, and industry expectations. To prepare for success, students 
need to have opportunities to learn, reinforce, apply, and transfer their 
knowledge and skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of value- added and food processing; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation of value-added and food processing;
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and manage supervised agricultural experience programs.
(2) The student explains the impact of the food technology industry. The student 
is expected to: 
(A) know the significance of food science and technology;
(B) define trends in food production, world population, and supply and demand 
for food products; and 
(C) discuss trends in animal/food science research. 
(3) The student analyzes the nutritive value of food constituents. The student 
is expected to: 
(A) define the terms used in food technology; and 
(B) compare and contrast the nutritive value of food groups.
(4) The student identifies procedures and regulations involved in sanitation in 
the food industry. The student is expected to:
(A) identify food industry inspection standards; 
(B) list procedures for insect and rodent control; and 
(C) identify appropriate chemicals for the food industry.
(5) The student identifies regulations involved in the processing and labeling 
of foods. The student is expected to: 
(A) list regulations dealing with preserving red meat, poultry, and fish; and 
(B) know packaging, labeling, and storage requirements for red meat, poultry, 
and fish. 
(6) The student describes the processing, packaging, quality analysis, and 
marketing of red meats and their by-products. The student is expected to: 
(A) describe preparing livestock carcasses for market; 
(B) describe United States Department of Agriculture (USDA) inspection and 
grading procedures; 
(C) identify wholesale and retail cuts; 
(D) evaluate and grade beef, pork, and lamb carcasses and wholesale cuts; and 
(E) identify methods of fabricating and marketing processed meats. 
(7) The student describes the processing, packaging, quality analysis, and 
marketing of eggs, poultry, fish, and their by-products. The student is expected 
to: 
(A) describe processing techniques; 
(B) demonstrate poultry carcass and retail cuts evaluation;
(C) identify grades and classes of eggs, poultry, fish, and seafood; 
(D) fabricate specialty and value-added products; 
(E) know quality and portion control procedures; and 
(F) describe marketing procedures for eggs, poultry, fish, and seafood. 
(8) The student describes the processing, packaging, quality analysis, and 
marketing of fruits, nuts, and vegetables and their by-products. The student is 
expected to: 
(A) identify, classify, and grade fruits, nuts, and vegetables;
(B) demonstrate trimming, washing, waxing, peeling, blanching, and other 
marketing techniques; 
(C) know critical issues in transporting, receiving, and storing fruits, nuts, 
and vegetables; and 
(D) discuss preserving, packaging, and storing fruits, nuts, and vegetables. 
(9) The student describes the processing, packaging, quality analysis, and 
marketing of milk and dairy products for distribution. The student is expected 
to: 
(A) describe methods of preparing milk for processing; 
(B) know methods of processing milk and dairy products; 
(C) identify cultured milk products and frozen dairy desserts;
(D) process, classify, and grade cheese; and 
(E) identify dairy products. 

sec.119.28.Plant and Animal Production (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in food and fiber production 
systems, students need to attain academic skills and knowledge, to acquire 
knowledge and skills related to food and fiber production and the workplace, and 
develop knowledge and skills regarding career opportunities, entry requirements, 
and industry expectations. To prepare for success, students need to have 
opportunities to learn, reinforce, apply, and transfer their knowledge and 
skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of food and fiber production; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in food and fiber production;
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and manage supervised agricultural experience programs.
(2) The student identifies the importance and influence of soils, soil 
fertility, and soil conservation to society. The student is expected to: 
(A) describe the physical and chemical properties of soils;
(B) explain the importance of soil and water conservation for future 
generations; and 
(C) list methods for improving soil fertility. 
(3) The student knows the importance of plants and their influence on society. 
The student is expected to: 
(A) identify major crops of economic importance; 
(B) describe plant anatomy and physiology; 
(C) explain plant reproduction; 
(D) identify plant nutrient requirements; 
(E) perform basic plant management practices; and 
(F) select varieties of plants. 
(4) The student know the importance of animals and their influence on society. 
The student is expected to: 
(A) identify trends in production and consumption of animal products; 
(B) describe animal anatomy and physiology; 
(C) explain animal reproduction; 
(D) identify the nutritional requirements of animals; 
(E) perform basic animal management practices; and 
(F) select livestock and poultry. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706428
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER D.Technical, High School
19 TAC sec.sec.119.41-119.69 
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum. 

sec.119.41.Implementation of Texas Essential Knowledge and Skills for 
Agricultural Science and Technology Education, Technical.
The provisions of Chapter 119, Subchapters B-F, shall supersede sec.75.82 of 
this title (relating to Agricultural Science and Technology) beginning September 
1, 1998.

sec.119.42.Agribusiness Management and Marketing (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in agribusiness marketing and 
management systems, students need to attain academic skills and knowledge, to 
acquire knowledge and skills related to agribusiness marketing and management 
and the workplace, and to develop knowledge and skills regarding career 
opportunities, entry requirements, and industry expectations. To prepare for 
success, students need to have opportunities to learn, reinforce, apply, and 
transfer their knowledge and skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of agribusiness marketing and management; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in agribusiness marketing and management; 
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and manage supervised agricultural experience programs.
(2) The student defines and examines agribusiness management and marketing and 
its importance to the local and international economy. The student is expected 
to: 
(A) describe the roles and functions of management; 
(B) identify key economic principles of free enterprise; and
(C) analyze the economic opportunities of agribusiness. 
(3) The student defines the importance of records and budgeting in agribusiness. 
The student is expected to: 
(A) demonstrate record-keeping procedures; 
(B) identify methods of obtaining agribusiness loans; and
(C) compare methods of capital resource acquisition. 
(4) The student describes issues related to government policy and recognizes 
concepts related to cultural diversity. The student is expected to: 
(A) analyze methods of decision making; 
(B) examine the effects of government policies and regulations in making 
management decisions; 
(C) describe the management of human resources with respect to cultural 
diversity; 
(D) identify laws pertaining to land/property ownership and uses, taxes, wills, 
and liabilities; and 
(E) develop a personal economic philosophy. 
(5) The student describes the marketing of agricultural products. The student is 
expected to: 
(A) describe the purpose and importance of marketing; 
(B) develop a marketing plan; 
(C) identify the competitive environment and the impact of foreign markets; 
(D) compare types of markets and influence factors; and 
(E) identify methods of managing risk.

sec.119.43.Advanced Agribusiness Management and Marketing (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in agribusiness marketing and 
management systems, students need to attain academic skills and knowledge, to 
acquire knowledge and skills related to agribusiness marketing and management 
and the workplace, and to develop knowledge and skills regarding career 
opportunities, entry requirements, and industry expectations. To prepare for 
success, students need to have opportunities to learn, reinforce, apply, and 
transfer their knowledge and skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of agribusiness marketing and management; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in agribusiness marketing and management; 
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and manage supervised agricultural experience programs.
(2) The student defines and examines agribusiness management and marketing and 
its importance. The student is expected to:
(A) analyze the legal structure of agribusiness; and 
(B) define the organizational structures of agribusiness.
(3) The student defines key issues of business success and failure. The student 
is expected to: 
(A) relate the decision-making process with budgeting issues;
(B) analyze business records and record-keeping procedures;
(C) determine methods of financing agribusiness; and 
(D) identify methods of obtaining capital resources. 
(4) The student knows the efficiency aspects of agribusiness management. The 
student is expected to: 
(A) develop a marketing plan; 
(B) use management software and information technology; and
(C) develop an entrepreneurial plan, based on personal economic philosophy.

sec.119.44.Entrepreneurship in Agriculture (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in agribusiness marketing and 
management systems, students need to attain academic skills and knowledge, to 
acquire knowledge and skills related to agribusiness marketing and management 
and the workplace, and to develop knowledge and skills regarding career 
opportunities, entry requirements, and industry expectations. To prepare for 
success, students need to have opportunities to learn, reinforce, apply, and 
transfer their knowledge and skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of agribusiness marketing and management; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in agribusiness marketing and management; 
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and manage supervised agricultural experience programs.
(2) The student defines the meaning and concepts of entrepreneurship. The 
student is expected to: 
(A) identify the components of a business plan; and 
(B) analyze and explain business-related laws. 
(3) The student knows key factors for successful entrepreneurship. The student 
is expected to: 
(A) evaluate product/service promotion strategies; 
(B) demonstrate business records management; and 
(C) identify human resource management skills. 
(4) The student demonstrates the importance of planning for successful 
entrepreneurship. The student is expected to: 
(A) develop a financial management plan; 
(B) develop a marketing plan; and 
(C) present a business proposal.

sec.119.45.Computer Applications in Agriculture (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in agribusiness marketing and 
management systems, students need to attain academic skills and knowledge, to 
acquire knowledge and skills related to agribusiness marketing and management 
and the workplace, and to develop knowledge and skills regarding career 
opportunities, entry requirements, and industry expectations. To prepare for 
success, students need to have opportunities to learn, reinforce, apply, and 
transfer their knowledge and skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of agribusiness marketing and management; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in agribusiness marketing and management; 
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and manage supervised agricultural experience programs.
(2) The student demonstrates utilization of electronic information and data 
technology to agricultural systems. The student is expected to: 
(A) analyze computer operating systems and technologies; 
(B) identify software for appropriate tasks; 
(C) apply word processing technology to agricultural documents; and 
(D) produce business letters, invoices, charts, reports, and research papers. 
(3) The student applies spreadsheet technology to agricultural systems. The 
student is expected to: 
(A) perform appropriate mathematical processes; 
(B) generate documentation required to obtain financing for operational and 
capital resources; and 
(C) produce budgets, payrolls, cash flow statements, profit and loss analyses, 
balance sheets, inventories, tax documents, and currency conversions. 
(4) The student applies database technology to agricultural systems. The student 
is expected to: 
(A) explain the relationships between data fields, records, and files; 
(B) locate, sort, and organize agricultural data; 
(C) search databases to retrieve information; and 
(D) export and import data. 
(5) The student exchanges information utilizing distance education technologies. 
The student is expected to: 
(A) describe the components used in distance education technology; and 
(B) send and receive information, using e-mail, on-line services, two-way 
audio/video, bulletin boards, and emerging technologies. 
(6) The student demonstrates the application of desktop publishing technologies 
to agricultural systems. The student is expected to: 
(A) identify appropriate technologies, standards, and styles;
(B) import text and graphics into a publication; and 
(C) develop and prepare an instruction manual or other appropriate document. 
(7) The student applies presentation management technologies in agricultural 
systems. The student is expected to: 
(A) identify guidelines for fonts, graphics, and special effects;
(B) analyze the effectiveness of various types of presentations; and 
(C) use appropriate technology to create an agricultural presentation.
(8) The student identifies concepts related to efficient performance. The 
student is expected to: 
(A) describe the components of a computer network; 
(B) identify and compare factors concerning network utilization; and 
(C) analyze emerging technologies in information utilization. 

sec.119.46.Wildlife and Recreation Management (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in environmental and natural 
resource systems, students need to attain academic skills and knowledge, to 
acquire knowledge and skills related to environmental and natural resources and 
the workplace, and to develop knowledge and skills regarding career 
opportunities, entry requirements, and industry expectations. To prepare for 
success, students need to have opportunities to learn, reinforce, apply, and 
transfer their knowledge and skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of environmental and natural resources; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in environmental and natural resources; 
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and conduct supervised agricultural experience programs.
(2) The student analyzes the importance of wildlife with an emphasis on use and 
management. The student is expected to: 
(A) analyze the importance of wildlife and recreation management;
(B) know the history of wildlife and recreation management; and 
(C) discuss policies, laws, and the administration of wildlife and recreation 
management. 
(3) The student knows the scientific basis for wildlife management. The student 
is expected to: 
(A) identify the basic ecological concepts of game management;
(B) identify game, non-game, and fish species; and 
(C) describe the management of wildlife populations. 
(4) The student knows the interrelationships between the various public aspects 
of wildlife and outdoor recreation management. The student is expected to: 
(A) identify special areas of importance in wildlife and recreation management; 
(B) identify laws and regulations regarding the utilization of wildlife 
resources; 
(C) know laws and regulations regarding recreation safety;
(D) list factors involved in landowner and property rights; and 
(E) demonstrate specific safety certification requirements. 

sec.119.47.Range Management and Ecology (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in environmental and natural 
resource systems, students need to attain academic skills and knowledge, to 
acquire knowledge and skills related to environmental and natural resources and 
the workplace, and to develop knowledge and skills regarding career 
opportunities, entry requirements, and industry expectations. To prepare for 
success, students need to have opportunities to learn, reinforce, apply, and 
transfer their knowledge and skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of environmental and natural resources; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in environmental and natural resources; 
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and conduct supervised agricultural experience programs.
(2) The student describes the significance of native rangeland as a renewable 
resource. The student is expected to: 
(A) explain the relationship of rangeland to the environment;
(B) discuss the interrelationships of water, alternative use, carrying capacity, 
and population; and 
(C) identify and classify range plants and their importance in the rangeland 
ecosystem. 
(3) The student defines the characteristics of the rangeland ecosystem. The 
student is expected to: 
(A) define ecology, photosynthesis, energy flow, and climax vegetation; 
(B) describe the impact of rangeland on the water cycle and water quality; 
(C) determine capacities and limitations of rangelands; 
(D) select appropriate livestock management practices for rangeland; and 
(E) select appropriate management practices for wildlife.
(4) The student identifies methods of improving rangelands for livestock and 
wildlife. The student is expected to: 
(A) identify undesirable plants on rangeland; 
(B) describe enhancement practices; 
(C) define methods of rangeland improvement; and 
(D) discuss the importance of records and research in range management and 
ecology. 

sec.119.48.Forestry and Wood Technology (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in environmental and natural 
resource systems, students need to attain academic skills and knowledge, to 
acquire knowledge and skills related to environmental and natural resources and 
the workplace, and to develop knowledge and skills regarding career 
opportunities, entry requirements, and industry expectations. To prepare for 
success, students need to have opportunities to learn, reinforce, apply, and 
transfer their knowledge and skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of forestry and wood technology; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in forestry and wood technology;
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and conduct supervised agricultural experience programs.
(2) The student describes the principles of forestry and wood technology. The 
student is expected to: 
(A) describe the historical and economic significance of forestry;
(B) know tree anatomy and growth; and 
(C) identify trees. 
(3) The student demonstrates forestry biometrics skills. The student is expected 
to: 
(A) calculate tree volume; 
(B) determine timber growth and yield; 
(C) cruise timber stands; and 
(D) scale logs for quality and volume. 
(4) The student performs forestry management skills. The student is expected to: 
(A) identify management options; 
(B) define multiple-use possibilities; and 
(C) control destructive agents. 
(5) The student identifies softwood and hardwood forest management and 
utilization practices. The student is expected to:
(A) identify principles of forestry economics; 
(B) list sources of forestry management assistance; 
(C) identify harvesting practices and equipment; 
(D) describe merchandising practices; and 
(E) identify research in forestry and wood technology. 
(6) The student describes the role of wood technology in forest product 
development. The student is expected to: 
(A) compare timber manufacturing processes and products; and
(B) list research and development issues in forestry and wood technology.

sec.119.49.Environmental Technology (One-Half Credit). 
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in environmental and natural 
resource systems, students need to attain academic skills and knowledge, to 
acquire knowledge and skills related to environmental and natural resources and 
the workplace, and to develop knowledge and skills regarding career 
opportunities, entry requirements, and industry expectations. To prepare for 
success, students need to have opportunities to learn, reinforce, apply, and 
transfer their knowledge and skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of environmental technology; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in environmental technology;
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and conduct supervised agricultural experience programs.
(2) The student knows the natural state of the environment. The student is 
expected to: 
(A) describe the anatomy of the atmosphere and the atmospheric cycle; 
(B) identify the distribution and properties of water and the hydrologic cycle; 
(C) list the components, dynamics, properties, and functions of soils; and 
(D) identify living organisms based on consumer/producer functions and feeding 
relationships. 
(3) The student explains the relationships between people, environment, and 
natural resources. The student is expected to: 
(A) define and categorize natural resources; 
(B) define and categorize renewable and non-renewable resources; and 
(C) identify the cause and effect relationships and the need for stewardship. 
(4) The student explains the use and abuse of natural resources. The student is 
expected to: 
(A) identify the progression of use leading to environmental degradation; 
(B) explain the impact of human population dynamics on the environment; 
(C) discuss the abuse of natural resources; and 
(D) explain the resulting environmental consequences. 
(5) The student discusses environmental history, laws, legislation, and 
regulations. The student is expected to: 
(A) identify major events and prominent people impacting environmental 
technology; 
(B) discuss environmental legislation, ethics, stewardship, and education; 
(C) list restoration and conservation practices and discuss their implications; 
(D) discuss and relate the levels of environmental preservation efforts; and 
(E) develop a personal environmental philosophy.

sec.119.50.Landscape Design, Construction, and Maintenance (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in horticultural systems, students 
need to attain academic skills and knowledge, to acquire knowledge and skills 
related to horticultural systems and the workplace, and to develop knowledge and 
skills regarding career opportunities, entry requirements, and industry 
expectations. To prepare for success, students need to have opportunities to 
learn, reinforce, apply, and transfer their knowledge and skills and 
technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of landscape design, construction, and maintenance; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in landscape design, construction, and maintenance; 
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and conduct supervised agricultural experience programs.
(2) The student identifies environmental, aesthetic, and financial benefits of 
landscaped sites. The student is expected to: 
(A) assess soil characteristics and environmental conditions;
(B) complete a site analysis checklist; 
(C) use graphics design tools to produce a site sketch; and
(D) identify plants and structures used in designing landscapes.
(3) The student performs landscape business procedures. The student is expected 
to: 
(A) interview potential clients; 
(B) prepare cost estimates and service schedules; and 
(C) execute service contracts. 
(4) The student analyzes the cost and maintenance of tools, equipment, and 
structures used in the landscape industry. The student is expected to: 
(A) identify, store, and maintain hand and power tools and equipment; 
(B) prepare plant growing sites; 
(C) install turf, landscape plants, and structures; and 
(D) perform site maintenance services such as fertilizing and watering. 

sec.119.51.Horticultural Plant Production (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in horticultural systems, students 
need to attain academic skills and knowledge, to acquire knowledge and skills 
related to horticultural systems and the workplace, and to develop knowledge and 
skills regarding career opportunities, entry requirements, and industry 
expectations. To prepare for success, students need to have opportunities to 
learn, reinforce, apply, and transfer their knowledge and skills and 
technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of horticultural plant production; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in horticultural plant production;
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and conduct supervised agricultural experience programs.
(2) The student classifies and identifies plants produced for use in 
horticulture. The student is expected to: 
(A) name plants scientifically; and 
(B) classify and identify plants based on characteristics.
(3) The student identifies basic plant structures and physiological processes 
used in plant production. The student is expected to: 
(A) identify the basic structure and functions of plant parts;
(B) differentiate between monocots and dicots and male and female plants; 
(C) germinate and transplant seeds; and 
(D) demonstrate asexual propagation techniques. 
(4) The student compares the cost and maintenance of tools, media, equipment, 
and structures used in horticultural plant production. The student is expected 
to: 
(A) identify, maintain, and store hand and power tools and equipment; 
(B) select, prepare, and sterilize plant growth media, mulches, and compost; 
(C) select, plant, fertilize, water, and manage greenhouse and nursery plants; 
and 
(D) demonstrate the skills of greenhouse operation and environmental control. 
(5) The student demonstrates principles related to the management and production 
of greenhouse and nursery crops. The student is expected to: 
(A) schedule production cycles; 
(B) inventory and store plants; and 
(C) discuss marketing, transportation, and sales of greenhouse crops.

sec.119.52.Floral Design and Interior Landscape Management (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in horticultural systems, students 
need to attain academic skills and knowledge, to acquire knowledge and skills 
related to horticultural systems and the workplace, and to develop knowledge and 
skills regarding career opportunities, entry requirements, and industry 
expectations. To prepare for success, students need to have opportunities to 
learn, reinforce, apply, and transfer their knowledge and skills and 
technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of floral design and interior landscape development; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in floral design and interior landscape development; 
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and conduct supervised agricultural experience programs.
(2) The student identifies design principles and techniques in floral art and 
interiorscapes. The student is expected to:
(A) identify the aesthetic benefits and history of floral design; 
(B) classify and identify flowers and plants used in floral design; 
(C) use temperature, preservatives, and cutting techniques to increase keeping 
quality; and 
(D) identify tools, chemicals, and equipment used in floral design. 
(3) The student demonstrates floral design principles. The student is expected 
to: 
(A) evaluate geometric floral designs using cut flowers; 
(B) evaluate geometric floral designs using silk flowers;
(C) prepare corsages and boutonnieres; and 
(D) prepare floral designs for specific occasions. 
(4) The student demonstrates interiorscape principles and practices. The student 
is expected to: 
(A) classify and identify tropical plants; 
(B) fertilize, prune, and water tropical plants, and manage pests; and 
(C) demonstrate design principles. 

sec.119.53.Advanced Floral Design (One-Half Credit). 
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in horticultural systems, students 
need to attain academic skills and knowledge, to acquire knowledge and skills 
related to horticultural systems and the workplace, and to develop knowledge and 
skills regarding career opportunities, entry requirements, and industry 
expectations. To prepare for success, students need to have opportunities to 
learn, reinforce, apply, and transfer their knowledge and skills and 
technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of floral design; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in floral design; 
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and conduct supervised agricultural experience programs.
(2) The student demonstrates contemporary designs, business practices, specialty 
items, creativity, and careers in the floral industry by developing advanced 
floral design skills. The student is expected to: 
(A) classify and identify specialty floral items; and 
(B) demonstrate the technical skills for increasing the keeping qualities of cut 
flowers and foliage. 
(3) The student knows the management factors of floral enterprises. The student 
is expected to: 
(A) demonstrate pricing and order processing skills; and 
(B) list service delivery options related to effectiveness.
(4) The student creates contemporary floral designs. The student is expected to: 
(A) evaluate and appraise floral designs; 
(B) prepare cost-effective designs; and 
(C) create specialty designs to expand artistic expression. 

sec.119.54.Fruit, Nut, and Vegetable Production (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in horticultural systems, students 
need to attain academic skills and knowledge, to acquire knowledge and skills 
related to horticultural systems and the workplace, and to develop knowledge and 
skills regarding career opportunities, entry requirements, and industry 
expectations. To prepare for success, students need to have opportunities to 
learn, reinforce, apply, and transfer their knowledge and skills and 
technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities for fields of 
fruit, nut, and vegetable production; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in fruit, nut, and vegetable production; 
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and conduct supervised agricultural experience programs.
(2) The student knows fruit, nut, and vegetable production as it relates to 
propagating, horticultural food crops. The student is expected to: 
(A) identify environmental concerns and benefits of fruit, nut, and vegetable 
production; 
(B) classify, identify, and evaluate fruit, nut, and vegetable crops; 
(C) explain basic plant structures and physiological processes; and 
(D) propagate fruit, nut, and vegetable crops. 
(3) The student discusses growing horticultural food crops. The student is 
expected to: 
(A) identify tools and equipment used in horticultural production;
(B) discuss soil and nutrient management; 
(C) select, apply, store, and dispose of chemicals; and 
(D) control pests and prunes plant material. 
(4) The student maintains horticultural food crops. The student is expected to: 
(A) prepare mulches and compost; 
(B) fertilize and water plants; 
(C) construct plant growth structures; and 
(D) perform and interpret soil tests. 
(5) The student discusses the marketing of horticultural food crops. The student 
is expected to: 
(A) harvest fruits, nuts, and vegetables; 
(B) grade fruits, nuts, and vegetables; 
(C) pack and store fruit, nut, and vegetable crops; and 
(D) market fruit, nut, and vegetable crops.

sec.119.55.Personal Skill Development in Agriculture (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in leadership development systems, 
students need to attain academic skills and knowledge, to acquire knowledge and 
skills related to leadership development systems and the workplace, and to 
develop knowledge and skills regarding career opportunities, entry requirements, 
and industry expectations. To prepare for success, students need to have 
opportunities to learn, reinforce, apply, and transfer their knowledge and 
skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of personal skill development; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in personal skill development;
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and conduct supervised agricultural experience programs.
(2) The student demonstrates personal skills development related to effective 
leadership. The student is expected to: 
(A) describe the importance of positive self-concept, social skills, and 
maintaining a professional image, with respect to cultural diversity;
(B) identify acceptable leadership styles; and 
(C) prepare personal resumes and employment applications.
(3) The student discusses employer/employee responsibilities. The student is 
expected to: 
(A) know work-related and business-related ethics; 
(B) list methods for working effectively with co-workers;
(C) practice job interview and evaluation skills; and 
(D) outline a complaints and appeals process. 
(4) The student communicates effectively with groups and individuals. The 
student is expected to: 
(A) identify appropriate written and verbal communications in agribusiness; 
(B) demonstrate speech preparation and delivery skills; 
(C) demonstrate effective listening in a variety of settings;
(D) demonstrate non-verbal communications skills and effective listening 
strategies; and 
(E) discuss the importance of friendship and group organization.
(5) The student demonstrates the factors of group and individual efficiency. The 
student is expected to: 
(A) define the significance of personal and group goals; 
(B) discuss the importance of time management and teamwork;
(C) list the steps in the decision-making and problem-solving processes; and 
(D) demonstrate a working knowledge of parliamentary law. 

sec.119.56.Agricultural Communications (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in leadership development systems, 
students need to attain academic skills and knowledge, to acquire knowledge and 
skills related to leadership development systems and the workplace, and to 
develop knowledge and skills regarding career opportunities, entry requirements, 
and industry expectations. To prepare for success, students need to have 
opportunities to learn, reinforce, apply, and transfer their knowledge and 
skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to: 
(A) identify career development and entrepreneurship opportunities in the field 
of agricultural communications; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in agricultural communications;
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and conduct supervised agricultural experience programs.
(2) The student identifies agricultural communications in relation to utilizing 
appropriate spoken communications techniques and procedures. The student is 
expected to: 
(A) identify the importance of verbal and non-verbal communications;
(B) know the importance of communicating factual and unbiased data and 
information obtained from reliable sources; 
(C) demonstrate speech preparation and delivery skills; and
(D) identify journalistic interviewing skills and appropriate speaking styles. 
(3) The student demonstrates effective written communications skills. The 
student is expected to: 
(A) identify appropriate writing styles related to the delivery method and 
target audience; 
(B) identify bias information in written materials; and 
(C) prepare a written informative report. 
(4) The student demonstrates effective visual communications skills. The student 
is expected to: 
(A) demonstrate photography skills as they apply to effective communications; 
(B) prepare a photo or video essay on agriculture/agribusiness; and 
(C) utilize appropriate technology in agricultural communications. 

sec.119.57.Agricultural Structures Technology (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in mechanized agricultural systems, 
students need to attain academic skills and knowledge, to acquire knowledge and 
skills related to mechanized agricultural systems and the workplace, and to 
develop knowledge and skills regarding career opportunities, entry requirements, 
and industry expectations. To prepare for success, students need to have 
opportunities to learn, reinforce, apply, and transfer their knowledge and 
skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of agricultural structures technology; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in agricultural structures technology; 
(C) demonstrate knowledge of personal and mechanical safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and manage supervised agricultural experience programs.
(2) The student demonstrates the principles and practices of mechanized 
agriculture related to planning and constructing agricultural structures. The 
student is expected to: 
(A) select and locate agricultural buildings; 
(B) estimate materials needed for construction and costs;
(C) select appropriate equipment for environmental control;
(D) demonstrate computer-assisted techniques of design; and
(E) develop working drawings. 
(3) The student plans, constructs, and maintains fences, corrals, and other 
agricultural enclosures. The student is expected to: 
(A) select and locate enclosures; 
(B) estimate materials needed for construction and costs;
(C) define appropriate construction methods; and 
(D) select appropriate controls and components. 
(4) The student installs, services, and maintains electrical systems. The 
student is expected to: 
(A) know the basic terms and principles of electricity; 
(B) estimate electrical needs and loads; 
(C) plan installations using the National Electrical Code and local codes; 
(D) select circuit wiring materials and supplies; and 
(E) demonstrate minor electrical repairs. 
(5) The student constructs agricultural structures. The student is expected to: 
(A) form and place concrete slabs; 
(B) install framing, doors, windows, and roofing; 
(C) discuss the uses of masonry and tilt-wall construction;
(D) identify nontraditional structural building techniques;
(E) select and use surveying equipment; and 
(F) plan, establish, and maintain water management systems. 

sec.119.58.Agricultural Metal Fabrication Technology (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in mechanized agricultural systems, 
students need to attain academic skills and knowledge, to acquire knowledge and 
skills related to mechanized agricultural systems and the workplace, and to 
develop knowledge and skills regarding career opportunities, entry requirements, 
and industry expectations. To prepare for success, students need to have 
opportunities to learn, reinforce, apply, and transfer their knowledge and 
skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of metal fabrication; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in metal fabrication; 
(C) demonstrate knowledge of personal and mechanical safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and manage supervised agricultural experience programs.
(2) The student knows metal joining technology and processes relating to 
assembly of equipment in agricultural mechanics operations. The student is 
expected to: 
(A) utilize appropriate tools, equipment, and facilities; and 
(B) identify and determine properties, types, and uses of metal. 
(3) The student uses appropriate bench metal techniques. The student is expected 
to: 
(A) select and use oxy-fuel equipment; 
(B) select and use electric arc welding equipment; and 
(C) apply specialty welding and cutting techniques; 
(4) The student plans and performs cost-effective construction techniques. The 
student is expected to: 
(A) demonstrate the lay-out process; 
(B) utilize computer-assisted design techniques; 
(C) read and interpret designs and sketches; 
(D) prepare bills of material; 
(E) measure, mark, and cut material; and 
(F) perform specialized nonmetallic fabrication techniques. 

sec.119.59.Agricultural Power Technology (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in mechanized agricultural systems, 
students need to attain academic skills and knowledge, to acquire knowledge and 
skills related to mechanized agricultural systems and the workplace, and to 
develop knowledge and skills regarding career opportunities, entry requirements, 
and industry expectations. To prepare for success, students need to have 
opportunities to learn, reinforce, apply, and transfer their knowledge and 
skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of agricultural power technology; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation of agricultural power technology;
(C) demonstrate knowledge of personal and mechanical safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and manage supervised agricultural experience programs.
(2) The student utilizes appropriate shop equipment and procedures. The student 
is expected to: 
(A) identify and select tools and equipment; 
(B) maintain and store tools and equipment; and 
(C) design a service center. 
(3) The student selects, operates, and maintains small engines. The student is 
expected to: 
(A) describe principles of operation of internal combustion engines and related 
power systems; 
(B) disassemble and reassemble small air-cooled engines; and
(C) select, maintain, and troubleshoot small air-cooled engines.
(4) The student selects, operates, and maintains agricultural machines and 
equipment. The student is expected to: 
(A) identify and select appropriate agricultural equipment;
(B) identify and maintain component materials; 
(C) identify and use fasteners; 
(D) identify and service monitoring, sensing, and metering devices; and 
(E) adjust, calibrate, maintain, and operate equipment. 
(5) The student selects, operates, and maintains tractors and power systems. The 
student is expected to: 
(A) select and operate tractors; 
(B) maintain intake and exhaust systems; 
(C) select lubricants and maintain lubrication systems; 
(D) maintain fuel systems, power trains, and hydraulic systems;
(E) maintain direct-current electrical system; and 
(F) maintain steering and braking systems.

sec.119.60.Agricultural Electronics (One-Half Credit). 
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in the field of mechanized 
agricultural systems, students need to attain academic skills and knowledge, to 
acquire knowledge and skills related to mechanized agricultural systems and the 
workplace, and to develop knowledge and skills regarding career opportunities, 
entry requirements, and industry expectations. To prepare for success, students 
need to have opportunities to learn, reinforce, apply, and transfer their 
knowledge and skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of agricultural electronics; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in agricultural electronics;
(C) demonstrate knowledge of personal and mechanical safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and manage supervised agricultural experience programs.
(2) The student demonstrates the mathematical and scientific principles and 
concepts involved in producing and controlling electronic impulses. The student 
is expected to: 
(A) explain basic principles of electromagnetic induction;
(B) discuss operation of tools and mechanical, electrical, and electronic test 
equipment; and 
(C) explain the electron and hole theory of current flow related to electronics. 
(3) The student describes principles of operation of electronic devices. The 
student is expected to: 
(A) detail the use of electronic impulse signals to transfer information; 
(B) demonstrate switches, sensors, and transducers; 
(C) operate microprocessors and data storage devices; 
(D) operate actuators and displays; and 
(E) discuss the use of radio waves, laser alignment, and fiber optic equipment. 
(5) The student diagnoses, services, and repairs electronic agricultural 
equipment. The student is expected to: 
(A) discuss the integration of electronic sensing and measuring;
(B) demonstrate controlling, actuating, and processing; and
(C) know displaying and data storage systems in various agricultural 
applications. 
(6) The student applies appropriate methods to analyze, install, diagnose, 
service, and/or repair electronic equipment. The student is expected to: 
(A) use schematics and manuals; 
(B) demonstrate troubleshooting techniques; and 
(C) operate test equipment.

sec.119.61.Specialty Agriculture (One-Half Credit). 
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in food and fiber production 
systems, students need to attain academic skills and knowledge, to acquire 
knowledge and skills related to food and fiber production and the workplace, and 
to develop knowledge and skills regarding career opportunities, entry 
requirements, and industry expectations. To prepare for success, students need 
to have opportunities to learn, reinforce, apply, and transfer their knowledge 
and skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of specialty agricultural enterprises; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in specialty agricultural enterprises; 
(C) demonstrate knowledge of personal and mechanical safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and manage supervised agricultural experience programs.
(2) The student analyzes specialty agriculture related to selecting, producing, 
and marketing specialty agriculture enterprises. The student is expected to: 
(A) identify specialty agriculture products and enterprises; and 
(B) analyze production requirements relating to specialty agriculture 
enterprises; 
(3) The student performs basic management practices for specialty agriculture 
enterprises. The student is expected to: 
(A) discuss disease and pest control; 
(B) know nutritional requirements; 
(C) plan facilities and equipment; and 
(D) discuss risk management factors. 
(4) The student identifies innovative strategies for marketing specialty 
agriculture products. The student is expected to:
(A) conduct a market search; 
(B) design a promotional activity; 
(C) plan a marketing strategy; 
(D) describe processing, transporting, and storing considerations; and 
(E) plan integrated systems for specialty agriculture enterprises. 

sec.119.62.Animal Science (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in food and fiber production 
systems, students need to attain academic skills and knowledge, to acquire 
knowledge and skills related to food and fiber production and the workplace, and 
to develop knowledge and skills regarding career opportunities, entry 
requirements, and industry expectations. To prepare for success, students need 
to have opportunities to learn, reinforce, apply, and transfer their knowledge 
and skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of animal science; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in animal science; 
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and manage supervised agricultural experience programs.
(2) The student explains animal anatomy and physiology related to nutrition, 
reproduction, health, and management of domesticated animals. The student is 
expected to: 
(A) know the skeletal, muscular, respiratory, and circulatory systems of 
animals; 
(B) explain the anatomy and physiology of other systems; and
(C) explain vital signs and normal behavior. 
(3) The student determines nutritional requirements of ruminant and non-ruminant 
animals. The student is expected to: 
(A) analyze the digestive system; 
(B) identify sources of nutrients and classes of feed; 
(C) identify vitamins, minerals, and feed additives; 
(D) formulate rations; and 
(E) discuss feeding practices and feed quality issues. 
(4) The student explains animal genetics and reproduction. The student is 
expected to: 
(A) analyze the reproductive system; 
(B) explain the uses of genetics in animal agriculture; 
(C) list systems of animal breeding; and 
(D) explain current technologies in animal reproduction. 
(5) The student identifies animal pests and diseases. The student is expected 
to: 
(A) list the role of bacteria, fungi, viruses, genetics, and nutrition in 
disease; 
(B) identify methods of disease control, treatment, and prevention; and 
(C) evaluate diseases and parasites of poultry. 
(6) The student recognizes livestock management techniques. The student is 
expected to: 
(A) perform common surgical skills; 
(B) perform common immunization skills; 
(C) demonstrate livestock identification procedures; and 
(D) practice proper restraining methods. 
(7) The student knows current topics in animal science. The student is expected 
to: 
(A) identify the legal aspects of animal welfare and rights; and 
(B) evaluate breeding animals selected by performance testing, production 
records, progeny testing, and visual appraisal.

sec.119.63.Advanced Animal Science (One-Half Credit). 
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in food and fiber production 
systems, students need to attain academic skills and knowledge, to acquire 
knowledge and skills related to food and fiber production and the workplace, and 
to develop knowledge and skills regarding career opportunities, entry 
requirements, and industry expectations. To prepare for success, students need 
to have opportunities to learn, reinforce, apply, and transfer their knowledge 
and skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of animal science; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in animal science; 
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and manage supervised agricultural experience programs.
(2) The student demonstrates principles relating to the interrelated human, 
scientific, and technological dimensions of scientific animal agriculture and 
the resources necessary for producing domesticated animals. The student is 
expected to: 
(A) evaluate market classes and grades of livestock (live animal and carcass); 
(B) identify animal products and consumption patterns relative to human diet and 
health issues; 
(C) describe the growth and development of livestock in the world; and 
(D) discuss the elements of the equine industry. 
(3) The student applies the principles of genetics and breeding to livestock 
improvement. The student is expected to: 
(A) identify reproductive cycles and systems of mating; 
(B) outline the embryo transfer process; 
(C) discuss sex-linked characteristics; 
(D) know the process of embryo transfer; and 
(E) explain animal behavior and its relationship to livestock management. 
(4) The student examines animal anatomy and physiology in livestock species. The 
student is expected to: 
(A) identify the external anatomy; 
(B) identify parts of the circulatory, genito-urinary, respiratory, nervous, and 
endocrine systems; 
(C) identify epithelial, connective, and muscular tissue; and 
(D) discuss disease prevention and control. 
(5) The student recognizes policies and issues in animal science issues. The 
student is expected to: 
(A) discuss the impact of biotechnology; 
(B) review the issues surrounding animal welfare; 
(C) examine environmental physiology, comparative anatomy, and physiology of 
digestion in livestock; 
(D) apply principles of nutrition to maximize feed efficiency in livestock; and 
(E) design, conduct, and complete research to solve a self-identified problem in 
scientific animal agriculture. 
(6) The student discusses slaughter livestock operations. The student is 
expected to: 
(A) list the stages of animal growth; 
(B) outline the slaughter process; 
(C) discuss federal and state meat inspection; and 
(D) identify meat and meat by-products. 
(7) The student explores methods of marketing livestock. The student is expected 
to: 
(A) list methods of marketing livestock; and 
(B) list methods of marketing meat and meat products.

sec.119.64.Plant and Soil Science (One-Half Credit). 
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in food and fiber production 
systems, students need to attain academic skills and knowledge, to acquire 
knowledge and skills related to food and fiber production and the workplace, and 
to develop knowledge and skills regarding career opportunities, entry 
requirements, and industry expectations. To prepare for success, students need 
to have opportunities to learn, reinforce, apply, and transfer their knowledge 
and skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of plant and soil science; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in plant and soil; 
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and manage supervised agricultural experience programs.
(2) The student analyzes plant and soil science as it relates to soil and plant 
relationships affecting the production of food and fiber. The student is 
expected to: 
(A) recognize the importance and interrelationship of soil and plants; and 
(B) practice the techniques of land evaluation. 
(3) The student analyzes soil science as it relates to food and fiber 
production. The student is expected to: 
(A) explain soil formations; 
(B) evaluate the properties and nature of soils; 
(C) recognize conservation of soil and water and related agencies; and 
(D) perform soil management practices. 
(4) The student analyzes plant science as it relates to food and fiber 
production. The student is expected to: 
(A) analyze plant physiology, genetics, and reproduction;
(B) recognize the characteristics of quality seed; 
(C) identify plant pests and diseases and their causes, preventions, and 
treatments; 
(D) perform plant management practices; and 
(E) identify trends in plant production.

sec.119.65.Advanced Plant and Soil Science (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in food and fiber production 
systems, students need to attain academic skills and knowledge, to acquire 
knowledge and skills related to food and fiber production and the workplace, and 
to develop knowledge and skills regarding career opportunities, entry 
requirements, and industry expectations. To prepare for success, students need 
to have opportunities to learn, reinforce, apply, and transfer their knowledge 
and skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of plant and soil science; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in plant and soil science;
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and manage supervised agricultural experience programs.
(2) The student demonstrates skills relating to the interrelated human, 
scientific, and technological dimensions of crop production and the resources 
necessary for producing domesticated plants. The student is expected to: 
(A) assess the importance of the U.S. impact on world commodity markets; 
(B) describe the growth and development of major crops; 
(C) apply the principles of genetics and plant breeding in predicting the impact 
of current advances in genetics; and 
(D) examine the development of crop varieties through the origin of agriculture. 
(3) The student identifies key factors in large-scale agricultural production. 
The student is expected to: 
(A) explain the physiological basis of crop yields; 
(B) manage crop production for maximum profit and efficiency;
(C) examine the interrelationship of plants, animals, and soils; and 
(D) design and conduct experiments to support known principles of genetics. 
(4) The student develops scenarios for advances in plant and soil science. The 
student is expected to: 
(A) design, conduct, and complete research to solve self-identified problems; 
and 
(B) use charts/tables/graphs to prepare written summaries of results and data 
obtained in a laboratory activity and an individual scientific research project.

sec.119.66.Equine Science (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in food and fiber production 
systems, students need to attain academic skills and knowledge, to acquire 
knowledge and skills related to food and fiber production and the workplace, and 
to develop knowledge and skills regarding career opportunities, entry 
requirements, and industry expectations. To prepare for success, students need 
to have opportunities to learn, reinforce, apply, and transfer their knowledge 
and skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of equine science; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in equine science; 
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and manage supervised agricultural experience programs.
(2) The student analyzes equine science as it relates to the selection of 
horses. The student is expected to: 
(A) recognize the importance of the equine industry; and 
(B) evaluate and select horses. 
(3) The student knows the nutritional requirements of horses. The student is 
expected to: 
(A) determine nutritional requirements of horses; 
(B) describe the anatomy and physiology of horses; and 
(C) explain methods of maintaining horse health and soundness.
(4) The student analyzes equine science as it relates to the management of 
horses. The student is expected to: 
(A) select equipment and facilities for horses; 
(B) demonstrate methods of handling horses safely; and 
(C) identify the procedures for breeding horses.

sec.119.67.Applied Entomology (One-Half Credit). 
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in food and fiber production 
systems, students need to attain academic skills and knowledge, to acquire 
knowledge and skills related to food and fiber production and the workplace, and 
to develop knowledge and skills regarding career opportunities, entry 
requirements, and industry expectations. To prepare for success, students need 
to have opportunities to learn, reinforce, apply, and transfer their knowledge 
and skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of entomology; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation of entomology; 
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and manage supervised agricultural experience programs.
(2) The student demonstrates skills related to integrated pest management 
programs for the control of insect pests in agriculture and the environment. The 
student is expected to: 
(A) describe integrated pest management; 
(B) compare the relationship of insect management to environmental 
considerations; and 
(C) discuss policies, laws, and administration of pesticide use. 
(3) The student identifies and controls insects. The student is expected to: 
(A) identify general characteristics of insects; 
(B) identify beneficial insects and insect pests; 
(C) describe chemical control of insect pests; and 
(D) identify current insect pest management practices. 
(4) The student complies with pesticide safety regulations. The student is 
expected to: 
(A) describe pesticide application equipment and calibration procedures; 
(B) identify alternatives to insecticide control of insect pests; and 
(C) know current pesticide application procedures.

sec.119.68.Agricultural Biotechnology (One-Half Credit). 
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in food and fiber production 
systems, students need to attain academic skills and knowledge, to acquire 
knowledge and skills related to food and fiber production and the workplace, and 
to develop knowledge and skills regarding career opportunities, entry 
requirements, and industry expectations. To prepare for success, students need 
to have opportunities to learn, reinforce, apply, and transfer their knowledge 
and skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of agricultural biotechnology; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in agricultural biotechnology;
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and manage supervised agricultural experience programs.
(2) The student knows the basics of molecular biology and the application of 
these principles in the agricultural industry. The student is expected to: 
(A) identify the role of biotechnology in agriculture; and
(B) identify fundamental principles of cell biology and molecular genetics. 
(3) The student demonstrates basic biological principles. The student is 
expected to: 
(A) apply the principles of Mendelian genetics to animal and plant improvement; 
(B) examine laboratory techniques for manipulating Deoxyribonucleic Acid (DNA) 
in genetic engineering; 
(C) apply principles of DNA fingerprinting to genome mapping and marker assisted 
selection of crops and livestock; 
(D) apply scientific measurements and calculations; and 
(E) describe the scientific method. 
(4) The student integrates principles of plant science into biotechnology. The 
student is expected to: 
(A) explain basic plant physiology and reproduction; and 
(B) apply basic principles to the development of plant tissue culture and 
production of genetically engineered crops. 
(5) The student identifies current trends and issues in biotechnology. The 
student is expected to: 
(A) describe modern reproductive practices in livestock production;
(B) explain the role of microbes in producing bio-products, energy production, 
and environmental management; 
(C) explain the regulatory aspects of biotechnology; and 
(D) discuss ethical issues in modern biotechnology.

sec.119.69.Agricultural Science and Technology Independent Study (One-Half 
Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. To be prepared for careers in the broad field of 
agriculture/agribusiness, students need to attain academic skills and knowledge, 
to acquire knowledge and skills related to agriculture/agribusiness and the 
workplace, and to develop knowledge and skills regarding career opportunities, 
entry requirements, and industry expectations. To prepare for success, students 
need to have opportunities to learn, reinforce, apply, and transfer their 
knowledge and skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of agriculture/agribusiness; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in food and fiber production;
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and manage supervised agricultural experience programs.
(2) The student identifies independent study in agriculture as it fits the 
planned, coherent sequence of courses related to individual career concentration 
areas. The student is expected to: 
(A) develop a school-based learning activity in collaboration with the teacher 
and a related industry mentor, which provides an in-depth study of at least one 
aspect of a selected agricultural industry or business;
(B) present the project in at least two formats (model, graphic, verbal, 
written, etc.) to a panel of students, teachers, and representatives of a career 
area; and 
(C) deliver the project's final product(s) which demonstrate(s) the use of a 
variety of resources, technologies, interpersonal skills, and communication 
skills. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706429
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER E.Agricultural Industry, High School
19 TAC sec.sec.119.81-119.88
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum. 

sec.119.81.Implementation of Texas Essential Knowledge and Skills for 
Agricultural Science and Technology Education, Agricultural Industry.
The provisions of Chapter 119, Subchapters B-F, shall supersede sec.75.82 of 
this title (relating to Agricultural Science and Technology) beginning September 
1, 1998.

sec.119.82.Aquaculture Production (One to Three Credits). 
(a) General requirements. This course is recommended for students in Grades 11-
12. 
(b) Introduction. To be prepared for careers in environmental and natural 
resource systems, students need to attain academic skills and knowledge, to 
acquire knowledge and skills related to environmental and natural resource 
systems and the workplace, and to develop knowledge and skills regarding career 
opportunities, entry requirements, and industry expectations. To prepare for 
success, students need to have opportunities to learn, reinforce, apply, and 
transfer their knowledge and skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of environmental and natural resources; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation of environmental and natural resources; 
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and manage supervised agricultural experience programs.
(2) The student demonstrates the concepts related to the importance facilities, 
harvest, processing, and marketing of aquaculture products. The student is 
expected to: 
(A) discuss the importance and progress of aquaculture as an emerging industry; 
and 
(B) classify and identify plant and animal aquaculture species.
(3) The student demonstrates concepts related to optimum production. The student 
is expected to: 
(A) describe nutritional aspects of aquaculture production;
(B) determine requirements for optimum growth of species-specific aquacrops; and 
(C) prescribe and administer treatments for diseases, parasites, predators, and 
pests of species-specific aquacrops. 
(4) The student manages the water resource factor. The student is expected to: 
(A) analyze water quality factors in an aquaculture environment;
(B) prescribe and administer treatments or actions to bring water quality into 
productive parameters; and 
(C) conduct activities designed to correctly dispose of aquaculture waters. 
(5) The student manages the production factors of an aquaculture enterprise. The 
student is expected to: 
(A) identify methods of producing and rearing seedstock in an aquaculture 
production system; 
(B) plan and design aquaculture facilities; 
(C) describe the characteristics, advantages, and disadvantages of various 
production facilities of aquacrops; and 
(D) perform activities for species-specific production, harvesting, and 
processing of aquacrops. 
(6) The student manages the aquaculture enterprise. The student is expected to: 
(A) discuss the importance of aquaculture management; and
(B) conduct activities related to effective marketing of aquaculture products. 

sec.119.83.Agricultural Resources (One to Three Credits). 
(a) General requirements. This course is recommended for students in Grades 11-
12. 
(b) Introduction. To be prepared for careers in environmental and natural 
resource systems, students need to attain academic skills and knowledge, to 
acquire knowledge and skills related to environmental and natural resource 
systems and the workplace, and to develop knowledge and skills regarding career 
opportunities, entry requirements, and industry expectations. To prepare for 
success, students need to have opportunities to learn, reinforce, apply, and 
transfer their knowledge and skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of environmental and natural resources; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in environmental and natural resources; 
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and manage supervised agricultural experience programs.
(2) The student manages natural resources in relation to land, water, and air 
management. The student is expected to: 
(A) discuss the importance of agricultural resources to individuals and society; 
and 
(B) develop long-range land, water, and air quality management plans. 
(3) The student develops management skills for natural resources. The student is 
expected to: 
(A) identify skills needed to manage fish and other aquatic resources; 
(B) identify skills needed to manage wildlife and wildlife habitat; and 
(C) design plans for utilizing outdoor recreational facilities and/or natural 
resources.

sec.119.84.Meats Processing (One to Three Credits). 
(a) General requirements. This course is recommended for students in Grades 11-
12. 
(b) Introduction. To be prepared for careers in value-added and food processing 
systems, students need to attain academic skills and knowledge, to acquire 
knowledge and skills related to value-added and food processing systems and the 
workplace, and to develop knowledge and skills regarding career opportunities, 
entry requirements, and industry expectations. To prepare for success, students 
need to have opportunities to learn, reinforce, apply, and transfer their 
knowledge and skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the value-
added and food processing industry; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in the value-added and food processing industry; 
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and manage supervised agricultural experience programs.
(2) The student knows the relationship of the meat industry to the free 
enterprise system. The student is expected to: 
(A) explain the importance of the meat processing industry in the free 
enterprise system; and 
(B) explain trends in the consumption of meat products. 
(3) The student understands consumer satisfaction issues. The student is 
expected to: 
(A) practice equipment maintenance and sanitation procedures;
(B) explain the factors that affect meat palatability; 
(C) fabricate red meat, poultry, game, and fish into wholesale and retail cuts; 
and 
(D) demonstrate work ethics, customer relations skills, and management 
competencies consistent with industry expectations. 
(4) The student understands quality control issues in food science. The student 
is expected to: 
(A) practice procedures relating to safe manufacture of foods through hygienic 
food handling, and processing; 
(B) develop and maintain sanitation schedules; 
(C) describe hazard analysis - critical control point implementation issues; and 
(D) list food safety laws. 
(5) The student identifies marketing considerations for meat processing. The 
student is expected to: 
(A) practice methods of merchandising red meat, poultry, game, fish, and their 
by-products; 
(B) identify, select, and grade meat; and 
(C) practice principles of meat preservation and packaging. 

sec.119.85.Horticulture (One to Three Credits).
(a) General requirements. This course is recommended for students in Grades 11-
12. 
(b) Introduction. To be prepared for careers in horticultural systems, students 
need to attain academic skills and knowledge, to acquire knowledge and skills 
related to horticultural systems and the workplace, and to develop knowledge and 
skills regarding career opportunities, entry requirements, and industry 
expectations. To prepare for success, students need to have opportunities to 
learn, reinforce, apply, and transfer their knowledge and skills and 
technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of horticulture; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in horticulture; 
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and manage supervised agricultural experience programs.
(2) The student demonstrates technical and managerial skills related to the 
horticultural agribusiness industry. The student is expected to: 
(A) recognize the importance and benefits of the horticultural industry; and 
(B) recognize benefits and concerns of horticulture in relation to the 
environment. 
(3) The student develops technical expertise in horticulture. The student is 
expected to: 
(A) classify and identify horticultural plants; 
(B) perform propagation, growing, and maintenance skills relating to 
horticultural plant production and landscaping; and 
(C) distinguish between various pest control practices used in the production of 
horticultural crops. 
(4) The student develops management expertise in horticulture. The student is 
expected to: 
(A) analyze the cost and maintenance of tools, equipment, and structures used in 
horticultural plant production; 
(B) demonstrate technical and managerial skills related to the horticulture 
industry; 
(C) integrate plant growing principles related to the management of 
environmental conditions required for growing horticultural crops; 
(D) demonstrate work ethics, customer relations skills, and management 
competencies consistent with industry expectations; and 
(E) apply design principles through the development of landscapes and floral 
designs.

sec.119.86.Agricultural Power and Machinery (One to Three Credits).
(a) General requirements. This course is recommended for students in Grades 11-
12. 
(b) Introduction. To be prepared for careers in mechanized agricultural systems, 
students need to attain academic skills and knowledge, to acquire knowledge and 
skills related to mechanized agricultural systems and the workplace, and to 
develop knowledge and skills regarding career opportunities, entry requirements, 
and industry expectations. To prepare for success, students need to have 
opportunities to learn, reinforce, apply, and transfer their knowledge and 
skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of mechanized agriculture; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation of mechanized agriculture;
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and manage supervised agricultural experience programs.
(2) The student knows the relationships between maintenance, repair, and 
reconditioning of agricultural vehicles and machinery. The student is expected 
to: 
(A) demonstrate safe practices related to operation and repair of agricultural 
power and machinery; 
(B) explain the basic principles of operation of agricultural power and 
machinery systems; and 
(C) explain the use of lubricants and coolants. 
(3) The student develops technical skills in agricultural power and machinery. 
The student is expected to: 
(A) service and repair internal combustion engines; 
(B) service and repair power train systems; 
(C) service and maintain hydraulic systems; 
(D) service and repair cooling, braking, and steering systems including wheels 
and tires; 
(E) service and repair lubricating systems; 
(F) service and maintain fuel and air systems; 
(G) service and repair machinery and equipment electrical systems; 
(H) service and maintain air conditioning systems; 
(I) explain the use of electronic instrumentation, such as monitors, on-board 
computers, and sensors; 
(J) service and repair agricultural machinery and equipment; and 
(K) demonstrate work ethics, customer relations skills, and management 
competencies consistent with industry expectations.

sec.119.87.Agricultural Mechanics (One to Three Credits). 
(a) General requirements. This course is recommended for students in Grades 11-
12. 
(b) Introduction. To be prepared for careers in mechanized agricultural systems, 
students need to attain academic skills and knowledge, to acquire knowledge and 
skills related to mechanized agricultural systems and the workplace, and to 
develop knowledge and skills regarding career opportunities, entry requirements, 
and industry expectations. To prepare for success, students need to have 
opportunities to learn, reinforce, apply, and transfer their knowledge and 
skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of mechanized agriculture; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation of mechanized agriculture;
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and manage supervised agricultural experience programs.
(2) The student demonstrates technical knowledge and entry level workplace 
skills in the interrelated mechanized agricultural systems. The student is 
expected to: 
(A) identify and select agricultural power systems and equipment;
(B) diagnose power system conditions; 
(C) service and repair small gasoline engines; 
(D) explain the operation of and services electrical, air conditioning, cooling, 
fuel, air, clutch, tires, wheels, and brake systems and power units; and 
(E) set up, adjust, operate, and maintain agricultural machinery and equipment. 
(3) The student demonstrates mechanized agriculture repair skills. The student 
is expected to: 
(A) explain the operation of electric and oxy-fuel welding and cutting processes 
and performs procedures; and 
(B) perform soldering and cold metal skills and tool maintenance.
(4) The student demonstrates principles and practices relating to agricultural 
structures. The student is expected to: 
(A) identify, plan, and construct agricultural structures;
(B) demonstrate the use of concrete and masonry in agricultural construction; 
(C) perform electrical wiring skills; and 
(D) select and maintain electrical motors and controls for agricultural 
applications. 
(5) The student demonstrates skills related to water management. The student is 
expected to: 
(A) plan, establish, and maintain water management and irrigation systems; and 
(B) perform skills in land measuring and leveling.

sec.119.88.Animal Production (One to Three Credits). 
(a) General requirements. This course is recommended for students in Grades 11-
12. 
(b) Introduction. To be prepared for careers in food and fiber production 
systems, students need to attain academic skills and knowledge, to acquire 
knowledge and skills related to food and fiber production systems and the 
workplace, and to develop knowledge and skills regarding career opportunities, 
entry requirements, and industry expectations. To prepare for success, students 
need to have opportunities to learn, reinforce, apply, and transfer their 
knowledge and skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of food and fiber production; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in food and fiber production;
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and manage supervised agricultural experience programs.
(2) The student demonstrates technical skills relating to the interrelated 
human, scientific, and technological dimensions of animal production and 
management. The student is expected to: 
(A) assess the importance of the U.S. impact on world commodity markets; 
(B) apply the principles of animal breeding and nutrition in predicting the 
impact of current advances in genetics; and 
(C) examine the interrelationship of plants and animals. 
(3) The student performs technical skills related to livestock production. The 
student is expected to: 
(A) gather performance data; 
(B) perform surgical skills; 
(C) practice proper animal restraint techniques; 
(D) demonstrate identification techniques; and 
(E) perform management techniques. 
(4) The student knows the factors determining price. The student is expected to: 
(A) understand the relationship between commodity markets;
(B) formulate rations based on least-cost factors; and 
(C) design and conduct experiments to support known principles of genetics and 
feed efficiency. 
(5) The student plans for changes in business operation. The student is expected 
to: 
(A) design, conduct, and complete research to solve self-identified problems; 
and 
(B) use charts/tables/graphs to prepare written summaries of results and data 
obtained in a laboratory activity and an individual scientific research project. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706430
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER F.Work-based Learning, High School
19 TAC sec.sec.119.101, 119.102
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.119.101.Implementation of Texas Essential Knowledge and Skills for 
Agricultural Science and Technology Education, Work-based Learning. 
The provisions of Chapter 119, Subchapters B-F, shall supersede sec.75.82 of 
this title (relating to Agricultural Science and Technology) beginning September 
1, 1998. 

sec.119.102.Work-based Learning (One to Three Credits). 
(a) General requirements. This course is recommended for students in Grades 11-
12. Instruction may be delivered through arrangements such as cooperative 
education, preceptorships, mentoring, and job shadowing. It is recommended that 
workplace competencies be developed jointly by the teacher and the training 
sponsor. 
(b) Introduction. To be prepared for careers in the broad field of 
agriculture/agribusiness, students need to attain academic skills and knowledge, 
to acquire knowledge and skills related to agriculture/agribusiness and the 
workplace, and to develop knowledge and skills regarding career opportunities, 
entry requirements, and industry expectations. To prepare for success, students 
need to have opportunities to learn, reinforce, apply, and transfer their 
knowledge and skills and technologies in a variety of settings. 
(c) Knowledge and skills. 
(1) The student learns the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify career development and entrepreneurship opportunities in the field 
of agriculture/agribusiness; 
(B) apply competencies related to resources, information, interpersonal skills, 
and systems of operation in agriculture/agribusiness;
(C) demonstrate knowledge of personal and occupational safety practices in the 
workplace; 
(D) identify employers' expectations, appropriate work habits, and good 
citizenship skills; and 
(E) plan and manage supervised agricultural experience programs.
(2) The student demonstrates skills in verbal and non-verbal communication. The 
student is expected to: 
(A) demonstrate basic writing skills; 
(B) demonstrate telephone courtesy; and 
(C) demonstrate the ability to give instructions and follow directions. 
(3) The student practices productivity skills. The student is expected to: 
(A) apply techniques of time management; 
(B) define employer/employee relations; 
(C) model appropriate dress, hygiene, and demeanor; and 
(D) apply priorities to tasks and deadlines. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706431
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

CHAPTER 120.Texas Essential Knowledge and Skills for Business Education
The Texas Education Agency (TEA) adopts new sec.sec.120.1-120.5, 120.21-120.27, 
120.41-120.49, 120.61- 120.66, 120.81, and 120.82, concerning business 
education. Sections 120.1, 120.2, 120.21-120.27, 120.41-120.49, 120.61-120.66, 
120.81, and 120.82 are adopted with changes to the proposed text as published in 
the February 28, 1997, issue of the Texas Register (22 TexReg 2091). Sections 
120.3-120.5 are being adopted without changes to the proposed text and will not 
be republished. The new sections establish the essential knowledge and skills 
for business education that include 34 courses plus 10 additional experimental 
courses that were synthesized and combined into 24 courses. The new sections are 
necessary to ensure that students throughout the state have access to the 
enrichment curricula. The provisions of these sections shall supersede sec.75.49 
and sec.75.70 of this title (relating to Business Education) and sec.75.87 of 
this title (relating to Office Education) beginning September 1, 1998.
The Texas Education Code organizes the required curriculum into two types: the 
foundation curriculum and the enrichment curriculum. As specified in 
legislation, the essential knowledge and skills of the enrichment curriculum 
serve as guidelines to school districts in providing instruction. In doing so, 
some districts may incur costs for professional development and equipment. These 
potential costs cannot be estimated. 
Members of the public expressed concern about adoption of a certificate of 
initial mastery. Neither the Texas essential knowledge and skills (TEKS) nor any 
other rule contains reference to, promotes, or establishes a certificate of 
initial mastery. 
The following changes have been made since the sections were proposed. Numerous 
editorial changes were made throughout the sections for clarification and 
simplification. 
Since filing of the proposed sections, legal counsel has advised that since the 
sections serve as guidelines for instruction, language containing or implying 
mandates on school districts should be stricken or replaced with more permissive 
language where necessary. The term "shall" that appeared in statements regarding 
the date of implementation of the provisions for each subchapter and in 
statements specifying the amount of credit to be awarded for successful 
completion of a course was replaced with more permissive language. 
The term "capstone" in career and technology education courses has been replaced 
with the term "independent study" to clarify language. The career and technology 
education courses consist of an in-depth study of a business/industry that is of 
particular interest to a student. 
Several individuals who testified at the public hearing held on March 4, 1997, 
stated that the TEKS for career and technology education contain references to 
the skills and competencies identified by the Secretary's Commission on 
Achieving Necessary Skills (SCANS) and thus reflect federal influence. TEA staff 
has carefully reviewed the TEKS for evidence of SCANS skills and competencies. 
The sections being adopted do not contain specific references to SCANS; however, 
the sections do contain skills and competencies that are among those recommended 
by the commission. The curriculum writing teams, members of the State Board of 
Education (SBOE) Review Committee, and others who had suggested strengthening 
the TEKS drafts expressed a strong belief that some skills and competencies 
identified by the SCANS commission are an essential part of an effective 
curriculum. 
In subsection (c)(10) of sec.120.2 (relating to Introduction to Business Support 
Systems) and sec.120.24 (relating to Business Support Systems (One-Half to One 
Credit)), language has been changed to read "the student develops and refines 
skills for success in the workplace" to further clarify the knowledge and skill. 
In sec.120.27 (relating to Recordkeeping (One-Half to One Credit)), language has 
been changed in subsection (a)to read "this course is recommended for students 
in Grades 9-10." This change corrects an inadvertent error. 
In subsection (c)(2)(F) of sec.120.47 (relating to Business Ownership (One-Half 
Credit)), language has been changed to read "identify resources for life-long 
learning opportunities" to further clarify the student expectation. The 
following comments have been received regarding adoption of the new sections. 
The comments are organized by subchapter and section. 
Subchapter A. Middle School. 
sec.120.4. Introduction to Keyboarding. 
Issue: required courses for middle grades. 
Comment. An individual representing the Texas Business Education Association 
(TBEA) recommended a required course in keyboarding in the middle school or in 
Grade 9. Keyboarding is an important lifetime skill that is key to communication 
in the information age and in the effective use of the computer. 
Agency Response. A course in keyboarding is not part of the SBOE's high school 
graduation requirements. 
Subchapter B. Exploratory, High School. 
Issue: addition of introduction to operating systems. 
Comment. An individual commented that a gap exists in the proposed business 
education curriculum regarding an operating systems course. The addition of 
introduction to operating systems would teach students how to control computers. 
Agency Response. Knowledge and skills relating to operating systems are in the 
following three courses: Business Computer Information Systems I, Business 
Computer Information Systems II, and Business Computer Programming. This content 
may be expanded should the district desire more focus on operating systems. 
sec.120.23. Business Computer Information Systems I (One-Half to One Credit). 
Issue: performance impact of on-line systems. 
Comment. Clear Creek Independent School District (ISD) commented that a 
performance description needs to be added to address student analysis of 
performance impacts of various types of on-line systems such as the ability to 
determine which networking protocol is faster/appropriate for various 
situations. 
Agency Response. This standard is addressed in sec.120.23(c)(2) relating to the 
functions of various types of technology and hardware and software most 
appropriate for specific tasks and in sec.120.23(c)(9) relating to describing 
factors influencing the selection of a networking system. It is reinforced in 
sec.120.48(c)(3) relating to comparing advantages and disadvantages of 
networking, common networking protocols and functions, creating hierarchical 
structures, and distinguishing between common and special types of cabling.
sec.120.27. Recordkeeping (One-Half to One Credit). 
Issue: grade level for recordkeeping. 
Comment. An individual representing TBEA commented positively regarding 19 TAC 
Chapter 120. The association recommends Recordkeeping as a course more 
appropriate for Grades 9-10 than 9-12. 
Agency Response. The TEA agrees with the comment and the recommended change has 
been made. 
Subchapter C. Technical, High School. 
sec.120.42. Accounting I (One-Half to One Credit). 
Issue: computer use.
Comment. Clear Creek ISD commented that in the accounting courses, the 
performance descriptions should include more specific references to the use of 
computers to accomplish the performance results. 
Agency Response. In general business classes, computer use is indicated where 
necessary to the topic, but for the most part, that decision is left to the 
school district and the teacher. Computer use is included in the accounting 
classes, especially Accounting II. In Accounting I, however, the focus is on 
learning the accounting cycle theory with pen and paper for the first semester, 
and then at the teacher's discretion as to the amount of computer use for the 
second. 
sec.120.48. Telecommunications and Networking (One-Half to One Credit).
Issue: hands-on network set-up experience. 
Comment. Clear Creek ISD commented that a performance description needs to be 
added addressing actual hands-on network set-up experience to include physical 
connections as well as software connections. 
Agency Response. The availability of network components in individual districts 
may vary. Hands-on experience is not included to allow district flexibility. 
Network set-up is addressed in sec.120.48(c)(3) and (4). 
Subchapter D. Comprehensive or Work Based, High School. 
sec.120.62. Accounting II (One-Half to Three Credits). 
Issue: computer use. 
Comment. Clear Creek ISD commented that in the accounting courses the 
performance descriptions should include more specific references to the use of 
computers to accomplish the performance results. 
Agency Response. In general business classes, computer use is indicated where 
necessary to the topic, but for the most part, that decision is left to the 
school district and the teacher. Computer use is included in the accounting 
classes, especially Accounting II. 
sec.120.63. Administrative Procedures (One to Three Credits). 
Issue: elimination of a course. 
Comment. Clear Creek ISD commented that the course, Administrative Procedures, 
could be eliminated based on it containing mostly material that is already 
covered in at least one other course. The little bit of material that is unique 
to this course could be incorporated in one of the other courses. 
Agency Response. This course is an upper-level course that serves two purposes 
and can be taught in two instructional settings--laboratory or work based. 
First, the course provides instruction for support personnel and, optionally, 
specialized instruction in medical and legal procedures. The course also brings 
together all the knowledge and skills from previous introductory courses. 
Second, the course serves as the vehicle for the work- based component. 
sec.120.64. Business Computer Information Systems II (One-Half to Three 
Credits). 
Issue: document storage and retrieval issues and techniques. 
Comment. Clear Creek ISD commented that in the Business Computer Information 
Systems II course, a topic should be added addressing document storage and 
retrieval issues and techniques. 
Agency Response. The issues of storage and retrieval are covered in 
sec.120.64(c)(5) relating to the integrity and confidentiality of information 
and in sec.120.64(c)(14) relating to demonstrating procedures for maintaining 
the security of computerized information. The techniques of storage and 
retrieval are introductory concepts and are taught in earlier courses such as 
Computer Literacy in Grades 7-8. These concepts are also covered in 
sec.120.23(c)(5) relating to procedures of locating, sorting, and organizing 
data; retrieving data; and exporting and importing data. Section 120.64 also 
includes the concepts as stated in subsection (c)(13) relating to importing, 
exporting, and merging data stored in different formats. 
Subchapter E. Research Based, High School. 
sec.120.82. Business Education Independent Study (One-Half to One Credit).
Issue: more specific performance details added to the capstone project course. 
Comment. Clear Creek ISD commented that more specific performance details need 
to be added to sec.120.82, including specifying the use of technology to analyze 
information and present solutions. 
Agency Response. The course, which has been renamed Business Education 
Independent Study, allows broad flexibility for each student to pursue his/her 
specific interests. 
General Comments. 
Issue: redundancy in courses. 
Comment. Clear Creek ISD commented that the document more than meets the 
expectations but there is a lot of redundancy between several courses. 
Agency Response. The comment was made after reviewing an early draft. The TEKS 
for business education reduced not only the number of courses but also the 
number of knowledge and skills. Some redundancy, however, is intentional based 
on schools not offering, nor students taking, all of the courses in business 
education. 
Issue: high school courses that would be beneficial at middle school. 
Comment. Clear Creek ISD commented that some of the courses designated for 
Grades 9-12 would be beneficial at the middle grades, specifically Introduction 
to Business. 
Agency Response. As stated in 19 TAC sec.74.26(b) of this title (relating to 
Award of Credit), districts may offer any high school course in earlier grade 
levels. A course may be considered completed and credit may be awarded if the 
student demonstrated achievement by meeting the standard requirements of the 
course, including demonstrated proficiency in the subject matter, regardless of 
the time the student has received instruction in the course or the grade level 
at which proficiency was attained. The academic achievement record shall reflect 
that students have satisfactorily completed courses at earlier grade levels than 
Grades 9-12 and have been awarded state graduation credits. 
Issue: prepare students for change. 
Comment. Clear Creek ISD commented that it is preferable to better prepare 
students to function and learn in an ever-changing world than to prepare them 
for what we think will be the future. 
Agency Response. The TEA agrees with the comment. It was not the intent to 
predict the future but rather to focus the curriculum on teaching problem-
solving and decision-making competencies. Students should be provided 
opportunities to explore various means of achieving a goal or solving a problem. 
Teaching students to use the higher-level thinking skills is teaching them to 
adapt to change. 
Issue: funding to accommodate student performance with computers. 
Comment. Clear Creek ISD commented that current and sometimes highly 
sophisticated computer systems are implied in the curriculum. The district was 
concerned that most school districts do not have such computer systems in place 
to accommodate the expected student performance. 
Agency Response. As part of the enrichment curriculum, the TEKS for business 
education will serve only as guidelines for local district use. 
Issue: qualified teachers for computer courses. 
Comment. Clear Creek ISD commented with concerns relating to finding qualified 
teachers to teach the computer applications electives including database 
management systems, image management systems, spreadsheet applications, and 
telecommunications and networking. 
Agency Response. Telecommunications and Networking and Business Image Management 
and Multimedia (by title) are courses that have been approved by the SBOE for 
filing as adopted with the Office of the Secretary of State. However, the 
concepts of database management and spreadsheet applications have been 
incorporated into other courses such as Business Computer Information Systems I, 
Business Computer Information Systems II, and Accounting II. Business education 
teachers are certified to teach all of these courses. Computer qualifications 
are determined by the district. 
Issue: duplication of business education courses by technology applications.
Comment. Two individuals representing TBEA commented positively regarding the 
business education curriculum. However, the individuals maintain that several 
secondary courses in technology applications duplicate the content of the 
application courses already existing in business education and will dilute what 
schools are financially able to do in existing courses. The individuals object 
to the focus of technology applications courses on the tool instead of problem 
solving. In addition, there is no certification area established for these 
classes whereas business education teachers are certified. 
Agency Response. No change is recommended. Offering courses in both content 
areas will allow districts flexibility in meeting students' needs. The State 
Board for Educator Certification will be responsible for developing assignment 
guidelines for all new courses. 

SUBCHAPTER A.Middle School
19 TAC sec.sec.120.1-120.5
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum. 

sec.120.1.Implementation of Texas Essential Knowledge and Skills for Business 
Education, Middle School.
The provisions of Chapter 120, Subchapter A, shall supersede sec.75.49 of this 
title (relating to Business Education) beginning September 1, 1998. 

sec.120.2.Introduction to Business Support Systems. 
(a) General requirements. This course is recommended for students in Grades 7-8. 
(b) Introduction. Students implement personal and interpersonal skills to 
strengthen individual performance in the workplace and in society and to make a 
successful transition to the workforce and/or postsecondary education. Students 
apply technical skills to address business applications of emerging 
technologies. Students develop a foundation in the economical, financial, 
technological, international, social, and ethical aspects of business to become 
competent consumers, employees, and entrepreneurs. Students enhance reading, 
writing, computing, communications, and reasoning skills and apply them to the 
business environment. 
(c) Knowledge and skills. 
(1) The student performs payroll and banking procedures. The student is expected 
to: 
(A) compute gross pay; 
(B) compute employee-paid withholdings; 
(C) compute net pay; 
(D) determine methods of dissemination of payroll funds, for example, direct 
deposit, and mail; 
(E) reconcile a personal bank statement; and 
(F) prepare personal and commercial bank deposits. 
(2) The student researches consumer and employee issues and discusses financial 
implications for the individual. The student is expected to: 
(A) prepare and maintain a personal budget; 
(B) identify rights and responsibilities of the consumer;
(C) demonstrate purchasing decisions through comparative shopping;
(D) identify methods of acquiring ownership of personal property;
(E) identify cases of consumer protection laws for employees, for example, Texas 
Lemon Law, Child Labor Law, and Deceptive Trade Protection Act; and 
(F) identify agencies that protect employees. 
(3) The student generates domestic and international travel plans. The student 
is expected to: 
(A) select appropriate options for lodging accommodations;
(B) consider social and language differences, currency exchange, passport 
acquisition, time differences, and immunization requirements using appropriate 
technology for a trip to a foreign country; and 
(C) compare operations, practices, and policies for various businesses to 
determine productivity levels. 
(4) The student communicates effectively. The student is expected to: 
(A) demonstrate basic writing skills through assigned tasks;
(B) demonstrate effective communication techniques when using the telephone in a 
business environment; 
(C) demonstrate effective listening techniques; 
(D) organize ideas logically and sequentially; 
(E) interpret maps; 
(F) exhibit initial personal contact skills; 
(G) survey supplementary resources, for example, the telephone directory, 
dictionary, and newspapers; 
(H) interpret nonverbal communication in various activities;
(I) provide instructions to perform a task; and 
(J) deliver an effective business presentation. 
(5) The student exchanges information via telecommunications software, for 
example, electronic mail, images, and on-line information services with 
appropriate supervision. The student is expected to: 
(A) send and receive information via telecommunications technology; and 
(B) model business ethics and correct etiquette when using telecommunications. 
(6) The student identifies procedures involved in delivering information and 
products. The student is expected to: 
(A) identify classes of mail and delivery services available; and 
(B) compare costs of various delivery services. 
(7) The student applies the proper keyboarding technique to input data. The 
student is expected to: 
(A) demonstrate correct posture and position at the keyboard;
(B) demonstrate proper care and operation of equipment; 
(C) demonstrate the correct touch-system techniques for operating alphabetic 
keys; 
(D) demonstrate the correct touch-system techniques for operating numeric and 
symbol keys; 
(E) demonstrate the correct touch-system techniques for operating the ten-key 
numeric pad; and 
(F) demonstrate the correct use of the command and function keys. 
(8) The student models employability skills for obtaining a position in a 
business. The student is expected to: 
(A) identify employment opportunities; 
(B) complete an application; 
(C) demonstrate proper interview techniques; and 
(D) identify documents needed when applying for employment, for example, the 
social security card, picture identification, and a birth certificate. 
(9) The student exhibits effective human relations skills. The student is 
expected to: 
(A) list professional qualities including positive attitude, loyalty, and 
diplomacy; 
(B) maintain professionalism through neatness of work area and correctness of 
completed tasks; 
(C) identify and demonstrate skills needed to maintain effective work relations; 
(D) demonstrate a respect for individual differences; and
(E) exhibit tact in handling criticism, disagreement, or disappointment.
(10) The student develops and refines skills for success in the workplace. The 
student is expected to: 
(A) demonstrate productive work habits and attitudes, for example, dependability 
and punctuality; 
(B) prioritize work to fulfill responsibilities and meet deadlines;
(C) model appropriate dress for the work assignment; and 
(D) complete a W-4 form. 
(11) The student produces business documents using current and emerging 
technology. The student is expected to: 
(A) produce business documents using word processing; 
(B) correct and print a business document; 
(C) produce a business report containing text and graphics;
(D) develop and maintain electronic and manual filing systems;
(E) establish and maintain document and information storage and retrieval 
systems; 
(F) develop and maintain files of addresses and telephone numbers; 
(G) perform office procedures by manual or electronic methods, for example, 
keeping a simple inventory; and 
(H) demonstrate binding equipment to prepare booklets. 
(12) The student applies desktop publishing technology. The student is expected 
to: 
(A) identify technologies available for desktop publishing;
(B) identify customary standards and styles of desktop publishing;
(C) create desktop publications importing text and graphics; and 
(D) develop a project using desktop publishing.
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706432
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER B.Exploratory, High School
19 TAC sec.sec.120.21-120.27
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.120.21.Implementation of Texas Essential Knowledge and Skills for Business 
Education, Exploratory, High School.
The provisions of Chapter 120, Subchapter B-E, shall supersede sec.75.70 of this 
title (relating to Business Education) and sec.75.87 of this title (relating to 
Office Education) beginning September 1, 1998. 

sec.120.22.Business Communications (One-Half to One Credit).
(a) General requirements. The recommended prerequisite for this course is 
Keyboarding, one-half credit or equivalent, as described in sec.120.26(a) of 
this title (relating to Keyboarding (One-Half to One Credit)). This course is 
recommended for students in Grades 10-12. 
(b) Introduction. Students recognize, evaluate, and prepare for a rapidly 
evolving global business environment that requires flexibility and adaptability. 
Students apply technical skills to address business applications of emerging 
technologies. Students enhance reading, writing, computing, communications, and 
reasoning skills and apply them to the business environment. 
(c) Knowledge and skills. 
(1) The student prepares for effective communication skills. The student is 
expected to: 
(A) organize ideas logically and sequentially; 
(B) locate and interpret written information; 
(C) distinguish communicated fact from opinion by identifying key words; and 
(D) interpret visual materials such as charts, graphs, pictures, and maps, and 
translate the information into textual form. 
(2) The student employs appropriate research techniques to produce effective 
business communication. The student is expected to:
(A) incorporate information from printed copy and electronic resources and 
references; 
(B) locate and paraphrase secondary sources; 
(C) document secondary sources; 
(D) design, conduct, and analyze the results of a survey;
(E) conduct interviews to obtain resource materials; 
(F) research and develop a business project incorporating data imported from 
various sources; and 
(G) develop and communicate a vision and mission statement for a company. 
(3) The student exchanges information via telecommunications software, for 
example, electronic mail, images, and on-line information services with 
appropriate supervision. The student is expected to: 
(A) send and receive information via telecommunications technology;
(B) evaluate which telecommunications methods are most appropriate to a given 
situation; and 
(C) employ appropriate business ethics and correct etiquette when using 
telecommunications. 
(4) The student illustrates proficiency in interpersonal communication. The 
student is expected to: 
(A) develop business and professional vocabulary skills; 
(B) deliver effective oral presentations; 
(C) deliver an effective business presentation, for example, sales, reports, and 
proposals; 
(D) demonstrate effective communication techniques when using the telephone; 
(E) demonstrate the ability to listen by writing summaries of presentations and 
oral conversations; 
(F) demonstrate active listening through oral feedback; 
(G) follow oral and written directions; 
(H) demonstrate the ability to give oral instructions for completing a simple 
task; and 
(I) demonstrate proper business interviewing techniques in various situations, 
for example, one-on-one, group, and committee interviews.
(5) The student develops communication skills necessary to address a changing 
business environment. The student is expected to: 
(A) describe the communication process; 
(B) identify barriers to effective communication; 
(C) assess the ethical and legal implications of messages;
(D) discern appropriate channels for transmitting messages;
(E) interpret nonverbal communication in various activities;
(F) illustrate the impact of nonverbal communication on the total communication 
process; 
(G) identify ways to improve communication in organizations; and 
(H) explain the types of communication problems that are possible when 
conducting business among cultures. 
(6) The student produces business documents using current and emerging 
technology. The student is expected to: 
(A) format business documents; 
(B) demonstrate basic writing skills through assigned tasks;
(C) compose positive, negative, and persuasive messages; 
(D) compose business letters and memos using the appropriate organizational 
strategies; 
(E) produce a business report containing text and graphics;
(F) develop a business newsletter; 
(G) prepare an employment portfolio, including letters of application, resumes, 
and related employment correspondence; and 
(H) prepare a multimedia presentation. 

sec.120.23.Business Computer Information Systems I (One-Half to One Credit).
(a) General requirements. The prerequisite for this course is Keyboarding, one-
half credit or equivalent, as described in sec.120.26(a) of this title (relating 
to Keyboarding (One-Half to One Credit)). This course is recommended for 
students in Grades 9-10. 
(b) Introduction. Students implement personal and interpersonal skills to 
strengthen individual performance in the workplace and in society and to make a 
successful transition to the workforce and/or postsecondary education. Students 
apply technical skills to address business applications of emerging 
technologies. 
(c) Knowledge and skills. 
(1) The student develops skills for successful transition to the workplace. The 
student is expected to: 
(A) locate and interpret written information; 
(B) incorporate supplementary resources and references; 
(C) demonstrate active listening through oral and written feedback; 
(D) demonstrate productive work habits and attitudes, for example, dependability 
and punctuality; and 
(E) organize ideas logically and sequentially. 
(2) The student selects appropriate technology to address business needs. The 
student is expected to: 
(A) identify and explain the functions of various types of technology, hardware, 
and software used in business; 
(B) explore functions of emerging technologies; and 
(C) list available hardware and software most appropriate for specific tasks. 
(3) The student applies word processing technology. The student is expected to: 
(A) identify customary styles of business documents; 
(B) improve the touch-system skill using the keyboard and keypad to input data; 
(C) utilize hardware and software flexibility needed to produce documents to 
address different computer applications; 
(D) demonstrate basic writing techniques; 
(E) edit a variety of written documents; and 
(F) produce business documents, including: 
(i) business letters; 
(ii) business reports, integrating charts, and graphics; 
(iii) research papers; 
(iv) statistical data tables; 
(v) newsletters; and 
(vi) resumes. 
(4) The student applies spreadsheet technology. The student is expected to: 
(A) perform correct mathematical processes, including: 
(i) addition, subtraction, multiplication, and division; 
(ii) percentages and decimals; 
(iii) order of operations principle; 
(iv) estimation; and 
(v) prediction of patterns of data; and 
(B) formulate and produce solutions to a variety of business problems, such as: 
(i) budget, personal, and business; 
(ii) payroll; 
(iii) inventory; 
(iv) invoices; 
(v) balance sheets; 
(vi) profit-loss statements; 
(vii) income tax preparation; 
(viii) charts and graphs; and 
(ix) conversion of foreign currencies. 
(5) The student applies database technology. The student is expected to: 
(A) differentiate the nature and interrelationships of fields, records, and 
files in databases; 
(B) perform data management procedures, including: 
(i) locate, sort, and organize data; 
(ii) search and query data; 
(iii) retrieve data; and 
(iv) export and import data; and 
(C) produce and analyze business reports. 
(6) The student exchanges information via telecommunications technology with 
appropriate supervision. The student is expected to: 
(A) identify and describe the different components of the telecommunications 
industry; 
(B) send and receive information using electronic methods, such as mail, image 
transfer, remote bulletin board access, access of on-line information services, 
and emerging technologies; 
(C) evaluate telecommunications methods for specific business needs, including: 
(i) cost (locally, nationally, and internationally); 
(ii) convenience; and 
(iii) availability; and 
(D) model acceptable telecommunications ethics and etiquette and follow 
guidelines and laws. 
(7) The student applies desktop publishing technology. The student is expected 
to: 
(A) identify technologies available for desktop publishing;
(B) identify customary standards and styles of desktop publishing;
(C) create desktop publications importing text and graphics; and 
(D) create an instructional manual. 
(8) The student applies presentation management technology. The student is 
expected to: 
(A) identify the guidelines for using graphics, fonts, and special effects in 
presentations; 
(B) analyze the effectiveness of multimedia presentations; and 
(C) determine the appropriate technology to create and deliver an effective 
presentation. 
(9) The student identifies the concepts of a computer network. The student is 
expected to: 
(A) describe the components necessary to establish a network;
(B) describe the factors influencing the selection of a networking system; and 
(C) compare the resources available on various types of networks.
(10) The student analyzes computer operating systems and emerging technologies. 
The student is expected to: 
(A) describe various types of operating systems, environments, and utilities; 
(B) compare the functions and features of different operating systems, 
environments, and utilities; and 
(C) demonstrate operating system commands. 

sec.120.24.Business Support Systems (One-Half to One Credit).
(a) General requirements. The recommended prerequisite for this course is 
Keyboarding, one-half credit or equivalent as described in sec.120.26(a) of this 
title (relating to Keyboarding (One-Half to One Credit)). This course is 
recommended for students in Grades 9-10. 
(b) Introduction. Students implement personal and interpersonal skills to 
strengthen individual performance in the workplace and in society and to make a 
successful transition to the workforce and/or postsecondary education. Students 
apply technical skills to address business applications of emerging 
technologies. Students develop a foundation in the economical, financial, 
technological, international, social, and ethical aspects of business to become 
competent consumers, employees, and entrepreneurs. Students enhance reading, 
writing, computing, communications, and reasoning skills and apply them to the 
business environment. 
(c) Knowledge and skills. 
(1) The student performs payroll and banking procedures. The student is expected 
to: 
(A) compute gross pay; 
(B) compute employee-paid withholdings; 
(C) compute net pay; 
(D) determine methods of dissemination of payroll funds, for example, direct 
deposit, and mail; 
(E) reconcile a personal bank statement; and 
(F) prepare personal and commercial bank deposits. 
(2) The student researches consumer and employee issues and discusses financial 
implications for the individual. The student is expected to: 
(A) prepare and maintain a personal budget; 
(B) identify rights and responsibilities of the consumer;
(C) demonstrate purchasing decisions through comparative shopping;
(D) identify methods of acquiring ownership of personal property;
(E) identify cases of consumer protection laws for employees, for example, Texas 
Lemon Law, Child Labor Law, and Deceptive Trade Protection Act; and 
(F) identify agencies that protect employees. 
(3) The student generates domestic and international travel plans. The student 
is expected to: 
(A) select appropriate options for lodging accommodations;
(B) plan a trip to a foreign country, considering social and language 
differences, currency exchange, passport acquisition, time differences, and 
immunization requirements using appropriate technology; and 
(C) compare different business operations and practices to determine 
productivity levels. 
(4) The student communicates effectively. The student is expected to: 
(A) demonstrate basic writing skills through assigned tasks;
(B) demonstrate effective communication techniques when using the telephone in a 
business environment; 
(C) demonstrate effective listening techniques; 
(D) organize ideas logically and sequentially; 
(E) interpret maps; 
(F) exhibit initial personal contact skills; 
(G) survey supplementary resources, for example, the telephone directory, 
dictionary, and newspapers; 
(H) interpret nonverbal communication in various activities;
(I) provide instructions to perform a task; and 
(J) deliver an effective business presentation. 
(5) The student exchanges information via telecommunications software, for 
example, electronic mail, images, and on-line information services. The student 
is expected to: 
(A) send and receive information via telecommunications technology; and 
(B) model business ethics and correct etiquette when using telecommunications. 
(6) The student identifies procedures involved in delivering information and 
products. The student is expected to: 
(A) identify classes of mail and delivery services available; and 
(B) compare cost of various delivery services. 
(7) The student applies the proper keyboarding technique to input data. The 
student is expected to: 
(A) demonstrate correct posture and position at the keyboard;
(B) demonstrate proper care and operation of equipment; 
(C) demonstrate the correct touch-system techniques for operating alphabetic 
keys; 
(D) demonstrate the correct touch-system techniques for operating numeric and 
symbol keys; 
(E) demonstrate the correct touch-system techniques for operating the ten-key 
numeric pad; and 
(F) demonstrate the correct use of the command and function keys. 
(8) The student exhibits employability skills for obtaining a position in a 
business. The student is expected to: 
(A) identify employment opportunities; 
(B) complete an application; 
(C) demonstrate proper interview techniques; and 
(D) identify documents needed when applying for employment, for example, the 
social security card, picture identification, and a birth certificate. 
(9) The student applies principles of effective human relations skills. The 
student is expected to: 
(A) list professional qualities including positive attitude, loyalty, and 
diplomacy; 
(B) demonstrate professionalism through neatness of work area and correctness of 
completed tasks; 
(C) identify and demonstrate skills needed to maintain effective work relations 
with colleagues; 
(D) demonstrate a respect for individual differences; and
(E) exhibit tact in handling criticism, disagreement, or disappointment.
(10) The student develops and refines skills for success in the workplace. The 
student is expected to: 
(A) demonstrate productive work habits and attitudes, for example, 
dependability, and punctuality; 
(B) prioritize work to fulfill responsibilities and meet deadlines;
(C) model appropriate dress for the work assignment; and 
(D) complete a W-4 form. 
(11) The student produces business documents using current and emerging 
technology. The student is expected to: 
(A) produce business documents using word processing; 
(B) correct and print a business document; 
(C) produce a business report containing text and graphics;
(D) develop and maintain a system for electronic and manual filing; 
(E) establish and maintain a system for document and information storage and 
retrieval; 
(F) develop and maintain files of addresses and telephone numbers; 
(G) perform office procedures using manual and electronic methods, for example, 
keeping a simple inventory; and 
(H) demonstrate binding equipment to prepare booklets. 
(12) The student applies desktop publishing technology. The student is expected 
to: 
(A) identify technologies available for desktop publishing;
(B) identify customary standards and styles of desktop publishing;
(C) create desktop publications importing text and graphics; and 
(D) produce a project using desktop publishing.

sec.120.25.Introduction To Business (One-Half to One Credit).
(a) General requirements. This course is recommended for students in Grades 9-
10. 
(b) Introduction. Students implement personal and interpersonal skills to 
strengthen individual performance in the workplace and in society and to make a 
successful transition to the workforce and/or postsecondary education. Students 
develop a foundation in the economical, financial, technological, international, 
social, and ethical aspects of business to become competent consumers, 
employees, and entrepreneurs. Students enhance reading, writing, computing, 
communications, and reasoning skills and apply them to the business environment. 
Students incorporate a broad base of knowledge that includes the legal, 
managerial, marketing, financial, ethical, and international dimensions of 
business to make appropriate business decisions. 
(c) Knowledge and skills. 
(1) The student explains the economic process and relates the process to the 
development of an economic system. The student is expected to: 
(A) determine the role of wants and needs; 
(B) define economic roles; 
(C) differentiate among the types of economic resources; and
(D) identify factors of production and distribution. 
(2) The student differentiates between the types of economic systems with 
emphasis on the private enterprise system and the United States economy. The 
student is expected to: 
(A) compare the types of economic systems; 
(B) identify business cycles; 
(C) explain the characteristics of the private enterprise system; 
(D) summarize how economic decisions are made; and 
(E) relate the historical basis for the four types of economy the United States 
has experienced. 
(3) The student researches consumer issues and determines financial implications 
for the individual. The student is expected to: 
(A) prepare and maintain a personal budget; 
(B) interpret and explain the rights and responsibilities of the consumer; 
(C) research and present major financial issues for the individual, for example, 
money management, banking system and services, saving and investing, credit, 
taxes, and paychecks; and 
(D) demonstrate understanding of buying decisions for housing, food, 
transportation, medical and health, and different types of insurance.
(4) The student analyzes employment characteristics necessary for the workplace. 
The student is expected to: 
(A) assess the job market and employment and entrepreneurial opportunities; 
(B) compare a variety of workplaces; and 
(C) analyze the characteristics of the multicultural workplace.
(5) The student analyzes career opportunities and formulates a career plan. The 
student is expected to: 
(A) analyze individual goals and values; 
(B) determine individual talents, abilities, and skills; and
(C) develop an individual career plan. 
(6) The student engages in the employment process. The student is expected to: 
(A) complete employment application forms; and 
(B) participate in mock job interviews. 
(7) The student describes different types of technology and explains role of 
technology in business settings. The student is expected to: 
(A) describe types of technology and their importance to businesses;
(B) outline the role of computers in business; and 
(C) research future trends in the workplace relating to technology.
(8) The student defines ethics in business. The student is expected to: 
(A) distinguish between ethical and unethical business practices;
(B) contrast ethical and legal choices; and 
(C) relate the ethical decision-making process to business situations. 
(9) The student describes the characteristics of business. The student is 
expected to: 
(A) identify the types of business; 
(B) compare the different forms of ownership; 
(C) describe the activities performed by business; and 
(D) explain the organizational structure and functions of business. 
(10) The student relates the impact of international business on the United 
States economy. The student is expected to: 
(A) compare domestic and world trade; 
(B) explain the impact of imports and exports on the United States economy; and 
(C) explain trade and exchange rates. 
(11) The student identifies the role and impact of government, the legal system, 
and organized labor in business. The student is expected to: 
(A) differentiate among the roles of government in business;
(B) describe types of activities performed by governments in business; and 
(C) explains the role of the legal system in business.

sec.120.26.Keyboarding (One-Half to One Credit). 
(a) General requirements. Successful completion of a district-level proficiency 
test can be accepted as the equivalent for a prerequisite of one-half credit in 
Keyboarding. This course is recommended for students in Grades 9-10. 
(b) Introduction. Students apply technical skills to address business 
applications of emerging technologies. Students enhance reading, writing, 
computing, communications, and reasoning skills and apply them to the business 
environment. 
(c) Knowledge and skills. 
(1) The student applies the proper keyboarding technique to input data when 
using the computer or typewriter keyboard. The student is expected to: 
(A) demonstrate correct posture and position at the keyboard;
(B) demonstrate proper care and operation of equipment used;
(C) demonstrate the correct touch-system techniques for operating alphabetic 
keys; 
(D) demonstrate the correct touch-system techniques for operating numeric and 
symbol keys; 
(E) demonstrate the correct touch-system techniques for operating the ten-key 
numeric pad; and 
(F) demonstrate the correct use of the command and function keys. 
(2) The student formats and prints documents, for example, personal and business 
letters, short reports, outlines, and compositions. The student is expected to: 
(A) demonstrate the ability to work from printed, rough-draft, statistical, 
handwritten, and unarranged material; 
(B) demonstrate the ability to compose at the keyboard; 
(C) demonstrate the ability to proofread; 
(D) identify the parts of a personal and business letter;
(E) format personal and business letters and envelopes; 
(F) format all pages of a report, including a title page, a reference page, and 
bibliography; 
(G) format an outline; and 
(H) demonstrate mastery of basic grammar, including use of punctuation marks, 
keying of numbers and symbols, and capitalization when composing. 
(3) The student applies correct techniques for the touch-system of operating the 
keyboard to develop speed and accuracy. The student is expected to: 
(A) demonstrate improvement in speed and accuracy; 
(B) demonstrate ability to proofread; 
(C) demonstrate ability to use the backspace key and correct errors; 
(D) apply speed and accuracy in production of documents; and
(E) demonstrate mastery of basic grammar, including use of punctuation marks and 
capitalization. 

sec.120.27.Recordkeeping (One-Half to One Credit). 
(a) General requirements. This course is recommended for students in Grades 9-
10. 
(b) Introduction. Students implement personal and interpersonal skills to 
strengthen individual performance in the workplace and in society and to make a 
successful transition to the workforce and/or postsecondary education. Students 
analyze the social responsibility of business and industry regarding the 
significant issues relating to the environment, ethics, health, safety, and 
diversity in society and in the workplace. Students develop a foundation in the 
economical, financial, technological, international, social, and ethical aspects 
of business to become competent consumers, employees, and entrepreneurs. 
Students enhance reading, writing, computing, communications, and reasoning 
skills and apply them to the business environment. 
(c) Knowledge and skills. 
(1) The student identifies the rights and responsibilities of consumer credit. 
The student is expected to: 
(A) develop a record keeping vocabulary; 
(B) project the effect of poor credit on a consumer's credit worthiness by 
examining credit reports; 
(C) list and explain the qualifications and procedures needed to obtain credit; 
(D) research and present cases of consumer protection laws, for example, Texas 
Lemon Law and Deceptive Trade Practices Act; 
(E) distinguish between regular and revolving credit accounts;
(F) identify problems involving personal use of credit cards;
(G) consider an annual percentage rate (APR) table and compute the APR on 
revolving charge accounts; 
(H) compare costs of various forms of credit; 
(I) determine the bank that offers the best credit card contract;
(J) interpret payment plans; and 
(K) evaluate the effect of credit scoring on determining the availability of 
credit. 
(2) The student demonstrates an understanding of personal financial management. 
The student is expected to: 
(A) explain the importance of providing accurate information and calculations; 
(B) calculate gross and net pay: 
(C) plan and maintain a budget; 
(D) simulate opening and maintaining various types of bank account; 
(E) reconcile bank statements; 
(F) compare the advantages and disadvantages of different types of banking 
services; 
(G) examine investment growth by developing a personal investment plan; 
(H) prepare an individual income tax return; and 
(I) complete an order for merchandise for personal use. 
(3) The student applies mathematical processes to solve business problems. The 
student is expected to: 
(A) apply the order of operations principle when solving business problems; 
(B) calculate answers to problems using addition, subtraction, division, 
multiplication, percentages, and decimals; 
(C) demonstrate ability to operate numeric key pad by touch;
(D) calculate conversions from the United States to the metric system of 
measurement; 
(E) calculate currency conversion; 
(F) calculate pay using time cards; 
(G) prepare local, state, and federal tax reports; 
(H) compare physical and perpetual inventories; 
(I) prepare a customer's statement of account; 
(J) verify invoices and statements; 
(K) compute and verify extensions on purchase orders; 
(L) calculate trade, chain, and quantity discounts; 
(M) compute cash discounts and the amount due on purchase orders after 
adjustments for transportation charges, discounts, and returned merchandise; 
(N) calculate payment dates; 
(O) compute the percentage of bad debts to sales; 
(P) compute the amount of credit card discounts; 
(Q) maintain accounts receivable; and 
(R) maintain accounts payable. 
(4) The student researches the components of productivity. The student is 
expected to: 
(A) develop time management skills; 
(B) enhance time management skills by using technology; 
(C) evaluate the effects of errors versus accuracy on productivity; and 
(D) evaluate the effects of employee absenteeism on business productivity. 
(5) The student explains the concepts of integrity and confidentiality as 
related to the business environment. The student is expected to: 
(A) define business ethics; 
(B) define honest and dishonest business practices; 
(C) analyze the effects of unethical practices on business;
(D) analyze the effects of unethical practices on consumers; and 
(E) identify ethical considerations resulting from technological advances. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706433
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER C.Technical, High School
19 TAC sec.sec.120.41-120.49
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum. 

sec.120.41.Implementation of Texas Essential Knowledge and Skills for Business 
Education, Technical, High School.
The provisions of Chapter 120, Subchapters B-E, shall supersede sec.75.70 of 
this title (relating to Business Education) and sec.75.87 of this title 
(relating to Office Education) beginning September 1, 1998. 

sec.120.42.Accounting I (One-Half to One Credit). 
(a) General requirements. This course is recommended for students in Grades 10-
12. 
(b) Introduction. Students implement personal and interpersonal skills to 
strengthen individual performance in the workplace and in society and to make a 
successful transition to the workforce and/or postsecondary education. Students 
apply technical skills to address business applications of emerging 
technologies. Students develop a foundation in the economical, financial, 
technological, international, social, and ethical aspects of business to become 
competent consumers, employees, and entrepreneurs. 
(c) Knowledge and skills. 
(1) The student demonstrates an understanding of the accounting cycle for a 
service business. The student is expected to: 
(A) describe the purpose of accounting; 
(B) apply basic accounting concepts and terminology; 
(C) demonstrate the effects of transactions on the accounting equation, for 
example, T accounts; 
(D) prepare a chart of accounts; 
(E) apply information from source documents; 
(F) post general journal entries; 
(G) prepare a trial balance; 
(H) calculate and record end-of-period adjustments; 
(I) update accounts through adjusting and closing entries;
(J) prepare a post-closing trial balance; and 
(K) prepare financial statements. 
(2) The student demonstrates an understanding of the accounting cycle for an 
inventory-based or a merchandising business. The student is expected to: 
(A) contrast the characteristics of a service and a merchandising business; 
(B) analyze transactions relating to purchase and sale of merchandise; 
(C) record transactions in special journals; 
(D) prepare schedules for subsidiary ledgers; 
(E) generate trial balances and end-of-period adjustments; and 
(F) prepare financial statements. 
(3) The student performs payroll and banking procedures. The student is expected 
to: 
(A) compute gross pay; 
(B) compute net pay; 
(C) compute employee-paid withholdings; 
(D) compute and complete payroll tax expense forms; 
(E) compute salary expenses; 
(F) prepare payroll registers; 
(G) record payroll transactions in journals; 
(H) complete payroll tax forms; 
(I) determine methods of dissemination of payroll funds, for example, direct 
deposit, and mail; 
(J) reconcile a bank statement; and 
(K) prepare commercial bank deposits. 
(4) The student performs specialized accounting procedures. The student is 
expected to: 
(A) calculate and record depreciation of plant assets; 
(B) prepare depreciation schedules; 
(C) determine and record uncollectible accounts receivable;
(D) record inventories; 
(E) calculate and record notes payable and notes receivable;
(F) open and replenish a petty cash fund and journalizes transactions;
(G) calculate interest due and payable and journalizes transactions involving 
notes payable and receivable; and 
(H) calculate bad debts expense and journalizes transactions involving 
uncollectible accounts. 
(5) The student recognizes the different forms of business organizations, for 
example, proprietorship, partnership, corporation, and non-profit organizations. 
The student is expected to: 
(A) compare the various forms of business organizations; 
(B) list advantages and disadvantages of each form of business organization; and 
(C) identify the various accounting functions involved with each form of 
business organization. 
(6) The student identifies career opportunities in the accounting field. The 
student is expected to: 
(A) describe the purpose of accounting; and 
(B) interview members of the accounting field to investigate entry-level job 
requirements, career tracks for the profession, and projected trends for the 
future. 
(7) The student practices productivity skills as they apply to accounting. The 
student is expected to: 
(A) follow oral and written instructions; 
(B) develop time management skills by setting priorities for completing work as 
scheduled; 
(C) make decisions using appropriate accounting concepts;
(D) explain the concepts of integrity and confidentiality as related to the 
accounting profession; 
(E) perform accounting procedures using manual and automated methods; 
(F) complete the accounting cycle within an assigned time frame; and 
(G) demonstrate use of the numeric keypad by touch. 

sec.120.43.Banking and Financial Systems (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 11-
12. 
(b) Introduction. Students develop a foundation in the economical, financial, 
technological, international, social, and ethical aspects of business to become 
competent consumers, employees, and entrepreneurs. Students incorporate a broad 
base of knowledge that includes the legal, managerial, marketing, financial, 
ethical, and international dimensions of business to make appropriate business 
decisions. 
(c) Knowledge and skills. 
(1) The student evaluates the role of money in the modern economy. The student 
is expected to: 
(A) outline the history of money and banking in the United States economy; 
(B) explain the composition of the money supply; 
(C) compare current interest rates with the quantity of money required and 
available in money markets; and 
(D) explain the operation of the Federal Reserve Bank and its role in the 
economy. 
(2) The student identifies the principal functions of financial institutions. 
The student is expected to: 
(A) compare the functions of financial institutions (banks, savings and loans, 
credit unions); 
(B) analyze the process of credit creation and its impact on a single financial 
institution and on the banking system as a whole; 
(C) outline different types of credit and the cost of credit; and 
(D) critique the methods of credit investigation and the concepts related to the 
use of credit analysis. 
(3) The student utilizes the services of banking and financial institutions for 
loans, savings, and investing. The student is expected to: 
(A) compare various types of checking accounts and attendant banking services; 
(B) explain electronic banking; 
(C) calculate the variety of options (maturities, interest) on consumer 
purchases; and 
(D) calculate interest and account balances for savings accounts and 
certificates of deposit. 
(4) The student compares business financing opportunities with conventional or 
government options. 
(A) compare borrowing through conventional bank or non-bank lenders with 
government programs, for example, Small Business Administration, Farmers Home 
Administration; 
(B) contrast the business and consumer implications of the Community 
Reinvestment Act (CRA); 
(C) outline the costs and benefits of factoring as a source of cash flow; and 
(D) describe the functions of The World Bank and The International Finance 
Corporation. 
(5) The student assesses the differences in mortgage transactions. The student 
is expected to: 
(A) compare mortgage options available through lending institutions; and 
(B) identify eligibility requirements for government secured mortgage options, 
for example, Federal Housing Authority, Federal National Mortgage Association, 
Veterans Administration. 
(6) The student identifies the economic theories and financial forces that 
influence international business. The student is expected to: 
(A) read and interpret foreign exchange quotations; 
(B) describe factors that impact foreign exchange rates; and
(C) describe types of payment methods on international transactions, for 
example, United States Export Import Bank, Overseas Private Investment 
Corporation, Small Business Administration.

sec.120.44.Business Image Management and Multimedia (One-Half to One Credit).
(a) General requirements. The recommended prerequisite for this course is 
Keyboarding, one-half credit or equivalent, as described in sec.120.26(a) of 
this title (relating to Keyboarding (One-Half to One Credit)). This course is 
recommended for students in Grades 10-12. 
(b) Introduction. Students recognize, evaluate, and prepare for a rapidly 
evolving global business environment that requires flexibility and adaptability. 
Students apply technical skills to address business applications of emerging 
technologies. Students enhance reading, writing, computing, communications, and 
reasoning skills and apply them to the business environment. 
(c) Knowledge and skills. 
(1) The student demonstrates proficiency in developing professional oral and 
visual communication skills. The student is expected to: 
(A) translate and interpret audio and visual materials such as charts, graphs, 
pictures, and maps for use in production development; and 
(B) design and make audio-visual business presentations, including:
(i) sales; 
(ii) reports; 
(iii) proposals; and 
(iv) demonstrations. 
(2) The student researches and develops a presentation addressing a changing 
business environment. The student is expected to: 
(A) research the impact of technology on business; 
(B) research the effects of a changing business environment; and 
(C) develop a factual multimedia presentation based on research data. 
(3) The student demonstrates use of a presentation system. The student is 
expected to: 
(A) identify the components and types of multimedia presentations;
(B) analyze the effectiveness of layout, color, special effects, and media 
objects in text documents and multimedia presentations; 
(C) import graphics, sound, and video objects into text documents and 
presentations, using CD-ROM, World Wide Web, and other on-line services with 
appropriate supervision; 
(D) apply the appropriate medium for documents and presentations;
(E) implement workplace standard technology for multimedia presentations; 
(F) integrate media devices into document and presentation preparation; and 
(G) research a topic and produces a multimedia presentation.
(4) The student demonstrates image management procedures. The student is 
expected to: 
(A) identify and demonstrate image management procedures;
(B) analyze the cost and availability of integrating image management 
technology; and 
(C) manipulate text, graphics, and other electronic images for business document 
production. 
(5) The student applies a publishing system. The student is expected to: 
(A) adhere to workplace standard technology for publishing; and 
(B) produce documents using advanced standards and styles of publishing, 
including: 
(i) watermarks; 
(ii) mastheads; 
(iii) perspectives; 
(iv) special effects; and 
(v) transformation; and 
(C) demonstrate the use of various electronic publishing systems, including: 
(i) web publishing; and 
(ii) desktop publishing.

sec.120.45.Business Law (One-Half to One Credit). 
(a) General requirements. This course is recommended for students in Grades 11-
12. 
(b) Introduction. Students analyze the social responsibility of business and 
industry regarding the significant issues relating to the environment, ethics, 
health, safety, and diversity in society and in the workplace. Students apply 
technical skills to address business applications of emerging technologies. 
Students develop a foundation in the economical, financial, technological, 
international, social, and ethical aspects of business to become competent 
consumers, employees, and entrepreneurs. Students incorporate a broad base of 
knowledge that includes the legal, managerial, marketing, financial, ethical, 
and international dimensions of business to make appropriate business decisions. 
(c) Knowledge and skills. 
(1) The student identifies the rights and responsibilities of consumers. The 
student is expected to: 
(A) research and present cases of appropriate consumer protection laws and 
agencies and identify given consumer transactions; 
(B) compare personal with business bankruptcy laws; 
(C) identify methods of conducting transactions in spite of an incapacity or 
death, via a power of attorney or will; 
(D) differentiate between personal and real property; 
(E) contact the office of the district court administrator to locate local 
dispute resolution centers and defines the scope of their jurisdiction; and 
(F) make an oral presentation on an actual conflict resolution proceeding. 
(2) The student demonstrates an understanding of personal financial management. 
The student is expected to: 
(A) explain the elements of legal contracts and negotiable instruments, for 
example, stocks, bonds, checks, and bills of sale; 
(B) cite methods of acquiring ownership of personal property;
(C) distinguish between liens, licenses, and easements; 
(D) examine the forms of co-ownership of real property; 
(E) describes legal aspects of a mortgage; and 
(F) outline the process of transferring ownership of real property in community 
property and non-community property states. 
(3) The student explains ethical concepts of integrity and confidentiality as 
related to the business environment. The student is expected to: 
(A) contrast honest or dishonest with legal or illegal business practices; 
(B) analyze the effects of unethical and illegal practices on a business and on 
consumers; 
(C) investigate laws and regulations resulting from unethical practices; 
(D) determine lawyer's obligation of confidentiality; and
(E) research the ethical implications of legislation resulting from the use of 
current technology and develop procedural guidelines for implementing 
appropriate legislation. 
(4) The student identifies employee rights and protections provided by law. The 
student is expected to: 
(A) identify legislation and agencies that regulate an employer's obligation to 
supply a safe and accessible workplace, for example, Occupational Safety and 
Health Agency, the Environmental Protection Agency, and the Americans with 
Disabilities Act; 
(B) interview workers and employees affected by this legislation;
(C) present findings on a governmental agency audit, for example, compliance 
with regulations of wage and hour, safety and health, and equal employment; 
(D) identify an employee's right to work by examining current legislation 
including Americans with Disabilities Act, affirmative action, and 
discrimination laws; 
(E) identify current legislation that insures employee safety in the workplace; 
(F) investigate an employee's right to organize and participate in a union, 
based on current legislation; 
(G) identify an employee's right to continued employment by examining current 
legislation, for example, unlawful termination, sexual harassment, family leave, 
Americans with Disabilities Act, and employee privacy; 
(H) outline the evolution of the Texas Worker's Compensation Program and state 
and federal unemployment compensation programs; 
(I) relate the purpose, history, and work of the Texas Workforce Commission; and 
(J) identify employer and employee rights and protections when working in 
another country. 
(5) The student explores the options for the organization and operation of a 
business. The student is expected to: 
(A) contrast the legal documentation required in forming different types of 
business organizations (proprietorship, partnership, corporation) and describes 
the significance of each type; 
(B) identify new and hybrid business entities including sub-chapter S 
corporations, limited liability partnerships, and limited liability 
corporations;
(C) identify the duties and responsibilities for those interested in each type 
of business organization; 
(D) compare bankruptcy and dissolution options for different types of business 
organizations; and 
(E) identify the legal ramifications of operating different types of businesses 
internationally. 
(6) The student researches the impact of the legal system on business. The 
student is expected to: 
(A) utilize current technology in developing and managing legal documents; 
(B) compare and contrast common law, statutory law, and agency regulations; 
(C) relate ethical and social attitudes to changes that occur in the law; 
(D) specify the steps in a civil and criminal lawsuit; 
(E) distinguish between the laws that apply to retail and commercial sales, for 
example, Uniform Commercial Code and Deceptive Trade Practices Act; 
(F) identify the people with legal responsibility for the acts (civil and 
criminal) of the business organization; 
(G) evaluate the facts of a contract dispute; 
(H) explain the elements of legal contracts and negotiable instruments; 
(I) identify federal and state legislation pertaining to computer crime, fraud, 
and abuse; and 
(J) identify federal and state trademark and copyright laws pertaining to 
hardware and software. 

sec.120.46.Business Management (One-Half Credit). 
(a) General requirements. The recommended prerequisite for this course is 
Business Computer Information Systems I. This course is recommended for students 
in Grades 10-12. 
(b) Introduction. Students recognize, evaluate, and prepare for a rapidly 
evolving global business environment that requires flexibility and adaptability. 
Students analyze the social responsibility of business and industry regarding 
the significant issues relating to the environment, ethics, health, safety, and 
diversity in society and in the workplace. Students develop a foundation in the 
economical, financial, technological, international, social, and ethical aspects 
of business to become competent consumers, employees, and entrepreneurs. 
Students incorporate a broad base of knowledge that includes the legal, 
managerial, marketing, financial, ethical, and international dimensions of 
business to make appropriate business decisions. 
(c) Knowledge and skills. 
(1) The student illustrates the workflow of a business. The student is expected 
to: 
(A) identify activities that create a workflow in a business;
(B) analyze office workflow and recommend modifications for improvement in 
routine procedures; 
(C) identify the processes required to successfully operate different 
departments of a business; and 
(D) compare different business operations and practices to determine 
productivity levels. 
(2) The student develops skills necessary to address a changing business 
environment. The student is expected to: 
(A) design a performance evaluation instrument; and 
(B) identify legislation applicable to human resource management.
(3) The student analyzes the changing nature of business. The student is 
expected to: 
(A) determine the impact of the changing social demands of employees on 
businesses locally, nationally, and internationally; 
(B) analyze the impact of technology on business; 
(C) evaluate the relationship of population migration, cultural diversity, and 
family demographics; 
(D) analyze past and current modifications to United States business practices 
caused by global resources and competition; and 
(E) describe the evolution of employment legislation due to the changing 
composition of the workforce. 
(4) The student explains the concepts of integrity as related to the business 
environment. The student is expected to: 
(A) determine definitions of business ethics and confidentiality;
(B) compares honest and dishonest business practices; 
(C) analyze the effects of unethical practices on a business, on consumers, and 
on employees; 
(D) identify ethical considerations resulting from technological advances; 
(E) relate the historical impact of unethical practices and governmental 
regulations; and 
(F) identify ethical considerations of workplace politics.
(5) The student appraises the economic and social benefits of a well-designed 
workplace conducive to employee well-being and productivity. The student is 
expected to: 
(A) research the relationship between morale, productivity, and absenteeism; 
(B) research the requirements for an ergonomically-sound work environment; 
(C) identify the consequences of the use of controlled substances on the 
workplace; and 
(D) observe a work environment and recommend modifications for a more 
ergonomically- sound workplace. 
(6) The student balances employee privacy rights with employer obligations to 
provide a safe working environment. The student is expected to: 
(A) review safety and security policy statements of various companies; 
(B) research and provide evidence of a local company's compliance to safety and 
security policies; and 
(C) discuss the pros and cons of drug testing, background investigation, and 
criminal record investigation. 
(7) The student creates and carries out a business plan that results in a long-
term project involving time sensitive activities. The student is expected to: 
(A) develop a company vision and mission statement; 
(B) contrast management and leadership styles and develop a personal philosophy 
of management; 
(C) perform human resources responsibilities, for example, staffing, motivating, 
evaluating, and terminating employees; 
(D) perform financial functions, for example, secure capital, select risk 
management programs, design a budget, and develop records management and credit 
systems using current technology; 
(E) perform marketing functions, for example, marketing concepts, product life 
cycle, product and service distribution channels, purchasing system, pricing 
procedures, and advertising program; 
(F) perform supervisory functions, for example, develop recycling program, plans 
and conducts meetings, develop policy and procedures manuals, constructs 
organizational charts, explains staff interrelationships, and organizes work 
teams using appropriate technology; and 
(G) perform business communication functions intended for external and internal 
audiences, identify communication barriers, resolve conflicts, develop liaisons 
with other organizations within the community, and identify benefits of 
community involvement. 

sec.120.47.Business Ownership (One-Half Credit). 
(a) General requirements. This course is recommended for students in Grades 10-
12. 
(b) Introduction. Students recognize, evaluate, and prepare for a rapidly 
evolving global business environment that requires flexibility and adaptability. 
Students implement personal and interpersonal skills to strengthen individual 
performance in the workplace and in society and to make a successful transition 
to the workforce and/or postsecondary education. Students develop a foundation 
in the economical, financial, technological, international, social, and ethical 
aspects of business to become competent consumers, employees, and entrepreneurs. 
Students incorporate a broad base of knowledge that includes the legal, 
managerial, marketing, financial, ethical, and international dimensions of 
business to make appropriate business decisions. 
(c) Knowledge and skills. 
(1) The student demonstrates an understanding of economic principles. The 
student is expected to: 
(A) identify the economic principles inherent in the United States Constitution 
and other historical documents; 
(B) distinguish among economic resources, for example, natural, human, and 
capital; 
(C) compare the economic impact of business ventures in capitalist, socialist, 
and communist countries; 
(D) identify the economic advancement opportunities available within each 
economy; 
(E) balance economic responsibilities with economic rights and protections; and 
(F) analyze the impact of cultural differences on consumer choices and behavior. 
(2) The student develops skills necessary to address a changing business 
environment. The student is expected to: 
(A) identify a business problem, determines alternative solutions, and justifies 
a required change; 
(B) design, conduct, and analyze a survey to identify business trends; 
(C) determine the need and foundation of change management;
(D) identify needed interpersonal skills; 
(E) research opportunities for professional self-improvement;
(F) identify resources for life-long learning opportunities;
(G) design an instrument and conducts a performance evaluation; and 
(H) design and make a presentation on change management using appropriate 
technology. 
(3) The student illustrates components of productivity. The student is expected 
to: 
(A) identify and assess human resources needed in a competitive environment; 
(B) describe the benefits of an ergonomically-sound workplace, for example, 
wellness, productivity, and morale; and 
(C) relate the interaction of people and technology. 
(4) The student determines the options for the organization of a business and 
its operation. The student is expected to: 
(A) research possible entrepreneurial opportunities; 
(B) identify different organizational structures available to an entrepreneur; 
(C) evaluate and choose a business location; 
(D) generate sources of various types of capital; 
(E) formulate financial projections necessary for a business startup; 
(F) adhere to proper legal, tax, and accounting principles;
(G) identify work tasks and develop job descriptions; and
(H) develop appropriate risk management strategies. 
(5) The student formulates a marketing strategy for a business start-up. The 
student is expected to: 
(A) develop a business vision and mission statement; 
(B) write and orally defends a business plan for the startup of a business using 
electronic presentation tools; 
(C) generalize the economic and business principles upon which business 
decisions are based; 
(D) create a customer profile; 
(E) develop strategies to deal with identified competition;
(F) develop a product strategy; 
(G) develop a pricing strategy; 
(H) develop a distribution plan; 
(I) develop an advertising campaign; and 
(J) develop a customer retention plan. 

sec.120.48.Telecommunications and Networking (One-Half to One Credit).
(a) General requirements. The recommended prerequisite for this course is 
Business Computer Information Systems I. This course is recommended for students 
in Grades 10-12. 
(b) Introduction. Students apply technical skills to address business 
applications of emerging technologies. Students incorporate a broad base of 
knowledge that includes the legal, managerial, marketing, financial, ethical, 
and international dimensions of business to make appropriate business decisions. 
(c) Knowledge and skills. 
(1) The student complies with ethical and legal standards for networking and 
telecommunications. The student is expected to: 
(A) analyze the global security issues involved with data communications; 
(B) define and identify unethical practices such as hacking, phone fraud, on-
line piracy, and data vandalism; 
(C) evaluate issues related to privacy, depersonalization, and government 
control of telecommunications; and 
(D) identify the potential benefits and problems for the future of 
telecommunications. 
(2) The student assesses the development and impact of telecommunications. The 
student is expected to: 
(A) identify the elements of communication; 
(B) define telecommunications; 
(C) analyze the impact of global telecommunications on business and society; and 
(D) identify applications of data communication. 
(3) The student analyzes various types and components of networks. The student 
is expected to: 
(A) analyze various types and components of networks used in industries, such 
as: 
(i) airlines; 
(ii) banking; 
(iii) investment services; and 
(iv) credit card services; and 
(B) describe characteristics of networks; 
(C) distinguish between public and private networks; 
(D) describe the characteristics of a local area network and a wide area 
network; 
(E) compare the advantages and disadvantages of networking;
(F) list common networking protocols and describe their functions;
(G) create a folder or hierarchical structure for the storing and organizing of 
data on network(s); 
(H) list common types of network cabling; 
(I) distinguish between coaxial, twisted-pair, and fiber-optic cable; and 
(J) identify the factors that might affect performance in a network environment. 
(4) The student defines communications systems. The student is expected to: 
(A) identify and describe the different components of the telecommunications 
industry; 
(B) identify and explain various types of on-line services;
(C) identify the basic components of any communications systems;
(D) identify the types of communications hardware and explain their functions 
and use; and 
(E) analyze the changing nature of the telecommunications industry. 
(5) The student accesses, navigates, and applies on-line services with 
appropriate supervision. The student is expected to:
(A) participate in electronic mail/listserve discussion groups;
(B) exhibit ability to use usenet newsgroups; 
(C) search on-line services to investigate electronic business practices; 
(D) search and retrieve information; and 
(E) demonstrate file compression or decompression. 
(6) The student creates, edits, and installs web pages with appropriate 
supervision. The student is expected to: 
(A) identify the components of effective web page organization;
(B) create documents using the Hypertext Markup Language (HTML); and 
(C) maintain a web page, electronic bulletin board, or other emerging technology 
system. 

sec.120.49.Word Processing Applications (One-Half to One Credit).
(a) General requirements. The prerequisite for this course is Keyboarding, one-
half credit or equivalent, as described in sec.120.26(a) of this title (relating 
to Keyboarding (One-Half to One Credit)). The recommended prerequisite for this 
course is Business Computer Information Systems I. This course is recommended 
for students in Grades 10-12. 
(b) Introduction. Students apply technical skills to address business 
applications of emerging technologies. Students enhance reading, writing, 
computing, communications, and reasoning skills and apply them to the business 
environment. 
(c) Knowledge and skills. 
(1) The student prepares business documents using effective communications. The 
student is expected to: 
(A) interpret and follow directions to produce documents;
(B) demonstrate proficiency in business English, spelling, and proofreading; 
(C) identify and apply correct format for business correspondence and documents; 
and 
(D) demonstrate concepts and processes to employ the appropriate steps in 
document production. 
(2) The student improves level of proficiency in producing complex business 
documents. The student is expected to: 
(A) refine work habits; and 
(B) improve techniques, speed, and accuracy in document production.
(3) The student solves problems using document processing skills. The student is 
expected to: 
(A) identify criteria for selection and evaluation of word processing software; 
(B) make decisions concerning placement, format, and priority of completion; 
(C) produce business correspondence, such as manuscripts, tables, reports, legal 
documents, and business forms; and 
(D) produce a variety of business documents under timed situations.
(4) The student develops advanced word processing skills. The student is 
expected to: 
(A) perform advanced word processing functions, such as: 
(i) creating newspaper-style columns; 
(ii) inserting section breaks; 
(iii) creating templates; 
(iv) selecting styles; 
(v) applying autoformatting; 
(vi) utilizing borders and shading; 
(vii) defining page setup; 
(viii) converting document formats; 
(ix) searching files; 
(x) creating macros; 
(xi) addressing envelopes; 
(xii) creating labels; 
(xiii) utilizing mail merge; and 
(xiv) customizing the desktop, by using toolbars, menus, and shortcut keys; and 
(B) import existing spreadsheet and database data into word processing 
documents; and 
(C) apply layout and design concepts in desktop publishing, including: 
(i) graphics; 
(ii) fonts; 
(iii) text boxes; 
(iv) frames; and 
(v) tables. 
(5) The student develops the technology and social skills necessary to work in 
an office environment. The student is expected to: 
(A) develop human relation skills for working in a team environment;
(B) create and present a visual and oral report using text and graphics; 
(C) prepare and distribute personalized correspondence using mail merge and 
electronic mail; 
(D) complete advanced word processing tasks by utilizing documentation prepared 
by the software manufacturer; 
(E) relate the social ramifications of computer applications to privacy, values, 
and ethics; and 
(F) enhance overall office productivity by responsible use of computer systems. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706434
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER D.Comprehensive or Work Based, High School
19 TAC sec.sec.120.61-120.66
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum. 

sec.120.61.Implementation of Texas Essential Knowledge and Skills for Business 
Education, Comprehensive or Work Based, High School. 
The provisions of Chapter 120, Subchapters B-E, shall supersede sec.75.70 of 
this title (relating to Business Education) and sec.75.87 of this title 
(relating to Office Education) beginning September 1, 1998. 

sec.120.62.Accounting II (One-Half to Three Credits). 
(a) General requirements. 
(1) Students may be awarded one-half to one credit for successful completion of 
this comprehensive course. The prerequisite for this course is Accounting I and 
the recommended prerequisite for this course is Business Computer Information 
Systems I. This course is recommended for students in Grades 10-12. 
(2) Students may be awarded one to three credits for successful completion of 
this course if in a laboratory or cooperative instructional setting. The 
prerequisite for this course is Accounting I and the recommended prerequisite 
for this course is Business Computer Information Systems I. The workplace 
competencies will be added to the course content by the teacher. This course is 
recommended for students in Grades 11-12. 
(b) Introduction. Students implement personal and interpersonal skills to 
strengthen individual performance in the workplace and in society and to make a 
successful transition to the workforce and/or postsecondary education. Students 
apply technical skills to address business applications of emerging 
technologies. Students develop a foundation in the economical, financial, 
technological, international, social, and ethical aspects of business to become 
competent consumers, employees, and entrepreneurs. Students enhance reading, 
writing, computing, communications, and reasoning skills and apply them to the 
business environment. 
(c) Knowledge and skills. 
(1) The student analyzes forms of business organizations. The student is 
expected to: 
(A) identify the characteristics of business organizations, for example, 
proprietorship, partnership, corporation, limited liability corporation, limited 
liability partnership, and non-profit organizations; 
(B) compare the advantages and disadvantages of the types of business 
organizations; and 
(C) apply related accounting procedures to the different types of business 
organizations. 
(2) The student applies the basic accounting concepts to perform advanced 
accounting procedures. The student is expected to: 
(A) apply related accounting procedures to the different types of business 
organizations; 
(B) apply related accounting procedures to the formation, dissolution, and 
liquidation of businesses; 
(C) apply related accounting procedures to the division of profits and losses; 
(D) apply related accounting procedures to the organization of capital stock; 
(E) apply related accounting procedures to determine taxes, dividends, and 
retained earnings; 
(F) apply related accounting procedures to the purchase and sale of bonds; 
(G) apply related accounting procedures to budgeting and control;
(H) apply related accounting procedures to financial reporting;
(I) differentiate between the basics of a cash-basis accounting system and an 
accrued-basis accounting system; 
(J) calculate the cost of inventory on hand using appropriate inventory 
calculation methods; 
(K) compile data and prepare local, state, and federal tax reports; 
(L) implement cost accounting procedures for manufacturing accounting; 
(M) record transactions using a voucher system; and 
(N) design a budgetary control system. 
(3) The student applies accounting knowledge when making business decisions. The 
student is expected to: 
(A) determine management costs control; 
(B) determine cost-volume-profit relationships; 
(C) make pricing decisions that utilize cost data; 
(D) follow and analyze the fluctuation of specific stocks; and 
(E) follow and interpret a selected financial market. 
(4) The student identifies and researches career opportunities in accounting. 
The student is expected to: 
(A) identify the responsibilities for various accounting positions by 
interviewing or shadowing accountants; 
(B) research career paths in private and public accounting; and 
(C) determine the requirements for accounting licensure examinations.
(5) The student employs productivity skills as they apply to accounting. The 
student is expected to: 
(A) develop time management skills in setting priorities and locating 
information about methods and materials needed to complete a task;
(B) solve accounting problems by using spreadsheet and/or specialized accounting 
software; 
(C) make decisions using appropriate accounting concepts; and 
(D) demonstrate the concepts of integrity and confidentiality as they relate to 
the accounting profession.

sec.120.63.Administrative Procedures.(One to Three Credits) 
(a) General requirements. 
(1) Students may be awarded one to three credits for successful completion of 
this course. The prerequisite for this course is Keyboarding, one-half credit or 
equivalent, as described in sec.120.26(a) of this title (relating to Keyboarding 
(One-Half to One Credit)). This course is recommended for students in Grades 11-
12. The knowledge and skills described in subsection (c) of this section 
comprise the content for the laboratory or cooperative instructional setting. 
(2) For specialization in legal administrative procedures, students may meet the 
additional content described in subsection (d) of this section. 
(3) For specialization in medical administrative procedures, students may meet 
the additional content described in subsection (e) of this section. 
(b) Introduction. Students implement personal and interpersonal skills to 
strengthen individual performance in the workplace and in society and to make a 
successful transition to the workforce and/or postsecondary education. Students 
apply technical skills to address business applications of emerging 
technologies. Students develop a foundation in the economical, financial, 
technological, international, social, and ethical aspects of business to become 
competent consumers, employees, and entrepreneurs. Students enhance reading, 
writing, computing, communications, and reasoning skills and apply them to the 
business environment. Students incorporate a broad base of knowledge that 
includes the legal, managerial, marketing, financial, ethical, and international 
dimensions of business to make appropriate business decisions. 
(c) Knowledge and skills. 
(1) The student communicates effectively. The student is expected to: 
(A) demonstrate basic writing skills through assigned tasks;
(B) demonstrate effective communication techniques when placing and receiving 
telephone calls, including conference calls; 
(C) demonstrate the ability to compose and record appropriate voice mail 
messages; 
(D) demonstrate the ability to listen by writing summaries of meetings, 
presentations, and oral conversations; 
(E) demonstrate the ability to give instructions by writing the procedure for 
completing a simple task; 
(F) identify and demonstrate ways to improve communication in organizations; and 
(G) develop and exhibit an assertive, non-aggressive communication style. 
(2) The student identifies procedures involved in delivering information and 
products. The student is expected to: 
(A) identify classes of mail; 
(B) identify available delivery services; 
(C) identify shipping and packaging requirements; 
(D) compare costs of various delivery services; and 
(E) select and defend an appropriate delivery service. 
(3) The student identifies career opportunities in office occupations. The 
student is expected to: 
(A) assess personal marketability; and 
(B) identify appropriate employment opportunities and those emerging through 
technology by analyzing established resources. 
(4) The student evaluates office support responsibilities. The student is 
expected to: 
(A) schedule meetings and appointments; 
(B) identify appropriate manual and electronic aids to help maintain a calendar; 
(C) exhibit initial customer contact skills; 
(D) plan and organize meetings and conferences; 
(E) make travel arrangements, both national and international; and 
(F) prepare agendas. 
(5) The student prepares for professional advancement. The student is expected 
to: 
(A) evaluate and compare employment options, for example, salary, benefits, and 
perquisites; 
(B) demonstrate proper interview techniques in various situations; and 
(C) complete job search procedures. 
(6) The student applies principles of effective human relations skills. The 
student is expected to: 
(A) demonstrate professional qualities including positive attitude, loyalty, and 
diplomacy; 
(B) demonstrate professionalism through personal appearance, neatness of work 
area, and correctness of completed tasks; 
(C) identify and demonstrate skills needed to maintain effective work relations 
with colleagues; 
(D) demonstrate a respect for individual differences; 
(E) apply tact in handling criticism, disagreement, or disappointment; and 
(F) explain the concepts of integrity and confidentiality as related to the 
office environment. 
(7) The student practices productivity skills as they apply to the office 
environment. The student is expected to: 
(A) follow oral and written instructions; 
(B) apply technology to enhance time management skills in setting priorities for 
completing work as scheduled; 
(C) make decisions using appropriate office procedures; 
(D) apply manual and electronic methods to perform office procedures; and 
(E) relate the concepts of integrity and confidentiality to the office 
environment. 
(8) The student maintains office systems. The student is expected to: 
(A) establish an office supplies inventory and purchasing schedule; 
(B) prepare an inventory record of hardware, software, furniture, and equipment 
and performs updates on records; 
(C) adhere to maintenance and repair schedules as well as suggested care of 
office equipment, for example, computers, printers, and photocopiers; and 
(D) conduct a needs assessment, for example, evaluates the need for purchasing 
new equipment, software, and telecommunications systems.
(9) The student produces business documents using current and emerging 
technology. The student is expected to: 
(A) identify and classify document creation software; 
(B) input data using the touch system; 
(C) produce business documents using word-processing, database, and spreadsheet 
software; 
(D) correct and print a business document; 
(E) perform business calculations using spreadsheet software; and 
(F) produce a business report containing text and graphics.
(10) The student manages information. The student is expected to: 
(A) maintain a professional reading file; 
(B) develop and maintain a system of electronic and manual filing; 
(C) develop and maintain a tickler file; 
(D) establish and maintain a system for document and information storage and 
retrieval; 
(E) establish and maintain files of addresses and telephone numbers; and 
(F) organize and produce a database to organize business information.
(11) The student performs financial functions for an office. The student is 
expected to: 
(A) calculate answers to problems using addition, subtraction, multiplication, 
division, percentages, and decimals; 
(B) manage cash fund accounts, for example, petty cash and cash advance; 
(C) prepare and post check records; 
(D) prepare bank deposits; 
(E) reconcile bank statements; 
(F) determine budgetary requirements for office supplies and equipment; 
(G) monitor an office budget; 
(H) complete purchase requisitions; 
(I) complete vouchers for payment; and 
(J) research emerging technology to automate the financial functions of an 
office. 
(12) The student utilizes employability skills to gain a position in a company. 
The student is expected to: 
(A) identify employment opportunities and completes job search procedures, for 
example, resumes, job applications, and W-4 forms; 
(B) demonstrate proper interview techniques; and 
(C) create appropriate documents, for example, application and thank you 
letters. 
(13) The student identifies skills and attributes necessary for professional 
advancement. The student is expected to: 
(A) evaluate and compare employment options, for example, salaries, benefits, 
and perquisites; and 
(B) demonstrate proper interview techniques in various situations.
(14) The student develops skills for successful transition to the workplace. The 
student is expected to: 
(A) explain importance of and models appropriate dress, hygiene, and demeanor 
for the work assignment; 
(B) demonstrate dependability, punctuality, and initiative;
(C) exhibit productive work habits and attitudes; 
(D) demonstrate the ability to work with the other employees to promote the 
organization and complete assigned tasks; 
(E) prioritize work to fulfill responsibilities and meet deadlines; and 
(F) identify and rank tangible and intangible rewards of work.
(15) The student applies work ethics, job expectations, multicultural 
considerations, and communication skills in the workplace. The student is 
expected to: 
(A) illustrate how personal integrity affects human relations on the job; 
(B) demonstrate characteristics of successful working relationships, for 
example, teamwork, self-control, and ability to accept criticism; 
(C) analyze employer expectations; 
(D) demonstrate a respect for the rights of others; 
(E) communicate effectively via oral, written, and electronic channels; 
(F) identify ethical standards; and 
(G) compare organizational policies and procedures. 
(16) The student evaluates office support responsibilities. The student is 
expected to: 
(A) schedule meetings and appointments; 
(B) identify appropriate calendaring methods; 
(C) exhibit initial customer contact skills; 
(D) prepare agendas; 
(E) plan and organize meetings, for example, a student organization meeting; and 
(F) make travel arrangements. 
(17) The student applies word processing technology. The student is expected to: 
(A) identify customary styles of business documents; 
(B) input data using the touch system; 
(C) demonstrate basic writing techniques; 
(D) produce business documents; 
(E) edit a variety of written documents; and 
(F) identify technologies that enhance or replace the touch system of data 
entry. 
(18) The student applies spreadsheet technology. The student is expected to: 
(A) perform correct mathematical processes; and 
(B) solve a variety of business problems including budget (personal and 
business), payroll, inventory, invoices, balance sheets, and profit and loss 
statements. 
(19) The student applies desktop publishing technology. The student is expected 
to: 
(A) identify technologies available for desktop publishing;
(B) identify customary standards and styles of desktop publishing; and 
(C) create publications importing text and graphics. 
(d) Subset knowledge and skills for legal administrative procedures.
(1) The student demonstrates proficiency in personal and professional 
communication. The student is expected to: 
(A) research and reference supplementary issues and information;
(B) demonstrate active listening through oral and written feedback; 
(C) distinguish communicated fact from opinion by identifying key words; 
(D) interpret nonverbal communication by various activities; and 
(E) provide instructions by writing the procedure for completing a specific 
task. 
(2) The student employs the concepts of integrity and confidentiality as related 
to the legal environment. The student is expected to: 
(A) perform duties and responsibilities common to a law office;
(B) identify current terminology related to the legal profession and to 
technology; 
(C) identify social implications as related to the legal industry;
(D) identify the major issues and technological developments related to the 
legal industry and technology; 
(E) analyze the effects of unethical practices on a business; and 
(F) analyze the effects of unethical practices on clients.
(3) The student demonstrates concepts and skills necessary to function 
productively in a law office. The student is expected to: 
(A) perform duties and responsibilities common to a law office;
(B) identify current terminology related to the legal profession and to 
technology; 
(C) identify social implications as related to the legal industry;
(D) identify the major issues and technological developments related to the 
legal industry and technology; 
(E) describe the ethical and legal issues resulting from the computer 
revolution; and 
(F) identify privacy issues involved with electronic data storage. 
(4) The student demonstrates concepts and skills necessary for use of word 
processing software, equipment, and tools to produce documents related to the 
legal office. The student is expected to: 
(A) demonstrate keyboarding, formatting, and proofreading, using word processing 
and grammar checking software and automated spellcheck and thesaurus; 
(B) apply correct format for general and legal correspondence and documents; 
(C) apply page layout techniques to desktop publishing documents; and 
(D) compose and prepare effective legal communications using the document 
production cycle. 
(5) The student demonstrates concepts and skills related to information 
management and control of legal documents. The student is expected to: 
(A) manage records manually by applying terminology and procedures for indexing, 
coding, and filing alphabetically; and 
(B) demonstrate procedures for managing computerized information.
(6) The student demonstrates concepts and skills related to effective 
communication and production of legal documents. The student is expected to: 
(A) demonstrate proficiency in business usage of the English language, spelling, 
grammar, punctuation, and proofreading; 
(B) demonstrate proficiency in machine transcription; 
(C) apply proper business telephone etiquette techniques; and 
(D) recognize classes of business mail, special mailing services, and procedures 
for handling incoming and outgoing mail, for example, electronic mail, United 
States Postal Service, and express delivery services. 
(e) Subset knowledge and skills for medical administrative procedures. 
(1) The student demonstrates proficiency in personal and professional 
communication. The student is expected to: 
(A) research and reference supplementary issues and information;
(B) demonstrate active listening through oral and written feedback; 
(C) distinguish communicated fact from opinion by identifying key words; 
(D) interpret nonverbal communication by various activities; and 
(E) write procedural instructions for completing a specific task. 
(2) The student employs the concepts of integrity and confidentiality as related 
to the medical environment. The student is expected to: 
(A) define medical ethics; 
(B) define honest and dishonest business practices; 
(C) identify ethical considerations resulting from technological advances; 
(D) analyze the effects of unethical practices on a medical practice; and 
(E) analyze the effects of unethical practices on patients.
(3) The student demonstrates concepts and skills necessary to function 
productively in a medical office. The student is expected to: 
(A) perform duties and responsibilities common to a medical office; 
(B) identify current terminology related to the medical profession and to 
technology; 
(C) identify the prefixes, suffixes, and root words as related to the medical 
field; 
(D) identify social implications as related to the medical industry; 
(E) identify the major issues and technological developments related to the 
medical industry and technology; 
(F) describe the ethical and legal issues resulting from the computer 
revolution; and 
(G) identify privacy issues involved with electronic data storage. 
(4) The student demonstrates concepts and skills necessary for using word 
processing software, equipment, and tools to produce documents related to the 
medical office. The student is expected to: 
(A) demonstrate keyboarding, formatting, and proofreading, using word processing 
and grammar checking software and automated spellcheck and thesaurus; 
(B) apply correct format for general and medical correspondence and documents; 
(C) apply page layout techniques to desktop publishing documents; and 
(D) compose and prepare effective medical communications using the document 
production cycle. 
(5) The student demonstrates concepts and skills related to information 
management and control of medical documents. The student is expected to: 
(A) manage records manually by applying terminology and procedures for indexing, 
coding, and filing alphabetically; and 
(B) demonstrate procedures for managing manual records and computerized 
information. 
(6) The student demonstrates concepts and skills related to effective 
communication and production of medical documents. The student is expected to: 
(A) demonstrate proficiency in business usage of the English language, spelling, 
grammar, punctuation, and proofreading; 
(B) demonstrate proficiency in machine transcription; 
(C) model proper business telephone etiquette techniques; and 
(D) recognize classes of business mail, special mailing services, and procedures 
for handling incoming and outgoing mail, for example, electronic mail, United 
States Postal Service, and express delivery services. 
(7) The student demonstrates concepts and skills related to processing medical 
insurance. The student is expected to: 
(A) demonstrate the procedures for entering and tracking government claims; and 
(B) demonstrate the procedures for entering and tracking private carrier claims.

sec.120.64.Business Computer Information Systems II (One-Half to Three Credits).
(a) General requirements. 
(1) Students may be awarded one-half to one credit for successful completion of 
this comprehensive course. The recommended prerequisite for this course is 
Business Computer Information Systems I. This course is recommended for students 
in Grades 10-12. 
(2) Students may be awarded one to three credits for successful completion of 
this course if in a laboratory or cooperative instructional setting. The 
recommended prerequisite for this course is Business Computer Information 
Systems I. This course is recommended for students in Grades 11-12. The 
workplace competencies may be added to the course content by the teacher. 
(b) Introduction. Students recognize, evaluate, and prepare for a rapidly 
evolving global business environment that requires flexibility and adaptability. 
Students implement personal and interpersonal skills to strengthen individual 
performance in the workplace and in society and to make a successful transition 
to the workforce and/or postsecondary education. Students analyze the social 
responsibility of business and industry regarding the significant issues 
relating to the environment, ethics, health, safety, and diversity in society 
and in the workplace. Students apply technical skills to address business 
applications of emerging technologies. Students develop a foundation in the 
economical, financial, technological, international, social, and ethical aspects 
of business to become competent consumers, employees, and entrepreneurs. 
Students enhance reading, writing, computing, communications, and reasoning 
skills and apply them to the business environment. 
(c) Knowledge and skills. 
(1) The student develops skills necessary to address a changing business 
environment. The student is expected to: 
(A) design, conduct, and analyze a survey to identify business trends and 
changes; and 
(B) identify a business problem, determine alternative solutions, and defend a 
recommendation. 
(2) The student develops skills for successful transition to the workplace. The 
student is expected to: 
(A) exhibit productive work habits and attitudes; 
(B) prioritize work to fulfill responsibilities and meet deadlines;
(C) demonstrate characteristics for successful working relationships, for 
example, give and receive criticism, and exercise self-control. 
(3) The student appraises the components of productivity. The student is 
expected to: 
(A) plan projects considering time and resource management utilizing current and 
emerging technologies; 
(B) identify the requirements for an ergonomically-sound work environment; and 
(C) identify tasks necessary to complete a job. 
(4) The student examines employment opportunities in various business 
environments. The student is expected to: 
(A) describe the impact of technological change on computer information systems 
positions and the resulting need for life-long learning and retraining; 
(B) evaluate employment packages by studying various business options, 
including: 
(i) cafeteria plan; 
(ii) individual retirement plan (IRA); 
(iii) tax sheltered annuities; 
(iv) retirement; 
(v) commission; 
(vi) benefits; and 
(vii) transportation assistance; and 
(C) research employment opportunities in the field of computer information 
systems; and 
(D) prepare a personal portfolio for employment purposes, including: 
(i) letters of application; 
(ii) resumes; 
(iii) reference sheets; and 
(iv) examples of achievement. 
(5) The student relates concepts of integrity and confidentiality to the 
business environment. The student is expected to: 
(A) analyze the effects of ethical practices on a business; and 
(B) analyze the risks of a breach of confidentiality. 
(6) The student analyzes and implements appropriate technology as tools to 
address business needs. The student is expected to:
(A) select and apply appropriate technology as tools to address business needs; 
(B) research emerging information systems tools; 
(C) perform specific tasks using appropriate specialized hardware and software; 
(D) format and produce business documents for mailing, including:
(i) merged mail, lists, and reports; 
(ii) integrated financial reports; 
(iii) payroll reports; and 
(iv) technical reports; and 
(E) research and develop a business project incorporating data imported from 
various sources; and 
(F) select and apply technology to process and manipulate text, graphics, and 
other images. 
(7) The student applies a presentation system. The student is expected to: 
(A) identify standards and styles of multimedia presentations;
(B) identify guidelines for using graphics, sound, and video objects in text 
documents and presentations; 
(C) integrate multimedia functions into text documents; and
(D) prepare documents and presentations using the appropriate medium. 
(8) The student designs solutions to mathematical business problems using 
spreadsheet technology. The student is expected to:
(A) recognize and apply lookup tables, built-in functions, macros, and advanced 
charts and graphs; 
(B) determine the uses of spreadsheets with currencies other than the dollar 
based on current market value; 
(C) create and interpret financial statements, including:
(i) comparisons and projections; 
(ii) predictions and forecasts; 
(iii) trend analysis; and 
(iv) charts and graphs; and 
(D) produce a future-value, investment-analysis worksheet, including: 
(i) macros; 
(ii) what-if assumptions; and 
(iii) advanced functions. 
(9) The student follows procedures of data management. The student is expected 
to: 
(A) design a database to solve business problems; and 
(B) research multiple databases to develop a sales forecast presentation. 
(10) The student exchanges information via telecommunications software with 
appropriate supervision. The student is expected to: 
(A) exhibit correct telecommunications ethics and etiquette;
(B) develop guidelines for using on-line services; and 
(C) research world-wide information via telecommunications, including: 
(i) cyberpals; 
(ii) global surveys; and 
(iii) research. 
(11) The student applies a publishing system. The student is expected to: 
(A) identify technologies available for publishing documents;
(B) adhere to established standards and styles of publishing; and 
(C) publish documents, including: 
(i) instructional manuals; 
(ii) employment portfolios; 
(iii) multiple-page newsletters; and 
(iv) business brochures. 
(12) The student analyzes computer operating systems and emerging technologies. 
The student is expected to: 
(A) select operating systems, environments, and utilities appropriate to 
specific hardware and software; 
(B) apply operating systems commands; 
(C) import, export, and merge data stored in different formats; and 
(D) research emerging operating systems. 
(13) The student identifies the concepts of a computer network. The student is 
expected to: 
(A) research options for connecting one computer to another; and 
(B) access data storage and output devices using a network.
(14) The student demonstrates procedures for maintaining the security of 
computerized information. The student is expected to: 
(A) research controls for information systems facilities, data, communications, 
and applications appropriate to specific risks; 
(B) research law and legislation concerning electronic security breeches; and 
(C) apply procedures used to restart and recover from situations such as system 
failure and computer virus. 

sec.120.65.Business Computer Programming (One-Half to Three Credits).
(a) General requirements. 
(1) Students may be awarded one-half to one credit for successful completion of 
this comprehensive course. The recommended prerequisites for this course are 
Keyboarding, one-half credit or equivalent, as described in sec.120.26(a) of 
this title (relating to Keyboarding (One-Half to One Credit)), and Business 
Computer Information Systems I. This course is recommended for students in 
Grades 10-12. 
(2) Students may be awarded one to three credits for successful completion of 
this course if in a laboratory or cooperative instructional setting. The 
recommended prerequisites for this course are Keyboarding, one-half credit or 
equivalent, as described in sec.120.26(a) of this title (relating to Keyboarding 
(One-Half to One Credit)), and Business Computer Information Systems I. This 
course is recommended for students in Grades 11-12. Workplace competencies will 
be added to the course content by the teacher. 
(b) Introduction. Students implement personal and interpersonal skills to 
strengthen individual performance in the workplace and in society and to make a 
successful transition to the workforce and/or postsecondary education. Students 
analyze the social responsibility of business and industry regarding the 
significant issues relating to the environment, ethics, health, safety, and 
diversity in society and in the workplace. Students apply technical skills to 
address business applications of emerging technologies. Students develop a 
foundation in the economical, financial, technological, international, social, 
and ethical aspects of business to become competent consumers, employees, and 
entrepreneurs. Students enhance reading, writing, computing, communications, and 
reasoning skills and apply them to the business environment. 
(c) Knowledge and skills. 
(1) The student identifies employment opportunities in various business 
environments. The student is expected to: 
(A) identify positions and career paths in the field of computer information 
systems, for example, programmer, and system analyst; 
(B) identify common tasks performed by computer information systems workers; and 
(C) research education, experience, skills, and personal requirements for 
careers in computer information systems. 
(2) The student differentiates the concepts of integrity and confidentiality as 
related to technology in the business environment. The student is expected to: 
(A) define business ethics; 
(B) define honest and dishonest business practices; and 
(C) analyze the effects of unethical practices on a business.
(3) The student analyzes programming languages and operating systems. The 
student is expected to: 
(A) identify the types and levels of programming languages and operating 
systems; 
(B) identify emerging languages and operating systems; 
(C) identify the functions and features of different languages and operating 
systems; and 
(D) select language and operating systems appropriate to specific hardware and 
software. 
(4) The student solves problems using different types and levels of programming 
languages. The student is expected to: 
(A) illustrate the use of various types of languages and operating systems; 
(B) interpret source and object codes; 
(C) solve business programming applications using appropriate software; 
(D) produce business programs using structured coding with appropriate style and 
clarity of expression; 
(E) develop code with correct and efficient use of constant and variable data; 
(F) develop code with correct and efficient use of sequential, conditional, and 
repetitive control structures; 
(G) demonstrate skill in testing for program correctness using effective coding, 
design, and test data; 
(H) compare computed results with estimated results to determine the 
reasonableness of the solutions; 
(I) recognize, describe, and predict patterns of data; 
(J) troubleshoot technological problems; and 
(K) import, export, and merge data stored in different formats.
(5) The student solves problems using analytical techniques. The student is 
expected to: 
(A) organize ideas through thematic webbing, idea-mapping, outlining, 
pseudocoding, and other techniques; 
(B) identify and describe various structured analysis and design methodologies; 
and 
(C) analyze a problem by formulating a structured approach.
(6) The student applies procedures for maintaining the security of computerized 
information. The student is expected to: 
(A) identify risks to information systems facilities, data, communications 
systems, and applications; 
(B) identify federal and state legislation pertaining to computer crime, fraud, 
and abuse; 
(C) identify and select controls for information systems facilities, data, 
communications, and applications appropriate to specific risks; and
(D) apply procedures used to restart and recover from situations such as system 
failure and computer virus.

sec.120.66.International Business (One-Half to Three Credits).
(a) General requirements. 
(1) Students may be awarded one-half to one credit for successful completion of 
this comprehensive course. The recommended prerequisite for this course is 
Business Computer Information Systems I. This course is recommended for students 
in Grades 10-12. 
(2) Students may be awarded one to three credits for successful completion of 
this course if in a laboratory or cooperative instructional setting. The 
recommended prerequisite for this course is Business Computer Information 
Systems I. This course is recommended for students in Grades 11-12. The 
workplace competencies will be added to the course content by the teacher. 
(b) Introduction. Students implement personal and interpersonal skills to 
strengthen individual performance in the workplace and in society and to make a 
successful transition to the workforce and/or postsecondary education. Students 
apply technical skills to address business applications of emerging 
technologies. Students develop a foundation in the economical, financial, 
technological, international, social, and ethical aspects of business to become 
competent consumers, employees, and entrepreneurs. Students enhance reading, 
writing, computing, communications, and reasoning skills and apply them to the 
business environment. 
(c) Knowledge and skills. 
(1) The student identifies employee rights and protections afforded by law. The 
student is expected to: 
(A) identify an employee's right to work in other countries by examining 
international affirmative action laws and laws restricting d iscriminations;
(B) identify international practices pertaining to safety in the workplace; and 
(C) research an employee's right to organize and participate in a union in other 
countries. 
(2) The student generates domestic and international travel plans. The student 
is expected to: 
(A) identify sources from which to purchase tickets; 
(B) select appropriate options for lodging accommodations; and 
(C) plan a trip to a foreign country, considering social and language 
differences, currency exchange, passport acquisition, time differences, and 
immunization requirements. 
(3) The student explores multicultural business opportunities utilizing 
international resources. The student is expected to: 
(A) explore issues involved in living and working abroad;
(B) compare the social roles of various subgroups in different countries; 
(C) explain effects of regional and global economics on educational and career 
opportunities; 
(D) analyze government employment opportunities; 
(E) research educational programs relating to international business study; and 
(F) summarize personnel policies of multinational firms. 
(4) The student analyzes employability skills to obtain successful employment 
with a company. The student is expected to:
(A) assess personal international marketability; 
(B) identify appropriate employment opportunities abroad;
(C) evaluate international employment options, for example, salaries, benefits, 
perquisites; and 
(D) generate an orientation manual for people preparing to live and work in a 
foreign country. 
(5) The student exchanges information via telecommunications software, for 
example, electronic mail, images, remote bulletin board access, and access of 
on-line information services with appropriate supervision. The student is 
expected to: 
(A) evaluate and select most appropriate telecommunications methods for a given 
situation; 
(B) practice proper etiquette when using telecommunications;
(C) evaluate the role of interpreters and translators in conducting 
international business; and 
(D) send and receive information via telecommunications technology.
(6) The student determines options for the organization of an international 
business and its operation. The student is expected to:
(A) analyze the formation and structure of a functioning international business; 
(B) contrast steps required in forming different types of international business 
organizations; 
(C) identify legal responsibility for the acts (civil and criminal) of the 
business organization; 
(D) determine financial requirements and resources required to organize and 
operate businesses in foreign markets; 
(E) evaluate joint venture options for different types of business products or 
services; 
(F) evaluate the risks and rewards of entrepreneurship unique to international 
business; 
(G) formulate a proposal justifying the selection of a country for trade within 
a specific industry; and 
(H) propose strategies justifying the selection of a country for production of a 
particular product. 
(7) The student identifies the roles of marketing in international business 
activities. The student is expected to: 
(A) research international consumer activity and prepare a feature and benefit 
analysis for a variety of consumer products and services;
(B) select international, consumer product, transportation, service, and 
presentation options; 
(C) select procurement procedures to accommodate the manufacturing and 
distribution plan, for example, maquiladoras (twin plant operation);
(D) outline an effective foreign advertising campaign; 
(E) document the return on international marketing activities by providing a 
cost-benefit analysis; and 
(F) identify the issues affecting marketing in international trade. 
(8) The student researches the impact of international trade on domestic and 
global economy. The student is expected to: 
(A) survey the experiences of companies that have entered the international 
arena; 
(B) determine the extent and options of a company desiring to enter the 
international arena; 
(C) identify advertising media used in foreign markets, for example, newspaper, 
radio, television, Internet, and magazine; 
(D) contrast home-country, host-country considerations involved in any 
international transaction; 
(E) analyze the influence of political, social, and cultural factors affecting 
products or services in foreign markets; 
(F) relate the historical events that have affected international business; 
(G) predict influence of foreign trade on a nation's taxation policy and duties; 
(H) determine the effects of international currency exchange, foreign exchange 
markets, investments, banking and finance, economic policies, and tariff 
policies on international business; 
(I) survey import and export procedures and documents needed for international 
business; 
(J) survey the role and responsibility of United States Customs Service, Federal 
Drug Administration, United States Department of Agriculture, Department of 
Transportation, Federal Communications Commission, Environmental Protection 
Agency, Small Business Administration, United States Agency for International 
Development, Department of Commerce, Federal Trade Commission, United States 
Export Import Bank, World Bank, and Overseas Private Investment Corporation; 
(K) relate the effects of geography, time zones, work days, resources, and 
natural harbors on international business; 
(L) appraise the purpose and impact of trade sanctions, military acts, 
environmental concerns, and non-tariff trade barriers on international business; 
(M) consider a product index to identify a specific product in various countries 
by different product names; 
(N) relate effects of copyrights and trademarks and intellectual property rights 
on international business; and 
(O) recognize the impact illegal products have on United States businesses. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706435
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER E.Research Based, High School
19 TAC sec.120.81, sec.120.82
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.120.81.Implementation of Texas Essential Knowledge and Skills for Business 
Education, Research Based, High School.
The provisions of Chapter 120, Subchapter B-E, shall supersede sec.75.70 of this 
title (relating to Business Education) and sec.75.87 of this title (relating to 
Office Education) beginning September 1, 1998.

sec.120.82.Business Education Independent Study (One-Half to One Credit).
(a) General requirements. The recommended prerequisites are any two business 
courses in the student's career concentration area. This course is recommended 
for students in Grade 12. 
(b) Introduction. Students apply technical skills to address business 
applications of emerging technologies. Students enhance reading, writing, 
computing, communications, and reasoning skills and apply them to the business 
environment. 
(c) Knowledge and skills. 
(1) The student solves problems using analytical techniques. The student is 
expected to: 
(A) identify a problem that requires research, for example, a business issue, a 
feasibility study, and a product evaluation; 
(B) investigate the issues associated with the problem; 
(C) collect primary data (interviews, surveys, observations) and secondary data 
(printed materials, Internet information); 
(D) evaluate alternative solutions; and 
(E) determine the most appropriate solution. 
(2) The student demonstrates proficiency in communicating on a professional 
level. The student is expected to: 
(A) express thoughts logically and sequentially in preparing a formal report; 
(B) interpret and present quantitative data in graph format within the report; 
(C) present the findings of the study in a presentation to the appropriate 
individuals, for example, business, chamber of commerce, city council, school 
board, teachers, and mentors; and 
(D) prepare visuals and handouts to support the presentation.
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706436
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

CHAPTER 121.Texas Essential Knowledge and Skills for Health Science Technology 
Education
The Texas Education Agency (TEA) adopts new sec.sec.121.1-121.5, 121.11-121.15, 
121.21-121.26, 121.31, and 121.32, concerning health science technology 
education. The new sections are adopted with changes to the proposed text as 
published in the February 28, 1997, issue of the Texas Register (22 TexReg 
2119). The new sections establish the essential knowledge and skills for the 
following four systems in health science technology education: (1) therapeutic; 
(2) diagnostic; (3) informational; and (4) environmental. The new sections are 
necessary to ensure that students throughout the state have access to the 
enrichment curricula. The provisions of these sections shall supersede sec.75.84 
of this title (relating to Health Occupations Education) beginning September 1, 
1998. 
The Texas Education Code organizes the required curriculum into two types: the 
foundation curriculum and the enrichment curriculum. As specified in 
legislation, the essential knowledge and skills of the enrichment curriculum 
serve as guidelines to school districts in providing instruction. In doing so, 
some districts may incur costs for professional development and equipment. These 
potential costs cannot be estimated. 
Members of the public expressed concern about adoption of a certificate of 
initial mastery. Neither the Texas essential knowledge and skills (TEKS) nor any 
other rule contains reference to, promotes, or establishes a certificate of 
initial mastery. 
The following changes have been made since the sections were proposed. Several 
editorial changes were made throughout the sections to include the number of 
credit(s) provided from each course. 
Since filing of the proposed sections, legal counsel has advised that since the 
sections serve as guidelines for instruction, language containing or implying 
mandates on school districts should be stricken and replaced with more 
permissive language where necessary. The term "shall" appeared in some content 
areas in the following types of circumstances: (1) in the amount of course 
credit to be awarded to a student for successful completion of a course; (2) in 
some career and technology courses in references to workplace and other 
competencies; and (3) in statements regarding the date of implementation of the 
provisions for each subchapter.
The term "capstone" in career and technology education courses has been replaced 
with the term "independent study" to clarify language. The career and technology 
education courses consist of an in-depth study of a business/industry that is of 
particular interest to a student. 
Several individuals who testified at the public hearing held on March 4, 1997, 
stated that the career and technology education essential knowledge and skills 
contain references to the skills and competencies identified by the Secretary's 
Commission on Achieving Necessary Skills (SCANS) and thus reflect federal 
influence. TEA staff has carefully reviewed the sections being adopted for 
evidence of SCANS skills and competencies. The sections being adopted do not 
contain specific references to SCANS; however, the sections do contain skills 
and competencies that are among those recommended by the commission. The 
curriculum writing teams, members of the SBOE Review Committee, and others who 
had suggested strengthening the TEKS drafts expressed a strong belief that some 
skills and competencies identified by the SCANS commission are an essential part 
of an effective curriculum. 
In subsection (b)(3) of sec.sec.121.12-121.15, the term "real world" has been 
replaced with the term "physical world." 
In subsection (c)(3) of sec.sec.121.12-121.15, the phrase "in a real-world 
context" was removed based on concerns with the language. 
The following comments were received regarding adoption of the new sections.
Issue: terminology. 
Comment. A member of the Health Science writing team requested that the term 
"knows" in sec.121.2(c)(2), sec.121.3(c)(7), sec.121.4(c)(7), sec.121.5(c)(4), 
sec.121.23(c)(4), sec.121.24(c)(4), sec.121.25(c)(4), and sec.121.32(c)(3) be 
replaced with the term "understands." 
Agency Response. The agency disagrees with this comment. The term "knows" is 
appropriate for the knowledge and skill statements in this section based on it 
being measurable. 
General Comments. 
Comment. A member of the National Science Foundation commented that he felt that 
the initial basic understanding statements were much stronger and clearer than 
the shorter, condensed statements. 
Agency Response. The board-approved format does not include basic 
understandings.
Issue: course liabilities and terminology.
Comment. A school district commented that many activities are dangerous without 
adequate controls, especially in Medical Microbiology. The purpose of this 
course was questioned. Phrases such as "self-esteem and "knowing how to learn" 
are vague. 
Agency Response. Students can receive science credit for completing Medical 
Microbiology. The one-semester course is optional for districts to offer and 
would have the same or higher safety standards as all science courses. The term 
"self-esteem" in not found in the Health Science TEKS. Furthermore, "knowing how 
to learn" is important because the medical field is constantly changing, and 
continuing education is necessary to maintain a professional license. 
Issue: appropriateness of performance descriptions and how to measure. 
Comment. An individual commented against performance descriptions related to 
caring for the resident environment and caring for the dying resident.
Agency Response. No changes to the proposed sections are recommended. 
Comment. An individual questioned offering Gerontology in Grade 10 and stated 
that the course only leads to entry-level employment with minimum salary. 
Agency Response. No changes to the proposed sections are recommended based on 
agency wanting to give districts more flexibility. 
Comment. An individual questioned the ability of a teacher to measure words such 
as "sensitivity training", "coping skills", "values", "group dynamics", and 
"cultural diversity." 
Agency Response. Words such as "sensitivity training", "values", and "cultural 
diversity" have been removed following earlier TEKS drafts. 

SUBCHAPTER A.Coherent Sequence, High School
19 TAC sec.sec.121.1-121.5
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.121.1.Implementation of Texas Essential Knowledge and Skills for Health 
Science Technology Education, Coherent Sequence.
The provisions of this chapter shall supersede sec.75.84 of this title (relating 
to Health Occupations Education) beginning September 1, 1998. 

sec.121.2.Introduction to Health Science Technology (One-Half to One Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. 
(1) To pursue a career in health care, students should know how to learn, 
reason, think critically, make decisions, solve problems, and communicate 
effectively. Students should understand that quality health care depends on the 
ability to work well with others. 
(2) The health care industry is comprised of diagnostic, therapeutic, 
informational, and environmental systems that function individually and 
collaboratively to provide comprehensive health care. Students should understand 
the employment opportunities, technology, and safety requirements of each 
system. Students are expected to learn the knowledge and skills necessary to 
pursue a health career through further education and/or employment. 
(3) Professional integrity in health care is dependent on acceptance of ethical 
and legal responsibilities. Students are expected to understand their ethical 
and legal responsibilities, limitations, and the implications of their actions. 
(c) Knowledge and skills. 
(1) The student applies math, science, English language arts, and social studies 
in health science. The student is expected to: 
(A) add, subtract, multiply, and divide rational numbers in health-related 
problems; 
(B) apply data from tables, charts, and graphs to estimate and find solutions to 
health-related problems; 
(C) organize, write, and compile ideas into reports and summaries;
(D) make contributions relevant to topics in group discussions;
(E) survey and research the historical significance of health care; 
(F) describe the impact of health services on the economy;
(G) identify age and cultural influences that have impacted contemporary aspects 
of health care delivery; 
(H) identify human needs according to Maslow's Hierarchy of Human Needs; 
(I) describe the stages of development related to the life span; and 
(J) identify the concepts of health and wellness through the life span. 
(2) The student knows ethical behavior standards and legal responsibilities of 
health care professionals. The student is expected to: 
(A) compare published professional codes of ethics; 
(B) identify responsible and ethical behavior; 
(C) identify ethical issues related to health care delivery;
(D) describe the consequences of breech of confidentiality;
(E) research and describe laws governing the health care industry; and 
(F) differentiate between malpractice and negligence. 
(3) The student knows characteristics of a health care worker. The student is 
expected to: 
(A) describe personal characteristics of a health care worker from the 
perspective of a consumer; and 
(B) select effective health and wellness routines for health care workers, 
including stress management. 
(4) The student knows the importance of the health care team in providing client 
care. The student is expected to: 
(A) explain the concept of teaming to provide quality health care; and 
(B) explain the role of professional organizations in the preparation and 
governance of credentialed health care workers. 
(5) The student knows the leadership skills necessary to function in a 
democratic society. The student is expected to: 
(A) identify traits of a leader; and 
(B) demonstrate skills, characteristics, and responsibilities of leaders and 
group members. 
(6) The student identifies the systems related to health occupations. The 
student is expected to: 
(A) review health careers within the therapeutic, diagnostic, informational, and 
environmental systems; 
(B) identify the collaborative role of team members between systems to deliver 
quality health care; and 
(C) identify technology utilized in each of the four systems.
(7) The student knows the systems that finance health care in a free enterprise 
society. The student is expected to: 
(A) compare and contrast hospice, health maintenance organizations, preferred 
provider organizations, and other care providers; 
(B) research and describe escalating health care costs and identify individual 
responsibility in cost containment; and 
(C) research and describe industry efforts in cost containment, energy 
conservation, and accountability practices. 
(8) The student uses technology to access, process, and retrieve information. 
The student is expected to: 
(A) utilize keyboarding skills to access, process, and retrieve information; and 
(B) describe technology applications in the health care industry. 

sec.121.3.Health Science Technology I (One to Two Credits).
(a) General requirements. This course is recommended for students in Grades 9-
12. The recommended prerequisites for this course are Introduction to Health 
Science Technology and Biology, as a prerequisite or concurrent enrollment. 
(b) Introduction. 
(1) To pursue a career in health care, students should know how to learn, 
reason, think critically, make decisions, solve problems, and communicate 
effectively. Students should understand that quality health care depends on the 
ability to work well with others. 
(2) The health care industry is comprised of diagnostic, therapeutic, 
informational, and environmental systems that function individually and 
collaboratively to provide comprehensive health care. Students should understand 
the employment opportunities, technology, and safety requirements of each 
system. Students are expected to learn the knowledge and skills necessary to 
pursue a health career through further education and/or employment. 
(3) Professional integrity in health care is dependent on acceptance of ethical 
and legal responsibilities. Students are expected to understand their ethical 
and legal responsibilities, limitations, and the implications of their actions. 
(c) Knowledge and skills. 
(1) The student applies math, science, English language arts, and social studies 
in health science. The student is expected to: 
(A) convert units between systems of measurements; 
(B) use measurement functions for client assessment; 
(C) interpret technical material related to health care; 
(D) demonstrate use of precise language to clearly communicate ideas; 
(E) plan and prepare effective oral presentations; 
(F) describe biological and chemical processes that maintain homeostasis; 
(G) identify principles of body mechanics and movement; 
(H) analyze forces and the effects of movement, torque, tension, and elasticity 
on the human body; 
(I) analyze the impact of local, state, and national government on the health 
care industry; and 
(J) compare and contrast strategies used by various cultures to solve problems 
related to health. 
(2) The student knows verbal and nonverbal communication skills. The student is 
expected to: 
(A) identify components of effective communication; 
(B) identify barriers to effective communication; 
(C) evaluate the use of verbal and nonverbal language in a variety of health 
care scenarios; 
(D) adapt communication to the needs of the individual in a diverse society; 
(E) develop communication skills that are responsive rather than reactive; 
(F) accurately interpret, transcribe, and communicate medical vocabulary; and 
(G) demonstrate use of appropriate telecommunications technology.
(3) The student documents and archives client records. The student is expected 
to: 
(A) review the structure and composition of client records;
(B) compile and record client data; and 
(C) demonstrate the ability to chart and graph. 
(4) The student knows professional characteristics as defined by the health care 
industry. The student is expected to: 
(A) identify professional characteristics of health care providers; and 
(B) describe employer expectations such as communication, organizational skills, 
and productive work habits. 
(5) The student knows career options and the preparation necessary for 
employment in the health care industry. The student is expected to: 
(A) locate, evaluate, and interpret career options and employment information; 
(B) demonstrate the procedures necessary to seek and secure employment; 
(C) demonstrate step-by-step procedures for problem solving;
(D) predict the impact of career decisions; and 
(E) anticipate and adapt to changing employment situations.
(6) The student knows the skills necessary to maintain employment. The student 
is expected to: 
(A) identify employer expectations of punctuality, attendance, and time 
management; 
(B) identify industry safety standards; and 
(C) demonstrate appropriate actions in emergency situations.
(7) The student knows ethical behavior standards and legal responsibilities. The 
student is expected to: 
(A) recognize ethical behavior standards; 
(B) identify ethical considerations resulting from technological advances; 
(C) describe the effects of unethical practices on consumers;
(D) demonstrate the principles of confidentiality; 
(E) identify legal requirements and scope of practice for students in health 
care delivery; 
(F) recognize noncompliance and its effects; and 
(G) identify issues related to malpractice, negligence, and liability. 
(8) The student knows client's rights and choices. The student is expected to: 
(A) evaluate situations related to client autonomy; 
(B) review documentation related to client's rights and choices; and 
(C) develop awareness of age, cultural, and religious diversity as it relates to 
client care. 
(9) The student identifies the leadership skills necessary to function in a 
democratic society. The student is expected to:
(A) demonstrate leadership skills for goal setting and team building; and 
(B) demonstrate the ability to conduct effective meetings according to Robert's 
Rules of Order, Newly Revised 
(10) The student uses standard precautions to control the spread of infection. 
The student is expected to: 
(A) identify the cycle of the infectious process; 
(B) identify guidelines of standard precautions; and 
(C) demonstrate skills related to infection control. 
(11) The student knows the importance of maintaining a safe environment and 
eliminating hazardous situations. The student is expected to: 
(A) identify regulatory agencies such as Occupational Safety and Health 
Administration (OSHA) and Food and Drug Administration (FDA);
(B) identify legislation that mandates an employer's obligation to provide a 
safe workplace; 
(C) identify fire prevention and safety practices; 
(D) recognize hazardous materials and situations; 
(E) demonstrate safe use of chemicals and equipment; 
(F) identify, demonstrate, and practice principles of body mechanics; and 
(G) practice personal and client safety. 
(12) The student knows the technology utilized in the diagnostic, therapeutic, 
informational, and environmental systems. The student is expected to: 
(A) identify equipment utilized in each of the four systems;
(B) utilize appropriate equipment in the delivery of health care services; and 
(C) recognize and report equipment malfunctions. 
(13) The student demonstrates multi-competent health care worker knowledge and 
skills. The student is expected to: 
(A) assess client status and accurately determine vital signs;
(B) move, lift, and transport clients safely; 
(C) manage client hygiene; 
(D) monitor client nutrition; 
(E) respond to emergencies appropriately; 
(F) demonstrate skills related to activities of daily living;
(G) demonstrate skills associated with rehabilitative care such as range of 
motion, positioning, and ambulation; 
(H) evaluate techniques in dealing with stressful situations, such as trauma and 
death and dying; 
(I) demonstrate skills in caring for the dying patient; 
(J) manage client information appropriately; and 
(K) evaluate environmental management procedures. 
(14) The student uses technology to access, process, and retrieve information. 
The student is expected to: 
(A) enhance keyboarding skills and correspond using electronic messages; 
(B) identify the processes for collection and dissemination of health care data; 
and 
(C) predict changes in technology.

sec.121.4.Health Science Technology II (Two to Four Credits).
(a) General requirements. This course is recommended for students in Grades 11-
12. Recommended prerequisites for this course are Health Science Technology I, 
Biology, and Chemistry. 
(b) Introduction. 
(1) To pursue a career in health care, students should know how to learn, 
reason, think critically, make decisions, solve problems, and communicate 
effectively. Students should understand that quality health care depends on the 
ability to work well with others. 
(2) The health care industry is comprised of diagnostic, therapeutic, 
informational, and environmental systems that function individually and 
collaboratively to provide comprehensive health care. Students should understand 
the employment opportunities, technology, and safety requirements of each 
system. Students are expected to learn the knowledge and skills necessary to 
pursue a health career through further education and/or employment. 
(3) Professional integrity in health care is dependent on acceptance of ethical 
and legal responsibilities. Students are expected to understand their ethical 
and legal responsibilities, limitations, and the implications of their actions. 
(c) Knowledge and skills. 
(1) The student applies math, science, English language arts, and social studies 
in health science. The student is expected to: 
(A) perform mathematical calculations appropriate to work-based learning 
situations; 
(B) use measurement functions in multiple-step conversion problems; 
(C) communicate medical terminology; 
(D) express ideas in writing and develop skills in documentation;
(E) interpret complex technical material related to health care; 
(F) use multiple methods of presenting information, such as client teaching; 
(G) assess biological and chemical processes that maintain homeostasis; 
(H) associate the disease process with changes in homeostasis;
(I) identify the changes in structure and function due to trauma and disease; 
(J) research and describe community health care resources; and 
(K) research and describe the role of an international society in the prevention 
and containment of disease. 
(2) The student uses verbal and non-verbal communication skills. The student is 
expected to: 
(A) use language appropriate to the situation; 
(B) evaluate client's' ability to understand communication;
(C) identify language barriers and select alternative methods of communication; 
(D) adapt communication to accommodate individual needs; 
(E) practice verbal and nonverbal skills when communicating with persons with 
hearing and vision loss; and 
(F) utilize telecommunication technology with appropriate supervision. 
(3) The student documents and archives data. The student is expected to: 
(A) retrieve information from client records; 
(B) report client information according to facility protocol; and 
(C) review and summarize technical reports. 
(4) The student knows career options and the preparation necessary for 
employment in the health care industry. The student is expected to: 
(A) research and describe specific health careers; 
(B) demonstrate procedures to gain employment; 
(C) identify entrepreneurship opportunities in the free enterprise system; and 
(D) practice personal finance management. 
(5) The student solves problems and makes decisions. The student is expected to: 
(A) demonstrate step-by-step procedures for problem solving;
(B) predict the impact of decisions on client care; and 
(C) demonstrate appropriate response to emergency situations.
(6) The student knows the knowledge and skills necessary to maintain employment. 
The student is expected to: 
(A) comply with specific industry standards related to safety and substance 
abuse; 
(B) fulfill attendance and punctuality expectations; 
(C) articulate understanding of assignment; 
(D) utilize medical vocabulary specific to the health care setting; 
(E) apply principles of time management when performing tasks; and 
(F) fulfill industry expectations related to professional conduct. 
(7) The student knows ethical behavior standards and legal responsibilities. The 
student is expected to: 
(A) identify ethical dilemmas such as Do Not Resuscitate (DNR);
(B) comply with ethical behavior standards; 
(C) comply with industry standards of confidentiality; 
(D) comply with protocol of the health care setting; 
(E) comply with legal requirements and function within the designated scope of 
practice; and 
(F) comply with the client's Bill of Rights. 
(8) The student knows the leadership skills necessary to function in a 
democratic society. The student is expected to: 
(A) identify leadership skills of health care professionals;
(B) research and describe the role of professional organizations in maintaining 
standards; 
(C) participate in group dynamics; 
(D) identify consensus-building techniques; 
(E) use problem-solving skills to resolve conflicts; 
(F) identify procedures for due process; and 
(G) use parliamentary procedure to conduct meetings. 
(9) The student uses standard precautions to control the spread of infection. 
The student is expected to: 
(A) comply with standard precautions; and 
(B) practice prescribed techniques to prevent nosocomial infections.
(10) The student maintains a safe environment to prevent hazardous situations. 
The student is expected to: 
(A) identify and practice fire prevention according to facility protocol; 
(B) maintain personal and client safety; 
(C) apply principles of body mechanics to minimize personal and client injury; 
(D) observe and report unsafe conditions; and 
(E) follow protocol related to hazardous materials and situations.
(11) The student knows wellness strategies for the prevention of disease. The 
student is expected to: 
(A) research and describe wellness strategies for the prevention of disease; 
(B) identify the availability of health screenings and examinations; and 
(C) research and describe alternative health practices and therapies. 
(12) The student demonstrates skills in monitoring client health status during 
therapeutic and diagnostic procedures. The student is expected to: 
(A) observe client during care and procedures; 
(B) accurately measure and report client vital signs and other indicators of 
health status; and 
(C) record client health status according to facility protocol.
(13) The student follows the steps of diagnostic procedural set-ups. The student 
is expected to: 
(A) identify and collect appropriate supplies and equipment necessary for a 
procedure; 
(B) explain procedure to the client; 
(C) maintain and calibrate equipment to monitor quality; and
(D) report abnormal results and take action. 
(14) The student demonstrates information management skills. The student is 
expected to: 
(A) use technology to access, process and retrieve information with appropriate 
supervision; 
(B) perform admission, discharge, and transfer functions;
(C) accurately complete a variety of informational forms; and 
(D) perform data entry skills to process client information.
(15) The student maintains a clean and healthy environment. The student is 
expected to: 
(A) monitor, observe, and report unsafe environmental conditions;
(B) prevent the spread of pathogens by cleaning, disinfecting, or sterilizing; 
(C) maintain a sanitary food service environment and practice proper food 
handling procedures; 
(D) conform to Occupational Safety and Health Administration (OSHA) standards 
and other regulatory guidelines; and 
(E) practice recycling and waste management for containment costs and 
environmental protection. 
(16) The student demonstrates knowledge and skills specific to an occupational 
system. The student is expected to: 
(A) know information specific to occupational areas; and 
(B) perform occupationally-specific skills according to industry standards. 
(17) The student identifies equipment used in the health care industry. The 
student is expected to: 
(A) identify electronic equipment used in diagnostic, therapeutic, 
informational, and environmental systems; 
(B) use appropriate equipment in the delivery of health care services; and 
(C) demonstrate problem-solving skills to repair, maintain, and operate 
equipment consistent with level of training. 

sec.121.5.Health Science Technology III (One to Two Credits).
(a) General requirements. This course may be offered for one or two semesters. 
This course is recommended for students in Grades 11-12. The recommended 
prerequisite for this course is Health Science Technology II. 
(b) Introduction. 
(1) To pursue a career in health care, students should know how to learn, 
reason, think critically, make decisions, solve problems, and communicate 
effectively. Students should understand that quality health care depends on the 
ability to work well with others. 
(2) The health care industry is comprised of diagnostic, therapeutic, 
informational, and environmental systems that function individually and 
collaboratively to provide comprehensive health care. Students should understand 
the employment opportunities, technology, and safety requirements of each 
system. Students are expected to learn the knowledge and skills necessary to 
pursue a health career through further education and/or employment. 
(3) Professional integrity in health care is dependent on acceptance of ethical 
and legal responsibilities. Students are expected to understand their ethical 
and legal responsibilities, limitations, and the implications of their actions. 
(c) Knowledge and skills. 
(1) The student applies math, science, English language arts, and social 
sciences in health science. The student is expected to: 
(A) interpret data from various sources to make conclusions;
(B) compile information from a variety of sources to create a technical report; 
(C) research, write, and present a technical report; 
(D) plan, prepare, and deliver a presentation; 
(E) identify the environmental factors that affect homeostasis;
(F) observe and relate anatomical structure to physiological functions; 
(G) identify atypical anatomy and physiology; 
(H) use the scientific method to prepare clinical case studies;
(I) compare and contrast community health issues of the United States with other 
countries; and 
(J) compare and contrast various health care reform plans.
(2) The student uses verbal and non-verbal communication skills. The student is 
expected to: 
(A) accurately describe observations and procedures related to client care; 
(B) demonstrate advanced communication skills to provide quality client care; 
and 
(C) identify barriers to communication and take measures to minimize their 
effects. 
(3) The student knows the knowledge and skills necessary to maintain employment. 
The student is expected to: 
(A) monitor and evaluate his/her own performance to ensure continuous 
improvement; 
(B) adjust career goals based on personal interests and clinical experiences; 
(C) describe the steps necessary for entrepreneurship in a free enterprise 
system; 
(D) identify and follow procedures for advancement, resignation, or relocation; 
(E) transfer knowledge and skills to new situations and apply problem-solving 
strategies; 
(F) demonstrate proficiency in medical terminology; and 
(G) update skills to enhance employability. 
(4) The student knows ethical behavior standards and legal responsibilities. The 
student is expected to: 
(A) practice ethical behavior standards; 
(B) comply with industry standards of confidentiality; 
(C) comply with protocol and legal requirements and perform within the 
designated scope of practice; and 
(D) review court cases related to professional liability and ethics. 
(5) The student knows the importance of functioning as a health care team 
member. The student is expected to: 
(A) participate in team teaching; 
(B) refine consensus-building techniques; 
(C) manage conflicts using peer mediation, problem-solving, and negotiation 
skills; and 
(D) identify leadership opportunities in the community. 
(6) The student maintains a safe environment to prevent hazardous situations. 
The student is expected to: 
(A) comply with standard precautions; 
(B) teach principles of body mechanics to others; 
(C) develop a fire prevention plan; 
(D) respond to emergency situations consistent with level of training; 
(E) participate in a disaster drill; and 
(F) comply with regulatory standards and guidelines. 
(7) The student demonstrates multi-competent health care worker knowledge and 
skills. The student is expected to: 
(A) identify knowledge and skills that are transferable among occupations; 
(B) predict client's needs for follow-up or alternative care;
(C) update skills to enhance employability; and 
(D) identify emerging technologies in the health care industry.
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706437
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER B.Scientific, High School
19 TAC sec.sec.121.11-121.15 
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.121.11.Implementation of Texas Essential Knowledge and Skills for Health 
Science Technology Education, Scientific.
The provisions of this chapter shall supersede sec.75.84 of this title (relating 
to Health Occupations Education) beginning September 1, 1998. 

sec.121.12.Scientific Research and Design (One Science Credit).
(a) General requirements. The prerequisite for this course is one unit of high 
school science. To receive credit in science, students must meet the 40% 
laboratory and fieldwork requirement identified in sec.74.3(b)(2)(C) of this 
title (relating to Description of a Required Secondary Curriculum). This course 
is recommended for students in Grade 11 or 12. 
(b) Introduction. 
(1) Science is a way of learning about the natural world. Students should know 
how science has built a vast body of changing and increasing knowledge described 
by physical, mathematical, and conceptual models, and that science may not 
answer all questions. 
(2) A system is a collection of cycles, structures, and processes that interact. 
Students should understand a whole in terms of its components and how these 
components relate to each other and to the whole. All systems have basic 
properties that can be described in terms of space, time, energy and matter. 
Change and constancy occur in systems and can be observed and measured as 
patterns. These patterns help to predict what will happen next and can change 
over time. 
(3) Investigations are used to learn about the natural world through 
questioning, observing and drawing conclusions. Students should understand that 
certain types of questions can be answered by investigations, and that 
conclusions and models built from these investigations change as new 
observations are made. Models of objects and events are tools for understanding 
the natural world and can show how systems work. They have limitations and, 
based on new discoveries, are constantly being changed to more closely reflect 
the physical world. 
(c) Knowledge and skills. 
(1) The student conducts laboratory investigations and fieldwork using safe, 
environmentally appropriate, and ethical practices. The student is expected to: 
(A) demonstrate safe practices during laboratory investigations and fieldwork; 
and 
(B) make wise choices in the conservation and use of resources and the disposal 
of materials. 
(2) The student identifies scientific methods used during fieldwork and 
laboratory investigations. The student is expected to:
(A) plan and implement investigative procedures including asking questions, 
formulating testable hypotheses, and selecting equipment and technology; 
(B) collect data by observing and measuring in various ways;
(C) organize, analyze, evaluate, make inferences, and predict trends from data; 
and 
(D) communicate valid conclusions. 
(3) The student uses critical thinking and scientific problem solving to make 
informed decisions. The student is expected to: 
(A) analyze, review, and critique hypotheses and theories as to their strengths 
and weaknesses using scientific evidence and information;
(B) make responsible choices in selecting everyday products and services using 
scientific information; 
(C) evaluate the impact of research on scientific thought, society, and the 
environment; and 
(D) gather information about future careers using a variety of sources. 
(4) The student knows how to formulate hypotheses to guide experimentation and 
data collection. The student is expected to:
(A) perform background research with respect to an investigative problem; and 
(B) examine hypotheses generated to guide a research process, evaluating the 
merits and feasibility of the hypotheses. 
(5) The student knows how to analyze published research. The student is expected 
to: 
(A) identify the scientific methodology used by a researcher;
(B) examine a prescribed research design and identify dependent and independent 
variables; 
(C) evaluate a prescribed research design to determine the purpose for each of 
the procedures performed; and 
(D) compare the relationship of the hypothesis to the conclusion.
(6) The student knows how to develop and implement investigative designs. The 
student is expected to: 
(A) interact and collaborate with scientific researchers and/or other members of 
the scientific community to complete a research project;
(B) identify and manipulate relevant variables within research situations; 
(C) use a control in an experimental process; and 
(D) design procedures to test hypotheses. 
(7) The student knows how to collect, organize, and evaluate qualitative and 
quantitative data obtained through experimentation. The student is expected to: 
(A) record observations and events as they occur within an investigation; 
(B) acquire, manipulate, and analyze data using equipment and technology; 
(C) construct data tables to organize information collected in an experiment; 
and 
(D) evaluate data using statistical methods to recognize patterns, trends, and 
proportional relationships. 
(8) The student knows how to synthesize valid conclusions from qualitative and 
quantitative data. The student is expected to: 
(A) synthesize conclusions supported by research data; 
(B) consider and communicate alternative explanations for observations and 
results; and 
(C) identify limitations within the research process and provide recommendations 
for additional research. 
(9) The student knows how to communicate conclusions clearly and concisely to an 
audience of professionals. The student is expected to: 
(A) construct charts, tables, and graphs in facilitating data analysis and in 
communicating experimental results clearly and effectively using technology; and 
(B) suggest alternative explanations from observations or trends evident within 
the data or from prompts provided by a review panel. 

sec.121.13.Anatomy and Physiology of Human Systems (One Science Credit).
(a) General requirements. The prerequisites for this course are Biology and 
Chemistry. To receive credit in science, students must meet the 40% laboratory 
and fieldwork requirement identified in sec.74.3(b)(2)(C) of this title 
(relating to Description of a Required Secondary Curriculum). This course is 
recommended for students in Grade 11 or 12. 
(b) Introduction. 
(1) Science is a way of learning about the natural world. Students should know 
how science has built a vast body of changing and increasing knowledge described 
by physical, mathematical, and conceptual models, and that science may not 
answer all questions. 
(2) A system is a collection of cycles, structures, and processes that interact. 
Students should understand a whole in terms of its components and how these 
components relate to each other and to the whole. All systems have basic 
properties that can be described in terms of space, time, energy and matter. 
Change and constancy occur in systems and can be observed and measured as 
patterns. These patterns help to predict what will happen next and can change 
over time. 
(3) Investigations are used to learn about the natural world through 
questioning, observing and drawing conclusions. Students should understand that 
certain types of questions can be answered by investigations, and that 
conclusions and models built from these investigations change as new 
observations are made. Models of objects and events are tools for understanding 
the natural world and can show how systems work. They have limitations and, 
based on new discoveries, are constantly being changed to more closely reflect 
the physical world. 
(c) Knowledge and skills. 
(1) The student conducts laboratory investigations and fieldwork using safe, 
environmentally appropriate, and ethical practices. The student is expected to: 
(A) demonstrate safe practices during laboratory investigations and in 
fieldwork; and 
(B) make wise choices in the conservation and use of resources and the disposal 
of materials. 
(2) The student uses scientific methods during fieldwork and laboratory 
investigations. The student is expected to: 
(A) plan and implement investigative procedures including asking questions, 
formulating testable hypotheses, and selecting equipment and technology; 
(B) make observations and measurements in collecting data in various ways; 
(C) organize, analyze, evaluate, make inferences, and predict trends from data; 
and 
(D) communicate valid conclusions. 
(3) The student uses critical thinking and scientific problem solving to make 
informed decisions. The student is expected to: 
(A) analyze, review, and critique hypotheses and theories as to their strengths 
and weaknesses using scientific evidence and information;
(B) make choices in selecting everyday products using scientific research 
findings; 
(C) evaluate the impact of research on scientific thought, society, and the 
environment; 
(D) gather information about future careers using a variety of sources; and 
(E) research and describe the history of science and contributions of 
scientists. 
(4) The student knows the energy needs of the human body and the processes 
through which these needs are fulfilled. The student is expected to: 
(A) analyze and explain the chemical reactions that provide energy for the body; 
(B) identify the means, including the structure and function of the digestive 
system, by which energy is processed and stored within the body; and 
(C) analyze the effects of energy deficiencies in malabsorption disorders such 
as diabetes, hypothyroidism, and Crohn's disease. 
(5) The student knows the responses of the human body to internal and external 
forces. The student is expected to: 
(A) interpret normal and abnormal contractility conditions such as in edema, 
glaucoma, aneurysms, and hemorrhage; 
(B) analyze and describe the effects of pressure, movement, torque, tension, and 
elasticity on the human body; 
(C) conduct an investigation to determine causes and effects of force variance, 
and communicate findings; 
(D) survey and report the uses of various diagnostic and therapeutic 
technologies; and 
(E) explain how coordination of muscles, bones, and joints allows movement of 
the body. 
(6) The student knows the body processes that maintain homeostasis. The student 
is expected to: 
(A) investigate and describe the integration of the chemical and physical 
processes, including equilibrium, temperature, pH balance, chemical reactions, 
passive and active transport, and biofeedback, that contribute to homeostasis; 
and 
(B) predict the consequences of the failure to maintain homeostasis.
(7) The student knows the electrical conduction processes and interactions. The 
student is expected to: 
(A) illustrate conduction systems such as nerve transmission or muscle 
stimulation; 
(B) research and describe the therapeutic uses and effects of external sources 
of electricity on the body system; and 
(C) evaluate the application of advanced technologies such as 
electroencephalogram (EEG), electrocardiogram (ECG), bionics, transcutaneous 
electrical nerve stimulation (TENS), and cardioversion. 
(8) The student knows the body's transport systems. The student is expected to: 
(A) analyze the physical, chemical, and biological properties of transport 
systems including circulatory, respiratory, and excretory; 
(B) identify and describe the factors that alter the normal functions of 
transport systems; and 
(C) compare the interactions among the transport systems.
(9) The student knows environmental factors that affect the human body. The 
student is expected to: 
(A) identify the effects of environmental factors, such as climate, pollution, 
radioactivity, chemicals, electromagnetic fields, pathogens, carcinogens, and 
drugs on body systems; and 
(B) research and evaluate measures to minimize harmful environmental factors on 
body systems. 
(10) The student knows how to compare anatomical structures to physiological 
functions. The student is expected to: 
(A) analyze the relationships between the anatomical structures and 
physiological functions of systems such as integumentary, reproductive, nervous, 
and digestive; 
(B) evaluate the cause and effect of disease, trauma and congenital defects on 
the structure and function of cells, tissues, organs, and systems;
(C) research and evaluate technological advances and limitations in the 
treatment of system disorders; and 
(D) identify characteristics of the aging process on body systems. 
(11) The student knows the process of reproduction, growth, and development. The 
student is expected to: 
(A) research and describe embryological development of tissues, organs, and 
systems; 
(B) identify the functions of the male and female reproductive systems; and 
(C) summarize the human development cycle.

sec.121.14.Medical Microbiology (One-Half Science Credit).
(a) General requirements. The prerequisites are Biology and Chemistry or Biology 
and concurrent enrollment in Chemistry. To receive credit in science, students 
must meet the 40% laboratory and fieldwork requirement identified in 
sec.74.3(b)(2)(C) of this title (relating to Description of a Required Secondary 
Curriculum). This course is recommended for students in Grade 11 or 12. 
(b) Introduction. 
(1) Science is a way of learning about the natural world. Students should know 
how science has built a vast body of changing and increasing knowledge described 
by physical, mathematical, and conceptual models, and that science may not 
answer all questions. 
(2) A system is a collection of cycles, structures, and processes that interact. 
Students should understand a whole in terms of its components and how these 
components relate to each other and to the whole. All systems have basic 
properties that can be described in terms of space, time, energy and matter. 
Change and constancy occur in systems and can be observed and measured as 
patterns. These patterns help to predict what will happen next and can change 
over time. 
(3) Investigations are used to learn about the natural world through 
questioning, observing and drawing conclusions. Students should understand that 
certain types of questions can be answered by investigations, and that 
conclusions and models built from these investigations change as new 
observations are made. Models of objects and events are tools for understanding 
the natural world and can show how systems work. They have limitations and, 
based on new discoveries, are constantly being changed to more closely reflect 
the physical world. 
(c) Knowledge and skills. 
(1) The student conducts laboratory investigations and fieldwork using safe, 
environmentally appropriate, and ethical practices. The student is expected to: 
(A) demonstrate safe practices in laboratory investigations and in fieldwork, 
including clinical settings, while complying with standard precautions; 
(B) make wise choices in the conservation and use of resources and the disposal 
of materials; and 
(C) identify regulatory agencies and comply with standards and guidelines. 
(2) The student uses scientific methods in fieldwork and laboratory 
investigations. The student is expected to: 
(A) plan and implement investigative procedures including but not limited to 
asking questions, formulating testable hypotheses, and selecting equipment and 
technology; 
(B) make observations and measurements in collecting data;
(C) organize, analyze, evaluate, make inferences, and predict trends from data; 
and 
(D) communicate valid conclusions. 
(3) The student uses critical thinking and scientific problem solving to make 
informed decisions. The student is expected to: 
(A) analyze, review, and critique hypotheses and theories as to their strengths 
and weaknesses using scientific evidence and information;
(B) make choices in selecting everyday products and services using scientific 
information; 
(C) evaluate the impact of research on scientific thought, society, and the 
environment; 
(D) gather information about future careers using a variety of sources; 
(E) solve calculations involving probability, dilutions, conversions, and 
exponential growth; 
(F) determine mass, volume, and density using measurement functions; and 
(G) research and describe the history of science and contributions of 
scientists. 
(4) The student knows the relationship between microbes and health maintenance. 
The student is expected to: 
(A) research and describe the historical development of microbiology as it 
relates to health care; 
(B) identify chemical processes of microorganisms; 
(C) identify the morphology and characteristics of microorganisms using a 
variety of microbiological techniques; 
(D) determine the factors required for microbial reproduction and growth; and 
(E) identify beneficial microbes that colonize the human body.
(5) The student knows the role of microbes in infectious diseases. The student 
is expected to: 
(A) research and describe the infectious process; 
(B) classify microorganisms using a dichotomous key; 
(C) identify diseases caused by bacteria, fungi, viruses, protozoa, rickettsias, 
and helminths; 
(D) identify the body's immune response and defenses against infection; and 
(E) evaluate the effects of anti-microbial agents.

sec.121.15.Pathophysiology (One-Half Science Credit). 
(a) General requirements. The prerequisites for this course are Biology, 
Chemistry, and Anatomy, and Physiology of Human Systems. To receive credit in 
science, students must meet the 40% laboratory and fieldwork requirement 
identified in sec.74.3(b)(2)(C) of this title (relating to Description of a 
Required Secondary Curriculum). This course is recommended for students in Grade 
11 or 12. 
(b) Introduction. 
(1) Science is a way of learning about the natural world. Students should know 
how science has built a vast body of changing and increasing knowledge described 
by physical, mathematical, and conceptual models, and that science may not 
answer all questions. 
(2) A system is a collection of cycles, structures, and processes that interact. 
Students should understand a whole in terms of its components and how these 
components relate to each other and to the whole. All systems have basic 
properties that can be described in terms of space, time, energy and matter. 
Change and constancy occur in systems and can be observed and measured as 
patterns. These patterns help to predict what will happen next and can change 
over time. 
(3) Investigations are used to learn about the natural world through 
questioning, observing and drawing conclusions. Students should understand that 
certain types of questions can be answered by investigations, and that 
conclusions and models built from these investigations change as new 
observations are made. Models of objects and events are tools for understanding 
the natural world and can show how systems work. They have limitations and, 
based on new discoveries, are constantly being changed to more closely reflect 
the physical world. 
(c) Knowledge and skills. 
(1) The student conducts laboratory investigations and fieldwork using safe, 
environmentally appropriate, and ethical practices. The student is expected to: 
(A) demonstrate safe practices during laboratory investigations and in 
fieldwork; and 
(B) make wise choices in the conservation and use of resources and the disposal 
of materials. 
(2) The student uses scientific methods in fieldwork and laboratory 
investigations. The student is expected to: 
(A) plan and implement investigative procedures including but not limited to 
asking questions, formulating testable hypotheses, and selecting equipment and 
technology; 
(B) make observations and measurements in collecting data;
(C) organize, analyze, evaluate, make inferences, and predict trends from data; 
and 
(D) communicate valid conclusions. 
(3) The student uses critical thinking and scientific problem solving to make 
informed decisions. The student is expected to: 
(A) analyze, review, and critique hypotheses and theories as to their strengths 
and weaknesses using scientific evidence and information;
(B) make responsible choices in selecting everyday products and services using 
scientific information; 
(C) evaluate the impact of research on scientific thought, society, and the 
environment; 
(D) gather information about future careers using a variety of sources; and 
(E) research and describe the history of science and contributions of 
scientists. 
(4) The student knows the mechanisms of pathology. The student is expected to: 
(A) identify biological and chemical processes at the cellular level; 
(B) analyze how the body attempts to maintain homeostasis when changes occur; 
(C) detect changes resulting from mutations and neoplasms by examining cells, 
tissues, organs, and systems; 
(D) identify factors that contribute to disease, such as age, gender, 
environment, lifestyles, and heredity; and 
(E) evaluate stages in the progression of disease. 
(5) The student knows the process of pathogenesis. The student is expected to: 
(A) identify pathogenic organisms using technology; 
(B) illustrate the stages of pathogenesis including incubation period, 
symptomatic period, and exacerbation or remission; 
(C) analyze the body's natural defense systems against infection such as 
barriers, the inflammatory response, and the immune response; and
(D) evaluate the effects of chemical agents, environmental pollution, and trauma 
on the disease process. 
(6) The student knows a variety of human diseases. The student is expected to: 
(A) research and report on the nature of diseases according to etiology, signs 
and symptoms, diagnosis, prognosis, and treatment options;
(B) research and report advanced technologies for the diagnosis and treatment of 
disease; 
(C) identify and describe congenital disorders and childhood diseases; and 
(D) research and explain how diseases affect multiple body systems. 
(7) The student knows the effects of disease prevention and control. The student 
is expected to: 
(A) evaluate public-health issues related to asepsis, isolation, immunization, 
and quarantine; 
(B) analyze the effects of stress and aging on the body; 
(C) evaluate treatment options for diseases; 
(D) research and describe diseases that threaten world health and propose 
intervention strategies; and 
(E) develop a plan for personal health and wellness.
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706438
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER C.Integrated Occupational, High School
19 TAC sec.sec.121.21-121.26
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum. 

sec.121.21.Implementation of Texas Essential Knowledge and Skills for Health 
Science Technology Education, Integrated Occupational. 
The provisions of this chapter shall supersede sec.75.84 of this title (relating 
to Health Occupations Education) beginning September 1, 1998. 

sec.121.22.Medical Terminology (One-Half Credit). 
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. 
(1) To pursue a career in health care, students should know how to learn, 
reason, think critically, make decisions, solve problems, and communicate 
effectively. Students should understand that quality health care depends on the 
ability to work well with others. 
(2) The health care industry is comprised of diagnostic, therapeutic, 
informational, and environmental systems that function individually and 
collaboratively to provide comprehensive health care. Students should understand 
the employment opportunities, technology, and safety requirements of each 
system. Students are expected to learn the knowledge and skills necessary to 
pursue a health career through further education and/or employment.
(3) Professional integrity in health care is dependent on acceptance of ethical 
and legal responsibilities. Students are expected to understand their ethical 
and legal responsibilities, limitations, and the implications of their actions. 
(c) Knowledge and skills. 
(1) The student knows the terminology related to health care. The student is 
expected to: 
(A) identify abbreviations, acronyms, and symbols; 
(B) identify the basic structure of medical words; 
(C) practice word-building skills; 
(D) research the origins of eponyms; 
(E) use directional terms and anatomical planes related to body structure; and 
(F) accurately spell and define occupationally specific terms relating to body 
systems, surgical and diagnostic procedures, diseases, and treatments. 
(2) The student knows how to communicate using the terminology applicable to the 
health care industry. The student is expected to: 
(A) use appropriate verbal and written strategies to meet the demands of the 
speaker, audience, purpose, and occasion; 
(B) correctly pronounce medical terms; 
(C) employ increasingly precise language to communicate; 
(D) evaluate the use of verbal and written language in a variety of health care 
scenarios; and 
(E) read and interpret technical material related to health care. 
(3) The student uses available resources. The student is expected to: 
(A) use medical and dental dictionaries and multimedia resources;
(B) use resources to interpret technical materials; and 
(C) utilize electronic media such as the Internet and other telecommunications, 
with appropriate supervision. 
(4) The student appropriately uses health care terms. The student is expected 
to: 
(A) accurately interpret, transcribe, and communicate vocabulary related to 
health care; 
(B) translate medical terms to conversational language to facilitate 
communication; and 
(C) report observations using medical terminology. 

sec.121.23.Gerontology (One-Half Credit).
(a) General requirements. The recommended prerequisite for this course is Health 
Science Technology I. This course is recommended for students in Grades 10-12. 
(b) Introduction. 
(1) To pursue a career in health care, students should know how to learn, 
reason, think critically, make decisions, solve problems, and communicate 
effectively. Students should understand that quality health care depends on the 
ability to work well with others. 
(2) The health care industry is comprised of diagnostic, therapeutic, 
informational, and environmental systems that function individually and 
collaboratively to provide comprehensive health care. Students should understand 
the employment opportunities, technology, and safety requirements of each 
system. Students are expected to learn the knowledge and skills necessary to 
pursue a health career through further education and/or employment. 
(3) Professional integrity in health care is dependent on acceptance of ethical 
and legal responsibilities. Students are expected to understand their ethical 
and legal responsibilities, limitations, and the implications of their actions. 
(c) Knowledge and skills. 
(1) The student applies math, science, English language arts, and social studies 
in health science. The student is expected to: 
(A) research and describe myths regarding aging; 
(B) review a variety of cultural responses to aging; 
(C) identify the sociological impact of a "graying" America on health care 
delivery by performing an analysis of predictions into the 21st century; 
(D) research and describe the social services available to older adults; 
(E) identify the psychological aspects of aging including coping, adaptation, 
depression, and suicide; and 
(F) describe individual responses to death and dying and review the Dying 
Person's Bill of Rights. 
(2) The student identifies the aging process. The student is expected to: 
(A) identify the patterns of change in the aging individual;
(B) identify physiological changes related to disease, environmental factors, 
and chronological age; 
(C) identify the impact of age on outcomes of frequently occurring diseases; 
(D) compare and contrast genetic and non-genetic theories of aging; 
(E) identify the effects of aging on intelligence, learning, and memory; 
(F) identify the nutritional needs of older adults; and 
(G) identify pharmaceutical concerns with older persons including drug 
interactions from multiple medications. 
(3) The student uses communication skills appropriate for geriatrics. The 
student is expected to: 
(A) learn vocabulary associated with geriatrics; 
(B) communicate with older adults and their families; 
(C) interpret verbal and nonverbal messages and provide appropriate feedback; 
(D) adapt communication to the needs of the aging person who has sensory or 
mental impairment; and 
(E) interpret technical material related to gerontology. 
(4) The student knows ethical behavior standards and legal responsibilities. The 
student is expected to: 
(A) identify resident's rights and choices; 
(B) review ethical dilemmas related to older adults; and 
(C) comply with ethical behavior standards. 
(5) The student maintains a safe environment to prevent hazardous situations. 
The student is expected to: 
(A) identify and practice fire prevention according to facility protocol; 
(B) identify protocol to manage hazardous materials; 
(C) maintain personal and resident safety in the clinical setting; 
(D) observe and report unsafe environmental conditions; and
(E) apply principles of body mechanics to maintain personal and resident safety. 
(6) The student uses standard precautions to control the spread of infection. 
The student is expected to: 
(A) demonstrate skills related to infection control; 
(B) practice isolation procedures; and 
(C) comply with standard precautions. 
(7) The student demonstrates the knowledge and skills of a geriatric health care 
worker. The student is expected to: 
(A) assess residents and accurately determine vital signs;
(B) move, lift, and transport residents safely; 
(C) assist residents with ambulation aids; 
(D) monitor resident nutrition; 
(E) manage resident hygiene; 
(F) comply with facility protocol for residents' comfort;
(G) maintain resident environment; 
(H) respond to emergency situations such as strains and bruises, vomiting and 
aspirations, syncope, falls, hemorrhage and seizures; 
(I) accurately record and report resident information; 
(J) care for the dying resident; and 
(K) identify skills related to post-mortem care. 
(8) The student demonstrates how to prepare for employment in long-term care or 
other health care settings. The student is expected to: 
(A) identify requirements established for certification; and
(B) identify advantages of certification. 
(9) The student identifies how to function as a team member in a variety of 
health care settings. The student is expected to:
(A) participate as a team member; and 
(B) use coping skills and practice stress management. 
(10) The student identifies electronic equipment used in the health care 
industry. The student is expected to: 
(A) use appropriate equipment in the delivery of health care services; 
(B) recognize and report equipment malfunctions; and 
(C) maintain and operate equipment consistent with level of training.

sec.121.24.Clinical Nutrition (One-Half Credit). 
(a) General requirements. This course is recommended for students in Grades 11-
12. The recommended prerequisite for this course is Health Science Technology I. 
(b) Introduction. 
(1) To pursue a career in health care, students should know how to learn, 
reason, think critically, make decisions, solve problems, and communicate 
effectively. Students should understand that quality health care depends on the 
ability to work well with others. 
(2) The health care industry is comprised of diagnostic, therapeutic, 
informational, and environmental systems that function individually and 
collaboratively to provide comprehensive health care. Students should understand 
the employment opportunities, technology, and safety requirements of each 
system. Students are expected to learn the knowledge and skills necessary to 
pursue a health career through further education and/or employment. 
(3) Professional integrity in health care is dependent on acceptance of ethical 
and legal responsibilities. Students are expected to understand their ethical 
and legal responsibilities, limitations, and the implications of their actions. 
(c) Knowledge and skills. 
(1) The student applies math, science, English language arts, and social studies 
in health science. The student is expected to: 
(A) use measurement functions and perform mathematical calculations;
(B) interpret charts and graphs and technical material; 
(C) identify biological and chemical processes; 
(D) observe and relate anatomical structure to physiological functions, 
including the disease process; 
(E) research and describe the impact of nutrition on world health; 
(F) describe the impact of government on nutrition programs and services; 
(G) research and describe the historical and future availability of food; 
(H) identify nutritional practices of various cultures and age groups; and 
(I) identify causes of malnutrition. 
(2) The student uses verbal and non-verbal communication skills. The student is 
expected to: 
(A) adapt communication to the needs of the client; 
(B) demonstrate ability in charting and graphing; and 
(C) compile, interpret, and disseminate client information.
(3) The student demonstrates how to gain employment in clinical nutrition. The 
student is expected to: 
(A) locate, evaluate, and interpret career opportunities;
(B) identify the role of the nutritional team; 
(C) fulfill attendance, punctuality, and time management expectations; and 
(D) comply with industry standards related to safety and substance abuse. 
(4) The student knows ethical behavior standards and legal responsibilities. The 
student is expected to: 
(A) comply with standards of ethical behavior and legal responsibility; and 
(B) comply with industry standards of confidentiality. 
(5) The student maintains a safe environment to prevent hazardous situations. 
The student is expected to: 
(A) practice personal and client safety; 
(B) review the cycle of the infectious process; 
(C) comply with standards of universal precautions; 
(D) demonstrate safe use of chemicals and equipment; 
(E) recognize hazardous materials; 
(F) identify and practice fire prevention according to facility protocol; 
(G) practice principles of body mechanics; 
(H) identify regulatory agencies such as Food and Drug Administration (FDA), 
Occupational Safety and Health Administration (OSHA), and public health 
departments; and 
(I) practice compliance of regulatory standards and guidelines used in food 
services. 
(6) The student assesses and evaluates nutritional practices. The student is 
expected to: 
(A) select and analyze nutritional information; 
(B) determine nutritional needs of various age groups; 
(C) research and describe nutritional preferences of various cultures; 
(D) recognize nutritional needs of clients; 
(E) research and describe nutritional and eating disorders;
(F) identify the types of therapeutic diets; and 
(G) describe food additives and food allergies. 
(7) The student demonstrates occupationally specific knowledge and skills of the 
health care worker in the area of nutrition. The student is expected to: 
(A) identify alternative methods of nutrition; 
(B) identify the effects of chemotherapy and radiation on client nutrition; 
(C) identify nutritional needs during pregnancy and lactation;
(D) demonstrate skills in the assessment of nutritional needs; and 
(E) prepare, implement, and evaluate therapeutic care plans.
(8) The student identifies equipment and technology for nutritional services. 
The student is expected to: 
(A) use technology to access, process, and retrieve information; and 
(B) use appropriate electronic equipment.

sec.121.25.Pharmacology (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 11-
12. The recommended prerequisites for this course are Health Science Technology 
I, Biology, and Chemistry. 
(b) Introduction. 
(1) To pursue a career in health care, students should know how to learn, 
reason, think critically, make decisions, solve problems, and communicate 
effectively. Students should understand that quality health care depends on the 
ability to work well with others. 
(2) The health care industry is comprised of diagnostic, therapeutic, 
informational, and environmental systems that function individually and 
collaboratively to provide comprehensive health care. Students should understand 
the employment opportunities, technology, and safety requirements of each 
system. Students are expected to learn the knowledge and skills necessary to 
pursue a health career through further education and/or employment. 
(3) Professional integrity in health care is dependent on acceptance of ethical 
and legal responsibilities. Students are expected to understand their ethical 
and legal responsibilities, limitations, and the implications of their actions. 
(c) Knowledge and skills. 
(1) The student applies math, science, English language arts, and social studies 
in health science. The student is expected to: 
(A) convert units between systems of measurement; 
(B) use measurement functions such as calculations of dosages;
(C) interpret technical material related to pharmacology;
(D) investigate biological and chemical processes in various age groups; 
(E) analyze the impact of pharmaceuticals on the costs of health care; and 
(F) research and describe the impact of pharmaceuticals on society. 
(2) The student identifies career options and the preparation necessary for 
employment in pharmacology. The student is expected to: 
(A) identify career options related to pharmacology; 
(B) define the role of the pharmacy team; and 
(C) research and describe emerging pharmaceutical careers, such as biotechnology 
medicine. 
(3) The student knows ethical behavior standards and legal responsibilities as 
related to pharmacology. The student is expected to: 
(A) recognize and describe ethical behavior standards; 
(B) describe the effects of unethical practices on consumers;
(C) identify the principles of confidentiality; 
(D) identify legal requirements and scope of practice; 
(E) evaluate the effects of noncompliance; 
(F) research and describe issues of malpractice, negligence, and liability; and 
(G) describe situations related to client's rights and choices.
(4) The student maintains a safe environment to prevent hazardous situations. 
The student is expected to: 
(A) identify and practice fire prevention; 
(B) recognize hazardous materials; 
(C) demonstrate safe use of chemicals and equipment; 
(D) practice personal safety; and 
(E) identify regulatory agencies such as Occupational Safety and Health 
Administration (OSHA), Drug Enforcement Administration (DEA), and Food and Drug 
Administration (FDA). 
(5) The student demonstrates the knowledge and skills related to pharmacology. 
The student is expected to: 
(A) demonstrate use of drug references including Physicians' Desk Reference 
(PDR); 
(B) identify drug names, classifications, actions and interactions;
(C) identify indications and contraindications of drugs; 
(D) identify side effects, toxic effects, and adverse reactions of drugs; 
(E) identify routes of administrations; 
(F) compare and contrast Food and Drug Administration (FDA) approved 
pharmaceuticals to alternative medicines; and 
(G) accurately interpret, transcribe, and communicate vocabulary.
(6) The student identifies technology used in pharmacology. The student is 
expected to: 
(A) identify the technology utilized in a variety of health care settings; and 
(B) use technology to access, process, and retrieve information with appropriate 
supervision. 

sec.121.26.Mental Health (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 11-
12. The recommended prerequisites for this course are Health Science Technology 
I, Biology, and Chemistry. 
(b) Introduction. 
(1) To pursue a career in health care, students should know how to learn, 
reason, think critically, make decisions, solve problems, and communicate 
effectively. Students should understand that quality health care depends on the 
ability to work well with others. 
(2) The health care industry is comprised of diagnostic, therapeutic, 
informational, and environmental systems that function individually and 
collaboratively to provide comprehensive health care. Students should understand 
the employment opportunities, technology, and safety requirements of each 
system. Students are expected to learn the knowledge and skills necessary to 
pursue a health career through further education and/or employment. 
(3) Professional integrity in health care is dependent on acceptance of ethical 
and legal responsibilities. Students are expected to understand their ethical 
and legal responsibilities, limitations, and the implications of their actions. 
(c) Knowledge and skills. 
(1) The student applies math, science, English language arts, and social studies 
in health science. The student is expected to: 
(A) evaluate the use of verbal and nonverbal language in a variety of mental 
health scenarios; 
(B) describe anatomy, physiology, and pathophysiology of the nervous system; 
(C) identify societal perspectives related to mental health;
(D) identify the physiological effects of stress and aging;
(E) research and describe the psychological aspects of health and wellness 
across the life span; 
(F) identify socioeconomic factors that influence mental health and care; 
(G) identify social services such as drug dependency rehabilitation centers; 
(H) identify maladaptive conditions such as paranoia, schizophrenia, and 
aggression; and 
(I) research and describe treatment options. 
(2) The student uses verbal and nonverbal communication skills. The student is 
expected to: 
(A) interpret verbal and nonverbal messages and adapt communication to the needs 
of the individual; 
(B) use listening skills and techniques to minimize communication barriers; and 
(C) demonstrate communication skills that are responsive rather than reactive. 
(3) The student identifies career options and the preparation necessary for 
employment in mental health. The student is expected to: 
(A) identify career opportunities related to mental health;
(B) practice the concept of teaming; 
(C) predict the consequences of decisions; 
(D) demonstrate techniques of peer mediation, problem solving, and negotiation; 
(E) accurately interpret, transcribe, and communicate medical vocabulary. 
(4) The student knows the ethical behavior standards and legal responsibilities 
related to mental health. The student is expected to: 
(A) identify ethical practices; 
(B) practice the principles of confidentiality; 
(C) research and describe legal aspects and issues of malpractice, negligence, 
and liability; 
(D) identify designated scope of practice of professionals;
(E) define client rights and choices; 
(F) review case studies related to client rights and choices;
(G) identify circumstances that alter client rights; 
(H) review legislation that effects standards of client care; and 
(I) identify regulatory agencies such as the Mental Health and Mental 
Retardation Agency. 
(5) The student maintains a safe environment to prevent hazardous situations. 
The student is expected to: 
(A) identify abusive situations; 
(B) anticipate and adapt to changing situations; 
(C) demonstrate appropriate actions in emergency situations; and 
(D) practice personal and client safety. 
(6) The student knows the technology related to information services. The 
student is expected to: 
(A) identify the processes for collection and dissemination of health care data; 
(B) identify equipment used in the delivery of mental health services; and 
(C) use technology consistent with level of training. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706439
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER D.Research, High School
19 TAC sec.121.31, sec.121.32
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.121.31.Implementation of Texas Essential Knowledge and Skills for Health 
Science Technology Education, Research.
The provisions of this chapter shall supersede sec.75.84 of this title (relating 
to Health Occupations Education) beginning September 1, 1998.

sec.121.32.Health Science Technology Independent Study (One-Half to One Credit).
(a) General requirements. This course is recommended for students in Grade 12. 
The recommended prerequisite for this course is Health Science Technology II. 
(b) Introduction. 
(1) To pursue a career in health care, students should know how to learn, 
reason, think critically, make decisions, solve problems, and communicate 
effectively. Students should understand that quality health care depends on the 
ability to work well with others. 
(2) The health care industry is comprised of diagnostic, therapeutic, 
informational, and environmental systems that function individually and 
collaboratively to provide comprehensive health care. Students should understand 
the employment opportunities, technology, and safety requirements of each 
system. Students are expected to learn the knowledge and skills necessary to 
pursue a health career through further education and/or employment. 
(3) Professional integrity in health care is dependent on acceptance of ethical 
and legal responsibilities. Students are expected to understand their ethical 
and legal responsibilities, limitations, and the implications of their actions. 
(c) Knowledge and skills. 
(1) The student applies math, science, English language arts, and social studies 
in health science. The student is expected to: 
(A) select an independent study project for personal enrichment and professional 
development; 
(B) collaborate with an interdisciplinary team to develop a project; 
(C) identify community, state, national, or international issues to select a 
project; 
(D) conduct a project under the supervision of a mentor; 
(E) use scientific methods of investigation; 
(F) apply statistical concepts to analyze data, evaluate results, and draw 
conclusions; 
(G) compile findings in a coherent and organized manner; and
(H) present the independent study project to an appropriate audience using a 
variety of technologies. 
(2) The student uses verbal and nonverbal communication skills. The student is 
expected to: 
(A) communicate with others to accomplish project goals; 
(B) utilize a variety of resources to access, process, and collect data relevant 
to the project; and 
(C) document the time and cost to accomplish the project goal.
(3) The student knows ethical behavior standards and legal responsibilities. The 
student is expected to: 
(A) identify ethical challenges posed by factors such as cost containment, new 
and emerging technologies, and allocation of limited resources;
(B) meet expectations related to professional conduct; and
(C) review legal issues related to the project. 
(4) The student participates as a team member to complete a project. The student 
is expected to: 
(A) develop skills including consensus, negotiation, decision making, mediation, 
process analysis, and interviewing; and 
(B) participate as a team member to accomplish the project goals. 
(5) The student develops a project related to the health care systems. The 
student is expected to: 
(A) identify systems to be used in an independent study project; and 
(B) use systems resources to complete a project. 
(6) The student identifies the systems that finance health care research in a 
free enterprise society. The student is expected to: 
(A) identify economic issues related to health research; and
(B) identify economic factors associated with the project.
(7) The student uses technology needed to complete a project. The student is 
expected to: 
(A) use technology resources to access, process, retrieve, and disseminate 
information with appropriate supervision; and 
(B) use multimedia technology to present the project to an audience. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706440
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

CHAPTER 122. Texas Essential Knowledge and Skills for Home Economics Education
The Texas Education Agency (TEA) adopts new sec.sec.122.1, 122.2, 122.11-122.14, 
122.21-122.24, 122.31- 122.34, 122.41-122.43, 122.51-122.54, 122.61-122.63, 
122.71-122.74, 122.81-122.84, 122.91, 122.92, and 122.101-122.103, concerning 
home economics education, with changes to the proposed text as published in the 
February 28, 1997, issue of the Texas Register (22 TexReg 2136). The new 
sections establish the essential knowledge and skills for home economics 
education that primarily focus on families, work, and their interrelationships. 
The new sections are necessary to ensure that students throughout the state have 
access to the enrichment curricula. The provisions of these sections shall 
supersede sec.75.50(a) of this title (relating to Life Management Skills) and 
sec.75.83 of this title (relating to Vocational Home Economics) beginning 
September 1, 1998. The Texas Education Code organizes the required curriculum 
into two types: the foundation curriculum and the enrichment curriculum. As 
specified in legislation, the essential knowledge and skills of the enrichment 
curriculum serve as guidelines to school districts in providing instruction. In 
doing so, some districts may incur costs for professional development and 
equipment. These potential costs cannot be estimated. 
Members of the public expressed concern about adoption of a certificate of 
initial mastery. Neither the Texas essential knowledge and skills (TEKS) nor any 
other rule contains reference to, promotes, or establishes a certificate of 
initial mastery. 
The following changes have been made since the sections were proposed.
Numerous editorial changes were made throughout the sections and some topics 
were reorganized for clarification and simplification. Changes were also made to 
strengthen verbs and to eliminate references to particular instructional 
approaches. 
Since filing of the proposed sections, legal counsel has advised that since the 
sections serve as guidelines for instruction, language containing or implying 
mandates on school districts should be stricken and replaced with more 
permissive language where necessary. The term "shall" appeared in statements 
regarding the date of implementation of the provisions for each subchapter and 
in the amount of course credit to be awarded to a student for successful 
completion of a course. 
The term "capstone" in career and technology education courses has been replaced 
with the term "independent study" to clarify language. The career and technology 
education courses consist of an in-depth study of a business/industry that is of 
particular interest to a student. 
Several individuals who testified at the public hearing held on March 4, 1997, 
stated that the career and technology education essential knowledge and skills 
contain references to the skills and competencies identified by the Secretary's 
Commission on Achieving Necessary Skills (SCANS) and thus reflect federal 
influence. TEA staff has carefully reviewed the sections being adopted for 
evidence of SCANS skills and competencies. The sections being adopted do not 
contain specific references to SCANS; however, the sections do contain skills 
and competencies that are among those recommended by the commission. The 
curriculum writing teams, members of the SBOE Review Committee, and others who 
had suggested strengthening the Texas Essential Knowledge and Skills (TEKS) 
drafts expressed a strong belief that some skills and competencies identified by 
the SCANS commission are an essential part of an effective curriculum. 
For ease of use and consistency across subject areas and to address a comment 
received from the Vocational Home Economics Teachers Association of Texas, 
headings organizing the content within each course were repositioned to allow 
the knowledge and skills statements to be numbered sequentially throughout each 
course. 
The following changes were made to clarify language and in response to comments 
received from the Vocational Home Economics Teachers Association of Texas. In 
sec.122.24 (relating to Services for Older Adults (Two to Three Credits)), the 
following changes were made. The term "societal" was removed from subsection 
(c)(4) to read "the student analyzes societal contributions of older adults to 
society" to remove redundant wording. Also, in subsection (c)(6)(F), the phrase 
"utilize caregiver techniques promoting positive mental health of older adults" 
was amended to read "utilize caregiver techniques promoting positive emotional 
health of older adults." 
In , sec.122.42 (relating to Nutrition and Food Science (One-Half Credit)), 
subsection (c)(6)(D) was amended by removing the language "ethnic and cultural" 
from the phrase "determine the effects of regional agricultural and technology 
on ethnic and cultural food choices" to clarify that technology and regional 
agriculture impact food choices beyond mere ethnic and cultural aspects. In 
sec.122.72 (relating to Apparel (One-Half Credit)), the language in subsection 
(c)(6)(D) that reads "develop basic skills in apparel production if training for 
a career in the apparel industry" has been amended to read "apply basic apparel 
production skills if training for a career in the apparel industry." 
In sec.122.83 (relating to Interior Design (One-Half Credit)), the term 
"resources" was added to subsection (c)(4)(D) following the word "allocating" in 
the phrase "propose strategies for controlling costs, allocating resources, and 
budgeting for acquisition of products to enhance interior environments." In 
sec.122.84 (relating to Housing, Furnishings, and Equipment Production, 
Management, and Services (Two to Three Credits)), language was amended in 
subsection (d)(4)(A) to read "describe furniture and equipment used in 
residential and nonresidential applications." 
The following comments have been received regarding adoption of the new 
sections. 
Subchapter A. Home Economics Foundation, Middle School. 
sec.122.2. Skills for Living. 
Issue: appropriateness of content. 
Comment. An individual commented that the language in sec.122.2(c)(4)(C) that 
relates to students being expected to "explain how diversity impacts 
interpersonal relationships" would require teachers to explicitly teach state-
directed values and attitudes, which is unacceptable. 
Agency Response. The section is not being amended. The intent is to ensure that 
students have some understanding of how interpersonal relationships can be 
affected by diversity factors such as gender, age, and cultural background which 
will not involve mandating values or attitudes. 
Comment. An individual commented that the language in sec.122.2(c)(4)(D) that 
relates to the student being expected to "propose effective responses to 
inappropriate behavior in interpersonal relationships" equates to home economics 
being a course in state-mandated behavior in relationships. 
Agency Response. No changes to the proposed section are recommended. The 
statement does not mandate behavior. 
Subchapter C. Family Studies and Human Services, High School. 
sec.122.22. Individual and Family Life (One-Half Credit). 
Comment. An individual commented that language in sec.122.22(c)(5)(F) that 
relates to students being expected to "discuss functions and roles of dating" 
would equate to state authorities attempting to enforce "state values."
Agency Response. No changes to the proposed section are recommended. In the 
context of a student's analysis of relationship development outside of the 
family as is stated in sec.122.22(c)(5), discussing functions and roles of 
dating would not equate to "enforcement of state values." 
Comment. An individual commented that language in sec.122.22(c)(6)(B) relating 
to students being expected to "determine communication skills and practices that 
strengthen marriage" would equate to the state's teaching family structures. 
Agency Response. No changes to the proposed section are recommended. The 
statement does not involve teaching family structures. 
sec.122.24. Services for Older Adults (Two to Three Credits). 
Comment. The following comments were received from the Vocational Home Economics 
Teachers Association of Texas regarding sec.122.24. The association requested 
that subsection (c)(4) be amended to read "the student analyzes contributions of 
older adults to society." Also, the association requested that subsection 
(c)(6)(F) be amended to read "utilize caregiver techniques promoting positive 
emotional health of older adults." The association commented that this section 
of the content relates to emotional health rather than mental health needs, 
which are addressed in another section. 
Agency Response. The agency agrees with these comments and has amended the 
sections. 
Subchapter E. Nutrition and Wellness, Food Science and Technology: High School. 
sec.122.42. Nutrition and Food Science (One-Half Credit). 
Comment. The Vocational Home Economics Teachers Association of Texas requested 
that language in sec.122.42(c)(6)D) be amended to read "determine the effects of 
regional agriculture and technology on food choices." 
Agency Response. The agency agrees with this comment and has amended the 
section. 
Issue. Promoting group thinking. 
Comment. An individual commented that language in sec.122.42(c)(9)(D) that 
relates to students being expected to "participate as an effective team member 
by demonstrating cooperation and responsibility" would result in group thinking 
and taking away from a student's individualism and unique talents.
Agency Response. No changes to the proposed section are recommended. The 
statement is written in terms defining the expectation for the student as an 
individual. 
Subchapter H. Textiles and Apparel, High School. 
sec.122.72. Apparel (One-Half Credit). 
Issue: Clarity of language. 
Comment. The Vocational Home Economics Teachers Association of Texas requested 
that language in sec.122.72(c)(6)(D) be amended to read "apply basic apparel 
production skills if training for a career in the apparel industry." The new 
language will increase clarity of wording. 
Agency Response. The agency agrees with this comment and has amended the 
section. 
Subchapter I. Environmental Design, High School. 
sec.122.83. Interior Design (One-Half Credit). 
Comment. The Vocational Home Economics Teachers Association of Texas requested 
that language in sec.122.83(c)(4)(D) be amended to read "propose strategies for 
controlling costs, allocating resources, and budgeting for acquisition of 
products to enhance interior environments." The new language would increase 
clarity since the current wording does not specify what is being allocated.
Agency Response. The agency agrees with this comment and has amended the 
section.
sec.122.84. Housing, Furnishings, and Equipment Production, Management, and 
Services (Two to Three Credits). 
Comment. The Vocational Home Economics Teachers Association of Texas requested 
that language in sec.122.84(d)(4)(A) be amended to read "describe furniture and 
equipment used in residential and nonresidential applications." The new language 
would increase clarity of student expectation. 
Agency Response. The agency agrees with this comment and has amended the 
language. 
General Comments. 
Issue: Appropriateness of content. 
Comment. The Vocational Home Economics Teachers Association of Texas stated 
their support for how the sections reflect new developments and knowledge within 
the discipline, changes in societal and demographic patterns, technological 
applications and implications, and changes in the knowledge and skills necessary 
for effectiveness in adult roles and home economics careers. 
Comment. An individual stated that the content for Home Economics Education as 
adopted in these sections provides comprehensive, balanced, and substantive 
guidelines for use by local school officials, teachers, and parents as they 
determine the scope of local home economics course offerings. 
Comment. An individual commented that home economics courses are not the place 
for teaching interpersonal skills and should focus on teaching physical skills 
as they relate to running a household. 
Comment. An individual commented that education programs preparing students for 
future careers need to reinforce the fact that integrity, honesty, 
responsibility, respect, ethics, and positive attitudes as promoted by parents 
will be expectations in the workforce. 
Agency Response. After receiving multiple comments on this issue, no redirection 
of focus for Home Economics Education is recommended. As part of the enrichment 
curriculum, content adopted for Home Economics Education will serve only as 
guidelines for local district use. 
Issue: Numbering system for knowledge and skill statements within the courses.
Comment. The Vocational Home Economics Teachers Association of Texas commented 
that the use of headings within the courses is helpful in showing how the 
content is organized. However, the knowledge and skill statements should be 
numbered consecutively from beginning to the end of each course rather than 
creating separate sections for each heading. 
Agency Response. The TEA agrees with this comment and amended the sections to 
make them consistent with TEKS in other content areas. 
Issue: Skills and competencies associated with SCANS. 
Comment. An individual commented that competencies identified by the SCANS are 
stated throughout the TEKS for Home Economics, including references to self-
esteem, team members, negotiation, teamwork, interpersonal skills, and decision-
making. This is evidence of how the TEKS and School-to-Work are entwined, and 
student attainment would be difficult to measure. 
Agency Response. No changes to the proposed sections are recommended. The Home 
Economics TEKS do not contain specific references to SCANS, although they do 
contain skills and competencies that are among those recommended by the 
commission. The courses prepare students for roles in which these skills will be 
necessary. Some skills and competencies identified by the SCANS commission are 
an essential part of an effective curriculum. 
Comment. An individual commented that young men and women should have the 
opportunity to learn the critical individual, family, and career competencies 
contained in these sections. The primary cause of employee, managerial, and 
executive failure in the work place is generally not a lack of academic 
competence, desire, or effort, but the inability to communicate and relate 
effectively with other human beings. Issue: focus on careers. 
Comment. An individual commented that terminology referring to careers, jobs, 
employer, industry, etc. are repeated throughout the document. The individual 
stated that the TEKS is merely the educational arm to implement the School-to-
Work plan. 
Comment. An individual commented that throughout the document is the recurrent 
theme to pursue careers, enhance careers, career preparation, and performance 
standards that meet industry standards. 
Agency Response. No changes to the proposed sections are recommended. In light 
of the purpose of the sections being adopted, it is necessary to refer to the 
terms specified. Use of the terminology is unrelated to the School-to-Work plan. 
Issue: Substance versus performance. 
Comment. An individual commented that when one reads between the lines, there is 
no substance to the TEKS, and instead performance-based curriculum. When it 
comes to real life, students need to be taught factual content rather than core 
competencies. 
Agency Response. No changes to the proposed sections are recommended. The 
student expectations in these sections require demonstration of both the 
understanding of the factual content of the discipline and the ability to 
utilize that knowledge in concrete applications. 
Issue: Use of vague terminology. 
Comment. A school district commented that terminology such as "knowing how to 
learn" and "self esteem" is vague and can be widely interpreted. 
Agency Response. The phrase "knowing how to learn" is not used in the sections 
being adopted. In the context of use in the sections being adopted, the term 
"self esteem" is clear in meaning. 
Issue: Appropriateness of verbs for directing instruction and assessment of 
student performance. 
Comment. An individual commented that the use of verbs such as "discuss," 
"examine," "explain," and "analyze" does not address what the student is 
expected to learn. The individual questioned how would a teacher grade student 
performance of a knowledge and skill statement using the verb "predict". 
Agency Response. No changes to the proposed sections are recommended. When 
viewed in context, the verbs are a part of knowledge and skill statements that 
define content to be taught and would be measurable. 

SUBCHAPTER A. Home Economics Foundations, Middle School
19 TAC sec.122.1, sec.122.2
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.122.1. Implementation of Texas Essential Knowledge and Skills for Home 
Economics Education, Home Economics Foundations, Middle School. 
The provisions of this subchapter shall supersede sec.75.50(a) of this title 
(relating to Life Management Skills) beginning September 1, 1998.

sec.122.2. Skills for Living.
(a) General requirements. This comprehensive course is recommended for students 
in Grades 7-8. 
(b) Introduction. Home economics education provides individuals and families 
with essential knowledge and skills for managing the challenges of living and 
working in a diverse, global society. Individuals utilize these skills to 
enhance career and personal effectiveness, promote family strength and well-
being, and pursue career options. 
(c) Knowledge and skills. 
(1) Family relationships and personal development. The student explains how 
family relationships affect personal development. The student is expected to: 
(A) explain the role of the family in meeting needs of family members; 
(B) describe rights, responsibilities, and expectations of family members; 
(C) propose strategies for promoting satisfying relationships with siblings; 
(D) explain how positive family relationships contribute to personal 
effectiveness in other settings; and 
(E) explain the interdependence of family members across the life span. 
(2) Family relationships and personal development. The student relates personal 
development to choices in life. The student is expected to: 
(A) identify factors influencing personal development; 
(B) propose ways to promote positive self-image; 
(C) relate personality traits to positive interpersonal relationships;
(D) determine personal strengths and abilities as they relate to choices in 
life; and 
(E) demonstrate practices of effective leaders and team members.
(3) Family relationships and personal development. The student implements 
strategies that promote positive parent-child relationships across the life 
span. The student is expected to: 
(A) describe the responsibilities of parenting; 
(B) summarize the impact of parenthood on individuals and families; 
(C) explain factors influencing parent-child relationships;
(D) identify changes in the parent-child relationship at different stages in the 
family life cycle; 
(E) describe the effects of societal and cultural patterns on parenting roles; 
and 
(F) analyze concepts and skills related to parent-child relationships across the 
life span. 
(4) Family relationships and personal development. The student demonstrates 
behaviors that contribute to satisfying interpersonal relationships. The student 
is expected to: 
(A) describe strategies that promote satisfying relationships among friends; 
(B) determine personal characteristics that promote positive peer relationships; 
(C) explain how diversity impacts interpersonal relationships; and 
(D) propose effective responses to inappropriate behavior in interpersonal 
relationships. 
(5) Family relationships and personal development. The student applies 
principles of effective communication. The student is expected to: 
(A) describe characteristics of effective communication; 
(B) demonstrate techniques for resolving conflicts, including assertiveness 
techniques and refusal skills; 
(C) explain how cultural background influences patterns of communication; and 
(D) practice communication skills appropriate for various relationships and 
occasions. 
(6) Family relationships and personal development. The student describes child 
care practices that promote development. The student is expected to: 
(A) summarize developmental principles, factors, and appropriate activities 
influencing the growth and development of children; 
(B) simulate emergency situations requiring first aid; 
(C) identify safety practices that are important when caring for children; 
(D) apply appropriate child care practices to babysitting and caregiving; 
(E) discuss causes, prevention, and treatment of child abuse and neglect; and 
(F) identify resources available for the protection of children.
(7) Personal management. The student analyzes the relationship between decision 
making and acceptance of responsibility. The student is expected to: 
(A) implement the decision-making process; 
(B) describe the role of acceptance of responsibility in making decisions; 
(C) summarize the effects of personal priorities and other influences on 
decisions; and 
(D) predict personal, family, and societal implications of various decisions. 
(8) Personal management. The student utilizes effective consumer practices 
promoting money management and goal setting. The student is expected to: 
(A) describe practices that facilitate goal setting; 
(B) identify resources involved in decision making; 
(C) explain the importance of planning in the achievement of short-term and 
long-term goals; 
(D) utilize the decision-making process and goal setting to guide spending; and 
(E) apply consumer practices facilitating the best use of available funds. 
(9) Personal management. The student describes management practices facilitating 
individuals assuming multiple roles. The student is expected to: 
(A) describe multiple roles of teens and their family members in society; and 
(B) describe management skills needed to effectively manage multiple roles. 
(10) Personal management. The student exhibits good nutrition and health 
practices that promote personal well-being and achievement across the life span. 
The student is expected to: 
(A) identify practices that promote physical and mental health;
(B) explain dietary needs of individuals across the life span;
(C) describe eating disorders, their causes, and prevention;
(D) apply principles of good nutrition; 
(E) identify sources of stress, including peer pressure; 
(F) propose strategies and available resources for stress management; and 
(G) relate the role of proper nutrition to well-being and achievement. 
(11) Personal management. The student practices principles of good grooming and 
positive personal habits. The student is expected to:
(A) practice good grooming habits; 
(B) summarize principles of clothing selection to meet needs and wants; 
(C) demonstrate clothing-care procedures; 
(D) determine consumer practices for effective management of the clothing 
budget; and 
(E) analyze the role of grooming and apparel practices in personal 
effectiveness. 
(12) Planning for the future. The student describes occupational opportunities 
in home economics and other career concentrations. The student is expected to: 
(A) identify a variety of career options, including full-time homemaker; 
(B) determine skills and educational requirements for identified careers; 
(C) compare personal strengths, abilities, and goals to occupational 
requirements; 
(D) explain how technology impacts family life and careers; and 
(E) relate demands and rewards of identified careers to personal and family 
life. 
(13) Planning for the future. The student evaluates personal goals in relation 
to planning for the future. The student is expected to: 
(A) explain the impact of short-term and long-term goals in planning for the 
future; 
(B) apply effective verbal, nonverbal, written, and electronic communication 
skills; 
(C) apply effective study skills that promote academic achievement;
(D) identify resources that assist in educational planning;
(E) analyze the impact of career goals on personal behavior and educational 
decisions; and 
(F) summarize the relationship between goal achievement, decision making, 
planning, and management. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706441
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER B. Home Economics Foundations, High School
19 TAC sec.sec.122.11-122.14
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.122.11. Implementation of Texas Essential Knowledge and Skills for Home 
Economics Education, Home Economics Foundations, High School. 
The provisions of Chapter 122, Subchapters B-K, shall supersede sec.75.83 of 
this title (relating to Vocational Home Economics) beginning September 1, 1998. 

sec.122.12. Personal and Family Development (One Credit). 
(a) General requirements. This comprehensive laboratory course is recommended 
for students in Grades 9-12. Each student is expected to complete a supervised 
career-connections experience each semester. 
(b) Introduction. Home economics education provides individuals and families 
with essential knowledge and skills for managing the challenges of living and 
working in a diverse, global society. Individuals utilize these skills to 
enhance career and personal effectiveness, promote family strength and well-
being, and pursue career options. 
(c) Knowledge and skills. 
(1) Personal development. The student demonstrates personal behavior reflecting 
sound decision making and responsibility. The student is expected to: 
(A) compare characteristics of chronological, physical, emotional, social, and 
intellectual maturity; 
(B) explain how personal priorities affect the choice of friends, activities, 
interests, and behaviors; 
(C) practice social skills relevant to positive interactions with others in 
various situations; 
(D) analyze the role of self-esteem in responsible behavior;
(E) explain how personal decisions and behavior are influenced by family, 
cultural, technological, societal, demographic, and economic considerations; and 
(F) predict the implications of personal behavior and decisions on peers, 
families, society, and future generations. 
(2) Personal development. The student applies principles for developing positive 
relationships. The student is expected to: 
(A) describe qualities necessary to support strong relationships;
(B) analyze roles of communication in developing positive relationships; 
(C) practice methods of conflict resolution and negotiation in peer 
relationships; 
(D) determine how healthy relationships assist in preparation for adulthood; 
(E) point out the effects of cultural patterns on relationships;
(F) explain how friends influence behavior; and 
(G) develop strategies for managing peer pressure. 
(3) Family studies. The student describes the basic structures of the family 
unit throughout the life cycle. The student is expected to: 
(A) explain how family structure changes throughout the life cycle; 
(B) explain how cultural diversity affects family structures in society; and 
(C) interpret the effects of changing demographics on family structure. 
(4) Family studies. The student analyzes family functions, roles, and 
responsibilities of family members. The student is expected to:
(A) identify basic functions of the family and its role in society; 
(B) discuss societal, cultural, demographic, and economic factors affecting the 
responsibilities of family members; 
(C) evaluate methods to promote the health and safety of individuals and family 
members; 
(D) analyze the multiple roles and responsibilities assumed by individuals 
within the family; 
(E) assess the impact of technology on roles and responsibilities of family 
members; and 
(F) identify management practices facilitating individuals assuming multiple 
family, community, and wage-earner roles. 
(5) Family studies. The student determines factors that strengthen the family 
and create a sense of wellness. The student is expected to: 
(A) describe factors that contribute to strong family units;
(B) analyze the impact of violence on families; 
(C) identify causes and effects of family stress and techniques for management 
and prevention; 
(D) practice methods of conflict resolution and negotiation in family 
relationships; and 
(E) identify resources to aid in strengthening the family unit. 
(6) Family studies. The student determines career options in the area of family 
services. The student is expected to: 
(A) identify employment and entrepreneurial opportunities and preparation 
requirements in the area of family services; and 
(B) describe rewards, demands, and future trends in careers related to family 
services. 
(7) Child development. The student evaluates the responsibilities of parents and 
other caregivers in meeting the developmental needs of children. The student is 
expected to: 
(A) identify the basic needs of children; 
(B) describe patterns of intellectual, physical, social, and emotional 
development in children; 
(C) identify resources for promoting the development of children, including 
those with special needs; 
(D) analyze responsibilities of caregivers for promoting the development of 
children; 
(E) determine the relationship of society and culture on meeting developmental 
needs of children; and 
(F) demonstrate caregiver behaviors and strategies promoting the healthy 
intellectual, physical, social, and emotional development of children. 
(8) Child development. The student analyzes various methods of guidance for 
children. The student is expected to: 
(A) evaluate developmentally appropriate guidance techniques for children; and 
(B) discuss causes, prevention, and treatment of child abuse.
(9) Child development. The student analyzes the responsibilities of parents and 
other caregivers for maintaining the health and safety of children. The student 
is expected to: 
(A) explain the responsibilities of caregivers for maintaining the safety of 
children; 
(B) analyze the caregiver's role in meeting the nutritional requirements of 
children; and 
(C) outline practices that promote the health and wellness of children. 
(10) Child development. The student determines career options related to child 
development and early childhood education. The student is expected to: 
(A) identify employment and entrepreneurial opportunities and preparation 
requirements in the areas of child development and early childhood education; 
and 
(B) describe rewards, demands, and future trends in child development careers. 
(11) Apparel. The student analyzes consumer decision-making practices in 
individual and family apparel choices. The student is expected to: 
(A) describe factors influencing apparel selection; 
(B) determine consumer practices facilitating effective management of the 
apparel budget; 
(C) describe clothing selection practices that accommodate personal needs, 
including age, lifestyle, special needs, and career; 
(D) point out technological advancements affecting apparel decisions; and 
(E) determine the relationship of apparel decisions to peer influence, self-
esteem, and personal effectiveness. 
(12) Apparel. The student practices clothing-care procedures. The student is 
expected to: 
(A) interpret information on clothing-care labels; 
(B) perform laundry procedures in accordance with clothing-care label 
information; 
(C) describe practices for packing and storing apparel; 
(D) utilize care labels and consumer skills as a basis for effectively securing 
appropriate clothing-care services; 
(E) predict the impact of clothing-care requirements on overall wardrobe costs; 
and 
(F) identify environmental issues related to clothing care and management. 
(13) Apparel. The student utilizes principles of quality clothing construction 
in meeting clothing needs. The student is expected to: 
(A) demonstrate safety practices when using and caring for tools and equipment; 
(B) utilize principles of quality clothing construction in clothing selection, 
maintenance, repair, and alteration; and 
(C) demonstrate planning, organizing, managing, and sequencing skills when 
illustrating simple clothing repair and alteration techniques.
(14) Apparel. The student determines career opportunities in the apparel 
industry. The student is expected to: 
(A) identify employment and entrepreneurial opportunities and preparation 
requirements in apparel careers; and 
(B) describe rewards, demands, and future trends in apparel careers. 
(15) Nutrition and food. The student analyzes basic nutrition needs and results 
of dietary practices. The student is expected to: 
(A) list classifications, sources, and functions of nutrients;
(B) compare personal diets to various guidelines; 
(C) explain the effects of the life cycle, illness, and disease on individual 
dietary needs; 
(D) analyze the problems and characteristics associated with eating disorders; 
(E) discuss the effects of dietary practices on wellness and achievement; 
(F) apply nutrition principles related to individual and family health 
decisions; 
(G) determine cultural, economic, and societal influences on dietary practices 
and contemporary meal management; and 
(H) analyze nutrition information on food labels. 
(16) Nutrition and food. The student demonstrates table service and proper 
etiquette. The student is expected to: 
(A) arrange table settings for a variety of occasions; 
(B) demonstrate table manners and etiquette appropriate for a variety of 
occasions; 
(C) explain the role of family mealtime in promoting family strength and the 
welfare of family members; and 
(D) predict the influence of etiquette in the development of self-esteem and 
employability skills. 
(17) Nutrition and food. The student demonstrates basic meal management 
techniques. The student is expected to: 
(A) identify the impact of technology on meal management;
(B) demonstrate basic principles of sanitation and safety relating to meal 
management; 
(C) apply management techniques when planning and preparing simple meals and 
recipes; 
(D) analyze cost effective meal management practices; 
(E) describe types and safe use of equipment, tools, and utensils; and 
(F) demonstrate basic food preparation techniques to achieve quality standards 
and preserve nutritive value. 
(18) Nutrition and food. The student determines career options related to 
nutrition, food science, and wellness. The student is expected to: 
(A) identify employment and entrepreneurial opportunities and preparation 
requirements in the area of nutrition, food science, and wellness; and 
(B) describe rewards, demands, and future trends in careers related to 
nutrition, food science, and wellness. 
(19) Consumer and resource management. The student applies the decision-making 
process. The student is expected to: 
(A) explain the decision-making process; 
(B) identify the role of responsibility in the decision-making process; and 
(C) practice decision making consistent with personal considerations, such as 
needs, wants, goals, priorities, and resources. 
(20) Consumer and resource management. The student demonstrates effective 
management practices. The student is expected to:
(A) explain principles of time, energy, financial, and task management; 
(B) apply effective management practices in scheduling personal activities; and 
(C) describe the correlation between effective personal management practices and 
quality of family life. 
(21) Consumer and resource management. The student determines types of resources 
and considerations for responsible use. The student is expected to: 
(A) summarize types of resources; 
(B) identify sources of income; 
(C) evaluate responsibility in managing personal and family resources; 
(D) apply the decision-making process in planning the allocations and use of 
finances; 
(E) determine cultural, economic, societal, and environmental influences on 
consumer decision making; 
(F) analyze consumer-buying techniques that promote effective utilization of 
resources; 
(G) point out the impact of technology on consumer-buying practices and options; 
and 
(H) identify consumer rights and responsibilities. 
(22) Consumer and resource management. The student explains how consumer 
economics and resource management skills impact career options. The student is 
expected to: 
(A) identify employment and entrepreneurial opportunities and preparation 
requirements in the areas of consumer and resource management;
(B) describe rewards, demands, and future trends in consumer economics and 
resource management careers; and 
(C) determine the significance of consumer economics and resource management 
skills in all careers. 
(23) Housing. The student analyzes human and environmental influences on family 
housing needs across the life span. The student is expected to: 
(A) identify housing priorities and needs; 
(B) describe environmental and technological influences on housing decisions; 
and 
(C) analyze housing considerations related to meeting family housing needs and 
promoting family strength. 
(24) Housing. The student determines types and costs of housing. The student is 
expected to: 
(A) identify types of single and multifamily housing; 
(B) describe advantages and disadvantages of various housing types; 
(C) determine methods of controlling housing costs; and 
(D) discuss cultural, demographic, societal, and economic factors and their 
effect on housing trends. 
(25) Housing. The student follows guidelines for the selection, use, 
maintenance, and care of home furnishings and equipment. The student is expected 
to: 
(A) identify aesthetic and functional considerations guiding home furnishings 
selection and use; 
(B) determine methods of controlling home furnishings and equipment costs; 
(C) describe safe use and care of home furnishings and major household 
equipment; 
(D) demonstrate home maintenance and sanitation procedures; and 
(E) determine home safety hazards and methods to correct them.
(26) Housing. The student determines career opportunities related to the housing 
industry. The student is expected to: 
(A) identify employment and entrepreneurial opportunities and preparation 
requirements in housing; and 
(B) describe rewards, demands, and future trends in housing careers. 
(27) Career preparation. The student exhibits qualities of effective leaders and 
team members. The student is expected to: 
(A) evaluate leadership characteristics; 
(B) practice leadership skills; 
(C) describe qualities of effective team members; 
(D) describe the relationship of leadership and teamwork skills to preparation 
for employment and adult roles; and 
(E) determine techniques effective leaders and team members use to promote an 
appreciation and understanding of cultural diversity. 
(28) Career preparation. The student completes a supervised career-connections 
experience applying knowledge and skills developed in the study of personal and 
family development. The student is expected to: 
(A) determine home and business applications of knowledge and skills developed 
in the study of personal and family development; and
(B) utilize a career-connections experience to demonstrate occupational 
applications of competencies developed in the study of personal and family 
development. 

sec.122.13. Career Studies (One-Half to One Credit).
(a) General requirements. This comprehensive course is recommended for students 
in Grades 10-12. 
(b) Introduction. Home economics education provides individuals and families 
with essential knowledge and skills for managing the challenges of living and 
working in a diverse, global society. Individuals utilize these skills to 
enhance career and personal effectiveness, promote family strength and well-
being, and pursue career options. 
(c) Knowledge and skills. 
(1) Career preparation. The student analyzes factors influencing career choices. 
The student is expected to: 
(A) evaluate interests, abilities, and personal priorities related to 
employment; 
(B) explain the decision-making process associated with career selection; 
(C) determine preparation requirements for various levels of employment; 
(D) identify economic indicators that affect career selection;
(E) determine the impact of societal patterns and changing demographics on 
career choices; 
(F) determine the impact of technology on career options and choices; 
(G) identify entrepreneurial opportunities within the home economics/family and 
consumer sciences profession; 
(H) describe ways personal health affects career choices;
(I) examine how family structures and cultural patterns affect career choices; 
(J) analyze the relationship of career choice, retirement plans, and family 
life-cycle stage; and 
(K) determine the social, psychological, and financial implications of 
employment. 
(2) Career preparation. The student demonstrates employability skills that lead 
to career success. The student is expected to: 
(A) demonstrate effective methods to secure, maintain, and terminate employment; 
(B) demonstrate effective verbal, nonverbal, written, and electronic 
communication skills; 
(C) discuss how community service and work experiences contribute to 
employability; 
(D) practice positive interpersonal skills including conflict resolution, 
negotiation, teamwork, and leadership; 
(E) demonstrate productive work habits and attitudes; 
(F) explain how competence in using resources, information, technology, and 
systems affects employability; and 
(G) describe practices that facilitate management of multiple family, community, 
and wage- earner roles. 
(3) Career preparation. The student completes a supervised career-connections 
experience applying knowledge and skills developed in the study of career 
opportunities in the home economics/family and consumer sciences profession. The 
student is expected to: 
(A) determine home and business applications of knowledge and skills developed 
in the study of career opportunities in the home economics/family and consumer 
sciences profession; and 
(B) utilize a career-connections experience to demonstrate occupational 
applications of competencies developed in the study of career opportunities in 
the home economics/family and consumer sciences profession.
(4) Career opportunities. The student evaluates career opportunities in child 
development and early childhood education. The student is expected to: 
(A) determine educational requirements and career opportunities related to child 
development and early childhood education careers in human services, science and 
technology, education and communication, business and marketing, and art; 
(B) describe future trends in child development and early childhood education 
careers in human services, science and technology, education and communication, 
business and marketing, and art; and 
(C) analyze components of all aspects of the industry in relation to career 
opportunities in child development and early childhood education.
(5) Career opportunities. The student evaluates career opportunities in family 
studies and human services. The student is expected to: 
(A) determine educational requirements and career opportunities related to 
family studies and human services careers in human services, science and 
technology, education and communication, business and marketing, and art; 
(B) describe future trends in family studies and human services careers in human 
services, science and technology, education and communication, business and 
marketing, and art; and 
(C) analyze components of all aspects of the industry in relation to career 
opportunities in family studies and human services. 
(6) Career opportunities. The student evaluates career opportunities in consumer 
and resource management. The student is expected to: 
(A) determine educational requirements and career opportunities related to 
consumer and resource management careers in human services, science and 
technology, education and communication, business and marketing, and art; 
(B) describe future trends in consumer and resource management careers in human 
services, science and technology, education and communication, business and 
marketing, and art; and 
(C) analyze components of all aspects of the industry in relation to career 
opportunities in consumer and resource management. 
(7) Career opportunities. The student evaluates career opportunities in the 
hospitality industry. The student is expected to: 
(A) determine educational requirements and career opportunities related to 
hospitality careers in human services, science and technology, education and 
communication, business and marketing, and art; 
(B) describe future trends in hospitality careers in human services, science and 
technology, education and communication, business and marketing, and art; and 
(C) analyze components of all aspects of the industry in relation to career 
opportunities in the hospitality industry. 
(8) Career opportunities. The student evaluates career opportunities in the 
textile and apparel industries. The student is expected to: 
(A) determine educational requirements and career opportunities related to 
textile and apparel careers in human services, science and technology, education 
and communication, business and marketing, and art; 
(B) describe future trends in textile and apparel careers in human services, 
science and technology, education and communication, business and marketing, and 
art; and 
(C) analyze components of all aspects of the industry in relation to career 
opportunities in the textile and apparel industries. 
(9) Career opportunities. The student evaluates career opportunities in 
nutrition and wellness/food science and technology. The student is expected to: 
(A) determine educational requirements and career opportunities related to 
nutrition and wellness/food science and technology in human services, science 
and technology, education and communication, business and marketing, and art; 
(B) describe future trends in nutrition and wellness/food science and technology 
in human services, science and technology, education and communication, business 
and marketing, and art; and 
(C) analyze components of all aspects of the industry in relation to career 
opportunities in nutrition and wellness/food science and technology.
(10) Career opportunities. The student evaluates career opportunities in 
environmental design. The student is expected to:
(A) determine educational requirements and career opportunities related to 
environmental design careers in human services, science and technology, 
education and communication, business and marketing, and art; 
(B) describe future trends in environmental design in human services, science 
and technology, education and communication, business and marketing, and art; 
and 
(C) analyze components of all aspects of the industry in relation to career 
opportunities in environmental design. 
(11) Career opportunities. The student evaluates education career opportunities 
within the home economics/family and consumer sciences profession. The student 
is expected to: 
(A) determine preparation requirements and opportunities for education careers 
within the home economics/family and consumer sciences profession; 
(B) describe future trends in education careers within the home economics/family 
and consumer sciences profession; and 
(C) analyze components of all aspects of the industry in relation to education 
career opportunities within the home economics/family and consumer sciences 
profession. 

sec.122.14. Family and Career Management (One-Half Credit). 
(a) General requirements. This comprehensive course is recommended for students 
in Grades 11-12. 
(b) Introduction. Home economics education provides individuals and families 
with essential knowledge and skills for managing the challenges of living and 
working in a diverse, global society. Individuals utilize these skills to 
enhance career and personal effectiveness, promote family strength and well-
being, and pursue career options. 
(c) Knowledge and skills. 
(1) Preparation for family and career roles. The student determines transferable 
skills necessary to function effectively in family, community, and wage-earner 
roles. The student is expected to: 
(A) determine personal and family management skills that transfer to the 
workplace and community; 
(B) assess changes in the job market and the resulting impact on the family; and 
(C) identify ways family members and family practices promote lifelong learning. 
(2) Preparation for family and career roles. The student analyzes the impact of 
technology on the changing workforce and on the family. The student is expected 
to: 
(A) describe technological skills required for the workplace;
(B) explain the impact of technology on the workforce and family; and 
(C) describe the effect of technology on personal and family life management. 
(3) Preparation for family and career roles. The student correlates personal and 
family strengths to employment opportunities. The student is expected to: 
(A) assess personal interests, characteristics, skills, and their compatibility 
with varied career options; 
(B) determine a variety of career options and preparation requirements; and 
(C) describe the correlation between family support and job success. 
(4) Preparation for family and career roles. The student completes a supervised 
career-connections experience applying knowledge and skills developed in the 
study of family and career management. The student is expected to: 
(A) determine home and business applications of knowledge and skills developed 
in the study of family and career management; and 
(B) utilize a career-connections experience to demonstrate occupational 
applications of competencies developed in the study of family and career 
management. 
(5) Personal and career effectiveness. The student compares relationship skills 
to personal and career success. The student is expected to: 
(A) identify methods for developing and maintaining successful professional 
relationships; and 
(B) analyze the influence of positive interpersonal relationship skills on job 
success. 
(6) Personal and career effectiveness. The student exhibits personal 
characteristics that lead to career and personal success. The student is 
expected to: 
(A) relate positive attitude to job and family effectiveness;
(B) exhibit communication and interpersonal skills, including conflict 
resolution and negotiation, for developing personal and professional 
relationships; 
(C) practice time and stress management techniques; 
(D) demonstrate decision-making, goal-setting, and problem-solving skills; 
(E) determine skills related to diversity that impact career and personal 
effectiveness; 
(F) analyze appropriate dress and grooming for the workplace;
(G) demonstrate business and personal etiquette; 
(H) demonstrate skills and characteristics of leaders and effective team 
members; 
(I) explain how to work within organizational structures to meet employer goals; 
(J) demonstrate effective techniques to secure, maintain, and terminate 
employment; and 
(K) demonstrate verbal, nonverbal, written, and electronic communication skills. 
(7) Personal and career effectiveness. The student describes ways businesses 
contribute to family strengths and parental effectiveness. The student is 
expected to: 
(A) describe contributions of business to employees' balancing responsibilities 
of family, community, and wage-earner roles; 
(B) identify workplace policies and practices supportive of families; and 
(C) describe management practices facilitating individuals assuming multiple 
family, community, and wage-earner roles. 
(8) Personal and career effectiveness. The student analyzes health-related 
issues affecting employees in the workplace. The student is expected to: 
(A) determine occupational implications of substance abuse;
(B) summarize company policies regarding mandatory drug testing;
(C) summarize various employment policies regarding physical limitations and 
chronic health conditions; 
(D) describe workplace programs that promote good nutrition and exercise; and 
(E) identify environmental considerations and essential safety practices at 
work. 
(9) Personal and career effectiveness. The student describes the impact of 
ethical and legal practices in the workplace. The student is expected to: 
(A) summarize federal regulations governing employment practices;
(B) identify forms of ethical and legal violations in the workplace; 
(C) identify strategies to address ethical and legal violations; and 
(D) discuss abuse of privileges, conflict of interest, and preferential 
treatment. 
(10) Effective management. The student exhibits resource management techniques. 
The student is expected to: 
(A) identify personal resources; 
(B) develop time management strategies; 
(C) explain the effect of priorities on personal and family management 
decisions; and 
(D) analyze components of effective financial management.
(11) Effective management. The student practices effective decision making in 
meeting personal and family clothing needs. The student is expected to: 
(A) identify factors affecting personal and family clothing selection; 
(B) practice clothing care and maintenance; 
(C) analyze factors affecting the management of the personal and family clothing 
budget; and 
(D) demonstrate personal and business wardrobe planning skills.
(12) Effective management. The student practices effective decision making in 
meeting personal and family housing needs. The student is expected to: 
(A) summarize housing options and considerations for selection;
(B) estimate the expense of obtaining furnishings and maintaining living space; 
(C) determine skills necessary for managing and maintaining a home; and 
(D) summarize laws and regulations affecting housing. 
(13) Effective management. The student determines food choices that promote good 
health. The student is expected to: 
(A) determine considerations in planning nutritionally adequate meals for 
individuals and families; 
(B) determine food budget considerations; 
(C) compare the cost of foods from different sources; and
(D) plan menus considering skills, time limitations, and nutritional needs. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706445
Criss Cloudt
Associate Commissioner, Policy Planning And Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1998
For further information, please call: (512) 463-9701

SUBCHAPTER C. Family Studies and Human Services, High School 
19 TAC sec.sec.122.21-122.24
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum. 

sec.122.21. Implementation of Texas Essential Knowledge and Skills for Home 
Economics Education, Family Studies and Human Services, High School. 
The provisions of Chapter 122, Subchapters B-K, shall supersede sec.75.83 of 
this title (relating to Vocational Home Economics) beginning September 1, 1998. 

sec.122.22. Individual and Family Life (One-Half Credit). 
(a) General requirements. This technical course is recommended for students in 
Grades 10-12. 
(b) Introduction. The relationships between individuals and among family members 
significantly affect the quality of life. Individuals use knowledge and skills 
in family studies and human services to enhance personal development, foster 
quality relationships, promote wellness of family members, manage multiple adult 
roles, and pursue careers related to these fields of study. 
(c) Knowledge and skills. 
(1) Personal development. The student evaluates factors related to personal 
development. The student is expected to: 
(A) describe factors that affect personal identity, personality, and self-
esteem; 
(B) analyze how the family influences the development of personal identity and 
self-esteem of all family members, including those with special needs; and 
(C) propose strategies that promote physical, emotional, intellectual, and 
social development. 
(2) Personal development. The student determines short-term and long-term 
implications of personal decisions. The student is expected to: 
(A) summarize the decision-making process; 
(B) discuss consequences and responsibilities of decisions; and 
(C) evaluate the effect of decisions on health, well-being, family, 
interpersonal relationships, employment, and society as a whole.
(3) Personal development. The student analyzes considerations related to the 
transition to independent adulthood. The student is expected to: 
(A) describe adjustments related to achieving independence; and 
(B) determine responsibilities of living as an independent adult. 
(4) Interpersonal relationships. The student analyzes the family's role in 
relationship development. The student is expected to:
(A) describe the development of relationships; 
(B) explain the family's role in fostering the abilities of its members to 
develop healthy relationships; and 
(C) analyze effects of cultural patterns on family relationships.
(5) Interpersonal relationships. The student analyzes relationship development 
outside the family. The student is expected to:
(A) describe ways to promote friendship; 
(B) describe the influence of peers on the individual; 
(C) determine appropriate responses to authority figures;
(D) propose ways to promote an appreciation of diversity;
(E) assess the importance of attitude in relationships; and
(F) discuss functions and roles of dating. 
(6) Interpersonal relationships. The student determines factors related to 
marital success. The student is expected to: 
(A) analyze components of a successful marriage; and 
(B) determine communication skills and practices that strengthen marriage. 
(7) Effective individual and family functioning. The student determines methods 
that promote an effective family unit. The student is expected to: 
(A) describe family structures; 
(B) explain the role of the individual within the family;
(C) compare functions of families in various cultures; 
(D) predict the effects of societal, demographic, and economic trends on 
individuals and the family; 
(E) appraise ways to strengthen functions in varied family structures; 
(F) determine procedures for meeting individual and family needs through 
resource management; 
(G) explain how technology influences family functions and relationships; and 
(H) determine the impact of effective family functioning on community and 
society. 
(8) Effective individual and family functioning. The student determines how 
changes occurring throughout the family life cycle impact individuals and 
families. The student is expected to: 
(A) describe the stages of the family life cycle; 
(B) describe roles and responsibilities of individuals and family members 
throughout the family life cycle; 
(C) analyze financial considerations related to the family life cycle; and 
(D) predict the benefits of technological advances on families throughout the 
family life cycle. 
(9) Effective individual and family functioning. The student analyzes types of 
needs and crises experienced by individuals and families. The student is 
expected to: 
(A) categorize types of crises and their effect on individuals and families; 
(B) determine strategies for prevention and management of individual and family 
problems and crises; 
(C) identify resources and support systems that provide assistance to families 
in crisis; 
(D) determine management strategies and technology available to meet special 
needs of family members; and 
(E) summarize laws and public policies related to the family.
(10) Effective individual and family functioning. The student determines stress 
management effective for individuals and families. The student is expected to: 
(A) describe the impact of stress on individuals and relationships;
(B) identify factors contributing to stress; and 
(C) practice techniques for managing stress. 
(11) Career preparation. The student determines opportunities and preparation 
requirements for careers in the field of family studies and human services. The 
student is expected to: 
(A) determine employment and entrepreneurial opportunities and preparation 
requirements for careers in the field of family studies and human services; 
(B) determine how interests, abilities, and personal priorities affect career 
choice; and 
(C) propose short-term and long-term career goals. 
(12) Career preparation. The student exhibits employability skills. The student 
is expected to: 
(A) practice effective verbal, nonverbal, written, and electronic  communication 
skills; 
(B) analyze the influence of cultural background on patterns of communication; 
(C) practice positive interpersonal skills including conflict resolution, 
negotiation, teamwork, and leadership; 
(D) demonstrate effective techniques to secure, maintain, and terminate 
employment; 
(E) determine ethical practices in the workplace; and 
(F) utilize leadership and team member skills in problem-solving situations. 
(13) Career preparation. The student analyzes management practices facilitating 
individuals assuming multiple family, community, and wage-earner roles. The 
student is expected to: 
(A) determine the impact of career choice on family life;
(B) describe the effect of family life on workplace productivity;
(C) determine employment practices and trends that support families; and 
(D) explain how technology impacts career options and family roles. 
(14) Career preparation. The student completes a supervised career-connections 
experience applying knowledge and skills developed in the study of individual 
and family life. The student is expected to: 
(A) determine home and business applications of knowledge and skills developed 
in the study of individual and family life; and 
(B) utilize a career-connections experience to demonstrate occupational 
applications of competencies developed in the study of individual and family 
life. 

sec.122.23. Family Health Needs (One-Half Credit).
(a) General requirements. This technical course is recommended for students in 
Grades 10-12. 
(b) Introduction. The relationships between individuals and among family members 
significantly affect the quality of life. Individuals use knowledge and skills 
in family studies and human services to enhance personal development, foster 
quality relationships, promote wellness of family members, manage multiple adult 
roles, and pursue careers related to these fields of study. 
(c) Knowledge and skills. 
(1) Health and wellness of family members. The student promotes principles of 
good health and wellness for family members across the life span. The student is 
expected to: 
(A) identify principles and implications of good personal health for family 
members; and 
(B) evaluate the role of personal management in maintaining good health and 
wellness. 
(2) Health and wellness of family members. The student evaluates the effect of 
nutrition in maintaining health and wellness of family members. The student is 
expected to: 
(A) determine dietary practices that meet the nutritional needs of individuals 
and family members throughout the life span; and 
(B) explain the role of nutrition in managing special health needs of family 
members. 
(3) Health and wellness of family members. The student explains how stress 
management promotes physical and mental health of family members. The student is 
expected to: 
(A) identify causes of stress and its impact on individuals and families; 
(B) determine stress management techniques and available resources; and 
(C) determine how healthy individual and family lifestyles contribute to stress 
management. 
(4) Management of health needs. The student determines practices that promote 
health and safety of family members, including those with special needs. The 
student is expected to: 
(A) discuss common family health problems, causes, prevention, and appropriate 
sources of treatment; 
(B) describe personal hygiene and home sanitation procedures that contribute to 
disease prevention; 
(C) determine typical causes of home health emergencies; 
(D) outline appropriate actions of various family members in response to home 
emergencies; and 
(E) describe ways to prevent environmental and safety hazards in the home. 
(5) Management of health needs. The student analyzes family health-care options. 
The student is expected to: 
(A) identify available family health-care resources; 
(B) explain how technology impacts health-care services; 
(C) describe the health-care system and structures for the delivery of medical 
services; and 
(D) determine criteria for selecting professional medical services for family 
members. 
(6) Management of health needs. The student analyzes the impact of illness, 
accidents, and special health needs on the family. The student is expected to: 
(A) determine the health-care costs of common accidents and diseases; 
(B) identify resources and methods for managing the health-care costs of family 
members; 
(C) compare characteristics and benefits of different approaches to providing 
for the health- care needs of family members; and 
(D) describe the physical, emotional, and social impact of illness, accidents, 
and special health needs on the family. 
(7) Special family health needs and issues. The student analyzes skills and 
strategies needed to meet special health needs. The student is expected to: 
(A) identify special health needs of individuals; 
(B) determine management strategies for meeting special health needs within the 
family; 
(C) identify skills needed by caregivers of family members with special health 
needs; 
(D) identify modification requirements in diet, clothing, and environment needed 
by family members with special health needs; and 
(E) identify resources and technological advances that can be utilized in 
meeting the special needs of family members. 
(8) Special family health needs and issues. The student determines management 
options for meeting special health needs of older family members. The student is 
expected to: 
(A) describe the psychological, physical, social, and economic changes that 
occur during later adulthood; 
(B) assess services available through home health care, support groups, and 
elder care options; 
(C) explain the importance of proper diet and exercise to the health and well-
being of older adults; 
(D) determine implications for family members living in multigenerational 
households; and 
(E) describe technological advances that expand elder care options. 
(9) Special family health needs and issues. The student analyzes family health 
issues. The student is expected to: 
(A) explain the family's role in the prevention of eating disorders; 
(B) assess the impact of substance abuse on the individual and family; and 
(C) describe methods for prevention of various forms of abuse and neglect of 
family members. 
(10) Special family health needs and issues. The student analyzes the effect of 
public policy on the individual and family health-care field. The student is 
expected to: 
(A) identify laws, policies, trends, and issues affecting family health and the 
cost of care; 
(B) summarize laws and public policies that impact individuals with special 
health needs and their families; 
(C) describe the interrelationship of the health-care field and the U.S. 
economy; and 
(D) research the impact of changing demographics on public policy. 
(11) Career preparation. The student makes informed career decisions that 
reflect personal, family, and career goals. The student is expected to: 
(A) determine personal characteristics appropriate for individual and family 
health-care careers; 
(B) propose short-term and long-term career goals; 
(C) evaluate employment and entrepreneurial opportunities and preparation 
requirements for careers related to individual and family health; 
(D) predict emerging careers related to the increasing older adult population 
and to technological advances in family health care; and
(E) describe management practices facilitating individuals assuming multiple 
family, community, and wage-earner roles. 
(12) Career preparation. The student exhibits employability skills. The student 
is expected to: 
(A) determine effective methods to secure, maintain, and terminate employment; 
(B) demonstrate effective verbal, nonverbal, written, and electronic 
communication skills; 
(C) practice positive human-relations skills; 
(D) demonstrate skills, characteristics, and responsibilities of leaders and 
effective team members; and 
(E) determine ethical practices in careers related to individual and family 
health. 
(13) Career preparation. The student completes a supervised career-connections 
experience applying knowledge and skills developed in the study of family health 
needs. The student is expected to: 
(A) determine home and business applications of knowledge and skills developed 
in the study of family health needs; and 
(B) utilize a career-connections experience to demonstrate occupational 
applications of competencies developed in the study of family health needs. 

sec.122.24. Services for Older Adults (Two to Three Credits). 
(a) General requirements. This course provides occupationally specific training 
and is recommended for students in Grades 11-12. Students may be awarded two to 
three credits per year for one to two years for the successful completion of 
this course. Instruction may be delivered through school-based pre- employment 
laboratory training or through work-based delivery arrangements such as 
cooperative education, preceptorships, mentoring, and job shadowing. The two 
recommended prerequisites for this course are: Family Health Needs, Nutrition 
and Food Science. 
(b) Introduction. The relationships between individuals and among family members 
significantly affect the quality of life. Individuals use knowledge and skills 
in family studies and human services to enhance personal development, foster 
quality relationships, promote wellness of family members, manage multiple adult 
roles, and pursue careers related to these fields of study. 
(c) Knowledge and skills. 
(1) Quality of life. The student analyzes factors affecting the older adult 
population. The student is expected to: 
(A) describe the aging process; 
(B) describe characteristics and care needs of older adults;
(C) identify laws, trends, and issues affecting older adults;
(D) analyze factors contributing to the growing older adult population; 
(E) predict how changing demographics impact older adults and society as a 
whole; 
(F) determine the role of older adults, their status, and contributions in 
various cultures; 
(G) analyze the influences of technology on the health care and lifestyle of 
older adults; and 
(H) identify resources for addressing the various needs of older adults. 
(2) Quality of life. The student determines appropriate communication techniques 
for interacting with older adults. The student is expected to: 
(A) describe communication and guidance techniques appropriate for older adults 
functioning at various levels; 
(B) implement strategies that enhance cooperation and involvement between family 
members and older adults; and 
(C) utilize appropriate applications of technology that enhance opportunities 
for older adults to maintain involvement, pursue lifelong learning, and continue 
making contributions to society. 
(3) Quality of life. The student evaluates the nutritional requirements and 
needs of older adults. The student is expected to: 
(A) identify the functions and sources of nutrients; 
(B) apply principles of nutrition to meet the daily food requirements of older 
adults; 
(C) identify common dietary deficiencies and disorders associated with older 
adults; 
(D) determine available technology that aids in dietary modifications for older 
adults; 
(E) analyze factors affecting diets and eating practices of older adults with 
special needs; 
(F) summarize food preparation and service techniques that facilitate retention 
of nutrients; 
(G) propose methods to enhance older adults' independence in meal preparation; 
and 
(H) appraise food and nutrition resources. 
(4) Quality of life. The student analyzes contributions of older adults to 
society. The student is expected to: 
(A) determine contributions older adults make to society through personal 
achievement, family life, employment, and volunteerism; and 
(B) predict ways an increasing older adult population can benefit society. 
(5) Needs of older adults. The student implements appropriate practices for 
meeting the physical needs of older adults. The student is expected to: 
(A) describe physical characteristics typical of the aging process; 
(B) perform appropriate techniques for promoting independence among older adults 
with physical limitations; 
(C) determine caregiver strategies appropriate to accommodate physical 
limitations of older adults; 
(D) conduct physical activities appropriate for older adults; and 
(E) identify considerations when selecting appropriate housing, furnishings, 
clothing, and transportation for older adults at various levels of functioning. 
(6) Needs of older adults. The student implements appropriate practices for 
meeting the emotional needs of older adults. The student is expected to: 
(A) identify special emotional needs of older adults; 
(B) summarize ways to alleviate insecurities and loss of dignity experienced by 
some older adults; 
(C) describe techniques that promote emotional adjustments to losses; 
(D) describe crisis management techniques; 
(E) determine the impact of family support on the emotional well-being of older 
relatives; and 
(F) utilize caregiver techniques promoting positive emotional health of older 
adults. 
(7) Needs of older adults. The student implements appropriate practices for 
meeting the intellectual needs of older adults. The student is expected to: 
(A) differentiate between effects of aging and disease on mental abilities; 
(B) describe mental disorders commonly associated with some older adults; 
(C) analyze methods that caregivers can use to promote mental alertness; 
(D) determine caregiver strategies appropriate to accommodate persons with 
mental limitations; 
(E) determine techniques promoting independence among older adults with mental 
limitations; and 
(F) conduct appropriate intellectually stimulating activities to meet varying 
needs of older adults. 
(8) Needs of older adults. The student implements appropriate practices for 
meeting the social needs of older adults. The student is expected to: 
(A) assess the impact of culture on the role of older adults;
(B) summarize theories associated with social changes of aging;
(C) identify ways to meet the social needs of older adults;
(D) point out factors influencing the social needs of older adults; and 
(E) utilize planning and group leadership techniques to meet the recreational 
needs of older adults. 
(9) Elder care. The student describes effective management practices related to 
care of older adults. The student is expected to: 
(A) describe types and multiple responsibilities of caregivers;
(B) identify types of facilities and levels of care for older adults; 
(C) demonstrate productive work habits and attitudes; 
(D) exhibit communication skills needed in all levels of care;
(E) practice effective stress management strategies when providing services for 
older adults; 
(F) determine resources for caregivers and older adults; 
(G) describe management functions in facilities for older adults; and 
(H) determine technological business applications used in management of elder 
care facilities. 
(10) Elder care. The student determines procedures for promoting the health and 
wellness of older adults. The student is expected to: 
(A) explain the causes and prevention of communicable diseases;
(B) identify community resources for assistance in emergencies;
(C) identify possible signs of illness in older adults; 
(D) describe types of elder abuse, neglect, and prevention; and 
(E) implement routine procedures that promote health and wellness of older 
adults. 
(11) Elder care. The student analyzes the components of a safe, sanitary 
environment. The student is expected to: 
(A) analyze the importance of a safe and sanitary environment;
(B) practice sanitation procedures; 
(C) utilize personal sanitation measures to prevent the spread of infection and 
disease; 
(D) point out hazardous elements in an older person's home or care facility; and 
(E) propose housing adaptations for the special needs of older adults. 
(12) Elder care. The student determines procedures used in personal care of 
older adults. The student is expected to: 
(A) describe technological advances that facilitate care of older adults; 
(B) promote self-reliance while assisting older adults with personal care and 
hygiene; 
(C) practice special housekeeping and maintenance skills associated with older 
adults; and 
(D) evaluate personal care procedures and schedules in an elder care facility. 
(13) Career preparation. The student exhibits employability skills which lead to 
job success in services for older adults. The student is expected to: 
(A) demonstrate effective verbal, nonverbal, written, and electronic 
communication skills; 
(B) demonstrate effective methods to secure, maintain, and terminate employment; 
(C) demonstrate positive interpersonal skills including conflict resolution, 
negotiation, teamwork, and leadership; 
(D) evaluate the relationship of good physical and mental health to job success 
and achievement; 
(E) demonstrate appropriate grooming and appearance for the workplace; 
(F) demonstrate appropriate business and personal etiquette in the workplace; 
(G) exhibit productive work habits and attitudes; and 
(H) analyze opportunities in volunteer work with older adults.
(14) Career preparation. The student determines employment opportunities and 
preparation requirements in services for older adults. The student is expected 
to: 
(A) determine preparation requirements for various levels of employment in a 
variety of careers that provide services to older adults;
(B) analyze the future employment outlook in services for older adults; 
(C) describe entrepreneurial opportunities in services for older adults; 
(D) determine how interests, abilities, personal priorities, and family 
responsibilities affect career choice; 
(E) compare rewards and demands for various levels of employment in a variety of 
careers; and 
(F) determine continuing education opportunities that enhance career advancement 
and promote lifelong learning. 
(15) Career preparation. The student demonstrates ethical practices in providing 
services for older adults. The student is expected to: 
(A) summarize the rights and responsibilities of employers and employees; 
(B) describe the rights and responsibilities of older adults as clients; 
(C) exhibit ethical practices in providing services for older adults; 
(D) point out strategies for advocating for the rights of older adults; and 
(E) analyze fraudulent and deceptive practices that victimize older adults. 
(16) Career preparation. The student analyzes the management of multiple family, 
community, and wage-earner roles. The student is expected to: 
(A) analyze challenges of managing multiple family, community, and wage-earner 
roles; and 
(B) exhibit management practices facilitating individuals assuming multiple 
roles. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706446
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER D. Child Development, Education, and Services; High School
19 TAC sec.sec.122.31-122.34
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum. 

sec.122.31. Implementation of Texas Essential Knowledge and Skills for Home 
Economics Education, Child Development, Education, and Services; High School. 
The provisions of Chapter 122, Subchapters B-K, shall supersede sec.75.83 of 
this title (relating to Vocational Home Economics) beginning September 1, 1998. 

sec.122.32. Preparation for Parenting (One-Half Credit).
(a) General requirements. This technical laboratory course is recommended for 
students in Grades 10-12. 
(b) Introduction. Knowledge and skills related to child growth and development 
equip individuals to develop positive relationships with children and effective 
parenting and caregiver skills. Individuals use these skills to promote the 
well-being and healthy development of children, strengthen families in a 
culturally diverse society, and pursue careers related to the care and education 
of children. 
(c) Knowledge and skills. 
(1) Preparation for parenthood. The student analyzes factors affecting the 
decision to parent. The student is expected to: 
(A) explain the role of personal goals and priorities in the decision to parent; 
(B) describe personal health and genetic considerations that could impact the 
decision to parent; 
(C) analyze the impact of the decision to parent on individuals and families; 
(D) determine cultural and societal factors that influence the decision to 
parent; and 
(E) determine the social, emotional, intellectual, physical, and financial 
readiness required for parenting. 
(2) Preparation for parenthood. The student describes parenting in various 
family structures. The student is expected to: 
(A) analyze the implications of various family structures on parenting practices 
and child care options; and 
(B) determine the legal responsibilities involved in parenting.
(3) Preparation for parenthood. The student analyzes the impact on the family of 
physical and emotional changes that occur during pregnancy. The student is 
expected to: 
(A) describe signs of pregnancy; 
(B) describe components of good prenatal care; 
(C) summarize possible complications of pregnancy; and 
(D) summarize the impact of pregnancy on the family. 
(4) Effective parenting. The student analyzes the multiple roles of parents 
throughout the family life cycle. The student is expected to: 
(A) analyze the changing roles of parents throughout the family life cycle; 
(B) determine strategies for managing the multiple roles of parents; 
(C) analyze the impact of changing societal patterns and demographics on the 
role of parents, children, and other family members throughout the life span; 
(D) determine resources affecting management of multiple adult roles; and 
(E) describe techniques for effective stress management. 
(5) Effective parenting. The student analyzes child care options within and 
outside the home. The student is expected to: 
(A) compare child care options for children of various ages;
(B) explain the financial considerations of child care options; and 
(C) identify criteria for selecting quality child care. 
(6) Effective parenting. The student analyzes parental responsibilities that 
promote health and wellness of children. The student is expected to: 
(A) identify signs of good health and symptoms of illness in children; 
(B) describe parental practices that contribute to the health and wellness of 
children; 
(C) identify strategies that promote safe environments for children; 
(D) determine responsibilities of parents in appropriately managing the safety 
and health care of children; 
(E) explain responsibilities of parents in providing children with nutritionally 
adequate diets; and 
(F) determine resources available for managing the health care of children. 
(7) Effective parenting. The student analyzes roles and responsibilities of 
parents as their children's first teachers. The student is expected to: 
(A) determine the roles and responsibilities of parents related to the physical, 
intellectual, emotional, and social development of children;
(B) identify positive role modeling behaviors; 
(C) identify strategies for optimizing the physical, intellectual, emotional, 
and social development of children, including those with special needs; and 
(D) point out strategies for promoting communication between parents and 
children. 
(8) Effective parenting. The student analyzes the effect of play in the 
development of children. The student is expected to:
(A) explain how play promotes the physical, intellectual, emotional, and social 
development of children; 
(B) describe characteristics and safety features of developmentally appropriate 
play activities, toys, and equipment for children; 
(C) describe strategies parents may use to encourage constructive play; 
(D) determine potential uses of technology, media, and resources to foster 
healthy child development; and 
(E) determine safeguards to prevent misuse and abuse of technology and media 
with children. 
(9) Effective parenting. The student summarizes appropriate guidance techniques 
for children of various ages and developmental levels. The student is expected 
to: 
(A) identify the various types of guidance; 
(B) determine appropriate guidance techniques; 
(C) describe parenting styles and the effects on children;
(D) explain behaviors that may lead to child abuse; and 
(E) identify strategies that deter abusive behavior. 
(10) Effective parenting. The student evaluates how individual and family crises 
affect family relationships and parenting. The student is expected to: 
(A) identify family crises; 
(B) analyze how family crises affect family and parenting relationships; 
(C) determine strategies for preventing and coping with family crises; 
(D) summarize resources available to assist families; and
(E) discuss society's role in the protection of individuals and families. 
(11) Career preparation. The student makes informed career decisions that 
reflect personal, family, and career goals. The student is expected to: 
(A) analyze the impact of career decisions on parenting; 
(B) propose short-term and long-term career goals; 
(C) assess personal interests, aptitudes, and abilities needed in the family-
services profession; 
(D) exhibit employability skills; 
(E) demonstrate effective verbal, nonverbal, written, and electronic 
communication skills; 
(F) demonstrate skills and characteristics of leaders and effective team 
members; and 
(G) evaluate employment and entrepreneurial opportunities and educational 
requirements in the family-services profession; 
(12) Career preparation. The student completes a supervised career-connections 
experience applying knowledge and skills developed in the study of parenting. 
The student is expected to: 
(A) determine home and business applications of knowledge and skills developed 
in the study of parenting; and 
(B) utilize a career-connections experience to demonstrate occupational 
applications of competencies developed in the study of parenting. 

sec.122.33. Child Development (One-Half Credit).
(a) General requirements. This technical laboratory course is recommended for 
students in Grades 10-12. 
(b) Introduction. Knowledge and skills related to child growth and development 
equip individuals to develop positive relationships with children and effective 
parenting and caregiver skills. Individuals use these skills to promote the 
well-being and healthy development of children, strengthen families in a 
culturally diverse society, and pursue careers related to the care and education 
of children. 
(c) Knowledge and skills. 
(1) Prenatal care and development. The student explains components of prenatal 
care and development. The student is expected to: 
(A) describe nutritional needs prior to and during pregnancy;
(B) analyze reasons for medical care and good health practices prior to and 
during pregnancy; 
(C) identify signs of pregnancy; and 
(D) outline stages of prenatal development. 
(2) Prenatal care and development. The student determines hereditary and 
environmental factors affecting prenatal development. The student is expected 
to: 
(A) discuss the role of genetics in prenatal development;
(B) determine environmental factors affecting development of the fetus; and 
(C) discuss the impact of technological advances on prenatal care and 
development. 
(3) Prenatal care and development. The student explains the process of delivery. 
The student is expected to: 
(A) describe the stages of labor; 
(B) summarize methods of delivery; and 
(C) describe possible complications of delivery. 
(4) Infancy. The student analyzes the growth, development, and care of the 
newborn. The student is expected to: 
(A) analyze the physical, emotional, social, and intellectual development of the 
newborn; 
(B) explain the relationship of nurturing to the growth and development of the 
newborn; 
(C) describe the influence of the family on the growth and development of the 
newborn; 
(D) summarize strategies for optimizing the development of newborns, including 
those with special needs; and 
(E) describe positive caregiving techniques. 
(5) Infancy. The student analyzes the growth, development, and care of the 
infant. The student is expected to: 
(A) analyze the physical, emotional, social, and intellectual development of the 
infant; 
(B) analyze various theories of psychosocial and intellectual development; 
(C) determine the influences of the family and society on the infant; 
(D) summarize strategies for optimizing the development of infants, including 
those with special needs; 
(E) determine techniques that promote the health and safety of an infant; and 
(F) determine developmentally appropriate guidance techniques during the first 
year of life. 
(6) Infancy. The student describes family adjustments occurring in response to 
the addition of a child to the family. The student is expected to: 
(A) analyze emotional changes occurring after the addition of a child to the 
family; 
(B) discuss shared parenting responsibilities; 
(C) describe strategies for managing the multiple roles of family members; 
(D) discuss considerations for parents in maintaining their relationship after 
the addition of children to the family; and 
(E) describe family financial adjustments resulting from the addition of a child 
to the family. 
(7) Toddler, preschool, and school-age child. The student analyzes the growth 
and development of the toddler. The student is expected to: 
(A) analyze the physical, emotional, social, and intellectual development of the 
toddler; 
(B) determine the role of play in a toddler's growth and development;
(C) summarize strategies for optimizing the development of toddlers, including 
those with special needs; and 
(D) determine developmentally appropriate guidance techniques for use with 
toddlers. 
(8) Toddler, preschool, and school-age child. The student analyzes the growth 
and development of the preschool child. The student is expected to: 
(A) analyze the physical, emotional, social, and intellectual development of the 
preschool child; 
(B) describe the role of play in a preschool child's growth and development; 
(C) summarize strategies for optimizing the development of preschool children, 
including those with special needs; and 
(D) determine developmentally appropriate guidance techniques for a preschool 
child. 
(9) Toddler, preschool, and school-age child. The student analyzes the growth 
and development of the school-age child. The student is expected to: 
(A) analyze the physical, emotional, social, and intellectual development of the 
school-age child; 
(B) analyze the role of the school environment on the growth and development of 
the school- age child; 
(C) summarize strategies for optimizing the growth and development of school-age 
children, including those with special needs; and 
(D) determine developmentally appropriate guidance techniques for the school-age 
child. 
(10) Care and protection of children. The student evaluates child care agencies 
and services available to families. The student is expected to: 
(A) identify criteria for assessing the quality of child care;
(B) compare child care options; 
(C) point out characteristics of quality child care that reflect the philosophy 
of the caregiver serving as teacher; 
(D) determine the influences of child care on family economics;
(E) determine agencies and services that protect the rights of children; 
(F) summarize various resources focusing on children; 
(G) predict the impact of changing demographics and cultural diversity on the 
health and welfare of children; and 
(H) discuss legislation and public policies affecting children.
(11) Care and protection of children. The student describes the impact of child 
abuse on children and families. The student is expected to: 
(A) analyze forms, causes, and effects of child abuse; 
(B) summarize prevention and treatment of child abuse; and
(C) discuss responsibilities of citizens to report child abuse.
(12) Care and protection of children. The student analyzes practices that 
promote the health and wellness of children. The student is expected to: 
(A) describe factors essential to the health and safety of children; 
(B) explain the impact of appropriate health care on the well-being of children; 
(C) suggest techniques for promoting healthy dietary practices in children of 
various ages; and 
(D) describe practices that promote the safety of children at various 
developmental levels. 
(13) Career preparation. The student exhibits employability skills. The student 
is expected to: 
(A) demonstrate skills, characteristics, and responsibilities of leaders and 
effective team members; 
(B) demonstrate effective methods to secure, maintain, and terminate employment; 
(C) practice human-relations skills; 
(D) explain obligations of employees and employers in terminating employment; 
and 
(E) demonstrate effective verbal, nonverbal, written, and electronic 
communication skills. 
(14) Career preparation. The student makes informed career decisions that 
reflect personal, family, and career goals. The student is expected to: 
(A) assess personal interests, aptitudes, and abilities; 
(B) evaluate employment and entrepreneurial opportunities and education 
requirements in the field of child development and early childhood education; 
(C) propose short-term and long-term career goals; and 
(D) describe management practices facilitating individuals assuming multiple 
family, community, and wage-earner roles. 
(15) Career preparation. The student completes a supervised career-connections 
experience applying knowledge and skills developed in the study of child 
development. The student is expected to: 
(A) determine home and business applications of knowledge and skills developed 
in the study of child development; and 
(B) utilize a career-connections experience to demonstrate occupational 
applications of competencies in the study of child development.

sec.122.34. Child Care and Guidance, Management, and Services (Two to Three 
Credits). 
(a) General requirements. This course provides occupationally specific training 
and is recommended for students in Grades 11-12. Students may be awarded two to 
three credits per year for one to two years for the successful completion of 
this course. Instruction may be delivered through school-based pre- employment 
laboratory training or through work-based delivery arrangements such as 
cooperative education, preceptorships, mentoring, and job shadowing. The two 
recommended prerequisites for this course are: Child Development, Nutrition and 
Food Science. 
(b) Introduction. Knowledge and skills related to child growth and development 
equip individuals to develop positive relationships with children and effective 
parenting and caregiver skills. Individuals use these skills to promote the 
well-being and healthy development of children, strengthen families in a 
culturally diverse society, and pursue careers related to the care and education 
of children. 
(c) Knowledge and skills. 
(1) Business management procedures. The student determines effective business 
management procedures for the child care industry. The student is expected to: 
(A) analyze licensing and accreditation standards; 
(B) adhere to minimum standards, organization goals, policies, and procedures in 
the child care setting; 
(C) demonstrate effective management skills; and 
(D) identify the chain of command and responsibilities of each employee. 
(2) Business management procedures. The student analyzes the components of a 
safe and sanitary environment. The student is expected to: 
(A) evaluate safety and sanitation standards in a child care setting; 
(B) practice emergency and evacuation procedures; 
(C) demonstrate first aid and cardiopulmonary resuscitation (CPR) techniques; 
and 
(D) summarize environmental conditions appropriate for a child care setting. 
(3) Business management procedures. The student analyzes procedures for 
promoting health and wellness in the child care setting. The student is expected 
to: 
(A) observe screening and other health assessment techniques;
(B) describe effective methods of recording health-related information; 
(C) explain state law in reporting suspected child abuse;
(D) utilize appropriate procedures for reporting accidents;
(E) practice techniques that promote good health and safety in young children; 
and 
(F) describe appropriate methods of administering and storing medications. 
(4) Influences on child growth and development. The student analyzes factors 
affecting growth and development of young children. The student is expected to: 
(A) explain how children progress through developmental stages;
(B) determine developmental differences in children of various ages; 
(C) identify characteristics indicative of special needs or disabilities in 
children; 
(D) explain influences on the physical, emotional, social, and intellectual 
development of children; 
(E) identify the effects of child abuse on the growth and development of young 
children; and 
(F) determine how society, culture, and changing demographics affect the growth 
and development of young children. 
(5) Influences on child growth and development. The student utilizes 
developmentally appropriate teaching strategies for young children. The student 
is expected to: 
(A) apply the major learning theories when planning developmentally appropriate 
learning experiences for children; 
(B) identify stimulating developmentally appropriate learning environments; 
(C) demonstrate developmentally appropriate teaching methods and techniques; 
(D) implement developmentally appropriate activities and lessons;
(E) develop appropriate adaptations of curriculum for children, including those 
with special needs; 
(F) describe methods of assessing developmental levels of children; 
(G) compare various observation techniques; and 
(H) discuss the use of technology in teaching young children.
(6) Influences on child growth and development. The student evaluates the 
nutritional requirements and needs of young children. The student is expected 
to: 
(A) determine the role of following food guidelines in promoting children's 
health; 
(B) plan attractive nutritious snacks and meals; 
(C) demonstrate safe and sanitary food handling practices;
(D) propose dietary modifications for special diet needs; and 
(E) develop strategies for creating a relaxed mealtime routine.
(7) Interactions impacting behavioral development. The student appraises various 
guidance techniques utilized with children. The student is expected to: 
(A) determine developmentally appropriate practices that promote self-
discipline; 
(B) practice effective communication skills; 
(C) evaluate appropriate techniques to assist children in their adjustment to a 
child care setting; 
(D) set up guidelines for assisting children with routine activities; 
(E) propose developmentally appropriate practices that promote children's 
respect for diversity; 
(F) identify guidance strategies for promoting positive behavior in children; 
(G) describe guidance strategies for dealing with children's problems; and 
(H) determine appropriate techniques when guiding children, including those with 
special needs. 
(8) Interactions impacting behavioral development. The student analyzes behavior 
in children resulting from various family situations. The student is expected 
to: 
(A) describe the impact of family beliefs, customs, and culture on children's 
behavior; 
(B) explain how diversity of family units and roles may be reflected in a 
child's behavior; 
(C) describe the impact of family crises on children and family;
(D) identify roles of family members in supporting children during crises; 
(E) analyze the effect of family stability on children's behavior; and 
(F) describe how child abuse affects behavior. 
(9) Interactions impacting behavioral development. The student determines 
appropriate procedures to promote active parental involvement in the child care 
setting. The student is expected to: 
(A) identify needs and opportunities for parental involvement in the child care 
setting; 
(B) practice effective communication techniques that promote parental 
involvement; and 
(C) implement strategies that enhance cooperation among the center, teacher, 
community, and family. 
(10) Career preparation. The student exhibits employability skills that lead to 
job success in the child care industry. The student is expected to: 
(A) demonstrate effective verbal, nonverbal, written, and electronic 
communication skills; 
(B) demonstrate effective methods to secure, maintain, and terminate employment; 
(C) demonstrate positive interpersonal skills including conflict resolution, 
negotiation, teamwork, and leadership; 
(D) evaluate the relationship of good physical and mental health to job success 
and achievement; 
(E) demonstrate appropriate grooming and appearance for the workplace; 
(F) demonstrate appropriate business and personal etiquette in the workplace; 
and 
(G) exhibit productive work habits and attitudes. 
(11) Career preparation. The student determines employment opportunities and 
preparation requirements in the child care industry. The student is expected to: 
(A) determine preparation requirements for various levels of employment in a 
variety of child care and early childhood education careers;
(B) analyze the future employment outlook in the child care industry; 
(C) describe entrepreneurial opportunities in the child care industry; 
(D) determine how interests, abilities, personal priorities, and family 
responsibilities affect career choice; 
(E) compare rewards and demands for various levels of employment in a variety of 
careers; and 
(F) determine continuing education opportunities that enhance career advancement 
and promote lifelong learning. 
(12) Career preparation. The student demonstrates ethical and legal practices 
for careers in the child care industry. The student is expected to: 
(A) summarize the rights and responsibilities of employers and employees; 
(B) exhibit ethical practices as defined by industry standards;
(C) discuss legislation and public policies affecting the child care profession; 
and 
(D) summarize legal aspects of the child care and guidance, management, and 
services industry. 
(13) Career preparation. The student analyzes the management of multiple family, 
community, and wage-earner roles. The student is expected to: 
(A) analyze challenges of managing multiple family, community, and wage-earner 
roles; and 
(B) exhibit management practices facilitating individuals assuming multiple 
roles. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706447
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER E. Nutrition and Wellness, Food Science and Technology; High School
19 TAC sec.sec.122.41-122.43
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.122.41. Implementation of Texas Essential Knowledge and Skills for Home 
Economics Education, Nutrition and Wellness, Food Science and Technology; High 
School. 
The provisions of Chapter 122, Subchapters B-K, shall supersede sec.75.83 of 
this title (relating to Vocational Home Economics) beginning September 1, 1998. 

sec.122.42. Nutrition and Food Science (One-Half Credit). 
(a) General requirements. This technical laboratory course is recommended for 
students in Grades 10-12. 
(b) Introduction. Principles of food science, technology, and nutrition are 
interdependent with growth, development, health, and wellness. Individuals 
utilize these principles to make informed choices, promote good health, and 
pursue careers related to food science, technology, and nutrition.
(c) Knowledge and skills. 
(1) Principles of nutrition. The student utilizes information about the basic 
principles of nutrition to promote healthy food choices. The student is expected 
to: 
(A) define commonly used terms related to nutrition, health, and wellness; 
(B) identify the nutrients, their functions, and food sources;
(C) compare the nutritive value of various foods; 
(D) describe effects of nutritional intake on health, appearance, effective job 
performance, and personal life; and 
(E) explain the relationship of activity levels and calorie intake to health and 
wellness, including weight management. 
(2) Principles of nutrition. The student determines the relationship of 
nutrition to individual and family health. The student is expected to: 
(A) outline strategies for prevention, treatment, and management of diet-related 
diseases and eating disorders; 
(B) explain the relationship of nutrition and stress; 
(C) summarize local, state, and federal legislation and policies pertaining to 
nutrition and health; 
(D) assess long-term effects of food choices; and 
(E) discuss food allergies and intolerances. 
(3) Nutritionally-balanced diets. The student utilizes various dietary 
guidelines in making wise food choices. The student is expected to: 
(A) explain the food pyramid and various dietary guidelines;
(B) compare recommended dietary allowances (RDA) throughout the life cycle; 
(C) set goals for good eating habits; and 
(D) apply dietary guidelines to meet nutritional needs throughout the life 
cycle. 
(4) Nutritionally-balanced diets. The student analyzes nutritional adequacy of 
selected diets utilizing available technology. The student is expected to: 
(A) analyze the reliability of nutrition information; 
(B) evaluate nutritive supplements; 
(C) assess nutritional needs of persons at various activity levels; 
(D) use available technology to compare personal food intake to recommended 
guidelines; 
(E) interpret nutrition assessment data from available technology; and 
(F) utilize decision-making skills to improve eating habits, exercise, and 
management of optimum weight. 
(5) Influences on food choices. The student evaluates influences on food 
choices. The student is expected to: 
(A) identify ways food satisfies psychological and social needs; 
(B) discuss the role peer pressure and media play in food selections; 
(C) describe family eating patterns; 
(D) compare past, current, and future family eating patterns;
(E) determine environmental influences on food choices; 
(F) propose ways nutritional needs may be met by individuals in self-care, 
including children, older adults, and persons with special needs; and 
(G) evaluate the most efficient use of fast foods and convenience foods as 
nutrition sources. 
(6) Influences on food choices. The student exhibits an awareness of the variety 
of food choices available in our multicultural society. The student is expected 
to: 
(A) analyze food customs of the community; 
(B) explain the integral role food plays in family traditions, special 
occasions, religious events, and holiday celebrations; 
(C) adjust traditional recipes to improve nutritional quality; and 
(D) determine the effects of regional agriculture and technology on food 
choices. 
(7) Food management skills. The student applies management principles in meeting 
nutritional needs. The student is expected to: 
(A) describe a variety of consumer food-buying strategies;
(B) analyze the influence of advertising on consumer buying;
(C) read and interpret food labels; 
(D) relate the effects of work space, tools, equipment, and technology on food 
preparation; 
(E) determine ways family members assuming multiple roles can apply food 
management skills; 
(F) analyze food costs and budgeting needs; 
(G) design a variety of daily menus; and 
(H) determine how technological advancements have impacted the nutritional value 
of foods. 
(8) Food management skills. The student demonstrates safety and sanitation 
procedures. The student is expected to: 
(A) identify potential safety and sanitation hazards; 
(B) demonstrate safe and sanitary practices in the use, care, and storage of 
tools and equipment; 
(C) describe food storage principles; and 
(D) demonstrate safety and sanitation practices when handling, storing, 
preparing, and serving food. 
(9) Food management skills. The student prepares and serves nutritious foods. 
The student is expected to: 
(A) demonstrate skills and procedures in applying principles of food 
preparation; 
(B) prepare nutritious foods appropriate for individuals, families, and small 
groups; 
(C) practice etiquette, food presentation, and table service appropriate for 
specific situations; and 
(D) participate as an effective team member by demonstrating cooperation and 
responsibility. 
(10) Career preparation. The student determines opportunities and preparation 
requirements for careers in nutrition and the food industry. The student is 
expected to: 
(A) determine employment and entrepreneurial opportunities and preparation 
requirements for careers in the nutrition and the food industry;
(B) compare personal characteristics to those needed for careers in nutrition 
and the food industry; and 
(C) propose short-term and long-term career goals. 
(11) Career preparation. The student exhibits employability skills. The student 
is expected to: 
(A) describe management practices facilitating individuals assuming multiple 
family, community, and wage-earner roles; 
(B) practice positive human-relations skills; 
(C) demonstrate effective verbal, nonverbal, written, and electronic 
communication skills; 
(D) demonstrate effective techniques to secure, maintain, and terminate 
employment; 
(E) identify ethical practices in the workplace; and 
(F) practice problem solving using leadership and teamwork skills. 
(12) Career preparation. The student completes a supervised career-connections 
experience applying knowledge and skills developed in the study of nutrition and 
food science. The student is expected to: 
(A) determine home and business applications of knowledge and skills developed 
in the study of nutrition and food science; and 
(B) utilize a career-connections experience to demonstrate occupational 
applications of competencies developed in the study of nutrition and food 
science. 

sec.122.43. Food Science and Technology (One-Half Credit). 
(a) General requirements. This technical laboratory course is recommended for 
students in Grades 10-12. The recommended prerequisite for this course is 
Nutrition and Food Science. 
(b) Introduction. Principles of food science, technology, and nutrition are 
interdependent with growth, development, health, and wellness. Individuals 
utilize these principles to make informed choices, promote good health, and 
pursue careers related to food science, technology, and nutrition.
(c) Knowledge and skills. 
(1) Food science principles. The student relates nutritional adequacy to 
personal health. The student is expected to: 
(A) describe the functions of nutrients in the body; 
(B) analyze the relationship of nutrients and other factors to diet-related 
diseases and disorders; 
(C) relate cultural food patterns to personal health; and
(D) analyze culturally diverse food choices that are nutritionally adequate. 
(2) Food science principles. The student analyzes ways to maximize quality 
nutrition. The student is expected to: 
(A) determine various methods for retaining nutrients and improving nutrient 
content in foods; and 
(B) describe the impact of new technology on food science.
(3) Food science principles. The student evaluates a variety of changes, 
including chemical and physical, that affect food product quality. The student 
is expected to: 
(A) apply science process skills in conducting laboratory activities; 
(B) explain the chemical reactions that occur during food processing; 
(C) compare the effects of various cooking utensils and equipment on food 
products; 
(D) evaluate the effect of various temperatures, manipulative procedures, and 
leavening agents on food products; and 
(E) apply the principles of food preparation to preserve quality and nutritive 
value of foods. 
(4) Nutrition and health. The student uses knowledge of digestion and metabolism 
to establish lifelong habits of good nutrition and physical fitness. The student 
is expected to: 
(A) describe the processes of digestion and metabolism; 
(B) explain basal and activity metabolisms and factors that affect each; and 
(C) apply knowledge of digestion and metabolism when making decisions related to 
food intake and physical fitness. 
(5) Nutrition and health. The student utilizes available technology to plan 
diets appropriate for long- term health and wellness. The student is expected 
to: 
(A) plan diets appropriate to life cycle, activity level, culture, gender, and 
food budget; 
(B) develop examples of therapeutic diets; 
(C) explain consequences of eating disorders on long-term health; 
(D) devise strategies to deal with special dietary considerations including 
needs of women during pregnancy and lactation; and 
(E) utilize various guidelines and technology in evaluating diets. 
(6) Nutrition and health. The student evaluates resources in nutrition and food 
science. The student is expected to: 
(A) evaluate resources that provide reliable nutrition information; and 
(B) propose ways to disseminate reliable nutrition information.
(7) Food technology. The student evaluates technologies used in food processing 
and product development. The student is expected to: 
(A) summarize new research and trends; 
(B) assess methods of food processing and their impact on product quality and 
nutrition; 
(C) explain the roles of additives in food processing; and
(D) contrast the effects of packaging on the properties and quality of the food 
and on the environment. 
(8) Food technology. The student evaluates safety and sanitation standards. The 
student is expected to: 
(A) describe properties of microorganisms that cause food spoilage and food-
borne illness; 
(B) outline sanitation and food-handling practices that can help prevent food 
contamination and food-borne illness; 
(C) describe functions of government agencies that regulate food quality, 
wholesomeness, and safety; and 
(D) analyze industry quality control standards and skills related to safety and 
safe working conditions. 
(9) Food technology. The student differentiates the effects of technology on 
nutrition, the food supply, marketing, and distribution. The student is expected 
to: 
(A) determine the effects of technological advances on food availability; 
(B) interpret how consumer choice is influenced by market research and marketing 
in the field of food science and nutrition; 
(C) summarize the relationship of entrepreneurial opportunities, technological 
advances, and marketing research; and 
(D) determine the effects of advancements in food science and technology on 
family strengths and the welfare of family members. 
(10) Food technology. The student utilizes research skills in conducting and 
evaluating scientific research in food science. The student is expected to: 
(A) analyze various research methods used in food science, technology, and 
nutrition; 
(B) describe ways to choose topics for research in food science, technology, and 
nutrition; 
(C) evaluate research projects related to a current issue in food science, 
technology, and nutrition; and 
(D) utilize research methods to create projects related to a current issue in 
food science, technology, and nutrition. 
(11) World food supply. The student contrasts basic physical survival with 
quality of life. The student is expected to: 
(A) describe the relationship of good health and nutrition to job performance 
and relationships; 
(B) explain the relationship of the food supply to quality of life; 
(C) explain how the long-term effects of hunger affect a society and world 
progress; and 
(D) contrast the nutrition in developed and developing countries.
(12) World food supply. The student analyzes food supply, distribution, and 
nutrition from a global perspective. The student is expected to: 
(A) analyze factors that influence the food chain, pricing, and choices; 
(B) determine the demands placed on food science and technology by American 
societal patterns; 
(C) describe technological, ecological, and sociological factors affecting world 
food supply; 
(D) explain the roles that world food trade policies and governments play in 
world progress related to nutrition; 
(E) describe international organizations dealing with world food supply and 
contributing to improved nutrition; 
(F) analyze the problems of world hunger; and 
(G) predict possible solutions to the problems of world hunger.
(13) Career preparation. The student determines opportunities and preparation 
requirements for careers in nutrition, food science, and food technology. The 
student is expected to: 
(A) determine employment and entrepreneurial opportunities and preparation 
requirements for careers in nutrition, food science, and technology; 
(B) compare personal characteristics to those needed for careers in nutrition, 
food science, and technology; and 
(C) propose short-term and long-term career goals. 
(14) Career preparation. The student exhibits employability skills. The student 
is expected to: 
(A) describe management practices facilitating individuals assuming multiple 
family, community, and wage-earner roles; 
(B) practice positive human-relations skills; 
(C) demonstrate effective verbal, nonverbal, written, and electronic 
communication skills; 
(D) demonstrate effective methods to secure, maintain, and terminate employment; 
(E) identify ethical practices in the workplace; and 
(F) practice problem solving, using leadership and teamwork skills. 
(15) Career preparation. The student completes a supervised career-connections 
experience applying knowledge and skills developed in the study of food science 
and technology. The student is expected to:
(A) determine home and business applications of knowledge and skills developed 
in the study of food science and technology; and 
(B) utilize a career-connections experience to demonstrate occupational 
applications of competencies developed in the study of food science and 
technology. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706448
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER F. Hospitality, High School
19 TAC sec.sec.122.51-122.54
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.122.51. Implementation of Texas Essential Knowledge and Skills for Home 
Economics Education, Hospitality, High School.
The provisions of Chapter 122, Subchapters B-K, shall supersede sec.75.83 of 
this title (relating to Vocational Home Economics) beginning September 1, 1998. 

sec.122.52. Food Production, Management, and Services (Two to Three Credits).
(a) General requirements. This course provides occupationally specific training 
and is recommended for students in Grades 11-12. Students may be awarded two to 
three credits per year for one to two years for the successful completion of 
this course. Instruction may be delivered through school-based pre- employment 
laboratory training or through work-based delivery arrangements such as 
cooperative education, preceptorships, mentoring, and job shadowing. The two 
recommended prerequisites for this course are: Nutrition and Food Science, Food 
Science and Technology. 
(b) Introduction. The hospitality industry encompasses lodging, foodservice, and 
institutional services and boasts the largest national employment base in the 
private sector. Individuals utilize knowledge and skills that meet industry 
standards to function effectively in various positions within this multifaceted 
industry. 
(c) Knowledge and skills. 
(1) Food production and service industry. The student describes the structure of 
the food production and service industry. The student is expected to: 
(A) describe the organizational structure of food production and service 
systems; 
(B) describe market segments in the food production and service industry; 
(C) analyze societal, cultural, ethnic, demographic, and economic factors 
affecting the food production and service industry; 
(D) analyze the impact of technological innovations on the food production and 
service industry; 
(E) summarize the roles and services of professional organizations serving the 
food production and service industry; and 
(F) predict changes in the food production and service industry for the future. 
(2) Food production and service industry. The student implements organizational 
goals, policies, and procedures of food production, management, and services. 
The student is expected to: 
(A) identify policies related to wages, benefits, and performance of employees; 
(B) evaluate considerations and accommodations for employees and customers with 
special needs; 
(C) summarize the goals and mission of various food production and service 
organizations; and 
(D) analyze the relationship of multicultural awareness to target markets and 
customer services. 
(3) Food production and service industry. The student relates management 
functions to food production and services operations and organizational 
structure. The student is expected to: 
(A) contrast various ownership and management structures in the food production 
and service industry; 
(B) describe various types of food production and service operations; 
(C) explain management functions in food production and service operations; 
(D) explain components of a strategic business plan; 
(E) analyze styles of supervision; 
(F) analyze issues affecting management of human resources; and 
(G) practice effective management of resources. 
(4) Food production and service industry. The student describes the organization 
and functions of foodservice establishments. The student is expected to: 
(A) describe types of establishments in commercial foodservice;
(B) describe forms of service utilized in foodservice establishments for 
presenting food to guests; 
(C) explain the relationship of concept, market segment, menu, and theme in 
commercial foodservice; 
(D) distinguish types of restaurant ownership; 
(E) describe services to segments of the institutional foodservice industry; and 
(F) explain how the menu reflects the foodservice plan for meeting customer 
needs and wants. 
(5) Food production and service industry. The student utilizes marketing 
strategies for the food production and service industry. The student is expected 
to: 
(A) analyze various types of marketing strategies; 
(B) describe the roles of public relations and publicity in the food production 
and service industry; 
(C) explain the types of direct marketing materials; 
(D) explain the use of special events and promotions in the food production and 
service industry; and 
(E) apply available technological innovations utilized in the food production 
and service industry to enhance sales and marketing strategies.
(6) Food production and service industry. The student describes legal 
considerations of the food production and service industry. The student is 
expected to: 
(A) summarize legislation, government regulations, and public policy affecting 
the food production and service industry; 
(B) describe considerations regarding liability for injuries or damages to 
customers, employees, or facilities; and 
(C) interpret laws and policies pertaining to food production and service 
establishments. 
(7) Food production, foodservice, and quality assurance. The student 
demonstrates safe and efficient employee and workplace practices in the food 
production and service industry. The student is expected to:
(A) determine employer and employee responsibilities for workplace safety; 
(B) evaluate regulations and standards guiding safety in the food production and 
service industry; 
(C) identify major causes of accidents and ways to prevent them; 
(D) demonstrate emergency first aid procedures; 
(E) follow employer policies for handling emergencies; 
(F) analyze the division of workplace responsibilities; 
(G) use appropriate terminology related to the food production and service 
industry; and 
(H) implement appropriate work-simplification procedures when performing 
assigned tasks. 
(8) Food production, foodservice, and quality assurance. The student practices 
effective food safety and sanitation techniques in food production and service 
operations. The student is expected to: 
(A) comply with government regulations and policies that apply to food safety 
and sanitation techniques utilized in food production and service; 
(B) practice correct sanitation procedures in food production and service 
operations; 
(C) describe food-borne illnesses, their causes, and prevention methods; 
(D) explain the implications of temperature on the storage, preparation, and 
handling of food; 
(E) follow appropriate procedures for the acquisition, preparation, handling, 
and storage of food and supplies; 
(F) maintain acceptable standards in employee grooming, health, and hygiene; 
(G) utilize procedures that protect the environment; and 
(H) describe environmental factors affecting safe food production.
(9) Food production, foodservice, and quality assurance. The student 
demonstrates skills and techniques needed for quality food production. The 
student is expected to: 
(A) utilize effective planning strategies for food production operations; 
(B) analyze the relationship of effective menu planning to successful food 
production operations; 
(C) practice cost control techniques in food production operations;
(D) demonstrate appropriate use, care, and maintenance of tools, utensils, and 
equipment utilized in food production; 
(E) utilize appropriate techniques for preparation and presentation in food 
production operations according to industry standards; 
(F) follow standardized recipes utilized in food production;
(G) apply nutrition principles in planning, preparation, and presentation for 
food production operations; 
(H) describe food preparation strategies for meeting special dietary 
requirements; 
(I) describe food production skills, procedures, and techniques utilized in 
catering and other specialized food production operations; 
(J) perform appropriate tasks in food production according to industry 
standards; and 
(K) apply available technology in food production. 
(10) Food production, foodservice, and quality assurance. The student utilizes 
effective procedures for achieving quality standards in foodservice operations. 
The student is expected to: 
(A) describe roles and responsibilities in foodservice operations;
(B) analyze personal qualities and skills required of foodservice employees; 
(C) utilize appropriate techniques for presentation and service in foodservice 
operations according to industry standards; 
(D) select equipment and utensils appropriate for prescribed tasks; 
(E) perform appropriate tasks in foodservice according to industry standards; 
(F) practice cost control techniques in foodservice operations; and 
(G) apply available technology in foodservice. 
(11) Food production, foodservice, and quality assurance. The student practices 
positive techniques for maintaining client relationships, customer satisfaction, 
and customer service. The student is expected to:
(A) identify potential clients and their foodservice needs; (B) compare various 
ways of building and maintaining client-based services; 
(C) analyze various companies' practices regarding customer satisfaction; 
(D) apply techniques that promote customer service and satisfaction;
(E) utilize strategies for complaint resolution; 
(F) demonstrate friendly customer service; 
(G) evaluate criteria affecting quality service; and 
(H) implement quality assurance standards in all aspects of the food production 
and service industry. 
(12) Career preparation. The student exhibits employability skills that lead to 
job success in food production, management, and services. The student is 
expected to: 
(A) demonstrate effective verbal, nonverbal, written, and electronic 
communication skills; 
(B) demonstrate effective methods to secure, maintain, and terminate employment; 
(C) demonstrate positive interpersonal skills including conflict resolution, 
negotiation, teamwork, and leadership; 
(D) evaluate the relationship of good physical and mental health to job success 
and achievement; 
(E) demonstrate appropriate grooming and appearance for the workplace; 
(F) demonstrate appropriate business and personal etiquette in the workplace; 
and 
(G) exhibit productive work habits and attitudes. 
(13) Career preparation. The student determines employment opportunities and 
preparation requirements in food production, management, and services. The 
student is expected to: 
(A) determine preparation requirements for various levels of employment in a 
variety of food production, management, and services careers;
(B) analyze the future employment outlook in food production, management, and 
services; 
(C) describe entrepreneurial opportunities in food production, management, and 
services; 
(D) determine how interests, abilities, personal priorities, and family 
responsibilities affect career choice; 
(E) compare rewards and demands for various levels of employment in a variety of 
careers; and 
(F) determine continuing education opportunities that enhance career advancement 
and promote lifelong learning. 
(14) Career preparation. The student demonstrates ethical practices in food 
production, management, and service careers. The student is expected to: 
(A) summarize the rights and responsibilities of employers and employees; and 
(B) exhibit ethical practices as defined by the food production and service 
industry. 
(15) Career preparation. The student analyzes the management of multiple family, 
community, and wage-earner roles. The student is expected to: 
(A) analyze challenges of managing multiple family, community, and wage-earner 
roles; and 
(B) exhibit management practices facilitating individuals assuming multiple 
roles. 

sec.122.53. Hospitality Services (Two to Three Credits).
(a) General requirements. This course provides occupationally specific training 
and is recommended for students in Grades 11-12. Students may be awarded two to 
three credits per year for one to two years for the successful completion of 
this course. Instruction may be delivered through school-based pre- employment 
laboratory training or through work-based delivery arrangements such as 
cooperative education, preceptorships, mentoring, and job shadowing. The two 
recommended prerequisites for this course are: Nutrition and Food Science, Food 
Science and Technology. 
(b) Introduction. The hospitality industry encompasses lodging, foodservice, and 
institutional services and boasts the largest national employment base in the 
private sector. Individuals utilize knowledge and skills that meet industry 
standards to function effectively in various positions within this multifaceted 
industry. 
(c) Knowledge and skills. 
(1) Hospitality industry orientation. The student analyzes the hospitality 
industry from past, present, and future perspectives. The student is expected 
to: 
(A) outline the history of the hospitality industry; 
(B) explain the complexity and diversity of the current hospitality industry; 
(C) analyze the impact of societal, cultural, and demographic trends on the 
hospitality industry; 
(D) evaluate considerations and accommodations for employees and guests with 
special needs; 
(E) analyze the effects of the global economy on the hospitality industry; 
(F) describe the impact of technological innovations on the hospitality 
industry; 
(G) summarize the roles and services of professional organizations serving the 
hospitality industry; and 
(H) predict future changes in the hospitality industry. 
(2) Hospitality industry orientation. The student incorporates the concept of 
service in work roles within the hospitality industry. The student is expected 
to: 
(A) identify service as a strategic component of an employee's behavior in the 
hospitality industry; 
(B) analyze service methods that fulfill needs of guests and customers; 
(C) demonstrate types of service required of "front of the house" and "back of 
the house" employees; 
(D) evaluate the relationship between employee responses and guest satisfaction; 
(E) assess quality service in various work roles; and 
(F) utilize strategies for complaint resolution. 
(3) Hospitality industry orientation. The student relates management functions 
to property operation and organizational structure. The student is expected to: 
(A) describe various types of hospitality operations; 
(B) contrast various ownership and management structures in the hospitality 
industry; 
(C) explain management functions related to operations in the hospitality 
industry; 
(D) explain components of a strategic business plan; and 
(E) analyze styles of supervision. 
(4) Hospitality industry orientation. The student describes legal considerations 
of the hospitality industry. The student is expected to: 
(A) summarize legislation, government regulations, and public policy affecting 
the hospitality industry; 
(B) describe considerations regarding liability for injuries or damages to 
guests, employees, or property; and 
(C) explain liability related to guest privacy. 
(5) Hospitality industry orientation. The student demonstrates ethical practices 
for careers in hospitality services. The student is expected to: 
(A) outline the rights and responsibilities of employers and employees; 
(B) demonstrate ethical practices as defined by industry standards; and 
(C) discuss ethical considerations impacted by technological innovations. 
(6) Lodging. The student analyzes the structure of the lodging industry. The 
student is expected to: 
(A) explain classifications of lodging properties by affiliation, levels of 
service, ownership, size, and target market; 
(B) describe types of lodging properties based on market segment;
(C) describe the market price level classification of lodging properties; 
(D) summarize the goals and mission of various lodging organizations;
(E) differentiate revenue centers and support centers in lodging operations; and 
(F) analyze the relationship of multicultural awareness to target markets and 
guest services. 
(7) Lodging. The student performs appropriate work roles within the rooms 
division. The student is expected to: 
(A) describe roles and responsibilities of the departments within the rooms 
division; 
(B) exhibit personal qualities and skills required of employees within each 
department; 
(C) describe specific duties of employees in various departments;
(D) perform appropriate tasks according to industry standards; and 
(E) apply available technological innovations to operations within the rooms 
division. 
(8) Support operations. The student performs appropriate work roles within the 
sales and marketing division. The student is expected to: 
(A) describe roles and responsibilities of the departments within the sales and 
marketing divisions; 
(B) display personal qualities and skills required of employees within each 
department; 
(C) describe specific duties of employees in various departments;
(D) perform appropriate tasks according to industry standards;
(E) compare various marketing methods utilized in the hospitality industry; and 
(F) apply technological innovations to facilitate sales and marketing division 
operations. 
(9) Support operations. The student performs appropriate work roles within the 
human resources division. The student is expected to:
(A) describe functions of the human resources division; 
(B) exhibit personal qualities and skills required of employees within the human 
resources division; 
(C) describe specific duties of employees in the human resources division; 
(D) perform appropriate tasks according to industry standards;
(E) analyze issues affecting human resources management; and
(F) apply available technological innovations to operations within the human 
resources division. 
(10) Support operations. The student performs appropriate work roles within the 
accounting division. The student is expected to: 
(A) describe functions of the accounting division; 
(B) exhibit personal qualities and skills required of employees within the 
accounting division; 
(C) describe specific duties of employees in the accounting division; 
(D) perform appropriate tasks according to industry standards;
(E) analyze the relationship between the front office and the accounting 
division; and 
(F) apply available technological innovations to operations within the 
accounting division. 
(11) Support operations. The student performs appropriate work roles within the 
security division. The student is expected to: 
(A) describe roles and responsibilities of the security division;
(B) exhibit personal qualities and skills required of employees within the 
security division; 
(C) describe specific duties of employees in the security division; 
(D) perform appropriate tasks according to industry standards;
(E) determine security policies and training used in lodging operations; 
(F) analyze the relationship between the security division and front desk 
operations; 
(G) outline procedures for the safety and security of guests and employees; and 
(H) apply available technological innovations to operations within the security 
division. 
(12) Support operations. The student performs appropriate work roles within the 
engineering division. The student is expected to: 
(A) describe functions of the engineering division; 
(B) exhibit personal qualities and skills required of employees within the 
engineering division; 
(C) describe specific duties of employees in the engineering division; 
(D) perform appropriate tasks according to industry standards;
(E) analyze the relationship between the engineering division and front desk 
operations; and 
(F) apply available technological innovations to operations within the 
engineering division. 
(13) Food and beverage. The student analyzes the structure of the foodservice 
industry. The student is expected to: 
(A) distinguish between commercial and institutional foodservice;
(B) describe market segments in the foodservice industry;
(C) identify food and beverage operations within businesses;
(D) describe the different food and beverage operations within lodging 
properties; and 
(E) apply available technological innovations to food and beverage operations. 
(14) Food and beverage. The student performs appropriate work roles in food and 
beverage operations. The student is expected to: 
(A) describe roles and responsibilities in food and beverage operations; 
(B) exhibit personal qualities and skills required of foodservice employees; 
(C) perform appropriate tasks according to industry standards;
(D) apply management principles in work roles related to food and beverage 
operations; 
(E) apply nutrition principles in food and beverage planning, preparation, and 
presentation; 
(F) utilize appropriate techniques for preparation, presentation, and service in 
food and beverage operations; 
(G) select equipment and utensils appropriate for prescribed tasks; 
(H) summarize government regulations affecting food safety and sanitation; 
(I) practice safety and sanitation procedures in food and beverage operations; 
and 
(J) explain approaches that protect the environment. 
(15) Food and beverage. The student explains the organization and functions of 
foodservice establishments. The student is expected to: 
(A) describe types of establishments in commercial foodservice;
(B) describe forms of service utilized in food and beverage operations; 
(C) explain the relationship of concept, market segment, menu, and theme in 
commercial foodservice; 
(D) distinguish types of restaurant ownership; 
(E) describe services to segments of the institutional foodservice industry; 
(F) explain how the menu reflects the foodservice plan for meeting customer 
needs and wants; and 
(G) evaluate criteria affecting quality of service. 
(16) Career preparation. The student exhibits employability skills that lead to 
job success in the hospitality services industry. The student is expected to: 
(A) demonstrate effective verbal, nonverbal, written, and electronic 
communication skills; 
(B) demonstrate effective methods to secure, maintain, and terminate employment; 
(C) demonstrate positive interpersonal skills including conflict resolution, 
negotiation, teamwork, and leadership; 
(D) evaluate the relationship of good physical and mental health to job success 
and achievement; 
(E) demonstrate appropriate grooming and appearance for the workplace; 
(F) demonstrate appropriate business and personal etiquette in the workplace; 
and 
(G) exhibit productive work habits and attitudes. 
(17) Career preparation. The student determines employment opportunities and 
preparation requirements in the hospitality services industry. The student is 
expected to: 
(A) determine preparation requirements for various levels of employment in a 
variety of careers in the hospitality services industry;
(B) analyze the future employment outlook in the hospitality services industry; 
(C) describe entrepreneurial opportunities in the hospitality services industry; 
(D) determine how interests, abilities, personal priorities, and family 
responsibilities affect career choice; 
(E) compare rewards and demands for various levels of employment in a variety of 
careers; and 
(F) determine continuing education opportunities that enhance career advancement 
and promote lifelong learning. 
(18) Career preparation. The student analyzes the management of multiple family, 
community, and wage-earner roles. The student is expected to: 
(A) analyze challenges of managing multiple family, community, and wage-earner 
roles; and 
(B) exhibit management practices facilitating individuals assuming multiple 
roles. 

sec.122.54. Institutional Maintenance Management and Services (Two to Three 
Credits). 
(a) General requirements. This course provides occupationally specific training 
and is recommended for students in Grades 11-12. Students may be awarded two to 
three credits per year for one to two years for the successful completion of 
this course. Instruction may be delivered through school-based pre- employment 
laboratory training or through work-based delivery arrangements such as 
cooperative education, preceptorships, mentoring, and job shadowing. The 
recommended prerequisite for this course is Management.
(b) Introduction. The hospitality industry encompasses lodging, foodservice, and 
institutional services and boasts the largest national employment base in the 
private sector. Individuals utilize knowledge and skills that meet industry 
standards to function effectively in various positions within this multifaceted 
industry. 
(c) Knowledge and skills. 
(1) Institutional maintenance management. The student demonstrates routine 
practices and procedures related to institutional maintenance. The student is 
expected to: 
(A) identify routine maintenance practices of a specific business;
(B) explain the organizational structure of a specific business;
(C) adhere to company policies and procedures; 
(D) determine societal, cultural, and demographic factors influencing 
institutional maintenance practices and procedures; and 
(E) describe institutional maintenance practices to accommodate employees or 
others with special needs. 
(2) Institutional maintenance management. The student determines characteristics 
of effective managers and supervisors. The student is expected to: 
(A) evaluate management styles; 
(B) analyze leadership responsibilities; 
(C) identify fiscal management responsibilities; and 
(D) explain the role of management in compliance with local, state, and federal 
laws and policies. 
(3) Institutional maintenance management. The student demonstrates effective 
techniques for maintaining client relationships. The student is expected to: 
(A) assess characteristics of positive client relationships;
(B) describe how societal and cultural patterns influence communication; 
(C) discuss issues of confidentiality, respect, and acceptance that impact 
client relations; and 
(D) differentiate marketing and public relations plans effective for various 
types of operations. 
(4) Sanitation and safety. The student applies safety and sanitation techniques 
when performing assigned tasks. The student is expected to: 
(A) evaluate potential safety hazards in the workplace; 
(B) practice procedures that contribute to safe working conditions;
(C) apply safety and sanitation procedures when performing assigned tasks; and 
(D) analyze government regulations impacting safety and sanitation practices in 
institutional maintenance operations. 
(5) Sanitation and safety. The student exhibits practices that promote 
environmental protection and employee health and safety. The student is expected 
to: 
(A) demonstrate safe and responsible storage, use, and disposal of materials; 
(B) describe environmental issues specific to an assigned workplace; and 
(C) demonstrate appropriate responses to emergency situations.
(6) Institutional maintenance procedures. The student applies required methods 
and sequences in performing assigned tasks. The student is expected to: 
(A) analyze principles of time management and work-simplification when 
performing assigned tasks; 
(B) demonstrate how to function effectively when performing routine procedures 
and practices related to specific businesses; and 
(C) predict the impact of effective time management and work simplification on 
the cost of institutional maintenance. 
(7) Institutional maintenance procedures. The student utilizes appropriate 
equipment, supplies, and procedures for completion of assigned tasks. The 
student is expected to: 
(A) develop guidelines for selecting equipment, supplies, and procedures for 
assigned tasks; 
(B) apply appropriate procedures while operating equipment and using tools and 
products in the performance of assigned tasks; 
(C) describe the impact of technology on equipment, supplies, and procedures 
utilized in the industry; 
(D) describe appropriate procedures for completing a variety of tasks involved 
in institutional maintenance; 
(E) demonstrate correct procedures for displaying flags; and
(F) predict institutional maintenance cost variances based on material, surface, 
and furnishing considerations. 
(8) Institutional maintenance procedures. The student applies appropriate 
procedures for cleaning and sanitizing guest and patient rooms. The student is 
expected to: 
(A) exhibit work simplification techniques and prescribed procedures for 
specific cleaning tasks; 
(B) determine appropriate responses in accommodating guest and patient requests; 
(C) apply safe and sanitary techniques when handling soiled linens and 
disposable materials; 
(D) describe appropriate respect and care for personal property of guests and 
patients; and 
(E) apply recommended procedures for entering and exiting guest and patient 
rooms. 
(9) Institutional maintenance procedures. The student performs laundry tasks in 
accordance with required procedures. The student is expected to: 
(A) perform appropriate laundry tasks according to industry standards; 
(B) compare a variety of laundry products and their suitability for specific 
uses; 
(C) explain the importance of prelaundry procedures; 
(D) differentiate the functions of thermal, mechanical, and chemical energy in 
laundry operations; 
(E) describe procedures for appropriately folding, storing, mending, and 
recycling linens; and 
(F) describe procedures for handling and cleaning contaminated linens. 
(10) Career preparation. The student exhibits employability skills that lead to 
job success in institutional maintenance management and services. The student is 
expected to: 
(A) demonstrate effective verbal, nonverbal, written, and electronic 
communication skills; 
(B) demonstrate effective methods to secure, maintain, and terminate employment; 
(C) demonstrate positive interpersonal skills including conflict resolution, 
negotiation, teamwork, and leadership; 
(D) evaluate the relationship of good physical and mental health to job success 
and achievement; 
(E) demonstrate appropriate grooming and appearance for the workplace; 
(F) demonstrate appropriate business and personal etiquette in the workplace; 
and 
(G) exhibit productive work habits and attitudes. 
(11) Career preparation. The student determines employment opportunities and 
preparation requirements in the institutional maintenance management and 
services industry. The student is expected to: 
(A) determine preparation requirements for various levels of employment in a 
variety of institutional maintenance management and services careers; 
(B) analyze the future employment outlook in the institutional maintenance 
management and services industry; 
(C) describe entrepreneurial opportunities in institutional maintenance 
management and services; 
(D) determine how interests, abilities, personal priorities, and family 
responsibilities affect career choice; 
(E) compare rewards and demands for various levels of employment in a variety of 
careers; 
(F) determine continuing education opportunities that enhance career advancement 
and promote lifelong learning; 
(G) predict the impact of technological advancements on the institutional 
maintenance management and services industry; and 
(H) analyze economic, cultural, and societal influences on the industry. 
(12) Career preparation. The student demonstrates ethical and legal practices 
for careers in institutional maintenance management and services. The student is 
expected to: 
(A) summarize the rights and responsibilities of employers and employees; 
(B) exhibit ethical practices as defined by the institutional maintenance 
management and services industry; and 
(C) analyze legal aspects of the institutional maintenance management and 
services industry. 
(13) Career preparation. The student analyzes the management of multiple family, 
community, and wage-earner roles. The student is expected to: 
(A) analyze challenges of managing multiple family, community, and wage-earner 
roles; and 
(B) exhibit management practices facilitating individuals assuming multiple 
roles. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706449
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER G. Consumer and Resource Management, High School 
19 TAC sec.sec.122.61-122.63
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.122.61. Implementation of Texas Essential Knowledge and Skills for Home 
Economics Education, Consumer and Resource Management, High School. 
The provisions of Chapter 122, Subchapters B-K, shall supersede sec.75.83 of 
this title (relating to Vocational Home Economics) beginning September 1, 1998. 

sec.122.62. Management (One-Half Credit).
(a) General requirements. This technical course is recommended for students in 
Grades 10-12. 
(b) Introduction. Consumer and resource management focuses on consumer practices 
and responsibilities, the management process, decision-making skills, career 
preparation, and the impact of technology on individual and family life. 
Individuals utilize acquired knowledge and skills to develop consumer and 
financial management expertise, occupational competence, and proficiency in 
managing multiple roles. 
(c) Knowledge and skills. 
(1) Management tools. The student utilizes the decision-making process to 
enhance the quality of life. The student is expected to: 
(A) analyze the various steps in the decision-making process;
(B) explain how personal decision making is affected by sociological, emotional, 
cultural, socioeconomic, and family influences; 
(C) determine the role of responsibility and personal priorities in the 
decision-making process; 
(D) describe the role of planning in effective utilization of the decision-
making process; and 
(E) utilize the decision-making process in solving problems and managing peer 
pressure. 
(2) Management tools. The student applies the goal-setting process as a 
management tool. The student is expected to: 
(A) identify various categories of goals; 
(B) explain how goals change throughout the life cycle; 
(C) analyze factors that influence goal setting; 
(D) describe the role of planning in effective utilization of the goal-setting 
process; and 
(E) utilize the goal-setting process. 
(3) Management tools. The student demonstrates skills, characteristics, and 
responsibilities of leaders and effective team members. The student is expected 
to: 
(A) utilize parliamentary procedure as a management tool; and 
(B) practice problem solving through leadership and teamwork skills. 
(4) Management of resources. The student applies effective practices for 
managing time, energy, and money resources. The student is expected to: 
(A) create a daily time and work plan to accomplish goals;
(B) demonstrate strategies for effective time and energy management;
(C) determine the importance of time, energy, and money management;
(D) identify the components of money management; 
(E) determine influences of societal, economic, and changing demographic factors 
on the management of time, energy, and money; 
(F) describe the use of technology as a life management resource; and 
(G) describe community resources enabling individuals to better manage time, 
energy, and money. 
(5) Management of resources. The student distinguishes methods of personal risk 
management. The student is expected to: 
(A) determine strategies for coping with financial emergencies;
(B) identify various types of insurance and their role in personal risk 
management; and 
(C) analyze investment and retirement options and their role in personal risk 
management. 
(6) Management of resources. The student utilizes effective environmental 
resource management practices. The student is expected to: 
(A) identify environmental resources, issues, and preservation practices; 
(B) determine the effect of environmental neglect on economics, health, safety, 
and quality of life; 
(C) propose personal, family, and community strategies for preserving the 
environment; and 
(D) demonstrate home and employment practices for preserving personal safety and 
the environment. 
(7) Management of resources. The student determines effective strategies for 
human resource management. The student is expected to: 
(A) identify examples of human resources; 
(B) demonstrate the use of delegation and division of tasks as techniques for 
managing human resources; and 
(C) determine strategies for managing human resources in personal, family, 
career, and community settings. 
(8) Management of multiple roles. The student predicts the implications of 
assuming multiple roles within the life span. The student is expected to: 
(A) identify roles common within the life span; 
(B) analyze changes in personal and family priorities within the life span; 
(C) summarize responsibilities and rewards of various roles;
(D) describe conflicts and challenges of managing multiple family, community, 
and wage- earner roles; 
(E) determine how family life is impacted by the effectiveness of managing 
multiple family, community, and wage-earner roles; and 
(F) determine how occupational performance is impacted by the effectiveness of 
managing multiple family, community, and wage-earner roles. 
(9) Management of multiple roles. The student utilizes management techniques 
required when assuming multiple family, community, and wage-earner roles. The 
student is expected to: 
(A) determine the effect of various community and career roles on personal and 
family life; 
(B) analyze cultural influences on the management of multiple family, community, 
and wage-earner roles; 
(C) propose management strategies for effectively managing multiple roles; and 
(D) propose effective techniques for managing stress. 
(10) Management of multiple roles. The student utilizes interpersonal skills in 
managing family, community, and wage-earner roles. The student is expected to: 
(A) practice techniques for effective communication; 
(B) determine the relationship of personal priorities to family and employment 
needs; 
(C) utilize conflict resolution, assertiveness, and negotiation techniques; and 
(D) determine ways that assertiveness, conflict resolution, and negotiation 
skills can be utilized in managing family, community, and wage-earner roles. 
(11) Career preparation. The student analyzes components of responsible 
behavior. The student is expected to: 
(A) analyze one's responsibilities to family, employer, community, and society; 
(B) identify personal short-term and long-term goals that contribute to 
responsible behavior; and 
(C) propose strategies for demonstrating personal responsibility through 
community service. 
(12) Career preparation. The student analyzes management as an employability 
skill fundamental to all careers as well as being an occupational field itself. 
The student is expected to: 
(A) explain the importance of effective management skills for enhancing job 
performance; 
(B) determine employment and entrepreneurial opportunities and preparation 
requirements in the field of management; 
(C) demonstrate effective verbal, nonverbal, written, and electronic 
communication skills; 
(D) demonstrate effective techniques to secure, maintain, and terminate 
employment; 
(E) practice positive human-relations skills; 
(F) appraise the impact of technology on management career opportunities; and 
(G) appraise the impact of societal, cultural, and changing demographic factors 
on management career opportunities. 
(13) Career preparation. The student completes a supervised career-connections 
experience applying knowledge and skills developed in the study of management. 
The student is expected to: 
(A) determine home and business applications of knowledge and skills developed 
in the study of management; and 
(B) utilize a career-connections experience to demonstrate occupational 
applications of competencies developed in the study of management.

sec.122.63. Consumer and Family Economics (One-Half Credit). 
(a) General requirements. This technical course is recommended for students in 
Grades 10-12. 
(b) Introduction. Consumer and resource management focuses on consumer practices 
and responsibilities, the management process, decision-making skills, career 
preparation, and the impact of technology on individual and family life. 
Individuals utilize acquired knowledge and skills to develop consumer and 
financial management expertise, occupational competence, and proficiency in 
managing multiple roles. 
(c) Knowledge and skills. 
(1) Management of financial resources. The student incorporates the management 
process in financial planning to enhance economic security for individuals and 
families. The student is expected to: 
(A) utilize the decision-making process in financial planning and management; 
(B) determine the use of human and nonhuman resources in financial management; 
(C) describe effects of individual and family priorities on financial decisions 
across the life span; and 
(D) describe effects of cultural, demographic, and societal factors on family 
financial decisions. 
(2) Management of financial resources. The student analyzes family economics 
throughout the family life cycle. The student is expected to: 
(A) describe stages of the family life cycle; 
(B) identify financial obligations and opportunities throughout the family life 
cycle; 
(C) explain the effect of local, national, and global economics on families 
throughout the family life cycle; 
(D) determine the influences of changing demographics on the family life cycle; 
(E) analyze living costs such as housing, food, and transportation throughout 
the life cycle; and 
(F) analyze the economic impact of crises on the family. 
(3) Management of financial resources. The student determines the impact of 
technology as a financial management resource. The student is expected to: 
(A) describe uses of technology for financial management processes;
(B) determine the impact of technology on marketing strategies and consumer 
fraud; and 
(C) summarize uses of technology in communication and information access. 
(4) Government, the economy, and societal issues. The student analyzes the role 
of government in personal and family economics. The student is expected to: 
(A) identify local, state, and national government services affecting the 
consumer; 
(B) assess current laws and the impact on rights and responsibilities of the 
consumer; 
(C) describe consumer protection policies and practices; 
(D) describe how the consumer is affected by tax laws and the U.S. economy; and 
(E) explain the principle of "opportunity costs" and how it affects family 
financial decisions. 
(5) Government, the economy, and societal issues. The student determines the 
impact of the U.S. economy on individuals and families. The student is expected 
to: 
(A) summarize effects of the free enterprise system on families;
(B) analyze how family spending decisions are affected by competition, profit, 
and supply and demand; and 
(C) determine how technology used in the banking and financial industry impacts 
the individual and family. 
(6) Government, the economy, and societal issues. The student analyzes issues 
affecting consumers and the U.S. economy. The student is expected to: 
(A) discuss the economic impact on consumers of legislation dealing with issues 
such as global markets, welfare, crime, and immigration; and 
(B) analyze economic rights and responsibilities of individuals and families as 
consumers. 
(7) Economic security. The student assesses factors affecting the production and 
use of income. The student is expected to: 
(A) determine sources of income; 
(B) describe effects of personal and family priorities and goals on income and 
financial planning; 
(C) evaluate the effectiveness of financial planning in reflecting personal and 
family goals; 
(D) summarize the effects of external economic influences on spending decisions; 
and 
(E) determine the components of effective consumer buying.
(8) Economic security. The student explains the relationship of financial 
planning to economic security. The student is expected to: 
(A) identify components of a budget; 
(B) explain the functions, types, and services of financial institutions; 
(C) identify savings and investment opportunities; 
(D) relate insurance types to individual and family needs;
(E) explain the relationship between retirement planning and family financial 
security; 
(F) compare sources and costs of credit; 
(G) describe effective use of credit; 
(H) develop an effective individual or family budget and record keeping system; 
(I) utilize technology to examine personal financial management plans; and 
(J) identify professional financial planning resources. 
(9) Career preparation. The student exhibits employability skills transferable 
to multiple careers. The student is expected to: 
(A) determine various careers compatible with personal characteristics, 
interests, and abilities; 
(B) demonstrate verbal, nonverbal, written, and electronic communication skills; 
(C) assess interpersonal skills and attitudes appropriate for the workplace; 
(D) describe grooming, dress, and etiquette appropriate for the workplace; 
(E) demonstrate skills, characteristics, and responsibilities of leaders and 
effective team members; 
(F) analyze transferable financial and business management skills; 
(G) determine continuing education opportunities that enhance career options, 
career advancement, and lifelong learning; and 
(H) demonstrate effective techniques to secure, maintain, and terminate 
employment. 
(10) Career preparation. The student analyzes career choices available in 
consumer and resource management. The student is expected to: 
(A) determine employment and entrepreneurial opportunities and preparation 
requirements in the field of consumer and resource management;
(B) determine potential income, job availability, and geographical influences of 
career options; 
(C) determine strategies for managing multiple family, community, and wage-
earner roles; and 
(D) utilize short-term and long-term career goals and career information to 
develop a personal career plan. 
(11) Career preparation. The student completes a supervised career-connections 
experience applying knowledge and skills developed in the study of consumer and 
family economics. The student is expected to:
(A) determine home and business applications of knowledge and skills developed 
in the study of consumer and family economics; and 
(B) utilize a career-connections experience to demonstrate occupational 
applications of competencies developed in the study of consumer and family 
economics. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706450
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER H. Textiles and Apparel, High School
19 TAC sec.sec.122.71-122.74
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.122.71. Implementation of Texas Essential Knowledge and Skills for Home 
Economics Education, Textiles and Apparel, High School.
The provisions of Chapter 122, Subchapters B-K, shall supersede sec.75.83 of 
this title (relating to Vocational Home Economics) beginning September 1, 1998. 

sec.122.72. Apparel (One-Half Credit). 
(a) General requirements. This technical laboratory course is recommended for 
students in Grades 10-12. 
(b) Introduction. The textile and apparel industries encompass the production, 
marketing, and consumption of textile and apparel products. Individuals use 
knowledge and skills to function effectively as consumers and in careers related 
to the textile and apparel industries. 
(c) Knowledge and skills. 
(1) Consumer skills. The student uses effective decision-making skills when 
selecting and purchasing apparel. The student is expected to:
(A) describe social, cultural, and life-cycle influences on apparel preferences 
and management; 
(B) explain how patterns of living and the life cycle affect apparel choices and 
management; 
(C) apply principles of effective wardrobe planning; 
(D) explain fashion trends and how they are determined; 
(E) analyze the influence of advertising on consumer apparel choices; 
(F) describe the elements and principles of design and their influence on 
apparel purchases; 
(G) evaluate textile products as to suitability for varied apparel uses; and 
(H) determine apparel management techniques for individuals with special needs. 
(2) Consumer skills. The student selects proper care and maintenance practices 
for apparel. The student is expected to: 
(A) interpret labeling information to determine care procedures for apparel 
products; 
(B) evaluate clothing-care products and equipment; 
(C) determine proper equipment and/or services related to care, maintenance, and 
storage of apparel; 
(D) identify proper safety procedures when using care products and equipment; 
and 
(E) analyze the impact of clothing-care requirements on clothing selection and 
the clothing budget. 
(3) Consumer skills. The student effectively manages the apparel dollar. The 
student is expected to: 
(A) explain human and financial resources affecting individual and family 
clothing decisions; 
(B) propose practices for effectively managing apparel and accessory costs, 
care, and maintenance in the individual and family budget;
(C) compare various sources for apparel purchases; 
(D) predict the impact of technology on consumer apparel purchasing options; and 
(E) develop ideas for recycling apparel. 
(4) The apparel industry. The student evaluates factors influencing the apparel 
industry. The student is expected to: 
(A) describe the interrelationship of the apparel industry to the U.S. and 
international economy; 
(B) identify sources of textile and apparel products; 
(C) explain the impact of labor laws; 
(D) analyze factors that contribute to a safe working environment;
(E) summarize procedures within the apparel industry that protect the 
environment; and 
(F) describe technological advancements influencing the apparel industry. 
(5) The apparel industry. The student analyzes the influence of design elements 
and principles in apparel. The student is expected to: 
(A) analyze application of the elements and principles of design in apparel; and 
(B) describe the impact of technology on apparel design and production. 
(6) The apparel industry. The student demonstrates effective repair, alteration, 
and production techniques. The student is expected to: 
(A) describe principles of quality apparel construction; 
(B) demonstrate appropriate use and care of equipment, tools, and notions; 
(C) practice effective pressing, repair, and alteration; 
(D) apply basic apparel production skills if training for a career in the 
apparel industry; 
(E) utilize planning, organization, management, and sequencing when repairing, 
altering, and/or producing apparel; and 
(F) determine apparel design and alterations to accommodate individuals with 
special needs. 
(7) Career preparation. The student exhibits employability skills appropriate 
for careers in the apparel industry. The student is expected to: 
(A) demonstrate effective methods to secure, maintain, and terminate employment; 
(B) demonstrate effective verbal, nonverbal, written, and electronic 
communication skills; 
(C) practice positive human-relations skills; and 
(D) demonstrate skills, characteristics, and responsibilities of leaders and 
effective team members. 
(8) Career preparation. The student makes informed career decisions that reflect 
personal, family, and career goals. The student is expected to: 
(A) evaluate employment and entrepreneurial opportunities and preparation 
requirements for careers in the apparel industry; and 
(B) describe management practices facilitating individuals assuming multiple 
family, community, and wage-earner roles. 
(9) Career preparation. The student completes a supervised career-connections 
experience applying knowledge and skills developed in the study of apparel. The 
student is expected to: 
(A) determine home and business applications of knowledge and skills developed 
in the study of apparel; and 
(B) utilize a career-connections experience to demonstrate occupational 
applications of competencies developed in the study of apparel. 

sec.122.73. Textile and Apparel Design (One-Half Credit). 
(a) General requirements. This technical laboratory course is recommended for 
students in Grades 10-12. The recommended prerequisite for this course is 
Apparel. 
(b) Introduction. The textile and apparel industries encompass the production, 
marketing, and consumption of textile and apparel products. Individuals use 
knowledge and skills to function effectively as consumers and in careers related 
to the textile and apparel industries. 
(c) Knowledge and skills. 
(1) The textile and apparel industries. The student utilizes knowledge of 
textile and apparel manufacturing systems. The student is expected to: 
(A) summarize all aspects of the textile and apparel industries;
(B) identify the processes for apparel product completion;
(C) compare the organizational structures common in textile and apparel 
manufacturing; 
(D) describe mass production techniques; 
(E) describe industry standards for quality control; 
(F) determine ethical practices within the textile and apparel industries; and 
(G) describe factors that contribute to a safe working environment.
(2) The textile and apparel industries. The student evaluates textile and 
apparel product marketing techniques. The student is expected to: 
(A) determine viable markets for textile and apparel products;
(B) describe textile and apparel product marketing strategies and how they 
affect the consumer; 
(C) determine the impact of technology on marketing textile and apparel 
products; and 
(D) describe cultural and societal influences on the promotion of textile and 
apparel products. 
(3) Textile design and production. The student applies knowledge of fibers, 
fabrics, and design when evaluating textile products. The student is expected 
to: 
(A) classify properties of fabrics; 
(B) assess the elements and principles of design utilized in textile products; 
(C) analyze characteristics of natural and manufactured fibers;
(D) describe methods of textile fabrication; and 
(E) assess the effects of various environmental conditions on textiles. 
(4) Textile design and production. The student evaluates manufacturing processes 
utilized in textile production. The student is expected to: 
(A) compare processes for dyeing, printing, and finishing used in the textile 
industry; 
(B) explain how finishes affect the characteristics of fabrics;
(C) determine textile suitability for specific applications and uses; and 
(D) recommend care procedures for various textile products.
(5) Textile design and production. The student analyzes influences on textile 
design and production. The student is expected to:
(A) summarize the history of textile design and production;
(B) analyze the impact of technology on fiber production and textile design and 
manufacturing; 
(C) summarize legislation affecting the import, export, and safe production of 
textile products; 
(D) analyze international factors affecting the textile industry;
(E) explain demographic, societal, and cultural influences on the textile 
industry; 
(F) determine the impact of design decisions on the cost of textile products; 
and 
(G) determine the many applications of textile products beyond those related to 
the consumer apparel industry. 
(6) Apparel design practices and influences. The student creates apparel 
products utilizing principles of effective design. The student is expected to: 
(A) apply design elements and principles in creating apparel products; 
(B) use design elements and principles to design products for individuals with 
special needs; 
(C) determine factors impacting the selection of textiles for apparel creation; 
(D) utilize draping and flat pattern methods for fitting a garment; and 
(E) determine technology applications useful in the apparel design process. 
(7) Apparel design practices and influences. The student determines design 
influences on the apparel industry. The student is expected to: 
(A) summarize the history of apparel design; 
(B) identify federal regulations affecting the apparel industry;
(C) explain the role of leading designers in determining fashion trends; 
(D) analyze international factors affecting the apparel industry;
(E) analyze demographic, societal, and cultural factors affecting the apparel 
industry; 
(F) determine the impact of technology on the apparel industry; and 
(G) determine the impact of design decisions on the cost of apparel products. 
(8) Career preparation. The student makes informed career decisions that reflect 
personal, family, and career goals. The student is expected to: 
(A) describe management practices facilitating individuals assuming multiple 
family, community, and wage-earner roles; 
(B) determine employment and entrepreneurial opportunities and preparation 
requirements in the textile and apparel industries; 
(C) demonstrate skills, characteristics, and responsibilities of leaders and 
effective team members; 
(D) demonstrate effective verbal, nonverbal, written, and electronic 
communication skills; 
(E) demonstrate effective techniques to secure, maintain, and terminate 
employment; 
(F) practice positive human-relations skills; and 
(G) evaluate the effect of careers in the textile and apparel industries on 
family life. 
(9) Career preparation. The student completes a supervised career-connections 
experience applying knowledge and skills developed in the study of textiles and 
apparel. The student is expected to: 
(A) determine home and business applications of knowledge and skills developed 
in the study of textiles and apparel; and 
(B) utilize a career-connections experience to demonstrate occupational 
applications of competencies developed in the study of textiles and apparel. 

sec.122.74. Textile and Apparel Production, Management, and Services (Two to 
Three Credits). 
(a) General requirements. This course provides occupationally specific training 
and is recommended for students in Grades 11-12. Students may be awarded two to 
three credits per year for one to two years for the successful completion of 
this course. Instruction may be delivered through school-based pre- employment 
laboratory training or through work-based delivery arrangements such as 
cooperative education, preceptorships, mentoring, and job shadowing. The two 
recommended prerequisites for this course are: Apparel, Textile and Apparel 
Design. 
(b) Training specialization options. All students training in Textile and 
Apparel Production, Management, and Services shall develop knowledge and skills 
described in subsection (d)(1)-(3) and (11)-(14) of this section. In addition, 
students are expected to develop knowledge and skills described in one of the 
following three training specialization options.
(1) Textile and apparel production. Students whose training emphasizes textile 
and apparel production are expected to develop knowledge and skills described in 
subsection (d)(4)-(6) of this section. 
(2) Textile and apparel management and services. Students whose training 
emphasizes textile and apparel management and services are expected to develop 
knowledge and skills described in subsection (d)(4) and (8)-(10) of this 
section. 
(3) Textile and apparel services. Students whose training emphasizes textile and 
apparel services shall develop knowledge and skills described in subsection 
(d)(6)and (7) of this section. 
(c) Introduction. The textile and apparel industries encompass the production, 
marketing, and consumption of textile and apparel products. Individuals use 
knowledge and skills to function effectively as consumers and in careers related 
to the textile and apparel industries. 
(d) Knowledge and skills. 
(1) Textile and apparel production. The student adheres to organizational goals, 
policies, and procedures. The student is expected to:
(A) contrast the organizational structure of selected businesses in the textile 
and apparel industries; 
(B) describe how goals, policies, and procedures influence business structures; 
(C) relate the impact of organizational goals, policies, and procedures to each 
individual's job performance; 
(D) explain the importance of scheduling in managing employee work assignments; 
and 
(E) analyze demographic, economic, and societal factors influencing 
organizational goals, policies, and procedures. 
(2) Textile and apparel production. The student performs routine operations for 
various roles in the textile and apparel industries. The student is expected to: 
(A) identify routine tasks that employees may perform; 
(B) follow procedures identified for performing tasks; 
(C) apply resource management procedures when completing assigned tasks; and 
(D) utilize safe and effective work habits, procedures, and time schedules for 
completing prescribed tasks. 
(3) Textile and apparel production. The student determines the implications of 
textile characteristics and fabrication on textile and apparel products. The 
student is expected to: 
(A) identify origins, properties, and qualities of natural and manufactured 
fibers; 
(B) describe methods of fiber and yarn production; 
(C) analyze the impact of technology on production of fibers, yarns, and 
fabrics; 
(D) outline the textile design process from concept to finished product; 
(E) differentiate types and methods of textile fabrication;
(F) summarize implications and methods of dyeing, printing, and finishing of 
textiles; 
(G) determine textile and apparel labeling requirements; and
(H) determine factors affecting the cost of textile products.
(4) Textile and apparel production. The student analyzes the apparel production 
process from design concept to finished product. The student is expected to: 
(A) analyze elements and principles of design as related to apparel; 
(B) outline general procedures and equipment used in apparel design and pattern 
development; 
(C) analyze factors to consider when selecting fabrics for garment design and 
production; and 
(D) describe the impact of production and quality control systems on the worker, 
product costs, and quality. 
(5) Textile and apparel production. The student creates quality apparel 
products. The student is expected to: 
(A) describe types, uses, and care of equipment, tools, and supplies used in 
apparel production; 
(B) demonstrate safety practices when completing apparel production tasks; 
(C) determine uses of technology in apparel design and production;
(D) differentiate procedures and techniques appropriate for varied production 
systems to achieve quality apparel products; and 
(E) utilize established production procedures and processes to achieve quality 
standards in finished products. 
(6) Textile and apparel customization and care. The student uses appropriate 
techniques to alter, repair, and customize textile and apparel products 
according to quality standards. The student is expected to: 
(A) demonstrate correct procedures utilized in garment fitting and alteration; 
(B) describe characteristics of proper fit in garments; 
(C) determine alterations to solve common fitting problems resulting from 
individual differences and special needs; 
(D) describe types, use, and care of tools, equipment, and supplies used to 
alter, repair, and customize textile and apparel products;
(E) apply elements and principles of design in altering, repairing, and 
customizing textile and apparel products; 
(F) utilize appropriate techniques and processes to alter, repair, and customize 
textile and apparel products according to quality standards; and 
(G) demonstrate safety practices when completing tasks related to the 
alteration, repair, and customization of textile and apparel products.
(7) Textile and apparel customization and care. The student applies procedures 
for the commercial care of textiles and apparel to meet industry standards. The 
student is expected to: 
(A) define terms commonly used in commercial textile and apparel care; 
(B) explain how regulations pertaining to workplace safety, labor, and 
environmental issues affect the commercial textile and apparel care operation; 
(C) apply effective safety and sanitation practices in textile and apparel care 
procedures; 
(D) identify equipment and supplies and their uses in textiles and apparel; 
(E) demonstrate proper selection, use, and care of equipment and products for 
cleaning, laundry, and pressing tasks; 
(F) perform commercial care procedures for textile and apparel products in 
accordance with content and care label information; 
(G) determine procedures for efficiently marking and tracking items in a 
commercial textile and apparel care operation; 
(H) complete commercial textile and apparel care tasks according to industry 
standards; and 
(I) analyze the impact of technology and societal patterns on commercial textile 
and apparel care operations. 
(8) Textile and apparel business promotions. The student illustrates 
coordination of clothing and accessories. The student is expected to: 
(A) describe factors considered when coordinating clothing and accessories; 
(B) demonstrate coordination of clothing and accessories for various occasions; 
and 
(C) summarize social, cultural, societal, and generational influences that 
affect clothing and accessory trends and choices. 
(9) Textile and apparel business promotions. The student applies marketing 
techniques when assisting with promotional activities. The student is expected 
to: 
(A) describe various types of business promotion strategies;
(B) classify types of customers and their motives for buying textile and apparel 
products; 
(C) describe roles of public relations and publicity in product promotion; and 
(D) explain the use of promotional activities to market textile and apparel 
products and services. 
(10) Textile and apparel business promotions. The student creates product 
displays using the principles of design. The student is expected to: 
(A) identify components used in developing displays; 
(B) determine ways in which design elements and principles are used in the 
creation of displays; 
(C) describe types and uses of interior and exterior displays; and 
(D) create window or other displays of textile and apparel products. 
(11) Career preparation. The student exhibits employability skills that lead to 
job success in the textile and apparel industries. The student is expected to: 
(A) demonstrate effective verbal, nonverbal, written, and electronic 
communication skills; 
(B) demonstrate effective methods to secure, maintain, and terminate employment; 
(C) demonstrate positive interpersonal skills including conflict resolution, 
negotiation, teamwork, and leadership; 
(D) evaluate the relationship of good physical and mental health to job success 
and achievement; 
(E) demonstrate appropriate grooming and appearance for the workplace; 
(F) demonstrate appropriate business and personal etiquette in the workplace; 
and 
(G) exhibit productive work habits and attitudes. 
(12) Career preparation. The student determines employment opportunities and 
preparation requirements in the textile and apparel industries. The student is 
expected to: 
(A) determine preparation requirements for various levels of employment in a 
variety of careers in the textile and apparel industries;
(B) analyze the future employment outlook in the textile and apparel industries; 
(C) describe entrepreneurial opportunities in the textile and apparel 
industries; 
(D) determine how interests, abilities, personal priorities, and family 
responsibilities affect career choice; 
(E) compare rewards and demands for various levels of employment in a variety of 
careers; 
(F) determine continuing education opportunities that enhance career advancement 
and promote lifelong learning; 
(G) apply correct textile and apparel terminology; 
(H) describe the size, scope, and importance of the textile and apparel 
industries; and 
(I) describe the impact of international trade practice on the textile and 
apparel industries and on U.S. economics. 
(13) Career preparation. The student demonstrates ethical and legal practices 
for careers in the textile and apparel industries. The student is expected to: 
(A) summarize the rights and responsibilities of employers and employees; 
(B) exhibit ethical practices as defined by the textile and apparel industries; 
and 
(C) analyze legal aspects of the textile and apparel industries.
(14) Career preparation. The student analyzes the management of multiple family, 
community, and wage-earner roles. The student is expected to: 
(A) analyze challenges of managing multiple family, community, and wage-earner 
roles; and 
(B) exhibit management practices facilitating individuals assuming multiple 
roles. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706451
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER I. Environmental Design, High School
19 TAC sec.sec.122.81-122.84
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.122.81. Implementation of Texas Essential Knowledge and Skills for Home 
Economics Education, Environmental Design, High School.
The provisions of Chapter 122, Subchapters B-K shall supersede sec.75.83 of this 
title (relating to Vocational Home Economics) beginning September 1, 1998. 

sec.122.82. Housing (One-Half Credit). 
(a) General requirements. This technical laboratory course is recommended for 
students in Grades 10-12. 
(b) Introduction. Environmental design addresses psychological, physiological, 
and sociological needs of individuals by enhancing the environments in which 
they live and work. Individuals use knowledge and skills related to interior and 
exterior environments, construction, and furnishings to make wise consumer 
decisions, increase productivity, and compete in industry.
(c) Knowledge and skills. 
(1) Management of housing needs. The student demonstrates effective decision-
making skills related to housing needs throughout the life cycle. The student is 
expected to: 
(A) determine housing characteristics common to various cultures and regions; 
(B) describe factors affecting housing choices; 
(C) describe the relationship of housing and family economics;
(D) assess the impact of demographic trends and psychological, physiological, 
and social needs on housing decisions; 
(E) analyze the impact of housing decisions on family relationships and the 
management of multiple family, community, and wage-earner roles;
(F) analyze aspects of community planning that impact housing decisions; and 
(G) compare the availability, desirability, and financial feasibility of housing 
alternatives. 
(2) Management of housing needs. The student demonstrates effective management 
practices related to the housing budget. The student is expected to: 
(A) explain consumer rights and responsibilities associated with housing; 
(B) contrast the impact of needs and wants on the costs of housing; 
(C) analyze legal and financial aspects of purchasing and leasing housing; and 
(D) summarize laws and public policies that impact housing decisions and costs. 
(3) Management of housing needs. The student recommends practices that will 
create a safe, secure, and well-maintained home. The student is expected to: 
(A) explain the effect of housing conditions on health and safety; 
(B) develop a plan for detecting safety hazards and maintaining a safe home; and 
(C) describe housing features for individuals with special needs. 
(4) Housing and environment. The student proposes methods to create quality 
living environments. The student is expected to:
(A) apply elements and principles of design to living environments;
(B) apply principles of space utilization, zoning, and traffic patterns in 
planning and furnishing housing; and 
(C) propose design and furnishings features to meet the special needs of 
individuals and families. 
(5) Housing and environment. The student considers factors affecting housing 
construction when making planning and consumer decisions related to housing. The 
student is expected to: 
(A) identify architectural styles exemplified in housing;
(B) summarize considerations for housing site selection; 
(C) evaluate basic housing construction and finishing considerations; and 
(D) describe the effects of technology on current and future housing trends. 
(6) Housing and environment. The student evaluates factors influencing the 
housing industry. The student is expected to: 
(A) describe the interrelationship of the housing industry and the U.S. economy; 
and 
(B) determine sources and availability of construction materials.
(7) Housing and environment. The student assesses environmental issues affecting 
housing. The student is expected to: 
(A) evaluate the effects of landscaping on housing and the larger environment; 
and 
(B) determine techniques, materials, and technology applications that can be 
used in housing to conserve energy and other resources. 
(8) Career preparation. The student exhibits employability skills. The student 
is expected to: 
(A) demonstrate effective methods to secure, maintain, and terminate employment; 
(B) demonstrate effective verbal, nonverbal, written, and electronic 
communication skills; 
(C) demonstrate ethical behavior and positive interpersonal skills including 
conflict resolution, negotiation, teamwork, and leadership; and 
(D) demonstrate skills, characteristics, and responsibilities of leaders and 
effective team members. 
(9) Career preparation. The student makes informed career decisions that reflect 
personal, family, and career goals. The student is expected to: 
(A) describe management practices facilitating individuals assuming multiple 
family, community, and wage-earner roles; 
(B) determine employment and entrepreneurial opportunities and preparation 
requirements in the housing industry; 
(C) analyze the implications of housing careers on personal and family life; 
(D) propose short-term and long-term career goals; 
(E) determine the use of technology in personal and career applications related 
to housing; and 
(F) assess factors that contribute to a safe working environment.
(10) Career preparation. The student completes a supervised career-connections 
experience applying knowledge and skills developed in the study of housing. The 
student is expected to: 
(A) determine home and business applications of knowledge and skills developed 
in the study of housing; and 
(B) utilize a career-connections experience to demonstrate occupational 
applications of competencies developed in the study of housing.

sec.122.83. Interior Design (One-Half Credit).
(a) General requirements. This technical laboratory course is recommended for 
students in Grades 10-12. The recommended prerequisite for this course is 
Housing. 
(b) Introduction. Environmental design addresses psychological, physiological, 
and sociological needs of individuals by enhancing the environments in which 
they live and work. Individuals use knowledge and skills related to interior and 
exterior environments, construction, and furnishings to make wise consumer 
decisions, increase productivity, and compete in industry.
(c) Knowledge and skills. 
(1) Interior environments. The student utilizes effective design practices to 
evaluate residential and nonresidential interiors. The student is expected to: 
(A) apply elements and principles of design to interiors;
(B) plan for effective use of space zones and placement of furnishings; 
(C) determine drafting techniques, including scaled drawings, that facilitate 
space planning; 
(D) determine the effect of technology on interior design practices; 
(E) differentiate design practices to meet individual, business, and special 
needs; 
(F) describe energy conservation practices that affect interior design; and 
(G) summarize laws, public policies, and regulations impacting interior 
environments. 
(2) Interior environments. The student determines appropriate lighting for 
residential and nonresidential interiors. The student is expected to: 
(A) analyze the functions and principles of lighting; 
(B) compare lighting types and methods of control; and 
(C) recommend lighting applications for specific interior needs. 
(3) Interior environments. The student chooses appropriate background materials 
to complement various residential and nonresidential interior settings. The 
student is expected to: 
(A) compare criteria for selection, use, and care of floor coverings; 
(B) evaluate selection, use, and care of wall treatments;
(C) explain selection and care of ceilings; and 
(D) evaluate the selection, use, and care of window treatments and their 
suitability for various window types. 
(4) Interior environments. The student demonstrates effective decision-making 
skills in applying principles of design and space to residential and 
nonresidential interior environments. The student is expected to: 
(A) describe the relationship of interior decisions to individual and family 
needs and wants; 
(B) describe the influences of demographics, society, and culture on interior 
design decisions; 
(C) explain the relationship of economics to interior environments; and 
(D) propose strategies for controlling costs, allocating resources, and 
budgeting for acquisition of products to enhance interior environments.
(5) Furniture, appliances, and accessories. The student evaluates the role of 
furniture in interior design for residential and nonresidential settings. The 
student is expected to: 
(A) describe characteristics of period styles; 
(B) determine the influence of period styles on interior design;
(C) summarize selection and care of quality furniture; 
(D) assess aesthetic and functional aspects of furniture; and 
(E) describe the impact of technology on furniture. 
(6) Furniture, appliances, and accessories. The student determines the role of 
appliances in interior design for residential and nonresidential settings. The 
student is expected to: 
(A) analyze the functional and aesthetic aspects of appliances;
(B) determine the process for selection of appliances; 
(C) explain the safe use and care of appliances; and 
(D) describe the impact of technology on appliances. 
(7) Furniture, appliances, and accessories. The student evaluates the role of 
accessories in interior design for residential and nonresidential settings. The 
student is expected to: 
(A) identify types of accessories; 
(B) describe criteria for selection of accessories; 
(C) analyze care of accessories; and 
(D) practice guidelines for arranging accessories. 
(8) Career preparation. The student exhibits employability skills. The student 
is expected to: 
(A) demonstrate effective methods to secure, maintain, and terminate employment; 
(B) demonstrate effective verbal, nonverbal, written, and electronic 
communication skills; 
(C) demonstrate positive interpersonal skills, including conflict resolution, 
negotiation, teamwork, and leadership; and 
(D) demonstrate skills, characteristics, and responsibilities of leaders and 
effective team members. 
(9) Career preparation. The student makes informed career decisions that reflect 
personal, family, and career goals. The student is expected to: 
(A) determine employment and entrepreneurial opportunities and preparation 
requirements in interior design; 
(B) propose short-term and long-term career goals; 
(C) evaluate the effect of interior design careers on family life; 
(D) describe management practices facilitating individuals assuming multiple 
family, community, and wage-earner roles; 
(E) assess factors affecting a safe working environment; and
(F) describe personal and interior design career applications of technology. 
(10) Career preparation. The student completes a supervised career-connections 
experience applying knowledge and skills developed in the study of interior 
design. The student is expected to: 
(A) determine home and business applications of knowledge and skills developed 
in the study of interior design; and 
(B) utilize a career-connections experience to demonstrate occupational 
applications of competencies developed in the study of interior design. 

sec.122.84. Housing, Furnishings, and Equipment Production, Management, and 
Services (Two to Three Credits). 
(a) General requirements. This course provides occupationally specific training 
and is recommended for students in Grades 11-12. Students may be awarded two to 
three credits per year for one to two years for the successful completion of 
this course. Instruction may be delivered through school-based pre- employment 
laboratory training or through work-based delivery arrangements such as 
cooperative education, preceptorships, mentoring, and job shadowing. The two 
recommended prerequisites for this course are: Housing, Interior Design. 
(b) Training specialization options. All students training in Housing, 
Furnishings, and Equipment Production, Management, and Services are expected to 
develop knowledge and skills described in subsection (d)(1), (5), (9), and (13)-
(16) of this section. In addition, students are expected to develop knowledge 
and skills described in one of the following three training specialization 
options. 
(1) Housing, furnishings, and equipment production. Students whose training 
emphasizes housing, furnishings, and equipment production are expected to 
develop knowledge and skills described in subsection (d)(2), (3), (6), and (7) 
of this section. 
(2) Housing, furnishings, and equipment management and services. Students whose 
training emphasizes housing, furnishings, and equipment management and services 
are expected to develop knowledge and skills described in subsection (d)(2)-(4) 
and (8) of this section. 
(3) Floral design. Students whose training emphasizes floral design are expected 
to develop knowledge and skills described in subsection (d)(8) and (10)-(12) of 
this section. 
(c) Introduction. Environmental design addresses psychological, physiological, 
and sociological needs of individuals by enhancing the environments in which 
they live and work. Individuals use knowledge and skills related to interior and 
exterior environments, construction, and furnishings to make wise consumer 
decisions, increase productivity, and compete in industry.
(d) Knowledge and skills. 
(1) Design, application, and selection. The student determines the use of 
elements and principles of design in residential and nonresidential environments 
and their furnishings. The student is expected to: 
(A) identify the elements of design; 
(B) exhibit how the elements of design can create various effects; 
(C) list the principles of design; 
(D) explain how the principles and elements of design differ;
(E) apply guidelines for coordinating furnishings; and 
(F) analyze societal and cultural influences on the design of residential and 
nonresidential environments and their furnishings. 
(2) Design, application, and selection. The student analyzes the workmanship, 
characteristics, use, and care of materials used in the design and construction 
of residential and nonresidential furnishings and equipment. The student is 
expected to: 
(A) analyze characteristics of materials and workmanship in relationship to 
durability and use; 
(B) identify characteristics of materials and workmanship in relationship to 
appearance, performance, use, and care of furnishings;
(C) explain labeling requirements and appropriate procedures for the care of 
various furnishings; 
(D) interpret information provided in equipment use and care manuals; and 
(E) demonstrate procedures for the care and maintenance of different types of 
furnishings and equipment. 
(3) Design, application, and selection. The student determines treatments and 
accessories suitable for residential and nonresidential applications. The 
student is expected to: 
(A) analyze products to determine the appropriate style of design; 
(B) determine appropriate use of accessories, lighting, materials, and space in 
various environments; 
(C) describe trends in materials, accessories, lighting, and space utilization; 
(D) illustrate appropriate window treatments for specific windows; 
(E) evaluate cost considerations in accessorizing for various settings; 
(F) describe characteristics, use, and care of wall treatments; and 
(G) identify characteristics of types of flooring in relationship to design and 
construction. 
(4) Design, application, and selection. The student assesses factors influencing 
the selection of furniture and equipment for residential and nonresidential 
applications. The student is expected to:
(A) describe furniture and equipment used in residential and nonresidential 
applications; 
(B) compare furniture and equipment needs of families in different stages of the 
life cycle; 
(C) evaluate economic considerations when selecting furniture and equipment; 
(D) arrange furniture and equipment to accommodate floor plans to meet needs and 
wants; 
(E) describe considerations for selecting furniture and equipment to accommodate 
persons with special needs; and 
(F) utilize sources of information on changing trends and technology related to 
furnishings and equipment. 
(5) Workplace skills. The student applies safety and sanitation practices. The 
student is expected to: 
(A) apply safety rules in performing various workplace procedures according to 
industry standards; 
(B) identify potential hazards and prevention practices; 
(C) summarize laws pertaining to safety and sanitation practices;
(D) demonstrate appropriate responses to emergency situations; and 
(E) determine workplace procedures that protect the environment.
(6) Workplace skills. The student determines appropriate use and care of tools 
and equipment used in construction of furnishings. The student is expected to: 
(A) identify tools and equipment used in construction of furnishings;
(B) demonstrate safe and skillful tool care and use; and 
(C) describe the impact of technology on tools, equipment, and construction. 
(7) Workplace skills. The student demonstrates skills in selected product design 
and construction. The student is expected to:
(A) appraise characteristics of good workmanship in furnishings products; 
(B) utilize knowledge of design application, selection, and construction to 
complete furnishings projects; and 
(C) analyze uses of technology in furnishings, design, and construction. 
(8) Housing, furnishings, and equipment marketing. The student identifies types 
of business promotion practices and their benefit to the housing and furnishings 
retailer. The student is expected to: 
(A) discuss business promotion objectives in the retail housing and furnishings 
industry; 
(B) analyze techniques using sales promotion, advertising, and displays; 
(C) describe the use of technology and other forms of advertising media in 
housing and furnishings business promotions; 
(D) explain how business promotion reflects the environment in which a person 
lives; and 
(E) predict how societal trends and changing demographics influence housing and 
furnishings business promotions. 
(9) Housing, furnishings, and equipment marketing. The student evaluates 
customer relations as a tool for successful business operations. The student is 
expected to: 
(A) analyze the importance of good customer relations in building and 
maintaining a business; 
(B) demonstrate techniques for maintaining good client relationships; and 
(C) describe conflict resolution techniques when dealing with customer 
complaints. 
(10) Floral products and services. The student demonstrates appropriate 
practices in the selection, use, and care of floral products. The student is 
expected to: 
(A) demonstrate the elements and principles of floral design;
(B) identify basic equipment and supplies used in floral design;
(C) demonstrate proper selection, use, and care of equipment, tools, supplies, 
and materials for prescribed tasks; and 
(D) apply storage and care procedures for floral materials, supplies, cut 
flowers, and live plants. 
(11) Floral products and services. The student applies appropriate trends and 
technology affecting floral design. The student is expected to: 
(A) explain advances in cultivation techniques; 
(B) analyze preservation techniques for plants and cut flowers;
(C) describe the benefits of telecommunications in the floral industry; 
(D) identify trends in floriculture; and 
(E) demonstrate the use of artificial flowers and foliage in the industry. 
(12) Floral products and services. The student determines entrepreneurial 
opportunities in the floral industry. The student is expected to: 
(A) describe various opportunities and occupations in the floral industry; 
(B) assess ownership and management structures and responsibilities; and 
(C) explain the impact of the economy on the floral industry.
(13) Career preparation. The student exhibits employability skills that lead to 
job success in the housing, furnishings, and equipment industries. The student 
is expected to: 
(A) demonstrate effective verbal, nonverbal, written, and electronic 
communication skills; 
(B) demonstrate effective methods to secure, maintain, and terminate employment; 
(C) demonstrate positive interpersonal skills including conflict resolution, 
negotiation, teamwork, and leadership; 
(D) evaluate the relationship of good physical and mental health to job success 
and achievement; 
(E) demonstrate appropriate grooming and appearance for the workplace; 
(F) demonstrate appropriate business and personal etiquette in the workplace; 
and 
(G) exhibit productive work habits and attitudes. 
(14) Career preparation. The student determines employment opportunities and 
preparation requirements for careers in the housing, furnishings, and equipment 
industries. The student is expected to: 
(A) determine preparation requirements for various levels of employment in a 
variety of careers in the housing, furnishings, and equipment industries; 
(B) analyze the future employment outlook in the housing, furnishings, and 
equipment industries; 
(C) describe entrepreneurial opportunities in the housing, furnishings, and 
equipment industries; 
(D) determine how interests, abilities, personal priorities, and family 
responsibilities affect career choice; 
(E) compare rewards and demands for various levels of employment in a variety of 
careers; and 
(F) determine continuing education opportunities that enhance career advancement 
and promote lifelong learning. 
(15) Career preparation. The student demonstrates ethical and legal practices 
for careers in the housing, furnishings, and equipment industries. The student 
is expected to: 
(A) summarize the rights and responsibilities of employers and employees; 
(B) exhibit ethical practices as defined by the housing, furnishings, and 
equipment industries; and 
(C) analyze legal aspects of the housing, furnishings, and equipment industries. 
(16) Career preparation. The student analyzes the management of multiple family, 
community, and wage-earner roles. The student is expected to: 
(A) analyze challenges of managing multiple family, community, and wage-earner 
roles; and 
(B) exhibit management practices facilitating individuals assuming multiple 
roles. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706452
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER J. Research, High School
19 TAC sec.122.91, sec.122.92
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.122.91. Implementation of Texas Essential Knowledge and Skills for Home 
Economics Education, Research, High School. 
The provisions of Chapter 122, Subchapters B-K, shall supersede sec.75.83 of 
this title (relating to Vocational Home Economics) beginning September 1, 1998. 

sec.122.92. Independent Study in Home Economics Education (One-Half to One 
Credit).
(a) General requirements. This course is recommended for students in Grade 12. 
The prerequisite for this course is completion of at least three courses in a 
home economics coherent sequence. 
(b) Introduction. Home economics education provides individuals and families 
with essential knowledge and skills for managing the challenges of living and 
working in a diverse, global society. Individuals utilize these skills to 
enhance career and personal effectiveness, promote family strength and well-
being, and pursue career options. 
(c) Knowledge and skills. 
(1) Research design and development. The student applies multidisciplinary 
skills to plan and conduct research in home economics. The student is expected 
to: 
(A) select an independent study project consisting of a school-based learning 
activity that provides an in-depth study related to the home economics career 
concentration; 
(B) collaborate with an interdisciplinary team to develop specifications for the 
selected independent study project; 
(C) conduct the independent study project under the supervision of the teacher 
and a related industry mentor; 
(D) apply the scientific method of investigation; 
(E) utilize effective resource management to access, collect, and process data 
relevant to the independent study project; 
(F) apply statistical concepts to analyze data, evaluate results, and draw 
conclusions; and 
(G) compile findings in a coherent and organized manner. 
(2) Research design and development. The student demonstrates effective 
communication and interpersonal skills in conducting and reporting the 
independent study project. The student is expected to:
(A) utilize communication and interpersonal skills to accomplish project goals; 
(B) demonstrate professional conduct in completing all aspects of the 
independent study project; and 
(C) utilize a variety of resources, technology, and reporting formats (such as 
written, visual, graphical, and oral presentation) to communicate the 
independent study project to a review panel to include professionals in the 
field of project focus. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706453
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER K. Other Provisions, High School
19 TAC sec.sec.122.101-122.103
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.122.101. Implementation of Texas Essential Knowledge and Skills for Home 
Economics Education, Other Provisions, High School. 
The provisions of Chapter 122, Subchapters B-K, shall supersede sec.75.83 of 
this title (relating to Vocational Home Economics) beginning September 1, 1998. 

sec.122.102. Home Economics Summer Program (One-Half Credit). 
(a) General requirements. This special projects course is recommended for 
students in Grades 9-12. Students may be awarded one-half credit for the 
successful completion of this course each of one or two summers. The 
prerequisite for this course is completion of two semesters of home economics 
education. 
(b) Content requirements. Schools may provide a locally developed Home Economics 
Summer Program to meet the educational needs and interests of students. The Home 
Economics Summer Program should include organized group instruction that may be 
provided in a variety of arrangements and settings and should accommodate varied 
student needs and interests. Content for the Home Economics Summer Program 
should be based upon knowledge and skills appropriately selected from those 
approved for courses in this chapter. Each student is expected to complete a 
supervised career-connections experience. 

sec.122.103. Home Economics Production, Management, and Services (Two to Three 
Credits). 
(a) General requirements. This course provides occupationally specific training 
and is recommended for students in Grades 11-12. Students may be awarded two to 
three credits per year for one to two years for the successful completion of 
this course. Instruction may be delivered through school-based pre- employment 
laboratory training or through work-based delivery arrangements such as 
cooperative education, preceptorships, mentoring, and job shadowing. 
(b) Content requirements. Schools may provide a locally developed program to 
provide training which develops knowledge and skills in a broad range of home 
economics occupational specialization areas. Content for home economics 
production, management, and services should be designed to meet the occupational 
preparation needs and interests of students and should be based upon the 
knowledge and skills selected from two or more occupationally specific training 
courses in this chapter. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority. 
Issued in Austin, Texas, on May 15, 1997.
TRD-9706454
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

CHAPTER 123.Texas Essential Knowledge and Skills for Technology 
Education/Industrial Technology Education
The Texas Education Agency (TEA) adopts new sec.sec.123.1, 123.2, 123.11-123.16, 
123.31-123.33, 123.41- 123.47, 123.61-123.68, 123.81-123.83, and 123.91-123.93, 
concerning technology education/industrial technology education, with changes to 
the proposed text as published in the February 28, 1997, issue of the Texas 
Register (22 TexReg 2186). The new sections establish the essential knowledge 
and skills for technology courses surrounding the following six areas: (1) bio-
related technology; (2) communication; (3) construction; (4) energy and power; 
(5) manufacturing; and (6) transportation. The new sections are necessary to 
ensure that students throughout the state have access to the enrichment 
curricula. The provisions of these sections shall supersede sec.75.50(b), (c), 
(f), and (g), of this title (relating to Introductory Industrial Technology) and 
sec.75.85 of this title (relating to Industrial Technology Education) beginning 
September 1, 1998. 
The Texas Education Code organizes the required curriculum into two types: the 
foundation curriculum and the enrichment curriculum. As specified in 
legislation, the essential knowledge and skills of the enrichment curriculum 
serve as guidelines to school districts in providing instruction. In doing so, 
some districts may incur costs for professional development and equipment. These 
potential costs cannot be estimated. 
Members of the public expressed concern about adoption of a certificate of 
initial mastery. Neither the Texas essential knowledge and skills (TEKS) nor any 
other rule contains reference to, promotes, or establishes a certificate of 
initial mastery. 
The following changes have been made since the sections were proposed.  Numerous 
editorial changes were made throughout the sections for clarification and 
simplification. Changes were also made to strengthen verbs and to eliminate 
references to particular instructional approaches. 
Since filing of the proposed sections, legal counsel has advised that since the 
sections serve as guidelines for instruction, language containing or implying 
mandates on school districts should be stricken or replaced with more permissive 
language where necessary. The term "shall" that appeared in statements regarding 
the date of implementation of the provisions for each subchapter was replaced 
with more permissive language. Language specifying the amount of credit to be 
awarded for successful completion of a course was deleted. 
The term "capstone" in career and technology education courses has been replaced 
with the term "independent study" to clarify language. The career and technology 
education courses consist of an in-depth study of a business/industry that is of 
particular interest to a student. 
Several individuals who testified at the public hearing held on March 4, 1997, 
stated that the TEKS for career and technology education contain references to 
the skills and competencies identified by the Secretary's Commission on 
Achieving Necessary Skills (SCANS) and thus reflect federal influence. TEA staff 
has carefully reviewed the TEKS for evidence of SCANS skills and competencies. 
The sections being adopted do not contain specific references to SCANS; however, 
the sections do contain skills and competencies that are among those recommended 
by the commission. The curriculum writing teams, members of the State Board of 
Education Review Committee, and others who had suggested strengthening the TEKS 
drafts expressed a strong belief that some skills and competencies identified by 
the SCANS commission are an essential part of an effective curriculum. 
Throughout 19 TAC Chapter 123, language that referred to "personal, social, 
cultural" and other effects of technology has been changed so that students 
describe the "intended and unintended" effects of technology. In addition, 
language in some student expectation statements has been changed to reflect 
measurable criteria. Those that cannot be measured objectively have been 
deleted. 
In subsection (c)(18)(E) of sec.sec.123.2, 123.12-123.16, 123.32, 123.33, and 
123.42-123.47, language has been changed to read "identify employers' 
expectations and appropriate work habits;" to clarify the meaning of the student 
expectation statement. This change also has been made in subsection (c)(13)(E) 
of sec.sec.123.62-123.66; subsection (c)(15)(E) of sec.123.67; and subsection 
(c)(14)(E) of sec.123.68. 
The following changes were made to reflect clearly the meaning of the knowledge 
and skills statements. 
In subsection (c)(6)(B) of sec.123.12 (relating to Exploring Communication 
Technology), the phrase "use the standard units of measure" has been deleted and 
moved to sec.123.12(c)(15)(D). 
In subsection (c)(11)(D) of sec.123.14 (relating to Exploring Construction 
Technology), the phrase "describe issues related to regional and community 
planning" has been deleted and moved to sec.123.14(c)(12)(E). 
In subsection (c)(6)(B) of sec.123.16 (relating to Exploring Manufacturing 
Technology), the phrase "use the appropriate units of measure" has been deleted 
and moved to sec.123.16(c)(15)(D). 
The phrase "use the appropriate units of measure" has been deleted in subsection 
(c)(6)(B) of sec.123.43 (relating to Manufacturing Systems (One-Half to One 
Credit)). This student expectation statement was already addressed and included 
in Chapter 123, Subchapter B. 
In subsection (c)(3)(B) of sec.123.62 (relating to Architectural Graphics (One-
Half to One Credit)), the word "communications" has been changed to "technology" 
to clarify the meaning of the student expectation statement. 
The term "real world" has been replaced with "practical" throughout the 
knowledge and skills statements in Chapter 123. In subsection (b)(3) of 
sec.123.82 (relating to Principles of Technology I (One Science Credit)) and 
sec.123.83 (relating to Principles of Technology II (One Science Credit)), the 
term "real world" has been replaced with "physical world." These changes were 
made to clarify language. 
The following comments have been received regarding adoption of the new 
sections. The comments are organized by subchapter and section. 
Subchapter A. Overview, Middle School. 
sec.123.2. Technology Education. 
Issue: safety. 
Comment. An individual commented with concerns regarding the knowledge and 
skills in subsection (c)(6)(C) and (D). The individual did not want his daughter 
to use dangerous tools, machines, and equipment. 
Agency Response. The enrichment curriculum serves as guidelines for school 
districts. School districts will select age-appropriate tools. 
Issue: inappropriate knowledge and skill.
Comment. An individual commented with concerns regarding the knowledge and skill 
in subsection (c)(7)(D). The individual did not want his daughter handling and 
disposing hazardous materials and wastes. 
Agency Response. In a technology education course in middle school, a student 
may handle hazardous materials and wastes such as printer toner cartridges, 
correction fluid, paint, solvents, adhesives, photography developer and fixer, 
thinner, lacquer, motor oil, and saw dust. All of these are considered hazardous 
materials and wastes and must be disposed of in the proper manner. The issue is 
educating the student to dispose of these common substances appropriately, not 
haphazardly. 
Subchapter B. Exploratory, Middle School. 
sec.123.12. Exploring Communication Technology. 
Issue: placement of statement of student expectation.
Comment. An individual commented that sec.123.12(c)(6)(B), filed as proposed, 
should be deleted and moved to sec.123.12(c)(15)(D). 
Agency Response. The change has been made to more appropriately reflect the 
meaning of the knowledge and skill statement. 
sec.123.14. Exploring Construction Technology. 
Issue: placement of statement of student expectation. 
Comment. An individual commented that sec.123.14(c)(11)(D), filed as proposed, 
should be deleted and moved to sec.123.14(c)(12)(E). 
Agency Response. The change has been made to more appropriately reflect the 
meaning of the knowledge and skill statement. 
sec.123.16. Exploring Manufacturing Technology. 
Issue: placement of statement of student expectation. 
Comment. An individual commented that the statement sec.123.16(c)(6)(B), filed 
as proposed, should be deleted and moved to sec.123.16(c)(15)(D).
Agency Response. The change has been made to more appropriately reflect the 
meaning of the knowledge and skill. 
Subchapter C. Overview, High School. 
sec.123.32. Technology Systems (One Credit). 
Issue: terminology.
Comment. An individual commented that the term "energy/power" should be changed 
to "energy, power" in the Technology Systems course. This change should be made 
throughout sec.123.32(c). 
Agency Response: The technical correction has been made throughout 
sec.123.32(c).
sec.123.33. Engineering Principles (One Credit). 
Issue: role of communication skills in engineering.
Comment. An individual commented that language in subsection (c)(15) that allows 
students to make presentations and sell their recommendations should have been 
emphasized. Most engineers are lacking in both verbal and written communication 
skills. 
Agency Response: As part of the enrichment curriculum, content adoption for 
technology education/industrial technology education will serve only as 
guidelines for local district use. The district has the opportunity to add 
emphasis to the communications area. 
Issue: mathematics skills. 
Comment. An individual commented that subsection (c)(15)(B) emphasizes that 
students need to use their mathematics skills in engineering. This language 
should be strengthened to include mathematical principles learned in algebra, 
geometry, and calculus. 
Agency Response: As part of the enrichment curriculum, content adoption for 
technology education/industrial technology education will serve only as 
guidelines for local district use. The district has the opportunity to add 
emphasis to the mathematics skills used in the course. 
Subchapter D. Exploratory, High School. 
sec.123.43. Manufacturing Systems (One-Half to One Credit). 
Issue: placement of statement of student expectation.
Comment. An individual commented that sec.123.43(c)(6)(B), filed as proposed, 
should be eliminated because it does not logically fit. 
Agency Response. The change has been made to more appropriately reflect the 
meaning of the knowledge and skill. 
Issue: manufacturing courses in the technology education curriculum.
Comment. An individual thanked the writing team for strengthening the 
manufacturing-related courses in the curriculum. 
sec.123.45. Energy, Power, and Transportation Systems (One-Half to One Credit). 
Issue: course addition.
Comment. An individual suggested that an additional course be added in the 
petro-chemical industry. Since this is the predominate industry in Texas, 
especially in the Houston area, an early introduction to the technical skills 
required will encourage young people to prepare themselves for jobs in this 
highly technical and challenging industry. 
Agency Response. As part of the enrichment curriculum, content adoption for 
technology education/industrial technology education will serve only as 
guidelines for local district use. The district has the opportunity to add 
emphasis to the petrochemical industry to meet the needs of the local community. 
Subchapter E. Technical, High School. 
sec.123.62. Architectural Graphics (One-Half to One Credit). 
Issue: clarity of statement.
Comment. An individual commented that the word "communications" in 
sec.123.62(c)(3)(B) should be replaced with the word "technology." The original 
version is inaccurate in its use of the terminology used in the architectural 
communications industry.
Agency Response. The change has been made to more appropriately reflect the 
meaning of the knowledge and skill. 
sec.123.65. Manufacturing Technology (One-Half to One Credit). 
Issue: manufacturing courses in the technology education curriculum. 
Comment. An individual thanked the writing team for strengthening the 
manufacturing-related courses in the curriculum. 
Subchapter F. Scientific, High School 
sec.123.82. Principles of Technology I (One Science Credit). 
Issue: science credit for Principles of Technology I. 
Comment. An individual commented in support of awarding science credit for the 
technology education course, Principles of Technology I. 
Comment. The Center for Occupational Research and Development (CORD) commented 
in support of awarding science credit for the technology education course, 
Principles of Technology I. 
sec.123.83. Principles of Technology II (One Science Credit). 
Issue: science credit.
Comment. An individual commented in support of awarding science credit for the 
technology education course, Principles of Technology II. 
Comment. The Center for Occupational Research and Development (CORD) commented 
in support of awarding science credit for the technology education course, 
Principles of Technology II. 
Subchapter G. Research, High School. 
sec.123.92. Research, Design, and Development - Independent Study (One-Half to 
One Credit). 
Issue: placement of statement of student expectation.
Comment. An individual commented that subsection (c)(3)(D) be eliminated so that 
students do not have to build a project portfolio. 
Agency Response. An integral part of this course is to build a portfolio of the 
design work on a project to show project progression from beginning to end. 
Elimination of this knowledge and skill would seriously affect the impact of the 
"research, design, and development" aspect of this course. No change is 
recommended. 
sec.123.93. Problems and Solutions in Technology - Independent Study (One-Half 
to One Credit). 
Issue: manufacturing courses in the technology education curriculum.
Comment. An individual thanked the writing team for strengthening the 
manufacturing-related courses in the curriculum. 
General Comments.
Comment. An individual commented that the statement "disposes of hazardous 
materials and wastes appropriately" should be reworded because this is not a 
measurable skill. This statement should be changed to read "describe how to 
dispose of hazardous materials and wastes appropriately." 
Agency Response. This statement can be clarified in the curriculum guide as to 
the expectation of the teacher and student. No change is recommended.
Comment. An individual commented in support of the TEKS for technology 
education/industrial technology education. The curriculum does an outstanding 
job of identifying essential knowledge and skills that will prepare students to 
enter the work world and become "life long learners." An overhauling of the 
career and technology education curriculum is long over due. 
Comment. An individual commented in support of the entire TEKS. Revision of all 
the career and technology education curriculum is necessary and long overdue. 
The individual specifically supported Chapter 123, TEKS for technology 
education/industrial technology education. This content area will provide 
students with a technical background necessary for them to compete in the 
future. These TEKS also provide for curriculum integration into the foundation 
areas of English language arts, social studies, mathematics, and science. The 
individual supported the emphasis placed on the core academics which will expand 
students' options and choices. 
Issue: expectations regarding the subject area. 
Comment. An individual commented that the TEKS for technology 
education/industrial technology education covers the broad base of the 
industrial technologies and will enlighten the students as to the prerequisite 
skills needed in high school to prepare for lifelong careers. In particular, the 
authors understood the need for reliability, quality, and safety in products and 
services and that these critical areas were covered. 
Comment. An individual commented that the TEKS for technology 
education/industrial technology education do not meet the expectations of what 
all students should know and be able to do in the subject areas. 
Agency Response. As guidelines, the TEKS for technology education/industrial 
technology education serve as the basis for local school districts to enhance to 
meet the needs in their local community. 
Issue: number of courses. 
Comment. An individual questioned the purpose of the courses. 
Agency Response. An earlier draft was reviewed. Five courses were deleted.

SUBCHAPTER A.Overview, Middle School
19 TAC sec.123.1, sec.123.2
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.123.1.Implementation of Texas Essential Knowledge and Skills for Technology 
Education/Industrial Technology Education, Overview, Middle School.
The provisions of Chapter 123, Subchapters A and B, shall supersede 
sec.75.50(b), (c), (f), and (g) of this title (relating to Introductory 
Industrial Technology) beginning September 1, 1998.

sec.123.2.Technology Education.
(a) General requirements. This course is recommended for students in Grades 6-8. 
(b) Introduction. In Technology Education, students gain knowledge and skills in 
the application, design, production, and assessment of products, services, and 
systems. Knowledge and skills in the proper application of technology, the 
design of technology, the efficient production of technology, and the assessment 
of the effects of technology prepare students for success in the modern world. 
The study of technology allows students to reinforce, apply, and transfer their 
academic knowledge and skills to a variety of interesting and relevant 
activities, problems, and settings. In addition to their general academic and 
technical knowledge and skills, students gain an understanding of career 
opportunities available in technology and what employers require to gain and 
maintain employment in these careers. 
(c) Knowledge and skills. 
(1) The student uses a systems model to describe manufacturing, construction, 
communication, energy, power, transportation, and bio-related technology 
activities. The student is expected to: 
(A) identify the inputs, processes, output, and feedback associated with each of 
the technological systems; 
(B) characterize technological activities as applying technology, designing 
technology, producing technology, and assessing technology; and
(C) describe how technological systems interact to achieve common goals. 
(2) The student describes and uses manufacturing, construction, communication, 
energy, power, transportation, and bio-related technology to meet specific 
goals. The student is expected to: 
(A) apply manufacturing, construction, communication, energy, power, 
transportation, and bio-related technology to practical problems;
(B) describe the factors that affect the purchase and use of products and 
services; and 
(C) identify the roles of manufacturing, construction, communication, energy, 
power, transportation, and bio-related technology in business and industry. 
(3) The student uses appropriate design processes and techniques in 
manufacturing, construction, communication, energy, power, transportation, and 
bio-related technology. The student is expected to: 
(A) improve a product or system that meets a specified need; and 
(B) identify areas where quality, reliability, and safety can be designed into a 
product, service, or system. 
(4) The student describes emerging and innovative manufacturing, construction, 
communication, energy, power, transportation, and bio-related technologies. The 
student is expected to: 
(A) prepare reports on emerging and innovative technologies; and 
(B) create a display that presents information on emerging and innovative 
technologies. 
(5) The student describes the importance of quality and how it is measured in 
manufacturing, construction, communication, energy, power, transportation, and 
bio-related technology. The student is expected to: 
(A) identify different quality control applications in each of the technology 
systems; and 
(B) describe the importance of continuous quality improvement.
(6) The student uses the appropriate tools, equipment, machines, materials and 
technical processes to complete a project. The student is expected to: 
(A) identify the chemical, mechanical, and physical properties and standard 
units of measure of manufacturing, construction, communication, energy, power, 
transportation, and bio- related technology materials; 
(B) identify the processes used in manufacturing, construction, communication, 
energy, power, transportation, and bio-related technology;
(C) use a variety of tools, equipment, machines, materials, and technical 
processes; and 
(D) produce an item using the appropriate tools, equipment, machines, materials 
and technical processes. 
(7) The student works safely with tools, equipment, machines, and materials used 
in manufacturing, construction, communication, energy, power, transportation, 
and bio-related technology. The student is expected to: 
(A) master relevant safety tests; 
(B) follow safety manuals, instructions, and requirements;
(C) describe hazardous materials and wastes; and 
(D) dispose of hazardous materials and wastes appropriately.
(8) The student describes the importance of maintenance in manufacturing, 
construction, communication, energy, power, transportation, and bio-related 
technology. The student is expected to: 
(A) handle and store tools and materials correctly; and 
(B) describe the results of negligent or improper maintenance.
(9) The student develops a plan for completing a technology project. The student 
is expected to: 
(A) participate in the organization and operation of a real or simulated 
manufacturing, construction, communication, energy, power, transportation, and 
bio-related technology project; and 
(B) identify and follow the steps needed to complete a project.
(10) The student describes the importance of codes, laws, standards, or 
regulations related to manufacturing, construction, communication, energy, 
power, transportation, and bio-related technology, such as Occupational Safety 
and Health Administration (OSHA), National Electrical Code (NEC), American 
Society for Testing Materials (ASTM), standard symbols, and line weights. The 
student is expected to: 
(A) describe the importance of codes, laws, standards, or regulations; 
(B) identify areas where codes, laws, standards, or regulations may be required; 
and 
(C) follow the appropriate codes, laws, standards, or regulations.
(11) The student describes the intended and unintended effects of technological 
solutions. The student is expected to: 
(A) use an assessment strategy to determine the risks and benefits of 
technological activities; 
(B) describe how technology has affected individuals, societies, cultures, 
economies, and environments; 
(C) describe change and the factors that affect the adoption or rejection of 
technology; and 
(D) describe how and why technology evolves. 
(12) The student identifies the factors that influence the evolution of 
manufacturing, construction, communication, energy, power, transportation, and 
bio-related technology. The student is expected to: 
(A) describe how changes in technology affect business and industry; 
(B) describe how the development and use of technology is influenced by past 
events; and 
(C) discuss the international effects of technology. 
(13) The student solves technological problems, thinks critically, and makes 
decisions. The student is expected to: 
(A) improve a product by following a problem-solving strategy;
(B) apply critical-thinking strategies to the analysis and evaluation of 
proposed technological solutions; and 
(C) apply decision-making techniques to the selection of technological 
solutions. 
(14) The student identifies the factors that determine the cost of an item in 
manufacturing, construction, communication, energy, power, transportation, or 
bio-related technology. The student is expected to: 
(A) work on a budget for a product or project; 
(B) determine the most effective strategies to minimize costs;
(C) identify the financial factors associated with starting and operating 
enterprises; and 
(D) identify the role of business in a free enterprise system.
(15) The student applies his/her communication, mathematics, and science 
knowledge and skills to manufacturing, construction, communication, energy, 
power, transportation, and bio-related technology activities. The student is 
expected to: 
(A) use written, verbal, and visual communication techniques consistent with 
industry standards; 
(B) use mathematics concepts in technology; and 
(C) identify and apply science principles used in technology.
(16) The student describes basic product marketing processes and techniques. The 
student is expected to: 
(A) prepare a marketing plan for a(n) idea, product, or service; and 
(B) discuss the effect of customer satisfaction on the image of a product or 
company. 
(17) The student selects and reports on career opportunities and requirements in 
manufacturing, construction, communication, energy, power, transportation, or 
bio-related technology. The student is expected to: 
(A) identify an area of interest and investigate its entry level and advancement 
requirements; and 
(B) describe the careers available in technology. 
(18) The student describes the importance of teamwork, leadership, integrity, 
honesty, work habits, and organizational skills. The student is expected to: 
(A) describe how teams function; 
(B) use teamwork to solve problems; 
(C) distinguish between the roles of team leaders and team members; 
(D) identify characteristics of good leaders; 
(E) identify employers' expectations and appropriate work habits; 
(F) define discrimination, harassment, and equality; 
(G) use time management techniques to develop and maintain work schedules and 
meet deadlines; and 
(H) complete his/her work according to established criteria.
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706455
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER B.Exploratory, Middle School
19 TAC sec.sec.123.11-123.16
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.123.11.Implementation of Texas Essential Knowledge and Skills for Technology 
Education/Industrial Technology Education, Exploratory, Middle School. 
The provisions of Chapter 123, Subchapters A and B, shall supersede 
sec.75.50(b), (c), (f), and (g) of this title (relating to Introductory 
Industrial Technology) beginning September 1, 1998.

sec.123.12.Exploring Communication Technology. 
(a) General requirements. This course is recommended for students in Grades 7-8. 
The prerequisite for this course is Technology Education.
(b) Introduction. In Technology Education, students gain knowledge and skills in 
the application, design, production, and assessment of products, services, and 
systems. Knowledge and skills in the proper application of technology, the 
design of technology, the efficient production of technology, and the assessment 
of the effects of technology prepare students for success in the modern world. 
The study of technology allows students to reinforce, apply, and transfer their 
academic knowledge and skills to a variety of interesting and relevant 
activities, problems, and settings. In addition to their general academic and 
technical knowledge and skills, students gain an understanding of career 
opportunities available in technology and what employers require to gain and 
maintain employment in these careers. 
(c) Knowledge and skills. 
(1) The student describes how a systems model can be used to describe 
communication activities. The student is expected to: 
(A) identify the inputs, processes, output, and feedback associated with 
communication activities; 
(B) distinguish between photographic, digital graphic, printed graphic, 
technical graphic, audio, and video communication systems; and 
(C) describe how technological systems interact to achieve common goals. 
(2) The student uses communication technology to meet practical objectives. The 
student is expected to: 
(A) apply communication technology to individual or community problems; 
(B) describe the factors that affect the use and interpretation of communication 
products; and 
(C) identify and describe the roles of communication in business and industry, 
such as informing, persuading, and educating. 
(3) The student designs communication products using appropriate communication 
design processes and techniques. The student is expected to: 
(A) develop or improve communication products that meet specified needs; and 
(B) identify areas where quality can be designed into communication products, 
services, or systems. 
(4) The student investigates emerging and innovative communication technologies. 
The student is expected to: 
(A) report on emerging and innovative communication technologies; and 
(B) create a display that presents information on emerging and innovative 
technologies. 
(5) The student describes quality and how it is measured in communication. The 
student is expected to: 
(A) describe different quality control applications in communication; and 
(B) apply continuous quality improvement techniques to the production of 
communication items. 
(6) The student produces communication items using the appropriate tools, 
equipment, machines, materials and technical processes. The student is expected 
to: 
(A) identify the chemical and physical properties of communication materials; 
(B) identify the processes used in photographic, digital graphic, printed 
graphic, technical graphic, audio, and video communication systems;
(C) use a variety of tools, equipment, and machines; and 
(D) produce communication items. 
(7) The student works safely with tools, equipment, machines, and materials used 
in communication technology. The student is expected to: 
(A) master relevant safety tests; 
(B) follow safety manuals, instructions, and requirements;
(C) describe hazardous materials and wastes; and 
(D) dispose of hazardous materials and wastes appropriately.
(8) The student describes the importance of maintenance in communication. The 
student is expected to: 
(A) locate and perform manufacturers' maintenance procedures on selected tools, 
equipment, and machines; and 
(B) describe the results of improper maintenance. 
(9) The student manages a communication technology project. The student is 
expected to: 
(A) develop a plan for completing a communication technology project; and 
(B) participate in the organization and operation of a real or simulated 
communication project. 
(10) The student applies the appropriate codes, laws, standards, or regulations 
related to communication technology, such as Occupational Safety and Health 
Administration (OSHA), National Electrical Code (NEC), American Society for 
Testing Materials (ASTM), standard symbols, and line weights. The student is 
expected to: 
(A) describe the importance of codes, laws, standards, or regulations; 
(B) identify areas where codes, laws, standards, or regulations may be required; 
and 
(C) follow the appropriate codes, laws, standards, or regulations.
(11) The student describes the intended and unintended effects of technological 
solutions. The student is expected to: 
(A) use an assessment strategy to determine the risks and benefits of 
technological developments in communication; 
(B) describe how technology has affected individuals, societies, cultures, 
economies, and environments; and 
(C) discuss the international effects of communication technology.
(12) The student identifies the factors that influence the evolution of 
communication technology. The student is expected to: 
(A) describe how changes in communication technology affect business and 
industry; 
(B) describe how the development and use of communication technology is 
influenced by past events; 
(C) describe change and the factors that affect the adoption or rejection of 
communication technology; and 
(D) describe how and why technology evolves. 
(13) The student solves problems, thinks critically, and makes decisions related 
to communication technology. The student is expected to: 
(A) improve a product by following a problem-solving strategy;
(B) apply critical-thinking strategies to the analysis and evaluation of 
proposed technological solutions; and 
(C) apply decision-making techniques to the selection of technological 
solutions. 
(14) The student describes the economic factors related to communication 
technology. The student is expected to: 
(A) develop a budget for a communication product or project;
(B) determine the most effective strategies to minimize costs;
(C) identify the financial factors associated with starting and operating 
communication enterprises; and 
(D) explain the role of business in a free enterprise system.
(15) The student applies communication, mathematics, and science knowledge and 
skills to communication activities. The student is expected to: 
(A) use audio and visual communication techniques consistent with industry 
standards; 
(B) use mathematics concepts in communication technology;
(C) identify and apply science principles used in communication technology; and 
(D) use the standard units of measure. 
(16) The student describes basic product marketing processes and techniques. The 
student is expected to: 
(A) prepare a marketing plan for a(n) idea, product, or service; and 
(B) discuss the effect of customer satisfaction on the image of a product or 
company. 
(17) The student investigates career opportunities, requirements, and 
expectations in communication technology. The student is expected to: 
(A) identify an area of interest in communication and investigate its entry 
level and advancement requirements; and 
(B) describe the careers available in communications. 
(18) The student describes the importance of teamwork, leadership, integrity, 
honesty, work habits, and organizational skills. The student is expected to: 
(A) describe how teams function; 
(B) use teamwork to solve problems; 
(C) distinguish between the roles of team leaders and team members; 
(D) identify characteristics of good leaders; 
(E) identify employers' expectations and appropriate work habits; 
(F) define discrimination, harassment, and equality; 
(G) use time management techniques to develop and maintain work schedules and 
meet deadlines; and 
(H) complete his/her work according to established criteria.

sec.123.13.Exploring Computer Applications. 
(a) General requirements. This course is recommended for students in Grades 7-8. 
The prerequisite for this course is Technology Education.
(b) Introduction. In Technology Education, students gain knowledge and skills in 
the application, design, production, and assessment of products, services, and 
systems. Knowledge and skills in the proper application of technology, the 
design of technology, the efficient production of technology, and the assessment 
of the effects of technology prepare students for success in the modern world. 
The study of technology allows students to reinforce, apply, and transfer their 
academic knowledge and skills to a variety of interesting and relevant 
activities, problems, and settings. In addition to their general academic and 
technical knowledge and skills, students gain an understanding of career 
opportunities available in technology and what employers require to gain and 
maintain employment in these careers. 
(c) Knowledge and skills. 
(1) The student describes how a systems model can be used to describe computer 
hardware and software. The student is expected to: 
(A) apply the universal systems model to computer activities;
(B) identify the inputs, processes, outputs, and feedback associated with 
computer applications; 
(C) distinguish between mainframe, workstation, personal, and other computer 
systems; and 
(D) describe how technological systems interact to achieve common goals. 
(2) The student applies computer technology to specific tasks. The student is 
expected to: 
(A) apply computer technology to individual and community problems; 
(B) identify and describe the roles of computer technology; and 
(C) use computer technology to record, locate, analyze, present, and exchange 
information. 
(3) The student designs a product using a computer system and appropriate design 
processes and techniques. The student is expected to: 
(A) develop or improve a product or computer system that meets a specified need; 
(B) use desktop publishing software to create a newsletter;
(C) use graphic software to create and modify images; 
(D) use simulation software for research and development; and 
(E) use machining software to machine or simulate the machining of a part. 
(4) The student investigates emerging and innovative computer technologies. The 
student is expected to: 
(A) report on emerging and innovative computer technologies; and 
(B) create a display that presents information on emerging and innovative 
technologies. 
(5) The student describes quality and how it is measured in computer technology. 
The student is expected to: 
(A) distinguish between good and bad quality; and 
(B) describe how customers perceive quality. 
(6) The student develops computer systems using the appropriate resources. The 
student is expected to: 
(A) describe the properties and characteristics of computer-related hardware and 
software; and 
(B) identify, select, and sequence computer resources. 
(7) The student works safely with computer technology. The student is expected 
to: 
(A) master relevant safety tests; 
(B) follow safety manuals, instructions, and requirements;
(C) describe hazardous materials and wastes associated with computer technology; 
and 
(D) dispose of hazardous materials and wastes appropriately.
(8) The student demonstrates proper computer and related-equipment maintenance. 
The student is expected to: 
(A) perform selected maintenance procedures on computer-related tools, 
equipment, and machines; and 
(B) describe the results of improper maintenance. 
(9) The student manages a computer technology project or system. The student is 
expected to: 
(A) develop a plan for completing a computer technology project; and 
(B) participate in the organization and operation of a real or simulated 
computer project. 
(10) The student applies the appropriate codes, laws, standards, or regulations 
related to computer technology, such as Occupational Safety and Health 
Administration (OSHA), National Electrical Code (NEC), American Society for 
Testing Materials (ASTM), copyright, and software piracy. The student is 
expected to: 
(A) describe the importance of codes, laws, standards, or regulations; 
(B) identify areas where codes, laws, standards, or regulations may be required; 
and 
(C) follow the appropriate codes, laws, standards, or regulations.
(11) The student describes the intended and unintended effects of technological 
solutions. The student is expected to: 
(A) use an assessment strategy to determine the risks and benefits of 
technological developments in computer technology; 
(B) describe how technology has affected individuals, societies, cultures, 
economies, and environments; and 
(C) discuss the international effects of computer technology.
(12) The student identifies the factors that influence the evolution of computer 
technology. The student is expected to: 
(A) describe how the development and use of computer technology is influenced by 
past events; 
(B) describe change and the factors that affect the adoption or rejection of 
computer technology; and 
(C) describe how and why technology evolves. 
(13) The student solves problems, thinks critically, and makes decisions related 
to computer technology. The student is expected to: 
(A) develop or improve a product by following a problem-solving strategy; 
(B) apply critical-thinking strategies to the analysis and evaluation of 
proposed technological solutions; and 
(C) apply decision-making techniques to the selection of technological 
solutions. 
(14) The student identifies the factors that influence the cost of producing 
goods and services with computer technology. The student is expected to: 
(A) develop a budget for a computer project; and 
(B) determine the most effective strategies to minimize costs.
(15) The student integrates his/her communication, mathematics, and science 
knowledge and skills with computer technology. The student is expected to: 
(A) use computer technology for written, verbal, and visual communication that 
is consistent with industry standards; 
(B) describe binary and hexadecimal numbering systems; and
(C) identify and apply science principles used in computer technology. 
(16) The student applies computer technology to the marketing of a product. The 
student is expected to: 
(A) prepare a marketing plan for a(n) idea, product, or service; and 
(B) discuss the effect of customer satisfaction on the image of a product or 
company. 
(17) The student investigates career opportunities, requirements, and 
expectations in computer technology. The student is expected to: 
(A) identify an area of interest in computer technology and investigate its 
entry level and advancement requirements; and 
(B) describe the careers available in computer technology.
(18) The student describes the importance of teamwork, leadership, integrity, 
honesty, work habits, and organizational skills. The student is expected to: 
(A) describe how teams function; 
(B) use teamwork to solve problems; 
(C) distinguish between the roles of team leaders and team members; 
(D) identify characteristics of good leaders; 
(E) identify employers' expectations and appropriate work habits; 
(F) define discrimination, harassment, and equality; 
(G) use time management techniques to develop and maintain work schedules and 
meet deadlines; and 
(H) complete his/her work according to established criteria.

sec.123.14.Exploring Construction Technology. 
(a) General requirements. This course is recommended for students in Grades 7-8. 
The prerequisite for this course is Technology Education.
(b) Introduction. In Technology Education, students gain knowledge and skills in 
the application, design, production, and assessment of products, services, and 
systems. Knowledge and skills in the proper application of technology, the 
design of technology, the efficient production of technology, and the assessment 
of the effects of technology prepare students for success in the modern world. 
The study of technology allows students to reinforce, apply, and transfer their 
academic knowledge and skills to a variety of interesting and relevant 
activities, problems, and settings. In addition to their general academic and 
technical knowledge and skills, students gain an understanding of career 
opportunities available in technology and what employers require to gain and 
maintain employment in these careers. 
(c) Knowledge and skills. 
(1) The student describes how a systems model can be used to describe 
construction activities. The student is expected to: 
(A) apply the universal systems model to construction activities;
(B) identify the inputs, processes, outputs, and feedback associated with other 
systems used in construction; 
(C) distinguish between architectural and civil construction systems and related 
construction systems; and 
(D) describe how technological systems interact to achieve common goals. 
(2) The student applies construction technology to specific tasks. The student 
is expected to: 
(A) apply construction technology to individual or community problems; 
(B) describe the factors that affect the purchase and use of constructed items; 
and 
(C) identify and describe the roles of construction. 
(3) The student designs an item for construction using appropriate design 
processes and techniques. The student is expected to: 
(A) develop or improve a building or structure that meets a specified need; and 
(B) identify areas where quality, reliability, and safety can be designed into a 
building or structure. 
(4) The student investigates emerging and innovative construction technologies. 
The student is expected to: 
(A) report on emerging and innovative construction technologies; and 
(B) create a display that presents information on emerging and innovative 
technologies. 
(5) The student describes quality and how it is measured in construction. The 
student is expected to: 
(A) distinguish between good and bad quality; and 
(B) describe how customers perceive quality. 
(6) The student constructs buildings or structures using the appropriate tools, 
equipment, machines, materials and technical processes. The student is expected 
to: 
(A) identify the chemical, mechanical and physical properties and standard units 
of measure of construction materials; 
(B) identify the processes used in construction; 
(C) use a variety of tools, equipment, and machines to construct buildings or 
structures; and 
(D) construct an item. 
(7) The student works safely with construction technology. The student is 
expected to: 
(A) master relevant safety tests; 
(B) follow safety manuals, instructions, and requirements;
(C) describe hazardous materials and wastes; and 
(D) dispose of hazardous materials and wastes appropriately.
(8) The student describes the importance of maintenance in construction. The 
student is expected to: 
(A) locate and perform manufacturers' maintenance procedures on selected tools, 
equipment, and machines; and 
(B) describe the results of improper maintenance. 
(9) The student manages a construction technology project or system. The student 
is expected to: 
(A) develop a plan for completing a construction technology project; and 
(B) participate in the organization and operation of a real or simulated 
construction project. 
(10) The student applies the appropriate codes, laws, standards, or regulations 
related to construction technology, such as Occupational Safety and Health 
Administration (OSHA), National Electrical Code (NEC), American Society for 
Testing Materials (ASTM), standard symbols, and line weights. The student is 
expected to: 
(A) describe the importance of codes, laws, standards, or regulations; 
(B) identify areas where codes, laws, standards, or regulations may be required; 
and 
(C) follow the appropriate codes, laws, standards, or regulations.
(11) The student describes the intended and unintended effects of technological 
solutions. The student is expected to: 
(A) use an assessment strategy to determine the risks and benefits of 
technological developments in construction; 
(B) describe how technology has affected individuals, societies, cultures, 
economies, and environments; and 
(C) discuss the international effects of construction technology.
(12) The student identifies the factors that influence the evolution of 
construction technology. The student is expected to: 
(A) describe how changes in construction technology affect business and 
industry; 
(B) describe how the development and use of construction technology is 
influenced by past events; 
(C) describe change and the factors that affect the adoption or rejection of 
construction technology; 
(D) describe how and why technology evolves; and 
(E) describe issues related to regional and community planning.
(13) The student demonstrates the ability to solve problems, think critically, 
and make decisions. The student is expected to:
(A) develop or improve a building or structure by following a problem-solving 
strategy; 
(B) apply critical-thinking strategies to the analysis and evaluation of 
proposed technological solutions; and 
(C) apply decision-making techniques to the selection of technological 
solutions. 
(14) The student describes the factors related to the cost of construction 
projects. The student is expected to: 
(A) develop a budget for a construction project; 
(B) determine the most effective strategies to minimize costs;
(C) identify the financial factors associated with starting and operating 
construction enterprises; and 
(D) explain the role of business in a free enterprise system.
(15) The student applies his/her communication, mathematics, and science 
knowledge and skills to construction activities. The student is expected to: 
(A) use written, verbal, and visual communication techniques consistent with 
industry standards; 
(B) use mathematics concepts in construction technology; and
(C) identify and apply science principles used in construction technology. 
(16) The student describes basic product marketing in construction. The student 
is expected to: 
(A) prepare a marketing plan for a(n) idea, product, or service; and 
(B) discuss the effect of customer satisfaction on the image of a product or 
company. 
(17) The student investigates career opportunities, requirements, and 
expectations in construction technology. The student is expected to: 
(A) identify an area of interest in construction and investigate its entry level 
and advancement requirements; and 
(B) describe the careers available in construction. 
(18) The student describes the importance of teamwork, leadership, integrity, 
honesty, work habits, and organizational skills. The student is expected to: 
(A) describe how teams function; 
(B) use teamwork to solve problems; 
(C) distinguish between the roles of team leaders and team members; 
(D) identify characteristics of good leaders; 
(E) identify employers' expectations and appropriate work habits; 
(F) define discrimination, harassment, and equality; 
(G) use time management techniques to develop and maintain work schedules and 
meet deadlines; and 
(H) complete his/her work according to established criteria. 

sec.123.15.Exploring Energy, Power, and Transportation Technology. 
(a) General requirements. This course is recommended for students in Grades 7-8. 
The prerequisite for this course is Technology Education.
(b) Introduction. In Technology Education, students gain knowledge and skills in 
the application, design, production, and assessment of products, services, and 
systems. Knowledge and skills in the proper application of technology, the 
design of technology, the efficient production of technology, and the assessment 
of the effects of technology prepare students for success in the modern world. 
The study of technology allows students to reinforce, apply, and transfer their 
academic knowledge and skills to a variety of interesting and relevant 
activities, problems, and settings. In addition to their general academic and 
technical knowledge and skills, students gain an understanding of career 
opportunities available in technology and what employers require to gain and 
maintain employment in these careers. 
(c) Knowledge and skills. 
(1) The student describes how a systems model can be used to describe energy, 
power, and transportation activities. The student is expected to: 
(A) apply the universal systems model to energy, power, and transportation 
activities; 
(B) identify the inputs, processes, outputs, and feedback associated with 
energy, power, and transportation systems; 
(C) distinguish between mechanical, fluid, electrical, and thermal power 
systems; 
(D) distinguish between various forms of energy; 
(E) describe the differences between the various transportation modes, such as 
land, marine, air, and space; 
(F) describe the technological systems in transportation, such as propulsion, 
suspension, guidance, control, support, and structure; and 
(G) describe how technological systems interact to achieve common goals. 
(2) The student applies energy, power, and transportation technology to specific 
tasks. The student is expected to: 
(A) apply energy, power, and transportation technology to individual and 
community problems; 
(B) describe the factors that affect the purchase and use of energy, power, and 
transportation technology; and 
(C) identify and describe the roles of energy, power, and transportation. 
(3) The student designs energy, power, and transportation products or services 
using appropriate design processes and techniques. The student is expected to: 
(A) develop or improve energy, power, and transportation products or services 
that meet a specified need; and 
(B) identify areas where quality, reliability, and safety can be designed into a 
product, service, or system. 
(4) The student investigates emerging and innovative energy, power, and 
transportation technologies. The student is expected to:
(A) report on emerging and innovative energy, power, and transportation 
technologies; and 
(B) create a display that presents information on emerging and innovative 
technologies. 
(5) The student describes quality and how it is measured in energy, power, and 
transportation. The student is expected to: 
(A) distinguish between good and bad quality; and 
(B) describe how customers perceive quality. 
(6) The student builds energy, power, and transportation devices using the 
appropriate tools, equipment, machines, materials and technical processes. The 
student is expected to: 
(A) describe the chemical, mechanical and physical properties and standard units 
of measure of energy, power, and transportation materials and resources; 
(B) contrast the characteristics and sources of energy and power; 
(C) describe the processes used in energy, power, and transportation, such as 
conversion, control, transmission, and storage; 
(D) describe the processes used in transportation, such as receiving, 
holding/storing, loading, moving, unloading, and delivering; 
(E) use a variety of tools, equipment, and machines to build energy, power, and 
transportation items; and 
(F) build an energy, power, and transportation product or system. 
(7) The student works safely with energy, power, and transportation technology. 
The student is expected to: 
(A) master relevant safety tests; 
(B) follow safety manuals, instructions, and requirements;
(C) describe hazardous materials and wastes; and 
(D) dispose of hazardous materials and wastes appropriately.
(8) The student describes the importance of maintenance in energy, power, and 
transportation. The student is expected to: 
(A) locate and perform manufacturers' maintenance procedures on selected tools, 
equipment, and machines; and 
(B) describe the results of improper maintenance. 
(9) The student manages an energy, power, and transportation technology project 
or system. The student is expected to: 
(A) develop a plan for completing an energy, power, and transportation 
technology project; and 
(B) participate in the organization and operation of a real or simulated energy, 
power, and transportation project. 
(10) The student applies the appropriate codes, laws, standards, or regulations 
related to energy, power, and transportation technology, such as Occupational 
Safety and Health Administration (OSHA), National Electrical Code (NEC), 
American Society for Testing Materials (ASTM), standard symbols, and line 
weights. The student is expected to: 
(A) describe the importance of codes, laws, standards, or regulations; 
(B) identify areas where codes, laws, standards, or regulations may be required; 
and 
(C) follow the appropriate codes, laws, standards, or regulations.
(11) The student describes the intended and unintended effects of technological 
solutions. The student is expected to: 
(A) use an assessment strategy to determine the risks and benefits of 
technological developments in energy, power, and transportation;
(B) describe how technology has affected individuals, societies, cultures, 
economies, and environments; and 
(C) discuss the international effects of energy, power, and transportation 
technology. 
(12) The student identifies the factors that influence the evolution of energy, 
power, and transportation technology. The student is expected to: 
(A) describe how changes in energy, power, and transportation technology affect 
business and industry; 
(B) describe how the development and use of energy, power, and transportation 
technology is influenced by past events; 
(C) describe change and the factors that affect the adoption or rejection of 
energy, power, and transportation technology; and 
(D) describe how and why technology evolves. 
(13) The student solves problems, thinks critically, and makes decisions related 
to energy, power, and transportation technology. The student is expected to: 
(A) develop or improve an energy, power, and transportation product or service 
by following a problem-solving strategy; 
(B) apply critical-thinking strategies to the analysis and evaluation of 
proposed technological solutions; and 
(C) apply decision-making techniques to the selection of technological 
solutions. 
(14) The student describes the economic factors related to energy, power, and 
transportation technology. The student is expected to: 
(A) develop a budget for an energy, power, and transportation project; 
(B) determine the most effective strategies to minimize costs;
(C) identify the financial factors associated with starting and operating 
energy, power, and transportation enterprises; and 
(D) explain the role of business in a free enterprise system.
(15) The student applies his/her communication, mathematics, and science 
knowledge and skills to energy, power, and transportation activities. The 
student is expected to: 
(A) use written, verbal, and visual communication techniques consistent with 
industry standards; 
(B) use mathematics concepts in energy, power, and transportation technology; 
and 
(C) identify and apply science principles used in energy, power, and 
transportation technology. 
(16) The student describes the marketing of energy, power, and transportation 
products and services. The student is expected to: 
(A) prepare a marketing plan for a(n) idea, product, or service; and 
(B) discuss the effect of customer satisfaction on the image of a product or 
company. 
(17) The student investigates career opportunities, requirements, and 
expectations in energy, power, and transportation technology. The student is 
expected to: 
(A) identify an area of interest in energy, power, and transportation, and 
investigate its entry- level and advancement requirements; and 
(B) describe the careers available in energy, power, and transportation.
(18) The student describes the importance of teamwork, leadership, integrity, 
honesty, work habits, and organizational skills. The student is expected to: 
(A) describe how teams function; 
(B) use teamwork to solve problems; 
(C) distinguish between the roles of team leaders and team members; 
(D) identify characteristics of good leaders; 
(E) identify employers' expectations and appropriate work habits; 
(F) define discrimination, harassment, and equality; 
(G) use time management techniques to develop and maintain work schedules and 
meet deadlines; and 
(H) complete his/her work according to established criteria.

sec.123.16.Exploring Manufacturing Technology.
(a) General requirements. This course is recommended for students in Grades 7-8. 
The prerequisite for this course is Technology Education.
(b) Introduction. In Technology Education, students gain knowledge and skills in 
the application, design, production, and assessment of products, services, and 
systems. Knowledge and skills in the proper application of technology, the 
design of technology, the efficient production of technology, and the assessment 
of the effects of technology prepare students for success in the modern world. 
The study of technology allows students to reinforce, apply, and transfer their 
academic knowledge and skills to a variety of interesting and relevant 
activities, problems, and settings. In addition to their general academic and 
technical knowledge and skills, students gain an understanding of career 
opportunities available in technology and what employers require to gain and 
maintain employment in these careers. 
(c) Knowledge and skills. 
(1) The student describes how a systems model can be used to describe 
manufacturing activities. The student is expected to: 
(A) apply the universal systems model to manufacturing activities;
(B) identify the inputs, processes, outputs, and feedback associated with 
manufacturing systems; 
(C) distinguish between continuous, intermittent, custom, and other 
manufacturing systems; and 
(D) describe how technological systems interact to achieve common goals. 
(2) The student applies manufacturing technology to specific tasks. The student 
is expected to: 
(A) apply manufacturing technology to individual or community problems; 
(B) describe the factors that affect the purchase and use of manufacturing 
items; and 
(C) identify and describe the roles of manufacturing. 
(3) The student designs a product or manufacturing system using appropriate 
design processes and techniques. The student is expected to: 
(A) develop or improve a product or manufacturing system that meets a specified 
need; and 
(B) identify areas where quality, reliability, and safety can be designed into a 
product or system. 
(4) The student investigates emerging and innovative manufacturing technologies. 
The student is expected to: 
(A) report on emerging and innovative manufacturing technologies; and 
(B) create a display that presents information on emerging and innovative 
technologies. 
(5) The student describes quality and how it is measured in manufacturing. The 
student is expected to: 
(A) distinguish between good and bad quality; and 
(B) describe how customers perceive quality. 
(6) The student builds products or systems using the appropriate tools, 
equipment, machines, materials and technical processes. The student is expected 
to: 
(A) identify the chemical, mechanical, and physical properties of manufacturing 
materials; 
(B) identify the processes used in manufacturing; 
(C) use a variety of tools, equipment, and machines to manufacture products; and 
(D) manufacture an item. 
(7) The student works safely with tools, equipment, machines, and materials used 
in manufacturing technology. The student is expected to: 
(A) master relevant safety tests; 
(B) follow safety manuals, instructions, and requirements;
(C) describe hazardous materials and wastes; and 
(D) dispose of hazardous materials and wastes appropriately.
(8) The student describes the importance of maintenance in manufacturing. The 
student is expected to: 
(A) locate and perform manufacturers' maintenance procedures on selected tools, 
equipment, and machines; and 
(B) describe the results of improper maintenance. 
(9) The student manages a manufacturing technology project or system. The 
student is expected to: 
(A) develop a plan for completing a manufacturing project; and 
(B) participate in the organization and operation of a real or simulated 
manufacturing project. 
(10) The student applies the appropriate codes, laws, standards, or regulations 
related to manufacturing technology, such as Occupational Safety and Health 
Administration (OSHA), National Electrical Code (NEC), American Society for 
Testing Materials (ASTM), standard symbols, and line weights. The student is 
expected to: 
(A) describe the importance of codes, laws, standards, or regulations; 
(B) identify areas where codes, laws, standards, or regulations may be required; 
and 
(C) follow the appropriate codes, laws, standards, or regulations.
(11) The student describes the intended and unintended effects of technological 
solutions. The student is expected to: 
(A) use an assessment strategy to determine the risks and benefits of 
technological developments in manufacturing; 
(B) describe how technology has affected individuals, societies, cultures, 
economies, and environments; and 
(C) discuss the international effects of manufacturing technology.
(12) The student identifies the factors that influence the evolution of 
manufacturing technology. The student is expected to: 
(A) describe how changes in manufacturing technology affect business and 
industry; 
(B) describe how the development and use of manufacturing technology is 
influenced by past events; 
(C) describe change and the factors that affect the adoption or rejection of 
manufacturing technology; and 
(D) describe how and why technology evolves. 
(13) The student solves problems, thinks critically, and makes decisions related 
to manufacturing technology. The student is expected to: 
(A) develop or improve a product by following a problem-solving strategy; 
(B) apply critical-thinking strategies to the analysis and evaluation of 
proposed technological solutions; and 
(C) apply decision-making techniques to the selection of technological 
solutions. 
(14) The student identifies the factors that influence the cost of producing 
goods and services in manufacturing. The student is expected to: 
(A) develop a budget for manufacturing a product; 
(B) determine the most effective strategies to minimize costs;
(C) identify the financial factors associated with starting and operating 
manufacturing enterprises; and 
(D) explain the role of business in a free enterprise system.
(15) The student applies his/her communication, mathematics, and science 
knowledge and skills to manufacturing activities. The student is expected to: 
(A) use written, verbal, and visual communication techniques consistent with 
industry standards; 
(B) use mathematics concepts in manufacturing technology;
(C) identify and apply science principles used in manufacturing technology; and 
(D) use the appropriate units of measure. 
(16) The student describes basic product marketing processes and techniques. The 
student is expected to: 
(A) prepare a marketing plan for a(n) idea, product, or service; and 
(B) discuss the effect of customer satisfaction on the image of a product or 
company. 
(17) The student investigates career opportunities, requirements, and 
expectations in manufacturing technology. The student is expected to: 
(A) identify an area of interest in manufacturing and investigate its entry-
level and advancement requirements; and 
(B) describe the careers available in manufacturing. 
(18) The student describes the importance of teamwork, leadership, integrity, 
honesty, work habits, and organizational skills. The student is expected to: 
(A) describe how teams function; 
(B) use teamwork to solve problems; 
(C) distinguish between the roles of team leaders and team members; 
(D) identify characteristics of good leaders; 
(E) identify employers' expectations and appropriate work habits; 
(F) define discrimination, harassment, and equality; 
(G) use time management techniques to develop and maintain work schedules and 
meet deadlines; and 
(H) complete his/her work according to established criteria.
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706456
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER C.Overview, High School
19 TAC sec.sec.123.31-123.33
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.123.31.Implementation of Texas Essential Knowledge and Skills for Technology 
Education/Industrial Technology Education, Overview, High School. 
The provisions of Chapter 123, Subchapters C-G, shall supersede sec.75.85 of 
this title (relating to Industrial Technology Education) beginning September 1, 
1998.

sec.123.32.Technology Systems (One Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. In Technology Education, students gain knowledge and skills in 
the application, design, production, and assessment of products, services, and 
systems. Knowledge and skills in the proper application of technology, the 
design of technology, the efficient production of technology, and the assessment 
of the effects of technology prepare students for success in the modern world. 
The study of technology allows students to reinforce, apply, and transfer their 
academic knowledge and skills to a variety of interesting and relevant 
activities, problems, and settings. In addition to their general academic and 
technical knowledge and skills, students gain an understanding of career 
opportunities available in technology and what employers require to gain and 
maintain employment in these careers. 
(c) Knowledge and skills. 
(1) The student describes how a systems model can be used to describe 
manufacturing, construction, communication, energy, power, transportation, and 
bio-related technology activities. The student is expected to: 
(A) apply the universal systems model to technological activities;
(B) identify the inputs, processes, outputs, and feedback associated with each 
of the technology systems; and 
(C) describe how technological systems interact to achieve common goals. 
(2) The student describes how manufacturing, construction, communication, 
energy, power, transportation, and bio-related technology can be used to solve 
practical problems. The student is expected to: 
(A) apply manufacturing, construction, communication, energy, power, 
transportation, and bio-related technology to individual or community problems; 
(B) describe the factors that affect the purchase and use of manufacturing, 
construction, communication, energy, power, transportation, and bio-related 
technology products and services; 
(C) identify and describe the roles of manufacturing, construction, 
communication, energy, power, transportation, and bio-related technology in 
business and industry; and 
(D) characterize technological activities as applying technology, designing 
technology, producing technology, and assessing technology. 
(3) The student uses appropriate design processes and techniques to develop or 
improve products or services in manufacturing, construction, communication, 
energy, power, transportation, and bio- related technology. The student is 
expected to: 
(A) develop or improve a product or system that meets a specified need; and 
(B) identify areas where quality, reliability, and safety can be designed into a 
product or service. 
(4) The student describes emerging and innovative manufacturing, construction, 
communication, energy, power, transportation, and bio-related technologies. The 
student is expected to: 
(A) report on emerging and innovative technologies in at least two of the 
following content areas: manufacturing, construction, communication, energy, 
power, transportation, or bio-related technologies; and 
(B) conduct research and experimentation in manufacturing, construction, 
communication, energy, power, transportation, and bio-related technology. 
(5) The student describes the importance of quality and how it is measured in 
manufacturing, construction, communication, energy, power, transportation, and 
bio-related technology. The student is expected to: 
(A) distinguish between good and bad quality; and 
(B) describe how customers perceive quality. 
(6) The student uses a variety of tools, equipment, machines, materials and 
technical processes to build products. The student is expected to: 
(A) describe the chemical, mechanical, and physical properties of manufacturing, 
construction, communication, energy, power, transportation, and bio-related 
technology materials; 
(B) describe the basic processes used in manufacturing, construction, 
communication, energy, power, transportation, and bio-related technology;
(C) use a variety of tools, equipment, and machines; and 
(D) produce a product or provide a service. 
(7) The student works safely with tools, equipment, machines, and materials used 
in manufacturing, construction, communication, energy, power, transportation, 
and bio-related technology. The student is expected to: 
(A) master relevant safety tests; 
(B) follow safety manuals, instructions, and requirements;
(C) identify and classify hazardous materials and wastes; and 
(D) dispose of hazardous materials and wastes appropriately.
(8) The student describes the importance of maintenance in manufacturing, 
construction, communication, energy, power, transportation, and bio-related 
technology. The student is expected to: 
(A) handle and store tools and materials correctly; 
(B) locate and perform manufacturers' maintenance procedures on selected tools, 
equipment, and machines; and 
(C) describe the results of negligent or improper maintenance.
(9) The student manages a technology project or system. The student is expected 
to: 
(A) participate in the organization and operation of a real or simulated 
manufacturing, construction, communication, energy, power, transportation, and 
bio-related technology project; and 
(B) identify and follow the steps needed to complete a project.
(10) The student applies the appropriate codes, laws, standards, or regulations 
related to manufacturing, construction, communication, energy, power, 
transportation, and bio-related technology, such as Occupational Safety and 
Health Administration (OSHA), National Electrical Code (NEC), American Society 
for Testing Materials (ASTM), standard symbols, and line weights. The student is 
expected to: 
(A) describe the importance of codes, laws, standards, or regulations; 
(B) identify areas where codes, laws, standards, or regulations may be required; 
and 
(C) follow the appropriate codes, laws, standards, or regulations.
(11) The student describes the intended and unintended effects of technological 
solutions. The student is expected to: 
(A) use an assessment strategy to determine the risks and benefits of 
technological solutions; 
(B) describe how technology has affected individuals, societies, cultures, 
economies, and environments; and 
(C) discuss the international effects of technology. 
(12) The student identifies the factors that influence the evolution of 
manufacturing, construction, communication, energy, power, transportation, and 
bio-related technology. The student is expected to: 
(A) describe how changes in technology affect business and industry; 
(B) describe how the development and use of technology is influenced by past 
events; 
(C) describe change and the factors that affect the adoption or rejection of 
technology; and 
(D) describe how and why technology evolves. 
(13) The student solves problems, thinks critically, and makes decisions related 
to technology. The student is expected to: 
(A) develop or improve a product by following a problem-solving strategy; 
(B) apply critical-thinking strategies to the analysis and evaluation of 
proposed technological solutions; and 
(C) apply decision-making techniques to the selection of technology.
(14) The student identifies the factors that influence the cost of producing 
goods and services in manufacturing, construction, communication, energy, power, 
transportation, and bio-related technology. The student is expected to: 
(A) develop a budget for a product or project; 
(B) determine the most effective strategies to minimize costs;
(C) identify the financial factors associated with starting and operating 
enterprises; and 
(D) describe the role of business in a free enterprise system.
(15) The student applies his/her communication, mathematics, and science 
knowledge and skills to manufacturing, construction, communication, energy, 
power, transportation, and bio-related technology activities. The student is 
expected to: 
(A) use written, verbal, and visual communication techniques consistent with 
industry standards; 
(B) use mathematics concepts in technology; and 
(C) identify and apply science principles used in technology.
(16) The student describes basic marketing processes and techniques. The student 
is expected to: 
(A) prepare a marketing plan for a(n) idea, product, or service; and 
(B) discuss the effect of customer satisfaction on the image of a product or 
company. 
(17) The student selects and reports on career opportunities, requirements, and 
expectations in manufacturing, construction, communication, energy, power, 
transportation, and bio-related technology. The student is expected to: 
(A) identify an area of interest in manufacturing, construction, communication, 
energy, power, transportation, and bio-related technology, and investigate its 
entry-level and advancement requirements and its growth potential; and 
(B) describe the careers available in technology and engineering.
(18) The student describes the importance of teamwork, leadership, integrity, 
honesty, work habits, and organizational skills. The student is expected to: 
(A) describe how teams function; 
(B) use teamwork to solve problems; 
(C) distinguish between the roles of team leaders and team members; 
(D) identify characteristics of good leaders; 
(E) identify employers' expectations and appropriate work habits; 
(F) define discrimination, harassment, and equality; 
(G) use time management techniques to develop and maintain work schedules and 
meet deadlines; and 
(H) complete his/her work according to established criteria.

sec.123.33.Engineering Principles (One Credit). 
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. In Technology Education, students gain knowledge and skills in 
the application, design, production, and assessment of products, services, and 
systems. Knowledge and skills in the proper application of technology, the 
design of technology, the efficient production of technology, and the assessment 
of the effects of technology prepare students for success in the modern world. 
The study of technology allows students to reinforce, apply, and transfer their 
academic knowledge and skills to a variety of interesting and relevant 
activities, problems, and settings. In addition to their general academic and 
technical knowledge and skills, students gain an understanding of career 
opportunities available in technology and what employers require to gain and 
maintain employment in these careers. 
(c) Knowledge and skills. 
(1) The student describes how a systems model can be used to describe 
engineering and technological activities. The student is expected to: 
(A) identify the inputs, processes, output, and feedback associated with 
engineering and technological systems; 
(B) identify the inputs, processes, outputs, and feedback associated with 
engineering technological activities; 
(C) describe the difference between open and closed systems; and 
(D) describe how technological systems interact to achieve common goals. 
(2) The student applies engineering concepts to specific problems. The student 
is expected to: 
(A) distinguish between engineering, science, and technology;
(B) use engineering concepts to solve practical problems;
(C) use calculators and computers to help solve problems;
(D) use computers for simulation; 
(E) use tools and laboratory equipment for testing and evaluation; and 
(F) use precision measuring instruments. 
(3) The student designs products or systems using appropriate design processes 
and techniques. The student is expected to:
(A) improve a product or system that meets a specified need;
(B) identify areas where quality, reliability, and safety can be designed into a 
product or system; 
(C) interpret and produce engineering drawings using standard technical 
communication techniques; and 
(D) describe patents and the patenting process. 
(4) The student investigates emerging and innovative applications of technology 
in engineering. The student is expected to: 
(A) report on emerging and innovative applications of technology in engineering; 
and 
(B) research and experiment with new technologies. 
(5) The student describes quality and how it is measured in engineering. The 
student is expected to: 
(A) identify different quality control applications in engineering; and 
(B) describe how customers perceive the quality of products and services and how 
they affect engineering decisions. 
(6) The student builds products or systems using the appropriate tools, 
equipment, machines, materials and technical processes. The student is expected 
to: 
(A) identify the chemical, mechanical, and physical properties of engineering 
materials; 
(B) identify and describe the processes needed to complete a project; 
(C) use a variety of tools, equipment, machines, and materials; and 
(D) design and produce an item. 
(7) The student practices safe work habits. The student is expected to: 
(A) master relevant safety tests; 
(B) follow safety manuals, instructions, and requirements;
(C) identify and classify hazardous materials and wastes; and 
(D) dispose of hazardous materials and wastes appropriately.
(8) The student describes the importance of maintenance. The student is expected 
to: 
(A) perform basic maintenance on selected tools, equipment, and machines; 
(B) handle and store tools and materials correctly; and 
(C) describe the results of negligent or improper maintenance.
(9) The student manages an engineering project. The student is expected to: 
(A) participate in the organization and operation of a real or simulated 
engineering project; and 
(B) develop a plan for completing an individual project. 
(10) The student applies the appropriate codes, laws, standards, or regulations, 
such as Occupational Safety and Health Administration (OSHA), National 
Electrical Code (NEC), American Society for Testing Materials (ASTM), standard 
symbols, and line weights. The student is expected to: 
(A) describe the importance of codes, laws, standards, or regulations; 
(B) identify areas where codes, laws, standards, or regulations may be required; 
and 
(C) follow the appropriate codes, laws, standards, or regulations.
(11) The student describes the intended and unintended effects of technological 
solutions. The student is expected to: 
(A) use an assessment strategy to determine the risks and benefits of 
engineering activities; and 
(B) describe how technology has affected individuals, societies, cultures, 
economies, and environments. 
(12) The student describes the factors that affect the evolution of technology. 
The student is expected to: 
(A) describe how changes in technology affect engineering practices; 
(B) describe how the development and use of technology in engineering is 
influenced by past events; 
(C) discuss the international effects of technology; 
(D) describe how advancements in technology have affected the field of 
engineering; 
(E) describe change and the factors that affect the adoption or rejection of new 
ideas; and 
(F) describe how and why technology evolves. 
(13) The student solves problems, thinks critically, and makes decisions related 
to engineering. The student is expected to: 
(A) use an engineering approach to problem solving to improve a product; 
(B) apply critical-thinking strategies to the analysis and evaluation of 
proposed solutions; and 
(C) apply decision-making techniques to engineering problems and solutions. 
(14) The student identifies the factors that influence the cost of an item or 
service. The student is expected to: 
(A) work on a budget for a project; and 
(B) determine the most effective strategies to minimize costs.
(15) The student applies his/her communication, mathematics, and science 
knowledge and skills to engineering activities. The student is expected to: 
(A) use written, verbal, and visual communication techniques consistent with 
industry standards; 
(B) locate relevant information needed to solve problems;
(C) use mathematics concepts to solve engineering problems;
(D) identify and apply science principles used to solve problems; and 
(E) use the appropriate units of measure. 
(16) The student describes the relationship between engineering and marketing. 
The student is expected to: 
(A) prepare a marketing plan for a(n) idea, product, or service;
(B) discuss the effect of customer satisfaction on the image of a product or 
company; and 
(C) describe how customer demands influence the design of an object. 
(17) The student selects and reports on career opportunities, requirements, and 
expectations in engineering and technology. The student is expected to: 
(A) identify an area of interest in engineering and investigate its entry-level 
and advancement requirements and its growth potential; 
(B) distinguish between engineering, science, and technology;
(C) describe the various specializations in engineering; and
(D) describe the roles and functions of engineers, technologists, and 
technicians. 
(18) The student describes the importance of teamwork, leadership, integrity, 
honesty, work habits, and organizational skills. The student is expected to: 
(A) describe how teams function; 
(B) use teamwork to solve problems; 
(C) distinguish between the roles of team leaders and team members; 
(D) identify characteristics of good leaders; 
(E) identify employers' expectations and appropriate work habits; 
(F) define discrimination, harassment, and equality; 
(G) use time management techniques to develop and maintain work schedules and 
meet deadlines; and 
(H) complete his/her work according to established criteria.
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706457
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER D.Exploratory, High School
19 TAC sec.sec.123.41-123.47
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.123.41.Implementation of Texas Essential Knowledge and Skills for Technology 
Education/Industrial Technology Education, Exploratory, High School.
The provisions of Chapter 123, Subchapters C-G, shall supersede sec.75.85 of 
this title (relating to Industrial Technology Education) beginning September 1, 
1998.

sec.123.42.Communication Systems (One-Half to One Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. The recommended prerequisite for this course is Technology Systems. 
(b) Introduction. In Technology Education, students gain knowledge and skills in 
the application, design, production, and assessment of products, services, and 
systems. Knowledge and skills in the proper application of technology, the 
design of technology, the efficient production of technology, and the assessment 
of the effects of technology prepare students for success in the modern world. 
The study of technology allows students to reinforce, apply, and transfer their 
academic knowledge and skills to a variety of interesting and relevant 
activities, problems, and settings. In addition to their general academic and 
technical knowledge and skills, students gain an understanding of career 
opportunities available in technology and what employers require to gain and 
maintain employment in these careers. 
(c) Knowledge and skills. 
(1) The student describes how a systems model relates to communication 
activities. The student is expected to: 
(A) apply the universal systems model to communication activities;
(B) identify the inputs, processes, outputs, and feedback associated with 
communications systems; and 
(C) describe how technological systems interact to achieve common goals. 
(2) The student selects and uses the proper communication technology to meet 
practical objectives. The student is expected to: 
(A) apply communication technology to individual or community problems; 
(B) describe the factors that affect the use and interpretation of communication 
products and services; 
(C) identify and describe the roles of communication in business and industry, 
such as informing, persuading, and educating; and 
(D) distinguish between photographic, digital graphic, printed graphic, 
technical graphic, audio, and video communication systems. 
(3) The student designs communication products using appropriate communication 
design processes and techniques. The student is expected to: 
(A) describe the design processes and techniques used in communication 
technology; 
(B) develop or improve communication products that meet specified needs; and 
(C) identify areas where quality can be designed into communication products, 
services, or systems. 
(4) The student investigates emerging and innovative communication technologies. 
The student is expected to: 
(A) report on emerging and innovative communication technologies; and 
(B) conduct research and experimentation in communication technology. 
(5) The student describes quality and how it is measured in communications. The 
student is expected to: 
(A) describe and apply different quality control applications; and 
(B) apply continuous quality improvement techniques to the production of 
communication products and services. 
(6) The student produces communication items using the appropriate tools, 
equipment, machines, materials and technical processes. The student is expected 
to: 
(A) describe the chemical and physical properties of communication materials; 
(B) describe the processes used in photographic, digital graphic, printed 
graphic, technical graphic, audio, and video communication systems;
(C) use a variety of tools, equipment, machines, and materials to produce 
communication products and services; and 
(D) produce communication items. 
(7) The student works safely with communication tools, equipment, machines, and 
materials. The student is expected to: 
(A) master relevant safety tests; 
(B) follow safety manuals, instructions, and requirements;
(C) identify and classify hazardous materials and wastes; and 
(D) dispose of hazardous materials and wastes appropriately.
(8) The student describes the importance of maintenance in communications. The 
student is expected to: 
(A) handle and store tools and materials correctly; 
(B) locate and perform manufacturers' maintenance procedures on selected tools, 
equipment, and machines; and 
(C) describe the results of negligent or improper maintenance.
(9) The student manages a communication technology project. The student is 
expected to: 
(A) develop a plan for completing a communication technology project; and 
(B) participate in the organization and operation of a real or simulated 
communication project. 
(10) The student applies the appropriate codes, laws, standards, or regulations 
related to communication technology, such as Occupational Safety and Health 
Administration (OSHA), National Electrical Code (NEC), American Society for 
Testing Materials (ASTM), standard symbols, and line weights. The student is 
expected to: 
(A) describe the importance of codes, laws, standards, or regulations; 
(B) identify areas where codes, laws, standards, or regulations may be required; 
and 
(C) follow the appropriate codes, laws, standards, or regulations.
(11) The student describes the intended and unintended effects of technological 
solutions. The student is expected to: 
(A) use an assessment strategy to determine the risks and benefits of 
technological solutions; 
(B) describe how technology has affected individuals societies, cultures, 
economies, and environments; and 
(C) discuss the international effects of communication technology.
(12) The student identifies the factors that influence the evolution of 
communication technology. The student is expected to: 
(A) describe how changes in communication technology affect business and 
industry; 
(B) describe how the development and use of communication technology are 
influenced by past events; 
(C) describe change and the factors that affect the adoption or rejection of 
communication technology; and 
(D) describe how and why technology evolves. 
(13) The student solves problems, thinks critically, and makes decisions related 
to communications. The student is expected to:
(A) develop or improve a product by following a problem-solving strategy; 
(B) apply critical-thinking strategies to the analysis and evaluation of 
proposed technological solutions; and 
(C) apply decision-making techniques to the selection of technological 
solutions. 
(14) The student identifies the factors that influence the cost of producing 
communication goods and services. The student is expected to: 
(A) develop a budget for a communication product or project;
(B) determine the most effective strategies to minimize costs;
(C) identify the financial factors associated with starting and operating 
communication enterprises; and 
(D) explain the role of business in a free enterprise system.
(15) The student applies communication, mathematics, and science knowledge and 
skills to communication activities. The student is expected to: 
(A) use audio and visual communication techniques consistent with industry 
standards; 
(B) use mathematics concepts in communication technology;
(C) identify and apply science principles used in communication technology; and 
(D) use the appropriate units of measure. 
(16) The student describes basic product and service marketing processes and 
techniques. The student is expected to: 
(A) prepare a marketing plan for a(n) idea, product, or service; and 
(B) discuss the effect of customer satisfaction on the image of a product or 
company. 
(17) The student investigates career opportunities, requirements, and 
expectations in communication technology. The student is expected to: 
(A) identify an area of interest in communication and investigate its entry-
level and advancement requirements and its growth potential; and
(B) describe the careers available in communication technology.
(18) The student describes the importance of teamwork, leadership, integrity, 
honesty, work habits, and organizational skills. The student is expected to: 
(A) describe how teams function; 
(B) use teamwork to solve problems; 
(C) distinguish between the roles of team leaders and team members; 
(D) identify characteristics of good leaders; 
(E) identify employers' expectations and appropriate work habits; 
(F) define discrimination, harassment, and equality; 
(G) use time management techniques to develop and maintain work schedules and 
meet deadlines; and 
(H) complete his/her work according to established criteria.

sec.123.43.Manufacturing Systems (One-Half to One Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. The recommended prerequisite for this course is Technology Systems. 
(b) Introduction. In Technology Education, students gain knowledge and skills in 
the application, design, production, and assessment of products, services, and 
systems. Knowledge and skills in the proper application of technology, the 
design of technology, the efficient production of technology, and the assessment 
of the effects of technology prepare students for success in the modern world. 
The study of technology allows students to reinforce, apply, and transfer their 
academic knowledge and skills to a variety of interesting and relevant 
activities, problems, and settings. In addition to their general academic and 
technical knowledge and skills, students gain an understanding of career 
opportunities available in technology and what employers require to gain and 
maintain employment in these careers. 
(c) Knowledge and skills. 
(1) The student describes how a systems model can be used to describe 
manufacturing activities. The student is expected to: 
(A) apply the universal systems model to manufacturing activities;
(B) identify the inputs, processes, outputs, and feedback associated with 
manufacturing activities; and 
(C) describe how technological systems interact to achieve common goals. 
(2) The student selects and uses manufacturing technology to meet practical 
objectives. The student is expected to: 
(A) apply manufacturing technology to individual or community problems; 
(B) describe the factors that affect the purchase and use of manufactured items; 
(C) identify and describe the roles of manufacturing; and
(D) distinguish between continuous, intermittent, custom, and other 
manufacturing systems. 
(3) The student designs a product using appropriate design processes and 
techniques. The student is expected to: 
(A) describe the design processes and techniques used in manufacturing;
(B) develop or improve a product that meets specified objectives; and 
(C) identify areas where quality, reliability, and safety can be designed into a 
product system. 
(4) The student investigates emerging and innovative manufacturing technologies. 
The student is expected to: 
(A) report on emerging and innovative manufacturing technologies; and 
(B) conduct research and experimentation in manufacturing technology. 
(5) The student describes quality and how it is measured in manufacturing. The 
student is expected to: 
(A) describe different quality control applications in manufacturing; and 
(B) apply continuous quality improvement techniques to the production of an 
item. 
(6) The student manufactures products using the appropriate tools, equipment, 
machines, materials and technical processes. The student is expected to: 
(A) describe the chemical, mechanical, and physical properties of manufacturing 
materials; 
(B) describe the manufacturing processes; 
(C) use a variety of tools, equipment, machines, and materials to manufacture 
products; and 
(D) manufacture an item. 
(7) The student works safely with manufacturing technology. The student is 
expected to: 
(A) master relevant safety tests; 
(B) follow safety manuals, instructions, and requirements;
(C) identify and classify hazardous materials and wastes; and 
(D) dispose of hazardous materials and wastes appropriately.
(8) The student describes the importance of maintenance in manufacturing. The 
student is expected to: 
(A) handle and store tools and materials correctly; 
(B) locate and perform manufacturers' maintenance procedures on selected tools, 
equipment, and machines; and 
(C) describe the results of negligent or improper maintenance.
(9) The student manages a manufacturing technology project or system. The 
student is expected to: 
(A) develop a plan for completing a manufacturing technology project; and 
(B) participate in the organization and operation of a real or simulated 
manufacturing project. 
(10) The student applies the appropriate codes, laws, standards, or regulations 
related to manufacturing technology, such as Occupational Safety and Health 
Administration (OSHA), National Electrical Code (NEC), American Society for 
Testing Materials (ASTM), standard symbols, and line weights. The student is 
expected to: 
(A) describe the importance of codes, laws, standards, or regulations; 
(B) identify areas where codes, laws, standards, or regulations may be required; 
and 
(C) follow the appropriate codes, laws, standards, or regulations.
(11) The student describes the intended and unintended effects of technological 
solutions. The student is expected to: 
(A) use an assessment strategy to determine the risks and benefits of 
technological developments in manufacturing; 
(B) describe how technology has affected individuals, societies, cultures, 
economies, and environments; and 
(C) discuss the international effects of manufacturing technology.
(12) The student identifies the factors that influence the evolution of 
manufacturing technology. The student is expected to: 
(A) describe how changes in manufacturing technology affect business and 
industry; 
(B) describe how the development and use of manufacturing technology are 
influenced by past events; 
(C) describe change and the factors that affect the adoption or rejection of 
manufacturing technology; and 
(D) describe how and why technology evolves. 
(13) The student solves problems, thinks critically, and makes decisions related 
to manufacturing. The student is expected to:
(A) develop or improve a product by following a problem-solving strategy; 
(B) apply critical-thinking strategies to the analysis and evaluation of 
proposed technological solutions; and 
(C) apply decision-making techniques to the selection of manufacturing 
technology. 
(14) The student identifies the factors that influence the cost of producing 
goods and services in manufacturing. The student is expected to: 
(A) develop a budget for manufacturing a product; 
(B) determine the most effective strategies to minimize costs;
(C) identify the financial factors associated with starting and operating 
manufacturing enterprises; and 
(D) explain the role of business in a free enterprise system.
(15) The student applies his/her communication, mathematics, and science 
knowledge and skills to manufacturing activities. The student is expected to: 
(A) use written, verbal, and visual communication techniques consistent with 
industry standards; 
(B) use mathematics concepts in manufacturing technology;
(C) identify and apply science principles used in manufacturing technology; and 
(D) use the appropriate units of measure. 
(16) The student describes basic product and service marketing processes and 
techniques. The student is expected to: 
(A) prepare a marketing plan for a(n) idea, product, or service; and 
(B) discuss the effect of customer satisfaction on the image of a product or 
company. 
(17) The student investigates career opportunities, requirements, and 
expectations in manufacturing technology. The student is expected to: 
(A) identify an area of interest in manufacturing and investigate its entry-
level and advancement requirements and its growth potential; and
(B) describe the careers available in manufacturing. 
(18) The student describes the importance of teamwork, leadership, integrity, 
honesty, work habits, and organizational skills. The student is expected to: 
(A) describe how teams function; 
(B) use teamwork to solve problems; 
(C) distinguish between the roles of team leaders and team members; 
(D) identify characteristics of good leaders; 
(E) identify employers' expectations and appropriate work habits; 
(F) define discrimination, harassment, and equality; 
(G) use time management techniques to develop and maintain work schedules and 
meet deadlines; and 
(H) complete his/her work according to established criteria.

sec.123.44.Construction Systems (One-Half to One Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. The recommended prerequisite for this course is Technology Systems. 
(b) Introduction. In Technology Education, students gain knowledge and skills in 
the application, design, production, and assessment of products, services, and 
systems. Knowledge and skills in the proper application of technology, the 
design of technology, the efficient production of technology, and the assessment 
of the effects of technology prepare students for success in the modern world. 
The study of technology allows students to reinforce, apply, and transfer their 
academic knowledge and skills to a variety of interesting and relevant 
activities, problems, and settings. In addition to their general academic and 
technical knowledge and skills, students gain an understanding of career 
opportunities available in technology and what employers require to gain and 
maintain employment in these careers. 
(c) Knowledge and skills. 
(1) The student describes how a systems model can be used to describe 
construction activities. The student is expected to: 
(A) apply the universal systems model to construction activities;
(B) identify the inputs, processes, outputs, and feedback associated with 
construction systems; 
(C) describe the subsystems used in construction; and 
(D) describe how technological systems interact to achieve common goals. 
(2) The student selects and uses the proper construction technology to meet 
practical objectives. The student is expected to: 
(A) distinguish between architectural and civil construction systems and related 
construction systems; 
(B) apply construction technology to individual or community problems; 
(C) describe the factors that affect the purchase and use of constructed items; 
and 
(D) identify and describe the roles of construction. 
(3) The student designs an item for construction using appropriate design 
processes and techniques. The student is expected to: 
(A) describe the design processes and techniques used in construction;
(B) develop or improve a building or structure that meets specified needs; and 
(C) identify areas where quality, reliability, and safety can be designed into a 
building or structure. 
(4) The student investigates emerging and innovative construction technologies. 
The student is expected to: 
(A) report on emerging and innovative construction technologies; and 
(B) conduct research and experimentation in construction technology.
(5) The student describes quality and how it is measured in construction. The 
student is expected to: 
(A) describe different quality control applications in construction; and 
(B) apply continuous quality improvement techniques to the construction of a 
building or structure. 
(6) The student builds buildings or structures using the appropriate tools, 
equipment, machines, materials and technical processes. The student is expected 
to: 
(A) describe the chemical, mechanical and physical properties of construction 
materials; 
(B) describe the processes used in construction; 
(C) use a variety of tools, equipment, and machines to construct buildings or 
structures; and 
(D) construct a building or structure. 
(7) The student works safely with construction tools, equipment, machines, and 
materials. The student is expected to: 
(A) master relevant safety tests; 
(B) follow safety manuals, instructions, and requirements;
(C) identify and classify hazardous materials and wastes; and 
(D) dispose of hazardous materials and wastes appropriately.
(8) The student describes the importance of maintenance in construction. The 
student is expected to: 
(A) handle and store tools and materials correctly; 
(B) locate and perform manufacturers' maintenance procedures on selected tools, 
equipment, and machines; and 
(C) describe the results of negligent or improper maintenance.
(9) The student manages a construction project. The student is expected to: 
(A) develop a plan for completing a construction project; and 
(B) participate in the organization and operation of a real or simulated 
construction project. 
(10) The student applies the appropriate codes, laws, standards, or regulations 
related to construction technology, such as Occupational Safety and Health 
Administration (OSHA), National Electrical Code (NEC), American Society for 
Testing Materials (ASTM), standard symbols, and line weights. The student is 
expected to: 
(A) describe the importance of codes, laws, standards, or regulations; 
(B) identify areas where codes, laws, standards, or regulations may be required; 
and 
(C) follow the appropriate codes, laws, standards, or regulations.
(11) The student describes the intended and unintended effects of technological 
solutions. The student is expected to: 
(A) use an assessment strategy to determine the risks and benefits of 
technological developments in construction; 
(B) describe how technology has affected individuals, societies, cultures, 
economies, and environments; 
(C) discuss the international effects of construction technology; and 
(D) describe the issues related to regional and community planning. 
(12) The student identifies the factors that influence the evolution of 
construction technology. The student is expected to: 
(A) describe how changes in construction technology affect business and 
industry; 
(B) describe how the development and use of construction technology are 
influenced by past events; 
(C) describe change and the factors that affect the adoption or rejection of 
construction technology; and 
(D) describe how and why technology evolves. 
(13) The student solves problems, thinks critically, and makes decisions related 
to construction technology. The student is expected to: 
(A) develop or improve a building or structure by following a problem-solving 
strategy; 
(B) apply critical-thinking strategies to the analysis and evaluation of 
proposed technological solutions; and 
(C) apply decision-making techniques to the selection of technological 
solutions. 
(14) The student identifies the factors that influence the cost of goods and 
services in construction projects. The student is expected to: 
(A) develop a budget for a construction project; 
(B) determine the most effective strategies to minimize costs;
(C) identify the financial factors associated with starting and operating 
construction enterprises; and 
(D) explain the role of business in a free enterprise system.
(15) The student applies his/her communication, mathematics, and science 
knowledge and skills to construction activities. The student is expected to: 
(A) use written, verbal, and visual communication techniques consistent with 
industry standards; 
(B) use mathematics concepts in construction technology; 
(C) identify and apply science principles used in construction technology; and 
(D) use the appropriate units of measure. 
(16) The student describes basic product marketing processes and techniques used 
in construction. The student is expected to:
(A) prepare a marketing plan for a(n) idea, product, or service; and 
(B) discuss the effect of customer satisfaction on the image of a product or 
company. 
(17) The student investigates career opportunities, requirements, and 
expectations in construction technology. The student is expected to: 
(A) identify an area of interest in construction and investigate its entry-level 
and advancement requirements and its growth potential; and
(B) describe the careers available in construction technology.
(18) The student describes the importance of teamwork, leadership, integrity, 
honesty, work habits, and organizational skills. The student is expected to: 
(A) describe how teams function; 
(B) use teamwork to solve problems; 
(C) distinguish between the roles of team leaders and team members; 
(D) identify characteristics of good leaders; 
(E) identify employers' expectations and appropriate work habits; 
(F) define discrimination, harassment, and equality; 
(G) use time management techniques to develop and maintain work schedules and 
meet deadlines; and 
(H) complete his/her work according to established criteria.

sec.123.45.Energy, Power, and Transportation Systems (One-Half to One Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. The recommended prerequisite for this course is Technology Systems. 
(b) Introduction. In Technology Education, students gain knowledge and skills in 
the application, design, production, and assessment of products, services, and 
systems. Knowledge and skills in the proper application of technology, the 
design of technology, the efficient production of technology, and the assessment 
of the effects of technology prepare students for success in the modern world. 
The study of technology allows students to reinforce, apply, and transfer their 
academic knowledge and skills to a variety of interesting and relevant 
activities, problems, and settings. In addition to their general academic and 
technical knowledge and skills, students gain an understanding of career 
opportunities available in technology and what employers require to gain and 
maintain employment in these careers. 
(c) Knowledge and skills. 
(1) The student describes how a systems model can be used to describe energy, 
power, and transportation activities. The student is expected to: 
(A) apply the universal systems model to energy, power, and transportation 
activities; 
(B) identify the inputs, processes, outputs, and feedback associated with 
energy, power, and transportation systems; 
(C) distinguish between various forms of energy; and 
(D) describe how technological systems interact to achieve common goals. 
(2) The student applies energy, power, and transportation technology to specific 
tasks. The student is expected to: 
(A) apply energy, power, and transportation technology to individual and 
community problems; 
(B) distinguish between mechanical, fluid, electrical, and thermal power 
systems; 
(C) describe the factors that affect the purchase and use of energy, power, and 
transportation products and services; and 
(D) identify and describe the roles of energy, power, and transportation 
systems. 
(3) The student designs energy, power, and transportation products or services 
using appropriate design processes and techniques. The student is expected to: 
(A) describe the design processes and techniques used in energy, power, and 
transportation; 
(B) develop or improve energy, power, and transportation products or services 
that meet a specified need; and 
(C) identify areas where quality, reliability, and safety can be designed into a 
product, service, or system. 
(4) The student investigates emerging and innovative energy, power, and 
transportation technologies. The student is expected to:
(A) report on emerging and innovative energy, power, and transportation 
technologies; and 
(B) conduct research and experimentation in energy, power, and transportation 
technology. 
(5) The student describes quality and how it is measured in energy, power, and 
transportation. The student is expected to: 
(A) describe different quality control applications in energy, power, and 
transportation; and 
(B) apply continuous quality improvement techniques to the use and production of 
energy, power, and transportation. 
(6) The student builds energy, power, and transportation devices using the 
appropriate tools, equipment, machines, materials, and technical processes. The 
student is expected to: 
(A) describe the chemical, mechanical and physical properties of energy, power, 
and transportation materials and resources; 
(B) contrast the characteristics and sources of energy and power; 
(C) describe the processes used in energy, power, and transportation;
(D) use a variety of tools, equipment, and machines to build energy, power, and 
transportation items; and 
(E) build an energy, power, and transportation product or system. 
(7) The student works safely with energy, power, and transportation technology. 
The student is expected to: 
(A) master relevant safety tests; 
(B) follow safety manuals, instructions, and requirements;
(C) identify and classify hazardous materials and wastes; and 
(D) dispose of hazardous materials and wastes appropriately.
(8) The student describes the importance of maintenance in energy, power, and 
transportation. The student is expected to: 
(A) handle and store tools and materials correctly; 
(B) locate and perform manufacturers' maintenance procedures on selected tools, 
equipment, and machines; and 
(C) describe the results of negligent or improper maintenance.
(9) The student manages an energy, power, and transportation technology project 
or system. The student is expected to: 
(A) develop a plan for completing an energy, power, and transportation 
technology project; and 
(B) participate in the organization and operation of a real or simulated energy, 
power, and transportation project. 
(10) The student applies the appropriate codes, laws, standards, or regulations 
related to energy, power, and transportation technology, such as Occupational 
Safety and Health Administration (OSHA), National Electrical Code (NEC), 
American Society for Testing Materials (ASTM), standard symbols, and line 
weight. The student is expected to: 
(A) describe the importance of codes, laws, standards, or regulations; 
(B) identify areas where codes, laws, standards, or regulations may be required; 
and 
(C) follow the appropriate codes, laws, standards, or regulations.
(11) The student describes the intended and unintended effects of technological 
solutions. The student is expected to: 
(A) use an assessment strategy to determine the risks and benefits of 
technological developments in energy, power, and transportation;
(B) describe how technology has affected individuals, societies, cultures, 
economies, and environments; 
(C) discuss the international effects of energy, power, and transportation 
technology; and 
(D) describe the issues related to regional and community planning and energy, 
power, and transportation. 
(12) The student identifies the factors that influence the evolution of energy, 
power, and transportation technology. The student is expected to: 
(A) describe how changes in energy, power, and transportation technology affect 
business and industry; 
(B) describe how the development and use of energy, power, and transportation 
technology are influenced by past events; 
(C) describe change and the factors that affect the adoption or rejection of 
energy, power, and transportation technology; and 
(D) describe how and why technology evolves in energy, power, and 
transportation. 
(13) The student solves problems, thinks critically, and makes decisions related 
to energy, power, and transportation technology. The student is expected to: 
(A) develop or improve an energy, power, and transportation product or service 
by following a problem-solving strategy; 
(B) apply critical-thinking strategies to the analysis and evaluation of 
proposed technological solutions; and 
(C) apply decision-making techniques to the selection of technological 
solutions. 
(14) The student identifies the factors that influence the cost of producing 
goods and services related to energy, power, and transportation technology. The 
student is expected to: 
(A) develop a budget for an energy, power, and transportation project; 
(B) determine the most effective strategies to minimize costs;
(C) identify the financial factors associated with starting and operating 
energy, power, and transportation enterprises; and 
(D) explain the role of business in a free enterprise system.
(15) The student applies his/her communication, mathematics, and science 
knowledge and skills to energy, power, and transportation activities. The 
student is expected to: 
(A) use written, verbal, and visual communication techniques consistent with 
industry standards; 
(B) use mathematics concepts in energy, power, and transportation technology; 
(C) identify and apply science principles used in energy, power, and 
transportation technology; and 
(D) use the appropriate units of measure. 
(16) The student describes basic product and service marketing in energy, power, 
and transportation. The student is expected to:
(A) prepare a marketing plan for a(n) idea, product, or service; and 
(B) discuss the effect of customer satisfaction on the image of a product or 
company. 
(17) The student investigates career opportunities, requirements, and 
expectations in energy, power, and transportation technology. The student is 
expected to: 
(A) identify an area of interest in energy, power, and transportation, and 
investigate its entry- level and advancement requirements and its growth 
potential; and 
(B) describe the type of careers available in energy, power, and transportation 
technology. 
(18) The student describes the importance of teamwork, leadership, integrity, 
honesty, work habits, and organizational skills. The student is expected to: 
(A) describe how teams function; 
(B) use teamwork to solve problems; 
(C) distinguish between the roles of team leaders and team members; 
(D) identify characteristics of good leaders; 
(E) identify employers' expectations and appropriate work habits; 
(F) define discrimination, harassment, and equality; 
(G) use time management techniques to develop and maintain work schedules and 
meet deadlines; and 
(H) complete his/her work according to established criteria.

sec.123.46.Bio-related Technology Systems (One-Half to One Credit). 
(a) General requirements. This course is recommended for students in Grades 9-
12. The recommended prerequisite for this course is Technology Systems. 
(b) Introduction. In Technology Education, students gain knowledge and skills in 
the application, design, production, and assessment of products, services, and 
systems. Knowledge and skills in the proper application of technology, the 
design of technology, the efficient production of technology, and the assessment 
of the effects of technology prepare students for success in the modern world. 
The study of technology allows students to reinforce, apply, and transfer their 
academic knowledge and skills to a variety of interesting and relevant 
activities, problems, and settings. In addition to their general academic and 
technical knowledge and skills, students gain an understanding of career 
opportunities available in technology and what employers require to gain and 
maintain employment in these careers. 
(c) Knowledge and skills. 
(1) The student describes how a systems model can be used to describe bio-
related technology activities. The student is expected to: 
(A) apply the universal systems model to bio-related technology activities; 
(B) identify the inputs, processes, outputs, and feedback associated with bio-
related technology systems; and 
(C) describe how technological systems interact to achieve common goals. 
(2) The student applies bio-related technology to meet practical objectives. The 
student is expected to: 
(A) describe how bio-related technology can be used to solve individual or 
community problems; 
(B) describe the factors that affect the purchase and use of bio-related 
technology; 
(C) identify and describe the roles of bio-related technology in business and 
industry; and 
(D) distinguish between the bio-related technology systems, such as ergonomic 
design, health technology, waste management, fuels and chemicals, and plant 
production. 
(3) The student designs a bio-related technology product or system using 
appropriate design processes and techniques. The student is expected to: 
(A) develop or improve a bio-related technology product or service that meets a 
specified need; and 
(B) identify areas where quality, reliability, and safety can be designed into 
bio-related technology products or services. 
(4) The student investigates emerging and innovative bio-related technologies. 
The student is expected to: 
(A) report on emerging and innovative bio-related technologies; and 
(B) conduct research and experimentation in bio-related technology.
(5) The student describes quality and how it is measured in bio-related 
technology. The student is expected to: 
(A) describe different quality control applications in bio-related technology; 
and 
(B) apply continuous quality improvement techniques to bio-related technology 
activities. 
(6) The student produces bio-related technology products or services using the 
appropriate tools, equipment, machines, materials, and technical processes. The 
student is expected to: 
(A) describe the mechanical, chemical, and physical characteristics of bio-
related technology materials; 
(B) describe the processes used in bio-related technology, such as propagating, 
growing, maintaining, harvesting, adapting, treating, and converting; and 
(C) use a variety of tools, equipment, machines, and materials to produce bio-
related technology products and services. 
(7) The student works safely with bio-related technology. The student is 
expected to: 
(A) master relevant safety tests; 
(B) follow safety manuals, instructions, and requirements;
(C) identify and classify hazardous materials and wastes; and 
(D) dispose of hazardous materials and wastes appropriately.
(8) The student describes the importance of maintenance in bio-related 
technology. The student is expected to: 
(A) handle and store tools and materials correctly; 
(B) locate and perform manufacturers' maintenance procedures on selected tools, 
equipment, and machines; and 
(C) describe the results of negligent or improper maintenance.
(9) The student manages a bio-related technology project or system. The student 
is expected to: 
(A) develop a plan for completing a bio-related technology project; and 
(B) participate in the organization and operation of a real or simulated bio-
related technology project. 
(10) The student applies the appropriate codes, laws, standards, or regulations 
related to bio-related technology, such as Occupational Safety and Health 
Administration (OSHA), National Electrical Code (NEC), American Society for 
Testing Materials (ASTM), standard symbols, and patents. The student is expected 
to: 
(A) describe the importance of codes, laws, standards, or regulations; 
(B) identify areas where codes, laws, standards, or regulations may be required; 
and 
(C) follow the appropriate codes, laws, standards, or regulations.
(11) The student describes the intended and unintended effects of technological 
solutions. The student is expected to: 
(A) use an assessment strategy to determine the risks and benefits of 
developments in bio- related technology; 
(B) describe how technology has affected individuals, societies, cultures, 
economies, and environments; and 
(C) discuss the international effects of bio-related technology.
(12) The student identifies the factors that influence the evolution of bio-
related technology. The student is expected to: 
(A) describe how changes in bio-related technology affect business and industry; 
(B) describe how the development and use of bio-related technology are 
influenced by past events; 
(C) describe change and the factors that affect the adoption or rejection of 
bio-related technology; and 
(D) describe how and why technology evolves. 
(13) The student solves problems, thinks critically, and makes decisions related 
to bio-related technology. The student is expected to: 
(A) develop or improve a product or service by following a problem-solving 
strategy; 
(B) apply critical-thinking strategies to the analysis and evaluation of 
proposed technological solutions; and 
(C) apply decision-making techniques to the selection of technological 
solutions. 
(14) The student identifies the factors that influence the cost of producing 
bio-related technology goods and services. The student is expected to: 
(A) develop a budget for a bio-related technology project; and 
(B) determine the most effective strategies to minimize costs.
(15) The student applies his/her communication, mathematics, and science 
knowledge and skills to bio- related technology. The student is expected to: 
(A) use written, verbal, and visual communication techniques consistent with 
industry standards; 
(B) use mathematics concepts in bio-related technology; 
(C) identify and apply science principles used in bio-related technology; and 
(D) use the appropriate units of measure. 
(16) The student describes basic product and service marketing processes and 
techniques. The student is expected to: 
(A) prepare a marketing plan for a(n) idea, product, or service; and 
(B) discuss the effect of customer satisfaction on the image of a product or 
company. 
(17) The student investigates career opportunities, requirements, and 
expectations in bio-related technology. The student is expected to: 
(A) identify an area of interest in bio-related technology and investigate its 
entry-level and advancement requirements and its growth potential; and 
(B) describe the careers available in bio-related technology.
(18) The student describes the importance of teamwork, leadership, integrity, 
honesty, work habits, and organizational skills. The student is expected to: 
(A) describe how teams function; 
(B) use teamwork to solve problems; 
(C) distinguish between the roles of team leaders and team members; 
(D) identify characteristics of good leaders; 
(E) identify employers' expectations and appropriate work habits; 
(F) define discrimination, harassment, and equality; 
(G) use time management techniques to develop and maintain work schedules and 
meet deadlines; and 
(H) complete his/her work according to established criteria. 

sec.123.47.Computer Applications (One Credit). 
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. In Technology Education, students gain knowledge and skills in 
the application, design, production, and assessment of products, services, and 
systems. Knowledge and skills in the proper application of technology, the 
design of technology, the efficient production of technology, and the assessment 
of the effects of technology prepare students for success in the modern world. 
The study of technology allows students to reinforce, apply, and transfer their 
academic knowledge and skills to a variety of interesting and relevant 
activities, problems, and settings. In addition to their general academic and 
technical knowledge and skills, students gain an understanding of career 
opportunities available in technology and what employers require to gain and 
maintain employment in these careers. 
(c) Knowledge and skills. 
(1) The student describes how the concept of a system can be used to describe 
computer activities. The student is expected to: 
(A) apply the universal systems model to computer activities;
(B) identify the inputs, processes, outputs, and feedback associated with 
computer systems; and 
(C) describe how the interaction of technical systems helps solve complex 
problems. 
(2) The student selects the proper computer technology to meet specific 
objectives. The student is expected to: 
(A) apply computer technology to individual or community problems;
(B) describe the factors that affect the purchase and use of computer products 
and services; 
(C) distinguish between mainframe, workstation, personal, and other computer 
systems; 
(D) identify and describe the roles of computer technology; and 
(E) use computer technology to record, locate, analyze, present, and exchange 
information. 
(3) The student uses computer applications to facilitate the design and 
development of products or services. The student is expected to: 
(A) develop or improve a product or system that meets specified objectives; 
(B) use desktop-publishing software to create a newsletter;
(C) use graphic software to create and modify images; 
(D) use simulation software for research and development;
(E) use machining software to produce or simulate the production of products; 
(F) simulate computer-aided manufacturing; 
(G) use tool path verification software; and 
(H) use computer-aided drafting and design (CADD) applications to produce 
project drawings. 
(4) The student investigates emerging and innovative computer technologies. The 
student is expected to: 
(A) report on emerging and innovative computer technologies; and 
(B) conduct research and experimentation in computer technology.
(5) The student describes the importance of quality and how it is measured in 
computer technology. The student is expected to:
(A) describe and apply different quality control techniques in computer 
technology; and 
(B) apply continuous quality improvement techniques to computer activities. 
(6) The student develops products or services using the appropriate computer 
technology. The student is expected to: 
(A) describe the properties and characteristics of computer-related hardware and 
software; 
(B) identify, select, and sequence the proper computer resources to complete a 
project; 
(C) describe the processes used in computer technology; and
(D) use a variety of computer resources to complete a project.
(7) The student works safely with computer technology. The student is expected 
to: 
(A) master relevant safety tests; 
(B) follow safety manuals, instructions, and requirements;
(C) identify and classify hazardous materials and wastes; and 
(D) dispose of hazardous materials and wastes appropriately.
(8) The student describes the importance of maintenance of computer technology. 
The student is expected to: 
(A) locate and perform selected maintenance procedures on computer-related 
tools, equipment, and machines; 
(B) handle and store computer equipment and materials correctly; and 
(C) describe the results of negligent or improper computer maintenance. 
(9) The student manages a computer technology project. The student is expected 
to: 
(A) participate in the organization and operation of a real or simulated 
computer project; and 
(B) develop a plan for completing a project. 
(10) The student applies the appropriate codes, laws, standards, or regulations 
related to computer technology, such as Occupational Safety and Health 
Administration (OSHA), National Electrical Code (NEC), American Society for 
Testing Materials (ASTM), copyright, and software piracy. The student is 
expected to: 
(A) describe the importance of codes, laws, standards, or regulations; 
(B) identify areas where codes, laws, standards, or regulations may be required; 
and 
(C) follow the appropriate codes, laws, standards, or regulations.
(11) The student describes the intended and unintended effects of technological 
solutions. The student is expected to: 
(A) use an assessment strategy to determine the risks and benefits of 
technological developments in computer technology; 
(B) describe how technology has affected individuals, societies, cultures, 
economies, and environments; 
(C) discuss the international effects of the use of computer technology; and 
(D) describe how and why technology evolves. 
(12) The student describes how and why computer technology evolves. The student 
is expected to:
(A) describe how changes in computer technology affect business and industry; 
(B) describe how the development and use of computer technology are influenced 
by past events; 
(C) describe change and the factors that affect the adoption or rejection of 
computer technology; and 
(D) describe the factors that encourage the evolution of technology.
(13) The student solves problems, thinks critically, and makes decisions related 
to computer technology. The student is expected to: 
(A) develop or improve a product by following a problem-solving strategy; 
(B) apply critical-thinking strategies to the analysis and evaluation of 
proposed technological solutions; and 
(C) apply decision-making techniques to the selection of computer technology. 
(14) The student describes the factors that influence the cost of producing 
products and services with computer technology. The student is expected to: 
(A) develop a budget for a computer project; 
(B) determine the most effective strategies to minimize costs; and 
(C) identify the financial factors associated with starting and operating 
computer enterprises. 
(15) The student applies his/her communication, mathematics, and science 
knowledge and skills with computer technology. The student is expected to: 
(A) prepare technical reports and presentations; 
(B) use binary and hexadecimal numbering systems; and 
(C) identify and apply science principles used in computer technology. 
(16) The student describes how basic marketing processes and procedures can be 
improved using computer technology. The student is expected to: 
(A) prepare a marketing plan for a(n) idea, product, or service; and 
(B) discuss the effect of customer satisfaction on the image of a product or 
company. 
(17) The student investigates career opportunities, requirements, and 
expectations in computer technology. The student is expected to: 
(A) identify an area of interest in computer technology and investigate its 
entry-level and advancement requirements and its growth potential; and 
(B) describe a variety of careers available in computer technology.
(18) The student describes the importance of teamwork, leadership, integrity, 
honesty, work habits, and organizational skills. The student is expected to: 
(A) describe how teams function; 
(B) use teamwork to solve problems; 
(C) distinguish between the roles of team leaders and team members; 
(D) identify characteristics of good leaders; 
(E) identify employers' expectations and appropriate work habits; 
(F) define discrimination, harassment, and equality; 
(G) use time management techniques to develop and maintain work schedules and 
meet deadlines; and 
(H) complete his/her work according to established criteria.
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706458
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER E.Technical, High School
19 TAC sec.sec.123.61-123.68
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.123.61.Implementation of Texas Essential Knowledge and Skills for Technology 
Education/Industrial Technology Education, Technical, High School. 
The provisions of Chapter 123, Subchapters C-G, shall supersede sec.75.85 of 
this title (relating to Industrial Technology Education) beginning September 1, 
1998. 

sec.123.62.Architectural Graphics (One-Half to One Credit). 
(a) General requirements. This course is recommended for students in Grades 10-
12. The recommended prerequisite for this course is Communication Systems. 
(b) Introduction. In Technology Education, students gain knowledge and skills in 
the application, design, production, and assessment of products, services, and 
systems. Knowledge and skills in the proper application of technology, the 
design of technology, the efficient production of technology, and the assessment 
of the effects of technology prepare students for success in the modern world. 
The study of technology allows students to reinforce, apply, and transfer their 
academic knowledge and skills to a variety of interesting and relevant 
activities, problems, and settings. In addition to their general academic and 
technical knowledge and skills, students gain an understanding of career 
opportunities available in technology and what employers require to gain and 
maintain employment in these careers. 
(c) Knowledge and skills. 
(1) The student applies architectural graphics technology to practical problems. 
The student is expected to: 
(A) apply architectural graphics technology to individual and community 
problems; 
(B) describe the factors that affect the use of architectural graphics products 
and services; and 
(C) identify and describe the roles of architectural graphics in business and 
industry. 
(2) The student uses the appropriate architectural graphic design processes and 
techniques to develop a variety of architectural drawings. The student is 
expected to: 
(A) develop or improve architectural drawings that conform to industry 
standards; and 
(B) identify areas where the quality and reliability of communication can be 
improved using architectural graphics technology. 
(3) The student investigates emerging and innovative architectural graphic 
technologies. The student is expected to: 
(A) report on emerging and innovative architectural graphic technologies; and 
(B) describe the advantages and disadvantages of changes in architectural 
graphic technology. 
(4) The student describes quality and how it is measured in architectural 
graphics. The student is expected to: 
(A) use different quality control applications in architectural graphics; and 
(B) apply continuous quality improvement techniques to the production of 
architectural drawings. 
(5) The student produces a variety of architectural drawings using the 
appropriate tools, equipment, machines, materials, and processes. The student is 
expected to: 
(A) describe the tools, equipment, machines, materials, and processes used in 
architectural graphic communication; and 
(B) use a variety of architectural graphics tools, equipment, and machines 
(traditional and computer-based) to produce drawings or models.
(6) The student works safely with architectural graphics technology. The student 
is expected to: 
(A) master relevant safety tests; 
(B) follow safety manuals, instructions, and requirements;
(C) identify and classify hazardous materials and wastes; and 
(D) dispose of hazardous materials and wastes appropriately.
(7) The student demonstrates proper maintenance of architectural graphics tools, 
equipment, and machines. The student is expected to: 
(A) handle and store tools and materials correctly; 
(B) locate and perform manufacturers' maintenance procedures on selected tools, 
equipment, and machines; and 
(C) determine when items may require service or replacement.
(8) The student manages an architectural graphics technology project. The 
student is expected to: 
(A) develop a plan for completing an architectural graphics technology project; 
(B) participate in the organization and operation of a real or simulated 
architectural graphics project; and 
(C) determine the resources needed to complete a project.
(9) The student applies the appropriate codes, laws, standards, or regulations 
related to architectural graphics technology, such as Occupational Safety and 
Health Administration (OSHA), National Electrical Code (NEC), American Society 
for Testing Materials (ASTM), standard symbols, and line weights. The student is 
expected to: 
(A) identify areas where codes, laws, standards, or regulations may be required; 
(B) follow the appropriate codes, laws, standards, or regulations; and 
(C) locate and use the standards and conventions used in the architectural 
graphics industry. 
(10) The student solves problems, thinks critically, and makes decisions related 
to architectural graphics. The student is expected to: 
(A) develop or improve a product by following a problem-solving strategy; 
(B) apply critical-thinking strategies to the analysis and evaluation of 
proposed technological solutions; and 
(C) apply decision-making techniques to the selection of technological 
solutions. 
(11) The student describes the factors that influence the cost of producing 
architectural graphics drawings. The student is expected to: 
(A) develop a budget for architectural graphics project; and
(B) determine the most effective strategies to minimize costs.
(12) The student applies his/her communication, mathematics, and science 
knowledge and skills to architectural graphics activities. The student is 
expected to: 
(A) use written, verbal, and visual communication techniques consistent with 
industry standards; 
(B) use mathematics concepts in architectural graphics technology;
(C) identify and apply science principles used in architectural graphics 
technology; and 
(D) use the appropriate scales for measuring. 
(13) The student describes the importance of teamwork, leadership, integrity, 
honesty, work habits, and organizational skills. The student is expected to: 
(A) describe how teams function; 
(B) use teamwork to solve problems; 
(C) distinguish between the roles of team leaders and team members; 
(D) identify characteristics of good leaders; 
(E) identify employers' expectations and appropriate work habits; 
(F) define discrimination, harassment, and equality; 
(G) use time management techniques to develop and maintain work schedules and 
meet deadlines; and 
(H) complete his/her work according to established criteria. 

sec.123.63.Engineering Graphics (One-Half to One Credit).
(a) General requirements. This course is recommended for students in Grades 10-
12. The recommended prerequisite for this course is Communication Systems. 
(b) Introduction. In Technology Education, students gain knowledge and skills in 
the application, design, production, and assessment of products, services, and 
systems. Knowledge and skills in the proper application of technology, the 
design of technology, the efficient production of technology, and the assessment 
of the effects of technology prepare students for success in the modern world. 
The study of technology allows students to reinforce, apply, and transfer their 
academic knowledge and skills to a variety of interesting and relevant 
activities, problems, and settings. In addition to their general academic and 
technical knowledge and skills, students gain an understanding of career 
opportunities available in technology and what employers require to gain and 
maintain employment in these careers. 
(c) Knowledge and skills. 
(1) The student applies engineering graphics technology to practical problems. 
The student is expected to: 
(A) apply engineering graphics technology to communicate ideas;
(B) describe the factors that affect the use of engineering graphics items; 
(C) identify and describe the roles of engineering graphics; and 
(D) use engineering graphics to help visualize objects and conduct analyses. 
(2) The student designs an item using appropriate engineering graphic design 
processes and techniques. The student is expected to: 
(A) develop or improve an item using engineering graphics technology; and 
(B) use traditional and concurrent engineering design processes.
(3) The student investigates emerging and innovative engineering graphic 
technologies. The student is expected to: 
(A) report on emerging and innovative engineering graphic technologies; and 
(B) describe the advantages and disadvantages of changes in engineering graphics 
technology. 
(4) The student describes the importance of quality and how it is determined in 
engineering graphics. The student is expected to: 
(A) describe different quality control applications in engineering graphics; and 
(B) apply continuous quality improvement techniques to the design of an item. 
(5) The student produces a variety of engineering drawings using the appropriate 
tools, equipment, machines, materials, and processes. The student is expected 
to: 
(A) describe the tools, equipment, machines, materials, and processes used in 
engineering graphics; and 
(B) use a variety of engineering graphics tools, equipment, and machines 
(traditional and computer-based) to produce drawings or models.
(6) The student works safely with engineering graphics technology. The student 
is expected to: 
(A) master relevant safety tests; 
(B) follow safety manuals, instructions, and requirements;
(C) identify and classify hazardous materials and wastes; and 
(D) dispose of hazardous materials and wastes appropriately.
(7) The student demonstrates proper maintenance of engineering graphics tools 
and equipment. The student is expected to: 
(A) handle and store tools and materials correctly; 
(B) determine when items may require service or replacement; and 
(C) locate and perform manufacturers' maintenance procedures on selected tools, 
equipment, and machines. 
(8) The student manages an engineering graphics technology project. The student 
is expected to: 
(A) participate in the organization and operation of a real or simulated 
engineering graphics project; 
(B) develop a plan for completing an engineering graphics project; and 
(C) determine the resources needed to complete a project.
(9) The student applies the appropriate codes, laws, standards, or regulations 
related to engineering graphics technology, such as Occupational Safety and 
Health Administration (OSHA), National Electrical Code (NEC), American Society 
for Testing Materials (ASTM), standard symbols, and line weights. The student is 
expected to: 
(A) describe the importance of codes, laws, standards, or regulations; 
(B) identify areas where codes, laws, standards, or regulations may be required; 
and 
(C) follow the appropriate codes, laws, standards, or regulations.
(10) The student solves problems, thinks critically, and makes decisions related 
to engineering graphics. The student is expected to: 
(A) develop or improve a product by following an engineering design problem-
solving process; 
(B) apply critical-thinking strategies to the analysis and evaluation of 
proposed technological solutions; 
(C) apply decision-making techniques to the selection of technological 
solutions; and 
(D) evaluate proposed solutions to problems. 
(11) The student describes the factors that influence the cost of producing 
engineering graphic drawings. The student is expected to: 
(A) develop a budget for an engineering graphics project; and 
(B) determine the most effective strategies to minimize costs.
(12) The student applies his/her communication, mathematics, and science 
knowledge and skills to engineering graphics activities. The student is expected 
to: 
(A) use written, verbal, and visual communication techniques consistent with 
industry standards; 
(B) use mathematics concepts when producing drawings; 
(C) identify and apply science principles used in engineering graphics; and 
(D) use the appropriate scales for measuring. 
(13) The student describes the importance of teamwork, leadership, integrity, 
honesty, work habits, and organizational skills. The student is expected to: 
(A) describe how teams function; 
(B) use teamwork to solve problems; 
(C) distinguish between the roles of team leaders and team members; 
(D) identify characteristics of good leaders; 
(E) identify employers' expectations and appropriate work habits; 
(F) define discrimination, harassment, and equality; 
(G) use time management techniques to develop and maintain work schedules and 
meet deadlines; and 
(H) complete his/her work according to established criteria.

sec.123.64.Communication Graphics (One-Half to One Credit).
(a) General requirements. This course is recommended for students in Grades 10-
12. The recommended prerequisite for this course is Communication Systems. 
(b) Introduction. In Technology Education, students gain knowledge and skills in 
the application, design, production, and assessment of products, services, and 
systems. Knowledge and skills in the proper application of technology, the 
design of technology, the efficient production of technology, and the assessment 
of the effects of technology prepare students for success in the modern world. 
The study of technology allows students to reinforce, apply, and transfer their 
academic knowledge and skills to a variety of interesting and relevant 
activities, problems, and settings. In addition to their general academic and 
technical knowledge and skills, students gain an understanding of career 
opportunities available in technology and what employers require to gain and 
maintain employment in these careers. 
(c) Knowledge and skills. 
(1) The student applies communication graphics technology to practical problems. 
The student is expected to: 
(A) apply communication graphics technology to individual and community 
problems; 
(B) describe the factors that affect the use of communication graphics products 
and services; and 
(C) identify and describe the roles of communication graphics in business and 
industry. 
(2) The student uses the appropriate communication graphic design processes and 
techniques to develop a variety of communication products. The student is 
expected to: 
(A) develop or improve communication products that conform to industry 
standards; and 
(B) identify areas where the quality and reliability of communication can be 
improved using communication graphics technology. 
(3) The student investigates emerging and innovative communication graphic 
technologies. The student is expected to: 
(A) report on emerging and innovative communication graphic technologies; and 
(B) describe the advantages and disadvantages of changes in communication 
graphics. 
(4) The student describes quality and how it is measured in communication 
graphics. The student is expected to: 
(A) use different quality control applications in communication graphics; and 
(B) apply continuous quality improvement techniques to the production of 
communication products. 
(5) The student produces a variety of communication products using the 
appropriate tools, equipment, machines, materials, and processes. The student is 
expected to: 
(A) describe the tools, equipment, machines, materials, and processes used in 
communication graphics; and 
(B) use a variety of communication graphics tools, equipment, and machines 
(traditional and computer-based) to produce communication products.
(6) The student works safely with communication graphics technology. The student 
is expected to: 
(A) master relevant safety tests; 
(B) follow safety manuals, instructions, and requirements;
(C) identify and classify hazardous materials and wastes; and 
(D) dispose of hazardous materials and wastes appropriately.
(7) The student demonstrates proper maintenance of communication graphics tools, 
equipment, and machines. The student is expected to: 
(A) handle and store tools and materials correctly; 
(B) locate and perform manufacturers' maintenance procedures on selected tools, 
equipment, and machines; and 
(C) determine when items may require service or replacement.
(8) The student manages a communication graphics technology project. The student 
is expected to: 
(A) develop a plan for completing a communication graphics technology project; 
(B) participate in the organization and operation of a real or simulated 
communication graphics project; and 
(C) determine the resources needed to complete a project.
(9) The student applies the appropriate codes, laws, standards, or regulations 
related to communication graphics technology, such as Occupational Safety and 
Health Administration (OSHA), National Electrical Code (NEC), American Society 
for Testing Materials (ASTM), standard symbols, and line weights. The student is 
expected to: 
(A) identify areas where codes, laws, standards, or regulations may be required; 
(B) follow the appropriate codes, laws, standards, or regulations; and 
(C) locate and use the standards and conventions used in the communication 
graphics industry. 
(10) The student solves problems, thinks critically, and makes decisions related 
to communication graphics. The student is expected to: 
(A) develop or improve a product by following a problem-solving strategy; 
(B) apply critical-thinking strategies to the analysis and evaluation of 
proposed technological solutions; and 
(C) apply decision-making techniques to the selection of technological 
solutions. 
(11) The student describes the factors that influence the cost of producing 
communication graphics products. The student is expected to: 
(A) develop a budget for a communication graphics project; and 
(B) determine the most effective strategies to minimize costs.
(12) The student applies his/her communication, mathematics, and science 
knowledge and skills to communication graphics activities. The student is 
expected to: 
(A) use written, verbal, and visual communication techniques consistent with 
industry standards; 
(B) use mathematics concepts in communication graphics technology;
(C) identify and apply science principles used in communication graphics 
technology; and 
(D) use the appropriate scales for measuring. 
(13) The student describes the importance of teamwork, leadership, integrity, 
honesty, work habits, and organizational skills. The student is expected to: 
(A) describe how teams function; 
(B) use teamwork to solve problems; 
(C) distinguish between the roles of team leaders and team members; 
(D) identify characteristics of good leaders; 
(E) identify employers' expectations and appropriate work habits; 
(F) define discrimination, harassment, and equality; 
(G) use time management techniques to develop and maintain work schedules and 
meet deadlines; and 
(H) complete his/her work according to established criteria. 

sec.123.65.Manufacturing Technology (One-Half to One Credit).
(a) General requirements. This course is recommended for students in Grades 10-
12. The recommended prerequisite for this course is Manufacturing Systems. 
(b) Introduction. In Technology Education, students gain knowledge and skills in 
the application, design, production, and assessment of products, services, and 
systems. Knowledge and skills in the proper application of technology, the 
design of technology, the efficient production of technology, and the assessment 
of the effects of technology prepare students for success in the modern world. 
The study of technology allows students to reinforce, apply, and transfer their 
academic knowledge and skills to a variety of interesting and relevant 
activities, problems, and settings. In addition to their general academic and 
technical knowledge and skills, students gain an understanding of career 
opportunities available in technology and what employers require to gain and 
maintain employment in these careers. 
(c) Knowledge and skills. 
(1) The student selects and uses the appropriate resources to complete complex 
manufacturing tasks. The student is expected to: 
(A) identify a problem and determine the appropriate resources needed to solve 
the problem; and 
(B) describe the factors that affect the purchase and use of manufactured items. 
(2) The student improves or modifies a product utilizing designated design 
processes and techniques. The student is expected to: 
(A) use specified design process and techniques to develop and communicate 
his/her ideas; and 
(B) develop or improve a product or system that solves a practical problem. 
(3) The student investigates emerging and innovative applications of 
manufacturing technology. The student is expected to: 
(A) use emerging and innovative manufacturing technologies to produce products; 
and 
(B) conduct research and experimentation in manufacturing technology to 
determine the effectiveness of new technologies. 
(4) The student describes quality and how it is measured in manufacturing. The 
student is expected to: 
(A) produce items that meet a specified level of quality;
(B) recommend where and how the quality of an item can be improved; and 
(C) explain the factors that affect the quality of products.
(5) The student uses advanced tools, equipment, machines, materials, and 
technical processes to complete complex projects. The student is expected to: 
(A) describe the chemical, mechanical, and physical properties of manufacturing 
materials; 
(B) develop advanced skills related to materials processing in manufacturing; 
(C) use a variety of tools, equipment, and machines to manufacture complex 
products; and 
(D) manufacture items that require advanced knowledge and skill. 
(6) The student works safely with manufacturing technology. The student is 
expected to: 
(A) master relevant safety tests; 
(B) follow safety manuals, instructions, and requirements;
(C) identify and classify hazardous materials and wastes correctly;
(D) dispose of hazardous materials and wastes appropriately; and 
(E) recommend improvements in safety procedures. 
(7) The student performs basic scheduled maintenance on machines and equipment. 
The student is expected to: 
(A) handle and store tools and materials correctly; 
(B) locate and perform manufacturers' maintenance procedures on selected tools, 
equipment, and machines; and 
(C) develop a maintenance plan for selected machines and equipment.
(8) The student manages a complete manufacturing project. The student is 
expected to: 
(A) develop a plan for completing a manufacturing technology project; 
(B) identify and describe the resources required to complete a project; and 
(C) develop a timeline for completing a project. 
(9) The student follows the appropriate codes, laws, standards, or regulations 
related to a research and development project, such as Occupational Safety and 
Health Administration (OSHA), National Electrical Code (NEC), American Society 
for Testing Materials (ASTM), standard symbols, and line weights. The student is 
expected to: 
(A) identify areas where codes, laws, standards, or regulations may be required; 
(B) locate the appropriate codes, laws, standards, or regulations; and 
(C) interpret and follow the appropriate codes, laws, standards, or regulations. 
(10) The student solves problems, thinks critically, and makes decisions related 
to manufacturing technology. The student is expected to: 
(A) develop or improve a product by following a problem-solving strategy; 
(B) apply critical-thinking strategies to the analysis and evaluation of 
proposed technological solutions; and 
(C) apply decision-making techniques to the selection of technological 
solutions. 
(11) The student determines the cost of a product being manufactured. The 
student is expected to: 
(A) develop a budget for manufacturing a product; and 
(B) determine the most effective strategies to minimize costs.
(12) The student applies his/her communication, mathematics, and science 
knowledge and skills to manufacturing activities. The student is expected to: 
(A) write technical reports; 
(B) make technical presentations to groups of individuals;
(C) identify and use mathematics concepts in manufacturing technology; and 
(D) identify and apply science principles used in manufacturing technology. 
(13) The student identifies and practices appropriate employability skills. The 
student is expected to: 
(A) describe how teams function; 
(B) use teamwork to solve problems; 
(C) distinguish between the roles of team leaders and team members; 
(D) identify characteristics of good leaders; 
(E) identify employers' expectations and appropriate work habits; 
(F) define discrimination, harassment, and equality; 
(G) use time management techniques to develop and maintain work schedules and 
meet deadlines; and 
(H) complete his/her work according to established criteria.

sec.123.66.Architectural Construction (One-Half to One Credit). 
(a) General requirements. This course is recommended for students in Grades 10-
12. The recommended prerequisite for this course is Construction Systems. 
(b) Introduction. In Technology Education, students gain knowledge and skills in 
the application, design, production, and assessment of products, services, and 
systems. Knowledge and skills in the proper application of technology, the 
design of technology, the efficient production of technology, and the assessment 
of the effects of technology prepare students for success in the modern world. 
The study of technology allows students to reinforce, apply, and transfer their 
academic knowledge and skills to a variety of interesting and relevant 
activities, problems, and settings. In addition to their general academic and 
technical knowledge and skills, students gain an understanding of career 
opportunities available in technology and what employers require to gain and 
maintain employment in these careers. 
(c) Knowledge and skills. 
(1) The student selects and uses the appropriate resources to complete 
architectural construction tasks. The student is expected to:
(A) apply architectural construction technology to individual or local problems; 
(B) identify a problem and determine the appropriate resources needed to solve 
the problem; and 
(C) describe the factors that affect the purchase and use of buildings. 
(2) The student designs or modifies a structure using designated design 
processes and techniques. The student is expected to: 
(A) develop or improve a building design that meets a specified need; and 
(B) use specified design processes to develop and communicate his/her ideas. 
(3) The student investigates emerging and innovative architectural construction 
technologies. The student is expected to: 
(A) report on emerging and innovative architectural construction technologies; 
and 
(B) conduct research and experimentation in architectural construction 
technology to determine its effectiveness. 
(4) The student describes quality and how it is measured in architectural 
construction. The student is expected to: 
(A) construct items that meet a specified level of quality;
(B) recommend where and how the quality of a building can be improved; and 
(C) explain the factors that affect the quality of buildings.
(5) The student constructs buildings using the appropriate tools, equipment, 
machines, materials and technical processes. The student is expected to: 
(A) describe the chemical, mechanical and physical properties and standard units 
of measure of architectural construction materials, such as concrete, masonry, 
and metals; 
(B) describe the processes used in architectural construction;
(C) use a variety of tools, equipment, and machines to construct buildings; and 
(D) construct a building or model of a building. 
(6) The student works safely with architectural construction technology. The 
student is expected to: 
(A) master relevant safety tests; 
(B) follow safety manuals, instructions, and requirements;
(C) identify and classify hazardous materials and wastes correctly;
(D) dispose of hazardous materials and wastes appropriately; and 
(E) recommend improvements in safety procedures. 
(7) The student performs basic maintenance on selected construction equipment 
and machines. The student is expected to: 
(A) handle and store tools and materials correctly; 
(B) locate and perform manufacturers' maintenance procedures on selected tools, 
equipment, and machines; and 
(C) develop a maintenance plan for selected machines and equipment.
(8) The student manages an architectural construction technology project. The 
student is expected to: 
(A) develop a plan for completing an architectural construction technology 
project; 
(B) identify and describe the resources required to complete a construction 
project; and 
(C) develop a timeline for completing a project. 
(9) The student follows the appropriate codes, laws, standards, or regulations 
related to architectural construction technology, such as Occupational Safety 
and Health Administration (OSHA), National Electrical Code (NEC), American 
Society for Testing Materials (ASTM), private industry, and line weights. The 
student is expected to: 
(A) identify areas where codes, laws, standards, or regulations may be required; 
(B) locate the appropriate codes, laws, standards, or regulations; and 
(C) interpret and follow the appropriate codes, laws, standards, or regulations. 
(10) The student solves problems, thinks critically, and makes decisions related 
to architectural construction. The student is expected to: 
(A) develop or improve a building or structure by following a problem-solving 
strategy; 
(B) apply critical-thinking strategies to the analysis and evaluation of 
proposed technological solutions; and 
(C) apply decision-making techniques to the selection of technological 
solutions. 
(11) The student determines the cost of constructing a building. The student is 
expected to: 
(A) develop a budget for an architectural construction a project; and 
(B) determine the most effective strategies to minimize costs.
(12) The student applies his/her communication, mathematics, and science 
knowledge and skills to architectural construction activities. The student is 
expected to: 
(A) write technical reports; 
(B) make technical presentations to groups of individuals;
(C) identify and use mathematics concepts in architectural construction 
technology; and 
(D) identify and apply science principles used in architectural construction 
technology. 
(13) The student describes the importance of teamwork, leadership, integrity, 
honesty, work habits, and organizational skills. The student is expected to: 
(A) describe how teams function; 
(B) use teamwork to solve problems; 
(C) distinguish between the roles of team leaders and team members; 
(D) identify characteristics of good leaders; 
(E) identify employers' expectations and appropriate work habits; 
(F) define discrimination, harassment, and equality; 
(G) use time management techniques to develop and maintain work schedules and 
meet deadlines; and 
(H) complete his/her work according to established criteria. 

sec.123.67.Electricity/Electronics Technology (One-Half to One Credit).
(a) General requirements. This course is recommended for students in Grades 10-
12. The recommended prerequisite for this course is Energy, Power, and 
Transportation Systems. 
(b) Introduction. In Technology Education, students gain knowledge and skills in 
the application, design, production, and assessment of products, services, and 
systems. Knowledge and skills in the proper application of technology, the 
design of technology, the efficient production of technology, and the assessment 
of the effects of technology prepare students for success in the modern world. 
The study of technology allows students to reinforce, apply, and transfer their 
academic knowledge and skills to a variety of interesting and relevant 
activities, problems, and settings. In addition to their general academic and 
technical knowledge and skills, students gain an understanding of career 
opportunities available in technology and what employers require to gain and 
maintain employment in these careers. 
(c) Knowledge and skills. 
(1) The student selects and uses the appropriate resources to solve electrical 
or electronic problems. The student is expected to: 
(A) apply electrical or electronic technology to individual or community 
problems; and 
(B) describe the factors that affect the purchase and use of electrical or 
electronic products. 
(2) The student designs an electrical or electronic device using the appropriate 
design processes and techniques. The student is expected to: 
(A) develop or improve an electrical or electronic device that meets a specified 
need; and 
(B) use specified design processes and techniques to develop and communicate 
his/her ideas. 
(3) The student investigates emerging and innovative electrical or electronic 
technologies. The student is expected to: 
(A) use emerging and innovative electrical or electronic technologies; and 
(B) conduct research and experimentation in electrical or electronic technology 
to determine its effectiveness. 
(4) The student describes quality and how it is measured in electricity and 
electronics. The student is expected to: 
(A) produce devices that meet a specified level of quality;
(B) recommend where and how the quality of an item can be improved; and 
(C) explain the factors that affect the quality of products.
(5) The student builds electrical or electronic products or systems using the 
appropriate tools, equipment, machines, materials and technical processes. The 
student is expected to: 
(A) describe the electrical, mechanical and physical properties of electrical or 
electronic materials; 
(B) describe the processes used in electricity or electronics, such as 
conversion, control, transmission, and storage; 
(C) use a variety of electrical and electronic tools, equipment, and machines; 
and 
(D) construct an electrical or electronic item. 
(6) The student works safely with tools, equipment, machines, and materials used 
in electrical or electronic technology. The student is expected to: 
(A) master relevant safety tests; 
(B) follow safety manuals, instructions, and requirements;
(C) identify and classify hazardous materials and wastes;
(D) dispose of hazardous materials and wastes appropriately; and 
(E) recommend improvements in safety procedures. 
(7) The student demonstrates proper electrical or electronic equipment 
maintenance. The student is expected to: 
(A) handle and store tools and materials correctly; 
(B) locate and perform manufacturers' maintenance procedures on selected tools, 
equipment, and machines; and 
(C) describe the results of negligent or improper maintenance.
(8) The student manages an electrical or electronic technology project or 
system. The student is expected to: 
(A) develop a plan for completing an electrical or electronic technology 
project; 
(B) identify and describe the resources required to complete a project; and 
(C) develop a timeline for completing a project. 
(9) The student follows the appropriate codes, laws, standards, or regulations 
related to electrical or electronic technology, such as Occupational Safety and 
Health Administration (OSHA), National Electrical Code (NEC), American Society 
for Testing Materials (ASTM), standard symbols, and line weights. The student is 
expected to: 
(A) identify areas where codes, laws, standards, or regulations may be required; 
(B) locate the appropriate codes, laws, standards, or regulations; and 
(C) interpret and follow the appropriate codes, laws, standards, or regulations. 
(10) The student solves problems, thinks critically, and makes decisions related 
to electrical or electronics technology. The student is expected to: 
(A) develop or improve a product by following a problem-solving strategy; 
(B) apply critical-thinking strategies to the analysis and evaluation of 
proposed technological solutions; and 
(C) apply decision-making techniques to the selection of technological 
solutions. 
(11) The student describes the factors that influence the cost of electronic 
technology. The student is expected to: 
(A) develop a budget for electrical or electronic projects; and 
(B) determine the most effective strategies to minimize costs.
(12) The student applies his/her communication, mathematics, and science 
knowledge and skills to electrical or electronic activities. The student is 
expected to: 
(A) write technical reports; 
(B) make technical presentations to groups of people; 
(C) use mathematics concepts in electrical or electronic technology; and 
(D) identify and apply science principles used in electrical or electronic 
technology. 
(13) The student describes basic product marketing processes and techniques. The 
student is expected to: 
(A) prepare a marketing plan for a(n) idea, product, or service; and 
(B) discuss the effect of customer satisfaction on the image of a product or 
company. 
(14) The student investigates career opportunities, requirements, and 
expectations in electrical or electronic technology. The student is expected to: 
(A) identify an area of interest in electricity or electronics, and investigate 
its entry-level and advancement requirements and its growth potential; and 
(B) describe the types of career opportunities available in electricity or 
electronics. 
(15) The student identifies and practices teamwork, leadership, integrity, 
honesty, work habits, and organizational skills. The student is expected to: 
(A) describe how teams function; 
(B) use teamwork to solve problems; 
(C) distinguish between the roles of team leaders and team members; 
(D) identify characteristics of good leaders; 
(E) identify employers' expectations and appropriate work habits; 
(F) define discrimination, harassment, and equality; 
(G) use time management techniques to develop and maintain work schedules and 
meet deadlines; and 
(H) complete his/her work according to established criteria. 

sec.123.68.Computer Multimedia and Animation Technology (One-Half to One 
Credit). 
(a) General requirements. This course is recommended for students in Grades 10-
12. The recommended prerequisite for this course is a technology applications 
credit. 
(b) Introduction. In Technology Education, students gain knowledge and skills in 
the application, design, production, and assessment of products, services, and 
systems. Knowledge and skills in the proper application of technology, the 
design of technology, the efficient production of technology, and the assessment 
of the effects of technology prepare students for success in the modern world. 
The study of technology allows students to reinforce, apply, and transfer their 
academic knowledge and skills to a variety of interesting and relevant 
activities, problems, and settings. In addition to their general academic and 
technical knowledge and skills, students gain an understanding of career 
opportunities available in technology and what employers require to gain and 
maintain employment in these careers. 
(c) Knowledge and skills. 
(1) The student selects and uses multimedia communication and animation 
technology to meet specific needs. The student is expected to:
(A) apply multimedia communication and animation technology to individual or 
community problems; 
(B) describe the factors that affect the use and interpretation of communication 
products; and 
(C) identify and describe the roles of communication, such as informing, 
persuading, and educating. 
(2) The student designs multimedia communication and animation products using 
appropriate design processes and techniques. The student is expected to: 
(A) develop or improve communication products that meet specified needs; and 
(B) identify areas where quality can be designed into multimedia communication 
and animation products, services, and systems. 
(3) The student investigates emerging and innovative multimedia communication 
and animation technologies. The student is expected to: 
(A) report on emerging and innovative multimedia communication and animation 
technologies; and 
(B) conduct research and experimentation in multimedia communication and 
animation technology to determine its effectiveness. 
(4) The student describes quality and how it is measured in multimedia 
communication and animation technology. The student is expected to: 
(A) produce items that meet a specified quality level; 
(B) recommend how the quality of a product can be improved; and 
(C) explain the factors that affect the quality of products.
(5) The student produces multimedia communication and animation products using 
the appropriate tools, equipment, machines, materials, and processes. The 
student is expected to: 
(A) describe the characteristics and properties of multimedia communication and 
animation materials; 
(B) describe the processes used in multimedia communication and animation 
systems; 
(C) use a variety of tools, equipment, and machines; and 
(D) produce communication items. 
(6) The student works safely with multimedia communication and animation 
technology. The student is expected to: 
(A) master relevant safety tests; 
(B) follow safety manuals, instructions, and requirements;
(C) identify and classify hazardous materials and wastes correctly; and 
(D) dispose of hazardous materials and wastes appropriately.
(7) The student demonstrates proper equipment maintenance in multimedia 
communication and animation technology. The student is expected to: 
(A) handle and store tools, equipment, and materials properly; and 
(B) locate and perform manufacturers' maintenance procedures on selected tools, 
equipment, and machines. 
(8) The student manages a multimedia communication and animation technology 
project. The student is expected to: 
(A) develop a plan for completing a multimedia communication and animation 
project; 
(B) identify and describe the resources required to complete a project; and 
(C) develop a timeline for completing a project. 
(9) The student follows the appropriate codes, laws, standards, or regulations 
related to communication technology, such as Occupational Safety and Health 
Administration (OSHA), National Electrical Code (NEC), American Society for 
Testing Materials (ASTM), standard symbols, and line weights. The student is 
expected to: 
(A) identify areas where codes, laws, standards, or regulations may be required; 
(B) follow the appropriate codes, laws, standards, or regulations; and 
(C) locate the appropriate codes, laws, standards, or regulations.
(10) The student demonstrates the ability to solve problems, think critically, 
and make decisions. The student is expected to:
(A) develop or improve a product by following a problem-solving strategy; 
(B) apply critical-thinking strategies to the analysis and evaluation of 
proposed technological solutions; and 
(C) apply decision-making techniques. 
(11) The student determines the cost of producing multimedia communication and 
animation products. The student is expected to: 
(A) develop a budget for a communication product; and 
(B) determine the most effective strategies to minimize costs.
(12) The student applies communication, mathematics, and science knowledge and 
skills to communication activities. The student is expected to: 
(A) use written, verbal, and visual communication techniques consistent with 
industry standards; 
(B) use mathematics concepts in communication technology; and 
(C) identify and apply science principles used in communication technology. 
(13) The student describes the relationship between multimedia communication and 
marketing. The student is expected to: 
(A) prepare a marketing plan for a(n) idea, product, or service using multimedia 
communication and animation techniques; and 
(B) discuss the effect of customer satisfaction on the image of a product or 
company. 
(14) The student describes the importance of teamwork, leadership, integrity, 
honesty, work habits, and organizational skills. The student is expected to: 
(A) describe how teams function; 
(B) use teamwork to solve problems; 
(C) distinguish between the roles of team leaders and team members; 
(D) identify characteristics of good leaders; 
(E) identify employers' expectations and appropriate work habits; 
(F) define discrimination, harassment, and equality; 
(G) use time management techniques to develop and maintain work schedules and 
meet deadlines; and 
(H) complete his/her work according to established criteria.
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706459
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER F.Scientific, High School
19 TAC sec.sec.123.81-123.83
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum. 

sec.123.81.Implementation of Texas Essential Knowledge and Skills for Technology 
Education/Industrial Technology Education, Scientific, High School. 
The provisions of Chapter 123, Subchapters C-G, shall supersede sec.75.85 of 
this title (relating to Industrial Technology Education) beginning September 1, 
1998. 

sec.123.82.Principles of Technology I (One Science Credit). 
(a) General requirements. The prerequisites for this course are one course in 
science and Algebra I. To receive credit in science, students must meet the 40% 
laboratory and fieldwork requirement identified in sec.74.3(b)(2)(C) of this 
title (relating to Description of a Required Secondary Curriculum). This course 
is recommended for students in Grades 10-12. 
(b) Introduction. 
(1) Science is a way of learning about the natural world. Students should know 
how science has built a vast body of changing and increasing knowledge described 
by physical, mathematical, and conceptual models, and that science may not 
answer all questions. 
(2) A system is a collection of cycles, structures, and processes that interact. 
Students should understand a whole in terms of its components and how these 
components relate to each other and to the whole. All systems have basic 
properties that can be described in terms of space, time, energy and matter. 
Change and constancy occur in systems and can be observed and measured as 
patterns. These patterns help to predict what will happen next and can change 
over time. 
(3) Investigations are used to learn about the natural world through 
questioning, observing and drawing conclusions. Students should understand that 
certain types of questions can be answered by investigations, and that 
conclusions and models built from these investigations change as new 
observations are made. Models of objects and events are tools for understanding 
the natural world and can show how systems work. They have limitations and based 
on new discoveries are constantly being changed to more closely reflect the 
physical world. 
(c) Knowledge and skills. 
(1) The student uses a systems approach to investigate mechanical, fluid, 
electrical, and thermal systems. The student is expected to: 
(A) apply the universal systems model to technological activities; and 
(B) identify the inputs, processes, outputs, and feedback associated with each 
of the systems. 
(2) The student works safely with mechanical, fluid, electrical, and thermal 
technology. The student is expected to: 
(A) master relevant safety tests; 
(B) follow safety manuals, instructions, and requirements; and 
(C) make prudent choices in the conservation and use of resources and the 
disposal of materials. 
(3) The student solves problems, thinks critically, and makes decisions related 
to technology. The student is expected to: 
(A) use specified problem-solving strategies; 
(B) apply critical-thinking strategies; 
(C) apply decision-making techniques to the selection of technological 
solutions; and 
(D) evaluate the impact of technology on scientific thought, society, and the 
environment. 
(4) The student applies communication, science, and mathematics knowledge and 
skills to technological activities. The student is expected to: 
(A) prepare technical reports and presentations; 
(B) solve algebraic equations; 
(C) solve problems in English and System International (SI) units; and 
(D) perform unit conversions. 
(5) The student knows the laws governing motion. The student is expected to: 
(A) analyze examples of uniform and accelerated motion, including linear, 
projectile, and circular motion; 
(B) generate and interpret graphs describing motion, including the use of real 
time technology; 
(C) formulate the effects of forces on the motion of objects;
(D) develop and interpret a free-body diagram for force analysis; and 
(E) identify and describe motion relative to different frames of reference. 
(6) The student knows the concept of force. The student is expected to: 
(A) apply examples of complex technological devices where force must be 
controlled, measured or applied; 
(B) analyze the relationship among force, pressure, voltage and temperature; 
(C) evaluate and predict what happens to an object when forces on it are 
balanced and when forces on it are unbalanced; and 
(D) measure force in mechanical, fluid, electrical, and thermal systems. 
(7) The student knows the concept of work. The student is expected to: 
(A) relate mechanical, fluid, and electrical systems to force and movement; and 
(B) identify and measure the effects of work done in mechanical, fluid and 
electrical systems. 
(8) The student knows the concept of rate. The student is expected to: 
(A) analyze rate in mechanical, fluid, electrical, and thermal systems; and 
(B) measure, verify, and analyze rate in mechanical, fluid, electrical and 
thermal systems. 
(9) The student knows the concept of resistance. The student is expected to: 
(A) identify resistance in mechanical, fluid, electrical, and thermal energy 
systems; 
(B) relate the principle of force divided by rate to resistance in each energy 
system; and 
(C) measure, verify, and analyze resistance in mechanical, fluid, electrical, 
and thermal energy systems. 
(10) The student knows the concept of energy. The student is expected to: 
(A) identify the nature of energy; 
(B) relate potential energy, kinetic energy and heat energy to the conservation 
of energy; 
(C) distinguish between work and energy; 
(D) measure, verify, and analyze energy in each system; and
(E) evaluate different methods of energy transfer that result in an increasing 
amount of disorder. 
(11) The student knows the concept of power. The student is expected to: 
(A) define power in mechanical, fluid, electrical and thermal systems; and 
(B) relate the principle of work divided by time to each energy system. 
(12) The student knows the concept of energy transformation. The student is 
expected to: 
(A) observe and describe examples of kinetic and potential energy in mechanical, 
fluid, and electrical systems; and 
(B) compare examples of energy transformations in mechanical, fluid, and 
electrical systems. 

sec.123.83. Principles of Technology II (One Science Credit).
(a) General requirements. The prerequisite for this course is Principles of 
Technology I. To receive credit in science, students must meet the 40% 
laboratory and fieldwork requirement identified in sec.74.3(b)(2)(C) of this 
title (relating to Description of a Required Secondary Curriculum). This course 
is recommended for students in Grades 11-12. 
(b) Introduction. 
(1) Science is a way of learning about the natural world. Students should know 
how science has built a vast body of changing and increasing knowledge described 
by physical, mathematical, and conceptual models, and that science may not 
answer all questions. 
(2) A system is a collection of cycles, structures, and processes that interact. 
Students should understand a whole in terms of its components and how these 
components relate to each other and to the whole. All systems have basic 
properties that can be described in terms of space, time, energy and matter. 
Change and constancy occur in systems and can be observed and measured as 
patterns. These patterns help to predict what will happen next and can change 
over time. 
(3) Investigations are used to learn about the natural world through 
questioning, observing and drawing conclusions. Students should understand that 
certain types of questions can be answered by investigations, and that 
conclusions and models built from these investigations change as new 
observations are made. Models of objects and events are tools for understanding 
the natural world and can show how systems work. They have limitations and based 
on new discoveries are constantly being changed to more closely reflect the 
physical world. 
(c) Knowledge and skills. 
(1) The student uses a systems approach to investigate mechanical, fluid, 
electrical, and thermal systems. The student is expected to: 
(A) apply the universal systems model to technological activities; and 
(B) identify the inputs, processes, outputs, and feedback associated with each 
of the systems. 
(2) The student works safely with mechanical, fluid, electrical, and thermal 
technology. The student is expected to: 
(A) master relevant safety tests; 
(B) follow safety manuals, instructions, and requirements;
(C) identify and classify hazardous materials and wastes; and 
(D) dispose of hazardous materials and wastes appropriately.
(3) The student solves problems, thinks critically, and makes decisions related 
to technology. The student is expected to: 
(A) use problem-solving strategies; 
(B) apply critical-thinking strategies; 
(C) apply decision-making techniques to the selection of technological 
solutions; and 
(D) evaluate the impact of technology on scientific thought, society, and the 
environment. 
(4) The student applies communication, science, and mathematics knowledge and 
skills to technological activities. The student is expected to: 
(A) prepare technical reports and presentations; 
(B) solve algebraic equations; 
(C) solve problems in English and System International (SI) units; and 
(D) perform unit conversions. 
(5) The student knows the laws governing motion. The student is expected to: 
(A) analyze examples of uniform and accelerated motion, including linear, 
projectile, and circular motion; 
(B) evaluate the effects of forces on the motion of objects;
(C) develop and interpret a free-body diagram for force analysis; and 
(D) analyze motion relative to different frames of reference.
(6) The student knows the concept of momentum. The student is expected to: 
(A) identify linear and angular momentum; and 
(B) relate the conservation of momentum to linear and angular motion. 
(7) The student knows the concept of waves and vibrations. The student is 
expected to: 
(A) identify and evaluate characteristics of wave motion; and 
(B) demonstrate how waves transmit energy. 
(8) The student knows the concept of energy conversion. The student is expected 
to: 
(A) evaluate the purpose of energy converters; 
(B) identify converters that change one form of energy to another; and 
(C) evaluate the efficiency of converting energy from one form to another. 
(9) The student knows the concept of energy transduction. The student is 
expected to: 
(A) identify the function of a transducer; 
(B) distinguish between an energy converter and a transducer; and 
(C) identify transducers that change energy signals from one form to another. 
(10) The student knows the concept of radiant energy. The student is expected 
to: 
(A) describe radiation and cite examples; 
(B) compare fission and fusion in terms of end products, energy, advantages, and 
availability; and 
(C) compare and contrast different types of radioactive decay.
(11) The student knows the concept of light and optics. The student is expected 
to: 
(A) identify characteristics of optical devices; 
(B) analyze the characteristics of light including reflection, refraction, and 
interference; and 
(C) interpret the effects of wave characteristics in daily applications, such as 
lasers and optics in industrial and medical technology.
(12) The student knows the concept of time constants. The student is expected 
to: 
(A) define a time constant; and 
(B) distinguish between a linear and non-linear increase and decrease of a 
variable with time. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706460
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER G.Research, High School
19 TAC sec.sec.123.91-123.93
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.123.91.Implementation of Texas Essential Knowledge and Skills for Technology 
Education/Industrial Technology Education, Research, High School.
The provisions of Chapter 123, Subchapters C-G, shall supersede sec.75.85 of 
this title (relating to Industrial Technology Education) beginning September 1, 
1998. 

sec.123.92.Research, Design, and Development - Independent Study (One-Half to 
One Credit). 
(a) General requirements. The prerequisites for this course are two technology 
education courses in an approved coherent sequence. This course is recommended 
for students in Grades 11-12. 
(b) Introduction. In Technology Education, students gain knowledge and skills in 
the application, design, production, and assessment of products, services, and 
systems. Knowledge and skills in the proper application of technology, the 
design of technology, the efficient production of technology, and the assessment 
of the effects of technology prepare students for success in the modern world. 
The study of technology allows students to reinforce, apply, and transfer their 
academic knowledge and skills to a variety of interesting and relevant 
activities, problems, and settings. In addition to their general academic and 
technical knowledge and skills, students gain an understanding of career 
opportunities available in technology and what employers require to gain and 
maintain employment in these careers. 
(c) Knowledge and skills. 
(1) The student uses a systems approach for conducting technological research, 
design, and development activities. The student is expected to:
(A) describe and use the scientific method, technological method, or universal 
systems model to conduct a research activity; and 
(B) identify the inputs, processes, outputs, and feedback associated with 
research, design, and development activities. 
(2) The student selects the appropriate technological resources to conduct 
research, design, and development activities. The student is expected to: 
(A) apply technology to individual or community problems;
(B) describe the factors that affect the purchase and use of items; 
(C) differentiate between, research, design, and development; and 
(D) distinguish between adaptation, imitation, innovation, and invention. 
(3) The student designs or improves a product using appropriate design processes 
and techniques. The student is expected to:
(A) develop or improve a product or service that meets a specified need; 
(B) identify areas where quality, reliability, and safety can be designed into a 
product; 
(C) describe the functions and methodologies used in basic and applied research; 
and 
(D) develop a project portfolio that documents a research and development 
project. 
(4) The student predicts the effects of emerging and innovative applications of 
technology. The student is expected to: 
(A) report on emerging and innovative technologies; and 
(B) describe the factors that influence the adoption of technology.
(5) The student builds products or systems using the appropriate technological 
resources. The student is expected to: 
(A) describe the properties of selected materials, such as molecular structure, 
strength properties, and surface properties; 
(B) safely and efficiently use a variety of tools, equipment, machines and 
materials; and 
(C) build models, mockups, or prototypes. 
(6) The student works safely with technology. The student is expected to: 
(A) master relevant safety tests; 
(B) follow safety manuals, instructions, and requirements; and 
(C) identify and dispose of hazardous materials and wastes correctly. 
(7) The student describes the importance of maintenance. The student is expected 
to: 
(A) handle and store tools and materials correctly; and 
(B) locate and perform manufacturers' maintenance procedures on selected tools, 
equipment, and machines. 
(8) The student manages a research and development project. The student is 
expected to: 
(A) organize and complete a research and design project; and
(B) develop a timeline for the completion of a project. 
(9) The student applies the appropriate codes, laws, standards, or regulations 
related to a research and development project, such as Occupational Safety and 
Health Administration (OSHA), National Electrical Code (NEC), American Society 
for Testing Materials (ASTM), standard symbols, and line weights. The student is 
expected to: 
(A) identify areas where codes, laws, standards, or regulations may be required; 
(B) locate the appropriate codes, laws, standards, or regulations; and 
(C) interpret and follow the appropriate codes, laws, standards, or regulations. 
(10) The student describes the intended and unintended effects of technological 
solutions. The student is expected to: 
(A) use an assessment strategy to determine the risks and benefits of a research 
project; and 
(B) describe how technology has affected individuals, societies, cultures, 
economies, and environments. 
(11) The student solves problems, thinks critically, and makes decisions related 
to research, design, and development. The student is expected to: 
(A) develop or improve a product by following a problem-solving strategy; 
(B) apply critical-thinking strategies to the analysis and evaluation of 
proposed technological solutions; and 
(C) apply decision-making techniques to the selection of technological 
solutions. 
(12) The student describes the costs associated with research and development 
activities. The student is expected to: 
(A) develop a budget for a research and development project; and 
(B) determine the most effective way to minimize project costs.
(13) The student applies his/her communication, mathematics, and science 
knowledge and skills to research and development projects. The student is 
expected to: 
(A) use written, verbal, and visual communication techniques consistent with 
industry standards; 
(B) use mathematics concepts; and 
(C) identify and apply science principles used in his/her project. 
(14) The student describes the relationships between marketing and research and 
development. The student is expected to: 
(A) prepare a marketing plan for a(n) idea, product, or service; and 
(B) discuss the effect of customer satisfaction on the image of a product or 
company. 

sec.123.93.Problems and Solutions in Technology - Independent Study (One-Half to 
One Credit). 
(a) General requirements. The prerequisites for this course are two technology 
education courses in an approved coherent sequence. This course is recommended 
for students in Grades 11-12. 
(b) Introduction. In Technology Education, students gain knowledge and skills in 
the application, design, production, and assessment of products, services, and 
systems. Knowledge and skills in the proper application of technology, the 
design of technology, the efficient production of technology, and the assessment 
of the effects of technology prepare students for success in the modern world. 
The study of technology allows students to reinforce, apply, and transfer their 
academic knowledge and skills to a variety of interesting and relevant 
activities, problems, and settings. In addition to their general academic and 
technical knowledge and skills, students gain an understanding of career 
opportunities available in technology and what employers require to gain and 
maintain employment in these careers. 
(c) Knowledge and skills. 
(1) The student uses advanced tools, materials, processes, and procedures in 
bio-related technology, computer applications, construction, communications, 
manufacturing, or energy, power and transportation. The student is expected to: 
(A) determine and use the appropriate technology needed to solve a problem or 
complete a task; 
(B) evaluate the use of technology in a given situation; and
(C) describe the factors that influence the use of technology in a variety of 
situations. 
(2) The student designs a product using appropriate design processes and 
techniques. The student is expected to: 
(A) use an accepted design process to design an object or service; 
(B) develop drawings, illustrations, or models; and 
(C) establish design criteria and constraints. 
(3) The student predicts the impacts of emerging and innovative applications of 
technology. The student is expected to: 
(A) describe the emerging and innovative technologies being developed in a 
field; and 
(B) identify the factors that may influence the adoption of emerging and 
innovative technologies. 
(4) The student improves the quality of a product or service using different 
quality control techniques. The student is expected to: 
(A) define quality; 
(B) assess the quality of specific products and services; and 
(C) determine how the quality of a product or service can be improved. 
(5) The student recommends new ways to build products using different tools, 
equipment, machines, materials, and technical processes. The student is expected 
to: 
(A) use a variety of tools, equipment, machines, materials, and processes to 
build products in a more efficient manner; and 
(B) develop advanced technological skills. 
(6) The student designs and builds safety devices required to complete different 
tasks. The student is expected to: 
(A) recommend improvements to safety standards; and 
(B) construct safety devices that allow for the safe completion of a task. 
(7) The student performs advanced equipment maintenance. The student is expected 
to: 
(A) handle and store tools and materials correctly; 
(B) locate and perform manufacturers' maintenance procedures on selected tools, 
equipment, and machines; and 
(C) describe the results of negligent or improper maintenance.
(8) The student develops a management plan for a project or activity. The 
student is expected to: 
(A) identify and describe the steps required to complete a project; 
(B) determine and acquire the resources needed to complete a project; and 
(C) develop a timeline to complete a project. 
(9) The student identifies and follows the appropriate codes, laws, standards, 
or regulations, such as Occupational Safety and Health Administration (OSHA), 
National Electrical Code (NEC), American Society for Testing Materials (ASTM), 
and standard symbols. The student is expected to: (A) describe the importance of 
codes, laws, standards, or regulations; 
(B) identify areas where codes, laws, standards, or regulations may be required; 
and 
(C) interpret and follow the appropriate codes, laws, standards, or regulations. 
(10) The student solves problems, thinks critically, and makes decisions related 
to technology. The student is expected to: 
(A) use an established problem-solving strategy; 
(B) evaluate multiple solutions to a single problem; and 
(C) recommend and justify a course of action for solving a problem. 
(11) The student suggests how the cost of a product or service can be reduced. 
The student is expected to: 
(A) identify the factors that influence the cost of a product or service; and 
(B) select materials or processes that will reduce the cost of producing the 
product or delivering the service. 
(12) The student applies his/her communication, mathematics, and science 
knowledge and skills to technological activities. The student is expected to: 
(A) write technical reports; 
(B) deliver technical presentations to groups of individuals;
(C) identify and describe the mathematics concepts used in his/her projects; and 
(D) identify and describe the science concepts used in his/her projects. 
(13) The student predicts the marketability of an item. The student is expected 
to: 
(A) determine the customer's expectations concerning a product or service; 
(B) evaluate a product or service to determine if it will meet the customer's 
expectations; and 
(C) deliver a product or service and assesses the customer's responses. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706461
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

CHAPTER 124.Texas Essential Knowledge and Skills for Marketing Education
The Texas Education Agency (TEA) adopts new sec.sec.124.1, 124.2, 124.11-124.14, 
124.21-124.25, 124.31- 124.33, 124.41-124.47, 124.61, and 124.62, concerning 
marketing education, with changes to the proposed text as published in the 
February 28, 1997, issue of the Texas Register (22 TexReg 2230). The new 
sections establish the essential knowledge and skills needed to perform one or 
more of the marketing functions such as selling, pricing, promoting, financing, 
product/service planning, purchasing, marketing information management, 
distribution, and risk management.
The new sections are necessary to ensure that students throughout the state have 
access to the enrichment curricula. The provisions of these sections shall 
supersede sec.75.86 of this title (relating to Marketing Education) beginning 
September 1, 1998. 
The Texas Education Code organizes the required curriculum into two types: the 
foundation curriculum and the enrichment curriculum. As specified in 
legislation, the essential knowledge and skills of the enrichment curriculum 
serve as guidelines to school districts in providing instruction. In doing so, 
some districts may incur costs for professional development and equipment. These 
potential costs cannot be estimated. 
Members of the public expressed concern about adoption of a certificate of 
initial mastery. Neither the Texas essential knowledge and skills (TEKS) nor any 
other rule contains reference to, promotes, or establishes a certificate of 
initial mastery. 
The following changes have been made since the sections were proposed. Numerous 
editorial changes were made throughout the sections for clarification and 
simplification.
Since filing of the proposed sections, legal counsel has advised that since the 
sections serve as guidelines for instruction, language containing or implying 
mandates on school districts should be stricken or replaced with more permissive 
language where necessary. The term "shall" that appeared in statements regarding 
the date of implementation of the provisions for each subchapter was replaced 
with more permissive language. Language specifying the amount of credit to be 
awarded for successful completion of a course was deleted. 
The term "capstone" in career and technology education courses has been replaced 
with the term "independent study" to clarify language. The career and technology 
education courses consist of an in-depth study of a business/industry that is of 
particular interest to a student. 
Several individuals who testified at the public hearing held on March 4, 1997, 
stated that the TEKS for career and technology education contain references to 
the skills and competencies identified by the Secretary's Commission on 
Achieving Necessary Skills (SCANS) and thus reflect federal influence. TEA staff 
has carefully reviewed the TEKS for evidence of SCANS skills and competencies. 
The sections being adopted do not contain specific references to SCANS; however, 
the sections do contain skills and competencies that are among those recommended 
by the commission. The curriculum writing teams, members of the State Board of 
Education (SBOE) Review Committee, and others who had suggested strengthening 
the TEKS drafts expressed a strong belief that some skills and competencies 
identified by the SCANS commission are an essential part of an effective 
curriculum. 
The following changes have been made to further clarify the student expectation 
statements.
In subsection (c)(2)(A) of sec.sec.124.2, 124.14, and 124.32, language has been 
changed to read "understand the ramifications of business conduct." This change 
also has been made in subsection (c)(1)(C) of sec.sec.124.13, 124.43, 124.44, 
124.46, and 124.47. 
In subsection (c)(2)(B) of sec.sec.124.2, 124.14, and 124.32, language has been 
changed to read "identify ways that businesses contribute to their community." 
This change also has been made in sec.124.25(c)(1)(B) and sec.124.45(c)(1)(D). 
In subsection (c)(5)(A) of sec.124.2 (relating to Marketing Yourself (One-Half 
Credit)), language has been changed to read "apply math concepts in a potential 
employment situation (such as an employment market analysis)." In subsection 
(c)(1)(C) of sec.124.12 (relating to Entrepreneurship (One-Half to One Credit)), 
language has been changed to read "explain the concept of personal 
responsibility." 
In subsection (c)(1)(C) of sec.124.42 (relating to Fashion Marketing (One-Half 
to Three Credits)), language has been changed to read "explain the implications 
of business conduct using fashion industry examples." 
The word "planning," which was inadvertently omitted, has been added to 
subsection (c)(12) of sec.124.46 (relating to Services Marketing (One-Half to 
Three Credits)) to clarify that students know how to plan marketing services. 
The following comments have been received regarding adoption of the new 
sections. The comments are organized by subchapter and section. 
Subchapter E. Specialized, High School. 
sec.124.46. Services Marketing (One-Half to Three Credits). 
Issue: performance descriptions. 
Comment. An individual commented that the word "planning" be added to 
sec.124.46(c)(12) to read, "The student knows the elements and processes of 
services planning."
Agency Response. The TEA agrees with the comment. Language has been changed in 
sec.124.46(c)(12). 
General Comments.
Comment. Clear Creek Independent School District commented that the content and 
grade level in the TEKS for marketing education are correct. The strengths of 
the TEKS for marketing education are their sequencing and repetition.
Issue: indicating change in concept areas. 
Comment. An individual recommended that the document include descriptors such as 
labels to provide some form of division between the concept areas. The addition 
of these labels will ensure that each knowledge and skills statement is within 
the context of its corresponding basic understanding. 
Agency Response. The distinction of the foundation and functional areas of the 
marketing education curriculum are easier to see in the two-column format 
adopted by the SBOE; therefore, the descriptors or labels were not needed. 
Comment. An individual commented on how the marketing education program had 
helped her daughter through trying times by allowing her to be more productive, 
by instilling in her professional responsibility, and by providing her with 
hands-on experience in the free enterprise system and the free market system. 
The individual urged adoption of the TEKS for marketing education. 

SUBCHAPTER A.Inntroductory, High School
19 TAC sec.124.1, sec.124.2
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.124.1.Implementation of Texas Essential Knowledge and Skills for Marketing 
Education, Introductory, High School.
The provisions of this chapter shall supersede sec.75.86 of this title (relating 
to Marketing Education) beginning September 1, 1998. 

sec.124.2.Marketing Yourself (One-Half Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. 
(1) Marketing is a series of dynamic activities that focus on the customer to 
generate a profitable exchange. Students gain knowledge and skills that help 
them to be proficient in one or more of the marketing functional areas 
associated with distribution, financing, marketing-information management, 
pricing, product planning, promotion, purchasing, risk management, and selling 
skills needed to help customers make satisfying buying decisions and to solve 
marketing problems. Students integrate skills from academic subjects, 
information technology, interpersonal communication, and management training to 
make responsible decisions. 
(2) The principles of business and marketing, the concepts of economics and free 
enterprise, and the understanding of human resource skills that an effective 
marketer must possess provide the foundation for the study of marketing. 
Understanding these concepts allows students to know the interrelationship 
between business and marketing. 
(c) Knowledge and skills. 
(1) The student knows the importance of marketing. The student is expected to: 
(A) explain the marketing concept as it relates to the job-seeking process; and 
(B) explain the marketing concept as it relates to career planning. 
(2) The student knows the relationship of business and society. The student is 
expected to: 
(A) understand the ramifications of business conduct; and
(B) identify ways that businesses contribute to their community.
(3) The student knows that the United States free enterprise system offers 
entrepreneurial opportunities. The student is expected to: 
(A) research employment opportunities in small businesses; and 
(B) explain the importance of the U.S. free enterprise system in encouraging 
opportunities for entrepreneurial ventures. 
(4) As a lifelong learner, the student knows that careers are ever changing and 
require continual self- assessment, research, and preparation to develop and 
implement responsible decisions. The student is expected to: 
(A) collect and analyze self-assessment information, including interests, 
aptitudes, and personal traits; 
(B) research and assess employment trends in marketing careers;
(C) demonstrate job interviewing skills; 
(D) analyze ways of evaluating job interview effectiveness; and 
(E) develop a personal resume. 
(5) The student knows the importance of math applications in the workplace. The 
student is expected to: 
(A) apply math concepts in a potential employment situation (such as an 
employment market analysis); 
(B) make accurate estimates and projections; and 
(C) interpret data found in charts and graphs. 
(6) The student integrates listening, reading, speaking, writing, and nonverbal 
communication skills effectively. The student is expected to: 
(A) communicate effectively in a business context; 
(B) develop effective business correspondence (such as business letters and 
resumes) using correct grammar, spelling, punctuation, and form;
(C) interpret and use a variety of nonverbal messages; and (D) use technology in 
receiving and sending business communication.
(7) The student knows how to use self-development techniques and interpersonal 
skills. The student is expected to: 
(A) identify and practice effective interpersonal and team-building skills; and 
(B) participate in leadership and career development activities (such as DECA 
and local chambers of commerce). 
(8) The student knows that management is the process of achieving goals through 
the use of human resources, technology, and material resources. The student is 
expected to: 
(A) explain management functions; 
(B) describe responsibilities for each management level; and
(C) compare management styles. 
(9) The student knows that information technology is an effective business tool. 
The student is expected to: 
(A) research emerging technologies; and 
(B) select and use the tools of information technology. 
(10) The student knows the impact and value of diversity in the workplace. The 
student is expected to: 
(A) identify the effect of languages other than English in the workplace; and 
(B) explain how diversity affects the workplace. 
(11) The student knows that an employee needs a working knowledge of economic 
concepts. The student is expected to: 
(A) identify economic wants and needs; 
(B) compare and contrast how economic situations influence job-seeking 
strategies; and 
(C) analyze the link between employee responsibility and profit.
(12) The student knows how job applicants use the selling process to present 
themselves to prospective employers. The student is expected to: 
(A) discuss the role of selling in the job-seeking process; and 
(B) develop and apply a strategy for determining employer needs and wants. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706462
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER B.Exploratory, High School
19 TAC sec.sec.124.11-124.14
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.124.11.Implementation of Texas Essential Knowledge and Skills for Marketing 
Education, Exploratory, High School. 
The provisions of this chapter shall supersede sec.75.86 of this title (relating 
to Marketing Education) beginning September 1, 1998. 

sec.124.12.Entrepreneurship (One-Half to One Credit). 
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. 
(1) Marketing is a series of dynamic activities that focus on the customer to 
generate a profitable exchange. Students gain knowledge and skills that help 
them to be proficient in one or more of the marketing functional areas 
associated with distribution, financing, marketing-information management, 
pricing, product planning, promotion, purchasing, risk management, and selling 
skills needed to help customers make satisfying buying decisions and to solve 
marketing problems. Students integrate skills from academic subjects, 
information technology, interpersonal communication, and management training to 
make responsible decisions. 
(2) The principles of business and marketing, the concepts of economics and free 
enterprise, and the understanding of human resource skills that an effective 
marketer must possess provide the foundation for the study of entrepreneurship. 
Understanding these concepts allows students to know the interrelationship 
between business and marketing. 
(c) Knowledge and skills. 
(1) The student knows business concepts and how business satisfies economic 
needs. The student is expected to: 
(A) categorize business activities as production, marketing, management, or 
finance; 
(B) describe the interdependence each business activity has with marketing; 
(C) explain the concept of personal responsibility; 
(D) explain the impact of an international economy on entrepreneurial ventures; 
(E) describe advantages and disadvantages of various forms of business 
ownership; and 
(F) describe advantages and disadvantages of buying an existing business. 
(2) The student knows the importance of marketing as well as the functions of 
marketing. The student is expected to: 
(A) explain the marketing concept; 
(B) explain how each component of the marketing mix contributes to successful 
entrepreneurial ventures; 
(C) describe advantages and disadvantages of market segmentation and mass 
marketing; and 
(D) develop marketing strategies for a proposed marketing plan. 
(3) The student knows that successful entrepreneurial ventures depend on 
preliminary analysis and planning. The student is expected to: 
(A) demonstrate an understanding of components of a business plan; and 
(B) develop, explain, and defend a plan for a new business.
(4) The student applies math concepts in entrepreneurship. The student is 
expected to: 
(A) perform calculations involving money, time, space, materials, and data; 
(B) interpret charts and graphs to make informed decisions;
(C) determine price, profit, cost, and break-even point; and
(D) read, calculate, and interpret data found in financial reports. 
(5) The student knows how to use self-development techniques and interpersonal 
skills to accomplish business objectives. The student is expected to: 
(A) identify and practice effective interpersonal and team-building skills; and 
(B) participate in leadership and career development activities (such as DECA 
and local chambers of commerce). 
(6) The student knows that management is the process of achieving goals through 
the use of human resources, technology, and material resources. The student is 
expected to: 
(A) identify levels of management; and 
(B) compare and contrast management styles. 
(7) The student knows that entrepreneurship requires continual self-assessment, 
research, and preparation. The student is expected to: 
(A) collect and analyze self-assessment information, including interests, 
aptitudes, and personal traits; and 
(B) research and assess opportunities for business ventures.
(8) The student knows the impact and value of diversity. The student is expected 
to: 
(A) identify the effect of languages other than English on an entrepreneurial 
venture; 
(B) explain how cultural diversity affects entrepreneurship; and 
(C) identify how diversity affects entrepreneurship. 
(9) The student knows that entrepreneurial opportunities begin with a working 
knowledge of economic concepts. The student is expected to: 
(A) identify economic wants and needs; 
(B) use information about supply and demand to predict their influence on 
entrepreneurial activities; 
(C) explain the role productivity plays in an economy; 
(D) describe competition and its relationship to private enterprise and 
entrepreneurship; 
(E) analyze competitive strengths and weaknesses of an entrepreneurial venture; 
and 
(F) investigate laws and regulations that impact entrepreneurial and ongoing 
businesses. 
(10) The student knows that international economic factors affect business 
planning. The student is expected to: 
(A) identify strategies for entering international markets; and 
(B) compare and contrast how situations can influence the entrepreneur's 
selection of strategies. 
(11) The student knows that distribution involves activities associated with the 
physical movement or transfer of ownership of products from producer to 
consumer. The student is expected to: 
(A) identify activities associated with transportation, storage, product 
handling, and inventory control; 
(B) explain how distribution can add value to goods, services, and ideas; and 
(C) determine costs associated with distribution. 
(12) The student knows that financial planning is necessary for the 
entrepreneur's success and solvency. The student is expected to: 
(A) explain the impact of financial planning on entrepreneurial decisions; 
(B) research financial options available to meet entrepreneurial needs; and 
(C) identify the financial impact of changes in economic conditions.
(13) The student knows that offering consumer credit encourages the sale of 
goods, services, and ideas. The student is expected to: 
(A) identify types of consumer credit; 
(B) recommend types of consumer credit a business might offer; and 
(C) develop a credit policy. 
(14) The student knows that marketing research is a specific inquiry to solve a 
problem. The student is expected to: 
(A) identify benefits and limitations of marketing research;
(B) identify components of the marketing research process; and 
(C) explain how to use the marketing research process in order to identify 
potential markets, analyze demand, forecast sales, and make other decisions. 
(15) The student knows that pricing has policies, objectives, and strategies. 
The student is expected to: 
(A) develop and analyze pricing objectives; 
(B) compare and contrast pricing policies for an entrepreneurial venture; and 
(C) recommend appropriate pricing strategies. 
(16) The student knows the effects of credit on price and profit. The student is 
expected to: 
(A) explain risks and benefits to entrepreneurs when accepting and extending 
credit; and 
(B) describe how credit affects profit and the negotiated price. 
(17) The student knows the importance of managing the pricing structure. The 
student is expected to: 
(A) communicate the differences among pricing structures for goods, services, 
and ideas; and 
(B) develop a pricing structure for an entrepreneurial venture.
(18) The student knows elements and processes of product planning. The student 
is expected to: 
(A) describe stages of new-product planning; 
(B) define the term "product mix;" and 
(C) identify stages of the product life cycle for new or existing products. 
(19) The student knows the process for development, implementation, and 
evaluation of a promotional plan. The student is expected to: 
(A) explain the concept of promotional mix; 
(B) describe the interrelationship of visual merchandising, public relations and 
publicity, personal selling, and sales promotion with advertising; and 
(C) apply evaluation strategies to determine promotional campaign effectiveness. 
(20) The student knows that purchasing usually occurs in a continuous cycle. The 
student is expected to: 
(A) explain how entrepreneurs identify needs; 
(B) describe the process of selecting suppliers and sources; and 
(C) analyze and discuss selection of goods and services based on a new business' 
operational needs. 
(21) The student knows that entrepreneurial risk is the possibility of loss or 
failure. The student is expected to: 
(A) categorize business risks as human, natural, and economic;
(B) classify business risks as pure or speculative, controllable or 
uncontrollable, and/or insurable or noninsurable; 
(C) explain security precautions, as well as health, safety, and worker welfare 
regulations; and 
(D) analyze examples of business risks to recommend and defend risk management 
strategies. 
(22) The student knows the role of selling. The student is expected to: 
(A) discuss the role of selling in an entrepreneurial venture;
(B) analyze internal and external environmental factors that influence selling; 
and 
(C) develop and apply strategies for determining customer needs and wants. 

sec.124.13.Principles of Marketing (One-Half to One Credit).
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. 
(1) Marketing is a series of dynamic activities that focus on the customer to 
generate a profitable exchange. Students gain knowledge and skills that help 
them to be proficient in one or more of the marketing functional areas 
associated with distribution, financing, marketing-information management, 
pricing, product planning, promotion, purchasing, risk management, and selling 
skills needed to help customers make satisfying buying decisions and to solve 
marketing problems. Students integrate skills from academic subjects, 
information technology, interpersonal communication, and management training to 
make responsible decisions. 
(2) The principles of business and marketing, the concepts of economics and free 
enterprise and the understanding of human resource skills that an effective 
marketer must possess provide the foundation for the study of marketing. 
Understanding these concepts allows students to know the interrelationship 
between business and marketing. 
(c) Knowledge and skills. 
(1) The student knows business concepts and explains how business satisfies 
economic needs in an international economy. The student is expected to: 
(A) categorize business activities as production, marketing, management, or 
finance; 
(B) describe the interdependence each business activity has with marketing; and 
(C) understand the ramifications of business conduct. 
(2) The student knows the importance of marketing as well as the functions of 
marketing. The student is expected to: 
(A) explain the marketing concept; 
(B) describe each marketing function and how it contributes to the marketing 
concept; 
(C) explain how each component of the marketing mix contributes to successful 
marketing; 
(D) explain the importance of target markets; 
(E) describe advantages and disadvantages of market segmentation and mass 
marketing; and 
(F) research trends and emerging technologies affecting marketing.
(3) The student knows how to use self-development techniques and interpersonal 
skills to accomplish marketing objectives. The student is expected to: 
(A) identify and practice effective interpersonal and team-building skills; and 
(B) participate in leadership and career development activities (such as DECA 
and local chambers of commerce). 
(4) The student knows the impact and value of diversity. The student is expected 
to: 
(A) identify the effect of languages other than English on marketing; and 
(B) explain how diversity affects marketing. 
(5) The student knows that distribution channel members facilitate the movement 
of products. The student is expected to: 
(A) identify channels of distribution for selected products; and 
(B) describe activities of each channel member. 
(6) The student knows that financial planning is necessary for the marketer's 
success and solvency. The student is expected to: 
(A) identify sources of financial assistance; and 
(B) explain the purpose of financial records (such as budget, balance sheet, and 
income statement). 
(7) The student knows the role of a marketing-information system (MIS). The 
student is expected to: 
(A) explain characteristics and purposes of a MIS; and 
(B) identify benefits and limitations of marketing research.
(8) The student knows that pricing has policies, objectives, and strategies. The 
student is expected to: 
(A) compare and contrast pricing policies; and 
(B) analyze the price of a product. 
(9) The student knows elements and processes of product planning. The student is 
expected to: 
(A) describe stages of new-product planning; 
(B) define the term "product mix;" and 
(C) identify stages of the product life cycle for new or existing products. 
(10) The student knows that successful marketers must develop, implement, and 
evaluate a promotional plan. The student is expected to: 
(A) identify components of the promotional mix (such as advertising, visual 
merchandising, and personal selling); and 
(B) analyze a promotional plan for effectiveness. 
(11) The student knows that purchasing occurs in a continuous cycle. The student 
is expected to: 
(A) distinguish between buying for resale and buying for organization use; and 
(B) explain the importance of identifying needs as the first step of the 
purchasing process. 
(12) The student knows that various types of risks impact business activities. 
The student is expected to: 
(A) categorize business risks as natural, human, or economic; and 
(B) explain methods a business uses to control risks (such as surveillance and 
safety training). 
(13) The student knows the role of selling in a private enterprise economy. The 
student is expected to: 
(A) explain how selling contributes to economic activity; and 
(B) describe steps in the selling process. 

sec.124.14.Retailing (One-Half to One Credit). 
(a) General requirements. This course is recommended for students in Grades 9-
12. 
(b) Introduction. 
(1) Marketing is a series of dynamic activities that focus on the customer to 
generate a profitable exchange. Students gain knowledge and skills that help 
them to be proficient in one or more of the marketing functional areas 
associated with distribution, financing, marketing-information management, 
pricing, product planning, promotion, purchasing, risk management, and selling 
skills needed to help customers make satisfying buying decisions and to solve 
marketing problems. Students integrate skills from academic subjects, 
information technology, interpersonal communication, and management training to 
make responsible decisions. 
(2) The principles of business and marketing, the concepts of economics and free 
enterprise, and the understanding of human resource skills that an effective 
marketer must possess provide the foundation for the study of retailing. 
Understanding these concepts allows students to know the interrelationship 
between business and marketing. 
(c) Knowledge and skills. 
(1) The student knows business concepts and how retail businesses satisfy 
economic needs. The student is expected to: 
(A) categorize retailing activities as buying and pricing, transporting and 
storing, advertising and selling, servicing, financing, and risk taking; and 
(B) explain the interdependence each retailing activity has with marketing and 
business. 
(2) The student knows the relationship of business and society. The student is 
expected to: 
(A) understand the ramifications of business conduct; and
(B) identify ways that businesses contribute to their community.
(3) The student knows that the implementation of marketing concepts 
significantly impacts retailing. The student is expected to: 
(A) explain how the marketing mix contributes to successful retailing; 
(B) explain the importance of target markets; and 
(C) describe advantages and disadvantages of market segmentation and mass 
marketing. 
(4) The student knows math concepts in retailing and performs calculations 
manually and with the aid of technology. The student is expected to: 
(A) complete sales transactions, returns, and adjustments; and 
(B) apply math concepts in retailing. 
(5) The student integrates listening, reading, speaking, writing, and nonverbal 
communication skills effectively. The student is expected to: 
(A) demonstrate comprehension of technical and specialized written 
communication; and 
(B) communicate effectively in a retail setting. 
(6) The student knows how to use self-development techniques and interpersonal 
skills to accomplish objectives. The student is expected to: 
(A) identify and practice effective interpersonal and team-building skills with 
co-workers, managers, and customers; and 
(B) participate in leadership and career development activities (such as DECA 
and local chambers of commerce). 
(7) The student knows that management is the process of achieving goals through 
the use of human resources, technology, and material resources. The student is 
expected to: 
(A) describe responsibilities for each level of retail management; and 
(B) compare and contrast management styles. 
(8) The student knows the importance of emerging trends and technologies in 
retailing. The student is expected to: 
(A) discuss trends affecting retailing; 
(B) research emerging technologies in retailing; and 
(C) use the tools of information technology in retail settings (such as 
computerized inventory and video sales demonstrations). 
(9) The student knows the impact and value of diversity. The student is expected 
to: 
(A) identify the effect of languages other than English on retailing; and 
(B) explain the impact of multiculturalism and multigenerationalism on retailing 
activities. 
(10) The student knows that private enterprise is based on independent decisions 
by businesses and consumers with limited government involvement. The student is 
expected to: 
(A) explain the role profit plays in a retail operation; and
(B) use market information to predict effects on retail pricing.
(11) The student knows that changes in the economy include prosperity, 
recession, depression, and recovery which may be collectively referred to as the 
business cycle. The student is expected to: 
(A) explain the concept of business cycles; and 
(B) explain how retailers react to periods of prosperity and recovery as well as 
to recession. 
(12) The student knows that distribution channel members facilitate the movement 
of products. The student is expected to:
(A) identify channels of distribution for selected consumer products; and 
(B) explain distribution strategies (such as warehousing, stock handling, and 
inventory control). 
(13) The student knows that offering consumer credit encourages the sale of 
goods, services, and ideas. The student is expected to: 
(A) describe credit policies offered to consumers by retail businesses; and 
(B) explain the impact of consumer credit legislation and guidelines on retail 
credit policies. 
(14) The student knows that financial planning is necessary for the retailer's 
success and solvency. The student is expected to: 
(A) identify sources of financial assistance for a retail business; and 
(B) explain the purpose of financial records (such as budget, balance sheet, and 
income statement). 
(15) The student knows the role of a marketing-information system (MIS). The 
student is expected to: 
(A) explain characteristics and purposes of a MIS; and 
(B) identify areas where technological advances in electronic
information pose new and ongoing ethical questions. 
(16) The student knows that marketing research is a specific inquiry to solve a 
problem. The student is expected to: 
(A) describe types of marketing research used in retailing; and 
(B) list benefits and limitations of marketing research when applied to a retail 
situation. 
(17) The student knows that retail pricing has policies, objectives, and 
strategies. The student is expected to: 
(A) compare and contrast pricing policies and strategies among retail 
establishments; and 
(B) explain how social responsibility objectives often play a major role in 
pricing decisions (such as prices after a natural disaster).
(18) The student knows controllable and uncontrollable variables that affect 
pricing. The student is expected to: 
(A) list controllable variables that impact price; and 
(B) describe uncontrollable variables that impact price. 
(19) The student knows that successful retailers develop, implement, and 
evaluate promotional plans. The student is expected to: 
(A) evaluate promotional objectives used in retail businesses;
(B) explain legal and ethical issues involved in promotion; and 
(C) discuss how display, publicity, personal selling, and customer service work 
together to achieve a retailer's promotional objectives.
(20) The student knows that the retail establishment's physical environment 
should project a positive image. The student is expected to: 
(A) classify components of image and critiques the physical environment of a 
retail business; and 
(B) explain the impact of visual merchandising on retail sales.
(21) The student knows that purchasing occurs in a continuous cycle. The student 
is expected to: 
(A) explain responsibilities of a retail buyer; 
(B) use current technology to examine a retail merchandise plan; 
(C) identify goods and services retailers use for daily operations; and 
(D) describe ways to reduce operational expenses. 
(22) The student knows that various types of risks impact retail businesses. The 
student is expected to: 
(A) categorize types of business risks; and 
(B) explain methods retailers use to control risks (such as surveillance, 
insurance, and safety training). 
(23) The student knows what influences retail customers before they make a 
purchase. The student is expected to: 
(A) discuss the Consumer Bill of Rights; and 
(B) identify a customer's buying motives. 
(24) The student knows the selling process. The student is expected to: 
(A) illustrate the importance of product and service knowledge when presenting 
sales demonstrations; and 
(B) prepare and deliver a sales presentation. 
(25) The student knows the important role each retail employee plays in 
providing exceptional customer service. The student is expected to: 
(A) describe employee actions and attitudes that result in customer 
satisfaction; and 
(B) identify management actions and attitudes that result in customer 
satisfaction. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706463
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER C.Technical, High School
19 TAC sec.sec.124.21-124.25
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.124.21.Implementation of Texas Essential Knowledge and Skills for Marketing 
Education, Technical, High School. 
The provisions of this chapter shall supersede sec.75.86 of this title (relating 
to Marketing Education) beginning September 1, 1998. 

sec.124.22.Advertising (One-Half to One Credit). 
(a) General requirements. This course is recommended for students in Grades 10-
12. 
(b) Introduction. 
(1) Marketing is a series of dynamic activities that focus on the customer to 
generate a profitable exchange. Students gain knowledge and skills that help 
them to be proficient in one or more of the marketing functional areas 
associated with distribution, financing, marketing-information management, 
pricing, product planning, promotion, purchasing, risk management, and selling 
skills needed to help customers make satisfying buying decisions and to solve 
marketing problems. Students integrate skills from academic subjects, 
information technology, interpersonal communication, and management training to 
make responsible decisions. 
(2) The principles of business and marketing, the concepts of economics and free 
enterprise, and the understanding of human resource skills that an effective 
marketer must possess provide the foundation for the study of advertising. 
Understanding these concepts allows students to know the interrelationship 
between business and marketing. 
(c) Knowledge and skills. 
(1) The student knows the importance of marketing as well as the functions of 
marketing. The student is expected to: 
(A) identify the marketing concept as it relates to achieving the goals of 
advertising; 
(B) explain how advertising is an integral component of the marketing mix; and 
(C) describe the effect of advertising on marketing functions.
(2) The student knows the relationship of business and society. The student is 
expected to: 
(A) explain the concept of socially responsible advertising;
(B) identify target audiences to whom businesses are socially accountable; and 
(C) research and evaluate advertisements in the context of social 
responsibility. 
(3) The student knows the concepts of target marketing. The student is expected 
to: 
(A) identify characteristics of a target market; and 
(B) differentiate between advertising to a target audience (such as a market 
segment) and to the mass market. 
(4) The student integrates listening, reading, speaking, writing, and nonverbal 
communication skills effectively. The student is expected to: 
(A) practice effective business-like communication skills that support 
successful advertising; 
(B) identify and practice effective interpersonal and team-building skills; 
(C) demonstrate comprehension of technical and specialized communication used in 
the advertising industry; and 
(D) participate in leadership and career development activities (such as DECA 
and local chambers of commerce). 
(5) The student knows the importance of emerging trends and technologies in 
advertising. The student is expected to: 
(A) discuss trends affecting the advertising industry; and
(B) use technology to develop and present advertising. 
(6) The student knows the impact and value of diversity. The student is expected 
to: 
(A) identify the effect of languages other than English on the advertising 
industry; and 
(B) analyze the impact of diversity on advertising. 
(7) The student knows that advertising impacts a competitive economic 
environment. The student is expected to: 
(A) classify advertisements (such as price or nonprice, targeted audience, or 
mass market); and 
(B) analyze competitive advertisements for effectiveness.
(8) The student knows that financial planning is necessary for the advertiser's 
success and solvency. The student is expected to: 
(A) identify types of advertising budgets; 
(B) discuss the importance of the budget planning process to achieve company 
goals; 
(C) analyze charts and graphs to determine effects of competition, location, and 
availability of media on an advertising budget; 
(D) describe the process of building an advertising budget; and 
(E) develop an advertising budget using research-based estimates and 
projections. 
(9) The student knows the components of the marketing research process in order 
to analyze demand, forecast sales, and make other decisions. The student is 
expected to: 
(A) evaluate the impact of trade leveraging, market synergy, cooperative 
advertising, and other strategies on an advertising campaign;
(B) collect, analyze, and interpret data to design an advertising report; and 
(C) draw conclusions and makes recommendations based on the advertising report. 
(10) The student knows the importance of managing the pricing structure. The 
student is expected to: 
(A) communicate differences among pricing structures for advertising services; 
and 
(B) develop a pricing structure for an advertising plan. 
(11) The student knows that promotion team members must develop, implement, and 
evaluate a promotional plan. The student is expected to: 
(A) explain the concept of promotional mix; 
(B) describe the interrelationship of visual merchandising, public relations and 
publicity, personal selling, and sales promotion with advertising; 
(C) identify the target market for specific goods, services, and/or ideas; 
(D) identify how promotional objectives, budget, and calendar support a 
promotional campaign; and 
(E) apply evaluation strategies to determine promotional campaign effectiveness. 
(12) The student knows that advertising is the paid form of nonpersonal 
communication about an identified sponsor's products. The student is expected 
to: 
(A) differentiate between product and institutional advertising;
(B) compare and contrast advertising media; 
(C) identify and evaluate elements of the advertisement that attract attention, 
develop interest, create desire, and produce action; 
(D) develop an advertisement that is a focused and consumer-driven sequence of 
activities based on specific objectives; and 
(E) plan, design, and present advertisements. 
(13) The student knows that laws, regulations, social responsibilities, and 
diversity affect promotional activities. The student is expected to: 
(A) compare and contrast outcomes of self-regulation and government regulation 
on the advertising industry; and 
(B) incorporate regulations in a plan to protect the consumer from false and/or 
misleading advertising. 

sec.124.23.International Marketing (One-Half to One Credit).
(a) General requirements. The recommended prerequisite for this course is 
Principles of Marketing. This course is recommended for students in Grades 10-
12. 
(b) Introduction. 
(1) Marketing is a series of dynamic activities that focus on the customer to 
generate a profitable exchange. Students gain knowledge and skills that help 
them to be proficient in one or more of the marketing functional areas 
associated with distribution, financing, marketing-information management, 
pricing, product planning, promotion, purchasing, risk management, and selling 
skills needed to help customers make satisfying buying decisions and to solve 
marketing problems. Students integrate skills from academic subjects, 
information technology, interpersonal communication, and management training to 
make responsible decisions. 
(2) The principles of business and marketing, the concepts of economics and free 
enterprise, and the understanding of human resource skills that an effective 
marketer must possess provide the foundation for the study of international 
marketing. Understanding these concepts allows students to know the 
interrelationship between business and marketing. 
(c) Knowledge and skills. 
(1) The student knows major types of marketing strategies and explains a firm's 
rationale for its international operations' business structure. The student is 
expected to: 
(A) research to determine the necessity for an international focus; and 
(B) outline a plan for an international venture. 
(2) The student knows the relationship of business and society. The student is 
expected to: 
(A) list examples of socially responsible projects that an international 
business could undertake; 
(B) describe ethical dilemmas when marketing internationally; and 
(C) explain how an international business benefits from self-regulatory 
measures. 
(3) The student knows international marketing strategies. The student is 
expected to: 
(A) identify strategies for maintaining or increasing the business's involvement 
in international markets; and 
(B) describe criteria used to determine when single or multinational marketing 
strategies are appropriate when deciding how to serve both domestic and foreign 
markets. 
(4) The student knows the concepts of market and market identification and their 
importance in international marketing. The student is expected to: 
(A) compare and contrast international marketing with target marketing; and 
(B) describe the similarities between multinational marketing and mass 
marketing. 
(5) The student applies math concepts in international marketing. The student is 
expected to: 
(A) use formulas and equations to determine price, profit, costs, and break-even 
point; and 
(B) calculate minimum cost-per-unit (such as when developing production 
strategies related to standardization). 
(6) The student knows how to use self-development techniques and interpersonal 
skills to accomplish international marketing objectives. The student is expected 
to: 
(A) identify and practice effective interpersonal and team-building skills; and 
(B) participate in leadership and career development activities (such as DECA 
and local chambers of commerce). 
(7) The student knows the cultural differences among countries. The student is 
expected to: 
(A) explain types of resistance to change among cultures; and 
(B) describe how a multinational corporation could adapt its business system to 
another culture. 
(8) The student knows the importance of emerging trends and technologies in 
international marketing. The student is expected to: 
(A) discuss trends affecting international marketing; and
(B) select and use the tools of information technology in international 
marketing. 
(9) The student knows the impact and value of cultural diversity. The student is 
expected to: 
(A) explain elements of culture and the need for understanding cultural 
diversity; and 
(B) identify how cultural diversity affects international marketing decisions. 
(10) The student knows that international marketing begins with a working 
knowledge of economic concepts. The student is expected to: 
(A) identify economic systems found in other countries and how they influence 
international trade; 
(B) explain the impact of exports and imports on the economies of both 
countries; 
(C) describe the impact of geography and culture on economic activities of 
countries and regions; 
(D) compare and contrast theories impacting international marketing (such as 
specialization, comparative advantage, and opportunity cost); 
(E) list and describe the market structure for economic competition; and 
(F) explain immigration and emigration and their effects on creating 
subsidiaries in other countries. 
(11) The student knows reasons for the tremendous growth in and importance of 
international trade and investments. The student is expected to: 
(A) explain balance of trade; and 
(B) compare and contrast types of international agreements and their purposes. 
(12) The student knows the different production strategies used in international 
operations. The student is expected to: 
(A) describe competitive advantages of a technology-driven production strategy; 
(B) explain the importance of standardization; and 
(C) explain how adaptations of current strategies are necessary in less-
developed countries. 
(13) The student knows that various countries' policies affect the movement of 
goods and services in international marketing. The student is expected to: 
(A) assess policies used to restrict the movement of goods and services; and 
(B) evaluate changes in policies to minimize conflict and support international 
trade. 
(14) The student knows the principal functions of international and United 
States governmental agencies responsible for promoting international commerce 
and stability. The student is expected to: 
(A) identify legislation that promotes international trade; and 
(B) describe functions of international and U.S. governmental agencies. 
(15) The student knows the international monetary exchange system and explains 
effects of currency exchange fluctuations on international trade. The student is 
expected to: 
(A) explain how international money markets function; 
(B) differentiate among exchange hedging, arbitrage, and speculation; and 
(C) explain the concept of a counter trade agreement. 
(16) The student knows international pricing strategies. The student is expected 
to: 
(A) describe the impact that governments and competition have on pricing; and 
(B) analyze international pricing strategies. 
(17) The student knows the importance of adapting products (such as goods, 
services, and ideas) to various international markets. The student is expected 
to: 
(A) explain the importance of diversifying or adapting an international 
business' offerings; and 
(B) describe adaptations necessary for international packaging and branding. 
(18) The student knows the challenges involved when developing promotional 
strategies for international markets. The student is expected to: 
(A) describe how language, culture, available media, and regulations affect 
international advertising; and 
(B) evaluate types of promotion in the international market.
(19) The student knows the importance of international sourcing when making 
purchasing decisions. The student is expected to: 
(A) explain the use of international sourcing; 
(B) describe the process of selecting international suppliers and sources; and 
(C) identify factors that affect the evaluation of international purchases. 
(20) The student knows the various risks involved in international business. The 
student is expected to: 
(A) categorize types of business risks as human, natural, and economic; and 
(B) describe how political events affect international business.
(21) The student knows that in international marketing the selling process 
varies. The student is expected to: 
(A) describe how cultural differences affect the selling process; and 
(B) discuss challenges encountered in adjusting the selling process for 
international clients. 

sec.124.24.Professional Selling (One-Half to One Credit). 
(a) General requirements. This course is recommended for students in Grades 10-
12. 
(b) Introduction. 
(1) Marketing is a series of dynamic activities that focus on the customer to 
generate a profitable exchange. Students gain knowledge and skills that help 
them to be proficient in one or more of the marketing functional areas 
associated with distribution, financing, marketing-information management, 
pricing, product planning, promotion, purchasing, risk management, and selling 
skills needed to help customers make satisfying buying decisions and to solve 
marketing problems. Students integrate skills from academic subjects, 
information technology, interpersonal communication, and management training to 
make responsible decisions. 
(2) The principles of business and marketing and the understanding of human 
resource skills that an effective marketer must possess provide the foundation 
for the study of professional selling. Understanding these concepts allows 
students to know the interrelationship between business and marketing. 
(c) Knowledge and skills. 
(1) The student knows that the marketing mix involves a combination of the 
decisions about product, price, place, promotion, and people. The student is 
expected to: 
(A) analyze how selling is a marketing communications tool; and 
(B) explain how each component of the marketing mix contributes to successful 
selling. 
(2) The student knows the concepts of market and market identification. The 
student is expected to: 
(A) explain the importance of target markets; and 
(B) describe advantages and disadvantages of market segmentation and mass 
marketing. 
(3) The student applies math concepts in selling. The student is expected to: 
(A) perform calculations involving money, time, space, materials, and data. 
(B) interpret charts and graphs to make informed marketing decisions; 
(C) use formulas and equations to determine price, profit, cost, and break-even 
point; and 
(D) make accurate sales estimates and projections. 
(4) The student integrates listening, reading, speaking, writing, and nonverbal 
communication skills effectively. The student is expected to: 
(A) practice active listening with co-workers, managers, and customers; 
(B) communicate accurate, truthful, and ethical information;
(C) demonstrate effective business communication using correct grammar, form, 
and diction; and 
(D) interpret and use a variety of nonverbal messages. 
(5) The student knows how to use self-development techniques and interpersonal 
skills to accomplish marketing objectives. The student is expected to: 
(A) practice effective interpersonal and team-building skills with co-workers, 
managers and customers; 
(B) listen and respond appropriately to the ideas and opinions of others; and 
(C) participate in leadership and career development activities (such as DECA 
and local chambers of commerce). 
(6) The student knows how advancements in technology enhance professional 
selling. The student is expected to: 
(A) analyze technology's impact on professional selling; and
(B) identify challenges encountered when using technology.
(7) The student knows that careers are ever changing and require continuing 
self-assessment, research, and preparation to develop and implement responsible 
decisions. The student is expected to: 
(A) analyze self-assessment information, including interests, aptitudes, and 
personal traits; 
(B) research and assess employment trends in sales careers; and 
(C) model steps for locating and securing employment. 
(8) The student knows the importance of emerging trends and technologies in 
professional selling. The student is expected to: 
(A) discuss trends affecting professional selling; and 
(B) research emerging technologies in the professional selling industry.
(9) The student knows the impact and value of diversity. The student is expected 
to: 
(A) identify the effect of languages other than English on sales-related 
situations; 
(B) analyze social and cultural factors affecting buyer and seller 
relationships; and 
(C) analyze sales information and present it to a specific audience. 
(10) The student knows that selling occurs in a competitive environment that 
requires constant assessment of market influences. The student is expected to: 
(A) analyze internal and external environmental factors that influence selling; 
(B) examine social responsibility from the viewpoint of sales management and 
staff; 
(C) describe major federal laws that impact selling; and 
(D) distinguish between the seller's and buyer's obligations under the Uniform 
Commercial Code. 
(11) The student knows what influences customers before they make a purchase. 
The student is expected to: 
(A) identify product features, advantages, and benefits; 
(B) develop and apply a strategy for determining customer needs and wants; and 
(C) identify customer buying motives. 
(12) The student knows how to obtain and use product and service information to 
facilitate the selling process. The student is expected to: 
(A) compile product information from a variety of sources (such as the product 
itself, company and competitors' promotional materials, and knowledgeable 
individuals); and 
(B) incorporate product information into sales presentations.
(13) The student knows how marketers use the selling process. The student is 
expected to: 
(A) prepare a sales presentation; 
(B) select and evaluate the use of sales approaches; 
(C) use information to incorporate questioning techniques into a sales 
presentation; 
(D) demonstrate a product; 
(E) overcome objections; 
(F) close a sale using different methods; 
(G) demonstrate suggestion selling techniques; and 
(H) prepare and deliver a sales presentation. 
(14) The student knows that exceptional customer service is essential to 
successful selling. The student is expected to: 
(A) identify employee and management attitudes that result in customer 
satisfaction; and 
(B) describe how customer service and follow-up are major factors for success in 
professional selling. 

sec.124.25.Technology in Marketing (One-Half to One Credit). 
(a) General requirements. The recommended prerequisite for this course is 
proficiency with integrated software. This course is recommended for students in 
Grades 10-12. 
(b) Introduction. 
(1) Marketing is a series of dynamic activities that focus on the customer to 
generate a profitable exchange. Students gain knowledge and skills that help 
them to be proficient in one or more of the marketing functional areas 
associated with distribution, financing, marketing-information management, 
pricing, product planning, promotion, purchasing, risk management, and selling 
skills needed to help customers make satisfying buying decisions and to solve 
marketing problems. Students integrate skills from academic subjects, 
information technology, interpersonal communication, and management training to 
make responsible decisions. 
(2) The principles of business and marketing and the understanding of human 
resource skills that an effective marketer must possess provide the foundation 
for the study of technology in marketing. Understanding these concepts allows 
students to know the interrelationship between business and marketing. 
(c) Knowledge and skills. 
(1) The student knows the relationship of business and society. The student is 
expected to: 
(A) explain and categorize social responsibilities; and 
(B) identify ways that businesses contribute to their community.
(2) The student knows that successful entrepreneurial ventures depend on 
preliminary analysis and planning. The student is expected to: 
(A) research the most current resources, including on-line resources, available 
for accessing information related to marketing; and
(B) use technology to create and present a business plan.
(3) The student applies math concepts in all areas of marketing. The student is 
expected to: 
(A) select and use applications appropriate for money, time, space, materials, 
and data calculations; 
(B) employ technology to create and interpret charts and graphs to make informed 
marketing decisions; and 
(C) use productivity tools (such as spreadsheets and databases) to determine 
price, profit, cost, and break-even point. 
(4) The student integrates listening, reading, speaking, writing, nonverbal, and 
electronic communication skills effectively. The student is expected to: 
(A) communicate effectively in a business setting; 
(B) develop effective business correspondence (such as memoranda, business 
letters, and reports) using correct grammar, spelling, punctuation, and form; 
and 
(C) utilize technology in receiving and sending business communication.
(5) The student knows how to use self-development techniques and interpersonal 
skills to accomplish marketing objectives. The student is expected to: 
(A) identify and practice effective interpersonal and team-building skills; and 
(B) participate in leadership and career development activities (such as DECA 
and local chambers of commerce). 
(6) The student knows that management is the process of achieving goals through 
the use of technology and human and material resources. The student is expected 
to: 
(A) analyze the effectiveness of management's application of resources; 
(B) select and use technology to gather, process, and disseminate information; 
and 
(C) use product features and benefits to recommend the purchase and/or upgrade 
of technology-related hardware and software.
(7) The student knows the importance of emerging trends and technologies in 
marketing. The student is expected to: 
(A) discuss trends affecting marketing technologies; and 
(B) research emerging technologies in marketing. 
(8) The student knows the impact and value of diversity. The student is expected 
to: 
(A) describe electronic and computer-based options to facilitate communication; 
and 
(B) identify how diversity affects technology. 
(9) The student knows that distribution involves activities associated with the 
physical movement or transfer of ownership of products. The student is expected 
to: 
(A) identify technology-based inventory control equipment and procedures to 
facilitate transportation, storage, and product handling; and 
(B) use productivity tools to determine costs associated with distribution. 
(10) The student knows that financial planning is necessary for the marketer's 
success and solvency. The student is expected to: 
(A) use computer software to analyze financial statements of a business; 
(B) employ technology to compare planned financial goals to actual financial 
statements; and 
(C) create a financial statement using computer software.
(11) The student uses marketing-information systems (MIS). The student is 
expected to: 
(A) explain characteristics and purposes of a MIS and how technology can be used 
to manage these systems; and 
(B) identify benefits and limitations of marketing research and the technology 
used to manage research. 
(12) The student knows the components of the marketing research process in order 
to analyze demand, forecast sales, and make other decisions. The student is 
expected to: 
(A) use technology to depict components of the marketing research process; 
(B) design and implement a study with the aid of computer and on-line research 
technology; 
(C) use technology to analyze and interpret the data collected; and 
(D) use multimedia technology to present research findings and recommendations. 
(13) The student knows that pricing has policies, objectives, and strategies. 
The student is expected to: 
(A) develop and analyze pricing objectives; 
(B) recommend appropriate pricing strategies; and 
(C) develop a pricing structure for a marketing plan using technology. 
(14) The student knows elements and processes of product planning. The student 
is expected to: 
(A) employ current technology to create a plan for a new product; and 
(B) utilize current technology to design a product package that includes the 
necessary elements of packaging. 
(15) The student knows that successful marketers must develop, implement, and 
evaluate a promotional plan. The student is expected to: 
(A) develop a promotional budget and calendar; 
(B) research the use of technology to evaluate the effectiveness of promotional 
activities; 
(C) create an ad layout using desktop publishing; and 
(D) create a floor plan for a business using graphics software.
(16) The student knows that purchasing occurs in a continuous cycle. The student 
is expected to: 
(A) place orders utilizing technology; 
(B) use computer software to create business forms that facilitate the 
purchasing function; and 
(C) use technology to research, produce, and present a buying plan. 
(17) The student knows classifications of risks that affect business activities. 
The student is expected to: 
(A) access electronic information sources to explore business risks; and 
(B) identify security issues involved when businesses have and use technology. 
(18) The student knows how marketers use technology in the selling process. The 
student is expected to: 
(A) research how selling is changing through the use of electronic sales tools; 
and 
(B) use technology to facilitate the selling process. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706464
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER D.Comprehensive, High School
19 TAC sec.sec.124.31-124.33
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.124.31.Implementation of Texas Essential Knowledge and Skills for Marketing 
Education, Comprehensive, High School. 
The provisions of this chapter shall supersede sec.75.86 of this title (relating 
to Marketing Education) beginning September 1, 1998. 

sec.124.32.Marketing Dynamics (One to Three Credits).
(a) General requirements. This course is recommended for students in Grades 11-
12. 
(b) Introduction. 
(1) Marketing is a series of dynamic activities that focus on the customer to 
generate a profitable exchange. Students gain knowledge and skills that help 
them to be proficient in one or more of the marketing functional areas 
associated with distribution, financing, marketing-information management, 
pricing, product planning, promotion, purchasing, risk management, and selling 
skills needed to help customers make satisfying buying decisions and to solve 
marketing problems. Students integrate skills from academic subjects, 
information technology, interpersonal communication, and management training to 
make responsible decisions. 
(2) The principles of business and marketing, the concepts of economics and free 
enterprise, and the understanding of human resource skills that an effective 
marketer must possess provide the foundation for the study of marketing 
dynamics. Understanding and applying these concepts allows students to know the 
interrelationship between business and marketing.
(c) Knowledge and skills. 
(1) The student knows business concepts and how business satisfies economic 
needs. The student is expected to: 
(A) categorize business activities as production, marketing, management, or 
finance; 
(B) explain the interdependence each business activity has with marketing; 
(C) explain the impact of an international economy on business activities; and 
(D) describe advantages and disadvantages of various forms of business 
ownership. 
(2) The student knows the relationship of business and society. The student is 
expected to: 
(A) understand the ramifications of business conduct; 
(B) identify ways that businesses contribute to their community; and 
(C) explain contributions that marketing makes to business and society. 
(3) The student knows the importance of marketing as well as the functions of 
marketing. The student is expected to: 
(A) explain the marketing concept; and 
(B) describe each marketing function and how it illustrates the marketing 
concept. 
(4) The student knows that the marketing mix involves a combination of the 
decisions about product, price, place, promotion, and people. The student is 
expected to: 
(A) explain how each component of the marketing mix contributes to successful 
marketing; and 
(B) describe the importance of marketing strategies in the marketing mix. 
(5) The student knows the concepts of market and market identification. The 
student is expected to: 
(A) explain the importance of target markets; 
(B) describe advantages and disadvantages of market segmentation and mass 
marketing; and 
(C) distinguish among geographic, demographic, psychographic, and behavioral 
segmentation. 
(6) The student applies math concepts in marketing. The student is expected to: 
(A) perform calculations involving money, time, space, materials, and data; 
(B) interpret charts and graphs to make informed marketing decisions; and 
(C) use formulas and equations to determine price, profit, costs, and break-even 
point. 
(7) The student integrates listening, reading, speaking, writing, and nonverbal 
communication skills effectively. The student is expected to: 
(A) communicate effectively in a business setting; 
(B) develop effective business correspondence (such as memoranda, business 
letters, and reports) using correct grammar, spelling, punctuation, and form; 
and 
(C) utilize technology in receiving and sending business communication.
(8) The student knows how to use self-development techniques and interpersonal 
skills to accomplish marketing objectives. The student is expected to: 
(A) identify and practice effective interpersonal and team-building skills 
involving situations with co-workers, managers, and customers; 
(B) develop short- and long-term personal goals; 
(C) identify and use time management principles; and 
(D) participate in leadership and career development activities (such as DECA 
and local chambers of commerce). 
(9) The student applies information technology as an effective marketing tool. 
The student is expected to: 
(A) research the use of information technology in marketing; and 
(B) select and use the tools of information technology in marketing. 
(10) As a lifelong learner, the student knows that careers are ever changing and 
require continual self- assessment, research, and preparation to develop and 
implement responsible decisions. The student is expected to: 
(A) collect and analyze self-assessment information, including interests, 
aptitudes, and personal traits; 
(B) research and assess employment trends in marketing careers; and 
(C) model the steps for locating and securing employment.
(11) The student knows the importance of emerging trends and technologies in 
marketing. The student is expected to: 
(A) discuss trends affecting marketing; and 
(B) research emerging technologies in marketing. 
(12) The student knows the impact and value of diversity. The student is 
expected to: 
(A) identify the effect of languages other than English on marketing; 
(B) explain how diversity affects marketing; and 
(C) explain the impact of multiculturalism and multigenerationalism on marketing 
activities. 
(13) The student knows that marketing begins with a working knowledge of 
economic concepts. The student is expected to: 
(A) describe characteristics of economic goods and services;
(B) identify economic needs and wants; 
(C) explain the concept of utility and cite examples of types of utility; 
(D) explain the concept of price; and 
(E) explain how the interaction of supply and demand affects price. 
(14) The student knows that a nation's economic system is determined by what is 
produced, how it is produced, and how it is distributed. The student is expected 
to: 
(A) compare and contrast how economies answer the basic economic questions; and 
(B) explain why most economies are mixed. 
(15) The student knows that private enterprise is based on independent decisions 
by businesses and consumers concerning the right to own property, own a 
business, compete, make a profit, and exercise consumer choice with limited 
government involvement. The student is expected to: 
(A) describe characteristics of a private enterprise system;
(B) explain advantages and disadvantages of private enterprise;
(C) describe the role profit plays in a market economy; 
(D) list examples of competitive business situations; and
(E) identify examples of competitive business situations as price or nonprice 
competition. 
(16) The student knows that gross domestic product (GDP), standard of living, 
consumer price index, and unemployment figures help measure whether an economy 
is accomplishing its goals. The student is expected to: 
(A) identify economic measurements used to analyze an economy; and 
(B) explain how economic measures are used in a market economy.
(17) The student knows that changes in the economy include prosperity, 
recession, depression, and recovery, that may be collectively referred to as the 
business cycle. The student is expected to: 
(A) explain the concept of business cycles; and 
(B) describe the impact that phases of a business cycle have on the economy. 
(18) The student knows that international economic factors affect marketing 
planning. The student is expected to: 
(A) distinguish between imports and exports; 
(B) explain the interdependence of nations; and 
(C) analyze advantages and disadvantages of international trade. 
(19) The student knows that distribution channel members facilitate the movement 
of products. The student is expected to:
(A) explain channels of distribution; and 
(B) evaluate a distribution plan. 
(20) The student knows that distribution involves activities associated with the 
physical movement or transfer of ownership of products from producer to 
consumer. The student is expected to: 
(A) identify physical distribution activities; and 
(B) determine costs associated with distribution. 
(21) The student knows that distribution involves stock handling and inventory 
control. The student is expected to: 
(A) describe the receiving process; 
(B) explain types of inventory systems; 
(C) evaluate inventory shrinkage; and 
(D) explain the impact of technology on inventory systems.
(22) The student knows that financial planning is necessary for the marketer's 
success and solvency. The student is expected to: 
(A) explain the impact of financial planning on marketing decisions; and 
(B) analyze a business or organization's financial reports and goals. 
(23) The student knows that marketers use investment and financial services to 
achieve goals and objectives. The student is expected to: 
(A) identify types of financial services; 
(B) explain the purpose of a credit contract; and 
(C) explain the impact of credit legislation. 
(24) The student knows the role of pricing. The student is expected to: 
(A) state goals of pricing; 
(B) identify factors affecting pricing; 
(C) explain how pricing affects product, place, and promotion decisions; 
(D) compare and contrast pricing policies; and 
(E) calculate a product's price. 
(25) The student knows the role of promotion. The student is expected to: 
(A) explain the communication process as used in promotional activities; 
(B) describe types of promotion; and 
(C) explain the concept of promotional mix. 
(26) The student knows that advertising is the paid form of nonpersonal 
communication about an identified sponsor's products. The student is expected 
to: 
(A) identify types of advertising media; 
(B) differentiate between product and institutional advertising; and 
(C) identify and evaluate elements of an advertisement. 
(27) The student knows that business risk is the possibility of loss or failure. 
The student is expected to: 
(A) categorize business risks; and 
(B) explain how various types of risks impact business activities.
(28) The student knows that marketers responsible for risk management follow a 
process to decide the best strategy to deal with each risk. The student is 
expected to: 
(A) explain security precautions; and 
(B) demonstrate knowledge of safety precautions and skills related to health and 
safety in the workplace. 
(29) The student knows what influences customers before they make a purchase. 
The student is expected to: 
(A) differentiate among a feature, an advantage, and a benefit;
(B) differentiate between consumer and organizational buying behavior; 
(C) determine customer needs and wants; 
(D) classify buying motives; 
(E) analyze how customers and organizations apply the decision-making process; 
(F) identify major influences on buying behavior; and 
(G) acquire information about customer needs. 
(30) The student knows how marketers use the selling process. The student is 
expected to: 
(A) locate product information; 
(B) approach a customer to open a sale; 
(C) illustrate why the approach should have a theme that is related to the 
presentation and the customer's buying motives; 
(D) incorporate questioning/probing techniques; 
(E) prepare a sales presentation; 
(F) demonstrate how to overcome objections; 
(G) demonstrate how to close a sale; and 
(H) demonstrate the sales process. 
(31) The student knows the important role each employee plays in providing 
exceptional customer service. The student is expected to: 
(A) identify employee actions that result in customer satisfaction; and 
(B) identify employee attitudes that result in customer satisfaction. 

sec.124.33.Marketing Management (One to Three Credits).
(a) General requirements. The recommended prerequisite for this course is 
Principles of Marketing or Marketing Dynamics. This course is recommended for 
students in Grades 11-12. 
(b) Introduction. 
(1) Marketing is a series of dynamic activities that focus on the customer to 
generate a profitable exchange. Students gain knowledge and skills that help 
them to be proficient in one or more of the marketing functional areas 
associated with distribution, financing, marketing-information management, 
pricing, product planning, promotion, purchasing, risk management, and selling 
skills needed to help customers make satisfying buying decisions and to solve 
marketing problems. Students integrate skills from academic subjects, 
information technology, interpersonal communication, and management training to 
make responsible decisions. 
(2) The principles of business and marketing, the concepts of economics and free 
enterprise, and the understanding of human resource skills that an effective 
marketer must possess provide the foundation for the study of marketing 
management. Understanding and applying these concepts allows students to know 
the interrelationship between business and marketing.
(c) Knowledge and skills. 
(1) The student knows business concepts and how business satisfies economic 
needs. The student is expected to: 
(A) analyze the impact of an international economy on business activities; and 
(B) analyze the impact of multiculturalism and multigenerationalism on business 
activities. 
(2) The student knows marketing mix. The student is expected to: 
(A) explain the relationship among goals, tactics, and strategies pertaining to 
the marketing mix; and 
(B) explain factors that may cause marketing strategies to change. 
(3) The student knows the concepts of market and market identification. The 
student is expected to: 
(A) research market segmentation trends; and 
(B) identify types of segmentation in markets. 
(4) The student knows that the United States (U.S.) free enterprise system 
offers marketers entrepreneurial opportunities. The student is expected to: 
(A) explain the importance of the U.S. free enterprise system in encouraging 
opportunities for entrepreneurial ventures; and 
(B) analyze a proposed business plan. 
(5) The student knows that management is the process of achieving goals through 
the use of human resources, technology, and material resources. The student is 
expected to: 
(A) differentiate among levels of management; 
(B) compare and contrast management styles; 
(C) identify effective recruitment, selection, training and development, and 
performance evaluation techniques; 
(D) demonstrate an understanding of the process used to train and monitor 
employees to ensure compliance with laws, regulations, and self-regulatory 
measures; and 
(E) model techniques to use in difficult customer relations situations. 
(6) The student knows the need for professional and career development. The 
student is expected to: 
(A) identify types of trade journals and periodicals of use to marketers; and 
(B) explain the role of professional organizations, trade associations, and 
labor unions. 
(7) The student applies math concepts in management. The student is expected to: 
(A) make accurate estimates and projections; and 
(B) interpret data found in financial reports. 
(8) The student integrates listening, reading, speaking, writing, and nonverbal 
communication skills effectively. The student is expected to: 
(A) communicate effectively in a business management setting;
(B) demonstrate rules of order in a business meeting; 
(C) develop effective business correspondence; and 
(D) utilize technology in receiving and sending business communication.
(9) The student knows how to use self-development techniques and interpersonal 
skills to accomplish marketing management objectives. The student is expected 
to: 
(A) demonstrate effective interpersonal and team-building skills involving 
situations with co- workers, managers, and customers; 
(B) plan leadership and career development activities (such as DECA and local 
chambers of commerce); and 
(C) develop employability skills for advancement. 
(10) The student knows the importance of emerging trends and technologies in 
marketing. The student is expected to: 
(A) discuss trends affecting marketing; 
(B) research emerging technologies in marketing; and 
(C) select and use the tools of information technology in marketing. 
(11) The student knows the impact and value of diversity. The student is 
expected to: 
(A) identify the effect of languages other than English on marketing; 
(B) identify how cultural diversity affects marketing; and
(C) discover legal responsibilities of diversity. 
(12) The student knows that marketing begins with a working knowledge of 
economic concepts. The student is expected to: 
(A) describe ways in which marketing affects utility; and
(B) use information about supply and demand to predict their influence on 
pricing. 
(13) The student knows that private enterprise is based on independent decisions 
by businesses and consumers. The student is expected to: 
(A) explain ways to increase productivity and profit; and
(B) discuss advantages and disadvantages of specialization.
(14) The student knows that gross domestic product (GDP), standard of living, 
consumer price index, and unemployment figures help measure whether an economy 
is accomplishing its goals. The student is expected to: 
(A) research and report on the current economic climate with regard to GDP, 
unemployment, standard of living, and other economic indicators; and 
(B) explain why the GDP is an accurate indicator of the economic health of a 
nation. 
(15) The student knows that changes in the economy include prosperity, 
recession, depression, and recovery, that may be collectively referred to as the 
business cycle. The student is expected to: 
(A) describe the impact that a business cycle has on an economy; and 
(B) explain how businesses react to economic changes. 
(16) The student knows that international economic factors affect marketing 
planning. The student is expected to: 
(A) identify strategies for entering international markets; and 
(B) describe cultural, economic, and political factors considered when engaging 
in international trade. 
(17) The student knows that marketing research is a specific inquiry to solve a 
problem. The student is expected to: 
(A) explain the importance of marketing research; 
(B) describe areas of marketing research (such as advertising, product, market, 
and sales); 
(C) explain the purpose of test marketing; 
(D) identify trends affecting marketing research; and 
(E) discuss benefits and limitations of marketing research.
(18) The student knows the components of the marketing research process in order 
to analyze demand, forecast sales, and make other decisions. The student is 
expected to: 
(A) describe the marketing research process; 
(B) identify methods of collecting data; 
(C) describe ways technology is used in research; 
(D) design and implement a study; 
(E) analyze and interpret data collected; 
(F) develop a research report; and 
(G) make recommendations based on the research report. 
(19) The student knows the elements and processes of product planning. The 
student is expected to: 
(A) explain the nature and scope of product planning; 
(B) describe product mix strategies; 
(C) identify steps in new-product planning; and 
(D) define the product life cycle. 
(20) The student knows the importance of branding and extended product features. 
The student is expected to: 
(A) define branding elements; 
(B) explain applicable grades and standards; 
(C) distinguish between warranties and guarantees; and 
(D) design a product package and/or label. 
(21) The student knows the laws and regulations that affect new product 
development. The student is expected to: 
(A) differentiate among laws, regulations, and self-regulatory measures for new-
product development; 
(B) explain consumer protection provisions of government agencies; and 
(C) explain how business is affected by government regulation of consumer 
protection. 
(22) The student knows that advertising is the paid form of nonpersonal 
communication about an identified sponsor's products. The student is expected 
to: 
(A) calculate the cost-effectiveness of media; and 
(B) create an advertising campaign. 
(23) The student knows that the physical environment found at a place of 
business should project a positive image. The student is expected to: 
(A) evaluate image; and 
(B) analyze factors involved in facilities design, maintenance, and improvement. 
(24) The student knows that public relations and publicity can be used to 
promote a business or organization. The student is expected to: 
(A) prepare publicity materials; 
(B) identify activities that would encourage positive public relations; and 
(C) analyze potential impact of publicity and offer possible strategies for 
dealing with its impact. 
(25) The student knows that sales promotion activities or materials offer 
customers a direct incentive to buy. The student is expected to: 
(A) identify examples of sales promotion materials; and 
(B) analyze how sales promotion materials encourage sales.
(26) The student knows that the purchasing process occurs in a continuous cycle. 
The student is expected to: 
(A) explain the process of identifying needs; 
(B) describe the process of selecting suppliers and sources;
(C) explain the negotiation process; 
(D) explain how goods and services are ordered; and 
(E) identify strategies used in evaluating purchases. 
(27) The student knows that businesses need goods and services for daily 
operation. The student is expected to: 
(A) analyze the selection of goods and services based on a business' operational 
needs; and 
(B) compare and contrast terms offered by suppliers. 
(28) The student knows that a buying plan identifies products to be offered for 
sale for a particular period of time. The student is expected to: 
(A) describe and calculate merchandising-related discounts;
(B) explain vendors' terms and policies; and 
(C) calculate the final cost of a product. 
(29) The student knows how managers use the selling process. The student is 
expected to: 
(A) use information about customers to make management decisions; and 
(B) prepare and deliver a sales presentation. 
(30) The student knows the important role each employee plays in providing 
exceptional customer service. The student is expected to: 
(A) identify employee and management actions as well as attitudes that result in 
customer satisfaction; and 
(B) describe how customer service and follow-up are major factors for success in 
marketing. 
(31) The student knows the management of selling activities. The student is 
expected to: 
(A) explain sales and financial quotas; 
(B) identify types of information contained in sales records; and 
(C) demonstrate proper procedures for maintaining sales records.
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706465
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER E.Specialized, High School
19 TAC sec.sec.124.41-124.47
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.124.41.Implementation of Texas Essential Knowledge and Skills for Marketing 
Education, Specialized, High School. 
The provisions of this chapter shall supersede sec.75.86 of this title (relating 
to Marketing Education) beginning September 1, 1998. 

sec.124.42. Fashion Marketing (One-Half to Three Credits).
(a) General requirements. This course is recommended for students in Grades 10-
12. 
(b) Introduction. 
(1) Marketing is a series of dynamic activities that focus on the customer to 
generate a profitable exchange. Students gain knowledge and skills that help 
them to be proficient in one or more of the marketing functional areas 
associated with distribution, financing, marketing-information management, 
pricing, product planning, promotion, purchasing, risk management, and selling 
skills needed to help customers make satisfying buying decisions and to solve 
marketing problems. Students integrate skills from academic subjects, 
information technology, interpersonal communication, and management training to 
make responsible decisions. 
(2) The principles and concepts of marketing and economics, as well as a variety 
of human resource skills, provide a foundation that allows students to make 
well-informed, responsible decisions. In the highly-competitive, international 
business environment, marketing functions and techniques must be adapted to meet 
the needs of specialized marketing industries, such as fashion marketing. 
Through occupationally-specific applications, students will learn career-
sustaining skills that make marketing a valuable asset in today's world. 
(c) Knowledge and skills. 
(1) The student knows business concepts and explains how business satisfies 
economic needs. The student is expected to: 
(A) categorize business activities as production, marketing, management, or 
finance; 
(B) explain the interdependence each business activity has with marketing; 
(C) explain the implications of business conduct using fashion industry 
examples; and 
(D) describe how international marketing has affected the fashion industry. 
(2) The student knows the importance of marketing as well as the functions of 
marketing. The student is expected to: 
(A) explain the marketing concept; 
(B) describe each marketing function and how it relates to the fashion industry; 
(C) explain how each component of the marketing mix contributes to successful 
marketing; 
(D) explain the importance of target markets; 
(E) describe advantages and disadvantages of market segmentation and mass 
marketing; and 
(F) research trends and emerging technologies affecting fashion marketing. 
(3) The student knows the impact and value of diversity. The student is expected 
to: 
(A) explain elements of culture and the need for understanding cultural 
diversity; and 
(B) identify how diversity affects fashion. 
(4) The student knows how to use self-development techniques and interpersonal 
skills to accomplish marketing objectives. The student is expected to: 
(A) explain and practice effective interpersonal and team-building skills with 
co-workers, managers, and customers; 
(B) participate in leadership and career development activities (such as DECA 
and local chambers of commerce); and 
(C) explain the role of professional organizations, trade associations, and 
labor unions in the fashion industry. 
(5) The student knows that distribution channel members facilitate the movement 
of products. The student is expected to: 
(A) explain channels of distribution for fashion products; and 
(B) describe activities of each channel member. 
(6) The student knows that financial planning is necessary for the marketer's 
success and solvency. The student is expected to: 
(A) identify sources of financial assistance; and 
(B) explain the purpose of financial records (such as budget, balance sheet, and 
income statement). 
(7) The student knows the marketing-information system (MIS). The student is 
expected to: 
(A) explain characteristics and purposes of a MIS; 
(B) identify benefits and limitations of marketing research;
(C) explain the use of inventory control information (such as to prepare 
financial reports and make buying decisions); and 
(D) analyze data used to make accurate forecasts. 
(8) The student knows that pricing has policies, objectives, and strategies. The 
student is expected to: 
(A) compare and contrast pricing policies; 
(B) develop a sample credit policy that could be a useful fashion marketing 
strategy; and 
(C) analyze the price of a fashion product. 
(9) The student knows the elements and processes of product planning. The 
student is expected to: 
(A) describe stages of new-product planning; 
(B) define the term "product mix;" and 
(C) identify stages of the product life cycle for new or existing fashion 
products. 
(10) The student knows that successful marketers must develop, implement, and 
evaluate a promotional plan. The student is expected to: 
(A) identify components of the promotional mix (such as advertising, visual 
merchandising, and personal selling); 
(B) demonstrate visual merchandising techniques for fashion goods, services, or 
ideas; and 
(C) analyze a promotional plan for effectiveness. 
(11) The student knows that purchasing occurs as steps in a continuous cycle. 
The student is expected to: 
(A) distinguish between buying for resale and buying for organization use; 
(B) explain the importance of identifying needs as the first step of the 
purchasing process; and 
(C) demonstrate knowledge of the fashion buying process (such as preparing a 
buying plan, completing purchase orders, and processing invoices).
(12) The student knows that various types of risks impact business activities. 
The student is expected to: 
(A) categorize business risks; and 
(B) explain methods a business uses to control risks (such as surveillance and 
safety training). 
(13) The student knows the role of selling in a private enterprise economy. The 
student is expected to: 
(A) explain how selling contributes to economic activity;
(B) describe the process of selecting and merchandising apparel and accessory 
products; and 
(C) demonstrate steps in the selling process using fashion products. 
(14) The student knows the nature and scope of fashion. The student is expected 
to: 
(A) explain the importance of fashion; 
(B) demonstrate knowledge of fashion history and how it relates to today's 
fashions; 
(C) distinguish among fashion terms (such as fashion, style, and design); 
(D) list major environmental influences on fashion demand;
(E) research fashion information; and 
(F) explain legislation that impacts the fashion industry.
(15) The student knows that a career in fashion marketing requires knowledge of 
textiles and design. The student is expected to: 
(A) explain how the development of textiles has influenced the fashion industry; 
(B) differentiate between natural and synthetic fibers; 
(C) explain elements and principles of design in fashion apparel;
(D) list the steps from apparel design to the finished product; and 
(E) research the use of technology in fashion design, production, and 
distribution. 
(16) The student knows that a career in fashion marketing requires knowledge of 
the industry. The student is expected to: 
(A) research careers in the fashion industry; 
(B) list and describe businesses related to the fashion industry; and 
(C) delineate components of softlines (such as sportswear, footwear, and men's 
and children's fashions). 

sec.124.43.Food Marketing (One-Half to Three Credits). 
(a) General requirements. This course is recommended for students in Grades 10-
12. 
(b) Introduction. 
(1) Marketing is a series of dynamic activities that focus on the customer to 
generate a profitable exchange. Students gain knowledge and skills that help 
them to be proficient in one or more of the marketing functional areas 
associated with distribution, financing, marketing-information management, 
pricing, product planning, promotion, purchasing, risk management, and selling 
skills needed to help customers make satisfying buying decisions and to solve 
marketing problems. Students integrate skills from academic subjects, 
information technology, interpersonal communication, and management training to 
make responsible decisions. 
(2) The principles and concepts of marketing, as well as a variety of human 
resource skills, provide a foundation that allows students to make well-
informed, responsible decisions. In the highly- competitive, international 
business environment, marketing functions and techniques must be adapted to meet 
the needs of specialized marketing industries, such as food marketing. Through 
occupationally-specific applications, students will learn skills that make 
marketing a profitable and satisfying career. 
(c) Knowledge and skills. 
(1) The student knows business concepts and explains how business satisfies 
economic needs. The student is expected to: 
(A) categorize business activities as production, marketing, management, or 
finance; 
(B) explain the interdependence each business activity has with marketing; and 
(C) understand the ramifications of business conduct. 
(2) The student knows the importance of marketing as well as the functions of 
marketing. The student is expected to: 
(A) explain the marketing concept; 
(B) describe each marketing function and how it contributes to the marketing 
concept; 
(C) explain how each component of the marketing mix contributes to successful 
marketing; 
(D) explain the importance of target markets; 
(E) describe advantages and disadvantages of market segmentation and mass 
marketing; and 
(F) research trends and emerging technologies affecting food marketing. 
(3) The student knows how to use self-development techniques and interpersonal 
skills to accomplish marketing objectives. The student is expected to: 
(A) identify and practice effective interpersonal and team-building skills with 
co-workers, managers, and customers; and 
(B) participate in leadership and career development activities (such as DECA 
and local chambers of commerce). 
(4) The student knows the impact and value of diversity. The student is expected 
to: 
(A) explain the impact of multiculturalism and multigenerationalism on food 
marketing activities; and 
(B) identify how diversity affects food marketing. 
(5) The student knows that distribution channel members facilitate the movement 
of products. The student is expected to: 
(A) identify channels of distribution for selected products; and 
(B) identify roles and responsibilities of manufacturers, wholesalers, and other 
channel members. 
(6) The student knows that financial planning is necessary for the marketer's 
success and solvency. The student is expected to: 
(A) identify sources of financial assistance; 
(B) explain the purpose of financial records (such as budget, balance sheet, and 
income statement); and 
(C) explain the relationship of perishability to profit and loss. 
(7) The student knows the role of a marketing-information system (MIS). The 
student is expected to: 
(A) explain characteristics and purposes of a MIS; 
(B) identify benefits and limitations of marketing research;
(C) describe the process of sales forecasting and its effect on purchasing, 
scheduling, staffing, and paying salaries; and 
(D) analyze the cost-benefit relationship of implementing information technology 
systems in food marketing operations. 
(8) The student knows that pricing has policies, objectives, and strategies. The 
student is expected to: 
(A) compare and contrast pricing policies; 
(B) analyze the price of a product; and 
(C) give examples of price and nonprice competition. 
(9) The student knows elements and processes of product planning. The student is 
expected to: 
(A) describe stages of new-product planning; 
(B) define the term "product mix;" and 
(C) identify stages of the product life cycle for new or existing food products. 
(10) The student knows that successful marketers must develop, implement, and 
evaluate a promotional plan. The student is expected to: 
(A) identify components of the promotional mix (such as advertising, visual 
merchandising, and personal selling); 
(B) critique elements of a retail food operation's image (such as cleanliness, 
lighting, customer safety, and physical layout); 
(C) evaluate customer service policies; 
(D) explain the importance of public and community relations in retail food 
operations; 
(E) identify components of a successful merchandising program (such as product 
mix, display, sampling, and store layout); and 
(F) analyze a promotional plan for effectiveness. 
(11) The student knows that purchasing occurs as steps in a continuous cycle. 
The student is expected to: 
(A) distinguish between buying for resale and buying for organization use; 
(B) explain the importance of identifying needs as the first step of the 
purchasing process; 
(C) analyze factors affecting the product selection process;
(D) evaluate vendors based on product and service offerings; and 
(E) analyze, select, and defend product selection for a food marketing business. 
(12) The student knows that various types of risks impact business activities. 
The student is expected to: 
(A) categorize business risks; 
(B) give examples of safety and liability risks and propose solutions; and 
(C) identify situations that contribute to store loss (such as damaged goods, 
customer and employee theft, and fraud) and propose solutions.
(13) The student knows the role of selling in a private enterprise economy. The 
student is expected to: 
(A) explain how selling contributes to economic activity; and 
(B) describe steps in the selling process. 
(14) The student knows the important role each employee plays in providing 
exceptional customer service. The student is expected to: 
(A) identify employee actions and attitudes that result in customer 
satisfaction; and 
(B) identify management actions and attitudes that result in customer 
satisfaction. 
(15) The student knows the dynamic and diverse nature of the food/grocery 
industry. The student is expected to: 
(A) research career opportunities (such as at the manufacturing, wholesale, and 
retail levels); 
(B) discuss transferability of skills within the industry;
(C) explain the concept of cross-training; 
(D) identify roles and responsibilities of manufacturers, wholesalers, and other 
channel members; and 
(E) use industry-specific terminology. 
(16) The student knows that the retail food operation is organized by 
departments. The student is expected to: 
(A) diagram a retail food operation to denote its departments and their 
functions (such as produce, general merchandise, grocery, meat, and dairy); 
(B) describe how the interrelationship among departments contributes to the 
store's overall success; 
(C) explain factors that influence product mix in supermarket departments; and 
(D) compare and contrast supermarket requirements (such as sanitation, 
perishability, and stock rotation) for each department. 

sec.124.44.Hotel Management (One-Half to Three Credits). 
(a) General requirements. This course is recommended for students in Grades 10-
12. 
(b) Introduction. 
(1) Marketing is a series of dynamic activities that focus on the customer to 
generate a profitable exchange. Students gain knowledge and skills that help 
them to be proficient in one or more of the marketing functional areas 
associated with distribution, financing, marketing-information management, 
pricing, product planning, promotion, purchasing, risk management, and selling 
skills needed to help customers make satisfying buying decisions and to solve 
marketing problems. Students integrate skills from academic subjects, 
information technology, interpersonal communication, and management training to 
make responsible decisions. 
(2) The principles and concepts of marketing, as well as a variety of human 
resource skills, provide a foundation that allows students to make well-
informed, responsible decisions. In the highly- competitive, international 
business environment, marketing functions and techniques must be adapted to meet 
the needs of specialized marketing industries, such as hotel management. Through 
occupationally-specific applications, students will learn career-sustaining 
skills that make marketing a valuable asset in today's world. 
(c) Knowledge and skills. 
(1) The student knows business concepts and explains how business satisfies 
economic needs in an international economy. The student is expected to: 
(A) categorize business activities as production, marketing, management, or 
finance; 
(B) explain the interdependence each business activity has with marketing; and 
(C) understand the ramifications of business conduct. 
(2) The student knows the importance of marketing as well as the functions of 
marketing. The student is expected to: 
(A) explain the marketing concept; 
(B) describe each marketing function and how it contributes to the marketing 
concept; 
(C) explain how each component of the marketing mix contributes to successful 
marketing; 
(D) explain the importance of target markets; 
(E) describe advantages and disadvantages of market segmentation and mass 
marketing; and 
(F) research trends and emerging technologies affecting marketing in the hotel 
industry. 
(3) The student knows how to use self-development techniques and interpersonal 
skills to accomplish marketing objectives. The student is expected to: 
(A) identify and practice effective interpersonal and team-building skills; 
(B) participate in leadership and career development activities (such as DECA 
and local chambers of commerce); and 
(C) explain the role of professional organizations, trade associations, and 
labor unions in the hotel industry. 
(4) The student knows the impact and value of diversity. The student is expected 
to: 
(A) identify the effect of languages other than English on the hotel industry; 
(B) explain the impact of multiculturalism and multigenerationalism on hotel 
operations and management; and 
(C) identify how diversity affects the hotel industry. 
(5) The student knows the process for managing hotel staff. The student is 
expected to: 
(A) demonstrate an understanding of levels of management;
(B) compare and contrast management styles; 
(C) identify effective recruitment, selection, training, development, and 
performance evaluation techniques; 
(D) demonstrate an understanding of the process used to train and monitor hotel 
employees to ensure compliance with laws, regulations, and self-regulatory 
measures; 
(E) discuss functions of the front of house, sales, food and beverage, and rooms 
management; and 
(F) identify types of trade journals and periodicals of use to hotel managers. 
(6) The student knows that distribution channel members facilitate the movement 
of products. The student is expected to: 
(A) identify channels of distribution for selected hotel products; and 
(B) describe activities of each channel member. 
(7) The student knows that financial planning is necessary for the marketer's 
success and solvency. The student is expected to: 
(A) identify sources of financial assistance; 
(B) analyze financial records (such as budget, balance sheet, and income 
statement); and 
(C) discuss hotel/lodging accounting procedures (such as auditing and 
maintaining ledgers and folios). 
(8) The student knows the role of a marketing-information system (MIS). The 
student is expected to: 
(A) explain characteristics and purposes of a MIS; 
(B) identify benefits and limitations of marketing research;
(C) analyze data used to make accurate forecasts; and 
(D) explain the importance of computer reservation systems and hotel chain 
directories. 
(9) The student knows that pricing has policies, objectives, and strategies. The 
student is expected to: 
(A) compare and contrast pricing policies; and 
(B) analyze the price of a product (such as room rates, meeting space rental, or 
food costs). 
(10) The student knows elements and processes of product planning. The student 
is expected to: 
(A) describe stages of new-product planning; 
(B) define the term "product mix;" 
(C) identify stages of the product life cycle for new or existing products; and 
(D) present examples of product mix for the hotel industry.
(11) The student knows that successful marketers must develop, implement, and 
evaluate a promotional plan. The student is expected to: 
(A) identify components of the promotional mix (such as advertising, visual 
merchandising, and personal selling); and 
(B) analyze the effectiveness of a promotional plan for the hotel industry. 
(12) The student knows that purchasing occurs in a continuous cycle. The student 
is expected to: 
(A) distinguish between buying for resale and buying for organization use; 
(B) explain the importance of identifying needs as the first step of the 
purchasing process; and 
(C) analyze and discuss selection of goods and services based on a hotel's 
operational needs. 
(13) The student knows that various types of risks impact business. The student 
is expected to: 
(A) categorize business risks as natural, human, or economic;
(B) discuss business risks specific to the hotel industry; and 
(C) explain methods a business uses to control risks (such as surveillance and 
safety training). 
(14) The student knows the role of selling in a private enterprise. The student 
is expected to: 
(A) explain how selling contributes to economic activity;
(B) discuss the role each hotel employee plays in selling; and 
(C) describe steps in the selling process. 
(15) The student knows the nature and scope of the hotel industry. The student 
is expected to: 
(A) explain the development of the hotel industry; 
(B) discuss the similarities and differences of various types of lodging; 
(C) describe various divisions in a hotel business and their operations; and 
(D) discuss energy management and environmental factors that influence the hotel 
industry. 

sec.124.45.Restaurant Management (One-Half to Three Credits).
(a) General requirements. This course is recommended for students in Grades 10-
12. 
(b) Introduction. 
(1) Marketing is a series of dynamic activities that focus on the customer to 
generate a profitable exchange. Students gain knowledge and skills that help 
them to be proficient in one or more of the marketing functional areas 
associated with distribution, financing, marketing-information management, 
pricing, product planning, promotion, purchasing, risk management, and selling 
skills needed to help customers make satisfying buying decisions and to solve 
marketing problems. Students integrate skills from academic subjects, 
information technology, interpersonal communication, and management training to 
make responsible decisions. 
(2) The principles and concepts of marketing and economics, as well as a variety 
of human resource skills, provide a foundation that allows students to make 
well-informed, responsible decisions. In the highly-competitive, international 
business environment, marketing functions and techniques must be adapted to meet 
the needs of specialized marketing industries, such as restaurant management. 
Through occupationally-specific applications, students will learn skills that 
make marketing a profitable and satisfying career.
(c) Knowledge and skills. 
(1) The student knows business concepts and how business satisfies economic 
needs in a multicultural society and international economy. The student is 
expected to: 
(A) categorize business activities as production, marketing, management, or 
finance; 
(B) explain the interdependence of the restaurant industry with the economy; 
(C) differentiate between franchise and/or entrepreneurship opportunities in the 
restaurant industry and other forms of business ownership;
(D) identify ways that businesses contribute to their community;
(E) explain the impact of multiculturalism on business activities; and 
(F) evaluate laws and regulations governing the restaurant industry. 
(2) The student knows the importance of marketing as well as the functions of 
marketing. The student is expected to: 
(A) explain the marketing concept; 
(B) describe each marketing function and how it contributes to the marketing 
concept; 
(C) explain how each component of the marketing mix (such as selection of 
product offerings for the menu) contributes to a successful restaurant 
operation; 
(D) explain the importance of target markets; 
(E) describe advantages and disadvantages of market segmentation and mass 
marketing; and 
(F) research trends and emerging technologies affecting the restaurant industry. 
(3) The student applies math concepts in restaurant operations and management. 
The student is expected to: 
(A) perform calculations involving money, time, space, materials, and data; 
(B) interpret charts and graphs to make informed management decisions; 
(C) make accurate estimates and projections (such as purchasing perishable items 
and determining peak and slow serving times); and 
(D) read, calculate, and interpret data found in financial reports. 
(4) The student integrates listening, reading, speaking, writing, and nonverbal 
communication skills effectively. The student is expected to: 
(A) communicate effectively in a business setting; and 
(B) use technology in receiving and sending business communication.
(5) The student knows how to use self-development techniques and interpersonal 
skills to accomplish management objectives. The student is expected to: 
(A) identify and practice effective interpersonal and team-building skills 
involving situations with co-workers, management, and customer relations; and 
(B) participate in leadership and career development activities (such as DECA 
and local chambers of commerce). 
(6) The student knows the impact and value of diversity. The student is expected 
to: 
(A) identify the effect of languages other than English on the restaurant 
industry; 
(B) identify how cultural diversity affects restaurant management decisions; and 
(C) discover legal responsibilities of diversity. 
(7) The student knows that management is the process of achieving goals through 
the use of human resources, technology, and material resources. The student is 
expected to: 
(A) demonstrate an understanding of the levels of management found in restaurant 
operations; 
(B) compare and contrast management styles; 
(C) identify effective recruitment, selection, training and development, and 
performance evaluation techniques; 
(D) demonstrate how to train and monitor restaurant employees to ensure 
compliance with laws, regulations, and self-regulatory measures;
(E) model techniques to use in difficult customer relations situations; 
(F) explain the role of professional organizations, trade associations, and 
labor unions in restaurant operations; and 
(G) explain the importance of quality control (such as consistency and portion 
control). 
(8) The student knows that marketing begins with a working knowledge of economic 
concepts. The student is expected to: 
(A) use information about supply and demand to predict their influence on 
restaurant management decisions; 
(B) explain the role profit plays in an economy; 
(C) compare and contrast competitive restaurant operations; and 
(D) explain the role productivity plays in the restaurant industry. 
(9) The student knows that distribution channel members facilitate the movement 
of products. The student is expected to: 
(A) identify channels of distribution for selected restaurant products; and 
(B) analyze the impact of perishability on transportation, storage, product 
handling, and inventory control activities in the restaurant industry. 
(10) The student knows that financial planning is necessary for the success and 
solvency of the restaurant operation. The student is expected to: 
(A) identify sources of financial assistance; 
(B) analyze financial records (such as budget, balance sheet, and income 
statement); and 
(C) evaluate the impact of financial planning and credit on a restaurant's 
marketing and management decisions. 
(11) The student knows the role of a marketing-information system. The student 
is expected to: 
(A) identify benefits and limitations of marketing research;
(B) explain characteristics and purposes of an integrated information system; 
and 
(C) use primary and/or secondary information to make restaurant management 
decisions. 
(12) The student knows that pricing has policies, objectives, and strategies. 
The student is expected to: 
(A) compare and contrast pricing policies; 
(B) recommend appropriate pricing strategies for restaurant operations; and 
(C) identify controllable and uncontrollable variables in a restaurant pricing 
situation. 
(13) The student knows the elements and processes of product planning. The 
student is expected to: 
(A) describe stages of new-product planning; 
(B) identify stages of the product life cycle for new or existing products in 
the restaurant industry; and 
(C) discuss the importance of diversifying a restaurant's offerings based on 
stages of the product life cycle. 
(14) The student knows that successful restaurant managers or owners must 
develop, implement, and evaluate a promotional plan. The student is expected to: 
(A) identify components of the promotional mix (such as advertising, visual 
merchandising, and personal selling); 
(B) analyze promotional objectives, including a promotional budget and calendar; 
(C) evaluate the image projected by the physical environment (such as facilities 
design, maintenance, and improvement); 
(D) calculate and assess the cost-effectiveness of various media using 
advertising costs and budget information; and 
(E) select activities that would encourage positive public relations. 
(15) The student knows that purchasing occurs in a continuous cycle. The student 
is expected to: 
(A) distinguish between buying for resale and buying for organization use; and 
(B) select and evaluate suppliers and sources after identifying restaurant 
purchasing needs. 
(16) The student knows that various types of risks impact restaurant operations. 
The student is expected to: 
(A) categorize business risks as human, natural, and economic and recommends 
ways to control each type; and 
(B) recommend and defend strategies for dealing with a restaurant's business 
risks. 
(17) The student knows the role of selling in the restaurant industry. The 
student is expected to: 
(A) give examples of how selling is used in various aspects of the restaurant 
industry; 
(B) develop strategies for determining customer needs and wants; and 
(C) analyze the impact of suggestion selling in restaurants.
(18) The student knows the important role each restaurant employee plays in 
providing exceptional customer service. The student is expected to: 
(A) classify employee and management actions and attitudes that result in 
customer satisfaction; and 
(B) describe how customer service and follow-up are major factors for success in 
restaurant operations and management. 
(19) The student knows the nature and scope of the restaurant industry. The 
student is expected to: 
(A) research career opportunities; 
(B) use industry-specific terminology; 
(C) analyze policies, procedures, and dress codes for restaurant operations; and 
(D) distinguish between commercial and noncommercial restaurant operations. 
(20) The student knows health and safety precautions in the restaurant industry. 
The student is expected to: 
(A) identify housekeeping, maintenance, and sanitation activities that should be 
performed on a regular basis in restaurants; 
(B) discuss safety responsibilities of restaurant management;
(C) explain first aid and emergency procedures; and 
(D) research current and emerging trends in storage, refrigeration, and food 
handling. 

sec.124.46.Services Marketing (One-Half to Three Credits). 
(a) General requirements. This course is recommended for students in Grades 10-
12. 
(b) Introduction. 
(1) Marketing is a series of dynamic activities that focus on the customer to 
generate a profitable exchange. Students gain knowledge and skills that help 
them to be proficient in one or more of the marketing functional areas 
associated with distribution, financing, marketing-information management, 
pricing, product planning, promotion, purchasing, risk management, and selling 
skills needed to help customers make satisfying buying decisions and to solve 
marketing problems. Students integrate skills from academic subjects, 
information technology, interpersonal communication, and management training to 
make responsible decisions. 
(2) The principles and concepts of marketing and economics, as well as a variety 
of human resource skills, provide a foundation that allows students to make 
well-informed, responsible decisions. In the highly-competitive, international 
business environment, marketing functions and techniques must be adapted to meet 
the needs of specialized marketing industries, such as services marketing. 
Through occupationally-specific applications, students will learn career-
sustaining skills that make marketing a valuable asset in today's world. 
(c) Knowledge and skills. 
(1) The student knows business concepts and explains how business satisfies 
economic needs in an international economy. The student is expected to: 
(A) relate the interdependence among production, marketing, management, and 
finance; 
(B) explain the impact of an international economy on activities in service 
industries; 
(C) describe advantages and disadvantages of various forms of business ownership 
found in services marketing; and 
(D) understand the ramifications of business conduct. 
(2) The student knows the importance of marketing as well as the functions of 
marketing. The student is expected to: 
(A) explain the marketing concept; 
(B) describe each marketing function and how it contributes to the marketing 
concept; 
(C) explain how each component of the marketing mix contributes to service 
industries; 
(D) explain the importance of target markets; 
(E) describe advantages and disadvantages of market segmentation and mass 
marketing; and 
(F) research trends and emerging technologies affecting services marketing. 
(3) The student integrates listening, reading, speaking, writing, and nonverbal 
communication skills effectively. The student is expected to: 
(A) communicate effectively in a business setting; and 
(B) interpret and use a variety of nonverbal messages. 
(4) The student knows how to use self-development techniques and interpersonal 
skills to accomplish services marketing objectives. The student is expected to: 
(A) identify and practice effective interpersonal and team-building skills 
involving situations with co-workers, managers, and customers; and
(B) participate in leadership and career development activities (such as DECA 
and local chambers of commerce). 
(5) The student knows that management is the process of achieving goals through 
the use of human resources, technology, and material resources. The student is 
expected to: 
(A) demonstrate an understanding of levels of management; and 
(B) compare and contrast management styles. 
(6) The student knows the impact and value of diversity. The student is expected 
to: 
(A) identify the effect of languages other than English on the services 
marketer; 
(B) explain how cultural diversity affects how services are provided; and 
(C) identify how diversity affects the services industry.
(7) The student knows that marketing begins with a working knowledge of economic 
concepts. The student is expected to: 
(A) illustrate that services are products which satisfy our needs and wants and 
usually have monetary value; and 
(B) compare and contrast the roles of profit-oriented service businesses and 
not-for-profit organizations in the economy. 
(8) The student knows that distribution channel members facilitate the 
availability of services. The student is expected to: 
(A) identify distribution activities performed by service providers; and 
(B) analyze distribution strategies used by service marketers.
(9) The student knows that financial planning is necessary for the service 
marketer's success and solvency. The student is expected to: 
(A) identify sources of financial assistance; and 
(B) explain the purpose of financial records (such as time records, budget, 
balance sheet, and income statement). 
(10) The student knows the role of a marketing-information system. The student 
is expected to: 
(A) explain the characteristics and purposes of an integrated information 
system; 
(B) determine sources and types of information available for an information 
system; and 
(C) describe components of the marketing research process in order to analyze 
demand, forecast sales, and make other decisions. 
(11) The student knows that pricing has policies, objectives, and strategies. 
The student is expected to: 
(A) recommend appropriate pricing strategies for service industries;
(B) explain positive or negative effects that various factors can have on the 
selling price; and 
(C) communicate differences among pricing structures for goods, services, and 
ideas. 
(12) The student knows the elements and processes of services planning. The 
student is expected to: 
(A) establish the ratio between tangible and intangible elements of a service; 
(B) demonstrate how the intangibility ratio varies based on the nature of the 
service; 
(C) identify stages of the new service planning process; and
(D) define the term "service mix." 
(13) The student knows that successful service marketers must develop, 
implement, and evaluate a promotional plan. The student is expected to: 
(A) describe a promotional plan for a services marketer; 
(B) identify components of the image; and 
(C) explain the role of public relations in promoting a service business or 
organization. 
(14) The student knows that purchasing occurs in a continuous cycle. The student 
is expected to: 
(A) describe the process of selecting suppliers and sources; and 
(B) analyze and discuss selection of goods and services based on a business's 
operational needs. 
(15) The student knows that various types of risks impact business. The student 
is expected to: 
(A) categorize business risks as natural, human, or economic; and 
(B) explain methods a service business uses to control risks (such as 
surveillance and safety training). 
(16) The student knows the role of selling in a private enterprise. The student 
is expected to: 
(A) discuss how selling is the basis for economic activity and its special role 
in services marketing; 
(B) describe steps in the selling process; and 
(C) analyze how customers apply the decision-making process for a variety of 
services. 
(17) The student knows the important role each employee plays in providing 
exceptional customer service. The student is expected to: 
(A) describe how customer service and follow-up are major factors for success in 
services marketing; and 
(B) prescribe how to improve service using employee orientation, training, and 
professional development. 

sec.124.47.Travel and Tourism Marketing (One-Half to Three Credits). 
(a) General requirements. This course is recommended for students in Grades 10-
12. 
(b) Introduction. 
(1) Marketing is a series of dynamic activities that focus on the customer to 
generate a profitable exchange. Students gain knowledge and skills that help 
them to be proficient in one or more of the marketing functional areas 
associated with distribution, financing, marketing-information management, 
pricing, product planning, promotion, purchasing, risk management, and selling 
skills needed to help customers make satisfying buying decisions and to solve 
marketing problems. Students integrate skills from academic subjects, 
information technology, interpersonal communication, and management training to 
make responsible decisions. 
(2) The principles and concepts of marketing, as well as a variety of human 
resource skills, provide a foundation that allows students to make well-
informed, responsible decisions. In the highly- competitive, international 
business environment, marketing functions and techniques must be adapted to meet 
the needs of specialized marketing industries, such as travel and tourism 
marketing. Through occupationally-specific applications, students will learn 
skills that make marketing a profitable and satisfying career. 
(c) Knowledge and skills. 
(1) The student knows business concepts and explains how business satisfies 
economic needs. The student is expected to: 
(A) categorize business activities as production, marketing, management, or 
finance; 
(B) explain the interdependence each business activity has with marketing; and 
(C) understand the ramifications of business conduct. 
(2) The student knows the importance of marketing as well as the functions of 
marketing. The student is expected to: 
(A) explain the marketing concept; 
(B) describe each marketing function and how it contributes to the marketing 
concept; 
(C) explain how each component of the marketing mix contributes to successful 
marketing; 
(D) explain the importance of target markets; 
(E) describe advantages and disadvantages of market segmentation and mass 
marketing; and 
(F) research trends and emerging technologies affecting travel and tourism 
marketing. 
(3) The student knows how to use self-development techniques and interpersonal 
skills to accomplish marketing objectives. The student is expected to: 
(A) identify and practice effective interpersonal and team-building skills with 
co-workers, managers, and customers; and 
(B) participate in leadership and career development activities (such as DECA 
and local chambers of commerce). 
(4) The student knows the impact and value of diversity. The student is expected 
to: 
(A) identify the effect of languages other than English on the travel and 
tourism industry; 
(B) explain the impact of multiculturalism and multigenerationalism on travel 
and tourism business activities; and 
(C) identify how diversity affects travel and tourism marketing decisions. 
(5) The student knows that distribution channel members facilitate the movement 
of products. The student is expected to: 
(A) identify channels of distribution for selected products in the travel and 
tourism industry; and 
(B) describe activities of each channel member. 
(6) The student knows that financial planning is necessary for the marketer's 
success and solvency. The student is expected to: 
(A) identify sources of financial assistance; and 
(B) explain the purpose of financial records (such as budget, balance sheet, and 
income statement). 
(7) The student knows the role of a marketing-information system (MIS). The 
student is expected to: 
(A) explain characteristics and purposes of a MIS; 
(B) identify benefits and limitations of marketing research;
(C) research printed and technological resources to identify and select products 
and services; and 
(D) access informational and transactional functions of computerized systems. 
(8) The student knows that pricing has policies, objectives, and strategies. The 
student is expected to: 
(A) compare and contrast pricing policies; and 
(B) analyze the price of a product. 
(9) The student knows the elements and processes of product planning. The 
student is expected to: 
(A) describe stages of new-product planning; 
(B) define the term "product mix;" and 
(C) identify stages of the product life cycle for new or existing travel and 
tourism products. 
(10) The student knows that successful marketers must develop, implement, and 
evaluate a promotional plan. The student is expected to: 
(A) identify components of the promotional mix (such as advertising, visual 
merchandising, and personal selling); and 
(B) analyze a promotional plan for effectiveness. 
(11) The student knows that purchasing occurs as steps in a continuous cycle. 
The student is expected to: 
(A) distinguish between buying for resale and buying for organization use; and 
(B) explain the importance of identifying needs as the first step of the 
purchasing process. 
(12) The student knows that various types of risks impact business. The student 
is expected to: 
(A) categorize business risks as natural, human, or economic; and 
(B) explain methods a travel and tourism business uses to control risks. 
(13) The student knows the role of selling in a private enterprise. The student 
is expected to: 
(A) explain how selling impacts the travel and tourism industry; and 
(B) describe steps in the selling process. 
(14) The student knows the nature and scope of the travel and tourism industry. 
The student is expected to: 
(A) discuss the growth of travel as an industry in the marketplace;
(B) list ways government entities promote and regulate the travel industry; 
(C) discuss how geography and history influence the travel industry; 
(D) describe categories of travelers and their motivations, needs, and 
expectations (MNEs); and 
(E) explore international travel issues.
(15) The student knows transportation and accommodation products. The student is 
expected to: 
(A) list factors that influence air travel services; 
(B) discuss surface travel industries (such as railroad, motorcoach, car rental, 
and mass transit systems); 
(C) discuss types of cruise packages; and 
(D) compare and contrast the MNEs of lodging customers. 
(16) The student knows travel and tourism products and services. The student is 
expected to: 
(A) determine what attracts travelers to different destinations;
(B) explain how the travel industry packages and sells recreation; and 
(C) discuss the tour package as a product. 
(17) The student knows the nature and scope of business and professional travel. 
The student is expected to: 
(A) discuss the importance of the business traveler to the industry; and 
(B) categorize the where, what, and why of meetings, conventions, and incentive 
travel. 
(18) The student knows the role of the travel agency. The student is expected 
to: 
(A) describe the relationship of a travel agency with customers and suppliers; 
(B) describe types of travel agencies (such as commercial and leisure); and 
(C) compare and contrast product-oriented and consumer-oriented marketing. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706466
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER F.Research, High School
19 TAC sec.124.61, sec.124.62
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.124.61.Implementation of Texas Essential Knowledge and Skills for Marketing 
Education, Research, High School. 
The provisions of this chapter shall supersede sec.75.86 of this title (relating 
to Marketing Education) beginning September 1, 1998. 

sec.124.62.Marketing Education Independent Study (One-Half to One Credit). 
(a) General requirements. The prerequisite for this course is completion of at 
least three courses in a marketing coherent sequence. This course is recommended 
for students in Grade 12. 
(b) Introduction. 
(1) Marketing is a series of dynamic activities that focus on the customer to 
generate a profitable exchange. Students gain knowledge and skills that help 
them to be proficient in one or more of the marketing functional areas 
associated with distribution, financing, marketing-information management, 
pricing, product planning, promotion, purchasing, risk management, and selling 
skills needed to help customers make satisfying buying decisions and to solve 
marketing problems. Students integrate skills from academic subjects, 
information technology, interpersonal communication, and management training to 
make responsible decisions. 
(2) The principles of business and marketing, the concepts of economics and free 
enterprise, and the understanding of human resource skills that an effective 
marketer must possess provide the foundation for the independent study course. 
Understanding these concepts allows students to know the interrelationship 
between business and marketing. 
(c) Knowledge and skills. 
(1) The student utilizes knowledge and skills in math, science, English language 
arts, and social studies. The student is expected to: 
(A) select an independent study project for personal enrichment and professional 
development; 
(B) collaborate with an interdisciplinary team to develop an independent study 
project; 
(C) identify community, state, national or international issues to select an 
independent study project; 
(D) conduct an independent study project under the supervision of a mentor; 
(E) use scientific methods of investigation; 
(F) apply statistical concepts to analyze data, evaluate results, and draw 
conclusions; 
(G) compile findings into a formal report; and 
(H) present the project to an appropriate audience using a variety of 
technologies. 
(2) The student demonstrates effective communication and interpersonal skills in 
conducting and reporting the project. The student is expected to: 
(A) utilize communication and interpersonal skills to accomplish project goals; 
(B) demonstrate professional conduct in completing all aspects of the project; 
and 
(C) utilize a variety of resources, technology, and reporting formats (such as 
written, visual, graphical, and oral presentations) to communicate the project 
to a review panel that includes professionals in the field of marketing. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706467
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

CHAPTER 125.Texas Essential Knowledge and Skills for Trade and Industrial 
Education
The Texas Education Agency (TEA) adopts new sec.sec.125.1-125.7, 125.21-125.30, 
125.41-125.47, 125.61- 125.65, 125.71-125.80, 125.91-125.99, 125.111-125.115, 
125.121, and 125.122, concerning trade and industrial education, are adopted 
with changes to the proposed text as published in the February 28, 1997, issue 
of the Texas Register (22 TexReg 2259). The new sections establish the essential 
knowledge and skills for the following seven systems in trade and industrial 
education: (1) transportation; (2) construction-maintenance; (3) electrical-
electronic; (4) metal technology; (5) industrial and manufacturing; (6) 
communication and media; and (7) personal and protective services. The new 
sections are necessary to ensure that students throughout the state have access 
to the enrichment curricula. The provisions of these sections shall supersede 
sec.75.88 of this title (relating to Trade and Industrial Education) beginning 
September 1, 1998. 
The Texas Education Code organizes the required curriculum into two types: the 
foundation curriculum and the enrichment curriculum. As specified in 
legislation, the essential knowledge and skills of the enrichment curriculum 
serve as guidelines to school districts in providing instruction. In doing so, 
some districts may incur costs for professional development and equipment. These 
potential costs cannot be estimated. 
Members of the public expressed concern about adoption of a certificate of 
initial mastery. Neither the Texas essential knowledge and skills (TEKS) nor any 
other rule contains reference to, promotes, or establishes a certificate of 
initial mastery. 
The following changes have been made since the sections were proposed. Numerous 
editorial changes were made throughout the sections to clarify and simplify 
language.
Since filing of the proposed sections, legal counsel has advised that since the 
sections serve as guidelines for instruction, language containing or implying 
mandates on school districts should be stricken and replaced with more 
permissive language where necessary. The term "shall" appeared in statements 
regarding the date of implementation of the provisions for each subchapter.
The term "capstone" in career and technology education courses has been replaced 
with the term "independent study to clarify language." The career and technology 
education courses consist of an in-depth study of a business/industry that is of 
particular interest to a student. 
Several individuals who testified at the public hearing held on March 4, 1997, 
stated that the career and technology education essential knowledge and skills 
contain references to the skills and competencies identified by the Secretary's 
Commission on Achieving Necessary Skills (SCANS) and thus reflect federal 
influence. TEA staff has carefully reviewed the sections being adopted for 
evidence of SCANS skills and competencies. The sections being adopted do not 
contain specific references to SCANS; however, the sections do contain skills 
and competencies that are among those recommended by the commission. The 
curriculum writing teams, members of the SBOE Review Committee, and others who 
had suggested strengthening the Texas essential knowledge and skills (TEKS) 
drafts expressed a strong belief that some skills and competencies identified by 
the SCANS commission are an essential part of an effective curriculum. 
The following changes have been made since the sections were proposed. In 
subsection (c)(1)(C), of sec.sec.125.2-125.7, 125.22-125.30, 125.42-125.47, 
125.62-125.65, 125.72-125.80, 125.92-125.99, and 125.112-125.115, the language 
has been amended to read "identify employer's expectations and appropriate work 
habits" to further clarify the student expectation statement. 
In sec.125.122 (relating to Trade and Industrial Education Independent Study), 
the term "interpersonal" in subsection (c)(3) was removed from the phrase 
"deliver the project's final product(s) that demonstrates the use of a variety 
of resources, technologies, interpersonal and communication skills" to make the 
knowledge and skills taught in this course consistent with those in other 
courses in the subject area. 
The following general comments have been received regarding adoption of the new 
sections. 
Issue: grade placement of courses. 
Comment. An individual commented that essential knowledge and skills were job 
specific and not obtainable in high school. 
Agency Response. No changes to the proposed sections are recommended. 
Issue: add knowledge and skills. 
Comment. An individual requested that a performance description that includes a 
discussion of discipline, initiative, ethical standards, innovation, and 
creativity development be added to all trade and industrial education courses.
Agency Response. The requested language will be included in appropriate 
curriculum frameworks developed for knowledge and skills. No changes to the 
proposed sections are recommended. 
Comment. An individual requested that a performance description be added to all 
trade and industrial education courses that is an application of the knowledge 
and skills to ensure that all work is performed to the highest quality standards 
and in a timely and professional manner. 
Agency Response. The requested change will be included in appropriate curriculum 
frameworks developed for knowledge and skills. No changes to the proposed 
sections are recommended. 
Comment. An individual requested that emphasis on environmental safety be added 
to the proposed sections. 
Agency Response. The requested emphasis was made to subparagraph (B) for each of 
the systems in the sections. No changes to the proposed sections are 
recommended. 
Comment. An individual commented that knowledge and skills should be revised for 
all transportation service systems by adding emphasis to air and noise pollution 
and the importance of proper handling of hazardous material. 
Agency Response. The requested language will be included in appropriate 
curriculum frameworks developed for knowledge and skills. No changes to the 
proposed sections are recommended. 
Comment. An individual commented that knowledge and skill statements should be 
added to emphasize safety, tools, and materials for each of the construction 
systems. 
Agency Response. The requested language will be included in appropriate 
curriculum frameworks developed for knowledge and skills. No changes to the 
proposed sections are recommended. 
Comment. An individual requested that an additional performance description be 
added to the electrical/electronic system to address application and future 
technology trends. 
Agency Response. The requested language will be included in appropriate 
curriculum frameworks developed for knowledge and skills. No changes to the 
proposed sections are recommended. 

SUBCHAPTER A.Transportation Systems, High School
19 TAC sec.sec.125.1-125.7
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.125.1.Implementation of Texas Essential Knowledge and Skills for Trade and 
Industrial Education, Transportation Systems, High School. 
The provisions of Chapter 125 shall supersede sec.75.88 of this title (relating 
to Trade and Industrial Education) beginning September 1, 1998.

sec.125.2.Small Engine Services. 
(a) General requirements. Small engine services include knowledge of the 
function, diagnosis, and service of the systems and components of small engines. 
The courses in this category may be offered in Grades 9-12. Following are the 
courses that can be included in this category with the units of credit that 
students may be awarded for successful completion of each course: Introduction 
to Transportation Service Careers (one-half to one credit), Small Engine Repair 
(two to three credits), cooperative education (two to three credits), job 
shadowing (one credit), mentoring (one to three credits) and apprenticeship 
training (two to three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in transportation systems. Students need to develop knowledge of the 
concepts and skills related to this system in order to apply them to 
personal/career development. Trade and industrial education depends on and 
supports integration of academic and career and technology knowledge and skills. 
To prepare for success, students must have opportunities to reinforce, apply, 
and transfer their knowledge and skills to a variety of settings and problems. 
Knowledge about career opportunities, requirements, and expectations and the 
development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements for the field of small engine service; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety practices in the workplace, as specified by appropriate government 
regulations. 
(2) The student relates core academic skills to the requirements of small engine 
services. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete repair orders and related paperwork;
(C) estimate parts and labor costs on repair orders; and 
(D) read and interpret appropriate schematics, charts, and service-repair 
manuals and bulletins. 
(3) The student knows the concepts and skills that form the core knowledge of 
small engine services. The student is expected to: 
(A) identify the types of small engines; and 
(B) explain the function of the small engines and their components.
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in small engine services. The student is 
expected to: 
(A) safely use hand and power tools and equipment commonly employed in the 
service and repair of small engines; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in servicing small engines; and 
(C) demonstrate knowledge of new and emerging technologies that may affect the 
service of small engines. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) troubleshoot and repair small engines; 
(B) perform preventive maintenance on small engines; 
(C) select the proper fuel, prepare the fuel mixtures, and refuel small engines; 
and 
(D) apply the essential knowledge and skills in small engines to work-based 
learning experiences including, but not limited to, cooperative education, job 
shadowing, mentoring, and apprenticeship training.

sec.125.3.Marine Services.
(a) General requirements. Marine services include knowledge of the function, 
diagnosis, and service of the systems and components of marine propulsion and 
related systems. The courses in this category may be offered in Grades 9-12. 
Following are the courses that can be included in this category with the units 
of credit that students may be awarded for successful completion of each course: 
Introduction to Transportation Service Careers (one-half to one credit), Marine 
Related Occupations (two to three credits), Marine Engine Repair (two to three 
credits), cooperative education (two to three credits), job shadowing (one 
credit), mentoring (one to three credits) and apprenticeship training (two to 
three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in transportation systems. Students need to develop knowledge of the 
concepts and skills related to this system in order to apply them to 
personal/career development. Trade and industrial education depends on and 
supports integration of academic and career and technology knowledge and skills. 
To prepare for success, students must have opportunities to reinforce, apply, 
and transfer their knowledge and skills to a variety of settings and problems. 
Knowledge about career opportunities, requirements, and expectations and the 
development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements for the field of marine services; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of marine 
services. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete repair orders and related paperwork;
(C) estimate parts and labor costs on marine service-repair orders; and 
(D) read and interpret appropriate schematics, charts, and service-repair 
manuals and bulletins. 
(3) The student knows the concepts and skills that form the core knowledge of 
marine services. The student is expected to: 
(A) identify the use and application of the marine outboard, marine inboard-
outboard, and marine inboard engines and components; 
(B) identify the basic components of marine electrical-electronic systems; and 
(C) demonstrate knowledge of marine propulsion designs and applications. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in marine services. The student is expected to: 
(A) safely use hand and power tools and equipment commonly employed in the 
servicing of marine systems. 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in servicing marine systems; and 
(C) demonstrate knowledge of new and emerging technologies that may affect the 
service of marine engines. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) identify and service marine engines, related systems, and components; 
(B) service all forms of marine fuel systems; and 
(C) apply the essential knowledge and skills in marine services to work-based 
learning experiences, including, but not limited to, cooperative education, job 
shadowing, mentoring, and apprenticeship training programs.

sec.125.4.Aircraft Services.
(a) General requirements. Aircraft services include knowledge of the function, 
diagnosis, and service of the electrical/electronic, hydraulic, pneumatic, air-
frame, mechanical, and power plant components of aircraft as governed by federal 
aviation regulations. The courses in this category may be offered in Grades 9-
12. Following are the courses that can be included in this category with the 
units of credit that students may be awarded for successful completion of each 
course: Introduction to Transportation Service Careers (one-half to one credit), 
Aircraft Mechanics (two to three credits), Aerospace Aviation Education (one-
half to one credit), Power Technology (one to two credits), cooperative 
education (two to three credits), job shadowing (one credit), mentoring (one to 
three credits) and apprenticeship training (two to three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in transportation systems. Students need to develop knowledge of the 
concepts and skills related to this system in order to apply them to 
personal/career development. Trade and industrial education depends on and 
supports integration of academic and career and technology knowledge and skills. 
To prepare for success, students must have opportunities to reinforce, apply, 
and transfer their knowledge and skills to a variety of settings and problems. 
Knowledge about career opportunities, requirements, and expectations and the 
development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements for the field of aircraft services; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of aircraft 
services. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) complete repair orders and related paperwork; 
(C) estimate parts and labor costs on aircraft repair orders; and 
(D) read and interpret appropriate schematics, charts, graphs, drawings, 
blueprints, service- repair manuals and bulletins, and federal aviation 
regulations. 
(3) The student knows the concepts and skills that form the core knowledge of 
aircraft services. The student is expected to:
(A) demonstrate knowledge of aviation regulations that govern the construction, 
maintenance, and service of aircraft; 
(B) demonstrate knowledge of aircraft navigation and electronic communication 
systems; 
(C) contrast subsonic and supersonic flight; 
(D) demonstrate knowledge of air-frame construction and repair methods and 
techniques; 
(E) demonstrate knowledge of aircraft assembly and rigging procedures; and 
(F) demonstrate knowledge of the fundamentals, service, and maintenance of 
aircraft engines, engine systems, and components. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in aircraft services. The student is expected 
to: 
(A) identify and select basic materials and processes used in aircraft 
maintenance; 
(B) safely use hand and power tools and equipment commonly employed in the 
maintenance and repair of aircraft; 
(C) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in maintaining and servicing aircraft; and 
(D) demonstrate knowledge of new and emerging aircraft technologies.
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) accurately calculate aircraft weight and balance; 
(B) predict flight time and fuel consumption; 
(C) predict wind vector, drift, headings, and speed from meteorological 
information; 
(D) perform required aircraft and engine inspections; 
(E) service and repair aircraft hydraulic and landing gear systems and 
components; and 
(F) apply the essential knowledge and skills in aircraft services to work-based 
learning experiences, including, but not limited to, cooperative education, job 
shadowing, mentoring, and apprenticeship training.

sec.125.5.Automotive Services. 
(a) General requirements. Automotive services include knowledge of the function 
of the major automotive systems and the principles of diagnosing and servicing 
these systems. The courses in this category may be offered in Grades 9-12. 
Following are the courses that can be included in this category with the units 
of credit that students may be awarded for successful completion of each course: 
Introduction to Transportation Service Careers (one-half to one credit), 
Automotive Technician (two to three credits), Automotive Specialization (one to 
two credits), Transportation Service Technician (two to three credits), 
cooperative education (two to three credits), job shadowing (one credit), 
mentoring (one to three credits) and apprenticeship training (two to three 
credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in transportation systems. Students need to develop knowledge of the 
concepts and skills related to this system in order to apply them to 
personal/career development. Trade and industrial education depends on and 
supports integration of academic and career and technology knowledge and skills. 
To prepare for success, students must have opportunities to reinforce, apply, 
and transfer their knowledge and skills to a variety of settings and problems. 
Knowledge about career opportunities, requirements, and expectations and the 
development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements for the field of automotive services; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of automotive 
services. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete repair orders and related paperwork;
(C) estimate parts and labor costs on repair orders; and 
(D) read and interpret appropriate schematics, charts, diagrams, graphs, parts 
catalogs, and service-repair manuals and bulletins. 
(3) The student knows the concepts and skills that form the core of knowledge of 
automotive services. The student is expected to: 
(A) describe the function of the major components of powered vehicles; and 
(B) describe the function of the automotive chassis components.
(4) The student knows the functions and applications of the tools, equipment, 
technologies, and materials used in automotive services. The student is expected 
to: 
(A) safely use hand and power tools and equipment commonly employed in the 
maintenance and repair of vehicles; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in maintaining and servicing vehicles; and 
(C) demonstrate knowledge of new and emerging automotive technologies.
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) order, stock, and locate automotive parts; 
(B) analyze malfunctions and remove, repair, and replace automotive engine 
components; 
(C) service and repair automotive propulsion systems; 
(D) test, diagnose, service, and repair automotive electrical/electronic 
systems; 
(E) diagnose, service, and repair automotive air-conditioning and heating 
systems; 
(F) inspect, service, and repair automotive chassis and power train components 
and systems; and 
(G) apply the essential knowledge and skills in automotive services to work-
based learning experiences including, but not limited to, cooperative education, 
job shadowing, mentoring, and apprenticeship training. 

sec.125.6.Diesel Services.
(a) General requirements. Diesel services include knowledge of the function, 
diagnosis, and service of major diesel systems. The courses in this category may 
be offered in Grades 9-12. Following are the courses that can be included in 
this category with the units of credit that students may be awarded for 
successful completion of each course: Introduction to Transportation Service 
Careers (one-half to one credit), Diesel Mechanics (two to three credits), 
cooperative education (two to three credits), job shadowing (one credit), 
mentoring (one to three credits) and apprenticeship training (two to three 
credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in transportation systems. Students need to develop knowledge of the 
concepts and skills related to this system in order to apply them to 
personal/career development. Trade and industrial education depends on and 
supports integration of academic and career and technology knowledge and skills. 
To prepare for success, students must have opportunities to reinforce, apply, 
and transfer their knowledge and skills to a variety of settings and problems. 
Knowledge about career opportunities, requirements, and expectations and the 
development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows and applies the laws and principles of diesel systems and 
components. The student is expected to: 
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements for the field of diesel services; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of diesel 
services. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete repair orders and related paperwork;
(C) estimate parts and labor costs on repair orders; and 
(D) read and interpret appropriate schematics, charts, diagrams, graphs, parts 
catalogs, and service-repair manuals and bulletins. 
(3) The student knows the concepts and skills that form the core knowledge of 
diesel services. The student is expected to explain the basic functions of the 
components of the diesel engine. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in diesel services. The student is expected to: 
(A) safely use hand and power tools and equipment commonly employed in diesel 
mechanical maintenance and repair; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in maintaining and servicing diesel engine, fuel, lubricating, 
and hydraulic systems; and 
(C) demonstrate knowledge of new and emerging diesel technologies.
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) remove, repair, and replace diesel engine components;
(B) analyze, service, and repair fuel-injection systems, engine cooling systems, 
and air-intake and exhaust systems; 
(C) service and repair vehicle air-conditioning and heating systems; 
(D) test, diagnose, service, and repair diesel, electrical, electronic, and 
emission control systems; and 
(E) apply the essential knowledge and skills in diesel services to work-based 
learning experiences including, but not limited to, cooperative education, job 
shadowing, mentoring, and apprenticeship training programs.

sec.125.7. Collision Repair and Refinishing Services.
(a) General requirements. Collision repair and refinishing services include 
knowledge of the processes, technologies, and materials utilized in the 
reconstruction and/or alteration of vehicles. The courses in this category may 
be offered in Grades 9-12. Following are the courses that can be included in 
this category with the units of credit that students may be awarded for 
successful completion of each course: Introduction to Transportation Services 
(one-half to one credit), Automotive Collision Repair and Refinishing Technology 
(two to three credits), Auto Detailing (one-half to one credit), cooperative 
education (two to three credits), job shadowing (one credit), mentoring (one to 
three credits) and apprenticeship training (two to three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in transportation systems. Students need to develop knowledge of the 
concepts and skills related to this system in order to apply them to 
personal/career development. Trade and industrial education depends on and 
supports integration of academic and career and technology knowledge and skills. 
To prepare for success, students must have opportunities to reinforce, apply, 
and transfer their knowledge and skills to a variety of settings and problems. 
Knowledge about career opportunities, requirements, and expectations and the 
development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements for the field of collision repair and refinishing 
technologies; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of collision 
repair and refinishing services. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete collision repair and refinishing technology orders and 
related paperwork; 
(C) read and interpret appropriate schematics, charts, diagrams, graphs, parts 
catalogs, and service-repair manuals and bulletins; and 
(D) estimate parts and labor costs on collision repair and refinishing 
technology orders. 
(3) The student knows the concepts and skills that form the core knowledge of 
collision repair and refinishing services. The student is expected to: 
(A) identify the types of repair procedures for the different types of vehicle 
body constructions; and 
(B) demonstrate the proper preparation, application, and refinishing of paint 
products, decals, and adhesives. 
(4) The student knows the function and application of tools, equipment, 
technologies, and materials used in collision repair and refinishing services. 
The student is expected to: 
(A) safely use hand and power tools and equipment commonly employed in collision 
repair and refinishing technologies; 
(B) demonstrate the proper techniques for the application of welding, cutting, 
brazing, and soldering processes; 
(C) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in collision repair and refinishing technologies; and 
(D) demonstrate knowledge of new and emerging collision repair and refinishing 
technologies. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) inspect, straighten, and align vehicle frames and replace any body units; 
(B) inspect and repair damaged sheet metal panels, fiberglass, and synthetic 
body parts; 
(C) inspect, repair, and adjust vehicle body parts; 
(D) remove and install vehicle glass and accompanying mechanical and automated 
parts; 
(E) inspect, replace, and repair trim parts and vehicle seats; and 
(F) apply the essential knowledge and skills in collision repair and refinishing 
services to work-based learning experiences including, but not limited to, 
cooperative education, job shadowing, mentoring, and apprenticeship training. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706468
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER B.Construction-Maintenance Systems, High School
19 TAC sec.sec.125.21-125.30
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.125.21.Implementation of Texas Essential Knowledge and Skills for Trade and 
Industrial Education, Construction-Maintenance Systems, High School. 
The provisions of Chapter 125 shall supersede sec.75.88 of this title (relating 
to Trade and Industrial Education) beginning September 1, 1998.

sec.125.22.Heating, Ventilation, Air-Conditioning, and Refrigeration.
(a) General requirements. Heating, ventilation, air-conditioning, and 
refrigeration (HVAC-R) includes knowledge of the design, operation, 
installation, diagnosis, and service of heating, ventilation, air- conditioning, 
and refrigeration (HVAC-R) systems. The courses in this category may be offered 
in Grades 9-12. Following are the courses that can be included in this category 
with the units of credit that students may be awarded for successful completion 
of each course: Introduction to Construction Trades (one-half to one credit), 
Heating, Ventilation, Air-Conditioning and Refrigeration (two to three credits), 
cooperative education (two to three credits), job shadowing (one credit), 
mentoring (one to three credits) and apprenticeship training (two to three 
credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in construction-maintenance systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements for the fields of heating, ventilation, air-
conditioning, and refrigeration systems; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of heating, 
ventilation, air- conditioning, and refrigeration. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete installation and repair work orders and related 
paperwork; 
(C) estimate supplies, materials, and labor costs on installation and repair 
work orders; and 
(D) read and interpret appropriate schematics, blueprints, drawings, charts, 
diagrams, and service manuals and bulletins. 
(3) The student knows the concepts and skills that form the core knowledge of 
heating, ventilation, air-conditioning, and refrigeration. The student is 
expected to: 
(A) demonstrate knowledge of basic electrical, electronic, and pneumatic theory 
and applications; 
(B) demonstrate knowledge of the physics and operation of the basic 
refrigeration system; 
(C) identify the ventilation requirements of air-conditioning, refrigeration, 
ventilation, and heating systems; and 
(D) identify the effect of atmospheric conditions on HVAC-R systems. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in heating, ventilation, air-conditioning, and 
refrigeration. The student is expected to: 
(A) safely use hand and power tools and equipment commonly employed in the 
repair and installation of air-conditioning, refrigeration, ventilation, and 
heating systems; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in repairing and installing air-conditioning, refrigeration, 
ventilation, and heating systems; and 
(C) demonstrate knowledge of new and emerging technologies that may affect the 
installation and service of air-conditioning, refrigeration, ventilation, and 
heating systems. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) inspect, service, and repair electric motors and electrical systems; 
(B) inspect, service, and repair air-conditioning, refrigeration, ventilation, 
and heating controls, circuits, and instruments; 
(C) install, service, and repair heating and humidifying systems, cooling and 
dehumidifying systems, distributing and cleaning systems, and complete air-
conditioning systems; 
(D) inspect, service, and repair automotive air-conditioning and heating 
systems; and 
(E) apply the essential knowledge and skills in HVAC-R to work-based learning 
experiences including, but not limited to, cooperative education, job shadowing, 
mentoring, and apprenticeship training.

sec.125.23.Masonry Trades. 
(a) General requirements. Masonry trades include knowledge and application of 
methods, equipment, and materials utilizing masonry products in construction. 
The courses in this category may be offered in Grades 9-12. Following are the 
courses that can be included in this category with the units of credit that 
students may be awarded for successful completion of each course: Introduction 
to Construction Trades (one-half to one credit), Bricklaying/Stone Masonry (two 
to three credits), cooperative education (two to three credits), job shadowing 
(one credit), mentoring (one to three credits) and apprenticeship training (two 
to three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in construction-maintenance systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship,
and preparation requirements for the masonry trades; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of masonry 
trades. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete work and materials orders and related paperwork; 
(C) estimate supplies, materials and labor costs; and 
(D) read and interpret blueprints, drawings, charts, instructions, and diagrams. 
(3) The student knows the concepts and skills that form the core knowledge of 
masonry trades. The student is expected to: 
(A) demonstrate knowledge of the manufacturing processes of brick, masonry 
products, and cement; and 
(B) demonstrate knowledge of the preparation and uses of masonry products, 
mortar types, ingredients, and admixtures. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in masonry trades. The student is expected to: 
(A) safely use hand and power tools and equipment commonly employed in the 
masonry trade; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in masonry trades; and 
(C) demonstrate knowledge of new and emerging technologies that may affect the 
masonry trades. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) construct a simple masonry wall, fireplace, block masonry wall, and arches; 
(B) identify and utilize standard brick and stone masonry courses, bonds, and 
joints; 
(C) prepare stone and masonry products for installation, cuts, splits, and 
templates; 
(D) properly clean tools and walls; and 
(E) apply the essential knowledge and skills in masonry trades to work-based 
learning experiences including, but not limited to, cooperative education, job 
shadowing, mentoring, and apprenticeship training.

sec.125.24.Building Carpentry. 
(a) General requirements. Building carpentry includes knowledge of and ability 
to apply the construction processes of foundations, framing, roofing, and 
exterior and interior finishing. The courses in this category may be offered in 
Grades 9-12. Following are the courses that can be included in this category 
with the units of credit that students may be awarded for successful completion 
of each course: Introduction to Construction Trades (one-half to one credit), 
Building Trades (two to three credits), cooperative education (two to three 
credits), job shadowing (one credit), mentoring (one to three credits) and 
apprenticeship training (two to three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in construction-maintenance systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements for the field of building carpentry; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of building 
carpentry. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete work and materials orders and related paperwork; 
(C) estimate supplies, materials, and labor costs; and 
(D) read and interpret blueprints, drawings, charts, instructions, and diagrams. 
(3) The student knows the concepts and skills that form the core knowledge of 
building carpentry. The student is expected to:
(A) identify the uses of carpentry hardware and fasteners;
(B) demonstrate knowledge of fire ratings in construction materials; and 
(C) demonstrate knowledge of the appropriate building codes that apply to 
residential and commercial construction. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in construction carpentry. The student is 
expected to: 
(A) safely use hand and power tools and equipment commonly employed in 
carpentry; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in carpentry; 
(C) safely use the different types of scaffolding employed in building 
carpentry; and 
(D) demonstrate knowledge of new and emerging technologies that may affect 
construction carpentry. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) square, measure, and cut materials to specified dimensions;
(B) rig and handle different types of loads and use the proper hand signals at 
the job site; 
(C) utilize framing techniques for walls, floors, ceilings, rafters, structural 
timbers, stairs, trusses, and fireproof metal-studs;
(D) demonstrate the proper principles of drywall application;
(E) install doors, windows, interior/exterior wall covering, and trim; and 
(F) apply the essential knowledge and skills in building carpentry to work based 
learning experiences including, but not limited to, cooperative education, job 
shadowing, mentoring, and apprenticeship training.

sec.125.25.Concrete Laying and Finishing.
(a) General requirements. Concrete laying and finishing includes knowledge of 
the methods, equipment, and materials utilized in concrete-based construction, 
finishing, and repair. The courses in this category may be offered in Grades 9-
12. Following are the courses that can be included in this category with the 
units of credit that students may be awarded for successful completion of each 
course: Introduction to Construction Trades (one-half to one credit), Concrete 
Laying and Finishing (two to three credits), cooperative education (two to three 
credits), job shadowing (one credit), mentoring (one to three credits) and 
apprenticeship training (two to three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in construction-maintenance systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements for the field of concrete laying and finishing;
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of concrete 
laying and finishing. The student is expected to:
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete work and materials orders and related paperwork; 
(C) estimate supplies, materials, and labor costs; and 
(D) read and interpret blueprints, drawings, charts, instructions, and diagrams. 
(3) The student knows the concepts and skills that form the core knowledge of 
concrete laying and finishing. The student is expected to: 
(A) demonstrate knowledge of soil and site preparation; 
(B) properly use, care for, and clean forms; and 
(C) mold expansion joints and edges. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in concrete laying and finishing. The student 
is expected to: 
(A) safely use hand and power tools and equipment commonly employed in concrete 
laying and finishing; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in concrete laying and finishing; and 
(C) demonstrate knowledge of new and emerging technologies that may affect 
concrete laying and finishing. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) properly use reinforcement materials; 
(B) mix cement/concrete to specifications; 
(C) place and spread concrete to specified depth and workable consistency; 
(D) work, level, smooth, and shape concrete surfaces; 
(E) add stone, chips, coloring, etc.; as specified, to create unique surfaces; 
(F) finish steps, curbs, walks, walls, and special designs as directed; 
(G) remove undesirable spots and patches with new cement or epoxy compounds; and 
(H) apply the essential knowledge and skills in concrete laying and finishing to 
work-based learning experiences including, but not limited to, cooperative 
education, job shadowing, mentoring, and apprenticeship training programs.

sec.125.26.Building Electrical Trades.
(a) General requirements. Building electrical trades includes knowledge and 
application of basic electrical theory, principles, and materials as related to 
the construction process. The courses in this category may be offered in Grades 
9-12. Following are the courses that can be included in this category with the 
units of credit that students may be awarded for successful completion of each 
course: Introduction to Construction Careers (one-half to one credit), Building 
Trades (two to three credits), Electrical Trades (two to three credits), 
cooperative education (two to three credits), job shadowing (one credit), 
mentoring (one to three credits) and apprenticeship training (two to three 
credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in construction-maintenance systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements for the building electrical trades; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of building 
electrical trades. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully completes repair and installation work orders and related 
paperwork; 
(C) estimate supplies, materials, and labor costs on installation and repair 
work orders; and 
(D) read and interpret appropriate schematics, blueprints, drawings, charts, 
diagrams, and service manuals and bulletins. 
(3) The student knows the concepts and skills that form the core knowledge of 
building electrical trades. The student is expected to: 
(A) demonstrate knowledge of the theory of electricity; 
(B) demonstrate knowledge of the process of generating and distributing 
electrical power and the role of the electric utility company; and 
(C) identify the differences in residential, commercial, and industrial 
electrical wiring requirements. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in building electrical trades. The student is 
expected to: 
(A) safely use hand and power tools and equipment commonly employed in the 
building electrical trades; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in the building electrical trades; and 
(C) demonstrate knowledge of new and emerging technologies that may affect the 
building electrical trades. 
(5) The student applies the concepts and skills of the trade in simulated and 
actual work situations. The student is expected to: 
(A) identify and apply electrical codes regulating residential, commercial, and 
industrial electrical construction; 
(B) plan a residential electrical service entrance and individual and general 
purpose branch circuits; 
(C) install electrical switch and outlet boxes, a residential service entrance, 
power panels, power feeders, internal and external light fixtures, receptacles, 
and conduit; 
(D) demonstrate the proper techniques for sizing and installing various 
conductors and connectors; 
(E) connect and disconnect electric motors and controls; 
(F) troubleshoot residential, commercial, and industrial wiring and other 
electrical problems; and 
(G) apply the essential knowledge and skills in building electrical trades to 
work-based learning experiences including, but not limited to, cooperative 
education, job shadowing, mentoring, and apprenticeship training.

sec.125.27.Mill and Cabinetmaking.
(a) General requirements. Mill and cabinetmaking includes knowledge and 
application of the concepts of design and construction of mill and cabinet-work 
products. The courses in this category may be offered in Grades 9-12. Following 
are the courses that can be included in this category with the units of credit 
that students may be awarded for successful completion of each course: 
Introduction to Construction Careers (one-half to one credit), Building Trades 
(two to three credits), Mill and Cabinetmaking (two to three credits), 
cooperative education (two to three credits), job shadowing (one credit), 
mentoring (one to three credits) and apprenticeship training (two to three 
credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in construction-maintenance systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements for mill and cabinetmaking; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of mill and 
cabinetmaking. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete work orders and related paperwork;
(C) estimate supplies, materials, and labor costs for work orders; 
(D) apply the principles of mathematics for accurate linear and metric 
measurements; and 
(E) read and interpret appropriate blueprints, drawings, charts, and diagrams. 
(3) The student knows the concepts and skills that form the core knowledge of 
mill and cabinetmaking. The student is expected to: 
(A) demonstrate knowledge of cabinetmaking design; 
(B) demonstrate knowledge of the use of woods, fasteners, hardware, glass, and 
mirrors; and 
(C) demonstrate knowledge of the industrial processes and procedures used in 
mill and cabinetmaking. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in mill and cabinetmaking. The student is 
expected to: 
(A) safely use hand and power tools and equipment commonly employed in mill and 
cabinetmaking; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in mill and cabinetmaking; 
(C) utilize the proper procedures in sawing, planing, shaping, turning, boring, 
mortising, and sanding various types of woods; 
(D) demonstrate knowledge of numerically-controlled and computer-controlled 
production devices; and 
(E) demonstrate knowledge of new and emerging technologies that may affect mill 
and cabinetmaking. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) identify and construct the various joints utilized in cabinetmaking; 
(B) utilize the proper procedures in gluing, clamping, laminating, veneering, 
and inlaying; 
(C) utilize the proper procedures to construct and install cabinet doors, 
furniture doors, drawers, drawer guides, shelves, cabinet interiors, legs, 
posts, table tops, and cabinet tops; 
(D) utilize proper finishing techniques; and 
(E) apply the essential knowledge and skills in mill and cabinetmaking to work-
based learning experiences including, but not limited to, cooperative education, 
job shadowing, mentoring, and apprenticeship training.

sec.125.28.Painting and Decorating.
(a) General requirements. Painting and decorating includes knowledge of the 
processes, techniques, and materials utilized in the application and/or 
alteration of interior and exterior finishes. The courses in this category may 
be offered in Grades 9-12. Following are the courses that can be included in 
this category with the units of credit that students may be awarded for 
successful completion of each course: Introduction to Construction Careers (one-
half to one credit), Painting and Decorating (two to three credits), cooperative 
education (two to three credits), job shadowing (one credit), mentoring (one to 
three credits) and apprenticeship training (two to three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in construction-maintenance systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements for painting and decorating; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of painting and 
decorating. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete work orders and related paperwork;
(C) estimate supplies, materials, and labor costs for work orders; 
(D) apply the principles of mathematics to the accurate measurement of paint, 
wallpaper, and other materials required in a work order; and 
(E) read and interpret appropriate drawings, charts, and diagrams.
(3) The student knows the concepts and skills that form the core knowledge of 
painting and decorating. The student is expected to: 
(A) apply the basics of color, including psychology, selection, and styling; 
(B) mix and match paints to the desired color; and 
(C) identify paint bases and matching thinners. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in painting and decorating. The student is 
expected to: 
(A) safely use hand and power tools and equipment commonly employed in painting 
and decorating; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in painting and decorating; and 
(C) demonstrate knowledge of new and emerging technologies that may affect 
painting and decorating. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) properly prepare various kinds of surfaces; 
(B) apply paint primers and finish coats to various types of surfaces with hand 
and power tools; 
(C) prepare and apply wallpaper; 
(D) properly clean work areas, tools, and equipment; and 
(E) apply the essential knowledge and skills in painting and decorating to work-
based learning experiences including, but not limited to, cooperative education, 
job shadowing, mentoring, and apprenticeship training.

sec.125.29.Piping Trades and Plumbing. 
(a) General requirements. Piping trades and plumbing include knowledge of the 
processes, techniques, and materials related to fluid and gas delivery and 
removal systems. The courses in this category may be offered in Grades 9-12. 
Following are the courses that can be included in this category with the units 
of credit that students may be awarded for successful completion of each course: 
Introduction to Construction Trades (one-half to one credit), Piping Trades and 
Plumbing (two to three credits), cooperative education (two to three credits), 
job shadowing (one credit), mentoring (one to three credits) and apprenticeship 
training (two to three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in construction-maintenance systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements for the piping trades and plumbing; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of piping 
trades and plumbing. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete repair and installation work orders and related 
paperwork; 
(C) estimate supplies, materials, and labor costs on installation and repair 
work orders; and 
(D) read and interpret appropriate blueprints, drawings, specifications, 
diagrams. 
(3) The student knows the concepts and skills that form the core knowledge of 
piping trades and plumbing. The student is expected to: 
(A) demonstrate knowledge of the installation and maintenance of high and low 
pressure process piping; and 
(B) demonstrate knowledge of the excavation methods needed for the installation 
of certain piping systems. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in piping trades and plumbing. The student is 
expected to: 
(A) safely use hand and power tools and equipment commonly employed in piping 
trades and plumbing; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in piping trades and plumbing; and 
(C) demonstrate knowledge of new and emerging technologies that may affect 
piping trades and plumbing. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) develop working drawings and sketches for the assigned task; 
(B) fabricate, assemble, install, and maintain metallic and nonmetallic pipe and 
piping systems; 
(C) install and maintain pneumatic and hydraulic controls and piping; 
(D) install plumbing fixtures; 
(E) locate, diagnose, and repair plumbing malfunctions; 
(F) demonstrate proper grading techniques for sanitary systems; and 
(G) apply the essential knowledge and skills in piping trades and plumbing to 
work-based learning experiences including, but not limited to, cooperative 
education, job shadowing, mentoring, and apprenticeship training.

sec.125.30.Building Maintenance. 
(a) General requirements. Building maintenance includes knowledge of the 
technologies and materials required to diagnose, service, and repair building 
components, systems, and environments. The courses in this category may be 
offered in Grades 9-12. Following are the courses that can be included in this 
category with the units of credit that students may be awarded for successful 
completion of each course: Introduction to Construction Trades (one-half to one 
credit), Building Maintenance (two to three credits), cooperative education (two 
to three credits), job shadowing (one credit), mentoring (one to three credits) 
and apprenticeship training (two to three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in construction-maintenance systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements for building maintenance; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of building 
maintenance. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete repair and installation work orders and related 
paperwork; 
(C) estimate and order supplies and materials required for maintenance orders; 
and 
(D) read and interpret drawings, instructions, and diagrams.
(3) The student knows the concepts and skills that form the core knowledge of 
building maintenance. The student is expected to: 
(A) demonstrate knowledge of the building codes that apply to maintenance 
repair; 
(B) recognize and properly use different kinds and sizes of pipe and pipe 
fittings; and 
(C) identify and repair electrical malfunctions. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in building maintenance. The student is 
expected to: 
(A) select the proper tools and materials to perform a building maintenance work 
order; 
(B) safely use hand and power tools and equipment commonly employed in building 
maintenance; 
(C) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in building maintenance; 
(D) selects, safely use, and store insecticides and equipment used to control 
insects and rodents; and 
(E) demonstrate knowledge of new and emerging technologies that may affect the 
field of building maintenance. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) perform building maintenance plumbing; 
(B) repair cracks and defects in concrete surfaces; 
(C) prepare and apply paint to surfaces; 
(D) prepare, apply, and maintain various types of floor coverings;
(E) maintain heating, ventilation, air-conditioning, and refrigeration (HVAC-R) 
systems; 
(F) cut, repair, and install glass and apply glazing compound; and 
(G) apply the essential knowledge and skills in building maintenance to work-
based learning experiences including, but not limited to, cooperative education, 
job shadowing, mentoring, and apprenticeship training. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706469
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER C.Electrical-Electronics Systems, High School
19 TAC sec.sec.125.41-125.47
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.125.41.Implementation of Texas Essential Knowledge and Skills for Trade and 
Industrial Education, Electrical-Electronics Systems, High School.
The provisions of Chapter 125 shall supersede sec.75.88 of this title (relating 
to Trade and Industrial Education) beginning September 1, 1998.

sec.125.42.Business Machine Repair Services Category.
(a) General requirements. Business machine repair services include knowledge of 
the mechanical, electrical, and electronic principles related to the diagnosis, 
service, and repair of business machines. The courses in this category may be 
offered in Grades 9-12. Following are the courses that can be included in this 
category with the units of credit that students may be awarded for successful 
completion of each course: Introduction to Electrical/Electronic Careers (one-
half to one credit), Business Machine Repair (two to three credits), cooperative 
education (two to three credits), job shadowing (one credit), mentoring (one to 
three credits) and apprenticeship training (two to three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in electrical-electronics systems. Students need to develop knowledge 
of the concepts and skills related to this system in order to apply them to 
personal/career development. Trade and industrial education depends on and 
supports integration of academic and career and technology knowledge and skills. 
To prepare for success, students must have opportunities to reinforce, apply, 
and transfer their knowledge and skills to a variety of settings and problems. 
Knowledge about career opportunities, requirements, and expectations and the 
development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements for business machine repair services; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of business 
machine repair services. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete repair and installation work orders and related 
paperwork; 
(C) estimate supplies, materials, and labor costs on installation, maintenance, 
and repair work orders; and 
(D) read and interpret appropriate schematics, drawings, charts, diagrams, and 
service manuals and bulletins. 
(3) The student knows the concepts and skills that form the core knowledge of 
business machine repair services. The student is expected to: 
(A) demonstrate knowledge of the basic operational features of business 
machines; and 
(B) demonstrate knowledge of basic computer terminology, components, and 
operation. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in business machine repair services. The 
student is expected to: 
(A) safely use hand and power tools and equipment commonly employed in business 
machine repair services; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in business machine repair services; and 
(C) demonstrate knowledge of new and emerging technologies that may affect 
business machine repair services. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) accurately use electrical, electronic, and mechanical measuring and testing 
equipment; 
(B) calculate and measure resistance, current, voltage, and power in series and 
parallel circuits; 
(C) perform routine installations, inspections, adjustments, and maintenance of 
business machines; 
(D) use appropriate troubleshooting procedures and techniques to service and 
repair business machines; and 
(E) apply essential knowledge and skills in business machine repair services to 
work-based learning experiences including, but not limited to, cooperative 
education, job shadowing, mentoring, and apprenticeship training programs.

sec.125.43. Major Appliance Technology Services. 
(a) General requirements. Major appliance technology services include knowledge 
of the mechanical, electrical, and electronic principles related to the 
diagnosis, service, and repair of major appliances. The courses in this category 
may be offered in Grades 9-12. Following are the courses that can be included in 
this category with the units of credit that students may be awarded for 
successful completion of each course: Introduction to Electrical/ Electronic 
Careers (one-half to one credit), Major Appliance Technology (two to three 
credits), cooperative education (two to three credits), job shadowing (one 
credit), mentoring (one to three credits) and apprenticeship training (two to 
three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in electrical-electronics systems. Students need to develop knowledge 
of the concepts and skills related to this system in order to apply them to 
personal/career development. Trade and industrial education depends on and 
supports integration of academic and career and technology knowledge and skills. 
To prepare for success, students must have opportunities to reinforce, apply, 
and transfer their knowledge and skills to a variety of settings and problems. 
Knowledge about career opportunities, requirements, and expectations and the 
development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship,
and preparation requirements for major appliance technology services; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of major 
appliance technology services. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete repair and installation work orders and related 
paperwork; 
(C) estimate supplies, materials, and labor costs on installation, maintenance, 
and repair work orders; and 
(D) read and interpret appropriate schematics, drawings, charts, diagrams, 
service manuals, and bulletins. 
(3) The student knows the concepts and skills that form the core knowledge of 
major appliance technology services. The student is expected to: 
(A) demonstrate knowledge of the basic theories of magnetism and electricity; 
(B) demonstrate knowledge of the electromagnetic fundamentals of generators, 
transformers, and motors; 
(C) demonstrate knowledge of the types, usage, and parts of electric motors; 
(D) perform installation and repair procedures on major appliances; and 
(E) demonstrate knowledge of warranty disposition of defective parts and 
equipment. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in major appliance technology services. The 
student is expected to: 
(A) safely use hand and power tools and equipment commonly employed in major 
appliance technology service; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in major appliance technology services; and 
(C) demonstrate knowledge of new and emerging technologies that may affect major 
appliance technology services. 
(5) The student applies the concepts and skills of the trade in simulated and 
actual work situations. The student is expected to: 
(A) accurately measure resistance, voltage, and power in series and parallel 
circuits; 
(B) perform installation and repair procedures on major appliances;
(C) demonstrate troubleshooting techniques in testing, servicing, and repairing 
major appliances; and 
(D) apply the essential knowledge and skills in major appliance repair services 
to work-based learning experiences including, but not limited to, cooperative 
education, job shadowing, mentoring, and apprenticeship training.

sec.125.44.Instrumentation. 
(a) General requirements. Instrumentation includes the knowledge and application 
of the basic theories and principles of measurement. The courses in this 
category may be offered in Grades 9-12. Following are the courses that can be 
included in this category with the units of credit that students may be awarded 
for successful completion of each course: Introduction to Electrical/Electronic 
Careers (one-half to one credit), Introdu ction to Instrumentation (one-half to 
one credit), Instrumentation (one-half to one credit), Physics of 
Instrumentation (one-half to one credit), cooperative education (two to three 
credits), job shadowing (one credit), mentoring (one to three credits) and 
apprenticeship training (two to three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in electrical-electronics systems. Students need to develop knowledge 
of the concepts and skills related to this system in order to apply them to 
personal/career development. Trade and industrial education depends on and 
supports integration of academic and career and technology knowledge and skills. 
To prepare for success, students must have opportunities to reinforce, apply, 
and transfer their knowledge and skills to a variety of settings and problems. 
Knowledge about career opportunities, requirements, and expectations and the 
development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements for instrumentation; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of 
instrumentation. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management,
and customers; 
(B) successfully complete repair and installation work orders and related 
paperwork; 
(C) estimate supplies, materials, and labor costs on installation, maintenance, 
and repair work orders; 
(D) demonstrate knowledge of the units of measurement of length, area, volume, 
weight, and mass; and 
(E) read and interpret appropriate schematics, drawings, charts, diagrams, and 
service manuals and bulletins. 
(3) The student knows the concepts and skills that form the core knowledge of 
instrumentation. The student is expected to: 
(A) demonstrate knowledge of the mechanical and electrical measurements of 
length, volume, pH factor, weight, mass, pressure, temperature, humidity, 
viscosity, and windspeed systems; 
(B) demonstrate knowledge of data transmission, computation, and reduction; 
(C) demonstrate knowledge of basic electric and electronic theories and 
principles; 
(D) demonstrate knowledge of binary digital devices, including number systems, 
gates, combination logic, and counters and resistors; 
(E) demonstrate knowledge of programmable logic controllers;
(F) demonstrate knowledge of the transfer of heat through convection, 
conduction, and radiation; and 
(G) demonstrate knowledge of rectification, amplification, and oscillation of 
electrical systems. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in instrumentation. The student is expected to: 
(A) safely use hand and power tools and equipment commonly employed in 
instrumentation; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in instrumentation; 
(C) demonstrate knowledge of manometers, pressure elements, and differential 
pressure measurement; and
(D) demonstrate knowledge of new and emerging technologies that may affect 
instrumentation. 
(5) The student applies the concepts and skills of the trade in simulated and 
actual work situations. The student is expected to: 
(A) accurately use measuring devices, gauges, test equipment, and specific hand 
tools; 
(B) demonstrate knowledge of the static and dynamic characteristics of 
instruments; 
(C) use floats, displacers, the contact method, and electric probes for direct 
level measurement; 
(D) demonstrate knowledge of basic digital electronics; and
(E) apply the essential knowledge and skills in instrumentation to work-based 
learning experiences including, but not limited to, cooperative education, job 
shadowing, mentoring, and apprenticeship training.

sec.125.45.Industrial Electronics.
(a) General requirements. Industrial electronics includes the knowledge and 
application of basic electrical/electronic theories and principles as they 
relate to modern electronic components and systems. The courses in this category 
may be offered in Grades 9-12. Following are the courses that can be included in 
this category with the units of credit that students may be awarded for 
successful completion of each course: Introduction to Electrical/Electronic 
Careers (one-half to one credit), Electronics (two to three credits), 
Semiconductor Electronics (two to three credits), Direct Current Electronics 
(one to two credits), Computer Cabling and Design (two to three credits), 
Alternating Current Electronics (one to two credits), Digital Logic Circuits 
(one to two credits), Solid State Devices (one-half credit), Solid State and 
Analog Circuits (two to three credits), cooperative education (two to three 
credits), job shadowing (one credit), mentoring (one to three credits) and 
apprenticeship training (two to three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in industrial electronics systems. Students need to develop knowledge 
of the concepts and skills related to this system in order to apply them to 
personal/career development. Trade and industrial education depends on and 
supports integration of academic and career and technology knowledge and skills. 
To prepare for success, students must have opportunities to reinforce, apply, 
and transfer their knowledge and skills to a variety of settings and problems. 
Knowledge about career opportunities, requirements, and expectations and the 
development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements in industrial electronics; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of industrial 
electronics. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete repair and installation work orders and related 
paperwork; 
(C) estimate supplies, materials, and labor costs on installation, maintenance, 
and repair work orders; and 
(D) read and interpret appropriate schematics, drawings, charts, diagrams, and 
technical manuals and bulletins. 
(3) The student knows the concepts and skills that form the core knowledge of 
industrial electronics. The student is expected to: 
(A) demonstrate an understanding of magnetism as it relates to electronic 
circuits; 
(B) demonstrate knowledge of the fundamentals of analog and digital electronics 
theory; 
(C) demonstrate knowledge of the design and use of diodes, transistors, and 
analog integrated circuits; 
(D) demonstrate knowledge of the structure, theory, and application of solid-
state components and devices; 
(E) demonstrate knowledge of the similarities and differences in fluorescent, 
lasers, and light-emitting diodes; and 
(F) demonstrate knowledge of microprocessor applications.
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in industrial electronics. The student is 
expected to: 
(A) safely use hand and power tools and equipment commonly employed in 
industrial electronics; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in industrial electronics; 
(C) demonstrate knowledge of voltage regulation devices; and
(D) demonstrate knowledge of new and emerging technologies that may affect 
industrial electronics. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) apply Ohm's law and power theory to industrial electronics;
(B) calculate and measure resistance, current, voltage, and power in series and 
parallel circuits; 
(C) apply electronic theory to generators, electric motors, power supplies, 
electronic amplifiers, electronic oscillators, communication circuits, and 
communication systems; 
(D) perform electrical-electronic troubleshooting assignments;
(E) describe measurement techniques with analog, digital, and storage 
oscilloscopes; and 
(F) apply the essential knowledge and skills in industrial electronics to work-
based learning experiences including, but not limited to, cooperative education, 
job shadowing, mentoring, and apprenticeship training.

sec.125.46.Computer Technologies.
(a) General requirements. Computer technologies include knowledge of 
electrical/electronic theory, principles, and components related to the 
installation, diagnosis, service, and repair of computer-based technology 
systems. The courses in this category may be offered in Grades 9-12. Following 
are the courses that can be included in this category with the units of credit 
that students may be awarded for successful completion of each course: 
Introduction to Electrical/Electronic Careers (one-half to one credit), 
Introduction to Computers (one-half to one credit), Introduction to Computer 
Maintenance (one-half to one credit), Computer Maintenance Technician (two to 
three credits), Computer Cabling and Design (two to three credits), AC/DC 
Electronics/Digital Logic Functions (two credits), AC/DC Electronic/Computer 
Systems (two credits), Digital Logic Circuits (two credits), Digital Logic and 
Microprocessors (two credits), Digital Logic Electronic Circuit Technology (two 
credits), Semiconductor Electronic Technology (two to three credits), 
cooperative education (two to three credits), job shadowing (one credit), 
mentoring (one to three credits) and apprenticeship training (two to three 
credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in electrical-electronics systems. Students need to develop knowledge 
of the concepts and skills related to this system in order to apply them to 
personal/career development. Trade and industrial education depends on and 
supports integration of academic and career and technology knowledge and skills. 
To prepare for success, students must have opportunities to reinforce, apply, 
and transfer their knowledge and skills to a variety of settings and problems. 
Knowledge about career opportunities, requirements, and expectations and the 
development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements in the field of computer technologies; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of computer 
technologies. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete repair and installation work orders and related 
paperwork; 
(C) estimate supplies, materials, and labor costs for installation, maintenance, 
and repair work orders; and 
(D) read and interpret appropriate schematics, drawings, charts, diagrams, and 
technical manuals and bulletins. 
(3) The student knows the concepts and skills that form the core knowledge of 
computer technologies. The student is expected to: 
(A) demonstrate knowledge of the fundamentals of microcomputers, microprocessor 
theory, and logic; 
(B) demonstrate knowledge of the theories of magnetism, electricity, 
electronics, and proper troubleshooting techniques; 
(C) demonstrate knowledge of digital and analog electronics theory; 
(D) demonstrate knowledge of the relationships of data-communications theory; 
(E) demonstrate knowledge of the architecture of a computer system; 
(F) demonstrate knowledge of central processing units (CPU), storage devices, 
and peripheral devices; and 
(G) demonstrate knowledge of computer system environmental and control devices. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in computer technologies. The student is 
expected to: 
(A) safely use hand and power tools and equipment commonly employed in computer 
technologies; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in computer technologies; and 
(C) demonstrate knowledge of new and emerging technologies that may affect the 
field of computer technology. 
(5) The student applies the concepts and skills of the trade in simulated and 
actual work situations. The student is expected to: 
(A) use electrical and electronic test equipment to measure current, voltage, 
power, and resistance; 
(B) design circuits using both transistor-transistor logic (TTL) and 
complementary metal oxide semiconductor (CMOS) integrated circuits (ICs); 
(C) identify the basic operational features and proper terminology related to 
computer systems; 
(D) identify and test the central processor, basic input/output system (BIOS), 
read-only memory (ROM), and random access memory (RAM); 
(E) troubleshoot computer peripheral and communication devices; and 
(F) apply the essential knowledge and skills in computer technologies to work-
based learning experiences including, but not limited to, cooperative education, 
job shadowing, mentoring, and apprenticeship training.

sec.125.47.Telecommunication Services.
(a) General requirements. Telecommunication services include knowledge of the 
installation, diagnosis, service, and repair of electronic data transmission and 
reception systems. The courses in this category may be offered in Grades 9-12. 
Following are the courses that can be included in this category with the units 
of credit that students may be awarded for successful completion of each course: 
Introduction to Electrical/Electronic Careers (one-half to one credit), 
Fundamentals of Telecommunications (one-half to one credit), Telecommunication 
Technologies (one credit), Computer Cabling and Design (two to three credits), 
AC/DC Electronics/Computer Systems (two to three credits), Digital Logic 
Circuits (two credits), Solid State Devices and Analog Circuits (one-half to one 
credit), Semiconductor Electronics (two to three credits), cooperative education 
(two to three credits), job shadowing (one credit), mentoring (one to three 
credits) and apprenticeship training (two to three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in electrical-electronics systems. Students need to develop knowledge 
of the concepts and skills related to this system in order to apply them to 
personal/career development. Trade and industrial education depends on and 
supports integration of academic and career and technology knowledge and skills. 
To prepare for success, students must have opportunities to reinforce, apply, 
and transfer their knowledge and skills to a variety of settings and problems. 
Knowledge about career opportunities, requirements, and expectations and the 
development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements in the field of telecommunications; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of 
telecommunication services. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete repair and installation work orders and related 
paperwork; 
(C) estimate supplies, materials, and labor costs on installation, maintenance, 
and repair work orders; and 
(D) read and interpret appropriate schematics, drawings, charts, diagrams, and 
technical manuals and bulletins. 
(3) The student knows the concepts and skills that form the core knowledge of 
telecommunication services. The student is expected to: 
(A) demonstrate knowledge of the theories of magnetism, electricity, 
electronics, and proper troubleshooting techniques; 
(B) demonstrate knowledge of digital and analog electronics theory; 
(C) demonstrate knowledge of the national standards for data communication; and 
(D) demonstrate knowledge of the different types of computer network topologies. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in telecommunication services. The student is 
expected to: 
(A) safely use hand and power tools and equipment commonly employed in 
telecommunication services; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in telecommunications services; and 
(C) demonstrate knowledge of new and emerging technologies that may affect the 
field of telecommunication services. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) design circuits using both transistor-transistor logic (TTL) and 
complementary metal oxide semiconductor (CMOS) integrated circuits (ICs); 
(B) distinguish between data packet and voice communications;
(C) connect various types of data connectors utilized in computer networking and 
data communications; 
(D) solder terminals, lead components, integrated circuits, and type package and 
multi-lead devices; and 
(E) apply the essential knowledge and skills in telecommunications to work-based 
learning experiences including, but not limited to, cooperative education, job 
shadowing, mentoring, and apprenticeship training. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706470
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER D.Metal Technology Systems, High School
19 TAC sec.sec.125.61-125.65
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.125.61.Implementation of Texas Essential Knowledge and Skills for Trade and 
Industrial Education, Metal Technology Systems, High School. 
The provisions of Chapter 125 shall supersede sec.75.88 of this title (relating 
to Trade and Industrial Education) beginning September 1, 1998.

sec.125.62.Machine Shop.
(a) General requirements. Machine shop includes knowledge and application of 
precision machining manufacturing operations. The courses in this category may 
be offered in Grades 9-12. Following are the courses that can be included in 
this category with the units of credit that students may be awarded for 
successful completion of each course: Introduction to Precision Metal 
Manufacturing Careers (one-half to one credit), Machine Shop (two to three 
credits), cooperative education (two to three credits), job shadowing (one 
credit), mentoring (one to three credits) and apprenticeship training (two to 
three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in metal technology systems. Students need to develop knowledge of 
the concepts and skills related to this system in order to apply them to 
personal/career development. Trade and industrial education depends on and 
supports integration of academic and career and technology knowledge and skills. 
To prepare for success, students must have opportunities to reinforce, apply, 
and transfer their knowledge and skills to a variety of settings and problems. 
Knowledge about career opportunities, requirements, and expectations and the 
development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements for machine shop; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of machine 
shop. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete work orders and related paperwork;
(C) estimate supplies, materials, and labor costs; 
(D) read and interpret appropriate schematics, blueprints, drawings, charts, and 
diagrams; and 
(E) utilize mathematics as it applies to precision measuring operations and 
machining operations. 
(3) The student knows the concepts and skills that form the core knowledge of 
machine shop. The student is expected to: 
(A) identify the resources found in "The Machinery's Handbook;" and 
(B) demonstrate knowledge of the uses of abrasives. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in the machine shop. The student is expected 
to: 
(A) safely use hand and power tools and equipment commonly employed in machine 
shops; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in machine shops; 
(C) demonstrate knowledge of numerically-controlled and computerized operations; 
and 
(D) demonstrate knowledge of new and emerging technologies that may affect the 
machine shop. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) demonstrate proficiency in basic cutting processes, including drilling, 
turning, boring, milling, and broaching; 
(B) utilize various work mounting procedures and devices on all machines; 
(C) properly cut threads, turn tapers, polishes, knurls, and bores on the lathe; 
(D) mill flat surfaces, bevels, chamfers, grooves, and keyseats utilizing proper 
milling procedures; 
(E) utilize proper machines and procedures for surface grinding operations; 
(F) machine and fit precision pieces; 
(G) demonstrate knowledge of hardening, tempering, annealing, normalizing, and 
case hardening steel; and 
(H) apply the knowledge and skills in machine shop to work-based learning 
experiences including, but not limited to, cooperative education, job shadowing, 
mentoring, and apprenticeship training.

sec.125.63.Metal Trades. 
(a) General requirements. Metal trades includes the knowledge and application of 
precision machining and welding technologies. The courses in this category may 
be offered in Grades 9-12. Following are the courses that can be included in 
this category with the units of credit that students may be awarded for 
successful completion of each course: Introduction to Precision Metal 
Manufacturing Careers (one-half to one credit), Metal Trades (two to three 
credits), cooperative education (two to three credits), job shadowing (one 
credit), mentoring (one to three credits) and apprenticeship training (two to 
three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in metal technology systems. Students need to develop knowledge of 
the concepts and skills related to this system in order to apply them to 
personal/career development. Trade and industrial education depends on and 
supports integration of academic and career and technology knowledge and skills. 
To prepare for success, students must have opportunities to reinforce, apply, 
and transfer their knowledge and skills to a variety of settings and problems. 
Knowledge about career opportunities, requirements, and expectations and the 
development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements in metal trades; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of metal 
trades. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete work orders and related paperwork;
(C) estimate supplies, materials, and labor costs; 
(D) read and interpret appropriate blueprints, drawings, charts, diagrams, and 
welding symbols; and 
(E) utilize mathematics in precision measuring operations.
(3) The student knows the concepts and skills that form the core knowledge of 
metal trades. The student is expected to: 
(A) identify the resources found in "The Machinery's Handbook;"
(B) demonstrate knowledge of the basic theory of shielded metal arc-welding, 
metal inert gas-welding, and tungsten inert gas-welding; and 
(C) demonstrate knowledge of the use of abrasives. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in metal trades. The student is expected to: 
(A) safely use hand and power tools and equipment commonly employed in metal 
trades; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in metal trades; 
(C) demonstrate knowledge of basic numerically-controlled machining operations; 
(D) demonstrate knowledge of the concepts of numerically-controlled, computer- 
numerically-controlled, and robotics-controlled welding machines; and 
(E) demonstrate knowledge of new and emerging technologies that may affect metal 
trades. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) utilize various work mounting procedures and devices on the lathe, drill 
press, and milling machine; 
(B) demonstrate the basic cutting operations of the drill press, lathe, and 
milling machines; 
(C) properly turn, cut threads, turn tapers, drills, reams, polishes, knurls, 
and bores on the engine lathe; 
(D) mill flat surfaces, bevels, chamfers, grooves, and keyseats;
(E) machine and fit precision pieces; 
(F) utilize the oxyfuel cutting process to produce freehand, straight line, and 
beveled cuts; 
(G) identify the use of the common types of electrodes; 
(H) utilize gas tungsten arc and gas metal arc processes to weld various points 
on metal plate and pipe joints in all appropriate positions;
(I) inspect and test welds; and 
(J) apply the essential knowledge and skills in metal trades to work-based 
learning experiences including, but not limited to, cooperative education, job 
shadowing, mentoring, and apprenticeship training programs.

sec.125.64.Sheetmetal.
(a) General requirements. Sheetmetal includes the knowledge and application of 
the principles of design and fabrication of sheetmetal products. The courses in 
this category may be offered in Grades 9-12. Following are the courses that can 
be included in this category with the units of credit that students may be 
awarded for successful completion of each course: Introduction to Precision 
Metal Manufacturing Careers (one-half to one credit), Sheetmetal (two to three 
credits), cooperative education (two to three credits), job shadowing (one 
credit), mentoring (one to three credits) and apprenticeship training (two to 
three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in metal technology systems. Students need to develop knowledge of 
the concepts and skills related to this system in order to apply them to 
personal/career development. Trade and industrial education depends on and 
supports integration of academic and career and technology knowledge and skills. 
To prepare for success, students must have opportunities to reinforce, apply, 
and transfer their knowledge and skills to a variety of settings and problems. 
Knowledge about career opportunities, requirements, and expectations and the 
development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements in sheetmetal; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of sheetmetal. 
The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete work orders and related paperwork;
(C) estimate supplies, materials, and labor costs; 
(D) utilize mathematics in precision measuring operations; and 
(E) read and interpret appropriate blueprints, drawings, charts, and diagrams. 
(3) The student knows the concepts and skills that form the core knowledge of 
sheetmetal. The student is expected to: 
(A) demonstrate knowledge of the types, sizes, and properties of sheetmetal 
materials and fasteners; 
(B) demonstrate knowledge of the basic fundamentals of oxyfuel welding, brazing, 
soldering, and cutting; and 
(C) demonstrate knowledge of the basic fundamentals of shielded arc-welding. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in sheetmetal. The student is expected to: 
(A) safely use hand and power tools and equipment commonly employed in 
sheetmetal; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in sheetmetal; and 
(C) demonstrate knowledge of new and emerging technologies that may affect 
sheetmetal. 
(5) The student applies the concepts and skills of the trade in simulated and 
actual work situations. The student is expected to: 
(A) draw sheetmetal layouts and patterns utilizing accepted methods; 
(B) identify and construct common sheetmetal seams; 
(C) properly construct transitions and offsets; 
(D) properly utilize the tungsten arc-welding process in sheetmetal 
construction; 
(E) apply the principles of sheetmetal construction to the fabrication and 
installation of ventilation and air-conditioning ducts; and
(F) apply the essential knowledge and skills in sheetmetal to work-based 
learning experiences including, but not limited to, cooperative education, job 
shadowing, mentoring, and apprenticeship training.

sec.125.65.Welding.
(a) General requirements. Welding includes the knowledge and application of the 
principles of design and fabrication utilizing welding technologies. The courses 
in this category may be offered in Grades 9-12. Following are the courses that 
can be included in this category with the units of credit that students may be 
awarded for successful completion of each course: Introduction to Precision 
Metal Manufacturing Careers (one-half to one credit), Welding (two to three 
credits), cooperative education (two to three credits), job shadowing (one 
credit), mentoring (one to three credits) and apprenticeship training (two to 
three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in metal technology systems. Students need to develop knowledge of 
the concepts and skills related to this system in order to apply them to 
personal/career development. Trade and industrial education depends on and 
supports integration of academic and career and technology knowledge and skills. 
To prepare for success, students must have opportunities to reinforce, apply, 
and transfer their knowledge and skills to a variety of settings and problems. 
Knowledge about career opportunities, requirements, and expectations and the 
development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements in welding; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulation. 
(2) The student relates core academic skills to the requirements of welding. The 
student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete work orders and related paperwork;
(C) estimate supplies, materials, and labor costs; and 
(D) read and interpret appropriate blueprints, drawings, charts, diagrams, and 
welding symbols. 
(3) The student knows the concepts and skills that form the core knowledge of 
welding. The student is expected to: 
(A) demonstrate knowledge of the basic theory of oxyfuel cutting, including 
types and uses of flames and types of fuels; and 
(B) demonstrate knowledge of the basic theories of shielded arc-welding, metal 
inert gas- welding, and tungsten inert gas-welding. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in welding. The student is expected to: 
(A) safely use hand and power tools and equipment commonly employed in welding; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in welding; 
(C) demonstrate knowledge of the concepts and use of numerically-controlled, 
computer- numerically-controlled, and robotics-controlled welding machines; and 
(D) demonstrate knowledge of new and emerging technologies that may affect 
welding. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) utilize the oxyfuel cutting process to produce freehand, straight line, 
pierce, and beveled cuts; 
(B) apply specialized cutting processes; 
(C) inspect and test cuts made with the oxyfuel cutting process;
(D) identify the use of the common types of electrodes; 
(E) apply the brazing process on various metals; 
(F) utilize the shielded metal arc process to weld edge, lap, tee, outside 
corner, and grooved butt joints on metal plate in all appropriate positions; 
(G) utilize the shielded metal arc process to weld various pipe joints in 
vertical and horizontal positions; 
(H) utilize gas tungsten arc and gas metal arc-welding processes for basic plate 
welding procedures; 
(I) inspect and test welds; and 
(J) apply the knowledge and skills in welding to work-based learning experiences 
including, but not limited to, cooperative education, job shadowing, mentoring, 
and apprenticeship training programs. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706471
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER E.Industrial and Manufacturing Systems, High School 
19 TAC sec.sec.125.71-125.80
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.125.71.Implementation of Texas Essential Knowledge and Skills for Trade and 
Industrial Education, Industrial and Manufacturing Systems, High School.  The 
provisions of Chapter 125 shall supersede sec.75.88 of this title (relating to 
Trade and Industrial Education) beginning September 1, 1998.

sec.125.72.Hydraulics and Pneumatics. 
(a) General requirements. Hydraulics and pneumatics include knowledge and 
application of the laws and principles of fluid power, control systems, and 
components. The courses in this category may be offered in Grades 9-12. 
Following are the courses that can be included in this category with the units 
of credit that students may be awarded for successful completion of each course: 
Hydraulics and Pneumatics (one to two credits), Introduction to Engineering 
Systems (one-half to one credit), cooperative education (two to three credits), 
job shadowing (one credit), mentoring (one to three credits) and apprenticeship 
training (two to three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in industrial and manufacturing systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements for hydraulics and pneumatics; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of hydraulics 
and pneumatics. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete work orders and related paperwork;
(C) estimate supplies, materials, and labor costs; and 
(D) read and interpret appropriate blueprints, work drawings, charts, diagrams, 
manuals, and bulletins. 
(3) The student knows the concepts and skills that form the core knowledge of 
hydraulics and pneumatics. The student is expected to: 
(A) demonstrate knowledge of the theory of hydraulics; 
(B) demonstrate knowledge of electrical-electronic theory and applications; 
(C) demonstrate knowledge of AC and DC motors and devices; and 
(D) demonstrate knowledge of the theory of pneumatics. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in hydraulics and pneumatics. The student is 
expected to: 
(A) safely use hand and power tools and equipment commonly employed in 
hydraulics and pneumatics; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in hydraulics and pneumatics; and 
(C) demonstrate knowledge of new and emerging technologies that may affect 
hydraulics and pneumatics. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) clean, flush, service, inspect, install, remove, repair, and replace 
hydraulic systems and components; 
(B) demonstrate knowledge of the fundamentals of pressure and force in 
containers; 
(C) demonstrate knowledge of the function of pneumatic machinery, systems, and 
components; and 
(D) apply the essential knowledge and skills in hydraulics and pneumatics to 
work-based learning experiences including, but not limited to, cooperative 
education, job shadowing, mentoring, and apprenticeship training.

sec.125.73.Petro-Chemical Processing. 
(a) General requirements. Petro-chemical processing includes the knowledge and 
application of the principles of control and distribution related to petro-
chemical processes. The courses in this category may be offered in Grades 9-12. 
Following are the courses that can be included in this category with the units 
of credit that students may be awarded for successful completion of each course: 
Petro-Chemical Laboratory Technician (one-half to one credit), Petro-Chemical 
Process Technology (one-half to one credit), Plant Processing (two to three 
credits), cooperative education (two to three credits), job shadowing (one 
credit), mentoring (one to three credits) and apprenticeship training (two to 
three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in industrial and manufacturing systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements for a petro-chemical laboratory technician;
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of petro-
chemical processing. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully log test results and prepare reports of findings;
(C) estimate supplies, materials, and labor costs; and 
(D) read and interpret appropriate schematics, blueprints, work drawings, 
charts, diagrams, and laboratory manuals and bulletins. 
(3) The student knows the concepts and skills that form the core knowledge of 
petro-chemical processing. The student is expected to: 
(A) demonstrate knowledge of the molecular structure and properties of solids, 
liquids, and gases; 
(B) demonstrate knowledge of the laws of physics for gases;
(C) demonstrate knowledge of processes of chemistry; 
(D) demonstrate knowledge of the principles of distillation; and 
(E) demonstrate knowledge of the principles of operation of boilers, furnaces, 
and reactors. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in petro-chemical processing. The student is 
expected to: 
(A) safely use hand and power tools and equipment commonly employed in the 
petro- chemical laboratory; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in the petro-chemical plant; and 
(C) demonstrate knowledge of new and emerging technologies that may affect the 
petro- chemical industry. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) accurately measure volume, weight, mass, pressure, temperature, and 
viscosity; 
(B) accurately utilize electrical, electronic, and mechanical measuring and 
testing equipment; 
(C) set up laboratory equipment and instrumentation required for tests and 
experiments; 
(D) follow standardized formulations and experimental procedures;
(E) conduct laboratory tests to determine chemical and physical properties; 
(F) apply wet and instrumental methods to qualitative and quantitative analysis 
of elements, compounds, and mixtures; 
(G) prepare solutions of a given volume and concentration;
(H) synthesize and characterize selected organic and inorganic compounds; and 
(I) apply the essential knowledge and skills in petro-chemical processing to 
work-based learning experiences including, but not limited to, cooperative 
education, job shadowing, mentoring, and apprenticeship training.

sec.125.74.Quality Control. 
(a) General requirements. Quality control includes the knowledge and application 
of production processes as they relate to standards of quality control 
procedures, practices, and products. The courses in this category may be offered 
in Grades 9-12. Following are the courses that can be included in this category 
with the units of credit that students may be awarded for successful completion 
of each course: Introduction to Instrumentation (one-half to one credit), 
Quality Control (two to three credits), Instrumentation (one-half to one 
credit), cooperative education (two to three credits), job shadowing (one 
credit), mentoring (one to three credits) and apprenticeship training (two to 
three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in industrial and manufacturing systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge, and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements for quality control; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of quality 
control. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete work orders, reports, and related paperwork; 
(C) estimate supplies, materials, and labor costs; and 
(D) read and interpret appropriate schematics, blueprints, work drawings, 
charts, diagrams, manuals, and bulletins. 
(3) The student knows the concepts and skills that form the core knowledge of 
quality control. The student is expected to: 
(A) demonstrate knowledge of manufacturing processes; 
(B) demonstrate knowledge of the characteristics of metals, plastics, and 
various other materials utilized in manufacturing; and 
(C) demonstrate knowledge of the theory of tolerance and fits.
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in quality control. The student is expected to: 
(A) safely use hand and power tools and equipment commonly employed in quality 
control; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in quality control; and 
(C) demonstrate knowledge of new and emerging technologies that may affect 
quality control. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) accurately use electrical, electronic, and mechanical measuring and testing 
equipment; 
(B) properly use machining tools, the drill press, and the lathe; 
(C) demonstrate techniques of brazing, welding, crimping, wiring, and wrapping; 
(D) utilize mechanical drafting techniques; 
(E) accurately test compression, hardness, tensile, and shear strength; 
(F) perform inspections involving quality control procedures and products; and 
(G) apply the essential knowledge and skills in quality control to work-based 
learning experiences including, but not limited to, cooperative education, job 
shadowing, mentoring, and apprenticeship training.

sec.125.75.Power Technology.
(a) General requirements. Power technology includes the knowledge of the 
operation, diagnosis, maintenance, and service of stationary power production 
systems. The courses in this category may be offered in Grades 9-12. Following 
are the courses that can be included in this category with the units of credit 
that students may be awarded for successful completion of each course: 
Stationary Energy Sources (one to two credits), Introduction to Engineering 
Systems (one-half to one credit), Power Technology (one-half to one credit), 
cooperative education (two to three credits), job shadowing (one credit), 
mentoring (one to three credits) and apprenticeship training (two to three 
credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in industrial and manufacturing systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge, and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements for power technology; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of power 
technology. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete work orders and related paperwork;
(C) estimate supplies, materials, and labor costs; and 
(D) read and interpret appropriate schematics, blueprints, work drawings, and 
service and repair manuals and bulletins. 
(3) The student knows the concepts and skill that form the core knowledge of 
power technology. The student is expected to:
(A) demonstrate knowledge of electrical and electronic theories and 
applications; 
(B) demonstrate knowledge of the function of stationary energy source equipment, 
systems, and components; and 
(C) demonstrate knowledge of the function of power generating equipment, 
systems, and components. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in power technology. The student is expected 
to: 
(A) safely use hand and power tools and equipment commonly employed in power 
technology; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in power technology; and 
(C) demonstrate knowledge of new and emerging technologies that may affect power 
technology. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) accurately utilize electrical, electronic, and mechanical measuring and 
testing equipment; 
(B) analyze malfunctions in stationary energy source equipment, systems, and 
components; 
(C) inspect, clean, lubricate, service, remove, repair, and replace stationary 
energy source equipment and system components; 
(D) dismantle and overhaul motors, pumps, compressors, hydroelectrical, and 
electrical generators; 
(E) install and service wiring, switchboards, control panels, automatic 
recorders, and graphs; and 
(F) apply the essential knowledge and skills in power technology to work-based 
learning experiences including, but not limited to, cooperative education, job 
shadowing, mentoring, and apprenticeship training.

sec.125.76.Plastics Technology.
(a) General requirements. Plastics technology includes the design and 
fabrication of plastic products. The courses in this category may be offered in 
Grades 9-12. Following are the courses that can be included in this category 
with the units of credit that students may be awarded for successful completion 
of each course: Vocational Plastics (two to three credits), cooperative 
education (two to three credits), job shadowing (one credit), mentoring (one to 
three credits) and apprenticeship training (two to three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in industrial and manufacturing systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge, and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements for plastics technology; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of plastics 
technology. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete work orders and related paperwork;
(C) create a simple plan, sketch, and calculate the cost and a bill of materials 
involving various types of plastics work assignments; and 
(D) read and interpret appropriate blueprints, work drawings, and service and 
repair manuals and bulletins. 
(3) The student knows the concepts and skills that form the core knowledge of 
plastics technology. The student is expected to:
(A) demonstrate knowledge of electrical, electronic, and mechanical measuring 
and testing equipment; and 
(B) demonstrate knowledge of the chemistry of plastics, reinforced molding, and 
methods of fabrication techniques. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in plastics technology. The student is expected 
to: 
(A) safely use hand and power tools and equipment commonly employed in plastics 
technology; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in plastics technology; 
(C) demonstrate knowledge of the use of computers and robots in the plastic 
manufacturing processes; and 
(D) demonstrate knowledge of new and emerging technologies that may affect 
plastics technology. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) properly use molding thermoforming, extrusion, reinforced molding, and 
methods of fabrication techniques; 
(B) produce tools and dies for plastics processing methods;
(C) properly use casting and coating processes; 
(D) properly use the accepted processes of the joining and fastening of 
plastics; 
(E) use decorating processes employing hot stamping, silk screening, engraving, 
and other techniques; and 
(F) apply the essential knowledge and skills in plastics technology to work-
based learning experiences including, but not limited to, cooperative education, 
job shadowing, mentoring, and apprenticeship training.

sec.125.77.Plant Processes. 
(a) General requirements. Plant processes include the knowledge and application 
of the principles of the control and operation of plant manufacturing processes. 
The courses in this category may be offered in Grades 9-12. Following are the 
courses that can be included in this category with the units of credit that 
students may be awarded for successful completion of each course: Plant 
Processes (two to three credits), cooperative education (two to three credits), 
job shadowing (one credit), mentoring (one to three credits) and apprenticeship 
training (two to three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in industrial and manufacturing systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements for plant processing; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of plant 
processes. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete work orders and related paperwork;
(C) estimate supplies, materials, and labor costs; and 
(D) read and interpret appropriate schematics, blueprints, work drawings, and 
service and repair manuals and bulletins. 
(3) The student knows the concepts and skills that form the core knowledge of 
plant processes. The student is expected to: 
(A) demonstrate knowledge of electrical and electronic theories and 
applications; 
(B) demonstrate knowledge of the relationship of pressure, temperature, levels, 
and flow; 
(C) demonstrate knowledge of the function, adjustment, and monitoring of warning 
indicators and alarms; and 
(D) demonstrate knowledge of the nature and operation of separation, conversion, 
and polymerization units in refinery and chemical plants. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in plant processes. The student is expected to: 
(A) safely use hand and power tools and equipment commonly employed in plant 
processing; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in plant processing; 
(C) demonstrate knowledge of electrical, electronic, and mechanical measuring 
and testing equipment; and 
(D) demonstrate knowledge of new and emerging technologies that may affect plant 
processing. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) draw flow plan sketches of refinery and chemical plant units; 
(B) lubricate, adjust, and make minor repairs to operating equipment; 
(C) determine the operation and control required to produce a specified quantity 
and quality of product; 
(D) properly operate controllers in manual, automatic, and computer modes; and 
(E) apply the essential knowledge and skills in plant processes to work-based 
learning experiences including, but not limited to, cooperative education, job 
shadowing, mentoring, and apprenticeship training.

sec.125.78.Plant Maintenance. 
(a) General requirements. Plant maintenance includes the knowledge of the 
technologies and materials required to diagnose, service, and repair industrial 
facilities. The courses in this category may be offered in Grades 9-12. 
Following are the courses that can be included in this category with the units 
of credit that students may be awarded for successful completion of each course: 
Plant Maintenance (two to three credits), Introduction to Engineering Systems 
(one-half to one credit), cooperative education (two to three credits), job 
shadowing (one credit), mentoring (one to three credits) and apprenticeship 
training (two to three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in industrial and manufacturing systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements for plant maintenance; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of plant 
maintenance. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete work orders and related paperwork;
(C) estimate equipment, materials, and labor costs required to complete a work 
assignment; and 
(D) read and interpret appropriate schematics, blueprints, work drawings, and 
service and repair manuals and bulletins. 
(3) The student knows the concepts and skills that form the core knowledge of 
plant maintenance. The student is expected to:
(A) demonstrate knowledge of electrical and electronic theories and 
applications; and 
(B) demonstrate knowledge of the function of plant equipment, services, and 
plant construction. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in plant maintenance. The student is expected 
to: 
(A) safely use hand and power tools and equipment commonly employed in plant 
maintenance; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in plant maintenance; 
(C) demonstrate knowledge of electrical, electronic, and mechanical measuring 
and testing equipment; and 
(D) demonstrate knowledge of new and emerging technologies that may affect plant 
maintenance. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) perform basic carpentry, electrical, concrete laying and finishing, and air-
conditioning and heating repairs; 
(B) inspect, repair, replace, and paint counters, benches, partitions, walls, 
sidewalks, drives, and woodwork; 
(C) dismantle, repair, maintain, paint, lubricate, remove, and replace 
machinery, shafts, equipment, and fixtures; and 
(D) apply the essential knowledge and skills in plant maintenance to work-based 
learning experiences including, but not limited to, cooperative education, job 
shadowing, mentoring, and apprenticeship training. 

sec.125.79.Foundry Operations.
(a) General requirements. Foundry operations include the knowledge of the 
principles and operation of forming, casting, and finishing molten metals. The 
courses in this category may be offered in Grades 9-12. Following are the 
courses that can be included in this category with the units of credit that 
students may be awarded for successful completion of each course: Foundry 
Operations (one to two credits), cooperative education (two to three credits), 
job shadowing (one credit), mentoring (one to three credits) and apprenticeship 
training (two to three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in industrial and manufacturing systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements in foundry operations; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of foundry 
operations. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete work orders and related paperwork;
(C) estimate supplies, materials, and labor costs; and 
(D) read and interpret appropriate blueprints, work drawings, manuals, and 
bulletins. 
(3) The student knows the concepts and skills that form the core knowledge of 
foundry operations. The student is expected to:
(A) demonstrate knowledge of alloys, metal alloy compositions, heat treatment of 
metals, contaminants, velocity control, and metal contraction rates; 
(B) demonstrate the proper process of soldering; 
(C) demonstrate knowledge of the basic theories of shielded arc-welding, metal 
inert gas- welding, and tungsten inert gas-welding; and
(D) demonstrate knowledge of the chemical oxidizing of metal.
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in foundry operations. The student is expected 
to: 
(A) safely use hand and power tools and equipment commonly employed in foundry 
operations; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in foundry operations; 
(C) properly utilize a plasma cutting machine; and 
(D) demonstrate knowledge of new and emerging technologies that may affect 
foundry operations. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) properly use the common types of electrodes; 
(B) demonstrate proficiency in sand casting; 
(C) demonstrate proficiency in lost wax casting; 
(D) utilize vacuum chambers operation in de-airing rubber and epoxy molding 
compounds; 
(E) monitor slurry systems for correct viscosity and pH; 
(F) adjust and monitor metal melting furnaces to avoid oxidizing or reducing 
atmosphere and maintain a neutral flame to produce gas free metal;
(G) demonstrate knowledge of the types of industrial abrasives used in the 
foundry industry and their relationships to different metal alloys;
(H) demonstrate proper metal pouring techniques; 
(I) control hydrostatic pressures created in the pouring of molten metals; and 
(J) apply the essential knowledge and skills in foundry operations to work-based 
learning experiences including, but not limited to, cooperative education, job 
shadowing, mentoring, and apprenticeship training.

sec.125.80.Ceramics Manufacturing. 
(a) General requirements. Ceramics manufacturing includes the knowledge of the 
principles and operation of forming, casting, and finishing ceramic products. 
The courses in this category may be offered in Grades 9-12. Following are the 
courses that can be included in this category with the units of credit that 
students may be awarded for successful completion of each course: Industrial 
Ceramics (two to three credits), cooperative education (two to three credits), 
job shadowing (one credit), mentoring (one to three credits) and apprenticeship 
training (two to three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in industrial and manufacturing systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements in ceramics manufacturing; 
(B) demonstrate knowledge of the principles of group participation and 
leadership related to citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of ceramics 
manufacturing. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete work orders and related paperwork;
(C) estimate supplies, materials, and labor costs; 
(D) read and interpret appropriate blueprints, plans, work drawings, service 
manuals, and bulletins; and 
(E) calculate the production costs of ceramic pieces produced.
(3) The student knows the concepts and skills that form the core knowledge of 
ceramics manufacturing. The student is expected to: 
(A) demonstrate knowledge of ceramics as an art form; 
(B) demonstrate knowledge of the utilization of ceramics in the industrial 
world; and 
(C) demonstrate knowledge of the marketing, labeling, pricing, displaying, and 
advertising of ceramic products. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in ceramics manufacturing. The student is 
expected to: 
(A) safely use hand and power tools and equipment commonly employed in ceramics 
manufacturing; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in ceramics manufacturing; 
(C) identify ceramic tools, supplies, and equipment; and 
(D) demonstrate knowledge of new and emerging technologies that may affect 
ceramics manufacturing. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) maintain, handle, and utilize ceramic molds properly;
(B) properly pour and produce greenware; 
(C) operate, maintain, load, and use the firing procedures of a ceramic kiln; 
(D) apply ceramic color underglaze, glaze, and stain to greenware and bisque 
ceramic pieces; and 
(E) apply the essential knowledge and skills in ceramics manufacturing to work-
based learning experiences including, but not limited to, cooperative education, 
job shadowing, mentoring, and apprenticeship training. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706472
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER F.Communication and Media Systems, High School
19 TAC sec.sec.125.91-125.99
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.125.91.Implementation of Texas Essential Knowledge and Skills for Trade and 
Industrial Education, Communication and Media Systems, High School. 
The provisions of Chapter 125 shall supersede sec.75.88 of this title (relating 
to Trade and Industrial Education) beginning September 1, 1998.

sec.125.92.Commercial Photography. 
(a) General requirements. Commercial photography includes the knowledge of the 
principles, processes, equipment, and materials related to the production of a 
marketable photographic image. The courses in this category may be offered in 
Grades 9-12. Following are the courses that can be included in this category 
with the units of credit that students may be awarded for successful completion 
of each course: Introduction to Graphic Communication Careers (one-half to one 
credit), Introduction to Visual Communication Processes (one-half to one 
credit), Commercial Photography (two to three credits), cooperative education 
(two to three credits), job shadowing (one credit), mentoring (one to three 
credits) and apprenticeship training (two to three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in communication and media systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements in the field of commercial photography; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of commercial 
photography. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete work orders and related paperwork;
(C) estimate supplies, materials, and labor costs; and 
(D) read and interpret appropriate schedules, plans, work drawings, manuals, and 
bulletins. 
(3) The student knows the concepts and skills that form the core knowledge of 
commercial photography. The student is expected to: 
(A) demonstrate knowledge of different types of cameras, lenses, shutters, and 
their applications to photography; 
(B) demonstrate knowledge of good commercial composition;
(C) demonstrate knowledge of the characteristics of different types of films; 
(D) demonstrate knowledge of the basics of black and white and color photography 
and their types of processes; and 
(E) demonstrate knowledge of the principles of flash operation and techniques. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in commercial photography. The student is 
expected to: 
(A) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in the field of commercial photography; 
(B) safely use equipment and materials commonly employed in the field of 
commercial photography; and 
(C) demonstrate knowledge of new and emerging technologies that may affect the 
field of commercial photography. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) produce a quality picture through the utilization of correct exposure 
lighting, focus, and filters; 
(B) develop film and make prints using proper procedures;
(C) demonstrate knowledge of the process of black and white and color printing 
and correction; 
(D) demonstrate proper finishing techniques; and 
(E) apply the essential knowledge and skills in commercial photography to work-
based learning experiences including, but not limited to, cooperative education, 
job shadowing, mentoring, and apprenticeship training.

sec.125.93.Graphic Communication Technologies. 
(a) General requirements. Graphic communication technologies include the 
knowledge of the principles, procedures, and technologies related to graphic 
imaging generation and reproduction. The courses in this category may be offered 
in Grades 9-12. Following are the courses that can be included in this category 
with the units of credit that students may be awarded for successful completion 
of each course: Introduction to Graphic Communication Careers (one-half to one 
credit); Introduction to Visual Communication Processes (one-half to one 
credit); Graphic Arts (two to three credits); Computerized Typesetting (two 
credits); Introduction to Desktop Publishing (one-half to one credit); 
Technology Communications, Art, and Design (one-half to one credit); Desktop 
Design (one-half to one credit); cooperative education (two to three credits), 
job shadowing (one credit), mentoring (one to three credits) and apprenticeship 
training (two to three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in communication and media systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workforce. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements in the field of graphic communication technologies;
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of graphic 
communication technologies. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete work orders and related paperwork;
(C) estimate jobs, production, and schedules as governed by commonly accepted 
practices; and 
(D) read and interpret appropriate schematics, work drawings, proofreaders' 
marks, and service and repair manuals and bulletins. 
(3) The student knows the concepts and skills that form the core knowledge of 
graphic communication technologies. The student is expected to: 
(A) demonstrate knowledge of the basic principles of offset and other printing 
processes; 
(B) demonstrate knowledge of electronic and other image generation devices for 
reproduction photography; and 
(C) demonstrate proficiency in various tasks in bindery work, including, but not 
limited to, stitching, drilling, collating, jogging, padding, wrapping, cutting, 
and folding. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in graphic communication technologies. The 
student is expected to: 
(A) safely use tools and equipment commonly employed in the field of graphic 
communication technologies; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in the field of graphic communication technologies; and 
(C) demonstrate knowledge of new and emerging technologies that may affect the 
field of graphic communication technologies. 
(5) The student applies the concepts and skills of the trade in simulated and 
actual work situations. The student is expected to: 
(A) compose types and related images using computerized or other equipment and 
processes in art and copy preparation as directed; 
(B) demonstrate knowledge of offset press operating procedures, including 
preventive maintenance and troubleshooting; 
(C) create communication materials utilizing color, text, and graphics; and 
(D) apply the essential knowledge and skills in graphic communication 
technologies to work- based learning experiences including, but not limited to, 
cooperative education, job shadowing, mentoring, and apprenticeship training. 

sec.125.94.Advertising Design. 
(a) General requirements. Advertising design includes the knowledge and 
application of creative design, theory, principles, and practices as related to 
communication media. The courses in this category may be offered in Grades 9-12. 
Following are the courses that can be included in this category with the units 
of credit that students may be awarded for successful completion of each course: 
Introduction to Graphic Communication Careers (one-half to one credit), 
Introduction to Advertising (one-half to one credit), Advertising Design (two to 
three credits), cooperative education (two to three credits), job shadowing (one 
credit), mentoring (one to three credits) and apprenticeship training (two to 
three credits).
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in communication and media systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements in the field of advertising design; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace. 
(2) The student relates core academic skills to the requirements of advertising 
design. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete work orders and related paperwork;
(C) estimate supplies, materials, and labor costs; and 
(D) read and interpret floor plans, work drawings, proofreaders' marks, manuals, 
and bulletins. 
(3) The student knows the concepts and skills that form the core knowledge of 
advertising design. The student is expected to:
(A) demonstrate knowledge that the sale of goods and services is the ultimate 
goal of advertising; 
(B) utilize advertising theory, layout, and preparation in advertising design; 
(C) demonstrate knowledge of production techniques utilized in advertising 
design; and 
(D) demonstrate knowledge of the techniques and procedures used in computer 
graphics design. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in advertising design. The student is expected 
to: 
(A) safely use tools, materials, and equipment commonly employed in the field of 
advertising design; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in the field of advertising design; and 
(C) demonstrate knowledge of new and emerging technologies that may affect the 
field of advertising design. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) compare and contrast the characteristics of advertising media that enhance 
or impede both services and/or the sale of goods; 
(B) complete assignments from customer or supervisor to create, draw, or modify 
in order to achieve the desired effect; 
(C) design and create graphic materials for use as ornamentation, illustration, 
and advertising on manufactured materials and packaging; 
(D) review marketing trends and preferences of target and related markets; 
(E) create designs for advertising, display, and instructional manuals; 
(F) fabricate items such as signs, design emblems, and monogram designs; 
(G) prepare professional portfolio pieces that are aimed at student's target job 
market; and 
(H) apply the essential knowledge and skills in advertising design to work-based 
learning experiences including, but not limited to, cooperative education, job 
shadowing, mentoring, and apprenticeship training. 

sec.125.95.Architectural Interior Design.
(a) General requirements. Architectural interior design includes the knowledge 
of the principles, processes, technologies, and materials related to interior 
spatial design. The courses in this category may be offered in Grades 9-12. 
Following are the courses that can be included in this category with the units 
of credit that students may be awarded for successful completion of each course: 
Introduction to Graphic Communication Careers (one-half to one credit); 
Introduction to Computer-Aided Drafting (one-half to one credit); Technology in 
Communications, Art, and Design one-half to one credit); Drafting (two to three 
credits); Introduction to Computer Aided Drafting (one-half to one credit); 
cooperative education (two to three credits), job shadowing (one credit), 
mentoring (one to three credits) and apprenticeship training (two to three 
credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in communication and media systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 

(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements in the field of architectural interior design;
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of 
architectural interior design. The student is expected to:
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete work orders and related paperwork;
(C) estimate supplies, materials, and labor costs; and 
(D) read and interpret schematics, floor plans, work drawings, catalogs, 
manuals, and bulletins. 
(3) The student knows the concepts and skills that form the core knowledge of 
architectural interior design. The student is expected to: 
(A) utilize interior design theory, layout, and design lines, symbols, and 
drawings; 
(B) demonstrate knowledge of the theory and use of color in interior design; and 
(C) demonstrate knowledge of the principles of computer-aided drafting. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in architectural interior design. The student 
is expected to: 
(A) safely use tools, materials, and equipment commonly employed in the field of 
architectural interior design; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in the field of architectural interior design; and
(C) demonstrate knowledge of new and emerging technologies that may affect the 
field of architectural interior design. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) render freehand commercial and residential interior design working drawings; 
(B) draw a single-line floor plan from a bubble diagram for a residence; 
(C) choose interior furnishings and finish materials for a residence and a 
commercial office interior; 
(D) prepare and draw dimension plans for construction documents;
(E) produce interior drawings using both one-point and two-point perspective; 
(F) develop and complete schematic design drawings; and 
(G) apply the essential knowledge and skills in architectural interior design to 
work-based learning experiences including, but not limited to, cooperative 
education, job shadowing, mentoring, and apprenticeship training programs. 

sec.125.96.Media Technology.
(a) General requirements. Media technology includes the knowledge and 
application of the principles of media and communication systems. The courses in 
this category may be offered in Grades 9-12. Following are the courses that can 
be included in this category with the units of credit that students may be 
awarded for successful completion of each course: Introduction to Graphic 
Communication Careers (one-half to one credit), Introduction to Media Technology 
(one-half to one credit), Introduction to Visual Communication Processes (one-
half to one credit), Media Technology (two to three credits), Animation (one to 
two credits), cooperative education (two to three credits), job shadowing (one 
credit), mentoring (one to three credits) and apprenticeship training (two to 
three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in communication and media systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements in the field of media technology; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of media 
technology. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete work orders and related paperwork;
(C) estimate jobs, schedules and trade practices related to legal restrictions; 
and 
(D) read and interpret appropriate schematics, work drawings, manuals, and 
bulletins. 
(3) The student knows the concepts and skills that form the core knowledge of 
media technology. The student is expected to:
(A) demonstrate knowledge of the electrical, electronic, and communication 
theory, principles, and practices; 
(B) utilize the principles of basic set design; and 
(C) demonstrate knowledge of legal restrictions and copyright laws related to 
media technology. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in media technology. The student is expected 
to: 
(A) safely use tools, materials, and equipment commonly employed in the field of 
media technology; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in the field of media technology; 
(C) properly utilize audio recording, editing, and mixing systems; 
(D) properly operate a videotape recorder; and 
(E) demonstrate knowledge of new and emerging technologies that may affect the 
field of media technology. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) create media graphics and animation; 
(B) operate different types of video cameras; 
(C) identify and apply the basic principles of lighting; 
(D) utilize the various capabilities of television switching and special effect 
systems; 
(E) utilize various video signal control and monitoring equipment;
(F) script, direct, and produce media productions; and 
(G) apply the essential knowledge and skills in media technology to work-based 
learning experiences including, but not limited to, cooperative education, job 
shadowing, mentoring, and apprenticeship training programs.

sec.125.97.Mechanical Drafting.
(a) General requirements. Mechanical drafting includes the knowledge of the 
design, techniques, and tools related to the production of drawings for 
mechanical applications. The courses in this category may be offered in Grades 
9-12. Following are the courses that can be included in this category with the 
units of credit that students may be awarded for successful completion of each 
course: Introduction to Graphic Communication Careers (one-half to one credit), 
Introduction to Drafting (one-half to one credit), Drafting (one-half to one 
credit), Introduction to Engineering Systems (one-half to one credit), 
cooperative education (two to three credits), job shadowing (one credit), 
mentoring (one to three credits) and apprenticeship training (two to three 
credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in communication and media systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements in the field of mechanical drafting; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of mechanical 
drafting. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete work orders and related paperwork;
(C) estimate jobs, schedules and trade practices related to legal restrictions; 
(D) read and interpret appropriate drafting symbols, schematics, blueprints, 
work drawings, manuals, and bulletins; and 
(E) utilize descriptive geometry related to auxiliary views, revolutions, 
intersections, and piping drawings. 
(3) The student knows the concepts and skills that form the core knowledge of 
mechanical drafting. The student is expected to:
(A) apply appropriate industrial techniques to the development of multiview 
drawings, sectional views, and pictorial drawings; 
(B) apply the various processes of drawing reproduction; and
(C) apply appropriate techniques to the development of technical illustrations. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in mechanical drafting. The student is expected 
to: 
(A) safely use tools, materials, and equipment commonly employed in the field of 
mechanical drafting; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in the field of mechanical drafting; and 
(C) demonstrate knowledge of new and emerging technologies that may affect the 
field of mechanical drafting. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) demonstrate skills in sketching, lettering, dimensioning, and line 
development; 
(B) develop ink drawings as directed; 
(C) draft detailed working drawings of machinery and mechanical devices; 
(D) draft multiple-view assembly and sub-assembly drawings;
(E) draw topographical maps from appropriate source data; and 
(F) apply the essential knowledge and skills in mechanical drafting to work- 
based learning experiences including, but not limited to, cooperative education, 
job shadowing, mentoring, and apprenticeship training.

sec.125.98.Architectural Drafting.
(a) General requirements. Architectural drafting includes the knowledge of the 
design, techniques, and tools related to the production of drawings for 
architectural purposes. The courses in this category may be offered in Grades 9-
12. Following are the courses that can be included in this category with the 
units of credit that students may be awarded for successful completion of each 
course: Introduction to Graphic Communication Careers (one-half to one credit), 
Introduction to Computer-Aided Drafting (one-half to one credit), Architectural 
Drafting (two to three credits), Engineering and Architectural Drafting (two 
credits), Architectural Blueprints and Specifications (one-half to one credit), 
Architectural Materials (one-half to one credit), cooperative education (two to 
three credits), job shadowing (one credit), mentoring (one to three credits) and 
apprenticeship training (two to three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in communication and media systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements in the field of architectural drafting; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of 
architectural drafting. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete work orders and related paperwork;
(C) estimate jobs, schedules and trade practices related to legal restrictions; 
(D) read and interpret appropriate architectural symbols, schematics, 
blueprints, work drawings, manuals, and bulletins; and 
(E) utilize descriptive geometry related to auxiliary views, revolutions, 
intersections, and piping drawings. 
(3) The student knows the concepts and skills that form the core knowledge of 
architectural drafting. The student is expected to: 
(A) demonstrate knowledge of architectural design principles;
(B) determine building code and zoning requirements for building types in a 
selected area; and 
(C) demonstrate knowledge of the various Grades and types of construction 
materials. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in architectural drafting. The student is 
expected to: 
(A) safely use the tools, materials, and equipment commonly employed in the 
field of architectural drafting; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in the field of architectural drafting; and 
(C) demonstrate knowledge of new and emerging technologies that may affect the 
field of architectural drafting. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) utilize architectural lettering techniques; 
(B) develop preliminary sketches of a house plan; 
(C) demonstrate through drawings the development of maximum efficiency of 
circulation within areas or rooms; 
(D) develop a site plan utilizing maximum orientation of the building relative 
to views, sun, and wind direction; 
(E) draw building designs and styles to ensure compatibility between interior 
and exterior to enhance overall appearance; 
(F) freehand draws schematic site plans, floor plans, building elevations, 
sections, perspectives, and character sketches from bubble diagrams;
(G) draw scaled wall thickness plans, elevations, and sections;
(H) develop details of footing and foundations sections, floor and wall 
sections, ceiling and roof sections, door and window sections, and other 
sections as required; 
(I) assemble an architectural design in three dimensions; and
(J) apply the essential knowledge and skills in architectural drafting to work-
based learning experiences including, but not limited to, cooperative education, 
job shadowing, mentoring, and apprenticeship training. 

sec.125.99.Computer-Aided Drafting. 
(a) General requirements. Computer aided drafting includes the knowledge of the 
design, techniques, tools, and technologies related to the production of 
technical drawings. The courses in this category may be offered in Grades 9-12. 
Following are the courses that can be included in this category with the units 
of credit that students may be awarded for successful completion of each course: 
Introduction to Graphic Communication Careers (one-half to one credit), 
Introduction to Drafting (one-half to one credit), Introduction to Engineering 
Systems (one-half to one credit), Introduction to Computer-Aided Drafting (one-
half to one credit), Computer Graphics and Machine Drafting (two credits), 
Engineering Computer- Aided Drafting (two to three credits), Advanced Computer-
Aided Drafting (two to three credits), cooperative education (two to three 
credits), job shadowing (one credit), mentoring (one to three credits) and 
apprenticeship training (two to three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in communication and media systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements in the field of computer-aided drafting; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of computer-
aided drafting. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete work orders and related paperwork;
(C) estimate jobs, schedules and trade practices related to legal restrictions; 
and 
(D) read and interpret appropriate architectural symbols, schematics, 
blueprints, work drawings, manuals, and bulletins. 
(3) The student knows the concepts and skills that form the core knowledge of 
computer-aided drafting. The student is expected to demonstrate knowledge of the 
fundamentals of computer- aided drafting.
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in computer-aided drafting. The student is 
expected to: 
(A) safely use tools, materials, and equipment commonly employed in the field of 
computer- aided drafting; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in the field of computer-aided drafting; and 
(C) demonstrate knowledge of new and emerging technologies that may affect the 
field of computer-aided drafting. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) customize screen menus to fit specific problems or needs;
(B) construct points, lines, and other geometric forms using accepted computer-
aided design methods; 
(C) create simple isometric drawings and groups them as an exploded isometric; 
(D) create three-dimensional solid models or various machine parts; 
(E) view three-dimensional objects in several different positions;
(F) use a computer system to create a bill of materials; 
(G) use a computer system to create and modify engineering drawings; and 
(H) apply the essential knowledge and skills in computer aided drafting to work-
based learning experiences including, but not limited to, cooperative education, 
job shadowing, mentoring, and apprenticeship training.
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706473
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER G.Personal and Protective Service Systems, High School 
19 TAC sec.sec.125.111-125.115
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum. 

sec.125.111.Implementation of Texas Essential Knowledge and Skills for Trade and 
Industrial Education, Personal and Protective Services Systems, High School. 
The provisions of Chapter 125 shall supersede sec.75.88 of this title (relating 
to Trade and Industrial Education) beginning September 1, 1998.

sec.125.112.Cosmetology Services.
(a) General requirements. Cosmetology services include the knowledge and 
application of the principles and practices of the treatment of hair, skin, and 
nails in accordance with licensing requirements. The courses in this category 
may be offered in Grades 9-12. Following are the courses that can be included in 
this category with the units of credit that students may be awarded for 
successful completion of each course: Introduction to Cosmetology (one-half to 
one credit), Cosmetology (two to three credits), Salon Entrepreneurship (two to 
three credits), cooperative education (two to three credits), job shadowing (one 
credit), mentoring (one to three credits) and apprenticeship training (two to 
three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in personal and protective services systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements in the field of cosmetology services; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of cosmetology. 
The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete work orders and related paperwork;
(C) estimate supplies, materials, equipment, and labor requirements for a work 
assignment; and 
(D) read and interpret appropriate directions, ingredients, graphs, charts, 
manuals, and bulletins. 
(3) The student knows the concepts and skills that form the core knowledge of 
cosmetology. The student demonstrates knowledge of the rules and regulations 
established by the Texas Cosmetology Commission.
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in cosmetology. The student is expected to: 
(A) safely use tools, materials, and equipment commonly employed in the field of 
cosmetology services; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in the field of cosmetology services; and 
(C) demonstrate knowledge of new and emerging technologies that may affect the 
field of cosmetology services. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) perform the tasks specified in the "Public School Program" as determined by 
the rules and regulations of the Texas Cosmetology Commission; and 
(B) apply the essential knowledge and skills in cosmetology services to work-
based learning experiences including, but not limited to, cooperative education, 
job shadowing, mentoring, and apprenticeship training.

sec.125.113.Leather Trades Services. 
(a) General requirements. Leather trades services include the knowledge of the 
principles, techniques, tools, and equipment related to the production of 
leather products. The courses in this category may be offered in Grades 9-12. 
Following are the courses that can be included in this category with the units 
of credit that students may be awarded for successful completion of each course: 
Leather Trades (two to three credits), cooperative education (two to three 
credits), job shadowing (one credit), mentoring (one to three credits) and 
apprenticeship training (two to three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in personal and protective services systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements in the field of leather trades services; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of leather 
trades services. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete work orders and related paperwork;
(C) estimate supplies, materials, equipment, and labor requirements for a work 
assignment; 
(D) make accurate measurements; and 
(E) read and interpret appropriate directions, charts, manuals, and bulletins. 
(3) The student knows the concepts and skills that form the core knowledge of 
leather trades services. The student is expected to: 
(A) demonstrate knowledge of processing, grading, and sorting leather; and 
(B) demonstrate knowledge of various leather and synthetics utilized in the 
manufacture of leather products. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in leather trades services. The student is 
expected to: 
(A) safely use tools, materials, and equipment commonly employed in the field of 
leather trades services; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in the field of leather trades services; and 
(C) demonstrate knowledge of new and emerging technologies that may affect the 
field of leather trades services. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) utilize industrial techniques in tooling leather; 
(B) skillfully carve and stamp leather designs; 
(C) assemble, lace, and attach metal hardware to leather products;
(D) properly use stitching and sewing machines; 
(E) utilize appropriate procedures in cleaning and finishing leather; and 
(F) apply the essential knowledge and skills in leather trades services to work-
based learning experiences including, but not limited to, cooperative education, 
job shadowing, mentoring, and apprenticeship training.

sec.125.114.Furniture Repair and Upholstery Services. 
(a) General requirements. Furniture repair and upholstery services include the 
knowledge of the methods, materials, tools, and equipment related to furniture 
finishing, repair, and upholstery. The courses in this category may be offered 
in Grades 9-12. Following are the courses that can be included in this category 
with the units of credit that students may be awarded for successful completion 
of each course: Introduction to Upholstery/Furniture Repair (one-half to one 
credit), Furniture Repair and Upholstery (two to three credits), cooperative 
education (two to three credits), job shadowing (one credit), mentoring (one to 
three credits) and apprenticeship training (two to three credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in personal and protective services systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements in the field of furniture repair and upholstery 
services; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of furniture 
repair and upholstery. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and customers; 
(B) successfully complete work orders and related paperwork;
(C) estimate materials, equipment, and labor requirements for a work assignment; 
and 
(D) read and interpret appropriate charts, graphs, instructions, drawings, and 
service and repair manuals and bulletins. 
(3) The student knows the concepts and skills that form the core knowledge of 
furniture repair and upholstery. The student is expected to: 
(A) identify styles and periods of furniture; 
(B) identify the various types and properties of woods; 
(C) recognize traditional, period, and design styles of upholstery; and 
(D) identify different fabrics, materials, finishes, and their characteristics. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in furniture repair and upholstery. The student 
is expected to: 
(A) safely use tools, materials, and equipment commonly employed in the field of 
furniture repair and upholstery services 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in the field of furniture repair and upholstery; and 
(C) demonstrate knowledge of new and emerging technologies that may affect the 
field of furniture repair and upholstery services. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) use the woodworking skills required for furniture finishing/repair;
(B) demonstrate knowledge of the types, properties, and uses of paints, 
varnishes, polishes, and waxes; 
(C) disassemble and reassemble furniture; 
(D) repair dents, mars, and scratches by utilizing fillers and stains; 
(E) perform the tasks of fabrication and/or repair of disassembly and 
reassembly, such as tacking, nailing, gluing, measuring, lay-out, cutting, 
sewing, and fitting materials; 
(F) apply filling, padding, springs, and fabric; and 
(G) apply the essential knowledge and skills in furniture repair and upholstery 
services to work-based learning experiences including, but not limited to, 
cooperative education, job shadowing, mentoring, and apprenticeship training. 

sec.125.115.Protective Services.
(a) General requirements. Protective services includes the knowledge and 
application of the laws, rules, regulations, and other influences that govern 
the operation of the components of our nation's criminal justice system and 
related citizen protective services. The courses in this category may be offered 
in Grades 9-12. Following are the courses that can be included in this category 
with the units of credit that students may be awarded for successful completion 
of each course: Introduction to Criminal Justice (one-half to one credit), 
Introduction to Security Services (one-half to one credit), Crime in America 
(one-half to one credit), Fundamentals of Criminal Law (one-half to one credit), 
Security Services (one-half to one credit), Emergency Telecommunications (one-
half to one credit), Basic County Corrections Officer (one-half to one credit), 
Correctional Systems and Practices (one-half to one credit), Criminal 
Investigation (one-half to one credit), The Courts and Criminal Procedure (one-
half to one credit), Criminal Justice Preceptorship (one-half to one credit), 
cooperative education (two to three credits), job shadowing (one credit), 
mentoring (one to three credits) and apprenticeship training (two to three 
credits). 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in personal and protective services systems. Students need to develop 
knowledge of the concepts and skills related to this system in order to apply 
them to personal/career development. Trade and industrial education depends on 
and supports integration of academic and career and technology knowledge and 
skills. To prepare for success, students must have opportunities to reinforce, 
apply, and transfer their knowledge and skills to a variety of settings and 
problems. Knowledge about career opportunities, requirements, and expectations 
and the development of workplace skills prepare students for success. 
(c) Knowledge and skills. 
(1) The student knows the employability characteristics of a successful worker 
in the modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and 
preparation requirements in the field of protective services; 
(B) demonstrate the principles of group participation and leadership related to 
citizenship and career preparation; 
(C) identify employers' expectations and appropriate work habits; 
(D) apply the competencies related to resources, information, systems, and 
technology in appropriate settings and situations; and 
(E) demonstrate knowledge of the concepts and skills related to health and 
safety in the workplace, as specified by appropriate government regulations. 
(2) The student relates core academic skills to the requirements of protective 
services. The student is expected to: 
(A) demonstrate effective oral and written communication skills with individuals 
from varied cultures, including fellow workers, management, and citizens; 
(B) respond to inquiries, complaints, crisis situations, and make appropriate 
referrals; 
(C) write grammatically correct, accurate, and concise reports, communications, 
and related documents and paperwork; 
(D) utilize typewriters, computers, and related technologies as written 
communication tools; and 
(E) read and interpret appropriate laws, legal documents, rules, regulations, 
directives, manuals, and bulletins. 
(3) The student knows the concepts and skills that form the core knowledge of 
protective services. The student is expected to:
(A) demonstrate knowledge of purpose and need for laws, including statutory and 
procedural criminal law; 
(B) demonstrate knowledge of the functional workings and interrelationship of 
the major components and sub-components of the criminal justice system;
(C) demonstrate knowledge of the types, elements, and sources of the laws that 
define certain acts as crimes in the United States; 
(D) demonstrate knowledge of the structure of the American court system; 
(E) demonstrate knowledge of the rules of evidence; 
(F) demonstrate knowledge of the effect of constitutional law on the operation 
of the components of the criminal justice system; 
(G) demonstrate knowledge of the federal, state, and local communications rules 
and regulations that govern the operation of emergency communications systems; 
(H) demonstrate knowledge of the various explanations of criminal behavior; 
(I) demonstrate knowledge of the basic legal terminology and concepts used in 
criminal justice; 
(J) demonstrate knowledge of the criminal justice process from the time of 
arrest through release from custody; 
(K) demonstrate knowledge of fire safety and rescue procedures; and 
(L) demonstrate knowledge of the procedures for fighting fires of various 
origins. 
(4) The student knows the function and application of the tools, equipment, 
technologies, and materials used in protective services. The student is expected 
to: 
(A) safely use tools, materials, and equipment commonly employed in the field of 
protective services; 
(B) properly handle and dispose of humanly and/or environmentally hazardous 
materials used in the field of protective services; and 
(C) demonstrate knowledge of new and emerging technologies that may affect the 
field of protective services. 
(5) The student applies the concepts and skills of the trade to simulated and 
actual work situations. The student is expected to: 
(A) distinguish among federal, state, and local criminal justice agencies in 
terms of their jurisdiction, authority, and function; 
(B) demonstrate knowledge of criminal investigation procedures;
(C) demonstrate knowledge of the practices and procedures utilized in law 
enforcement and private security; 
(D) demonstrate knowledge of the operation of 911 and computer-aided dispatch 
systems; 
(E) demonstrate proper fire search and rescue and fire fighting procedures; 
(F) demonstrate the proper techniques for searching detainees/prisoners;
(G) demonstrate the security policies and procedures utilized in jails and 
prisons; 
(H) demonstrate knowledge of emergency first aid practices; and 
(I) apply the essential knowledge and skills in criminal justice to work-based 
learning experiences including, but not limited to, cooperative education, job 
shadowing, mentoring, and apprenticeship training. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706474
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER H.Research, High School
19 TAC sec.125.121, sec.125.122
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.125.121.Implementation of Texas Essential Knowledge and Skills for Trade and 
Industrial Education, Research, High School. 
The provisions of Chapter 125 shall supersede sec.75.88 of this title (relating 
to Trade and Industrial Education) beginning September 1, 1998.

sec.125.122.Trade and Industrial Education Independent Study. 
(a) General requirements. Students may be awarded one-half to one credit for 
successful completion of this course. The prerequisites are two trade and 
industrial courses in the coherent sequence. This course is recommended for 
Grade 12. 
(b) Introduction. Rapid advances in technology have created new career 
opportunities and demands in trades and industries. Trade and industrial 
education provides the knowledge, skills, and technologies required for 
employment in seven broad systems. Students need to develop knowledge of the 
concepts and skills related to individual career concentrations in order to 
apply them to personal/career development. Trade and industrial education 
depends on and supports integration of academic and career and technology 
knowledge and skills. To prepare for success, students must have opportunities 
to reinforce, apply, and transfer their knowledge and skills to a variety of 
settings and problems. Knowledge about career opportunities, requirements, and 
expectations and the development of workplace skills prepares students for 
success. 
(c) Knowledge and skills. The student utilizes knowledge and skills in trade and 
industrial education, math, science, English language arts and social studies 
for the independent study as it relates to individual career concentrations. The 
student is expected to: 
(1) develop a school-based learning activity in collaboration with the teacher 
and a related industrial mentor(s) that provides an in-depth study of at least 
one aspect of a selected business/industry/labor independent study; 
(2) present the project in at least two formats (model, graphic, verbal, 
written, or other) to a panel of students, teachers and practitioners in the 
career concentration; and 
(3) deliver the project's final product(s) that demonstrates the use of a 
variety of resources, technologies, and communications skills.
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706475
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

CHAPTER 126. Texas Essential Knowledge and Skills for Technology Applications
The Texas Education Agency (TEA) adopts new sec.sec.126.1-126.3, 126.11, 126.12, 
and 126.21-126.29, concerning technology applications, with changes to the 
proposed text as published in the February 28, 1997, issue of the Texas Register 
(22 TexReg 2302). The new sections establish the essential knowledge and skills 
for technology applications, including the teaching and learning of technology 
skills and the use of computers and other related electronic tools. The 
essential knowledge and skills focus on creating, accessing, manipulating, 
utilizing, communicating, and publishing information during the learning 
process. The new sections are necessary to ensure that students throughout the 
state have access to the enrichment curricula. The provisions of these sections 
shall supersede sec.75.51 of this title (relating to Computer Literacy) and 
sec.75.123 of this title (relating to Computer Science) beginning September 1, 
1998. 
The Texas Education Code organizes the required curriculum into two types: the 
foundation curriculum and the enrichment curriculum. As specified in 
legislation, the essential knowledge and skills of the enrichment curriculum 
serve as guidelines to school districts in providing instruction. In doing so, 
some districts may incur costs for professional development and equipment. These 
potential costs cannot be estimated. 
The following changes have been made since the sections were proposed. Numerous 
editorial changes were made throughout the sections for clarification and 
simplification. Changes were also made to strengthen verbs and to eliminate 
references to particular instructional approaches. 
Since filing of the proposed sections, legal counsel has advised that since the 
sections serve as guidelines for instruction, language containing or implying 
mandates on school districts should be stricken or replaced with more permissive 
language where necessary. The term "shall" that appeared in prerequisites for 
enrollment in particular courses and in statements regarding the date of 
implementation of the provisions for each subchapter was replaced with more 
permissive language. 
In subsection (a)(2) of sec.126.2 and sec.126.3 and subsection (b)(2) of 
sec.sec.126.12 and 126.22-126.29, language has been changed to reflect more 
appropriate wording. 
To be consistent with other Texas essential knowledge and skills (TEKS) 
enrichment and foundation areas, language has been added to subsection (a) of 
sec.126.22 (relating to Computer Science I (One Credit)) and sec.126.23 
(relating to Computer Science II (One Credit)) to include the College Board 
Advanced Placement Program and the International Baccalaureate Program.
In sec.126.22(c)(7)(C), the term "real life" has been replaced with "practical."
In sec.126.24(c)(8)(B) and sec.126.26(c)(8)(A), the phrase "real world, 
meaningful" has been replaced with "and practical." These changes have been made 
to clarify the language. 
In sec.126.22, language has been deleted in subsection (c)(7)(D) and (G) to 
provide flexibility in the programming language used. 
The following comments have been received regarding adoption of the new 
sections. The comments are organized by subchapter and section. 
Subchapter A. Elementary. 
sec.126.2. Kindergarten-Grade 2. 
Issue: language was unclear and age inappropriate in introduction. 
Comment. An individual commented that the last sentence in sec.126.2(a)(2) is 
unclear and inappropriate for Kindergarten students. The statement in question 
is "Students will analyze audience requirements and available delivery 
mechanisms, match the delivery and distribution to the audience, and evaluate 
the results." This statement is repeated in each grade cluster and course. 
Agency Response. The individual was referring to an earlier version of the TEKS 
that contained basic understandings. The TEA clarified the introduction 
statement at the Kindergarten-Grade 2 level, as well as in all grade clusters 
and courses. 
Subchapter C. High School. 
sec.126.22. Computer Science I (One Credit). 
Issue: appropriate language for Computer Science I. 
Comment. Several individuals commented that language in subsection (c)(1)(F) be 
changed by omitting "source, and object codes" to read "differentiate among the 
levels of programming languages including machine, assembly, high-level compiled 
and interpreted languages." 
Agency Response. The TEA agrees with the comments and recommended changes have 
been made. 
Comment. Several individuals commented that subsection (c)(1)(G), filed as 
proposed, be omitted because it is not appropriate for the course. 
Agency Response. The TEA agrees with the comments and recommended changes have 
been made. 
Comment. Several individuals commented that language in subsection (c)(3)(C) be 
changed by omitting the word "codes" to make the statement more appropriate.
Agency Response. The TEA agrees with the comments. Language was omitted and the 
statement was rephrased to clarify its meaning. 
Comment. Several individuals commented that the phrase "with appropriate 
supervision" be omitted in subsection (c)(4) and (5) because it is unnecessary. 
The phrase implies that teachers would not provide supervision and that is not 
the case. In addition, the student at the high school level must assume 
responsibility for appropriate use, which is what is taught in the technology 
foundations section of this curriculum area. 
Agency Response. The text was not changed. The intent of the phrase "with 
appropriate supervision" throughout the document in Kindergarten-Grade 12 is to 
stress the importance of having access to the Internet appropriately supervised. 
It is the responsibility of the local district to determine what is "appropriate 
supervision." 
Comment. An individual commented that the word "including" be changed to "such 
as" and the word "and" be changed to "or" in subsection (c)(7)(A) to be worded 
more appropriately. 
Agency Response. The TEA agrees with the comments and recommended changes have 
been made. 
Comment. An individual commented that language in subsection (c)(7)(D) be 
changed to "codes using various data types." Do not list the types so that there 
is flexibility in the types of computer languages that teachers can choose to 
teach. 
Agency Response. The TEA agrees with the comment and recommended changes have 
been made. 
Comment. Several individuals commented that the phrase "as well as static, 
dynamic, and pointer variables" in subsection (c)(7)(D) be omitted because the 
variables are Computer Science II concepts. 
Agency Response. The TEA agrees with the comments and recommended changes have 
been made. 
Comment. An individual commented that the phrase "such as counters, headers, or 
robust numeric input" be omitted from subsection (c)(7)(G) to allow for 
flexibility in the types of computer languages that teachers can choose to 
teach. 
Agency Response. The TEA agrees with the comment and recommended changes have 
been made. 
Comment. Several individuals commented that subsection (c)(7)(I), filed as 
proposed, be deleted because the text is inappropriate for Computer Science I. 
Agency Response. The TEA agrees with the comments and recommended changes have 
been made. 
Comment. An individual commented that subsection (c)(11)(B) be omitted.
Agency Response. The TEA does not agree with the comment. The TEKS for 
technology applications are guidelines for an enrichment curriculum. 
Issue: content and language of Computer Science I. 
Comment. An individual commented that the guidelines are fairly flexible, but 
that in some areas teachers could find themselves locked in and outdated when 
changes happen in the future. There are areas that are too specific for a 
dynamic topic like computer science and that some statements would be difficult 
to transfer into classroom activities. In addition, the overall document 
contains many fine new thoughts on technology. The individual recommended that 
the topics be organized so related topics are put together and placed in 
sequence of natural development. If the order cannot be changed, the individual 
recommended that it be noted that the TEKS for technology applications do not 
represent a teaching sequence. 
Agency Response. The TEA does not agree to reorganize the topics. The TEKS for 
technology applications are guidelines for an enrichment curriculum. The 
knowledge and skills do not represent a teaching sequence. 
Comment. Several individuals commented that including the knowledge and skills 
used in all grade ranges and courses added too much to teach in the Computer 
Science I course. 
Agency Response. The TEA is not recommending changes as a result of the 
comments. The TEKS for technology applications are guidelines for an enrichment 
curriculum. Teachers have flexibility in how to teach the TEKS. 
Comment. An individual commented that the computer science courses look good as 
long as the major ideas are in the correct courses, either Computer Science I or 
II.
Agency Response. The TEA agrees with the comments; no changes to the text were 
necessary. 
sec.126.23. Computer Science II. 
Issue: appropriate language for Computer Science II.
Comment. Several individuals commented that the phrase "more than one" in 
subsection (c)(1)(B) be removed. Using more than one contemporary language might 
be more appropriate for third year computer science. 
Agency Response. The TEA agrees with the comments. The language has been changed 
to read "demonstrate coding proficiency in contemporary programming languages 
including an object-oriented language; and." This change provides flexibility to 
schools. 
Comment. Several individuals commented that the word "codes" be omitted in 
subsection (c)(3)(C) to make the statement more appropriate. 
Agency Response. The TEA agrees with the comments. Language has been omitted and 
the statement has been rephrased to clarify its meaning. 
Comment. An individual commented that subsection (c)(3)(D) be omitted. Agency 
Response. The TEA does not agree with the comment. The TEKS for technology 
applications are guidelines for an enrichment curriculum. Teachers have 
flexibility in how to teach the TEKS. 
Comment. Several individuals commented that the phrase "with appropriate 
supervision" in subsection (c)(4) and (5) be omitted because it is unnecessary. 
The phrase implies that teachers would not provide supervision and that is not 
the case. In addition, the student at the high school level must assume 
responsibility for appropriate use, which is what is taught in the technology 
foundations section of this curriculum area. 
Agency Response. The text was not changed. The intent of the phrase "with 
appropriate supervision" throughout the document in Kindergarten-Grade 12 is to 
stress the importance of having access to the Internet appropriately supervised. 
It is the responsibility of the local district to determine what is "appropriate 
supervision." 
Comment. Several individuals commented that subsection (c)(7)(I) be omitted 
because this is a concept for third year computer science that can be 
incorporated into an independent study computer science class. 
Agency Response. This statement was not omitted but was reworded to provide more 
flexibility. The word "including" was changed to "such as" and the phrase "and 
support" was changed to "or support." 
Comment. Several individuals commented that subsection (c)(7)(J) be deleted 
because this statement is appropriate for third year computer science. There is 
not enough time in Computer Science II to address this. 
Agency Response. The TEA does not agree with the comments. Subsection (c)(7)(J) 
was not omitted in order to provide additional opportunities for students. 
Wording changes were made to make the statement more appropriate. The TEKS for 
technology applications are guidelines. 
Comment. An individual commented that subsection (c)(11)(B) be omitted. Agency 
Response. The TEA is not recommending changes as a result of the comment. The 
TEKS for technology applications are guidelines for an enrichment curriculum. 
Teachers have flexibility in how to teach the TEKS. 
Issue: content of Computer Science II. 
Comment. Several individuals commented that including knowledge and skills used 
in all grade ranges and courses added too much to teach in the Computer Science 
II course. 
Agency Response. The TEA is not recommending changes as a result of the comment. 
The TEKS for technology applications are guidelines for an enrichment 
curriculum. Teachers have flexibility in how to teach the TEKS. 
General Comments. 
Comment. An individual commented that the TEKS for technology applications have 
come to the rescue for students and teachers. The use of instructional 
technology and the TEKS for technology applications will support efforts in 
preparing children for their future. It is important to continue to train 
teachers on how to use the 21st century tools. It is important to also teach 
them how to integrate technology into the curriculum. 
Comment. An individual commented in support of the TEKS for career and 
technology education and technology applications. 
Comment. An individual commented that the document exceeds what is expected for 
students to know and do at the high school level. The contents of Computer 
Science I and II are equivalent to upper-level college courses. Some of the 
performance descriptions for programming languages may become outdated soon. 
Agency Response. The TEA is not recommending changes as a result of the 
comments. Several computer science knowledge and skills that were language 
specific have been changed. 
Comment. An individual commented that the TEKS for technology applications do 
not meet the expectations of what students should know and be able to do. A 
concern was made regarding age-appropriate instruction. These knowledge and 
skills require significant technological knowledge on the part of the teachers. 
Agency Response. The TEA is not recommending changes as a result of the 
comments. The TEKS for technology applications are part of the enrichment 
curriculum. Teachers may use these knowledge and skills as guidelines. 
Benchmarks at Grades 2, 5, and 8 provide flexibility for schools in implementing 
the TEKS. 
Comment. An individual commented that the TEKS for technology applications is an 
excellent document and more than meets expectations for students in 
Prekindergarten-Grade 12. The strengths of the document include an excellent 
vision statement, challenging performance standards for each grade level, and a 
logical progression of well-organized, required skills from Prekindergarten-
Grade 12. No changes were suggested, however, the individual would provide some 
processes to ensure that this curriculum be kept current and updated at least 
annually to keep up with changing technology. 
Agency Response. The TEA is not recommending changes as a result of the 
comments. 
Comment. An individual from the Texas Computer Education Association (TCEA) 
commented in favor of the TEKS. 

SUBCHAPTER A. Elementary 
19 TAC sec.sec.126.1-126.3
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum. 

sec.126.1. Implementation of Texas Essential Knowledge and Skills for Technology 
Applications, Elementary. 
The provisions of this subchapter shall be effective September 1, 1998. 
sec.126.2. Technology Applications, Kindergarten-Grade 2. 
(a) Introduction. 
(1) The technology applications curriculum has four strands: foundations, 
information acquisition, work in solving problems, and communication.
(2) Through the study of technology applications foundations, including 
technology-related terms, concepts, and data input strategies, students learn to 
make informed decisions about technologies and their applications. The efficient 
acquisition of information includes the identification of task requirements; the 
plan for using search strategies; and the use of technology to access, analyze, 
and evaluate the acquired information. By using technology as a tool that 
supports the work of individuals and groups in solving problems, students will 
select the technology appropriate for the task, synthesize knowledge, create a 
solution, and evaluate the results. Students communicate information in 
different formats and to diverse audiences. A variety of technologies will be 
used. Students will analyze and evaluate the results. 
(b) Knowledge and skills. 
(1) Foundations. The student demonstrates knowledge and appropriate use of 
hardware components, software programs, and their connections. The student is 
expected to: 
(A) use technology terminology appropriate to the task; 
(B) start and exit programs as well as create, name, and save files; and 
(C) use networking terminology such as on-line, network, or password and access 
remote equipment on a network such as a printer. 
(2) Foundations. The student uses data input skills appropriate to the task. The 
student is expected to: 
(A) use a variety of input devices such as mouse, keyboard, disk drive, modem, 
voice/sound recorder, scanner, digital video, CD-ROM, or touch screen; 
(B) use proper keyboarding techniques such as correct hand and body positions 
and smooth and rhythmic keystroke patterns as grade-level appropriate; 
(C) demonstrate touch keyboarding techniques for operating the alphabetic, 
numeric, punctuation, and symbol keys as grade-level appropriate;
(D) produce documents at the keyboard, proofread, and correct errors; and 
(E) use language skills including capitalization, punctuation, spelling, word 
division, and use of numbers and symbols as grade-level appropriate.
(3) Foundations. The student complies with the laws and examines the issues 
regarding the use of technology in society. The student is expected to: 
(A) follow acceptable use policies when using computers; and
(B) model respect of intellectual property by not illegally copying software or 
another individual's electronic work. 
(4) Information acquisition. The student uses a variety of strategies to acquire 
information from electronic resources, with appropriate supervision. The student 
is expected to: 
(A) apply keyword searches to acquire information; and 
(B) select appropriate strategies to navigate and access information for 
research and resource sharing. 
(5) Information acquisition. The student acquires electronic information in a 
variety of formats, with appropriate supervision. The student is expected to: 
(A) acquire information including text, audio, video, and graphics; and 
(B) use on-line help. 
(6) Information acquisition. The student evaluates the acquired electronic 
information. The student is expected to: 
(A) determine the success of strategies used to acquire electronic information; 
and 
(B) determine the usefulness and appropriateness of digital information. 
(7) Solving problems. The student uses appropriate computer-based productivity 
tools to create and modify solutions to problems. The student is expected to: 
(A) use software programs with audio, video, and graphics to enhance learning 
experiences; and 
(B) use appropriate software, including the use of word processing and 
multimedia, to express ideas and solve problems. 
(8) Solving problems. The student uses research skills and electronic 
communication, with appropriate supervision, to create new knowledge. The 
student is expected to: 
(A) use communication tools to participate in group projects; and 
(B) use electronic tools and research skills to build a knowledge base regarding 
a topic, task, or assignment. 
(9) Solving problems. The student uses technology applications to facilitate 
evaluation of work, both process and product. The student is expected to: 
(A) use software features, such as on-line help, to evaluate work progress; and 
(B) use software features, such as slide show previews, to evaluate final 
product. 
(10) Communication. The student formats digital information for appropriate and 
effective communication. The student is expected to:
(A) use font attributes, color, white space, and graphics to ensure that 
products are appropriate for the defined audience; and 
(B) use font attributes, color, white space, and graphics to ensure that 
products are appropriate for the communication media including multimedia screen 
displays and printed materials. 
(11) Communication. The student delivers the product electronically in a variety 
of media, with appropriate supervision. The student is expected to: 
(A) publish information in a variety of media including, but not limited to, 
printed copy or monitor display; and 
(B) publish information in a variety of media including, but not limited to, 
stored files or video. 
(12) Communication. The student uses technology applications to facilitate 
evaluation of communication, both process and product. The student is expected 
to: 
(A) select representative products to be collected and stored in an electronic 
evaluation tool; and 
(B) evaluate the product for relevance to the assignment or task. 

sec.126.3. Technology Applications, Grades 3-5. 
(a) Introduction. 
(1) The technology applications curriculum has four strands: foundations, 
information acquisition, work in solving problems, and communication.
(2) Through the study of technology applications foundations, including 
technology-related terms, concepts, and data input strategies, students learn to 
make informed decisions about technologies and their applications. The efficient 
acquisition of information includes the identification of task requirements; the 
plan for using search strategies; and the use of technology to access, analyze, 
and evaluate the acquired information. By using technology as a tool that 
supports the work of individuals and groups in solving problems, students will 
select the technology appropriate for the task, synthesize knowledge, create a 
solution, and evaluate the results. Students communicate information in 
different formats and to diverse audiences. A variety of technologies will be 
used. Students will analyze and evaluate the results. 
(b) Knowledge and skills. 
(1) Foundations. The student demonstrates knowledge and appropriate use of 
hardware components, software programs, and their connections. The student is 
expected to: 
(A) use technology terminology appropriate to the task; 
(B) save and delete files, uses menu options and commands, and work with more 
than one software application; 
(C) identify and describe the characteristics of digital input, processing, and 
output; 
(D) delineate and make necessary adjustments regarding compatibility issues 
including, but not limited to, digital file formats and cross platform 
connectivity; and 
(E) access remote equipment on a network such as a printer or other peripherals. 
(2) Foundations. The student uses data input skills appropriate to the task. The 
student is expected to: 
(A) use a variety of input devices such as mouse, keyboard, disk drive, modem, 
voice/sound recorder, scanner, digital video, CD-ROM, or touch screen; 
(B) use proper keyboarding techniques such as correct hand and body positions 
and smooth and rhythmic keystroke patterns; 
(C) demonstrate touch keyboarding techniques for operating the alphabetic, 
numeric, punctuation, and symbol keys as grade-level appropriate;
(D) produce documents at the keyboard, proofread, and correct errors; 
(E) use language skills including capitalization, punctuation, spelling, word 
division, and use of numbers and symbols as grade-level appropriate; and 
(F) demonstrate an appropriate speed on short timed exercises depending upon the 
grade level and hours of instruction. 
(3) Foundations. The student complies with the laws and examines the issues 
regarding the use of technology in society. The student is expected to: 
(A) follow acceptable use policies when using computers; and
(B) model respect of intellectual property by not illegally copying software or 
another individual's electronic work. 
(4) Information acquisition. The student uses a variety of strategies to acquire 
information from electronic resources, with appropriate supervision. The student 
is expected to: 
(A) apply appropriate electronic search strategies in the acquisition of 
information including keyword and Boolean search strategies; and 
(B) select appropriate strategies to navigate and access information on local 
area networks (LANs) and wide area networks (WANs), including the Internet and 
intranet, for research and resource sharing. 
(5) Information acquisition. The student acquires electronic information in a 
variety of formats, with appropriate supervision. The student is expected to: 
(A) acquire information including text, audio, video, and graphics; and 
(B) use on-line help and documentation. 
(6) Information acquisition. The student evaluates the acquired electronic 
information. The student is expected to: 
(A) apply critical analysis to resolve information conflicts and validate 
information; 
(B) determine the success of strategies used to acquire electronic information; 
and 
(C) determine the usefulness and appropriateness of digital information. 
(7) Solving problems. The student uses appropriate computer-based productivity 
tools to create and modify solutions to problems. The student is expected to: 
(A) use software programs with audio, video, and graphics to enhance learning 
experiences; 
(B) use appropriate software to express ideas and solve problems including the 
use of word processing, graphics, databases, spreadsheets, simulations, and 
multimedia; and 
(C) use a variety of data types including text, graphics, digital audio, and 
video. 
(8) Solving problems. The student uses research skills and electronic 
communication, with appropriate supervision, to create new knowledge. The 
student is expected to: 
(A) use communication tools to participate in group projects;
(B) use interactive technology environments, such as simulations, electronic 
science or mathematics laboratories, virtual museum field trips, or on-line 
interactive lessons, to manipulate information; and 
(C) participate with electronic communities as a learner, initiator, 
contributor, or mentor. 
(9) Solving problems. The student uses technology applications to facilitate 
evaluation of work, both process and product. The student is expected to: 
(A) use software features, such as on-line help, to evaluate work progress; and 
(B) use software features, such as slide show previews, to evaluate final 
product. 
(10) Communication. The student formats digital information for appropriate and 
effective communication. The student is expected to:
(A) use font attributes, color, white space, and graphics to ensure that 
products are appropriate for the defined audience; 
(B) use font attributes, color, white space, and graphics to ensure that 
products are appropriate for the communication media including multimedia screen 
displays, Internet documents, and printed materials; and
(C) use appropriate applications including, but not limited to, spreadsheets and 
databases to develop charts and graphs by using data from various sources. 
(11) Communication. The student delivers the product electronically in a variety 
of media, with appropriate supervision. The student is expected to: 
(A) publish information in a variety of media including, but not limited to, 
printed copy, monitor display, Internet documents, and video; and 
(B) use presentation software to communicate with specific audiences. 
(12) Communication. The student uses technology applications to facilitate 
evaluation of communication, both process and product. The student is expected 
to: 
(A) select representative products to be collected and stored in an electronic 
evaluation tool; 
(B) evaluate the product for relevance to the assignment or task; and 
(C) create technology assessment tools to monitor progress of project such as 
checklists, timelines, or rubrics. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706476
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER B. Middle School
19 TAC sec.126.11, sec.126.12 
The new sections are adopted under the Texas Education Code,
sec.28.002, which directs the State Board of Education to adopt rules 
identifying the essential knowledge and skills of each subject of the enrichment 
curriculum.

sec.126.11. Implementation of Texas Essential Knowledge and Skills for 
Technology Applications, Middle School. 
The provisions of this subchapter shall supersede sec.75.51 of this title 
(relating to Computer Literacy) beginning September 1, 1998. 

sec.126.12. Technology Applications (Computer Literacy), Grades 6-8. 
(a) General requirements. Districts have the flexibility of offering technology 
applications (computer literacy) in a variety of settings, including a specific 
class or integrated into other subject areas. 
(b) Introduction. 
(1) The technology applications curriculum has four strands: foundations, 
information acquisition, work in solving problems, and communication.
(2) Through the study of technology applications foundations, including 
technology-related terms, concepts, and data input strategies, students learn to 
make informed decisions about technologies and their applications. The efficient 
acquisition of information includes the identification of task requirements; the 
plan for using search strategies; and the use of technology to access, analyze, 
and evaluate the acquired information. By using technology as a tool that 
supports the work of individuals and groups in solving problems, students will 
select the technology appropriate for the task, synthesize knowledge, create a 
solution, and evaluate the results. Students communicate information in 
different formats and to diverse audiences. A variety of technologies will be 
used. Students will analyze and evaluate the results. 
(c) Knowledge and skills. 
(1) Foundations. The student demonstrates knowledge and appropriate use of 
hardware components, software programs, and their connections. The student is 
expected to: 
(A) demonstrate knowledge and appropriate use of operating systems, software 
applications, and communication and networking components;
(B) compare, contrast, and appropriately use the various input, processing, 
output, and primary/secondary storage devices; 
(C) demonstrate the ability to select and use software for a defined task 
according to quality, appropriateness, effectiveness, and efficiency; 
(D) delineate and make necessary adjustments regarding compatibility issues 
including, but not limited to, digital file formats and cross platform 
connectivity; 
(E) use technology terminology appropriate to the task; 
(F) perform basic software application functions including, but not limited to, 
opening an application program and creating, modifying, printing, and saving 
documents; 
(G) explain the differences between analog and digital technology systems and 
give examples of each; 
(H) use terminology related to the Internet appropriately including, but not 
limited to, electronic mail (e-mail), Uniform Resource Locators (URLs), 
electronic bookmarks, local area networks (LANs), wide area networks (WANs), 
World Wide Web (WWW) page, and HyperText Markup Language (HTML); and 
(I) compare and contrast LANs, WANs, Internet, and intranet.
(2) Foundations. The student uses data input skills appropriate to the task. The 
student is expected to: 
(A) demonstrate proficiency in the use of a variety of input devices such as 
mouse/track pad, keyboard, microphone, digital camera, printer, scanner, 
disk/disc, modem, CD-ROM, or joystick; 
(B) demonstrate keyboarding proficiency in technique and posture while building 
speed; 
(C) use digital keyboarding standards for data input such as one space after 
punctuation, the use of em/en dashes, and smart quotation marks; and 
(D) develop strategies for capturing digital files while conserving memory and 
retaining image quality. 
(3) Foundations. The student complies with the laws and examines the issues 
regarding the use of technology in society. The student is expected to: 
(A) discuss copyright laws/issues and model ethical acquisition and use of 
digital information, citing sources using established methods;
(B) demonstrate proper etiquette and knowledge of acceptable use while in an 
individual classroom, lab, or on the Internet and intranet;
(C) describe the consequences regarding copyright violations including, but not 
limited to, computer hacking, computer piracy, intentional virus setting, and 
invasion of privacy; 
(D) identify the impact of technology applications on society through research, 
interviews, and personal observation; and 
(E) demonstrate knowledge of the relevancy of technology to future careers, 
life-long learning, and daily living for individuals of all ages. 
(4) Information acquisition. The student uses a variety of strategies to acquire 
information from electronic resources, with appropriate supervision. The student 
is expected to: 
(A) use strategies to locate and acquire desired information on LANs and WANs, 
including the Internet, intranet, and collaborative software; and 
(B) apply appropriate electronic search strategies in the acquisition of 
information including keyword and Boolean search strategies.
(5) Information acquisition. The student acquires electronic information in a 
variety of formats, with appropriate supervision. The student is expected to: 
(A) identify, create, and use files in various formats such as text files, 
bitmapped/vector graphics, image, video, and audio files;
(B) demonstrate the ability to access, operate, and manipulate information from 
secondary storage and remote devices including CD-ROM/laser discs and on-line 
catalogs; and 
(C) use on-line help and other documentation. 
(6) Information acquisition. The student evaluates the acquired electronic 
information. The student is expected to: 
(A) determine and employ methods to evaluate the electronic information for 
accuracy and validity; 
(B) resolve information conflicts and validate information through accessing, 
researching, and comparing data; and 
(C) demonstrate the ability to identify the source, location, media type, 
relevancy, and content validity of available information. 
(7) Solving problems. The student uses appropriate computer-based productivity 
tools to create and modify solutions to problems. The student is expected to: 
(A) plan, create, and edit documents created with a word processor using 
readable fonts, alignment, page setup, tabs, and ruler settings; 
(B) create and edit spreadsheet documents using all data types, formulas and 
functions, and chart information; 
(C) plan, create, and edit databases by defining fields, entering data, and 
designing layouts appropriate for reporting; 
(D) demonstrate proficiency in the use of multimedia authoring programs by 
creating linear or non-linear projects incorporating text, audio, video, and 
graphics; 
(E) create a document using desktop publishing techniques including, but not 
limited to, the creation of multi-column or multi-section documents with a 
variety of text-wrapped frame formats; 
(F) differentiate between and demonstrate the appropriate use of a variety of 
graphic tools found in draw and paint applications; 
(G) integrate two or more productivity tools into a document including, but not 
limited to, tables, charts and graphs, graphics from paint or draw programs, and 
mail merge; 
(H) use interactive virtual environments, appropriate to level, such as virtual 
reality or simulations; 
(I) use technical writing strategies to create products such as a technical 
instruction guide; and 
(J) use foundation and enrichment curricula in the creation of products. 
(8) Solving problems. The student uses research skills and electronic 
communication, with appropriate supervision, to create new knowledge. The 
student is expected to: 
(A) participate with electronic communities as a learner, initiator, 
contributor, and teacher/mentor; 
(B) complete tasks using technological collaboration such as sharing information 
through on- line communications; 
(C) use groupware, collaborative software, and productivity tools to create 
products; 
(D) use technology in self-directed activities by sharing products for defined 
audiences; and 
(E) integrate acquired technology applications skills, strategies, and use of 
the word processor, database, spreadsheet, telecommunications, draw, paint, and 
utility programs into the foundation and enrichment curricula.
(9) Solving problems. The student uses technology applications to facilitate 
evaluation of work, both process and product. The student is expected to: 
(A) design and implement procedures to track trends, set timelines, and 
review/evaluate progress for continual improvement in process and product; and 
(B) resolve information conflicts and validate information through research and 
comparison of data. 
(10) Communication. The student formats digital information for appropriate and 
effective communication. The student is expected to:
(A) use productivity tools to create effective document files for defined 
audiences such as slide shows, posters, multimedia presentations, newsletters, 
brochures, or reports; 
(B) demonstrate the use of a variety of layouts in a database to communicate 
information appropriately including horizontal and vertical layouts; 
(C) create a variety of spreadsheet layouts containing descriptive labels and 
page settings; 
(D) demonstrate appropriate use of fonts, styles, and sizes, as well as 
effective use of graphics and page design to effectively communicate; and 
(E) match the chart style to the data when creating and labeling charts. 
(11) Communication. The student delivers the product electronically in a variety 
of media, with appropriate supervision. The student is expected to: 
(A) publish information in a variety of ways including, but not limited to, 
printed copy, monitor display, Internet documents, and video;
(B) design and create interdisciplinary multimedia presentations for defined 
audiences including audio, video, text, and graphics; and 
(C) use telecommunication tools for publishing such as Internet browsers, video 
conferencing, or distance learning. 
(12) Communication. The student uses technology applications to facilitate 
evaluation of communication, both process and product. The student is expected 
to: 
(A) design and implement procedures to track trends, set timelines, and review 
and evaluate the product using technology tools such as database managers, 
daily/monthly planners, and project management tools; 
(B) determine and employ technology specifications to evaluate projects for 
design, content delivery, purpose, and audience, demonstrating that process and 
product can be evaluated using established criteria or rubrics;
(C) select representative products to be collected and stored in an electronic 
evaluation tool; and 
(D) evaluate the product for relevance to the assignment or task. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706477
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER C. High School
19 TAC sec.sec.126.21-126.29
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.126.21. Implementation of Texas Essential Knowledge and Skills for 
Technology Applications, High School. 
The provisions of this subchapter shall supersede sec.75.123 of this title 
(relating to Computer Science) beginning September 1, 1998. 

sec.126.22. Computer Science I (One Credit). 
(a) General requirements. The prerequisite for this course is proficiency in the 
knowledge and skills described in sec.126.12(c) of this title (relating to 
Computer Literacy, Grades 6-8). In addition, it is recommended that students 
have proficiency in the knowledge and skills for Algebra I identified in 
sec.111.32(b) of this title (relating to Algebra I (One Credit)) or the 
equivalent knowledge and skills. This course is recommended for students in 
Grades 9-12. School districts may use the knowledge and skills described in 
subsection (c) of this section, the computer science course descriptions for the 
College Board Advanced Placement or International Baccalaureate programs, or a 
combination thereof. 
(b) Introduction. 
(1) The technology applications curriculum has four strands: foundations, 
information acquisition, work in solving problems, and communication.
(2) Through the study of technology applications foundations, including 
technology-related terms, concepts, and data input strategies, students learn to 
make informed decisions about technologies and their applications. The efficient 
acquisition of information includes the identification of task requirements; the 
plan for using search strategies; and the use of technology to access, analyze, 
and evaluate the acquired information. By using technology as a tool that 
supports the work of individuals and groups in solving problems, students will 
select the technology appropriate for the task, synthesize knowledge, create a 
solution, and evaluate the results. Students communicate information in 
different formats and to diverse audiences. A variety of technologies will be 
used. Students will analyze and evaluate the results. 
(c) Knowledge and skills. 
(1) Foundations. The student demonstrates knowledge and appropriate use of 
hardware components, software programs, and their connections. The student is 
expected to: 
(A) demonstrate knowledge and appropriate use of operating systems, software 
applications, and communication and networking components;
(B) compare, contrast, and appropriately use the various input, processing, 
output, and primary/secondary storage devices; 
(C) make decisions regarding the selection, acquisition, and use of software 
taking under consideration its quality, appropriateness, effectiveness, and 
efficiency; 
(D) delineate and make necessary adjustments regarding compatibility issues 
including, but not limited to, digital file formats and cross platform 
connectivity; 
(E) differentiate current programming languages, discuss the use of the 
languages in other fields of study, and demonstrate knowledge of specific 
programming terminology and concepts; 
(F) differentiate among the levels of programming languages including machine, 
assembly, high-level compiled and interpreted languages; and 
(G) demonstrate coding proficiency in a contemporary programming language. 
(2) Foundations. The student uses data input skills appropriate to the task. The 
student is expected to: 
(A) demonstrate proficiency in the use of a variety of input devices such as 
keyboard, scanner, voice/sound recorder, mouse, touch screen, or digital video 
by appropriately incorporating such components into the product; and 
(B) use digital keyboarding standards for the input of data.
(3) Foundations. The student complies with the laws and examines the issues 
regarding the use of technology in society. The student is expected to: 
(A) discuss copyright laws/issues and model ethical acquisition and use of 
digital information, citing sources using established methods;
(B) demonstrate proper etiquette and knowledge of acceptable use policies when 
using networks, especially resources on the Internet and intranet; 
(C) investigate measures, such as passwords or virus detection/prevention, to 
protect computer systems and databases from unauthorized use and tampering; and 
(D) discuss the impact of computer programming on the World Wide Web (WWW) 
community. 
(4) Information acquisition. The student uses a variety of strategies to acquire 
information from electronic resources, with appropriate supervision. The student 
is expected to: 
(A) use local area networks (LANs) and wide area networks (WANs), including the 
Internet and intranet, in research and resource sharing; and 
(B) construct appropriate electronic search strategies in the acquisition of 
information including keyword and Boolean search strategies.
(5) Information acquisition. The student acquires electronic information in a 
variety of formats, with appropriate supervision. The student is expected to: 
(A) acquire information in and knowledge about electronic formats including 
text, audio, video, and graphics; 
(B) use a variety of resources, including foundation and enrichment curricula, 
together with various productivity tools to gather authentic data as a basis for 
individual and group programming projects; and 
(C) design and document sequential search algorithms for digital information 
storage and retrieval. 
(6) Information acquisition. The student evaluates the acquired electronic 
information. The student is expected to: 
(A) determine and employ methods to evaluate the design and functionality of the 
process using effective coding, design, and test data; and 
(B) implement methods for the evaluation of the information using defined 
rubrics. 
(7) Solving problems. The student uses appropriate computer-based productivity 
tools to create and modify solutions to problems. The student is expected to: 
(A) apply problem-solving strategies such as design specifications, modular top-
down design, step-wise refinement, or algorithm development;
(B) use visual organizers to design solutions such as flowcharts or schematic 
drawings; 
(C) develop sequential and iterative algorithms and codes programs in prevailing 
computer languages to solve practical problems modeled from school and 
community; 
(D) code using various data types; 
(E) demonstrate effective use of predefined input and output procedures for 
lists of computer instructions including procedures to protect from invalid 
input; 
(F) develop coding with correct and efficient use of expressions and assignment 
statements including the use of standard/user-defined functions, data 
structures, operators/proper operator precedence, and 
sequential/conditional/repetitive control structures; 
(G) create and use libraries of generic modular code to be used for efficient 
programming; 
(H) identify actual and formal parameters and use value and reference 
parameters; 
(I) use control structures such as conditional statements and iterated, pretest, 
and posttest loops; 
(J) use sequential, conditional, selection, and repetition execution control 
structures such as menu-driven programs that branch and allow user input; and 
(K) identify and use structured data types of one-dimensional arrays, records, 
and text files. 
(8) Solving problems. The student uses research skills and electronic 
communication, with appropriate supervision, to create new knowledge. The 
student is expected to: 
(A) participate with electronic communities as a learner, initiator, 
contributor, and teacher/mentor; 
(B) demonstrate proficiency in, appropriate use of, and navigation of LANs and 
WANs for research and for sharing of resources; 
(C) extend the learning environment beyond the school walls with digital 
products created to increase teaching and learning in the foundation and 
enrichment curricula; and 
(D) participate in relevant, meaningful activities in the larger community and 
society to create electronic projects. 
(9) Solving problems. The student uses technology applications to facilitate 
evaluation of work, both process and product. The student is expected to: 
(A) design and implement procedures to track trends, set timelines, and 
review/evaluate progress for continual improvement in process and product;
(B) use correct programming style to enhance the readability and functionality 
of the code such as spacing, descriptive identifiers, comments, or 
documentation; 
(C) seek and respond to advice from peers and professionals in delineating 
technological tasks; 
(D) resolve information conflicts and validate information through accessing, 
researching, and comparing data; and 
(E) create technology specifications for tasks/evaluation rubrics and 
demonstrate that products/product quality can be evaluated against established 
criteria. 
(10) Communication. The student formats digital information for appropriate and 
effective communication. The student is expected to:
(A) annotate coding properly with comments, indentation, and formatting; and 
(B) create interactive documents using modeling, simulation, and hypertext. 
(11) Communication. The student delivers the product electronically in a variety 
of media, with appropriate supervision. The student is expected to: 
(A) publish information in a variety of ways including, but not limited to, 
printed copy and monitor displays; and 
(B) publish information in a variety of ways including, but not limited to, 
software, Internet documents, and video. 
(12) Communication. The student uses technology applications to facilitate 
evaluation of communication, both process and product. The student is expected 
to: 
(A) write technology specifications for planning/evaluation rubrics documenting 
variables, prompts, and programming code internally and externally; 
(B) seek and respond to advice from peers and professionals in evaluating the 
product; and 
(C) debug and solve problems using reference materials and effective strategies. 

sec.126.23. Computer Science II (One Credit). 
(a) General requirements. The prerequisite for this course is proficiency in the 
knowledge and skills for Computer Science I as identified in sec.126.22(c) of 
this title (relating to Computer Science I (One Credit)). This course is 
recommended for students in Grades 10-12. School districts may use the knowledge 
and skills described in subsection (c) of this section, the computer science 
course descriptions for the College Board Advanced Placement or International 
Baccalaureate programs, or a combination thereof. 
(b) Introduction. 
(1) The technology applications curriculum has four strands: foundations, 
information acquisition, work in solving problems, and communication.
(2) Through the study of technology applications foundations, including 
technology-related terms, concepts, and data input strategies, students learn to 
make informed decisions about technologies and their applications. The efficient 
acquisition of information includes the identification of task requirements; the 
plan for using search strategies; and the use of technology to access, analyze, 
and evaluate the acquired information. By using technology as a tool that 
supports the work of individuals and groups in solving problems, students will 
select the technology appropriate for the task, synthesize knowledge, create a 
solution, and evaluate the results. Students communicate information in 
different formats and to diverse audiences. A variety of technologies will be 
used. Students will analyze and evaluate the results. 
(c) Knowledge and skills. 
(1) Foundations. The student demonstrates knowledge and appropriate use of 
hardware components, software programs, and their connections. The student is 
expected to: 
(A) identify object-oriented data types and delineate the 
advantages/disadvantages of object data; 
(B) demonstrate coding proficiency in contemporary programming languages 
including an object-oriented language; and 
(C) survey the issues accompanying the development of large software systems 
such as design/implementation teams, software validation/testing, and risk 
assessment. 
(2) Foundations. The student uses data input skills appropriate to the task. The 
student is expected to: 
(A) demonstrate proficiency in the use of a variety of input devices such as 
keyboard, scanner, voice/sound recorder, mouse, touch screen, or digital video 
by appropriately incorporating such components into the product; and 
(B) use digital keyboarding standards for the input of data.
(3) Foundations. The student complies with the laws and examines the issues 
regarding the use of technology in society. The student is expected to: 
(A) discuss copyright laws/issues and model ethical acquisition and use of 
digital information, citing sources using established methods;
(B) demonstrate proper etiquette and knowledge of acceptable use policies when 
using networks, especially resources on the Internet and intranet; 
(C) investigate measures, such as passwords or virus detection/prevention, to 
protect computer systems and databases from unauthorized use and tampering; and 
(D) code modules for the World Wide Web (WWW) community. 
(4) Information acquisition. The student uses a variety of strategies to acquire 
information from electronic resources, with appropriate supervision. The student 
is expected to: 
(A) construct search algorithms including linear and binary searches; and 
(B) compare and contrast search and sort algorithms including linear and binary 
searches for different purposes and search time. 
(5) Information acquisition. The student acquires electronic information in a 
variety of formats, with appropriate supervision. The student is expected to: 
(A) acquire information in and knowledge about electronic formats including 
text, audio, video, and graphics; and 
(B) use a variety of resources, including foundation and enrichment curricula, 
together with various productivity tools to gather authentic data as a basis for 
individual and group programming projects. 
(6) Information acquisition. The student evaluates the acquired electronic 
information. The student is expected to: 
(A) determine and employ methods to evaluate the design and functionality of the 
process using effective coding, design, and test data; and 
(B) implement methods for the evaluation of the information using defined 
rubrics. 
(7) Solving problems. The student uses appropriate computer-based productivity 
tools to create and modify solutions to problems. The student is expected to: 
(A) use appropriately and trace recursion in program design comparing invariant, 
iterative, and recursive algorithms; 
(B) manipulate data structures using string processing; 
(C) use notation for language definition such as syntax diagrams or Backus-Naur 
forms; 
(D) identify, describe, and use sequential/non-sequential files; 
multidimensional arrays and arrays of records; and quadratic sort algorithms 
such as selection, bubble, or insertion, and more efficient algorithms including 
merge, shell, and quick sorts; 
(E) create robust programs with increased emphasis on design, style, clarity of 
expression and documentation for ease of maintenance, program expansion, 
reliability, and validity; 
(F) apply methods for computing iterative approximations and statistical 
algorithms; 
(G) define and develop code using the concepts of abstract data types including 
stacks, queues, linked lists, trees, graphs, and information hiding; 
(H) identify and describe the correctness and complexity of algorithms such as 
divide and conquer, backtracking, or greedy algorithms;
(I) develop software to solve a school or community problem such as customer 
relations, design, modular programming, documentation, validation, marketing, or 
support; and 
(J) research advanced computer science concepts such as applied artificial 
intelligence, expert systems, robotics, depth-first/breadth-first and heuristic 
search strategies, multitasking operating systems, or computer architecture, 
such as reduced instruction set computer (RISC) and complex instruction set 
computer (CISC). 
(8) Solving problems. The student uses research skills and electronic 
communication, with appropriate supervision, to create new knowledge. The 
student is expected to: 
(A) participate with electronic communities as a learner, initiator, 
contributor, and teacher/mentor; 
(B) demonstrate proficiency in, appropriate use of, and navigation of local area 
networks (LANs) and wide area networks (WANs) for research and for sharing of 
resources; 
(C) extend the learning environment beyond the school walls with digital 
products created to increase teaching and learning in the foundation and 
enrichment curricula; and 
(D) participate in relevant, meaningful activities in the larger community and 
society to create electronic projects. 
(9) Solving problems. The student uses technology applications to facilitate 
evaluation of work, both process and product. The student is expected to: 
(A) demonstrate the ability to read and modify large programs including the 
design description and process development; 
(B) analyze algorithms using "big-O" notation, best, average, and worst case 
space techniques; 
(C) compare and contrast design methodologies including top-down and bottom-up; 
(D) analyze models used in development of software including software life cycle 
models, design objectives, documentation, and support; and 
(E) seek and respond to advice from peers and professionals in delineating 
technological tasks. 
(10) Communication. The student formats digital information for appropriate and 
effective communication. The student is expected to:
(A) annotate coding properly with comments, indentation, and formatting; and 
(B) create interactive documents using modeling, simulation, and hypertext. 
(11) Communication. The student delivers the product electronically in a variety 
of media, with appropriate supervision. The student is expected to: 
(A) publish information in a variety of ways including, but not limited to, 
printed copy and monitor displays; and 
(B) publish information in a variety of ways including, but not limited to, 
software, Internet documents, and video. 
(12) Communication. The student uses technology applications to facilitate 
evaluation of communication, both process and product. The student is expected 
to: 
(A) write technology specifications for planning and evaluation rubrics 
documenting variables, prompts, and program internally and externally;
(B) seek and respond to advice from peers and professionals in evaluating the 
product; and 
(C) debug and solve problems using reference materials and effective strategies. 

sec.126.24. Desktop Publishing (One Credit.)
(a) General requirements. The prerequisite for this course is proficiency in the 
knowledge and skills described in sec.126.12(c) of this title (relating to 
Computer Literacy, Grades 6-8). This course is recommended for students in 
Grades 9-12. 
(b) Introduction. 
(1) The technology applications curriculum has four strands: foundations, 
information acquisition, work in solving problems, and communication.
(2) Through the study of technology applications foundations, including 
technology-related terms, concepts, and data input strategies, students learn to 
make informed decisions about technologies and their applications. The efficient 
acquisition of information includes the identification of task requirements; the 
plan for using search strategies; and the use of technology to access, analyze, 
and evaluate the acquired information. By using technology as a tool that 
supports the work of individuals and groups in solving problems, students will 
select the technology appropriate for the task, synthesize knowledge, create a 
solution, and evaluate the results. Students communicate information in 
different formats and to diverse audiences. A variety of technologies will be 
used. Students will analyze and evaluate the results. 
(c) Knowledge and skills. 
(1) Foundations. The student demonstrates knowledge and appropriate use of 
hardware components, software programs, and their connections. The student is 
expected to: 
(A) demonstrate knowledge and appropriate use of operating systems, software 
applications, and communication and networking components;
(B) compare, contrast, and appropriately use the various input, processing, 
output, and primary/secondary storage devices; 
(C) make decisions regarding the selection, acquisition, and use of software 
taking under consideration its quality, appropriateness, effectiveness, and 
efficiency; 
(D) delineate and make necessary adjustments regarding compatibility issues 
including, but not limited to, digital file formats and cross platform 
connectivity; and 
(E) demonstrate knowledge of technology terminology and concepts relating them 
to desktop publishing. 
(2) Foundations. The student uses data input skills appropriate to the task. The 
student is expected to: 
(A) demonstrate proficiency in the use of a variety of input devices such as 
mouse, keyboard, disk/disc, modem, scanner, voice/sound recorder, or digital 
camera by appropriately incorporating such components into the product; and 
(B) use digital keyboarding standards in word processing such as one space after 
punctuation, the use of em/en dashes, and smart quotation marks. 
(3) Foundations. The student complies with the laws and examines the issues 
regarding the use of technology in society. The student is expected to: 
(A) discuss copyright laws/issues and model ethical acquisition and use of 
digital information, citing sources using established methods;
(B) demonstrate proper etiquette and knowledge of acceptable use policies when 
using networks, especially resources on the Internet and intranet; and 
(C) analyze the impact of desktop publishing on society including concepts 
related to persuasiveness, marketing, and point of view. 
(4) Information acquisition. The student uses a variety of strategies to acquire 
information from electronic resources, with appropriate supervision. The student 
is expected to: 
(A) use strategies to obtain print and digital information from a variety of 
electronic resources including, but not limited to, reference software, 
databases, and libraries of images, citing the source; and 
(B) use strategies to navigate on and access information from local area 
networks (LANs), wide area networks (WANs), the Internet, and intranet. 
(5) Information acquisition. The student acquires electronic information in a 
variety of formats, with appropriate supervision. The student is expected to: 
(A) acquire information in electronic formats including text, audio, video, and 
graphics, citing the source; and 
(B) demonstrate the ability to import and export elements from one program to 
another. 
(6) Information acquisition. The student evaluates the acquired electronic 
information. The student is expected to: 
(A) identify and employ a method to evaluate the information; and 
(B) demonstrate skill in testing the accuracy and validity of the information. 
(7) Solving problems. The student uses appropriate computer-based productivity 
tools to create and modify solutions to problems. The student is expected to: 
(A) use desktop publishing methods in foundation and enrichment curricula; 
(B) identify the tasks in a project and use the tools needed for completion such 
as word processing, pagination, utility, indexing, graphics, or drawing 
programs; 
(C) use electronic productivity tools such as the word processor to edit text 
including move, copy, cut and paste, and spell check; 
(D) select and use the categories of type, font, size, style, and alignment 
appropriate for the task; 
(E) apply the basic elements of page design including text, graphics, headlines, 
and white space; 
(F) distinguish design requirements as they relate to purposes and audiences 
including one- surface objects, multiple or bound pages, stationery, book 
jackets/magazine covers, pamphlets, magazines, brochures, and labels; and 
(G) read and use technical documentation. 
(8) Solving problems. The student uses research skills and electronic 
communication, with appropriate supervision, to create new knowledge. The 
student is expected to: 
(A) develop technical documentation related to desktop publishing;
(B) demonstrate the use of technology to participate in self-directed and 
practical activities; 
(C) extend the learning environment beyond the classroom through the creation 
and sharing of electronically formatted and published documents via electronic 
networks; 
(D) synthesize new information from data gathered from interviews, print, and 
electronic resources; and 
(E) demonstrate that tasks can be accomplished through technological 
collaboration and participate with electronic communities as a learner, 
initiator, contributor, and teacher/mentor. 
(9) Solving problems. The student uses technology applications to facilitate 
evaluation of work, both process and product. The student is expected to: 
(A) create technology specifications for tasks and evaluation rubrics to 
evaluate process and product against established criteria; 
(B) design and implement procedures to track trends, set timelines, and 
review/evaluate progress for continual improvement in process and product;
(C) resolve information conflicts and validate information through accessing, 
researching, and comparing data; and 
(D) seek and respond to advice from peers in delineating technological tasks. 
(10) Communication. The student formats digital information for appropriate and 
effective communication. The student is expected to:
(A) define the purpose of the product and identify the specified audience; 
(B) use terms related to typography appropriately including categories of type 
and type contrasts; 
(C) use the principles of page design to create a product including, but not 
limited to, leading/kerning, automatic text flow into linked columns, 
widows/orphans, and text wrap; 
(D) create a master template to include page specifications and other repetitive 
tasks; 
(E) apply the basics of type measurement for inches and picas;
(F) use type techniques as graphic elements such as drop cap, decorative 
letters, or embedded-text frames; 
(G) apply color principles to communicate the mood of the product for the 
specific audience; 
(H) incorporate the principles of basic design including, but not limited to, 
balance, contrast, dominant element, use of white space, consistency, 
repetition, alignment, and proximity; 
(I) identify the parts and kinds of pages including inside margin, outside 
margin, gutter, title, and inside pages; and 
(J) use a variety of strategies to create effective designs, such as varying 
line widths and patterns, and use manipulation tools to stretch, bend, screen, 
rotate, follow a path, or mirror type. 
(11) Communication. The student delivers the product electronically in a variety 
of media, with appropriate supervision. The student is expected to: 
(A) use appropriate media for creating a knowledge base with a broad perspective 
and communicating to the worldwide community; 
(B) use printing options such as tiling, color separations, collation, and 
previewing; 
(C) distinguish design and printing requirements as they relate to purposes, 
audiences, and final output; and 
(D) use styles (style sheets) including a variety of type specifications such as 
typeface, style, size, alignment, indents, and tabs.
(12) Communication. The student uses technology applications to facilitate 
evaluation of communication, both process and product. The student is expected 
to: 
(A) identify and employ a method to evaluate the project for design, content 
delivery, purpose, and audience; 
(B) use electronic project management tools to set milestones for completing 
projects and reviewing progress; 
(C) seek and respond to advice from peers in evaluating the product; 
(D) create technology specifications for tasks and evaluation rubrics; and 
(E) demonstrate that products and product quality can be evaluated against 
established criteria. 

sec.126.25. Digital Graphics/Animation (One Credit).
(a) General requirements. The prerequisite is proficiency in the knowledge and 
skills described in sec.126.12(c) of this title (relating to Computer Literacy, 
Grades 6-8). This course is recommended for students in Grades 9-12. 
(b) Introduction. 
(1) The technology applications curriculum has four strands: foundations, 
information acquisition, work in solving problems, and communication.
(2) Through the study of technology applications foundations, including 
technology-related terms, concepts, and data input strategies, students learn to 
make informed decisions about technologies and their applications. The efficient 
acquisition of information includes the identification of task requirements; the 
plan for using search strategies; and the use of technology to access, analyze, 
and evaluate the acquired information. By using technology as a tool that 
supports the work of individuals and groups in solving problems, students will 
select the technology appropriate for the task, synthesize knowledge, create a 
solution, and evaluate the results. Students communicate information in 
different formats and to diverse audiences. A variety of technologies will be 
used. Students will analyze and evaluate the results. 
(c) Knowledge and skills. 
(1) Foundations. The student demonstrates knowledge and appropriate use of 
hardware components, software programs, and their connections. The student is 
expected to: 
(A) demonstrate knowledge and appropriate use of operating systems, software 
applications, and communication and networking components;
(B) compare, contrast, and appropriately use the various input, processing, 
output, and primary/secondary storage devices; 
(C) make decisions regarding the selection, acquisition, and use of software 
taking under consideration its quality, appropriateness, effectiveness, and 
efficiency; 
(D) delineate and make necessary adjustments regarding compatibility issues 
including, but not limited to, digital file formats and cross platform 
connectivity; 
(E) use the vocabulary as it relates to digital graphics and animation software; 
(F) distinguish between and correctly use process color (RGB and CYMK), spot 
color, and black/white; 
(G) identify color mixing theories and apply these theories to the creation of 
new colors in the digital format; 
(H) compare, contrast, and integrate the basic sound editing principles 
including the addition of effects and manipulation of wave forms;
(I) distinguish between and use the components of animation software programs 
including cast, score, stage, and the animation control panel; 
(J) select and connect task-appropriate peripherals such as a printer, CD-ROM, 
digital camera, scanner, or graphics tablet; and 
(K) distinguish and use the different animation techniques of path and cell 
animation. 
(2) Foundations. The student uses data input skills appropriate to the task. The 
student is expected to: 
(A) demonstrate proficiency in the use and graphical integration of a variety of 
input devices such as keyboard, scanner, mouse, graphic tablet with pen, or 
digital camera; and 
(B) compare and contrast digital input devices. 
(3) Foundations. The student complies with the laws and examines the issues 
regarding the use of technology in society. The student is expected to: 
(A) discuss copyright laws/issues and model ethical acquisition and use of 
digital information, citing sources using established methods;
(B) model respect of intellectual property when manipulating, morphing, and 
editing graphics, video, text, and sound; 
(C) demonstrate proper etiquette and knowledge of acceptable use policies when 
using networks, especially resources on the Internet and intranet; and 
(D) research the impact of digital graphics in society and as an art form. 
(4) Information acquisition. The student uses a variety of strategies to acquire 
information from electronic resources, with appropriate supervision. The student 
is expected to: 
(A) use strategies to access research information from different resources, 
including local area networks (LANs), wide area networks (WANs), the Internet, 
and intranet; and 
(B) obtain print and digital information from a variety of resources including, 
but not limited to, encyclopedias, databases, and libraries of images. 
(5) Information acquisition. The student acquires electronic information in a 
variety of formats, with appropriate supervision. The student is expected to: 
(A) use the Internet and retrieve information in electronic formats including 
text, audio, video, and graphics, citing the source; 
(B) demonstrate the appropriate use of digital imaging, video integration, and 
sound in documents; and 
(C) import sounds from a variety of sources including, but not limited to, audio 
CD, tape, and microphone. 
(6) Information acquisition. The student evaluates the acquired electronic 
information. The student is expected to: 
(A) compare and contrast the rules of composition such as rule of thirds or the 
golden section/rectangle with respect to harmony and balance as well as discord 
and drama; 
(B) evaluate the fundamental concepts of a graphic design including composition 
and lighting; 
(C) analyze the designs to decide the point of interest and the attributes that 
determine prominence and support of the subject; and
(D) distinguish among the categories of typefaces while recognizing and 
resolving conflicts that occur through combined usage. 
(7) Solving problems. The student uses appropriate computer-based productivity 
tools to create and modify solutions to problems. The student is expected to: 
(A) combine graphics, images, and sound for foundation or enrichment curricular 
projects; 
(B) integrate the productivity tools including, but not limited to, word 
processor, database, spreadsheet, telecommunications, draw, paint, and utility 
programs into the digital graphics; 
(C) use perspective including backgrounds, light, shades/shadows, and scale to 
capture a focal point and create depth; 
(D) use the basic principles of proportion, balance, variety, emphasis, harmony, 
symmetry, and unity in type, color, size, line thickness, shape, and space; 
(E) use repetition of color, shape, texture, spatial relationships, line 
thickness, and size to develop organization and strengthen the unity of a 
product; 
(F) create three-dimensional effects using foreground, middle distance, and 
background images; 
(G) apply a variety of color schemes to digital designs including monochromatic, 
analogous, complementary, primary/secondary triads, cool/warm colors, and split 
complements; 
(H) use the basic concepts of color and design theory to work in a bitmapped 
mode, creating backgrounds, characters, and other case members as needed for the 
animation; 
(I) use the appropriate scripting language to create an animation or movie; 
(J) read, use, and develop technical documentation; 
(K) edit files using appropriate digital editing tools and established design 
principles including consistency, repetition, alignment, proximity, ratio of 
text to white space, image file size, color use, font size, type, and style; and 
(L) use a variety of techniques to edit, manipulate, and change sound. 
(8) Solving problems. The student uses research skills and electronic 
communication, with appropriate supervision, to create new knowledge. The 
student is expected to: 
(A) demonstrate the use of technology to participate in self-directed, 
meaningful activities in the larger community and society; 
(B) demonstrate proficiency in, appropriate use of, and navigation of LANs, 
WANs, the Internet, and intranet for research and for sharing of resources; and 
(C) participate with electronic communities as a learner, initiator, 
contributor, and teacher/mentor. 
(9) Solving problems. The student uses technology applications to facilitate 
evaluation of work, both process and product. The student is expected to: 
(A) create technology specifications for tasks and rubrics for the evaluation of 
products and product quality against established criteria;
(B) design and implement procedures to track trends, set timelines, and 
review/evaluate progress for continual improvement in process and product;
(C) evaluate data by using criteria appropriate for the purpose;
(D) resolve information conflicts and validate information through accessing, 
researching, and comparing data; and 
(E) seek and respond to advice from peers in delineating technological tasks. 
(10) Communication. The student formats digital information for appropriate and 
effective communication. The student is expected to:
(A) identify pictorial qualities in a design such as shape and form, space and 
depth, or pattern and texture to create visual unity and desired effects in 
designs; 
(B) use a variety of lighting techniques including shadows and shading to create 
an effect; 
(C) define the design attributes and requirements of products created for a 
variety of purposes including posters, billboards, business cards, stationery, 
book jackets, folders, booklets, pamphlets, brochures, and magazines; and 
(D) use proximity and alignment to create a visual connection with other 
elements. 
(11) Communication. The student delivers the product electronically in a variety 
of media, with appropriate supervision. The student is expected to: 
(A) publish information in a variety of ways including, but not limited to, 
printed copy or monitor display; and 
(B) publish information in saved files, Internet documents, CD-ROM discs, or 
video. 
(12) Communication. The student uses technology applications to facilitate 
evaluation of communication, both process and product. The student is expected 
to: 
(A) determine and employ technology specifications to evaluate projects for 
design, content delivery, purpose, and audience; and 
(B) seek and respond to advice from peers in evaluating the product. 

sec.126.26. Multimedia (One Credit).
(a) General requirements. The prerequisite for this course is proficiency in the 
knowledge and skills described in sec.126.12(c) of this title (relating to 
Computer Literacy, Grades 6-8). This course is recommended for students in 
Grades 9-12. 
(b) Introduction. 
(1) The technology applications curriculum has four strands: foundations, 
information acquisition, work in solving problems, and communication.
(2) Through the study of technology applications foundations, including 
technology-related terms, concepts, and data input strategies, students learn to 
make informed decisions about technologies and their applications. The efficient 
acquisition of information includes the identification of task requirements; the 
plan for using search strategies; and the use of technology to access, analyze, 
and evaluate the acquired information. By using technology as a tool that 
supports the work of individuals and groups in solving problems, students will 
select the technology appropriate for the task, synthesize knowledge, create a 
solution, and evaluate the results. Students communicate information in 
different formats and to diverse audiences. A variety of technologies will be 
used. Students will analyze and evaluate the results. 
(c) Knowledge and skills. 
(1) Foundations. The student demonstrates knowledge and appropriate use of 
hardware components, software programs, and their connections. The student is 
expected to: 
(A) demonstrate knowledge and appropriate use of operating systems, software 
applications, and communication and networking components;
(B) analyze demands for accomplishing multimedia tasks to appropriately use 
input, processing, output, and primary/secondary storage devices; 
(C) make decisions regarding the selection, acquisition, and use of software in 
a multimedia classroom/lab taking under consideration its quality, 
appropriateness, effectiveness, and efficiency; 
(D) delineate and make necessary adjustments regarding compatibility issues 
including, but not limited to, digital file formats and cross platform 
connectivity; 
(E) use necessary vocabulary related to multimedia; 
(F) install and configure appropriate software; 
(G) distinguish between and correctly use process color (RGB and CYMK), spot 
color, and black/white; 
(H) identify color mixing theories and apply these theories to the creation of 
new colors in the digital format; 
(I) identify and distinguish among the basic sound editing principles including 
the addition of effects and manipulation of the wave form; 
(J) identify and use compression schemes for photo, animation, video, and 
graphics; and 
(K) distinguish between and determine the appropriate application of bitmapped 
and vector graphics into a multimedia project. 
(2) Foundations. The student uses data input skills appropriate to the task. The 
student is expected to: 
(A) demonstrate proficiency in the use of a variety of electronic input devices 
including the mouse, keyboard, scanner, voice/sound recorder, disk/disc, video, 
and digital camera by creating files to be used in multimedia products; 
(B) use digital keyboarding standards for data input such as one space after 
punctuation, the use of em/en dashes, and smart quotation marks; 
(C) use strategies when digitally capturing files that conserve memory and 
retain the image integrity; and 
(D) differentiate among audio input. 
(3) Foundations. The student complies with the laws and examines the issues 
regarding the use of technology in society. The student is expected to: 
(A) discuss copyright laws/issues and model ethical acquisition and use of 
digital information, citing sources using established methods;
(B) demonstrate proper etiquette and knowledge of acceptable use policies when 
using networks, especially resources on the Internet and intranet; 
(C) model respect of intellectual property when manipulating, morphing, or 
editing graphics, video, text, and sound; and 
(D) provide examples of the role of multimedia in society.
(4) Information acquisition. The student uses a variety of strategies to acquire 
information from electronic resources, with appropriate supervision. The student 
is expected to: 
(A) use strategies to access research information from different resources, 
including local area networks (LANs), wide area networks (WANs), the Internet, 
and intranet; and 
(B) apply appropriate electronic search strategies in the acquisition of 
information including keyword and Boolean search strategies.
(5) Information acquisition. The student acquires electronic information in a 
variety of formats, with appropriate supervision. The student is expected to: 
(A) acquire information in electronic formats including text, audio, video, and 
graphics, citing the source; and 
(B) identify, create, and use available file formats including text, image, 
video (analog and digital), and audio files. 
(6) Information acquisition. The student evaluates the acquired electronic 
information. The student is expected to: 
(A) identify and employ a method to evaluate the design, functionality, and 
accuracy of the accessed information; and 
(B) use fundamental concepts of graphic design including visual composition and 
lighting when analyzing multimedia. 
(7) Solving problems. The student uses appropriate computer-based productivity 
tools to create and modify solutions to problems. The student is expected to: 
(A) use foundation and enrichment curricula in the creation of multimedia 
products; 
(B) select and integrate computer-based productivity tools, including, but not 
limited to, word processor, database, spreadsheet, telecommunications, draw, 
paint, and utility programs to develop and modify solutions to problems and to 
create new knowledge for multimedia products; 
(C) use technology tools to create a knowledge base with a broad perspective; 
(D) apply color principles to communicate the mood of the product for the 
specific audience; 
(E) integrate path and cell animation modules appropriately into multimedia 
products; 
(F) use the appropriate scripting language to create a multimedia sequence; 
(G) edit files using established design principles including consistency, 
repetition, alignment, proximity, ratio of text to white space, image file size, 
color use, font size, type, and style; and 
(H) read and use technical documentation. 
(8) Solving problems. The student uses research skills and electronic 
communication, with appropriate supervision, to create new knowledge. The 
student is expected to: 
(A) participate with electronic communities as a learner, initiator, 
contributor, and teacher/mentor and use technology to participate in self-
directed and practical activities in the larger community and society;
(B) demonstrate proficiency in, appropriate use of, and navigation of LANs, 
WANs, the Internet, and intranet for research and for sharing of resources; 
(C) integrate and use efficiently and effectively a variety of multimedia 
programs and tools including linear/non-linear authoring tools, image/video 
editing tools, compression programs, draw/paint/text creation tools; 
(D) extend the learning environment beyond the school walls through the creation 
and linking of multimedia products via electronic networks;
(E) develop technical documentation related to multimedia;
(F) participate in different roles and jobs of a multimedia production crew 
including project manager, lead programmer, writer, art director, sound 
engineer, researcher, animator, and presenter; 
(G) distinguish among and appropriately integrate 3-D modeling, animation, and 
rendering software into multimedia products; 
(H) import video into the digital format for integration into multimedia 
products; and 
(I) capture, record, and integrate sampled and Musical Instrument Digital 
Interface (MIDI) sound in different sound rates, resolutions, and channels. 
(9) Solving problems. The student uses technology applications to facilitate 
evaluation of work, both process and product. The student is expected to: 
(A) design and implement procedures to track trends, set timelines, and 
review/evaluate progress for continual improvement in process and product;
(B) seek and respond to advice from peers and professionals in delineating 
technological tasks; 
(C) create technology specifications for tasks and rubrics to evaluate products 
and product quality against established criteria; and
(D) resolve information conflicts and validate information by accessing, 
researching, and comparing data and demonstrate that products and product 
quality can be evaluated against established criteria. 
(10) Communication. The student formats digital information for appropriate and 
effective communication. The student is expected to:
(A) identify quality in multimedia design such as consistency, alignment, 
repetition, and proximity; 
(B) use content selection and presentation for the defined audience and 
communication purpose; and 
(C) format the multimedia project according to defined output specifications 
including target audience and viewing environment. 
(11) Communication. The student delivers the product electronically in a variety 
of media, with appropriate supervision. The student is expected to: 
(A) publish information in a variety of ways including, but not limited to, 
printed copy or monitor display; and 
(B) publish information in saved files, Internet documents, CD-ROM discs, or 
video. 
(12) Communication. The student uses technology applications to facilitate 
evaluation of communication, both process and product. The student is expected 
to: 
(A) determine and employ technology specifications to evaluate projects for 
design, content delivery, purpose, and audience; and 
(B) seek and respond to input from peers and professionals in evaluating the 
product. 

sec.126.27. Video Technology (One Credit). 
(a) General requirements. The prerequisite for this course is proficiency in the 
knowledge and skills described in sec.126.12(c) of this title (relating to 
Computer Literacy, Grades 6-8). This course is recommended for students in 
Grades 9-12. 
(b) Introduction. 
(1) The technology applications curriculum has four strands: foundations, 
information acquisition, work in solving problems, and communication.
(2) Through the study of technology applications foundations, including 
technology-related terms, concepts, and data input strategies, students learn to 
make informed decisions about technologies and their applications. The efficient 
acquisition of information includes the identification of task requirements; the 
plan for using search strategies; and the use of technology to access, analyze, 
and evaluate the acquired information. By using technology as a tool that 
supports the work of individuals and groups in solving problems, students will 
select the technology appropriate for the task, synthesize knowledge, create a 
solution, and evaluate the results. Students communicate information in 
different formats and to diverse audiences. A variety of technologies will be 
used. Students will analyze and evaluate the results. 
(c) Knowledge and skills. 
(1) Foundations. The student demonstrates knowledge and appropriate use of 
hardware components, software programs, and their connections. The student is 
expected to: 
(A) demonstrate knowledge and appropriate use of digital and analog video 
systems, software applications, and communication and networking components; 
(B) compare, contrast, and appropriately use the various input, processing, 
output, and primary/secondary storage devices; 
(C) make decisions regarding the selection, acquisition, and use of software 
taking under consideration its quality, appropriateness, effectiveness, and 
efficiency; 
(D) delineate and make necessary adjustments regarding compatibility issues 
including, but not limited to, digital file formats and cross platform 
connectivity; 
(E) use vocabulary related to video technology; and 
(F) compare and contrast linear and nonlinear editing. 
(2) Foundations. The student uses data input skills appropriate to the task. The 
student is expected to: 
(A) outline differences among electronic input devices as related to video 
technology; and 
(B) demonstrate proficiency in the use of a variety of electronic input devices 
including the keyboard, mouse, disk/disc, modem, scanner, voice/sound recorder, 
and digital video by incorporating such components into the video-related 
product. 
(3) Foundations. The student complies with the laws and examines the issues 
regarding the use of technology in society. The student is expected to: 
(A) discuss copyright laws/issues and model ethical acquisition and use of 
digital and video information, citing sources using established methods; 
(B) demonstrate proper etiquette and knowledge of acceptable use policies when 
using networks, especially resources on the Internet and intranet; and 
(C) analyze the impact of video technology on society. 
(4) Information acquisition. The student uses a variety of strategies to acquire 
information from electronic resources, with appropriate supervision. The student 
is expected to: 
(A) use strategies to access research information from different resources 
including local area networks (LANs), wide area networks (WANs), the Internet, 
and intranet; and 
(B) construct and use appropriate electronic search strategies in the 
acquisition of information including keyword and Boolean search strategies.
(5) Information acquisition. The student acquires electronic information in a 
variety of formats, with appropriate supervision. The student is expected to: 
(A) acquire information in electronic formats including text, audio, video, and 
graphics, citing the source; 
(B) engage in preproduction planning by surveying the site and obtaining 
necessary permits and release forms; and 
(C) acquire information from on-line help and other forms of documentation. 
(6) Information acquisition. The student evaluates the acquired electronic 
information. The student is expected to: 
(A) identify and employ a method to evaluate the information; and 
(B) demonstrate skill in testing the accuracy and validity of the information. 
(7) Solving problems. The student uses appropriate computer-based productivity 
tools to create and modify solutions to problems. The student is expected to: 
(A) use foundation and enrichment curricula in the development of video and 
digital products; 
(B) integrate productivity tools including, but not limited to, video editor, 
sound editor, word processor, database, spreadsheet, telecommunications, draw, 
paint, and utility programs to develop and modify solutions to problems for 
video productions; 
(C) create video technology products for a variety of purposes and audiences; 
and 
(D) develop technical documentation related to video technology.
(8) Solving problems. The student uses research skills and electronic 
communication, with appropriate supervision, to create new knowledge. The 
student is expected to: 
(A) participate with electronic communities as a learner, initiator, 
contributor, and teacher/mentor; 
(B) demonstrate proficiency in, appropriate use of, and navigation of LANs and 
WANs, the Internet, and intranet for research and for sharing of resources; 
(C) participate in relevant activities in the larger community and society to 
create electronic projects; 
(D) extend the learning environment beyond the school walls through the creation 
and sharing of digital and video products via electronic networks; 
(E) demonstrate knowledge in composition including ratio of image to frame, 
position in frame, line of gaze, pan/tilts, movement, and perspective; 
(F) demonstrate proficiency in basic camera techniques including zoom, focus, 
iris control, white balance, and filters; 
(G) create visual communication by applying the strategies of script writing; 
(H) engage in preproduction activities including storyboarding, script writing, 
production, contracting, and scheduling; 
(I) utilize lighting techniques including key, fill, and backlight, using 
incident/reflected light, color temperatures, and filter use; 
(J) use audio techniques, including microphone variances and audio mixers, and 
edit and integrate digital sounds; 
(K) participate in different roles and jobs of a production crew including 
executive producer, producer, director, engineer, script writer, editor, camera 
person, presenters, and audio technicians; 
(L) apply appropriate post production techniques including editing and creating 
control and/or time coded tracks, transitions, audio levels, background music, 
and special sound effects; 
(M) apply 2-D and 3-D animation effects to video; 
(N) use character generators, fonts, colors, and principles of compositions to 
create graphic images; 
(O) create captions and/or titles for video and graphics;
(P) use different compression techniques, and/or programs; and 
(Q) demonstrate knowledge in outputting digital video to analog and analog video 
to digital. 
(9) Solving problems. The student uses technology applications to facilitate 
evaluation of work, both process and product. The student is expected to: 
(A) design and implement procedures to track trends, set timelines, and 
review/evaluate progress for continual improvement in process and product;
(B) seek and respond to advice from peers and professionals in delineating 
technological tasks; 
(C) create technology specifications for tasks and evaluation rubrics; 
(D) resolve information conflicts and validate information by accessing, 
researching, and comparing data; and 
(E) monitor process and product quality using established criteria. 
(10) Communication. The student formats digital information for appropriate and 
effective communication. The student is expected to:
(A) use font attributes and color to ensure that products are appropriate for 
the defined audience and communication purpose; 
(B) use white space and graphics to ensure that products are appropriate for the 
defined audience and communication purpose; 
(C) use camera perspective to ensure that products are appropriate for the 
defined audience and communication purpose; and 
(D) use content selection and presentation to ensure that products are 
appropriate for the defined audience and communication purpose.
(11) Communication. The student delivers the product electronically in a variety 
of media, with appropriate supervision. The student is expected to: 
(A) publish information in a variety of ways including, but not limited to, 
printed copy or monitor display; and 
(B) publish information in saved files, Internet documents, CD-ROM discs, or 
video. 
(12) Communication. The student uses technology applications to facilitate 
evaluation of communication, both process and product. The student is expected 
to: 
(A) evaluate the project for design, content delivery, purpose, and audience 
using established criteria; 
(B) seek and respond to advice from peers and professionals in evaluating the 
product; and 
(C) research the best method of distribution, number of copies of finished 
product, and appropriate method for promoting product. 

sec.126.28. Web Mastering (One Credit). 
(a) General requirements. The prerequisite for this course is proficiency in the 
knowledge and skills described in sec.126.12(c) of this title (relating to 
Computer Literacy, Grades 6-8). This course is recommended for students in 
Grades 9-12. 
(b) Introduction. 
(1) The technology applications curriculum has four strands: foundations, 
information acquisition, work in solving problems, and communication.
(2) Through the study of technology applications foundations, including 
technology-related terms, concepts, and data input strategies, students learn to 
make informed decisions about technologies and their applications. The efficient 
acquisition of information includes the identification of task requirements; the 
plan for using search strategies; and the use of technology to access, analyze, 
and evaluate the acquired information. By using technology as a tool that 
supports the work of individuals and groups in solving problems, students will 
select the technology appropriate for the task, synthesize knowledge, create a 
solution, and evaluate the results. Students communicate information in 
different formats and to diverse audiences. A variety of technologies will be 
used. Students will analyze and evaluate the results. 
(c) Knowledge and skills. 
(1) Foundations. The student demonstrates knowledge and appropriate use of 
hardware components, software programs, and their connections. The student is 
expected to: 
(A) demonstrate knowledge and appropriate use of operating systems, software 
applications, and communication and networking components;
(B) compare, contrast, and use appropriately the various input, processing, 
output, and primary/secondary storage devices; 
(C) make decisions regarding the selection, acquisition, and use of software 
taking under consideration its quality, appropriateness, effectiveness, and 
efficiency; 
(D) delineate and make necessary adjustments regarding compatibility issues 
including, but not limited to, digital file formats and cross platform 
connectivity; 
(E) use vocabulary related to web mastering and delineate between the Internet 
and an intranet; 
(F) summarize the technical needs of a World Wide Web (WWW) server including 
Random Access Memory (RAM), hard disk capacity, Central Processing Unit (CPU) 
speed, methods of connectivity, and appropriate software; and 
(G) summarize the development of Internet protocols including, but not limited 
to, hypertext transfer protocol (http), gopher, file transfer protocol (ftp), 
telnet, and wide area information system (wais). 
(2) Foundations. The student uses data input skills appropriate to the task. The 
student is expected to: 
(A) outline differences among a variety of electronic input devices; and 
(B) demonstrate proficiency in the use of a variety of electronic input devices 
such as keyboard, scanner, voice/sound recorder, mouse, touch screen or digital 
video by incorporating such components while publishing WWW pages. 
(3) Foundations. The student complies with the laws and examines the issues 
regarding the use of technology in society. The student is expected to: 
(A) discuss copyright laws/issues and model ethical acquisition and use of 
digital information, citing sources using established methods;
(B) demonstrate proper etiquette and knowledge of acceptable use policies when 
using networks, especially resources on the Internet and intranet; and 
(C) analyze the impact of the WWW on society through research, interviews, and 
personal observation. 
(4) Information acquisition. The student uses a variety of strategies to acquire 
information from electronic resources, with appropriate supervision. The student 
is expected to: 
(A) use local area networks (LANs) and wide area networks (WANs) including the 
Internet and intranet in research and resource sharing;
(B) construct appropriate search strategies in the acquisition of information 
from the Internet including keyword and Boolean search strategies; and 
(C) obtain Uniform Resource Locators (URLs) and distinguish among the protocols 
including hypertext transfer protocol (http), gopher, file transfer protocol 
(ftp), telnet, and wide area information system (wais).
(5) Information acquisition. The student acquires electronic information in a 
variety of formats, with appropriate supervision. The student is expected to: 
(A) acquire information in electronic formats including text, audio, video, and 
graphics, citing the source; and 
(B) identify, create, and use available file formats including text, image, 
video (analog and digital), and audio files. 
(6) Information acquisition. The student evaluates the acquired electronic 
information. The student is expected to: 
(A) determine and employ methods to evaluate the design (for content delivery) 
and functionality (for navigation and interaction) of WWW pages and compare the 
method with other established methods; 
(B) demonstrate skill in testing the accuracy of information; and 
(C) investigate and choose electronic security methods for a web server to 
protect from unauthorized access and negative intentions.
(7) Solving problems. The student uses appropriate computer-based productivity 
tools to create and modify solutions to problems. The student is expected to: 
(A) use technology tools to create a knowledge base with a broad perspective; 
(B) select and integrate appropriate productivity tools including, but not 
limited to, word processor, database, spreadsheet, telecommunication, draw, 
paint, and utility programs into the creation of WWW documents; 
(C) use foundation and enrichment curricular content in the creation of WWW 
pages; 
(D) create WWW pages using specific authoring tools such as text-based editing 
programs or graphical-based editing programs; 
(E) read, use, and develop technical documentation; 
(F) create and edit WWW documents using established design principles including 
consistency, repetition, alignment, proximity, ratio of text to white space, 
image file size, color use, font size, type, and style; 
(G) demonstrate the ability to control access to the WWW site via password 
controls and global access/deny controls; and 
(H) establish a folder/directory hierarchy for storage of a web page and its 
related or linked files. 
(8) Solving problems. The student uses research skills and electronic 
communication, with appropriate supervision, to create new knowledge. The 
student is expected to: 
(A) demonstrate proficiency in, appropriate use of, and navigation of LANs, 
WANs, the Internet, and intranet for research and for sharing of resources; 
(B) extend teaching and learning in the local environment to the worldwide 
community through the creation and sharing of WWW documents;
(C) synthesize and generate new information from data gathered from electronic 
and telecommunications resources; 
(D) create and format WWW documents containing bookmarks of on-line resources 
and share them electronically; 
(E) demonstrate the use of WWW pages, collaborative software, and productivity 
tools to create products; 
(F) participate with electronic communities as a learner, initiator, 
contributor, and teacher/mentor; and 
(G) participate in relevant, meaningful activities in the larger community and 
society to create electronic projects. 
(9) Solving problems. The student uses technology applications to facilitate 
evaluation of work, both process and product. The student is expected to: 
(A) design and implement procedures to track trends, set timelines, and 
review/evaluate progress for continual improvement in process and product;
(B) seek and respond to advice from peers and professionals in delineating 
technological tasks; 
(C) create technology specifications for tasks and evaluation rubrics; and 
(D) resolve information conflicts and validate information through accessing, 
researching, and comparing data. 
(10) Communication. The student formats digital information for appropriate and 
effective communication. The student is expected to:
(A) use hypertext linking appropriately when creating WWW pages; 
(B) develop interactivity for the web server via scripting additions such as 
Common Gateway Interface (CGI), Java Script, or JAVA; and
(C) demonstrate the ability to conduct secure transactions from the web server 
to the client. 
(11) Communication. The student delivers the product electronically in a variety 
of media, with appropriate supervision. The student is expected to: 
(A) synthesize and publish information in a variety of ways including, but not 
limited to, printed copy, monitor display, Internet documents, and video; and 
(B) identify and use LANs, WANs, and remote resources to exchange and publish 
information. 
(12) Communication. The student uses technology applications to facilitate 
evaluation of communication, both process and product. The student is expected 
to: 
(A) create technology specifications for tasks and evaluation rubrics; and 
(B) seek and respond to input from peers and professionals in evaluating the 
product. 

sec.126.29. Independent Study in Technology Applications (One Credit). 
(a) General requirements. The prerequisite for this course is completion of a 
high school technology applications course as identified in this subchapter and 
permission of the instructor/mentor for Independent Study in Technology 
Applications. This course may be taken at Grades 10-12.
(b) Introduction. 
(1) The technology applications curriculum has four strands: foundations, 
information acquisition, work in solving problems, and communication.
(2) Through the study of technology applications foundations, including 
technology-related terms, concepts, and data input strategies, students learn to 
make informed decisions about technologies and their applications. The efficient 
acquisition of information includes the identification of task requirements; the 
plan for using search strategies; and the use of technology to access, analyze, 
and evaluate the acquired information. By using technology as a tool that 
supports the work of individuals and groups in solving problems, students will 
select the technology appropriate for the task, synthesize knowledge, create a 
solution, and evaluate the results. Students communicate information in 
different formats and to diverse audiences. A variety of technologies will be 
used. Students will analyze and evaluate the results. 
(c) Knowledge and skills. 
(1) Foundations. The student demonstrates knowledge and appropriate use of 
hardware components, software programs, and their connections. The student is 
expected to: 
(A) demonstrate knowledge and appropriate use of operating systems, software 
applications, and communication and networking components;
(B) make decisions regarding the selection, acquisition, and use of software 
taking under consideration its quality, appropriateness, effectiveness, and 
efficiency; 
(C) delineate and make necessary adjustments regarding compatibility issues 
including, but not limited to, digital file formats and cross platform 
connectivity; and 
(D) use appropriate technology terminology in the independent study course. 
(2) Foundations. The student uses data input skills appropriate to the task. The 
student is expected to: 
(A) demonstrate proficiency in the use of a variety of electronic input devices 
including the mouse, keyboard, scanner, voice/sound recorder, disk/disc, video, 
and digital camera as appropriate; and 
(B) use digital keyboarding standards for data input such as one space after 
punctuation, the use of em/en dashes, and smart quotation marks. 
(3) Foundations. The student complies with the laws and examines the issues 
regarding the use of technology in society. The student is expected to: 
(A) discuss copyright laws/issues and model ethical acquisition and use of 
digital information, citing sources using established methods;
(B) demonstrate proper etiquette and knowledge of acceptable use policies when 
using networks, especially resources on the Internet and intranet; and 
(C) model respect of intellectual property when manipulating, morphing, or 
editing graphics, video, text, and sound. 
(4) Information acquisition. The student uses a variety of strategies to acquire 
information from electronic resources, with appropriate supervision. The student 
is expected to: 
(A) use local area networks (LANs) and wide area networks (WANs), including the 
Internet and intranet, in research and resource sharing;
(B) apply appropriate search strategies in the acquisition of information from 
the Internet including keyword and Boolean search strategies; and 
(C) pose hypotheses/questions related to a selected problem.
(5) Information acquisition. The student acquires electronic information in a 
variety of formats, with appropriate supervision. The student is expected to: 
(A) acquire information using appropriate research strategies and a variety of 
electronic formats, including text, audio, video, and graphics, citing the 
source; and 
(B) identify, create, and use available file formats including text, image, 
video (analog and digital), and audio files. 
(6) Information acquisition. The student evaluates the acquired electronic 
information. The student is expected to: 
(A) identify and employ a method to evaluate the design, functionality, and 
accuracy of the accessed information; and 
(B) analyze information for validity and relevance in the confirmation, testing, 
and solution of the hypotheses and questions. 
(7) Solving problems. The student uses appropriate computer-based productivity 
tools to create and modify solutions to problems. The student is expected to: 
(A) develop and apply advanced technology applications skills;
(B) identify and solve problems, individually and with input from peers and 
professionals, utilizing research methods and advanced technology applications 
skills used in a selected profession or discipline; 
(C) select and integrate appropriate productivity tools including, but not 
limited to, word processor, database, spreadsheet, telecommunication, draw, 
paint, and utility programs into the creation of products; 
(D) use foundation and enrichment curricular content in the creation of 
products; 
(E) synthesize and generate new information from data gathered from electronic 
and telecommunications resources; and 
(F) read and use technical documentation. 
(8) Solving problems. The student uses research skills and electronic 
communication, with appropriate supervision, to create new knowledge. The 
student is expected to: 
(A) work with a mentor to determine problem to be solved, hypotheses, and 
strategies to accomplish task; 
(B) develop products that meet standards identified by the selected profession 
or discipline; 
(C) produce original work to solve the identified problem and publish the 
product in electronic media and print; 
(D) participate with electronic communities as a learner, initiator, 
contributor, and teacher/mentor; and 
(E) participate in relevant, meaningful activities in the larger community and 
society to create electronic projects. 
(9) Solving problems. The student uses technology applications to facilitate 
evaluation of work, both process and product. The student is expected to: 
(A) design and implement procedures to track trends, set timelines, and 
review/evaluate progress for continual improvement in process and product;
(B) produce documentation to illustrate the progress of the project including, 
but not limited to journals, logs, videos, pictorial documentation, multimedia 
products, and printed books; and 
(C) seek and respond to input from peers and professionals in delineating 
technological tasks and problem solving. 
(10) Communication. The student formats digital information for appropriate and 
effective communication. The student is expected to:
(A) format the developed projects according to defined output specifications 
including target audience and viewing environment; and 
(B) present findings to a panel for comment and professional response. 
(11) Communication. The student delivers the product electronically in a variety 
of media, with appropriate supervision. The student is expected to: 
(A) determine and implement the best method of presenting or publishing 
findings; 
(B) synthesize and publish information in a variety of ways including, but not 
limited to, printed copy, monitor display, Internet documents, and video; and 
(C) use LANs, WANs, and remote resources to exchange and publish information. 
(12) Communication. The student uses technology applications to facilitate 
evaluation of communication, both process and product. The student is expected 
to: 
(A) design and implement procedures to track trends, set timelines, and review 
and evaluate the product using technology tools such as database managers, 
daily/monthly planners, and project management tools; 
(B) determine and employ technology specifications to evaluate projects for 
design, content delivery, purpose, and audience, demonstrating that process and 
product can be evaluated using established criteria or rubrics;
(C) seek and respond to input from peers and professionals in evaluating the 
product; and 
(D) make necessary revisions and/or proceed to the next stage of study. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706478
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

CHAPTER 127. Texas Essential Knowledge and Skills for Career Orientation
The Texas Education Agency (TEA) adopts new sec.sec.127.1, 127.2, 127.11, and 
127.12, concerning career orientation. Sections 127.1, 127.11, and 127.12 are 
adopted with changes to the proposed text as published in the February 28, 1997, 
issue of the Texas Register (22 TexReg 2322). Section 127.2 is adopted without 
changes and will not be republished. The new sections establish the essential 
knowledge and skills for the areas of career investigation, Grades 6-8, and 
career connections, Grades 9-12. The new sections are necessary to ensure that 
students throughout the state have access to the enrichment curricula. The 
provisions of these sections shall supersede sec.75.50(e) of this title 
(relating to Career Investigation) beginning September 1, 1998. 
The Texas Education Code organizes the required curriculum into two types: the 
foundation curriculum and the enrichment curriculum. As specified in 
legislation, the essential knowledge and skills of the enrichment curriculum 
serve as guidelines to school districts in providing instruction. In doing so, 
some districts may incur costs for professional development and equipment. These 
potential costs cannot be estimated. 
Members of the public expressed concern about adoption of a certificate of 
initial mastery. Neither the TEKS nor any other rule contains reference to, 
promotes, or establishes a certificate of initial mastery. 
The following changes have been made since the sections were proposed. Numerous 
editorial changes were made throughout the sections for clarification and 
simplification. 
Since filing of the proposed sections, legal counsel has advised that since the 
sections serve as guidelines for instruction, language containing or implying 
mandates on school districts should be stricken or replaced with more permissive 
language where necessary. The term "shall" that appeared in statements regarding 
the date of implementation of the provisions for each subchapter was replaced 
with more permissive language. In subsection (a) of sec.127.12 (relating to 
Career Connections (One-Half Credit)), language has been deleted that specified 
the amount of credit to be awarded for successful completion of a course. 
Several individuals who testified at the public hearing held on March 4, 1997, 
stated that the Texas essential knowledge and skills (TEKS) for career and 
technology education contain references to the skills and competencies 
identified by the Secretary's Commission on Achieving Necessary Skills (SCANS) 
and thus reflect federal influence. TEA staff has carefully reviewed the TEKS 
for evidence of SCANS skills and competencies. The sections being adopted do not 
contain specific references to SCANS; however, the sections do contain skills 
and competencies that are among those recommended by the commission. The 
curriculum writing teams, members of the State Board of Education Review 
Committee, and others had suggested strengthening the TEKS drafts expressed a 
strong belief that some skills and competencies identified by the SCANS 
commission are an essential part of an effective curriculum. 
The following comments have been received regarding adoption of the new 
sections. The comments are organized by subchapter and section. 
Subchapter A. Middle School. 
sec.127.2. Career Investigation. 
Issue: completion of formal career interest and aptitude assessment - 
sec.127.2(c)(1)(A) and (B).
Comment. An individual commented in objection to the use of an assessment test 
and career information which will decide where students interests and aptitudes 
lie or the career opportunities that are available as a result of the 
assessments. Career choices should come from within the student and not as a 
result of parental dictation or an educator push. 
Agency Response. The TEA agrees with the comment. The career interest and 
aptitude data and information should be used by the parents and their child to 
assist in identifying the child's individual interest and talents in preparation 
to make meaningful and informed career choices throughout the life span.
Issue: course additions. 
Comment. Clear Creek Independent School District (ISD) commented that additional 
information and activities be included at Grades 5 and 6 and that career days be 
conducted during the last month of school in Grades 5 and 6. 
Agency Response. School districts may include career day activities in their 
educational program at their own discretion to meet the needs of the school 
district and students. 
Subchapter B. High School. 
sec.127.12. Career Connections. 
Issue: course additions. 
Comment. Clear Creek ISD commented that additional information and activities be 
included and resume writing and interviewing skills be introduced in Grades 9-
12. 
Agency Response. Resume writing and the interviewing process are included in 
both courses.

SUBCHAPTER A. Middle School
19 TAC sec.127.1, sec.127.2
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.127.1. Implementation of Texas Essential Knowledge and Skills for Career 
Orientation, Middle School. 
The provisions of this subchapter shall supersede sec.75.50(e) of this title 
(relating to Career Investigation) beginning September 1, 1998.
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority. 
Issued in Austin, Texas, on May 15, 1997.
TRD-9706479
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

SUBCHAPTER B. High School
19 TAC sec.127.11, sec.127.12
The new sections are adopted under the Texas Education Code, sec.28.002, which 
directs the State Board of Education to adopt rules identifying the essential 
knowledge and skills of each subject of the enrichment curriculum.

sec.127.11. Implementation of Texas Essential Knowledge and Skills for Career 
Orientation, High School. 
The provisions of this subchapter shall be effective September 1, 1998.

sec.127.12. Career Connections (One-Half Credit). 
(a) General requirements. This course is recommended for students in Grades 9-
10. 
(b) Introduction. Achieving proficiency in decision making and problem solving 
is an essential skill for career planning and lifelong learning. Students use 
self-knowledge, educational, and career information to set and achieve realistic 
career and educational goals. 
(c) Knowledge and skills. 
(1) The student analyzes the effect of personal interest and aptitudes upon 
educational and career planning. The student is expected to:
(A) complete a formal career interest and aptitude assessment;
(B) match interests and aptitudes to career opportunities; and 
(C) begin a personal career portfolio by conducting an in-depth study of the 
varied aspects of occupations related to the student's interest areas. 
(2) The student knows how to locate, analyze, and apply career information. The 
student is expected to: 
(A) access career information using print and on-line resources to complete an 
educational and/or training plan for a career pathway; 
(B) access career information using interviews with business and industry 
representatives to create a career resource file; 
(C) complete career critiques gained through a variety of experiences (for 
example, shadowing, career study tours, guest speakers, career fairs, videos, 
CD-ROM, Internet, and simulated work activities); and 
(D) use career information to apply entrepreneurial skills by developing a small 
business plan. 
(3) The student knows that many skills are common to a variety of careers and 
that these skills can be transferred from one career opportunity to another. The 
student is expected to: 
(A) compile a list of transferable skills with a corresponding list of possible 
career options matching the student's interests and aptitudes to be placed in 
the personal career portfolio; and 
(B) create a presentation portraying transferable skills within the student's 
interest area. 
(4) The student knows the process used to locate and secure employment. The 
student is expected to: 
(A) prepare a Venn diagram comparing and contrasting employment opportunities of 
our free enterprise system and the economic systems of the international job 
market; 
(B) develop a chart classifying employment opportunities based on educational 
and training requirements of careers in the student's interest area; 
(C) complete a job application form for an employment opportunity in the 
student's interest area; 
(D) develop a resume for an employment opportunity in the student's interest 
area; and 
(E) role-play appropriate interviewing techniques for an employment opportunity 
in the student's interest area. 
(5) The student recognizes the impact of career choice on personal lifestyle. 
The student is expected to: 
(A) prepare a personal budget reflecting lifestyle desires;
(B) use print or on-line information to determine salaries of at least three 
career choices in the student's interest area with varying education 
requirements (for example, no high school diploma, high school diploma, and 
postsecondary training); and 
(C) select the career most closely matching the student's personal lifestyle 
budget. 
(6) The student knows the process of career planning. The student is expected 
to: 
(A) list and explain the steps in the decision-making process;
(B) prepare an oral or written plan describing the specific factors considered 
in the decision- making process used to solve a simulated career problem; 
(C) identify high school courses related to specific career choices in the 
student's interest area; 
(D) select high school courses and experiences to develop a graduation plan that 
leads to a specific career choice in the student's interest area; 
(E) list and explain educational and/or training alternatives after high school 
for a career choice within the student's interest area; and 
(F) prepare an educational and career plan for an occupation within the 
student's interest area that begins with entry into high school and continues 
through a postsecondary educational and/or training program and place this 
information in the personal career portfolio. 
(7) The student knows the importance of productive work habits and attitudes. 
The student is expected to: 
(A) conduct interviews with a minimum of two employers to determine the 
importance of work ethics such as dependability, promptness, getting along with 
others, and honesty; 
(B) list characteristics of an effective team member; 
(C) work on a team to accomplish an assigned task and complete an "effective 
team member" profile to place in the personal career portfolio; and 
(D) write job scenarios demonstrating positive and negative employee/customer 
relations. 
(8) The student knows the effect change has on society and career opportunities. 
The student is expected to: 
(A) cite examples of change in our society; 
(B) compose a report explaining positive and negative aspects of one of the 
examples of societal change; 
(C) develop a timeline covering the last ten years depicting the change in a 
selected career choice; and 
(D) use labor market information, knowledge of technology, and societal and/or 
economic trends to forecast a job profile for a career in the student's interest 
area ten years from now and add this profile to the personal career portfolio.
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 15, 1997.
TRD-9706480
Criss Cloudt
Associate Commissioner, Policy Planning and Research
Texas Education Agency
Effective date: September 1, 1998
Proposal publication date: February 28, 1997
For further information, please call: (512) 463-9701

TITLE 22. EXAMINING BOARDS
PART XII. Board of Vocational Nurse Examiners
CHAPTER 235.Licensing
Issuance of Licenses
22 TAC sec.235.42
The Board of Vocational Nurse Examiners adopts an amendment to sec.235.42, 
relative to copying of licenses without changes to the proposed text published 
in the April 18, 1997, issue of the Texas Register (22 TexReg 3567) 
This rule is amended to delete the restriction of copying licenses. 
No comments were received regarding adoption of the amendment. 
The amendment is proposed under Texas Civil Statutes, Article 4528c, sec.5(f), 
which provide the Board of Vocational Nurse Examiners with the authority to make 
such rules and regulations as may be necessary to carry in effect the purposes 
of the law. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority. 
Issued in Austin, Texas, on May 19, 1997.
TRD-9706631
Marjorie A. Bronk
Executive Director
Board of Vocational Nurse Examiners
Effective date: June 6, 1997
Proposal publication date: April 18, 1997
For further information, please call: (512) 305-8100

CHAPTER 239.Contested Case Procedure
Enforcement
22 TAC sec.239.19
The Board of Vocational Nurse Examiners adopts an amendment to sec.239.19, 
relative to Schedule of Fines in disciplinary matters without changes to the 
proposed text published in the April 18, 1997, issue of the Texas Register (22 
TexReg 3568). 
This rule is amended to increase the monetary fines that can be charged in 
disciplinary matters. The fees are being increased to make individuals more 
conscious of the importance of meeting the continuing education mandates and 
keep their license current when working. 
No comments were received regarding adoption of the amendment. 
The amendment is adopted under Texas Civil Statutes, Article 4528c, sec.5(f), 
which provide the Board of Vocational Nurse Examiners with the authority to make 
such rules and regulations as may be necessary to carry in effect the purposes 
of the law. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority. 
Issued in Austin, Texas, on May 19, 1997.
TRD-9706632
Marjorie A. Bronk
Executive Director
Board of Vocational Nurse Examiners
Effective date: June 6, 1997
Proposal publication date: April 18, 1997
For further information, please call: (512) 305-8100

TITLE 25. HEALTH SERVICES
PART II. Texas Department of Mental Health and Mental Retardation
CHAPTER 401. System Administration
SUBCHAPTER L. In-Home and Family Support Program
25 TAC sec.sec.401.681-401.692
The Texas Department of Mental Health and Mental Retardation (TDMHMR) adopts the 
repeal of sec.sec.401.681-401.692, concerning TDMHMR In-Home and Family Support 
Program, without changes to the proposed text as published in the March 11, 
1997, issue of the Texas Register (22 TexReg 2569). New sec.sec.401.681-401.693, 
concerning the same, are contemporaneously adopted in this issue of the Texas 
Register. 
The repeal allows for the adoption of new sections. 
No public comment was received on the proposal. 
The repeals are adopted under the Texas Health and Safety Code, Title 7, 
sec.532.015, which provides the Texas Board of Mental Health and Mental 
Retardation with rulemaking powers. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority. 
Issued in Austin, Texas, on May 19, 1997.
TRD-9706619
Ann Utley
Chairman, Texas MHMR Board
Texas Department of Mental Health and Mental Retardation
Effective date: September 1, 1997
Proposal publication date: March 11, 1997
For further information, please call: (512) 206-4516

25 TAC sec.sec.401.681-401.693 
The Texas Department of Mental Health and Mental Retardation (TDMHMR) adopts new 
sec.sec.401.681-401.693, concerning TDMHMR In-Home and Family Support Program. 
Sections 401.683-401.693 are adopted with changes to the proposed text as 
published in the March 11, 1997, issue of the Texas Register (22 TexReg 2570). 
Sections 401.681 and 401.682 are adopted without changes to the proposed text. 
The repeal of existing sec.sec.401.681-401.692, concerning the same, is 
contemporaneously adopted in this issue of the Texas Register.
The definitions of "emergency" and "TDMHMR In-Home and Family Support Program" 
have been modified for clarification. Language was added to the definition of 
"TDMHMR In-Home and Family Support Program" and throughout the rule to clarify 
that assistance must directly support the person to live in his/her natural 
home, rather than living in a more restrictive setting at a higher cost. In 
sec.401.684(a), specialized child care costs in excess of the prevailing rate 
for routine child care were added as an allowable service. In sec.401.684(b), 
language was clarified to state that the listed services were unallowable as 
well as those services that do not relate to the person's mental disability and 
do not directly support the person to live in his/her natural home. Additionally 
in sec.401.684(b), the term "routine" was added to several services to 
distinguish them as services needed by all persons in the general public; 
language was modified in (b)(11) to state that all over- the-counter medications 
are unallowable, regardless of their relationship to the person's mental 
disability; language was modified in (b)(13) clarifying that items or activities 
that are primarily for the person's recreation are unallowable; and language was 
modified in (b)(17) to clarify that computers are unallowable unless used as an 
assistive technology device and necessary to perform a critical or essential 
function such as environmental control, or written or oral communication, which 
the person is unable to perform without the use of the computer. 
Section 401.685 has been reorganized and revised for clarification. Changes to 
diagnostic eligibility include a diagnosis of mental retardation within the 
previous three years for minors and within the previous five years for adults, 
rather than within the previous 12 months for all persons with mental 
retardation. Language was modified to clarify that a diagnosis or assessment 
from private practitioner/service provider who is licensed or certified in a 
relevant profession is permitted. A portion of proposed 
sec.401.685(a)(1)(B)(iii) has become new sec.401.685(1)(C), stating that 
eligibility may be granted on a temporary basis for up to 60 days (rather than 
90 days) and that documentation substantiating the diagnostic basis of 
eligibility is required within 30 days (rather than 90 days) of disbursement for 
assistance in an emergency. Paragraph (2) was revised and expanded to include 
language from proposed subsection (a)(4)(A)-(C). References to programs for 
which participation renders a person ineligible for program assistance has been 
revised and clarified. Income eligibility has been changed to financial 
eligibility and includes child support, court settlements, trusts, and other 
sources of income. The financial eligibility paragraph (3) has been expanded to 
include language from proposed subsection (a)(4)(G). Paragraph (4) has been 
revised and expanded and describes the process for identifying the allowable 
services for which a person is eligible. The process includes a discussion of 
the person's needs and goals or desired outcomes and how the allowable services 
could meet the needs or achieve the goals or desired outcomes, as well as a 
review of the results of the person's current evaluations, program plans, and 
medical reports. Paragraph (4) also includes revised language that was proposed 
as subsection (b). 
Language was added to sec.401.686(a) directing persons to notify the 
administering agency within 10 calendar days of a change in their eligibility 
factors; requiring persons on the waiting list to be contacted annually to 
determine if there has been a change in their eligibility factors; and, if there 
has been a change in the person's eligibility factors, requiring the 
administering agency to redetermine the person's eligibility within 30 calendar 
days. Language was added to subsection (b) stating that the person is provided a 
copy of his/her approved written plan; that the written plan includes a 
description of each need that requires an allowable service, how each service 
specifically relates to the person's mental disability, how each service will 
directly support the person to live in his/her natural home, and how each 
service will positively impact the mental disability; that the written plan 
includes a statement that the person agrees to comply with the written plan and 
that the person understands that noncompliance may result in the person being 
ineligible and liable for restitution; and that the written plan includes a 
statement that the person understands that it is a felony of the third degree to 
knowingly make or cause to be made a false statement or representation or to 
solicit or accept assistance for which the person knows he/she is not eligible. 
Language was added to subsection (c) requiring persons to notify the 
administering agency within 10 calendar days (rather than immediately) of a 
change in their eligibility factors. The subsection also directs the 
administering agency to redetermine a person's eligibility within 30 calendar 
days if the person reports a change in eligibility factors. 
A new subsection (d) in sec.401.686, which replaced proposed subsections (d), 
(e), and (f), describes the reevaluation process that occurs within 30 calendar 
days following completion of assistance or at the end of the fiscal year, 
whichever comes first, and determines whether the goals/outcomes as stated in 
the written plan have been achieved. If the goals/outcomes have not been 
achieved or the person identifies an additional need, which can be met with an 
allowable service, then assistance may continue if funds are available. 
Additionally, the person's eligibility is redetermined if assistance will 
continue from one fiscal year to the next. Language was modified in 
sec.401.686(g)(2)(C) stating that architectural modifications become the 
property of the person or property owner, as appropriate. Language in 
sec.401.686(g)(2)(D), regarding architectural modifications becoming the 
property of the owner, has been deleted. Throughout the subchapter the term 
"supplies," when associated with architectural modifications and the lease and 
purchase of special equipment, has been deleted. The subsection describing 
emergency assistance has been expanded to include the provisions of new 
sec.401.685(1)(C). Language has been added to sec.401.687(d) to clarify that the 
penalty applies to persons who knowingly do not comply with their written plan. 
Examples of noncompliance have also been added. Clarifying language has been 
added to sec.401.687(b) and (f). A new subsection (g) in sec.401.687 was created 
to include revised language from proposed sec.401.685(a)(4)(F) that describes 
coordination with the Texas Department of Human Services. Language has been 
modified in sec.401.688 which requires the appeal procedures described in 
Exhibit A to be communicated either verbally or in writing in the person's 
primary language. Language was also added to paragraph (2) of the same section 
clarifying that the person must request an administrative review within 10 
working days of receipt of notification of the first appeal decision. Language 
was modified in sec.401.688(4)(A) requiring the final decision of the 
administrative review to be communicated to the person in writing only (rather 
than communicated verbally as well). Language in sec.401.689(a) has been 
modified to clarify that department rules, standards, and other applicable 
guidelines may be used to document service standards and provider 
qualifications. Language has been added to sec.401.690(2) clarifying that the 
number of persons who are currently waiting for assistance be identified by the 
year placed on record as waiting. Language in sec.401.691 was modified to be 
consistent with the title of the exhibit. The word "and" was deleted from 
sec.401.692(4). The title of the Texas MHMR Board was corrected in 
sec.401.693(1). 
A public hearing was held on April 1, 1997. Testimony was received from the 
Texas Respite Resource Network; Mental Health Association of Texas, Austin; 
P.R.I.D.E. Early Childhood Intervention Program; Austin-Travis County MHMR, 
Austin; and Center of Health Care Services, San Antonio. Written public comment 
was received from Texas Panhandle Mental Health Authority, Amarillo; The Gulf 
Coast Center, League City; The Arc of Greater Houston, Houston; Lubbock Regional 
MHMR Center, Lubbock; Riceland Regional Mental Health Authority, Wharton; 
Tarrant County MHMR Services, Fort Worth; Austin-Travis County MHMR, Austin; 
Andrews Center, Athens; West Texas Centers for MHMR, Big Spring; ACCESS, 
Jacksonville; MHMRA of Brazos Valley, Bryan; Texas Planning Council for 
Developmental Disabilities, Austin; Denton County MHMR Center, Denton; Heart of 
Texas Region MHMR Center, Waco; The Arc of Texas, Austin; Public Responsibility 
Committee, MHMRA of Harris County, Houston; MHMRA of Harris County Advisory 
Board, Houston; Parent Association for the Retarded of Texas, Austin; two 
recipients of assistance through TDMHMR In-Home and Family Support Program; and 
the parent of a state school resident. 
Regarding sec.401.684(b)(11), four commenters objected to prescription 
medications that do not relate to the person's mental disability being listed as 
an unallowable service. Several commenters described how, without the prescribed 
medication, a person's physical deterioration may lead to a reduction in mental 
functioning. Another commenter requested that over-the-counter and prescription 
medication be related to the person's disability rather than the person's mental 
disability. One commenter, assuming that seizure medication would be considered 
related to the person's mental disability, requested language confirming that 
assumption. The department responds that the Texas Health and Safety Code, 
sec.535.004(a)(2) allows for "other health services related to the person's 
mental disability." Since medication is a health service, it too must be related 
to the person's mental disability. The department notes that prescription 
medication is an allowable service only if the prescribing physician indicates 
that the medication is related to the person's mental disability. Language has 
been modified to state that over-the- counter medications remain an unallowable 
service regardless of whether they relate to the person's mental disability. 
Regarding sec.401.685(a)(1), one commenter requested clarification of the 
relationship between "medication" and "relating to the person's mental 
disability." The department responds that the determination of whether a 
medication relates to the person's mental disability will be the responsibility 
of the prescribing physician. The department notes that program funds may not be 
used for psychoactive or psychotropic medication prescribed for persons in the 
priority population. The administering agency (local authority) is responsible 
for providing such medication and charging the person a maximum monthly fee in 
accordance with department rules governing charges for community-based services 
(Chapter 403, Subchapter B). 
Regarding sec.401.684(a)(1), one commenter requested guidelines to determine 
significant relatedness of a medical need to the person's mental disability or 
the latitude to approve funds for certain types of medical expense. The 
department responds that the determination of whether the medical need is 
related to the person's mental disability is made by the physician prescribing 
the medical service. 
Regarding sec.401.684(b)(9), four commenters requested clarification of the term 
"normal" or "routine" when referencing shelter, utilities, home repairs, and 
furnishings. One commenter requested examples of non-normal and non-routine. 
Another commenter asked if rent and utilities is determined to be non-routine, 
then how often and for how long can the assistance be provided. Another 
commenter stated that if it is the intent to assist persons in remaining in the 
community, then would it not be prudent to allow the purchase of household items 
(e.g., stove, refrigerator, microwave oven)? The department replaces the term 
"normal" with "routine" for consistency and defines it as ordinary items or 
services needed by people, with or without a disability, in the general public 
who live independently. The TDMHMR In-Home and Family Support Program (IHFSP) 
provides assistance for items and services that, because of the person's mental 
disability, are not routine. An example of non-routine shelter, utilities, and 
home furnishings would be when a person transitions from a residential facility 
to independent living in the community. Routine shelter is not a rent subsidy, 
or rent that is on-going, continuous, repetitive, or provided year after year. 
Regarding how often and for how long assistance may be provided, the department 
responds that some persons may need non-routine rent and utilities periodically, 
based upon their need which is determined according to sec.401.685(4). 
One of the commenters stated that although the IHFSP is not intended to improve 
the living conditions of persons living at or below the poverty level, often 
persons with a mental disability are living at or below the poverty level 
because of their mental disability.
The commenter added that the need for shelter is very much related to a person's 
mental disability and whether the person is at risk for out-of-home placement. 
The commenter listed several extenuating circumstances that may lead to risk for 
out-of-home placement, such as loss of employment, waiting for SSDI or SSI 
benefits, and transition from an institution or residential placement. The 
commenter suggested including the person's treatment team, if appropriate, in 
any decision regarding approval of IHFSP assistance for shelter when there are 
extenuating circumstances that put the person at risk for out-of-home placement. 
The department responds that staff are responsible for ensuring that eligible 
persons in need of shelter are first referred to community housing resources as 
well as the administering agency's supported housing program (a Best Practice) 
because program funds may not be used to supplant services available through 
local, state, or federal programs, including programs of the administering 
agency. Regarding inclusion of the person's treatment team in discussions 
concerning assistance, the department responds that it supports the treatment 
team's input provided decisions are directed by the person and not the treatment 
team. 
Regarding sec.401.684(b)(16), three commenters expressed confusion concerning 
the intent of not allowing "child care for children under the age of 14." One 
commenter stated that his organization served numerous children with serious 
mental illness for which specialized child care may be indicated. Another 
commenter stated that appropriate child care could certainly be a factor in 
whether or not a family seeks out-of-home placement. One commenter asked how 
this service differs from respite. One commenter acknowledged that, while child 
care is an expense that every parent of minor children is responsible for, it 
would be appropriate to fund the disability-related cost of the care. Two 
commenters requested that the age limit be 12 rather than 14. The department 
responds by adding the term "routine" to distinguish it as child care services 
needed by all working parents in the general public. The department also adds 
clarifying language to sec.401.684(a), stating that specialized child care costs 
in excess of the prevailing rate are allowable. Regarding the difference between 
child care and respite, the department responds that respite is considered 
short-term, periodic relief of the primary care giver, while routine child care 
is considered to be care provided on a regular basis, such as daily or weekly. 
Regarding modifying the age limit from 14 to 12, the department responds that 
the age limit has been deleted. 
Another commenter suggested allowing assistance for short term care for children 
over the age of 11 or 12 years because many children are capable of short term 
self-supervision by age 11 years. The department responds that short term care 
is considered respite. 
Regarding annual reevaluations, one commenter expressed concern that an annual 
reevaluation of every recipient prior to the beginning of a new fiscal year is 
extremely time consuming, especially when a recipient's need may have been met 
as much as 11 months earlier. The commenter suggested reevaluating the person 
when the person's need has been met and his/her goal or outcome identified in 
the written plan has been achieved or at the end of the fiscal year, whichever 
comes first. The department concurs and language has been modified to reflect 
the commenter's suggestion. 
Regarding sec.401.685(a)(1)(A), five commenters objected to the annual 
eligibility requirement of a diagnosis of mental retardation within the previous 
12 months. One commenter stated that the repetitive testing would be extremely 
costly, while accomplishing little because persons with mental retardation do 
not change significantly from year to year, especially once they have reached 
adulthood. Another commenter stated that even the education system at the 
federal level is considering waiving the 3-year reevaluation cycle requirement 
in certain circumstances. A commenter suggested including documentation 
alternatives other than diagnosis. The department responds by requiring a 
diagnosis of mental retardation within the previous three years for minors and 
within the previous five years for adults. Regarding the inclusion of 
documentation alternatives other than diagnosis, the department responds that 
the commenter's suggestion is unclear. 
Regarding sec.401.685(a), one commenter expressed confusion concerning language 
in subsection (a)(1)(A)(i) which requires a diagnosis within the past 12 months 
to be eligible and language in subsection (a)(1)(B)(i) which states that past 
documentation of services from the department is sufficient to establish 
eligibility. The commenter asked if this requirement applied only to the initial 
application. The commenter also asked if the documentation to verify the 
disability had to be dated within the last 12 months even though there may be a 
determination of mental retardation (DMR) or comprehensive diagnosis and 
evaluation (CD&E) dated prior to the past 12 months. The department responds 
that the requirements in subparagraph (A) are in addition to the requirements in 
subparagraph (B), not instead of. The department directs the commenter to the 
language in paragraph (1)(B)(i) which states, A person meeting the criteria in 
subparagraph (A) of this section who previously received services from the 
[department] or [community center] is eligible. Additional evaluation or 
documentation of diagnosis is not required unless deemed necessary by intake 
staff." This means that first the person must have a diagnosis of a mental 
disability in accordance with subparagraph (A), then, if the person previously 
received services from the department or community center, the person is 
eligible without additional evaluation or documentation of diagnosis unless 
deemed necessary . Regarding the requirement applying only to the initial 
application, the department responds that to continue receiving assistance from 
one fiscal year to the next a person's eligibility must be redetermined annually 
using the same criteria. Regarding a DMR or CD&E (or any other documentation of 
a diagnosis of mental retardation by a private practitioner/service provider 
licensed or certified in a relevant profession) dated prior to the past 12 
months, the department has modified the diagnostic eligibility language to 
require a diagnosis of mental retardation within the past three years for minors 
and within the past five years for adults.
Regarding sec.401.685(a)(4), one commenter expressed concern over the language 
"...shall consider the extent of the person's needs and whether the person is at 
risk for out-of-home placement." The commenter asked how "at risk for out-of-
home placement" would be determined because there are families who are very much 
in need of services but would never consider placing their family member out of 
the home. The commenter stated that families should be eligible to receive 
assistance before a situation reaches a crisis level. Two other commenters 
expressed concern that families will be put in a position of identifying their 
family member as at risk for out-of-home placement or exaggerate a need in order 
to continuing receiving assistance. The commenter stated that crisis situations 
arise if persons are moved in and out of the program because of their changing 
needs. One commenter questioned the purpose of considering extent of the 
person's needs or risk of out-of-home placement, asking if it were to determine 
the existence of an emergency. The commenter stated that since the rule gives no 
guidance on how to weight or evaluate the extent of need or risk for out-of-home 
placement then the requirement may be misinterpreted or applied inconsistently. 
The commenter also stated that since the program processes requests on a first 
come, first served basis, then the language referencing consideration of extent 
of need and at risk for out-of-home placement should be deleted. The department 
responds that the program was never intended to address all of a person's needs, 
just those that directly support the person to live in his/her natural home, 
rather than living in a more restrictive setting at a higher cost. If the needs 
that directly support the person to live in his/her natural home decrease, then 
assistance should decrease -- and when the needs have been met, then the person 
should exit the program. Regarding the absence of guidance on how to weight or 
evaluate the extent of need or risk for out-of-home placement, the department 
responds that the language has been replaced with statutory direction (Texas 
Health and Safety Code, sec.535.003(c) and (d)), which directs staff to review 
the results of the person's current evaluations, program plans, and medical 
reports and consult with the person to identify the allowable services for which 
the person is eligible. 
Regarding sec.401.686(a)(2), one commenter expressed concern over language which 
stated that requests are processed in chronological order when a report to the 
75th Texas Legislature criticized the program for processing requests on a 
"first come, first served" basis rather than on an immediate needs basis. The 
department responds that its response to the report stated that the department 
agreed with the intent of the Legislative Budget Board's recommendation to 
consider the severity of need of an individual as compared to others, rather 
than being solely determined on a "first come, first serve" basis or on whether 
the individual is currently receiving assistance. The department's response 
continued to state, "The panel (In-Home and Family Support Program Review Panel) 
recognizes the necessity to provide equal opportunity to access for those 
waiting, including those with 'severe needs.' The panel has determined that 
similar outcomes can be achieved by making substantial revisions to the initial 
screening, reevaluation, and waiting list processes." The department notes that 
the revisions include the identification of allowable services (which are 
related to the mental disability and directly support the person to live in 
his/her natural home, rather than living in a more restrictive setting at a 
higher cost) during the initial screening; reevaluation within 30 days following 
completion of assistance or at the end of the fiscal year, whichever comes 
first, which determines if the goals/outcomes as stated in the written plan have 
been achieved; and the annual contact of persons on the waiting list to 
determine a change in eligibility factors. 
Regarding sec.401.686(f), one commenter expressed concern that a person's name 
would be repeated on the waiting list for each new need the person identified. 
The commenter stated that when the person's name is at the top of the waiting 
list, then the person's written plan should reflect all of the needs the person 
identified while on the waiting list. Three commenters objected to the 
requirement being applied to current recipients, with one commenter stating that 
it will result in persons going back and forth between stable and crisis 
situations. The commenters also noted that the core principle in creating an 
individualized support program is to be flexible to the person's changing needs 
and circumstances. The department responds by modifying the reevaluation process 
which addresses the commenters' concerns. The department notes that the 
reevaluation process indicates whether the goals/outcomes as stated in the 
written plan have been achieved. If the goals/outcomes have not been achieved or 
the persons identifies an additional need, which can be met with an allowable 
service, then assistance may continue if funds are available. Regarding 
sec.401.684(b)(1), two commenters objected to vehicle maintenance being included 
as an unallowable service. The commenters stated how vehicle repairs is a 
legitimate need. One commenter asked if there will be a distinction between 
vehicle maintenance and vehicle repair. The department responds by adding the 
term "routine" and notes that routine vehicle maintenance is not considered 
vehicle repair. 
Regarding sec.401.684(b)(5), four commenter objected to services in segregated 
settings being unallowable. Two of the commenters complained that the 
requirement would deny young persons with mental retardation access to a 
particular summer camp which provides safe recreation as well as competent care 
for their special needs. Two commenters requested clarification of "services in 
segregated settings." One commenter asked if it meant that a respite program 
would be unallowable unless it is integrated with non-disabled people. The 
commenter stated that non-disabled adults do not need respite services, 
therefore, it would be impossible to have a integrated respite program for 
adults with mental retardation. The commenter asked if public transit programs 
designed for persons with disabilities would be unallowable transportation 
because it serves only people with disabilities. Another commenter requested 
examples of non-segregated settings. The department responds that services in 
segregated settings are services provided only to persons with a mental 
disability. Day programs exist that provide supervision for adults with 
disabilities, not just mental disabilities. The department notes that services 
in segregated settings have always been unallowable and directs the commenters 
to a policy clarification memo sent to administering agencies and implemented on 
January 1, 1993, which states that segregated services such as sheltered 
workshops and psychosocial programs were not within the intent of the 
legislation. The memo provided other examples of segregated services, which 
included day activities programs, summer camps for people with disabilities, and 
"group activities" such as bowling, shopping, movies, in which participants have 
the same disabilities. The memo stated that special transit, group therapy, and 
in-home respite were not considered segregated services. One of the program's 
purposes is to integrate persons into community living by promoting self-
sufficiency. Segregated respite programs do not accomplish this purpose. Non-
segregated settings are those that the general public would use, for example, 
the YMCA or Girl/Boy Scouts. In-home respite is also a non-segregated setting. 
The department notes that families are free to participate in any service they 
believe to be beneficial; however, the department is responsible for identifying 
which services may be paid for with public funds. 
Regarding sec.401.684(b)(8), two commenters objected to costs for allowable 
services incurred before the written plan is approved being included as an 
unallowable service. The commenters stated that their administering agency takes 
several months to develop a written plan, then several more months before it is 
approved, leaving just four or five months in the fiscal year to expend all the 
money. The commenters expressed concern that while the written plan is being 
developed and approved their needs are not being met. The department responds 
that state statute (Texas Health and Safety Code, sec.535.004(a)) mandates 
assistance to compensate a client for present and future expenses incurred, and 
the department has determined that present and future expenses are those 
incurred after the person's written plan is approved. 
Regarding sec.401.684(b)(13), four commenters objected to items or services that 
are primarily for recreational purposes being unallowable. One commenter stated 
that families use recreational services as respite, and that recreational 
services provide meaningful and enjoyable activities, which have an impact in 
preventing loneliness, depression, and maladaptive behaviors. Another commenter 
requested clarification regarding when assistance could pay for a recreational 
program that is used as respite. One other commenter asked how this would impact 
persons who are not able to access the community. The department responds that 
language has been modified to clarify that the item or activity may not be 
primarily for the person's recreation. The department understands that respite 
care or training programs may sometimes include recreational activities; 
therefore, if the person's primary purpose is to receive appropriate social 
training and prevent depression (or the family's purpose is respite) and the 
recreational activity is not in a segregated setting, then it may be allowable. 
Regarding the impact of persons unable to access the community, the department 
responds that access to the community does not involve an expense. The 
department suggests the commenter contact local civic organizations or the 
community relations department of the administering agency to help provide 
access to recreation in the community. 
Regarding sec.401.684(b)(18), four commenters objected to services provided by 
an individual under the age of 18 being included as an unallowable service. One 
commenter stated that at some summer day camps for persons with mental 
retardation teenagers receive extensive training and experience taking care of 
child with a disability, and many families hire these minors to provide respite 
services. The commenter stated that this proposal seems to needlessly eliminate 
some desirable options for persons and families and take away consumer choice 
that the department has been espousing recently. Two other commenters suggested 
adding language stating "except at the specific discretion of the family." The 
department responds that consumer choice must be balanced with prudent public 
policy and as a matter of prudent public policy the department does not 
authorize minors, regardless of training, ability, judgment, or capacity, to 
engage in the care of others paid for with public funds. The department notes 
that families are not prohibited from hiring minors to provide respite services, 
the rule merely states that public funds may not be used to pay for those 
services. 
Regarding sec.401.684(a)(3), one commenter expressed concern that "chore 
services" were linked with training. The commenter stated that some families 
need chore services but not training. The department responds that chore 
services may be linked with training or any of the other activities stated, 
which are routine body functions, dressing, preparation and consumption of food, 
and ambulation. 
Regarding sec.401.685(a)(4)(C), one commenter requested a definition of 
"establishment." The commenter asked if a person is eligible for assistance if 
he/she is living in an establishment that is transitional in nature and not 
considered permanent residency. Another commenter objected to the ineligibility 
of people who live in board and care homes or personal care homes. The commenter 
stated that such establishments are not the equivalent of an ICF/MR. One 
commenter asked if a person was eligible if he/she was admitted to a short term 
crisis stabilization program and needed services that went beyond room and 
board, general supervision, and psychiatric services. The department responds 
that the term "establishment" refers to entities such as personal care homes and 
board and care homes. Persons living in these types of establishments or persons 
in short term crisis stabilization programs are not considered to be living 
independently, as required by state statute, and are not eligible for program 
assistance. 
Regarding sec.401.685(a)(1)(A)(ii), one commenter suggested minor modification 
to the language for readability. The department agrees and adds the suggested 
language. 
Regarding the definition of "emergency," one commenter stated that the 
determination of what constitutes a "life-threatening situation" is beyond the 
scope of program staff. The commenter suggested either deleting the life-
threatening situation language from the definition or specifying the allowable 
services that relate to the person's physical disabilities in addition to those 
that relate to the person's mental disability. The department responds that 
language has been added clarifying that the life-threatening situation be 
related to the person's mental disability, of which such determination is within 
the scope of program staff with supporting documentation. 
Regarding the definitions of "family" and "natural home," one commenter objected 
to the definitions because they allow for the eligibility of households that 
have acquired multiple children with disabilities through legal adoption. The 
commenter stated that such households are more closely related to group homes 
and congregate care facilities. The commenter suggested modifying the 
definitions to include no more than three non-biologically related children. 
Another commenter suggested deleting the language regarding unrelated 
individuals because the commenter believed that unrelated individuals living in 
the same house do not constitute a family. The department responds that it does 
not discriminate against unconventional families or families with adopted 
children. The department notes that the definition of "family" is consistent 
with state statute (Texas Health and Safety Code, sec.535.001(3)). 
Regarding the definition of "TDMHMR In-Home and Family Support Program," one 
commenter suggested changing the phrase "...above and beyond the scope of usual 
support..." to "...above and beyond the scope of usual needs..." because the 
term "support" is used throughout program literature to describe what is 
provided. The department responds by modifying the language to state "...above 
and beyond the scope of usual needs..." 
Regarding sec.401.685(a)(8), one commenter requested that the phrase "general 
living conditions" be deleted. The commenter stated that assistance to improve 
the general living conditions directly contradicts the definition of the 
program. The department responds that the phrase comes directly from state 
statute (Texas Health and Safety Code, sec.535.004(a)(1)). The department notes 
that the phrase "as related specifically to the person's mental disability" was 
included in the 1991 rule revision for clarification. 
Regarding sec.401.684(b)(17), two commenters suggested clarification for 
computer purchases. Two commenters suggested further defining "functional 
capabilities" as speech or environmental control (e.g., lighting, appliances, 
temperature). One commenter suggested listing computers as assistive technology 
devices under allowable services so as not to unintentionally restrict access to 
a needed service. The department responds that clarifying language has been 
added. Regarding listing the item under allowable services, the department 
responds that by listing computers, with the exception of assistive technology 
devices, under unallowable services clearly articulates the department's 
position that, while computers are desirable items, they do not directly support 
the person to live in his/her natural home. 
Another commenter asked whether all computers purchased with program funds would 
have to be equipped with adaptive equipment in order to be considered able to 
improve a person's functional capabilities. The commenter stated that many times 
specialized software is all that is needed to fulfill functional capabilities, 
such as with a child with autism. The department responds that if specialized 
software is all that is needed because the person already has a computer, then 
it may be allowable. The department notes that sec.401.684(b)(17) only addresses 
the limitations concerning computer purchases. 
Regarding sec.401.685(a)(3)(D), one commenter objected to the flat copayment of 
$1 for persons below 105% of the Texas median income level. The commenter stated 
that it should be a percentage of the service cost for consistency and asked if 
the $1 was per month, per year, or per purchase. The commenter also stated that 
staff and families view the trivial amount as gratuitous and thereby insulting. 
Two commenters stated that collection of the $1 could be problematic and may 
cause delays in the person receiving services. Another commenter agreed with the 
$1 minimum copayment. The department responds that program recommendations from 
the In- Home and Family Support Program Review Panel included language stating 
that every recipient should be responsible for at least a minimum copayment. The 
$1 minimum copayment would be processed in the same manner as percentage 
copayments, which is per service. Section 401.686(i)(1)(C) and (i)(2)(C) state 
that the copayment is deducted from the amount of assistance; therefore, it is 
not actually collected from the person. 
Regarding sec.401.687(d), one commenter asked what degree of non- compliance 
results in termination of assistance since there are many components of the 
written plan, each with varying degrees of possible non-compliance. The 
commenter provided examples of non- compliance which would result in termination 
of assistance. Two commenters stated that a person's mental illness or mental 
retardation may cause noncompliance with his/her written plan. The commenters 
suggested that the administering agency be understanding of this and help 
persons with their compliance. Another commenter supported the language as 
stated. The department responds by modifying the language to state that persons 
who knowingly do not comply with their written plan are no longer eligible for 
assistance and may be liable for restitution. The department has also added the 
commenter's examples of noncompliance. The department notes that all 
administering agencies understand compliance limitations caused by a mental 
disability and make allowances as appropriate. Regarding sec.401.688, one 
commenter objected to the requirement that the administering agency be 
responsible for communicating to the person, verbally and in writing in the 
person's primary language the appeal information. The commenter stated that it 
is not always possible to translate the information into Spanish, or all of the 
Asian derivative languages and requiring staff to effectively communicate in any 
foreign language is unrealistic. The commenter suggested requiring the 
administering agency to make every effort to clearly communicate to the person, 
in his/her primary language, the appeal information. The department responds by 
modifying the language to require the information to be communicated either 
verbally or in writing in the person's primary language. The department notes 
that if staff can effectively communicate denial of services to a person, then 
staff is capable of effectively communicating the appeal process. Comprehension 
of the program's policy including the appeal process available to persons and 
families is critical to effective implementation the program. 
Regarding the definition of "developmental delay," one commenter suggested 
further defining "significant variation in normal development" as a delay of two 
years to minimize inequity in eligibility determination across the state. One 
commenter objected to the requirement of having a significant variation in 
normal development in two or more areas. The commenter, stating that one area is 
sufficient, gave examples of how children in the Early Childhood Intervention 
(ECI) Program with specific diagnoses required assistance. The department 
responds that it believes further definition of the phrase is unnecessary. 
"Significant variation" means delays which require treatment or intervention 
from professional staff. Regarding the commenter's statement that significant 
variation in one area is sufficient, the department responds that ECI diagnostic 
eligibility criteria is broader than TDMHMR In-Home and Family Support Program 
diagnostic eligibility criteria. The department notes that the examples provided 
by the commenter did not indicate a "significant variation" in normal 
development in even one area. Some of the examples, as the commenter admitted, 
did not indicate the children or their families had a current need for 
assistance. 
Regarding the definition of "parent," two commenters suggested replacing the 
terms "parent" and "guardian" with "legally authorized representative" because 
the term addresses parent of a minor, managing conservator, and guardian. The 
commenter stated that the rule did not need clarification of parent as natural, 
foster, surrogate, or adoptive. The department responds that the definition is 
consistent with state statute (Texas Health and Safety Code, sec.535.001(8)). 
Regarding the definition of "mental disability," two commenters requested 
deleting the definition because the term was too generic and meant nothing. The 
department responds that because the term "mental disability" could be 
interpreted broadly it has narrowly defined the term for use in this subchapter. 
Regarding the definition of "person," the same two commenters requested using 
the term "individual" instead. The commenter claimed to be confused because in 
most places where the term "person" is used, it should really state "person or 
family." The department responds that instead of repeating the phrase "the 
person with a mental disability or the person's family" throughout the 
subchapter, the department chose to define the term "person" to mean either the 
person with a mental disability or the person's family, whichever is 
appropriate. 
Regarding sec.401.684(b)(15), two commenters questioned if certain arm splints, 
used according to a behavior intervention plan to prevent self injurious 
behavior, would be an unallowable service. The department responds that all 
restrictive restraint devices, including arm splints, are unallowable services. 
The department notes that if a restrictive restraint device is identified for 
use in a person's behavior intervention plan, then it is the responsibility of 
the plan's developer to assist the person in gaining access to the appropriate 
device. 
Regarding sec.401.686(a)(2), the same two commenters stated that, in addition to 
processing requests in chronological order, severity of need should also be 
considered. The department responds that severity of need is considered along 
with other factors, such as how services will directly support the person to 
live in his/her natural home, rather than living in a more restrictive setting 
at a higher cost, in determining the amount of assistance the person receives. 
Regarding sec.401.686(b)(1)(E), two commenters stated that the goals or desired 
outcomes described in the written plan must have the person's needs and wants as 
the dominant factor. The commenter appreciated the acknowledgment that self-
sufficiency may not always be possible. The department responds that the person 
is responsible for determining his/her goals or desired outcomes, the staff is 
responsible for ensuring that any goals or outcomes are reasonable, appropriate, 
related to the person's mental disability, attainable, and directly support the 
person to live in his/her natural home, rather than living in a more restrictive 
setting at a higher cost. 
Regarding sec.401.686(d), two commenters stated that the written plan with its 
goals and desired outcomes should be updated continuously until assistance is no 
longer needed. The department responds that the reevaluation process indicates 
whether the goals/outcomes as stated in the written plan have been achieved. If 
the goals/outcomes have not been achieved or the person identifies an additional 
need, which can be met with an allowable service, then assistance may continue 
if funds are available. 
Regarding sec.401.691, two commenters stated that Exhibit A should be attached 
to every rule and the term "applicant" should be replaced with "individual 
and/or legally authorized representative." The department responds that Exhibit 
A is attached to every copy of the subchapter that the department distributes. 
Regarding the term "applicant," the department believes that the term 
"applicant" is appropriate. 
Regarding the term "TDMHMR," one commenter questioned if "TDMHMR" should be 
changed to "TXMHMR." The department responds that TDMHMR is the proper term for 
this subchapter. 
Regarding the definition of "TDMHMR In-Home and Family Support Program," one 
commenter, who is a member of the program review panel, requested that specific 
language recommended by the panel in 1991 be used in the definition. The 
department responds that the suggested language, "Program funds are used to 
purchase allowable services that would not be required if the person did not 
have a mental disability," has been added. 
Regarding sec.401.686(b)(1), the same commenter requested that the written plan 
include a statement regarding a felony of the third degree as described in 
sec.401.687(e). The department responds by adding language to address the 
commenter's concern. 
Regarding language in the definition of "TDMHMR In-Home and Family Support 
Program," one commenter requested clarification of when medical care is "within 
the scope of usual support" and when it is "above and beyond the scope of usual 
support." The department responds that medical care above and beyond the scope 
of usual support is that which is related to the person's mental disability as 
determined by the physician prescribing the medical care. Examples of medical 
care within the scope of usual support are inoculations, well checks, 
appendectomy, doctor visits and medication for an ear infection, and an 
emergency room visit to set a broken arm. 
Regarding sec.401.685(b)(9), one commenter stated that the language implies that 
a home appliance could never relate to a person's mental disability. The 
commenter asked if it is the intent to always prohibit the purchase of home 
appliances. The department recognizes that the need for home appliances may 
relate to a person's mental disability in individual situations, therefore, the 
term has been modified to state "routine home appliances." 
Regarding sec.401.685(a)(4)(F), one commenter asked how the department will meet 
the requirement for coordinating with the Texas Department of Human Services 
(TDHS) and how will it will communicate its finding to administering agencies. 
The commenter asked whether the administering agency had a responsibility in the 
coordination. The department responds that the subsection has been moved to 
sec.401.687 and language has been added clarifying that the department 
coordinates with TDHS on a quarterly basis and refers discrepancies to 
administering agencies for resolution. Language has also been added stating that 
each administering agency is responsible for the ongoing coordination with the 
TDHS office in its region to ensure that individuals receiving funds through the 
TDHS In-Home and Family Support Program are not receiving assistance from the 
TDMHMR In-Home and Family Support Program. 
Regarding respite services as a "core service" provided to members of the 
priority population, one commenter stated that, since program funds could not be 
used for psychoactive or psychotropic medication to members of the priority 
population because it was a core service funded by the department, then wouldn't 
the same prohibition apply to respite services. The department responds that the 
commenter's statement is correct. Although program funds for respite services 
for members of the priority population (MH and MR, adult and children) may not 
supplant the core respite service required to be provided by the local authority 
(or administering agency), it may be used to supplement the core respite 
service. Before assistance is granted, the administering agency staff must 
document that respite services from other support programs (including itself) 
was not available. 
Regarding the definition of "mental illness," one commenter asked if the terms 
"substantially impairs" and grossly impairs" were to be interpreted by the 
administering agency. The department responds that the interpretation and 
determination of substantial and gross impairment is the responsibility of the 
diagnostic professional. The department adds that if the diagnostic professional 
is an administering agency staff member, then he/she would have the education 
and experience in providing mental health services as well as access to 
diagnostic and functional assessment tools, therefore, the department has the 
utmost confidence in his/her ability to interpret the phrase. Additionally, the 
department refers the commenter to sec.401.685(1)(B)(ii) which allows the 
administering agency staff to require additional evaluation or documentation 
when a person submits a current diagnosis or assessment from a private 
practitioner/service provider licensed or certified in a relevant profession. 
Regarding approval of the written plan, one commenter asked if the staff member 
who develops the written plan with the person could also be the staff member who 
approves the plan. The department responds that the rule does not prohibit the 
same staff person from developing and approving the written plan, however, the 
department discourages this action. The department encourages the approval of 
written plans by a standing or ad hoc committee knowledgeable of the program's 
policies and procedures. 
Regarding the vague definition of priority population, one commenter who is the 
chairman of a public responsibility committee, stated that the local authority 
attempted to define who was eligible, but its decision was overturned. The 
department responds that the commenter's concern is unclear and notes that this 
subchapter does not include a definition of "priority population" because the 
term is not used. Participation in the TDMHMR In-Home and Family Support Program 
is not limited to members of the priority population. 
Regarding the creation of policy, the same commenter stated that rules and 
administrative procedures which are adopted at the county level are subject to 
review at the state level. The commenter stated that if the state wants the 
prerogative of making policy, then it should do so and not delegate this 
authority then undermine it. The department responds that rules governing the 
TDMHMR In-Home and Family Support Program are developed by the department at the 
state level for uniform implementation state wide. Local authorities are 
responsible for developing local policies and procedures for their organizations 
that are consistent with department rules. 
Regarding the waiting list, the same commenter stated that it would be more 
equitable if the waiting list carried over from year to year rather than 
starting over with each year. The department agrees and directs the commenter to 
such requirement, which is stated in sec.401.686(a)(3)(A). The same commenter 
stated that there should be further consideration given to the provision of 
time-limited services verses those which will be provided on a continuing basis. 
The department responds that the commenter's suggestion is unclear. 
The same commenter stated that there is confusion and ambiguity over the 
specific nature of goods and services that can be purchased with program funds. 
The department responds that it has stated as clearly as possible which services 
are allowable and unallowable while still providing the flexibility of meeting 
unique needs. 
The same commenter stated that the manner in which supplemental funds were 
distributed at the local authority prompted confusion and discontent. The 
department responds that all program funds, supplemental or otherwise, are to be 
disbursed in accordance with this subchapter. 
One commenter, on behalf of a council representing multiple advocacy 
organizations, stated, "We believe that many of the changes proposed in these 
rules are the result, not of some flaw in the program's design, but because, for 
the last several years, adequate training and technical assistance has not been 
available to field staff. ... [The proposed new sections] are not a substitute 
for training or thoughtful consideration of an individual's particular situation 
and in some cases are overly prescriptive. We urge the department to immediately 
implement the recommendations offered by the In-Home and Family Support [Review] 
Panel Training and Staff Recommendations (Section V) dated February 1997." The 
department responds that the proposed new sections contain the majority of the 
review panel's recommendations. Other administrative recommendations by the 
panel are currently under review. The department notes that state-wide training 
and training materials are offered each time the rule is amended. Regarding the 
definition of "TDMHMR In-Home and Family Support Program," the same commenter 
requested that the portion of the proposed deleted language relating to 
"fostering independent choices" be restored. The commenter also stated that the 
definition should be defined in positive terms and not on its limitations and 
requested that the limitations portion of the definition be included with 
allowable and unallowable services. The department responds that the review 
panel recommended revised language for the program's mission statement, which 
stated that the program "creates opportunities for independent choices." The 
department notes that it developed rule language using text from the review 
panel's revised mission statement and basic program guidelines. Regarding 
language that relates services to the person's mental disability, the same 
commenter stated that while the presence of a mental disability is a legitimate 
eligibility criteria for assistance, once eligibility is determined then 
services should be related to the person's disability so that there is no 
question that such services as architectural modifications and assistive 
technology are not limited or denied to eligible persons who also have physical 
disabilities. The department responds that it believes the language in 
sec.401.684(a)(8), which states "architectural modifications to the home and/or 
purchase or lease of special equipment or supplies that improve or facilitate 
the care, treatment, therapy, general living conditions as related specifically 
to the person's mental disability, or type-name="italic">access of the person," 
and in sec.401.684(b)(17), which states, "computers, type-name="italic">unless 
for use as an assistive technology device and necessary to perform a critical or 
essential function such as environmental control, or written or oral 
communication, which the person is unable to perform without the use of the 
computer," clearly addresses a person's physical disability. The department 
notes that use of the term "mental disability" throughout the rule is consistent 
with the Texas Health and Safety Code, Chapter 535, which uses the term "mental 
disability" in all its references. 
Regarding sec.401.685(b), the same commenter expressed concern that without a 
required time frame or deadline the possibility exists of persons waiting 
indefinitely while staff determine that the services are not available from 
other support programs. The department responds that a required time frame is 
included in sec.401.686(a), which states that a person's eligibility must be 
determined within 30 calendar days. 
Regarding sec.401.686(i)(2)(D), the same commenter expressed concern over the 
requirement to have the property owner or manager approve architectural 
modifications to leased or rented property. The commenter stated that the 
requirement may be in conflict with the Fair Housing Act, which allows tenants 
to use their own funds to make modifications without consent of the property 
owner. The department responds that the Fair Housing Act does not apply to all 
property owners and addresses the relationship between some property owners and 
their tenants. The department's requirement for approval of architectural 
modifications is not in conflict with the Act. 
Regarding food as an unallowable services in sec.401.684(b)(9), one commenter 
questioned if there will be allowances for specialized diets. The commenter 
provided an example in which a person with multiple health problems including 
diabetes and heart disease is ordered by his physician to eat a low fat and low 
cholesterol diet and the person's food doesn't permit for the cost of leaner 
cuts of meat and fresh foods. The commenter added that the person's treatment 
team notes that improvement in the person's physical health has a positive 
impact on his mental health. The department responds that many people in the 
general public have diabetes and heart disease and are directed by their 
physicians to eat a low fat and low cholesterol diet. And many of them have a 
limited food budget. This situation is not unique to persons with a mental 
disability. The department notes that it is the responsibility of the physician 
prescribing the special diet to ensure his/her patient with limited income 
receives the appropriate education and training to adhere to a specialized diet. 
Other resources exist to meet such needs of the person in the example, for 
instance, programs are available to persons receiving food stamps which educate 
them in planning a menu, selecting foods on a limited budget, and preparing a 
meal. 
Regarding sec.401.686(i)(2), one commenter asked if the intent is to limit 
architectural modifications and the purchase or lease of special equipment or 
supplies to one-time grants only. The department responds that architectural 
modifications and the purchase or lease of special equipment costing between 
$600 and $3600 are limited to a one-time grant. 
Regarding sec.401.686(k)(2), one commenter expressed concern over determining 
the lowest and best bid. The commenter asked if the administering agency could 
overrule a person's choice of a higher bid. The department responds that 
determining the lowest and best bid requires careful consideration of the 
information contained in the bid. The lowest bid may not necessarily be the best 
bid for a number of factors. If the person selects a higher bid, then the 
administering agency staff have a responsibility to ask the person to provide 
rationale or justification for the selection. The department emphasizes that the 
selection of a vendor is negotiated between the person and staff. 
One commenter asked if persons participating in Assertive Community Treatment 
(ACT) were eligible for program assistance. The department responds that persons 
participating in ACT are currently eligible only if program assistance is not 
used to supplant a service that ACT is require to provide. 
One commenter stated that the proposed revisions continue to "disempower" the 
consumer; empower staff; place time consuming, unnecessary, and repetitive 
eligibility requirements on consumers; violate the purpose, content, and intent 
of the state statute; and cost the department more administrative time and 
money. The department responds that the proposed revisions reflect the 
recommendations of the Legislative Budget Board and the In-Home and Family 
Support Program Review Panel, which includes consumer and consumer advocate 
representation. The revisions provide guidelines for uniform implementation 
which will enable administering agencies to provide assistance to more people. 
Regarding sec.401.685(a)(1), one commenter objected to the annual 
redetermination of a diagnosis of mental illness. The commenter stated that 
redetermination was unnecessary because many mental illnesses are incurable. The 
commenter also objected to the language "substantially impairs the person's 
thought, perception of reality, emotional process, or judgment, or grossly 
impairs the person's behavior as manifested by recent disturbed behavior" by 
stating that many consumers are able to keep their "recent disturbed behavior" 
within their homes. The commenter further stated that the determination of 
substantially impaired behavior is a psychiatric decision, which should not be 
determined by any MHMR staff, including professional staff. The commenter also 
stated that consumers receiving SSDI or SSI based on a mental health diagnosis 
should automatically be eligible for program assistance. Another commenter 
objected to the annual redetermination of a diagnosis of mental illness due to 
cost. The department responds that the requirement is consistent with its mental 
health service system standard which requires a diagnosis upon admission into 
services, 90 days after admission, and annually thereafter until discharge. 
Regarding mental illnesses being incurable, the department believes that 
recovery from mental illness is not only possible, but also attainable in many 
cases. Symptoms can be cyclic and because so many people request assistance, it 
is crucial to establish eligibility based on a current need. Regarding who is 
qualified to evaluate the extent of behavioral impairment, the department 
responds that these decisions should be made by qualified persons without regard 
to their employer. Regarding recipients of SSDI or SSI benefits being 
automatically eligible for assistance, the department responds that since 
federal regulations do not require periodic review and proof of a current mental 
disability from its SSDI or SSI recipients, the department declines to assign 
automatic eligibility for assistance to those recipients. The department notes 
that once a person is eligible for Medicaid, SSDI and SSI benefits become an 
entitlement. The TDMHMR In-Home and Family Support Program is not an entitlement 
program. 
Regarding sec.401.684(a)(8), one commenter asked whether program assistance 
could be used to build a wheelchair ramp for a person with a mental disability 
who also had a physical disability that required the use of a wheelchair. The 
department responds that the language in sec.401.684(a)(8), which states "...or 
access of the person," allows for architectural modifications to the home to 
accommodate the person's physical disability. The department notes that the 
architectural modifications are limited to the person's home. Assistance for 
architectural modifications to other sites the person may visit is not allowed. 
Regarding sec.401.686(a)(5), one commenter supported contacting persons on the 
waiting list to determine their continued interest in receiving assistance. The 
department responds by noting that language has been modified to state that 
persons on record as waiting for assistance will be contacted annually to 
determine if there has been a change in their eligibility factors. 
One commenter stated that a lack of adequate training results in inconsistent 
implementation of the program. The commenter expressed concern about people with 
physical and mental disabilities being shuffled between the department and TDHS 
and recommended that the program be administered by a single agency. The 
department responds that it recognizes the value of consistent implementation 
and offers state-wide training and training materials each time the rule is 
amended. The department notes that a diagnosis of a mental disability makes a 
person eligible for the TDMHMR program, and the person's physical disabilities 
that are related to his/her mental disability are assessed holistically. 
Regarding the commenter's recommendation that a single agency administer the 
program, the department responds that such action requires legislative 
authority. 
These new sections are adopted under the Texas Health and Safety Code, 
sec.532.015, which provides the Texas Mental Health and Mental Retardation Board 
with broad rulemaking authority. 

sec.401.683. Definitions. 
The following words and terms, when used in this subchapter, have the following 
meanings, unless the context clearly indicates otherwise:
Administering agency - An entity that the department designates to administer 
the TDMHMR In-Home and Family Support Program in a specified service area. 
Assistance - A grant awarded within a fiscal year by the TDMHMR In-Home and 
Family Support Program to a person to purchase allowable services.
CARE - The Client Assignment and Registration System database of TDMHMR. 
Date of request - The documented date that the person's eligibility is 
determined in accordance with sec.401.685 of this title (relating to Eligibility 
Determination). 
Department - The Texas Department of Mental Health and Mental Retardation 
(TDMHMR). 
Developmental delay - A significant variation in normal development, as measured 
by appropriate diagnostic instruments and procedures, in two or more of the 
following areas: 
(A) cognitive; 
(B) physical; 
(C) communication; 
(D) social or emotional; or 
(E) adaptive. 
Emergency - A documented life-threatening situation related to the person's 
mental disability or documented impending out-of-home placement which can be 
prevented with immediate assistance. 
Family - The person, the person's parent(s), guardian(s), spouse, child(ren), 
sibling(s), and no more than three unrelated individuals who live with the 
person. 
Guardian - An individual who, pursuant to a court order entered in accordance 
with the Texas Probate Code, is the guardian of the person of another. 
Local authority - An entity to which the Texas Board of Mental Health and Mental 
Retardation delegates its authority and responsibility within a specified region 
for the planning, policy development, coordination, resource development and 
allocation, and for supervising and ensuring the provision of mental health 
services to persons with mental illness and/or mental retardation services to 
persons with mental retardation in one or more local service areas. 
Mental disability - A mental illness (as defined in this section), mental 
retardation, a pervasive developmental disorder, or a developmental delay in a 
child between the ages of 0 and 4, which: 
(A) is an impairment that is likely to continue indefinitely; 
(B) results in substantial functional limitations in one or more of the 
following major life activities: 
(i) self-care; 
(ii) receptive and expressive language; 
(iii) learning; 
(iv) mobility; 
(v) self-direction; 
(vi) capacity for independent living; and 
(vii) economic self-sufficiency; and 
(C) reflects the person's need for services or supports which are of lifelong or 
extended duration and are individually planned and coordinated. 
Mental illness - Consistent with the Texas Mental Health Code, Texas Health and 
Safety Code, sec.571.003, an illness, disease, or condition which either: 
(A) substantially impairs the person's thought, perception of reality, emotional 
process, or judgment; or 
(B) grossly impairs behavior as manifested by recent disturbed behavior. 
Mental retardation - Consistent with the Persons With Mental Retardation Act, 
Texas Health and Safety Code, sec.591.003, significantly subaverage general 
intellectual functioning existing concurrently with deficits in adaptive 
behavior and originating during the developmental period. 
Natural home - The home in which the person with a mental disability lives that 
is either the residence of his/her parent(s) or guardian(s), or extended family 
member(s) or the home where the person has selected to live, with or without 
roommates, in the community. A natural home utilizes natural support systems 
such as family, friends, coworkers, and services available to the general 
population. 
Other support programs - All forms of local, state, or federal assistance; 
contract programs; or support provided by public or private funds to persons 
with a mental disability or their families. 
Parent - A natural, foster, surrogate, or adoptive parent.
Person - A person with a mental disability or the person's family, whichever is 
applicable. 
Pervasive developmental disorder - A pervasive developmental disorder beginning 
in childhood, including autism, that meets the criteria established in the most 
recent edition of the Diagnostic and Statistical Manual (DSM). 
TDMHMR In-Home and Family Support Program - A program developed pursuant to the 
Texas Health and Safety Code, Chapter 535, that disburses funds as assistance to 
persons with a mental disability or their families for the purpose of purchasing 
services and items that are above and beyond the scope of usual needs (i.e., 
basic clothing, food, shelter, medical care, and education), that are 
necessitated by the person's mental disability, and that directly support the 
person to live in his/her natural home, rather than living in a more restrictive 
setting at a higher cost. The program accomplishes its purpose by assisting 
persons in making decisions about their service needs, integrating persons into 
community living by promoting self-sufficiency, and ensuring flexibility to meet 
the unique needs identified by persons. It is not the program's purpose to 
improve the living conditions of persons living at or below the poverty level or 
to purchase desirable services or items that do not directly relate to the 
person's mental disability. Program funds: 
(A) are used to purchase items or services that would not be required if the 
person did not have a mental disability; 
(B) are disbursed based upon their availability; and
(C) are not an entitlement or an income supplement. 

sec.401.684. Allowable and Unallowable Services.
(a) Allowable services. TDMHMR In-Home and Family Support Program funds may be 
used to provide services that relate to the person's mental disability and 
directly support the person to live in his/her natural home, rather than living 
in a more restrictive setting at a higher cost. Those services are: 
(1) medical, surgical, therapeutic, diagnostic, and other health services, 
including medication; 
(2) counseling or training programs that assist the person in an independent 
living situation or assist the family in providing proper care for the person, 
and that provide for the special needs of that person or family; 
(3) attendant care, home health aid services, homemaker services, and chore 
services that provide assistance with training, routine body functions, 
dressing, preparation and consumption of food, and ambulation;
(4) transportation for the person; 
(5) transportation and room and board incurred by the person or family during 
the person's evaluation for services or treatment that has been preapproved by 
the administering agency; 
(6) respite assistance for the family; 
(7) other services or items consistent with the intent of state statute and this 
subchapter and as negotiated between the person and the administering agency; 
(8) architectural modifications to the home and purchase or lease of special 
equipment that improve or facilitate the care, treatment, therapy, general 
living conditions as related specifically to the person's mental disability, or 
access of the person; and 
(9) specialized child care costs in excess of the prevailing rate for routine 
child care. 
(b) Unallowable services. TDMHMR In-Home and Family Support Program funds may 
not be used to provide the following services or those services that do not 
relate to the person's mental disability and do not directly support the person 
to live in his/her natural home, rather than living in a more restrictive 
setting at a higher cost: 
(1) purchase or long-term lease of vehicles, or routine vehicle maintenance; 
(2) past due expenses; 
(3) income taxes; 
(4) abortion and emergency room services; 
(5) services in segregated settings; 
(6) accident insurance and Medicare premiums; 
(7) death benefits, burial policies, and funeral expenses;
(8) costs for allowable services incurred before the written plan is approved; 
(9) food, routine shelter, routine utilities, routine home repairs, routine home 
appliances, routine furnishings, and yard work;
(10) items or services paid for or reimbursed by private insurance, Medicaid, 
Medicare, or other support programs; 
(11) over-the-counter medications; 
(12) architectural modifications to a public facility;
(13) items or activities that are primarily for the person's recreation; 
(14) school tuition or fees, or equipment/items/services that should be provided 
through the public school system; 
(15) restrictive restraint devices; 
(16) routine child care; 
(17) computers, unless for use as an assistive technology device and necessary 
to perform a critical or essential function such as environmental control, or 
written or oral communication, which the person is unable to perform without the 
use of the computer; and 
(18) services provided by an individual under the age of 18 years. 

sec.401.685. Eligibility Determination. 
A request for assistance must be made on an individual basis by the person with 
a mental disability or the person's family. If the person with a mental 
disability lives independently, that person must be 18 years of age or older to 
request assistance. Eligibility is determined on the basis of the following four 
factors, which are redetermined annually. 
(1) Diagnosis. 
(A) The person is eligible if he/she: 
(i) has been diagnosed within the previous 12 months to have a mental illness, 
which at the present time, substantially impairs the person's thought, 
perception of reality, emotional process, or judgment, or grossly impairs the 
person's behavior as manifested by recent disturbed behavior; or a pervasive 
developmental disorder; 
(ii) is between the ages of 0 and 18 years and has been diagnosed within the 
past three years to have mental retardation; 
(iii) is age 18 years or older and has been diagnosed within the past five years 
to have mental retardation; or 
(iv) is between the ages of 0 and 4 years and has a developmental delay as 
determined or redetermined within the previous 12 months. 
(B) Diagnostic eligibility is determined in one of three following ways. 
(i) A person meeting the criteria in subparagraph (A) of this paragraph who has 
previously received services from the Texas Department of Mental Health and 
Mental Retardation or a community mental health and mental retardation center is 
eligible. Additional evaluation or documentation of diagnosis is not required 
unless deemed necessary by intake staff. 
(ii) A person who submits a current diagnosis or assessment from a private 
practitioner/service provider licensed or certified in a relevant profession 
which indicates that the person meets the criteria in subparagraph (A) of this 
paragraph is eligible. Additional evaluation or documentation may be required. 
(iii) A person who meets the criteria in subparagraph (A) of this paragraph as 
determined by the professional staff of the administering agency is eligible. 
Additional evaluation or documentation of diagnosis is not required unless 
deemed necessary by intake staff. 
(C) For persons otherwise meeting the criteria described in paragraphs (2)-(4) 
of this section, eligibility may be granted for an emergency on a temporary 
basis for up to 60 days on a one-time basis. Documentation substantiating 
diagnostic eligibility is required within 30 days of disbursement of assistance 
for the emergency. 
(2) Residency. Residency eligibility is determined if proof of residency 
indicates: 
(A) the person is a resident of the administering agency's specified service 
area. (If the family of a person with a mental disability is requesting 
assistance, then the person and his/her family must be residents of the 
administering agency's specified service area); and 
(B) the person is living in his/her natural home, which is not: 
(i) an establishment with three or more unrelated individuals of any age, each 
with a mental disability, in which the establishment furnishes room, board, and 
general supervision; 
(ii) a 24-hour residential program or one of the following programs: 
(I) Home and Community-based Services (HCS); 
(II) Home and Community-based Waiver Services - OBRA (HCS-OBRA); 
(III) Community Living Assistance Support Services (CLASS);
(IV) Community Based Alternatives (CBA); or 
(V) Texas Rehabilitation Commission's Deaf/Blind Waiver; or
(iii) a Medicaid facility or a residential facility of the department or of 
another state agency. 
(3) Financial. 
(A) Financial eligibility is determined based upon: 
(i) the financial resources of the person with a mental disability who is age 18 
years or older and the person's spouse, if married; or 
(ii) the financial resources of the parents of the person with a mental 
disability who is under the age of 18 years. 
(B) The administering agency bases its determination of financial resources on 
the adjusted gross income from the previous year's federal income tax return 
(Form 1040EZ, 1040A, or 1040) or other documented indicators, as well as child 
support, court settlements, trusts, and other sources of income. 
(C) Persons with income at or above 105% of the Texas median income level are 
assessed a copayment in accordance with the In- Home and Family Support Program 
Income Copayment Schedule as found in 40 TAC sec.48.2703(d), which is a sliding 
scale with a base for full compensation using the prevailing Texas median income 
levels established annually by the Texas Department of Human Services (TDHS) in 
effect on September 1 of each fiscal year. 
(D) Persons with income below 105% of the Texas median income level are assessed 
a copayment of $1. 
(E) Pursuant to the Texas Health and Safety Code, sec.535.003(f), unless 
required by federal regulations, a local or state agency may not consider 
assistance received through the TDMHMR In-Home and Family Support Program in 
determining eligibility for other support programs. 
(4) Need. Administering agency staff shall consult with the person to identify 
the allowable services for which the person is eligible. The consultation 
includes a discussion of the person's needs and goals or desired outcomes and 
how an allowable service(s) could meet those needs and achieve the person's 
goals or desired outcomes. Staff shall also review the results of the person's 
current evaluations, program plans, and medical reports to identify the 
allowable services for which the person is eligible. 
(A) Determination of availability of services or items from other support 
programs. The TDMHMR In-Home and Family Support Program is a program of last 
resort, therefore, assistance may not be used to supplant services available 
through other local, state, or federal programs, but may be used to supplement 
services provided and may be granted to persons receiving benefits under a 
governmental entitlement program. For each service the person requests and for 
each allowable service for which the person is eligible, staff shall determine 
if the person is eligible to receive that service from other support programs, 
including the local authority, which provides services pursuant to a contract 
with the department (e.g., supported housing, respite, Assertive Community 
Treatment, psychoactive medication). If the administering agency determines that 
the person is eligible to receive the service from other support programs and 
that the service is available, then the administering agency shall deny the 
service. 
(i) Denial of a specific service does not constitute denial of other services. 
(ii) If the administering agency denies a service, it shall provide to the 
person information for referral to the appropriate other support program and 
information on how to appeal the denial in accordance with sec.401.688 of this 
title (relating to Appeal). 
(iii) If a person is on the waiting list of other support programs to receive 
the same service as requested of the TDMHMR In- Home and Family Support Program, 
then the person may be eligible for that service until it becomes available from 
the other support programs. 
(B) Exception for certain population. If a person, who is identified in CARE as 
currently receiving services from the administering agency with funds that were 
previously classified as Prospective Payment Program (PPP) funds or Companion 
Program (CP) funds, requests assistance and meets the eligibility criteria in 
paragraphs (1)-(3) of this section, then assistance is limited to a one-time 
grant for the sole purpose of architectural modifications to the natural home, 
if it is identified as an allowable service for which the person is eligible in 
accordance with this paragraph. 

sec.401.686. Processing and Evaluating Requests and Distributing Assistance. 
(a) Processing of requests. When a person contacts the administering agency and 
requests assistance, the administering agency shall determine if the person is 
eligible for assistance in accordance with sec.401.685 of this title (relating 
to Eligibility Determination) within 30 calendar days. Persons requesting 
assistance are responsible for providing necessary information to determine 
eligibility in an accurate and timely manner. 
(1) The administering agency will not discriminate against any person on the 
grounds of race, color, national origin, religion, sex, age, disability, or 
political affiliation. 
(2) The administering agency shall process requests for assistance in 
chronological order by the date of request as defined in sec.401.683 of this 
title (relating to Definitions). 
(3) If TDMHMR In-Home and Family Supports Program funds are not available on the 
date of request, then the eligible person's name is placed on record as waiting 
for assistance. 
(A) A record of persons waiting for assistance is maintained continually from 
one fiscal year to the next by the administering agency.
(B) Persons on record as waiting for assistance must notify the administering 
agency within 10 calendar days of a change in their eligibility factors as 
described in sec.401.685 of this title (relating to Eligibility Determination). 
(C) If there has been a change in a person's eligibility factors, then the 
administering agency must redetermine the person's eligibility in accordance 
with sec.401.685 of this title (relating to Eligibility Determination) within 30 
calendar days. 
(D) Persons on record as waiting for assistance are contacted annually to 
determine if there has been a change in their eligibility factors.
(b) Written plan. When current eligibility has been determined and assistance 
becomes available, the administering agency staff and the person develop a 
written plan in accordance with this subsection. The amount of assistance is 
determined in accordance with the written plan. The written plan is approved by 
a staff member designated by the administering agency. The person is provided a 
copy of his/her approved written plan. 
(1) The written plan must include: 
(A) the identification of the direct recipient of the service or item (i.e., the 
person with a mental disability or the person's family);
(B) the name of the agency staff member responsible for the development of the 
plan; 
(C) a description of each need that requires an allowable service, how each 
service specifically relates to the person's mental disability, how each service 
will directly support the person to live in his/her natural home, and how each 
service will positively impact the mental disability;
(D) a description of each allowable service to be provided, including type and 
method of delivery; 
(E) a statement of the goal(s) or desired outcome(s) and how each service will 
achieve the goal(s)/outcome(s) or encourage self- sufficiency, if appropriate; 
(F) a description of the quantity, frequency, and duration of services to be 
provided and the rate, amount, and frequency of payment, with designation of 
payee; 
(G) a list of the other support programs contacted in determining that the 
person was not eligible for the services from other support programs as required 
in sec.401.685(4)(A) of this title (relating to Eligibility Determination); 
(H) a listing of specific qualifications or requirements for service providers; 
(I) a statement by the person and the staff of the administering agency that the 
vendor selected to render the designated services has been approved as a 
qualified service provider as agreed upon by the person and staff; 
(J) the percentage of copayment; 
(K) a statement by the person that he/she agrees to provide a receipt for each 
item or service purchased with assistance, and that the receipt will: 
(i) state the total amount of the cost, which includes the copayment; 
(ii) include the date(s) the item or service was provided, purchased, or 
delivered (which must be after the person's written plan was approved); 
(iii) include the vendor's name and identifying information;
(iv) be marked paid; and 
(v) be an original; 
(L) a description of how the written plan will be monitored, designating the 
staff person responsible, the frequency of review, and review criteria (e.g., 
home visits or face-to-face visits with the person; accounting for all receipts 
and necessary bids, ensuring all receipts and bids meet the criteria described 
in this subchapter; and ensuring accurate completion of provider logs); 
(M) a statement that the person agrees to comply with the written plan and that 
the person understands that noncompliance may result in the person being 
ineligible for assistance and liable for restitution;
(N) a statement that the person understands that it is a felony of the third 
degree to knowingly make or cause to be made a false statement or representation 
or to solicit or accept assistance for which the person knows he/she is not 
eligible; and 
(O) the signatures of the staff persons and the person who developed the written 
plan and the date it was signed. 
(2) A written plan is current only for the fiscal year for which it is 
developed. 
(3) The written plan becomes a part of the person's treatment plan if other 
nonresidential services are provided to the person by the administering agency. 
(c) Change of a person's eligibility factors. Persons currently receiving 
assistance must notify the administering agency within 10 calendar days of a 
change in their eligibility factors as described in sec.401.685 of this title 
(relating to Eligibility Determination). If there has been a change in a 
person's eligibility factors, then the administering agency must redetermine the 
person's eligibility in accordance with sec.401.685(4) of this title (relating 
to Eligibility Determination) within 30 calendar days. 
(d) Reevaluation. Current recipients are reevaluated within 30 calendar days 
following completion of assistance or at the end of the fiscal year, whichever 
comes first, to determine if the goal(s) or outcome(s) as stated in the person's 
written plan has been achieved 
(1) Within 30 calendar days of completion of assistance. If the reevaluation 
indicates: 
(A) the stated goal(s) or outcome(s) has been achieved, then assistance ceases 
and the person exits the program; or 
(B) the stated goal(s) or outcome(s) has not been achieved or the person 
identifies an additional need, then staff will determine if an allowable service 
can meet the need in accordance with sec.401.685(b) of this title (relating to 
Eligibility Determination) and, if appropriate and funds are available, amend 
the written plan. 
(2) End of the fiscal year. If the reevaluation indicates:
(A) the stated goal(s) or outcome(s) has been achieved, then assistance ceases 
and the person exits the program; or 
(B) the stated goal(s) or outcome(s) has not been achieved or the person 
identifies an additional need, then staff will: 
(i) redetermine the person's eligibility in accordance with sec.401.685 of this 
title (relating to Eligibility Determination); and
(ii) develop a new written plan in accordance with sec.401.686(b) of this title 
(relating to Processing and Evaluating Requests and Distributing Assistance). 
(e) Emergency assistance. Assistance may be provided in an emergency to eligible 
persons on record as waiting for assistance to the extent necessary to resolve 
that emergency. After resolution of the emergency the eligible person remains on 
record as waiting for assistance. The written plan addresses only those services 
required to resolve the emergency. Emergency assistance may also be provided in 
accordance with sec.401.685(1)(C) of this title (relating to Eligibility 
Determination). 
(f) CARE data entry. For purposes of entry of data into the CARE system, a 
family receiving assistance is principally identified by the name of the person 
on whose behalf assistance has been obtained. 
(g) Distribution of assistance. An eligible person may qualify for one or both 
of the following two categories of assistance. 
(1) Assistance of up to $3600 per fiscal year to purchase allowable services. 
Disbursement of assistance: 
(A) may be in a lump sum or on a periodic basis; 
(B) may be made to the person or vendor; and 
(C) is reduced by the amount of copayment(s). 
(2) Assistance of a one-time grant between $600 and $3600 for architectural 
modifications and the purchase or lease of special equipment in accordance with 
sec.401.684(a)(8) of this title (relating to Allowable and Unallowable 
Services). 
(A) Assistance is reduced by the amount of copayment. 
(B) If available, these funds may be encumbered from one fiscal year to the next 
to pay for items that are not completed or received by the end of the fiscal 
year in which they were approved. 
(C) Special equipment purchased with TDMHMR In-Home and Family Support Programs 
funds become the property of the person and are not inventoried by the 
administering agency or the department. Architectural modifications purchased 
with TDMHMR In-Home and Family Support Programs funds become the property of the 
person or property owner, as appropriate, and are not inventoried by the 
administering agency or the department. 
(D) Architectural modifications to leased or rented property are funded only 
upon the written approval of the owner or property manager.
(h) Additional assistance. On a case-by-case basis, the commissioner of the 
department or designee may grant assistance to an eligible person in excess of 
that provided for in subsection (g) of this section. 
(i) Competitive bids. Prior to disbursement of assistance, persons shall obtain 
bids to determine the prevailing costs for architectural modifications and the 
purchase or lease of special equipment. The reasons for not obtaining bids must 
be documented in the written plan. 
(1) Three oral bids are obtained for costs between $250 and $600. Three written 
bids are obtained for costs $600 and more. 
(2) The selection of vendor is negotiated between the person and the 
administering agency based upon the lowest and best bid. In determining the 
lowest and best bid, consideration is given to such factors as price, 
specifications, service delivery date, warranty, etc. 
(3) If only one source can provide the service, then documentation must be 
included in the written plan supporting that no other source was available. 

sec.401.687. Administrative Implementation. 
(a) Programmatic and fiscal accountability. The administering agency must 
maintain programmatic and fiscal records documenting its implementation of the 
TDMHMR In-Home and Family Support Program in such a manner that the records can 
be audited by the department and the administering agency. The records must be 
retained for five years. 
(b) Rates. Assistance for allowable services, architectural modifications, and 
purchase or lease of special equipment shall not exceed the prevailing rates for 
the specified service area as determined by the administering agency. 
(c) Appropriation of funds for emergencies. Administering agencies may set aside 
no more than 10% of allocated TDMHMR In-Home and Family Support funds to 
distribute as assistance in an emergency as defined in sec.401.683 of this title 
(relating to Definitions). 
(d) Penalties. Persons who knowingly do not comply with their written plans are 
no longer eligible for assistance and may be liable for restitution. Data entry 
into the CARE system shall reflect such noncompliance and ineligibility. 
Noncompliance includes, but is not limited to: 
(1) purchasing items or services with assistance that have not been approved in 
the written plan; 
(2) failure to verify purchases within 30 days; 
(3) failure to return unused funds within 90 days or prior to the end of the 
fiscal year, whichever comes first; or 
(4) use of a vendor that has not be approved in the written plan. 
(e) Felony of the third degree. In accordance with the Texas Health and Safety 
Code, sec.535.014, a person commits a felony of the third degree who, in 
requesting assistance: 
(1) makes or causes to be made a statement or representation that the person 
knows to be false; or 
(2) solicits or accepts assistance for which the person knows he/she, or the 
person for whom the solicitation is made, is not eligible.
(f) Reporting a felony of the third degree. An administering agency that 
suspects a person of committing a felony of the third degree as described in 
subsection (e) in this section will report such information to the appropriate 
law enforcement officials in the county where the person suspected of violating 
the statute makes an application for assistance. 
(g) Coordination with Texas Department of Human Services (TDHS). On a quarterly 
basis the department coordinates with TDHS to ensure that persons receiving 
funds through the TDHS In-Home and Family Support Program are not receiving 
assistance from the TDMHMR In-Home and Family Support Program. The department 
refers discrepancies to administering agencies for resolution. Each 
administering agency is responsible for the ongoing coordination with the TDHS 
office in its region to ensure that persons receiving funds through the TDHS In-
Home and Family Support Program are not receiving assistance from the TDMHMR In-
Home and Family Support Program. 

sec.401.688. Appeal. 
If the administering agency denies a person's request for assistance, it shall 
provide to the person a copy of the In-Home and Family Support Program Appeal 
Procedures which is referenced as Exhibit A in sec.401.691 of this title 
(relating to Exhibit), concerning the right to appeal the denial of assistance 
and the procedures for doing so. The administering agency is responsible for 
communicating to the person, verbally or in writing in the person's primary 
language, the information contained in Exhibit A. Denial of a request for 
assistance due to lack of available funding is not grounds for appeal. 
(1) The first level of appeal follows the procedures as outlined in 
sec.401.464(g) and (h) of this title (relating to Notification and Appeals 
Process) of Chapter 401, Subchapter G (concerning Community Mental Health and 
Mental Retardation Centers). 
(2) If the decision in the first level of appeal described in paragraph (1) of 
this section is unsatisfactory to the person, then the person may request an 
administrative review by the Legal Services Division of the department. The 
person must request an administrative review within 10 working days of receipt 
of notification of the first appeal decision. The person may choose to have the 
attorney conducting the review: 
(A) conduct the administrative review at the Legal Services office in Austin, 
Texas, or other mutually agreed upon location, with the person and a 
representative from the administering agency present; 
(B) conduct the administrative review by telephone conference with the person 
and a representative from the administering agency; or 
(C) make a determination based solely upon documents provided by the person and 
the administering agency without the presence of any of the parties involved. 
(3) The administrative review described in paragraph (2) of this section will: 
(A) be conducted no sooner than 10 working days and no later than 30 working 
days of receipt of the request for an administrative review unless an extension 
is granted by the director of Legal Services; 
(B) include a review of the pertinent information concerning the denial of the 
person's request and may include consultation with department staff who 
administer the TDMHMR In-Home and Family Support Program; 
(C) result in a final decision which will either uphold, reverse, or modify the 
original decision to deny the person's request; and 
(D) be the final step of the appeal process for the TDMHMR In- Home and Family 
Support Program. 
(4) Within five working days of the administrative review, the final decision 
will be: 
(A) communicated to the person in writing in the person's primary language; and 
(B) provided in writing to the administering agency. 

sec.401.689. Program Standards and Quality Management.
(a) Program standards. The administering agency shall incorporate reasonable 
standards for services provided through the TDMHMR In-Home and Family Support 
Program and shall document the specific standards and provider qualifications in 
the written plan. Department rules, standards, and other applicable guidelines 
may be used when appropriate and/or any other specification mutually agreed upon 
by the administering agency and the person. 
(b) Quality management and other reviews. Quality management activities will be 
provided consistent with the administering agency's existing internal review 
mechanism for periodic program evaluation. Consistent with state and federal 
law, representatives from the department and other agencies may review the 
program periodically. 

sec.401.690. Data Collection. 
On a quarterly basis, each administering agency shall collect data to be 
submitted to the TDMHMR In-Home and Family Support Program coordinator at the 
department's Central Office. The data shall include: 
(1) the number of persons who received assistance from the administering agency 
during the fiscal year; 
(2) the number of persons who are currently waiting for assistance identified by 
the year placed on record as waiting; 
(3) the type and amount of services provided; 
(4) fiscal information to include income categories of persons receiving 
assistance and the range of copayments; and 
(5) other data as requested by the department. 

sec.401.691. Exhibit. 
Exhibit A, referenced in this subchapter, is the In-Home and Family Support 
Appeal Procedures. Copies of Exhibit A may be obtained by contacting TDMHMR, 
Office of Policy Development, P.O. Box 12668, Austin, TX 78711-2668.

sec.401.692. References. 
Reference is made in this subchapter to the following statutes and rules: 
(1) Texas Health and Safety Code, Chapter 535; 
(2) Texas Mental Health Code, Texas Health and Safety Code, sec.571.003; 
(3) Persons With Mental Retardation Act, Texas Health and Safety Code, 
sec.591.003; 
(4) Chapter 401, Subchapter G of this title, relating to Community Mental Health 
and Mental Retardation Centers; 
(5) Texas Probate Code; and 
(6) 40 TAC sec.48.2703(d). 

sec.401.693. Distribution. 
This subchapter shall be distributed to: 
(1) members of the Texas Mental Health and Mental Retardation Board; 
(2) executive, management, and program staff of Central Office; 
(3) executive directors of all community mental health and mental retardation 
centers; 
(4) executive directors of all state-operated community services; and 
(5) advocacy organizations. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 19, 1997.
TRD-9706620
Ann Utley
Chairman, Texas MHMR Board
Texas Department of Mental Health and Mental Retardation
Effective date: September 1, 1997
Proposal publication date: March 11, 1997
For further information, please call: (512) 206-4516

CHAPTER 402. Client Assignment and Continuity of Services 
SUBCHAPTER I. Movement of Individuals with Mental Retardation from Department 
Facilities
25 TAC sec.sec.402.311-402.323
The Texas Department of Mental Health and Mental Retardation adopts the repeal 
of sec.sec.402.311-402.323, governing movement of individuals with mental 
retardation from department facilities, without changes to the proposed text as 
published in the February 28, 1997, issue of the Texas Register (22 TexReg 
2326). The sections will be replaced by new sections governing similar matters 
which are contemporaneously adopted in this issue of the Texas Register. 
The repeal will permit the adoption of new sections which implement assurances 
given by the department to the Health Care Financing Administration (HCFA) and 
the Texas Health and Human Services Commission (THHSC) regarding "freedom of 
choice" in placement decisions by individuals receiving mental retardation 
services in state schools and state centers or by the legally authorized 
representatives of those individuals. The new sections also reflect changes in 
the department's organization since the sections being repealed were adopted in 
1994. 
No public comment was received on the proposal.
The repeal is adopted under the Texas Health and Safety Code, sec.532.015, which 
provides the Texas Mental Health and Mental Retardation Board with broad 
rulemaking authority. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority. 
Issued in Austin, Texas, on May 21, 1997.
TRD-9706701
Ann Utley
Chair, Texas MHMR Board
Texas Department of Mental Health and Mental Retardation
Effective date: September 1, 1997
Proposal publication date: February 28, 1997
For further information, please call: (512) 206-4516

25 TAC sec.sec.402.311-402.318, 402.321-402.324
The Texas Department of Mental Health and Mental Retardation adopts new 
sec.sec.402.311-402.318 and 402.321-402.323, governing movement of individuals 
with mental retardation from department facilities with changes to the proposed 
text as published in the February 28, 1997, issue of the Texas Register (22 
TexReg 2327). Section 402.324 is adopted without changes. Sections 402.319-
402.320 are not adopted and the proposal is withdrawn in this issue of the Texas 
Register. The new sections replace existing sections governing similar matters 
which are contemporaneously repealed in this issue of the Texas Register.
The new sections implement assurances given by the department to the Health Care 
Financing Administration (HCFA) and the Texas Health and Human Services 
Commission (THHSC) regarding "freedom of choice" in placement decisions by 
individuals receiving mental retardation services in state schools and state 
centers or by the legally authorized representatives of those individuals. As 
other department rules relating to Medicaid-covered mental retardation supports 
and services are revised, provisions regarding "freedom of choice" will be 
incorporated where appropriate. These new sections also reflect changes in the 
department's organization since the existing sections were adopted in 1994 and 
describe principles and procedures for ensuring effective discharge planning and 
continuity of services for individuals moving from state schools and state 
centers into the community. 
The subject matter of the two sections which will not be adopted -- movement 
into the community of individuals with mental retardation who are receiving 
inpatient mental health services in state hospitals -- will be incorporated into 
existing department rules which apply to state hospitals. Because those two 
sections are not being adopted, references to "state hospital" are deleted in 
sec.sec.402.311, 402.314(k), and 402.321(a). In addition, references to "state 
school or state center" are deleted in the titles of sec.sec.402.316-402.318 and 
are replaced with "facility" in the text of sec.sec.402.312, 402.313, 
402.314(d), 402.315(g), (j), and (k), 402.316(a), and 402.318(e), (g), and (i). 
A reference is added in sec.402.311(1)(A) to "Texas Department of Mental Health 
and Mental Retardation." A similar reference in subparagraph (B) is deleted. A 
new subparagraph (C) is added to reference a statutory requirement for joint 
discharge planning. The word "ongoing" is deleted in former subparagraph (C), 
now subparagraph (D), in reference to monitoring of individuals who move from a 
facility to a community living arrangement because the monitoring discussed in 
the subchapter will be terminated when the conditions agreed to by the 
individual, legally authorized representative, mental retardation authority, 
facility, regional monitor, and provider, as specified in the community 
living/discharge plan, are met. Former subparagraph (D) is deleted because it 
references provisions relating to state hospitals. 
In sec.402.313 the definition of "community living profile" is revised to 
indicate that the profile is the first section of the "community 
living/discharge plan" and to specify that the sample format of the plan 
available from the department's Office of Policy Development may used as is or 
modified as necessary. The reference to the sample plan format in the definition 
of community living/discharge plan" is similarly modified. The definition of 
"continuity of services activities" is revised to reflect that choices by the 
LAR are made in the best interests and on behalf of the individual. Definitions 
of "facility," "individual," and "interdisciplinary team" are revised to 
eliminate references to state hospitals. The definitions of "individualized 
treatment plan" and "treatment team" are deleted as unnecessary because 
provisions dealing with state hospitals will not be adopted. Definitions are 
added for "community resource coordination groups," "consensus," "discharge," 
"head of facility," and "permanency planning." The definition of "LAR (legally 
authorized representative)" is revised to clarify that the authorization in 
guardianship orders to make decisions regarding the individual's living 
arrangements can be either explicit or implicit. The definition of "regional 
monitor" is modified to reflect that the monitors represent the department and 
provide oversight of the local authority's performance. Language is revised in 
sec.402.314(a) to clarify that the individual does not have to "experience" a 
group home or job in the community before the individual or LAR could say "No, 
we do not want this" and that the individual (or the LAR on the individual's 
behalf) may elect not to take advantage of the supports, experiences, and 
options which are offered. 
Language from sec.402.315(l) has been incorporated into sec.402.314 as new 
subsection (c) and revised to include references to a board policy statement and 
a Texas Government Code provision, both of which stress a commitment to 
providing the supports and services necessary to permit children to grow up in 
their family homes. Language is revised in sec.402.314(c), which is relettered 
as subsection (d), to clarify the responsibilities of the mental retardation 
authority (MRA) when the community living arrangement is in jeopardy and 
alternative services may be required. 
In the interests of using the staff and fiscal resources of Central Office more 
efficiently, the department has revised sec.402.315(a) to delete requirements 
that lists of individual and providers be provided either quarterly or twice 
annually to MRAs. Instead MRAs are directed to access CARE for information 
concerning individuals and their community living status, as well as listings by 
county of Home and Community-based Program (HCS) program providers. Comparable 
listings of ICF/MR program providers currently are not available through CARE 
but can be requested from the Office of Medicaid Administration. 
Language is added to sec.402.315(b)(2) to clarify that a school district 
representative needs to be invited only to those IDT meetings at which movement 
by the individual to the community will be discussed. Subsection (c) is revised 
to specify that the individual may choose to include one or more actively 
involved family members or other persons in IDT meetings and that the facility 
will make an effort to schedule meetings at times convenient for those persons. 
In subsection (d), language is revised to clarify that the individual's 
designated MRA needs to be invited to send a representative only to those 
meetings at which movement will be discussed. Subsection (f) is revised to 
include a reference to family members. Language in subsection (g) is revised to 
clarify that when the individual is a child, return of the child to the family 
home from the facility is at the choice of the family. 
The language in sec.402.315(l) is rewritten to emphasize the rights of parents 
to choose the service settings they believe best serve the needs of their minor 
children. Paragraphs (1), (2), (4), and (5) are deleted and, with some revision, 
incorporated into the philosophy and principles section as new 
sec.402.314(c)(1)-(3). Paragraph (3) is renumbered as paragraph (1) and revised 
to emphasize that families have access to a variety of community support options 
and to reenforce to facility and MRA staff the importance of being sensitive to 
parents' concerns and choices for their children. Paragraph (6) is renumbered as 
paragraph (2) and revised to encourage IDTs, with the involvement and agreement 
of family members, to respond to the changing needs and interests of the child 
and the family and to track the child's development and the availability of 
community support options. New subsection (m) is added in sec.402.315 permitting 
persons unable to attend an IDT meeting in person to participate by phone. 
In sec.402.316(e) and sec.402.317(d)(2), the language is revised to specify that 
the IDT will obtain signed consents for the release of information to selected 
providers and that the signed consent form will accompany the profile when sent 
to the designated MRA. Within sec.402.316, subsection (h) is revised to 
substitute "the desired services" for "that setting" and subsection (i) is 
revised to substitute "integration" for "reintegration." Three new subsections 
are added in sec.402.317 with an appropriate relettering of the existing 
subsections. New subsection (a) requires the IDT to evaluate any issues which 
could constitute barriers to a successful transition by the individual to 
community living and possible solutions before a recommendation for community 
living is made. The individual's inability to provide legally adequate consent 
and lack of a guardian and the lack of effective community supports and services 
to address behavioral or medical concerns are suggested as two possible issues. 
New subsection (b) requires the IDT to investigate guardianship options and to 
document the findings, including additional activities necessary to secure a 
guardian, in the community living/discharge plan. New subsection (c) describes a 
dispute resolution process to be followed when the IDT is unable to reach 
consensus. As a result of adding the new subsections, references in former 
subsections (c) and (e) to other subsections within the section are revised. 
Former subsection (i) is revised to substitute "integration" for 
"reintegration." 
Language is revised in sec.402.318(a) to specify that the MRA will verify that 
no environmental concerns exist at the proposed setting which impact the 
individual's needs. Subsection (b) is revised to clarify that only one other MRA 
may be involved in the movement process with the designated MRA, and that the 
regional monitor will be assigned. Subsection (c) is revised to indicate that 
the regional monitor will visit the provider setting as needed. In subsection 
(d), the term "provider" is replaced with "community living arrangement." New 
subsection (f) describes a dispute resolution process to settle disagreements 
between the IDT, MRA, and regional monitor when the individual can't provide 
consent and has no LAR and the regional monitor has not approved the provider 
setting. Language is added to subsection (j) that copies of records being 
supplied to the provider also will be offered to the individual or LAR. "When 
appropriate" replaces "whenever possible" in subsection (j). Subsection (k) is 
clarified to indicate that a copy of the original court order will be provided 
to the school district when a school eligible individual who was committed to 
the facility moves into the community.
New subsection (m) requires written notification by certain providers to local 
school districts within three working days of a school eligible individual being 
admitted to the provider's services, consistent with the provisions of a 
recently adopted memorandum of understanding between the department, the Texas 
Education Agency, and seven other state agencies. 
Section 402.321 is extensively revised, including the addition of new 
subsections, for readability and to more accurately and clearly describe how the 
community living/discharge plan is to be completed. The revisions include: an 
explanation that the timelines, monitoring intervals, and forms of monitoring 
are to be customized based on the abilities and needs of the individual; a 
provision permitting the individual, LAR, MRA, facility, and provider to develop 
the plan in whatever format is acceptable to all parties as long as all elements 
described in the section are included; a stipulation that a sample plan format 
available from the department may be used as is or modified as deemed 
appropriate; simplified references to the applicable sections of the sample 
format; greater specificity as to authority and responsibilities of all parties 
for the required elements of the plan; revisions of subsection (c)(4) to 
incorporate person-centered language; correction of "of" to "or" in subsection 
(a)(6)(E) and (F); a requirement that the plan identify the methods for 
verification of outcomes and criteria for a successful transition; a requirement 
that the MRA make a recommendation to the head of the facility, with the 
concurrence of the regional monitor, that the individual be discharged when the 
terms of the community living/discharge plan have been met; addition of a 
dispute resolution process in new subsection (d) for use if a provider does not 
actively participate in the development of the plan; a requirement that if 
issues cannot be resolved during the development or implementation phases of the 
plan the issue may be forwarded to the commissioner or designee for review and 
recommended action; addition of new subsection (f) describing steps to be taken 
if the provider does not comply with provisions of the community 
living/discharge plan; and addition of language in subsection (c), relettered as 
subsection (g), that the regional monitor or MRA staff will notify the 
appropriate licensing or regulatory agency immediately if they have evidence to 
believe the living environment is unsafe or that the individual's needs are not 
being met. 
Language in sec.402.322(a) is revised to specify that the designated MRA, as 
recorded in CARE, will be the MRA for the local service area in which the new 
community living arrangement is located unless the individual or LAR prefer 
otherwise. Also added is a provision that the preferences of actively involved 
family members concerning the designated MRA will be given consideration. 
References included in the text of the subchapter have been added to the listing 
of laws, rules, and other policy documents in sec.402.323. 
A public hearing was held on Friday, March 21, 1997, in Austin, to accept oral 
and written testimony regarding the proposed new subchapter. Testimony was 
offered by the parent/guardian from Richmond of a state school resident who also 
is the guardian of two other state school residents, and Independent Horizons, a 
private provider in San Antonio. Written comments were received from the 
following public entities and/or individuals: the parent/guardian of a state 
school resident, Garland; Parent Association for the Retarded of Texas (PART); 
Texas Respite Resource Network, San Antonio; Denton State School Family 
Association; MHMR Authority of Harris County; a consumer advocate and member of 
the department's Medical Advisory Committee, Austin; Residential Management 
Inc., a private provider in San Antonio; Austin-Travis County MHMR; Texas 
Planning Council for Developmental Disabilities, Austin; Texas Council of 
Community MHMR Centers, Austin; Child and Family Resources, Dallas; Educare, a 
private provider based in Austin; and Tropical Texas Center for MHMR, Edinburg. 
Three commenters stated that the proposal violates federal Medicaid guarantees 
of "freedom of choice" in the selection of service providers in the Intermediate 
Care Facilities for the Mentally Retarded (ICF/MR) program in Texas, especially 
when the individual is a minor residing in a state school or state center.
The commenters requested that all provisions in the policy specific to minors be 
deleted. The department replies that federal Medicaid regulations permit 
providers of ICF/MR services, public or private, to establish reasonable 
admission criteria. 
A commenter questioned who would monitor and assure compliance with the various 
timelines established in the subchapter, and what the consequences of not 
meeting the timelines would be. The department responds that the timelines are 
intended to be self- monitoring, based on cooperative efforts by the involved 
parties. Although no consequences are established in the subchapter, any 
problems which occur because timelines are not met should be reported to the 
commissioner or designee for appropriate action. The commenter also questioned 
whether the rule establishes timelines for accomplishing a move once a decision 
is made to seek a community living arrangement. The department responds that no 
such timelines are contained in the subchapter and notes that the process of 
first finding a suitable community living arrangement and then arranging the 
move is highly individualized based on the needs and preferences of the 
individual and/or LAR and a number of other factors. The procedures described in 
this subchapter are significantly different from the existing procedures and are 
intended to make the transition of the state facility resident into the 
community as smooth, problem-free, and efficient as possible. 
Three commenters offered support for provisions intended to permit children to 
live at home with their natural families as long as the needed supports and 
services were available and provided. The department acknowledges the support. 
A commenter requested clarification regarding the functions of the "finite, 
transitional responsibilities" of MRA continuity of services employees and the 
ongoing nature of service coordination. The commenter also questioned whether 
case management services would no longer be mandated and whether waivers would 
no longer be necessary. The department responds that revisions to sec.402.321 
concerning the community living/discharge plan address the commenter's concerns 
about the "finite, transitional responsibilities" for continuity of care when an 
individual moves from a facility into a community living arrangement. Assignment 
of case management services will be determined based on the individual 
assessment of needs. Questions regarding the "ongoing nature of service 
coordination" for MRAs are best answered by the MRA's contract manager, although 
the department expects that this issue will be addressed extensively during 
regional training sessions planned for this summer. 
The same commenter questioned whether the lack of resources for development of 
community-based services and supports requested by an individual or LAR are 
subject to an appeals process. The department responds that appropriate 
community-based services and supports should be available from other providers 
in the HCS waiver program according to individual provider contracts as long as 
the cost of those services does not exceed the program cap. However, if the 
result is a reduction, denial, or termination of services, the decision could be 
appealable by the individual or LAR. 
A commenter questioned why suggestions submitted during a review and comment 
period for an earlier version of the proposal were not reflected in this 
version. The department responds that some, although not all, of the commenter's 
earlier comments were incorporated where appropriate. 
Two commenters recommended that the IDT be required to actively pursue steps to 
obtain a guardian for the individual who is unable to provide legally adequate 
consent and, if a guardian has not been procured before a recommendation for 
movement to the community, include in the community living/discharge plans as 
part of the facility's responsibility the arrangements necessary for appointment 
of an guardian. The department responds that new subsection (b) in sec.402.317 
requires the IDT to investigate guardianship options and to document the 
findings, including additional activities necessary to secure a guardian, in the 
community living/discharge plan. 
A commenter requested clarification on how procedures for moving an individual 
to the community differ when the individual will be moving to the community from 
a state hospital rather than a state school or state center. The department 
responds that the sections applying to state hospitals are not being adopted and 
that the difference in procedures will be clarified in the near future when 
revisions are proposed to department rules governing state hospitals.
A commenter stated that regional monitors are given too much authority and 
recommended that an appeals process be provided when the regional monitor 
disagrees with the IDT and the MRA concerning the appropriateness of a 
particular community living arrangement. The department responds that dispute 
resolution procedures have been inserted into the process in new sec.402.318(f) 
and in sec.402.321. 
Two commenters stated that rulings from the Healthcare Financing Administration 
(HCFA) concerning freedom of choice apply not only to individuals currently 
receiving residential services in state facilities but also to individuals 
living in the community who request residential services. The department agrees 
with the commenters' interpretation of the HCFA rulings and notes that future 
revisions to other department rules will incorporate freedom of choice 
provisions where appropriate. 
One commenter noted that the preamble to the proposal stated that Medicaid 
freedom of choice provisions would be incorporated "where appropriate," but that 
the proposal clearly indicates that facility staff will continue to try changing 
the mind of any individual or LAR who chooses to maintain state facility 
residence. The department responds that the "where appropriate" language of the 
preamble referred to the inclusion of "freedom of choice" provisions during the 
revision of other department rules when germane to the subject of those rules. 
The department further noted that the provisions of this subchapter are not 
intended to harass LARs into choosing community living for state facility 
residents, but to ensure that individuals and LARs are informed of potentially 
appropriate and less restrictive community- based supports and services being 
developed in the community. 
Two commenters requested that the department revisit the proposed fiscal note 
and stated that the amounts given do not adequately cover the costs of either 
planning for the movement of individuals from facilities to the community or of 
monitoring once the individual has moved. The department has revised the fiscal 
note to indicate an average annual cost to MRAs of $1,000 per individual for 
planning and monitoring activities instead of the $350 per individual on which 
the proposed fiscal note was calculated. For the estimated 300 individuals per 
year moving from state schools and state centers, the revised fiscal note of 
$300,000 is expected to be covered by Medicaid administrative claiming and/or 
targeted case management. This figure does not include individuals moving from 
state hospitals, and is in addition to the $1.65 million of general revenue 
allocated annually to MRAs for continuity of care activities since 1994. 
Concerning sec.402.311 which describes the purpose of this subchapter, three 
commenters stated that MRAs should have no role regarding state facility 
residents who have not agreed to move into the community. The department 
disagrees and responds that the Texas Health and Safety Code, sec.533.035, 
establishes the responsibilities of mental retardation authorities for planning, 
policy development, coordination, resource allocation, and resource development 
for and oversight of mental retardation supports and services in their local 
service areas. As part of their planning and resource development 
responsibilities, MRAs are expected to be aware of the needs, abilities, and 
status of facility residents for whom they are the designated MRA. 
A commenter asked whether MRAs are going to serve as the gatekeeper or the 
provider of mental retardation services, and stated that MRAs cannot be fair if 
they are serving in a dual role. The department responds that MRAs have been 
instructed to establish a cap for provider programs they own or operate. 
Three commenters questioned why the community living/discharge plan and the 
community living profile are defined separately in sec.402.313 when the document 
distributed with copies of the proposal appears to combine the two. The 
commenters also stated that the plan and the profile must be incorporated into a 
separate exhibit section in the rule and remain attached to the rule when 
distributed. The department responds that while the profile is the first section 
of the community living/discharge plan, it is distributed to potential providers 
as a stand alone document at the time a decision is made to seek community 
placement. The remaining sections of the community living/discharge plan are 
completed when a provider has been located and approved and the individual is 
about to move; the completed plan (including the profile) is distributed to all 
the involved parties. The department declines to include the two documents as 
"exhibits" in a separate section of the subchapter, noting that documents are 
sample formats which may be used as is or modified as necessary. Language has 
been added in sec.402.321 clarifying that the elements which must be included in 
the plan are described in that section, and that the IDT with the involvement of 
the individual, LAR, MRA, regional monitor, and provider may use any format 
acceptable to all parties, including but not limited to the sample format, as 
long as the completed plan includes all the required elements. 
Another commenter suggested rewording the definition of community 
living/discharge plan to specify that it will detail the responsibilities of all 
parties signing the plan rather than just the MRA and provider. The department 
agrees and has revised the definition as requested. 
A commenter expressed concern that the term "individual" has become a label 
every bit as stigmatizing as "client" and "resident" and that while any term 
will someday become a label, today the most acceptable term is "person" or 
"people" with mental retardation. The commenter suggested that this would allow 
discussion of the unique attributes of people receiving services rather than 
using "individual" as a label. The department agrees that any term will 
eventually become just another label and that "individual" is rather awkward, 
but declines to make the recommended changes. The department notes that for 
several years "individual" has been the term of choice in the department's rules 
relating to mental retardation supports and services to avoid such confusing 
constructions as "guardian of the person of the person (individual)" and 
"persons who are actively involved with the person (individual)" and "persons 
who might have information about the preferences, desires, and needs of the 
person (individual)." 
Three commenters stated that the definition of "interdisciplinary team" must be 
written exactly as provided in law and requested that the phrases "and other 
concerned persons, as appropriate," and "including recommendations of whether 
the individual is best served in a facility or in a community setting" be 
deleted. The department responds that the phrases which the commenters find 
objectionable do not change either the meaning or the intent of the statutory 
language and are included to clarify that the department considers the 
individual and LAR to be a part of the team and that when the individual doesn't 
have an LAR and can't provide legally adequate consent, the department will 
include family members or friends who are actively involved with the individual. 
Therefore, the department declines to revise the definition as requested. 
A commenter noted that the terms "individualized treatment plan (ITP)" and 
"treatment team" are not used in the proposal but are defined in sec.402.313. 
The department has deleted the definitions. The same commenter noted that "IDT" 
is used in the proposed sections concerning state hospitals, yet the definition 
of "IDT" refers only to the MRA being a part of the IDT when the individual is a 
resident in a state school or state center. The department responds that the 
question is moot because the sections concerning state hospitals are not being 
adopted. 
A commenter suggested advocates, possibly from The Arc or a similar advocacy 
organization, should be obtained for those individuals who are not able to 
provide consent and do not have a guardian. The department responds that 
language has been added to sec.402.317 requiring IDTs to investigate 
guardianship options and to document the findings, including additional 
activities necessary to secure a guardian, in the community living/discharge 
plan. 
Concerning the definition of "legally adequate consent" a commenter asked who 
determines the individual's ability to comprehend the "nature, purpose, 
consequences, risks, and benefits of" living in the community and on what basis 
such as determination is made. The commenter recommended that such 
determinations need to be standardized and consistently applied, to the degree 
possible, across the service delivery system. The department responds that the 
individual's IDT is responsible for making the determination and the criteria is 
set forth in the federal ICF/MR standards and guidelines. The department further 
notes that a "uniform assessment tool" has been piloted in various settings 
around the state, as required by recent legislation, and that the assessment 
tool is currently being revised in response to the pilot findings. 
Four commenters requested that the last sentence in the definition of "legally 
authorized representative" be deleted because most guardianship orders issued 
before 1993, when the Texas Probate Code was revised extensively by the 73rd 
Legislature, do not spell out specific types of decisions which the guardian can 
make on the ward's behalf. The department contends that the sentence disputed by 
the commenters would not invalidate either pre- or post-1993 guardianship orders 
and declines to delete the sentence. However, language is added to clarify that 
the authorization in the guardianship orders to make decisions regarding the 
individual's living arrangements can be either explicit or implicit. For 
example, a court order appointing a guardian with limited powers under Texas 
Probate Code, sec.693(b), would have to list the specific "powers, limitations, 
or duties" of the guardian; if one of those powers or duties permitted the 
guardian to decide where the ward lived, this would constitute an "explicit" 
authorization. On the other hand, a "guardian of the person" has the statutory 
right to "establish a ward's legal domicile" (Texas Probate Code, sec.767); this 
would qualify as an "implicit" authorization."
Four commenters requested that the term "experiences" be deleted in 
sec.402.314(a) because it implies that the individual must first "experience" a 
group home or job in the community before the individual or LAR could say "No, 
we do not want this." In addition, the commenters want a reference to the LAR 
added in both sentences of the subsection. The department disagrees with the 
commenters' interpretation of the proposed language but has added language which 
addresses the their concerns. 
One commenter asked that language be included in sec.402.314 addressing the role 
of the MRA to offer providers support and assistance to ensure a smooth 
transition and stable living arrangement in the community for the individual. 
The department responds that all parties -- MRA, provider, regional monitor, and 
facility, as well as the individual, and LAR or actively involved family members 
-- bear responsibility for ensuring the individual's successful transition to 
living in the community. The cooperative development of the community 
living/discharge plan by all parties -- as described in sec.sec.402.318 and 
402.321 -- is intended to make this possible. 
A commenter recommended that sec.402.314(b)(2), while legally accurate, be 
revised to recognize the LAR's role of assuring that the individual's rights are 
upheld; the commenter provided suggested language. The department prefers to 
retain the legally accurate wording, noting that the language refers to an LAR's 
explicit statutory right to make decisions regarding where the individual lives. 
Two commenters requested that LAR be added in sec.402.314(b)(3). The department 
responds that the language appropriately ascribes to the individual as the 
actual recipient of services the entitlement to "training, counseling, and 
opportunities" and declines to revise the language as requested. The department 
further notes that the language as proposed is an appropriate companion to the 
revised language in sec.402.314(a). 
Noting that a MRA can't "ensure" continuing residential services unless the 
department "ensures" additional funding can always be obtained when needed for 
those residential services, a commenter suggested revisions to the first 
sentence of sec.402.314(c) specifying that the MRA will work cooperatively with 
the individual, LAR, and provider to find alternative services. The department 
agrees and has revised the sentence consistent with the commenter's suggestion. 
Regarding the second sentence of sec.402.314(c), a commenter questioned whether 
freedom of choice applied when a community-living arrangement fails and the 
individual (or the LAR on the individual's behalf) wants to return to the state 
school or state center regardless of level of need or least restrictive 
environment. The department responds that the Medicaid freedom of choice 
provision does apply, as do other state and federal laws and regulations 
governing, among other issues, the availability of a facility slot appropriate 
to the individual's level of need and least restrictive environment. In 
addition, if the individual is an adult and has a guardian, admission would have 
to be by court commitment and, therefore, meet the commitment provisions in the 
Texas Health and Safety Code, sec.593.052. 
Four commenters requested that references to the termination of services by an 
MRA in sec.402.314(c)(2) be deleted because neither the department or individual 
MRAs are statutorily permitted to terminate services. The department responds 
that the notification and appeal process described in the rule (sec.401.464) 
referenced in this paragraph is required by the Texas Health and Safety Code, 
sec.534.0675, for consumer use in instances of "denial, involuntary reduction, 
or termination of services" by a local mental health or mental retardation 
authority. The inference from this language is that an MRA can terminate 
community-based services. The commenters further stated that when amendments to 
sec.401.464 were proposed last year, the commenters suggested that system-wide 
criteria for terminating community-based services be established by the 
department. Quoting from the department's written response when the amendments 
to sec.401.464 were adopted (the department noted that system-wide criteria had 
not yet been developed but would be given consideration when the subchapter is 
reformulated and proposed for review and comment later this year), the 
commenters contend that the department should not raise the issue in this 
subchapter until the system-wide criteria for terminating services have been 
developed. The department responds that the authorizing statute requires the 
notification and appeal process to be established in department rules, and that 
lack of system-wide criteria for the termination of community-based services 
does not preclude an MRA from having its own local criteria as long as the local 
criteria do not conflict with existing state or federal laws and regulations. 
Concerning the disclosure of confidential information to MRAs about individuals 
from a MRA's local service area as described in sec.402.315(a), four commenters 
stated that the information could be released to an MRA only if the individual 
or LAR had accepted an IDT recommendation that the individual move to the 
community and had signed the consent form to release the information. The 
department responds that information concerning residents of state schools and 
state centers is available to MRAs through CARE for purposes of service planning 
and continuity of care. The department further notes that sec.533.009 of the 
Texas Health and Safety Code permits the department and MRAs to exchange 
information concerning individuals without obtaining consent from the individual 
or LAR. The subsection has been revised to direct MRAs to access CARE for 
information concerning individuals and their community living status, as well as 
listings by county of Home and Community-based Program (HCS) program providers. 
Comparable listings of ICF/MR program providers currently are not available 
through CARE but can be requested from the Office of Medicaid Administration. 
One commenter requested that "level of need" information be added in 
sec.402.315(a)(1). The department responds that the subsection has been 
extensively revised, rendering the suggestion moot. However, level of care 
information is included on the appropriate CARE screens. 
Concerning sec.402.315(d), four commenters stated that MRA staff should not 
attend IDT meetings unless the individual or LAR agrees. The department responds 
that IDT membership is determined jointly by the individual, LAR, and the 
facility, and that the interpretative guidelines for the relevant federal ICF/MR 
regulation at sec.483.440(c)(2) require the state school to "pursue 
aggressively" involvement by all relevant participants. The department considers 
the individual's designated MRA to be a relevant participant when movement 
issues will be discussed. 
Another commenter suggested that language be added to the subsection clarifying 
that MRAs will be invited to attend only those IDT meetings at which movement 
issues will be discussed. The department agrees and has revised the subsection 
accordingly. 
Four commenters questioned the deletion of language which appeared in an early 
draft of sec.402.315 stating that "desires and aspirations of the individual 
shall be the primary consideration when the IDT makes recommendations concerning 
movement." The commenters requested the reinstatement of the language with the 
addition of a reference to the LAR. The department responds that similar 
language already appears in sec.402.314(b)(1) and reads "The choices, 
preferences, expectations, likes, and dislikes of the individual and LAR are the 
dominant force behind all recommendations." The language represents a statement 
of philosophy and principles, and is more appropriate in that section rather 
than the section on general provisions. 
One commenter stated that the second sentence of sec.402.315(g) sounds as if the 
facility will coerce families into taking their minor children home instead of 
honoring the family's choice to place the child in the state facility. The 
department responds that while both board policy and state law stress a 
commitment to providing supports and services which will assist a family in 
keeping a child with disabilities at home, the department recognizes that 
institutional services of a state school or state center are a legitimate choice 
for some families on behalf of their child. The language is revised accordingly. 
Two commenters recommended that any provisions which apply only to a certain age 
group must be deleted, and specifically cited the second sentence of 
sec.402.315(g) and (l). The department disagrees, noting that children have 
special needs, and declines to delete the language as requested. 
Four commenters requested that all references to "discharge" be changed to 
"transfer" because they believe the Persons with Mental Retardation Act (PMRA) 
does not support the use of discharge for the purposes described in the rule. 
The department disagrees with the commenters' assessment and responds that 
sec.594.011 of the PMRA does permit the "transfer, furlough of the client to an 
alternative placement, or discharge" of the individual if the facility no longer 
is appropriate to the individual's needs or if the individual can be "better 
treated and habilitated" in another setting and an appropriate setting is 
available. The department, therefore, declines to make the requested changes. 
The commenters also questioned the absence from proposed sec.402.315(j) of a 
parenthetical phrase which appeared in an early draft and stated that although 
discharged from the facility, an individual would not be discharged from 
department services. The commenters requested the restoration of the phrase to 
emphasize that the individual will continue to receive department services after 
moving from the facility. The department responds that while the law does 
address the discharge of an individual from a facility, it is silent on the 
issue of "discharge from department services" which is why the parenthetical 
phrase from the earlier draft was deleted. 
A commenter stated that having the IDT both recommend community living and 
determine the appropriateness of the community setting for an individual who is 
unable to provide legally adequate consent and is without a guardian is an 
inherent conflict of interest and reflects a lack of safeguards. The commenter 
recommended that a process similar to the surrogate decision-maker model used in 
community-based ICFs/MR be developed to protect the rights and best interests of 
individuals through identification of a decision maker who has the right to 
reject the IDT recommendation. The department responds that a commitment under 
the PMRA empowers the superintendent to make care and treatment decisions -- 
including transfer, furlough, or discharge of the individual to alternative 
settings -- on behalf of the individual who can not provide legally adequate 
consent and does not have an LAR. 
A commenter noted that the department's current practice of placing individuals 
on extended furlough rather discharging them from the facility provides a 
virtual "safety net" and significant reassurance to individuals and families who 
might not otherwise risk the move. The commenter questioned whether the furlough 
option would continue to be offered, noting that while few former residents 
return to the state school, the furlough option has permitted them to avoid the 
admission process and, in most instances, the rigors of obtaining a court 
commitment. The department replies that the decision to continue furlough status 
will be made on an individual basis. An individual or LAR may appeal the 
discharge as provided in the Texas Health and Safety Code, Chapter 594. 
Four commenters supported the provisions in sec.402.315(l) concerning permanency 
planning for children, reunification of children with their families whenever 
possible, adoption or foster care for children to develop nurturing 
relationships, and review every three months for community living for children 
who must reside in state facilities. The commenters noted that a stable 
caregiver relationship, whether with the biological, adoptive, or foster family, 
allows a child to develop appropriate coping skills, reduces behavioral 
difficulties, and will help prevent later dual diagnoses. One of the four noted 
that the provisions of this subsection were consistent with the board's policy 
statement of March 25, 1994, that "children have a human right, regardless of 
the severity of their disabilities, to grow up in families." The department 
acknowledges the support. 
Four other commenters stated that the provisions of sec.402.315(l) directly 
contradict the Medicaid freedom of choice guarantees that individuals and LARs 
have the right to choose to remain in a state school or state center. They also 
stated that the parents, not the department, are best suited to determine what 
is in the best interests of their child and whether longterm residence in a 
facility is an appropriate option. The commenters expressed deep concern with 
provisions suggesting "voluntary open adoption" and longterm foster care 
supplemented by securing an advocate or guardian. The department responds that 
the sec.402.315(l) has been rewritten to emphasize the rights of parents to 
choose the service settings they believe best serve the needs of their children. 
Another commenter questioned why the department states in sec.402.315(l)(5) that 
longterm residence in a state facility is inappropriate for children, but 
apparently considers it an appropriate option for adults who have the ability to 
provide legally adequate consent or who have an LAR. The commenter considered 
this to be an inconsistency based solely on the age of the individual. The 
department responds that the perceived inconsistency arises from the fact that 
children have special needs and childhood is a crucial time for maximum 
development of abilities, skills, and attachments to other people. Therefore, 
the department declines to revise the subchapter based on the comment. 
A commenter recommended that language regarding obtaining consent to the release 
of information in sec.402.316(e)(2) and sec.402.317(d)(2) be amended to specify 
that the consents are for the release of information to selected providers and 
that the signed consent forms are to accompany the profiles when sent to the 
designated MRA. The department agrees and has amended the language accordingly. 
Three commenters stated that sec.402.316(f) and sec.402.317(f) do not mention 
having a facility staff person, IDT member, or the LAR accompany the individual 
on preselection visits, or before or after the individual's visit. They 
recommended that at least one member of the IDT who is familiar with the 
individual visit the intended community living arrangement before making a final 
decision. Otherwise the IDT will be selecting a provider without the input of 
someone who both knows the individual and has at least a cursory first hand 
knowledge of the community setting. The commenters noted that while the regional 
monitor visits the setting after the provider has been selected, that person has 
no first hand knowledge of the individual. The department responds that if the 
circumstances dictate, the IDT may choose to have a facility staff person visit 
the community setting prior to the final selection of a provider. 
One commenter recommended that the words "that setting" in the second sentence 
of sec.402.316(h) be replaced with "desired services." The department agrees and 
has changed the language as requested. 
One commenter expressed support for the requirement in sec.402.316(i) and 
sec.402.317(i) that moves to the community by school eligible individuals be 
coordinated through the local Community Resource Coordination Groups. The 
department acknowledges the support. Another commenter requested that in those 
same subsections, the word "reintegration" be replaced by "integration," noting 
that reintegration assumes that school- eligible individuals previously had been 
integrated into the community and many times this is not the situation. The 
department agrees and has changed the language as requested. 
One commenter requested the addition of the statutory or other legal authority 
that authorizes the IDT to make decisions about movement to the community for 
individuals who are unable to provide legally adequate consent. The commenter 
also asked who at the facility is empowered to sign consent forms permitting the 
release of information to providers and who may consent to discharge from the 
facility when the individual is unable to provide consent and there is no LAR. 
The department responds that the Texas Health and Safety Code, sec.594.011, 
permits the "transfer, furlough of the client to an alternative placement, or 
discharge" of the individual if the facility no longer is appropriate to the 
individual's needs or if the individual can be "better treated and habilitated" 
in another setting and an appropriate setting is available. In addition a 
commitment under the PMRA empowers the superintendent to make care and treatment 
decisions (sec.592.054) -- including transfer, furlough, or discharge of the 
individual to alternative settings under sec.594.011 -- on behalf of the 
individual who has been committed to the department under the PMRA. 
Concerning sec.402.317(d), a commenter requested the addition of a requirement 
that providers must understand the statutory requirements which permit the 
provision of emergency medical care for individual unable to give legally 
adequate consent and, if applicable, the provisions of the surrogate 
decisionmaking program. The department responds that such a requirement is 
already a part of the Medicaid provider contract and declines to add the 
language as requested.
Two commenters noted that the IDT in sec.402.317(d)(1) chooses, on behalf of the 
individual who is unable to provide consent and has no LAR, those providers to 
whom the individual's profile is sent, and questioned whether this constitutes a 
restraint of trade or a freedom of choice issue. The department responds that it 
is neither; the IDT is performing the function that the individual with the 
ability to consent or an LAR would in selecting which providers are to receive 
the profile. Subparagraphs (A)-(C) specify the criteria on which the selection 
of providers must be made, just as a individual with the ability to consent or 
the LAR would have criteria. The selection is made from the list of all 
available providers in the designated MRA's local service area. 
A commenter suggested that sec.402.317(d)(3) be reworded to indicate that the 
MRA will forward the profile to the selected providers only after the IDT has 
obtained a signed consent forms. The department declines to revise the language 
as requested, noting that revisions made in sec.402.317(d)(2) adequately address 
the commenter's concerns. 
A commenter suggested that having the MRA verify that the provider has adequate 
life safety measures in place is duplicative of the regional monitor's 
responsibilities. The department responds that the regional monitor's role is 
more oversight than verification. 
A commenter suggested that the regional monitor be required to visit the 
provider setting "as needed," explaining that many times the regional monitor 
may have just visited the site within the previous two weeks. The department 
agrees and has added "as needed" in sec.402.318(a). 
A commenter asked who was responsible for informing the individual and LAR of 
the right to proceed with a movement to the community even if the regional 
monitor has not approved that arrangement. The department responds that the IDT 
is responsible. 
Concerning sec.402.318(g)(3), a commenter requested greater specificity as to 
when and how the transfer of trust fund money will occur. The department 
disagrees that additional specificity is needed and responds that the 
requirement for all financial arrangements and agreements to be addressed before 
the individual moves will cover the commenters concerns. If a provider has 
special concerns about the trust fund transfer, the issue should be addressed 
when the provider meets with the IDT to review and approve the community 
living/discharge plan. 
Four commenters requested that copies of the records listed in sec.402.318(i) be 
offered to the individual or LAR before or at the time of the move. The 
department agrees and has revised the language as suggested. 
A commenter requested that the last sentence in sec.402.318(j) be revised to 
require the facility physician to communicate directly with the community 
physician or healthcare provider "when appropriate" rather than "whenever 
possible." The department agrees and has revised the language as requested.
Four commenters questioned why some continuity of care provisions which appeared 
in an earlier draft of sec.402.321 do not appear in the proposal including 
requirements that: the MRA assign a case manager or obtain a waiver; monitoring 
activities be documented by the MRA in progress notes and pertinent information 
shared with the provider and the MRA staff administratively responsible for 
community living activities; and significant, unresolved problems become part of 
the MRA's system for problem analysis and monitoring. The department responds 
that the MRA's assignment of case management services is based on a screening 
and assessment process contained in the case management operating instruction. 
Documentation of monitoring activities is addressed in subsection (a)(5)(A) and 
(6)(D). A problem resolution process is partially addressed in proposed 
subsection (b) -- relettered as subsection (e) upon adoption -- and is further 
addressed with the addition of new subsections (d) and (f). The department 
anticipates that outcomes around the movement of individuals from facilities 
will be evaluated as part of the Quality Assurance and Improvement System (QAIS) 
assessments. 
A commenter suggested that a memorandum of agreement between MRAs may still be 
needed to address not only changes of designated MRA in CARE but also the need 
for service coordination or case management services as described in the 
community living/discharge plan. The department responds that if an arrangement 
between MRAs is necessary to provide for service coordination or case management 
services, the specifics of the arrangement should be detailed in the community 
living/discharge plan. 
Two commenters asked at what point is a discharge from the facility allowable 
and what is the expectation for continued monitoring. The department responds 
that sec.402.315(j) and sec.402.321(a)(5) provide that discharge from the 
facility may occur when the outcomes and criteria established in the community 
living/discharge plan have been met. The discharge must be consistent with 
provisions of the Texas Health and Safety Code, Chapter 594, which requires at 
least 30 days notice to the individual or LAR of the proposed discharge with an 
advisement of the right to request an administrative hearing. The department has 
no expectation of continued monitoring of the individual and the community 
living arrangement beyond the monitoring requirements negotiated and agreed to 
by the individual, LAR, facility, MRA, regional monitor, and provider in the 
community living discharge plan. 
A commenter questioned whether community centers would be permitted to discharge 
the individual from services just as the department will be discharging from the 
facility. The department responds that MRAs may establish local criteria for 
discharge from the MRAs services as long as the criteria do not contradict state 
law or department rules. The individual or LAR would have the right to appeal 
the discharge under sec.401.464 of this title (relating to Notification and 
Appeals Process) of Chapter 401, Subchapter G of this title (relating to 
Community Mental Health and Mental Retardation Centers.) 
Four commenters stated that sec.402.321(a)(1) should include the names of the 
LAR and/or correspondent with address, home and work phone numbers and the name 
and numbers of a back-up person for emergency notification. The department 
declines to add the requested language, noting that information is covered under 
"essential information" in the profile. The commenters also requested the 
inclusion in both the policy and sample format of appropriate notification 
codes, and specified that these should be same codes used by facility. The 
department declines to make the suggested changes and responds that 
"notification codes" are specific to state facilities and that the requirements 
for notification of an LAR should be specified in the plan. 
A commenter questioned why information concerning psychiatric needs was limited 
only to individuals moving from a state hospital. The department has removed the 
limitation from sec.402.321(a)(1)(C). 
A commenter stated that the community living/discharge plan was very clinical 
and suggested that the information be presented in a way that more clearly 
supports a "person centered" approach. The commenter further noted that the 
"statement of individual's choices and needs" under sec.402.321(a)(4)(A) should 
be recognized as more than just a statement in this section but the basis for 
all other assessments and information that needs to be considered and shared in 
making decisions about services. The department agrees and has modified the 
sample plan format accordingly. 
A commenter suggested that having three people -- the regional monitor, an MRA 
representative, and someone from the facility -- conduct separate monitoring 
visits was a duplication of effort, unnecessarily intrusive, and sets the stage 
for conflict. The department has revised the language to clarify that only the 
regional monitor and MRA representative are expected to conduct monitoring. The 
details of who, when, and how often are expected to be negotiated by the various 
parties including the individual, LAR, facility, MRA, regional monitor, and 
provider. 
A commenter stated that provisions need to be included in sec.402.321 for those 
rare cases when the immediate removal of the individual from the community 
living/discharge plan is necessary. The department responds that the options 
need to be anticipated by the provider and MRA based on available resources 
(e.g. crisis stabilization units, private psychiatric facilities, and crisis 
respite) in the provider's area and included in the community living/discharge 
plan. 
These sections are adopted the Texas Health and Safety Code, sec.532.015, which 
provides the Texas Mental Health and Mental Retardation Board with broad 
rulemaking authority. 

sec.402.311. Purpose. 
The purpose of this subchapter is to: 
(1) establish criteria and procedures for: 
(A) mental retardation authorities (MRAs) with respect to the individuals in 
facilities of the Texas Department of Mental Health and Mental Retardation who 
are recommended for community living and the role of the MRA staff to 
familiarize individuals and legally authorized representatives (LARs) with 
community resources for which the individual may be eligible;
(B) MRAs to develop and/or coordinate services for individuals residing at 
facilities who are or may be recommended for community living;
(C) joint discharge planning between facilities and MRAs consistent with the 
Texas Health and Safety Code, sec.534.0535; and 
(D) monitoring of services provided to individuals with mental retardation who 
have moved into the community from department facilities consistent with the 
Texas Health and Safety Code, sec.591.011; 
(2) assure individuals and LARs are aware of their freedom to choose from among 
a range of available community-based services; and 
(3) assure individuals and LARs that individuals residing in facilities may 
continue to reside in that setting. 

sec.402.312. Application. 
This subchapter applies to: 
(1) facilities providing residential services to individuals with mental 
retardation; 
(2) mental retardation authorities (MRAs); and 
(3) providers. 

sec.402.313. Definitions. 
The following words and terms, when used in this subchapter, shall have the 
following meanings, unless the context clearly indicates otherwise:
Actively involved -- Significant and ongoing involvement with the individual 
which the IDT deems to be supportive based on the following:
(A) observed interactions of the person with the individual; 
(B) advocacy for the individual; 
(C) knowledge of and sensitivity to the individual's preferences, values and 
beliefs; and 
(D) availability to the individual for assistance or support when needed. 
CARE -- The department's Client Assignment and Registration System, an on-line 
data entry system developed to provide demographic and other data about 
individuals served by the department. 
Commissioner -- The commissioner of the department. 
Child -- An individual under the age of 18. 
Community living/discharge plan -- A written agreement developed by an 
individual's IDT with active participation by the individual and LAR which 
details the responsibilities of all parties signing the plan during and after 
the individual's move from a facility into a community living arrangement. See 
sec.402.321 of this title (relating to Community Living/Discharge Plan). Copies 
of a sample format which can be used as is or modified as necessary are 
available by contacting Office of Policy Development, Texas Department of Mental 
Health and Mental Retardation, P.O. Box 12668, Austin, Texas 78711.
Community living profile -- The first section of the community living/discharge 
plan which is completed by the individual's IDT with the active participation of 
the individual and LAR when a decision is made to seek a community living 
arrangement. The profile provides descriptive information about the individual 
as well as information concerning the individual's and LAR's preferences and 
desires and the IDT's recommendations for service and support needs which must 
be considered by the MRA when researching community living options. Copies of a 
sample format which can be used as is or modified as necessary are available by 
contacting Office of Policy Development, Texas Department of Mental Health and 
Mental Retardation, P.O. Box 12668, Austin, Texas 78711. 
Community Resource Coordination Groups -- Local interagency groups composed of 
public and private agencies that develop service plans for children and 
adolescents whose needs can be met only through interagency coordination and 
cooperation. The role and responsibilities of the involved agencies, including 
MRAs, school districts, and providers, are described in sec.401.49 of this title 
(relating to Memorandum of Understanding (MOU) on Coordinated Services to 
Children and Youths) which adopts by reference a MOU between nine state 
agencies. 
Consensus -- A negotiated agreement that all parties can and will support in 
implementation. The negotiation process involves the open discussion of ideas 
with all parties encouraged to express opinions. 
Continuity of services activities -- The activities designed to ensure 
coordination of services for an individual which include, but are not limited 
to: 
(A) development of the community living/discharge plan which addresses the 
choices and needs of the individual and the choices of the LAR in the best 
interests and in behalf of the individual; 
(B) joint community living planning; 
(C) exchange of information pertinent to service needs/training/support;
(D) implementation of services which address the choices and needs of the 
individual and the choices of the LAR; and 
(E) visits to the individual following the move to the community. 
Department -- The Texas Department of Mental Health and Mental Retardation. 
Designated MRA -- The MRA assigned to the individual in CARE.
Discharge -- The release by the department from the custody and care of a 
facility of an individual voluntarily admitted or committed by court order to a 
facility for residential mental retardation services. The discharge of an 
individual committed by court order terminates the court order. 
Facility -- All state schools and those state centers providing residential 
mental retardation services. 
Head of the facility -- The superintendent of a state school or the director of 
a state center. 
Individual -- A person with mental retardation who is receiving residential 
services in a facility, or a person who has moved from a facility to a community 
living arrangement. 
Interdisciplinary team (IDT) -- Mental retardation professionals and 
paraprofessionals and other concerned persons, as appropriate, who assess an 
individual's treatment, training, and habilitation needs and make 
recommendations for services, including recommendations of whether the 
individual is best served in a facility or in a community setting. Team 
membership is determined jointly by the individual, LAR, and the head of the 
facility and typically includes some or all of the following: 
(A) the individual; 
(B) the legally authorized representative (LAR); 
(C) family members or friends who are actively involved in the individual's life 
(typically only when the individual does not have an LAR); 
(D) persons specified by the facility who are professionally qualified and/or 
certified or licensed with special training and experience in the diagnosis, 
management, needs, and treatment of individuals with mental retardation; 
(E) persons who are directly involved in the delivery of mental retardation 
services to the individual; 
(F) member(s) of the public responsibility committee (PRC), if requested by an 
individual with the ability to provide legally adequate consent, a LAR, or the 
PRC (when the individual does not have the ability to provide legally adequate 
consent and does not have an LAR); and
(G) representative of the appropriate school district if the individual is 
school eligible. 
Legally adequate consent -- A term consistent with provisions of the Texas 
Health and Safety Code, Title 7, sec.591.006, which states that consent obtained 
from an individual with mental retardation is legally adequate when each of the 
following conditions has been met: 
(A) legal status: The individual giving the consent is of the minimum legal age 
and has not had a guardian appointed to manage personal affairs by an 
appropriate court of law; 
(B) comprehension of information: The individual giving the consent has been 
informed of and comprehends the nature, purpose, consequences, risks, and 
benefits of and alternatives to the procedure, and the fact that withholding or 
withdrawal of consent shall not prejudice the future provision of care and 
services to the individual with mental retardation; and 
(C) voluntariness: The consent has been given voluntarily and free from coercion 
and undue influence. 
LAR (legally authorized representative) -- The parent or managing conservator of 
an individual who is a minor or the guardian of an individual who is an adult. 
The guardianship orders issued by the court must implicitly or explicitly 
authorize the guardian to make decisions concerning the individual's living 
arrangements. 
Local service area -- A geographic area composed of one or more Texas counties 
delimiting the population which may receive services from a local MRA. 
MRA (mental retardation authority) -- As defined in the Texas Health and Safety 
Code (THSC), sec.531.002, an entity to which the Texas Mental Health and Mental 
Retardation Board delegates its authority and responsibility within a specified 
region for planning, policy development, coordination, and resource development 
and allocation and for supervising and ensuring the provision of mental 
retardation services to persons with mental retardation in one or more local 
service areas. The commissioner designates the MRA for a local service area (See 
THSC sec.533.035). 
Permanency planning -- A philosophy and planning process that focuses on the 
outcome of family support by facilitating a permanent living arrangement with 
the primary feature of an enduring and nurturing parental relationship. 
Provider -- A public or private entity which delivers community-based 
residential services for persons with mental retardation, including, but not 
limited to, an intermediate care facility for individuals with mental 
retardation (ICF/MR), a nursing facility, and a facility certified by the 
department as described in Chapter 401, Subchapter I of this title (relating to 
Certification of Community Residential Programs.) The term also includes public 
or private entities which provide home and community-based services. These 
entities must be properly licensed and certified under applicable state or 
federal law, rule, or regulation and, if participating in the department's Home 
and Community-based Services (HCS) program, have a current contract with the 
department. 
Regional monitor -- An employee of the department's Central Office who: 
(A) represents the department, providing oversight of a local authority's 
performance; 
(B) is responsible for approving living situations for individuals moving to 
community programs; and 
(C) serves as a resource to MRAs and providers. 
Related services -- Orientation and mobility training and interpreting services 
for public school students who are deaf, as defined in rules of the Texas 
Education Agency (see 19 TAC sec.89.1060 (relating to Definitions of Certain 
Related Services)). 
School eligible -- A term describing those individuals between the ages of three 
and 22 who are eligible for public education services.
Service delivery system -- All facility and community-based supports and 
services operated or contracted for by the department. 
Supports and services (mental retardation services) -- Programs and assistance 
for persons with mental retardation that may include a determination of mental 
retardation, interdisciplinary team recommendations, education, special 
training, supervision, care, treatment, rehabilitation, residential care, and 
counseling, but does not include those services or programs that have been 
explicitly delegated by law to other state agencies.

sec.402.314. Philosophy and Principles. 
(a) Each individual receiving supports and services through the department's 
service delivery system is entitled to choice and decision-making authority. 
When the individual has a LAR, the LAR makes the choices and decisions on the 
behalf of and in the best interests of the individual. To make choice possible 
and relevant, the individual is entitled to supports, experiences, and options; 
the individual (or the LAR on the individual's behalf) may elect not to take 
advantage of the offered supports, experiences, and options. If an individual 
cannot communicate preferences related to activities and expectations or does 
not choose to communicate and does not have a LAR, the questions are asked of 
those persons who are actively involved with the individual. 
(b) The following principles support choice and decision-making by an individual 
or LAR. Each facility, MRA, and provider is required to put these principles 
into practice in carrying out continuity of services activities. 
(1) The choices, preferences, expectations, likes, and dislikes of the 
individual and LAR are the dominant force behind all recommendations.
(2) The individual with the ability to provide legally adequate consent, as 
defined in sec.402.313 of this title (relating to Definitions), or the LAR is 
entitled to choose from among those providers able to provide desired supports 
and services to the individual. 
(3) Individuals making choices are entitled to training, counseling, and 
opportunities to experience and to try the options involved in making choices. 
(4) The same range of options for residential and support services that are 
available to all people are made available for individuals receiving services 
through the department's service delivery system. 
(5) Visits and interviews with the individual, the LAR, and actively involved 
persons (if there is no LAR) are the primary basis for collecting data and 
information to determine if the individual's choices and needs or the LAR's 
choices for the individual are being met across time and services. 
(c) If the family of a child with mental retardation chooses to maintain the 
child in the family home, the necessary services and supports which will enable 
that child to remain at home will be provided or procured by the department as 
directed by the Texas Mental Health and Mental Retardation Board in a policy 
statement concerning "Family Supportive Services For Children and Youth" adopted 
by the board on March 25, 1994. (See also Acts 1995, 74th Legislature, Chapter 
949, sec.1, concerning longterm care vision.) 
(1) The community living/discharge plan should first attempt to plan, provide, 
and coordinate services in such a manner that the integrity of the family unit 
may be maintained. 
(2) If a child cannot be maintained in the home and the family chooses for the 
child to remain in the facility, the IDT and MRA will give priority attention to 
the provision and coordination of those services which will facilitate 
reunification of the child with the family. 
(3) For some children residing in a facility, the most appropriate permanency 
planning option may be community foster care while the IDT and MRA seek to 
coordinate services which will facilitate reunification of the child with the 
family. For other children the permanency planning path may include such 
alternatives as longterm foster care, supplemented by securing an advocate or a 
guardian. 
(d) If needed and requested by the individual or LAR or -- when the individual 
is unable to give legally adequate consent and has no LAR -- by the provider, 
the MRA will work cooperatively with individual, LAR, and provider to find 
alternative services, particularly in the event that the individual will be 
discharged by the provider. Alternative services could include the individual 
being admitted to a facility if an appropriate vacancy is available. 
(1) The department will provide consultation and support to the MRA. 
(2) When a request by an individual or LAR for community-based supports or 
services is denied by an MRA or when community-based supports and services 
provided by an MRA are terminated by the MRA, the MRA shall follow procedures 
outlined in sec.401.464 (relating to Notification and Appeals Process) of 
Chapter 401, Subchapter G of this title (relating to Community Mental Health and 
Mental Retardation Centers.) 

sec.402.315. General Provisions. 
(a) MRAs are directed to access CARE for information on those individuals 
residing in facilities who are from the MRA's local service area and have been 
recommended for community living. A list of providers by county in the Home and 
Community-based Services (HCS) program also is provided on CARE. A similar list 
of providers in the Intermediate Care Facility for the Mentally Retarded 
(ICF/MR) program is available by contacting the Office of Medicaid 
Administration in the department's Central Office. 
(b) An individual and the LAR always have the right to attend IDT meetings and 
to participate fully in discussions. 
(1) The facility or MRA will ensure that both the individual and the LAR receive 
adequate notice of IDT meetings concerning the individual.
(2) When the individual is school eligible, at least 30 days notice of IDT 
meetings will be given to the individual, the LAR, and the representative from 
the appropriate school district. The school district representative will be 
invited to IDT meetings at which movement by the school eligible individual to 
the community will be discussed. 
(c) If the individual with the ability to provide legally adequate consent 
wishes to include one or more actively involved family members or other actively 
involved persons in IDT meetings, staff shall encourage the attendance and 
participation by those persons. An LAR may choose to include members of the 
individual's family or other actively involved persons. Every reasonable attempt 
shall be made to schedule IDT meetings at a time that is convenient for family 
members or actively persons invited by the individual or LAR. 
(d) A staff person from the individual's designated MRA shall be invited to 
attend those IDT meetings at which movement will be discussed. If the MRA staff 
person is unable to attend the meeting, the MRA shall ensure that the facility 
has the information needed to assist the IDT in making a recommendation 
regarding community living. 
(e) Communication devices and techniques (including the use of sign language) 
will be utilized, as appropriate, to facilitate the involvement of the 
individual and the LAR in the IDT process. 
(f) The individual with the ability to provide legally adequate consent has the 
right to exclude a parent, family member, or other actively involved persons 
from participation in meetings of the IDT at which movement by the individual to 
the community is to be discussed. 
(g) An individual with the ability to provide legally adequate consent or an LAR 
has the right to reject an IDT recommendation that the individual move to the 
community and elect for the individual to remain a resident of a facility. If 
the individual is a child and the parent or managing conservator chooses to keep 
the child in the facility, the IDT will focus on increasing involvement with the 
child's family, providing information regarding the importance of attachment in 
child development, and planning for the child's return to the family home if 
desired by the family. 
(h) If an individual does not have an LAR and the IDT determines that the 
individual does not have the ability to provide legally adequate consent, the 
IDT will work with the designated MRA to find an community living arrangement if 
the individual is recommended for movement to the community. If no appropriate 
provider is located in the local service area of the MRA, the designated MRA 
will be responsible for contacting other MRAs in whose local service areas the 
individual might appropriately be served. 
(i) The MRA and the facility shall have procedures in place which ensure that 
necessary service coordination between the MRA, facility, and involved community 
resources (both public and private) occurs to assure that individuals residing 
in the facility and their LARs are able to exercise choice in selecting a 
community living arrangement. The MRA's procedures will involve maintaining a 
file of current information furnished to the MRA by the providers in that MRA's 
local service area which the MRA will share with the individual, the LAR, and 
the facility. 
(j) An individual leaving a facility to receive supports and services in the 
community will be discharged from the facility as described in the community 
living/discharge plan. If the individual was committed under the Texas Health 
and Safety Code, Chapter 593, Subchapter C, the committing court will be 
notified of the discharge from the facility as required in Texas Health and 
Safety Code, sec.594.018. The individual or LAR may request an administrative 
hearing to contest the discharge as described in Chapter 403, Subchapter N of 
this title (relating to Administrative Hearings Arising Under the Persons with 
Mental Retardation Act). 
(k) Providers who admit an individual moving from a facility under the 
provisions of this subchapter must permit the staff or agents of the department 
access to those individuals and to the records of those individuals as required 
by Texas Health and Safety Code, sec.591.011(e). 
(l) When the individual is a child, the IDT recommendation regarding living 
arrangements will be based on the individual's permanency planning needs for 
supports and services which will enable the child to live with family if the LAR 
chooses to move the child back into the family home. If parental rights have 
been terminated, the IDT recommendation will be based on the permanency planning 
needs for support and services which will enable the child to live in a family 
environment in the community. The IDT's goal is to secure a consistent, 
nurturing environment that provides an enduring, positive adult relationship 
with a specific person who will be an advocate for that child. 
(1) If reunification of the child with the natural family is not possible, the 
feasibility of community foster care or voluntary open adoption should be 
explored as possible support options which the family can choose in the best 
interest of the child. If this option is chosen by the family, the IDT will 
refer the family to an appropriate child placement agency and notify the 
designated MRA of the referral. 
(2) The frequency, timing, and scope of IDT meetings will be individualized with 
the involvement and agreement of the parent to ensure that a child residing in a 
facility is reviewed by the IDT as often as necessary to chart the child's 
development. The IDT will designate a facility contact person with whom the 
designated MRA will communicate at least quarterly to review new and planned 
community living options which might be appropriate for the child. This 
information will be presented to the child's parent in a manner and frequency 
preferred by the parent. 
(m) If circumstances preclude attendance in person at an IDT meeting by any of 
the persons invited to attend, that person or persons may participate via 
telephone. 

sec.402.316. Individual with Ability to Provide Legally Adequate Consent or With 
a Legally Authorized Representative (LAR). 
(a) When an individual with the ability to provide legally adequate consent or 
an LAR agrees with and accepts an IDT recommendation that the individual move 
from the facility and live in the community, the IDT will inform the 
individual's designated MRA of the decision to move. 
(b) During an IDT meeting, facility staff and staff from the designated MRA will 
describe the different types of community living arrangements and answer any 
questions the individual or LAR might have. The individual or LAR will be asked 
to identify the geographic location(s) within the state where the individual 
wants to live or the LAR wants the individual to live. The locations can be 
outside the local service area of the individual's designated MRA. 
(c) Once the preferred geographic location(s) has been identified, the 
designated MRA is responsible for coordinating further movement activities, 
including working with the MRA(s) in those locations. 
(1) A representative from each involved MRA will be invited to attend a meeting 
of the IDT to discuss the preferences and desires of the individual or LAR 
regarding a community living arrangement, as well as the service and support 
needs identified by the IDT, the individual, and the LAR. 
(A) During the meeting, facility staff and the MRA representative(s) also will 
describe the different types of community living arrangements which are 
available and answer questions asked by individual and the LAR. 
(B) The preferences and desires of the individual and the service and support 
needs will be documented in the written report of the IDT meeting. 
(2) The preferred geographic location(s), the preferences and desires of the 
individual or LAR, and the service and support needs will be documented in the 
written report of the IDT meeting. 
(d) At this or a later meeting of the IDT, facility staff will begin the process 
of completing the community living profile. 
(1) The community living profile will include: 
(A) the preferences and desires of the individual and the LAR (e.g., type of 
setting, vocational or habilitation services, etc.) and the service and support 
needs, as described in subsection (c) of this section;
(B) the individual's medical and behavioral needs and any other special needs, 
which will be communicated to community-based service providers; and 
(C) the date of the determination of mental retardation conducted as described 
in Chapter 405, Subchapter D of this title (relating to Determination of Mental 
Retardation and Appropriateness for Admission to Mental Retardation Services). 
(2) The completed profile will be forwarded to the designated MRA with copies 
being sent to the individual and LAR within 14 calendar days of the IDT meeting 
at which it was initiated. If the preferred geographic location(s) of the 
individual or LAR is in the local service area of another MRA(s), the designated 
MRA will provide copies of the profile to the other MRA(s). 
(e) A representative of the designated MRA, with representatives of other MRAs, 
as appropriate, will present the individual, the LAR, and the IDT with a list of 
the providers in the preferred geographic locations. Current information 
furnished to each MRA by the providers in that MRA's local service area will be 
shared with the individual, the LAR, and the IDT. 
(1) The individual or LAR will select providers to which the community living 
profile described in subsection (d) of this section is to be sent. When more 
than one MRA is involved, the designated MRA will coordinate with the other MRAs 
to ensure that profiles are sent to all selected providers.
(2) The IDT will ensure that the appropriate consents for release of information 
to the selected providers to which the community living profile will be sent are 
obtained as described in Chapter 403, Subchapter K of this title (relating to 
Client Identifying Information) and that copies of the signed consent form are 
sent with the profile to the designated MRA.
(3) Within 14 calendar days of receiving the completed community living profile, 
the MRA will send the profile to the providers selected by the individual or the 
LAR. 
(f) The designated MRA shall coordinate with the facility and other MRAs, as 
appropriate, to assist the individual or LAR in making arrangements for 
preselection visits to proposed providers. If overnight visits are utilized, the 
facility first shall assure that staff at the proposed provider receive the 
following prior to or at the time of the preselection visit: 
(1) identifying data including legal status and determined disability(ies); 
(2) pertinent medical/medication information; 
(3) behavioral data; and 
(4) other pertinent treatment information. 
(g) The facility will send an adequate medication supply, clothing, personal 
items, and adaptive equipment with the individual at the time of the overnight 
visit. 
(h) The individual or LAR will inform a designated facility staff person when a 
provider has been selected. The individual or LAR may choose a provider with an 
immediate opening or, if there is no immediate opening, may ask to be placed on 
a waiting list for the desired services. The IDT will meet to complete the 
community living/discharge plan. 
(i) If the individual is a child, the community living/discharge plan will 
address plans for integration into the community. Planning for the move should 
be coordinated through the local Community Resource Coordination Group. 
(j) The individual or LAR may request that the designated MRA facilitate the 
development of a specific community living arrangement if there is no 
arrangement in existence which meet the individual's service and support needs 
as described in the community living profile and the preferences and desires of 
the individual or LAR. 

sec.402.317. Individual Who Does Not Have the Ability to Give Legally Adequate 
Consent and Who Does Not Have a Legally Authorized Representative (LAR). 
(a) When the IDT is considering whether to recommend that an individual move to 
the community consistent with the Texas Health and Safety Code, sec.594.011, 
issues which could constitute barriers to a successful transition must be 
evaluated and possible responses recommended. The IDT's evaluation and 
recommendations regarding such issues will be documented in the IDT report. 
Although not an exhaustive list, the following issues could prevent the 
individual from successfully adapting to community living: 
(1) individual's inability to provide legally adequate consent; and 
(2) lack of effective community supports and services to address behavioral or 
medical concerns. 
(b) The IDT will investigate guardianship options for individuals who are 
recommended for community living and document the findings, including additional 
activities necessary to secure a guardian, in the community living/discharge 
plan prior to the individual's move. 
(c) If there is no consensus by the IDT concerning whether the individual should 
be recommended for community living or other issues related to the individual's 
movement as described in this section and in sec.402.318 of this title (relating 
to Arrangements for Individual's Move into the Community), the IDT will notify 
the head of the facility within one working day of the meeting. The head of the 
facility will name a review team, consistent with the facility's written 
policies and procedures, to evaluate the situation and make a consensus 
recommendation to the head of the facility within 21 calendar days. The decision 
by the head of the facility will be final. 
(d) When the IDT recommends that an individual move to the community and the 
individual has been determined by the IDT not to have the ability to give 
legally adequate consent and there is no LAR, the IDT will inform the 
individual's designated MRA of the recommendation. 
(e) A representative from the designated MRA will meet with the individual, any 
persons actively involved with the individual, and the IDT to discuss the 
preferences and desires of the individual regarding a community living 
arrangement, as well as the service and support needs identified by the IDT and 
the individual. 
(1) During the meeting, facility staff and the MRA representative also will 
describe the different types of community living arrangements which are 
available and answer any questions asked by individual and/or persons actively 
involved with the individual. 
(2) The preferences and desires of the individual and the service and support 
needs will be documented in the written report of the IDT meeting. 
(f) At the meeting described in subsection (e) of this section or a later 
meeting of the IDT, facility staff will begin the process of completing the 
community living profile. 
(1) The community living profile will include: 
(A) the preferences and desires of the individual (e.g., type of setting, 
vocational or habilitation services, etc.) and the service and support needs, as 
described in subsection (e) of this section; 
(B) the individual's medical and behavioral needs and any other special needs, 
which will be communicated to community-based service providers; and 
(C) the date of the determination of mental retardation conducted as described 
in Chapter 405, Subchapter D of this title (relating to Determination of Mental 
Retardation and Appropriateness for Admission to Mental Retardation Services). 
(2) The completed profile will be forwarded to the designated MRA with copies to 
the individual and any actively involved persons within 14 calendar days of the 
IDT meeting at which it was initiated. 
(g) During an IDT meeting, a representative of the designated MRA will present a 
list of the providers in that MRA's local service area. Current information 
furnished to the MRA by the providers in that MRA's local service area will be 
shared with the individual, any actively involved persons, and the facility IDT. 
(1) The IDT, with input from the designated MRA, will select those providers 
within the MRA's local service area to which the community living profile is to 
be sent. The providers selected must: 
(A) consider any preferences and desires which may have been expressed by the 
individual or any persons actively involved with the individual;
(B) meet the needs of the individual, as determined by the IDT, including: 
(i) medical and health; 
(ii) emotional and behavioral; 
(iii) transportation; 
(iv) employment, vocational, and educational; and 
(C) complement the individual's existing social relationships and support 
network. 
(2) The IDT will ensure that the appropriate consents for release of information 
to the selected providers to which the community living profile will be sent are 
obtained as described in Chapter 403, Subchapter K of this title (relating to 
Client Identifying Information) and that copies of the signed consent form are 
sent with the profile to the designated MRA.
(3) Within 14 calendar days of receiving the completed community living profile, 
the MRA will forward the profile to the providers selected by the IDT as 
described in paragraph (1) of this subsection. 
(h) If the IDT and the designated MRA determine that no providers within the 
MRA's local service area meet the criteria described in subsection (g) of this 
section, the designated MRA will contact other MRAs in whose service areas the 
individual might be appropriately served and provide them with a copy of the 
community living profile. 
(1) A representative from each of those MRAs will meet with the individual, any 
persons actively involved with the individual, and the IDT to discuss the types 
of community living arrangements available within that MRA's local service area 
which might meet the service and support needs identified by the IDT and the 
individual and any preferences and desires expressed by the individual. 
(2) At this or a later meeting, each of the MRA representatives will present a 
list of the providers in that MRA's local service area. Current information 
furnished to those MRAs by the providers in the local service areas of those 
MRAs will be shared with the individual, any actively involved persons, and the 
facility IDT. 
(3) The IDT, with input from the MRA(s), will select the providers to which the 
community living profile is to be sent. The providers must: 
(A) consider any preferences and desires which may have been expressed by the 
individual or any persons actively involved; 
(B) meet the needs of the individual, as determined by the IDT, including: 
(i) medical and health; 
(ii) emotional and behavioral; 
(iii) transportation; 
(iv) employment, vocational, and educational; 
(C) complement the individual's existing social relationships and support 
network. 
(4) Within 14 calendar days after the providers have been selected by the IDT, 
the MRA(s) will forward the profile to the providers. The designated MRA will 
coordinate with the other MRAs to ensure that profiles are sent to all selected 
providers. 
(i) The designated MRA will coordinate with the facility and other MRAs, as 
appropriate, to assist the individual in making arrangements for preselection 
visits to proposed providers. If overnight visits are utilized, the facility 
first shall assure that staff at the proposed provider receive the following 
prior to or at the time of the preselection visit: 
(1) identifying data including legal status and determined disability(ies); 
(2) pertinent medical/medication information; 
(3) behavioral data; and 
(4) other pertinent treatment information. 
(j) The facility will send an adequate medication supply, clothing, personal 
items, and adaptive equipment with the individual at the time of the overnight 
visit. 
(k) Following any preselection visits by the individual, the IDT will meet to 
decide on a provider and to complete the community living/discharge plan. 
(l) If the individual is a child, the community living/discharge plan will 
address plans for integration into the community. Planning for the move should 
be coordinated through the local Community Resource Coordination Group. 
(m) The IDT may request that the designated MRA facilitate the development of a 
specific community living arrangement if there is no arrangement in existence 
which meets the individual's service and support needs as described in the 
community living profile and the preferences and desires of the individual. 

sec.402.318. Arrangements for Individual's Move into the Community. 
(a) The MRA shall verify that the provider has adequate life safety provisions 
in place and that there are no environmental concerns that impact the 
individual's needs. Any problems will be reported by the MRA to the IDT for 
discussion with the individual and LAR. 
(b) Within 14 calendar days of the IDT meeting at which a provider is selected 
the facility will forward copies of a draft community living/discharge plan to 
the designated MRA, any other involved MRA, the provider, the assigned regional 
monitor, the individual with the ability to provide legally adequate consent, 
and the LAR, along with the: 
(1) planned date for the individual's move, if available; 
(2) report from the last annual planning meeting of the IDT; 
(3) most recent psychological, social, medical, and vocational/educational 
assessments; and 
(4) reports from any interim meetings of the IDT which addressed community 
living issues not addressed at the annual planning meeting.
(c) The regional monitor will review the material, visit the provider setting as 
needed, and report back to the IDT within 14 calendar days of receiving the 
material with a recommendation of approval or disapproval. The IDT immediately 
will forward the regional monitor's information to the individual with the 
ability to provide legally adequate consent or the LAR.
(d) When the community living arrangement is approved by the regional monitor to 
serve the individual, an IDT meeting will be scheduled to make final 
arrangements for the individual's move to the community as described in this 
section and complete the community living/discharge plan for distribution to all 
parties. 
(e) When the provider is not approved to serve the individual, the regional 
monitor will make written recommendations for specific remedies to the MRA. The 
MRA will immediately forward copies of the written recommendations to the 
individual and LAR, the facility IDT, and the provider. 
(1) The individual with the ability to provide legally adequate consent or the 
LAR has the options of: 
(A) continuing with the move after resolution of the problems as confirmed by 
the regional monitor; 
(B) continuing with the move without resolution of the problems as confirmed by 
the regional monitor; or 
(C) selecting another provider. 
(2) If the individual does not have the ability to provide legally adequate 
consent and does not have an LAR, then the individual will remain in the 
facility until: 
(A) the problems are resolved as confirmed by the regional monitor; or 
(B) another provider is identified by the IDT and the designated MRA because the 
problems cannot be resolved. 
(f) If the IDT, MRA, and regional monitor disagree concerning resolution of 
problems as described in subsection (e)(2) of this section, the IDT will notify 
the head of the facility within one working day. The head of the facility will 
name a review team, consistent with the facility's written policies and 
procedures, to evaluate the situation and make a consensus recommendation to the 
head of the facility within 21 calendar days. 
(g) When the situations described in subsection (e) of this section are resolved 
and a final decision is made for the individual to move to the community, an IDT 
meeting will be scheduled to make final arrangements for the individual's move 
and to complete the community living/discharge plan for distribution to all 
parties. 
(h) When the individual moves, the facility shall ensure the following: 
(1) a 30-day supply of prescribed medications has been provided;
(2) individual's personal belongings are prepared to accompany the individual; 
(3) all necessary financial arrangements and agreements are addressed; 
(4) appropriate special instructions for the individual or others are furnished 
in writing and orally prior to or at the time of departure; 
(5) the records described in subsection (j) of this section shall accompany the 
individual; and 
(6) the appropriate Social Security office has been notified of the individual's 
impending move. 
(i) Responsibilities for transporting the individual to the community living 
arrangement will be detailed in the community living/discharge plan. If deemed 
necessary by the IDT, these responsibilities could include having facility 
and/or MRA staff accompany the individual and remaining there for a period of 
time deemed necessary for satisfactory transition. The MRA will assign a service 
coordinator who will meet with the individual and LAR before or on the day of 
the move. 
(j) The following records, as applicable, will be provided by the facility to 
the provider before the move or will accompany the individual with copies also 
offered to the individual or LAR before or at the time of the move: 
(1) a copy of birth certificate; 
(2) copies of any current legal documents; 
(3) a copy of the individual's Social Security card; 
(4) a current photograph; 
(5) a copy of the immunization record; 
(6) a copy of the height and weight record; 
(7) a copy of the seizure record; 
(8) a copy of the most recent physician's orders, to include treatment and diet 
orders; 
(9) a copy of the most recent medical and dental examination;
(10) copies of the most recent laboratory test results to include any one of a 
kind laboratory test results; 
(11) copies of any additional significant reports including the most recent 
chest X-ray, electrocardiogram (EKG), or electroencephalogram (EEG); 
(12) a copy of the social history and the most recent psychological examination; 
(13) Medicaid, Medicare, or third-party insurance cards, if available; 
(14) copy of current nursing care plan; 
(15) summary of the individual's medical history to include all major surgeries, 
significant acute illnesses, and injuries requiring hospitalization or a long 
recovery period; 
(16) a summary of the individual's medication history to include start and stop 
dates, dose ranges and effectiveness of all longterm medications, and history of 
antibiotic use to include dates, effectiveness, sensitivities, and allergies; 
(17) summary of dental history including all oral surgeries, extractions, 
restorations, appliances, and types of anesthesia required for dental work; and 
(18) any other data requested by the community program or by the individual or 
LAR. 
(k) Prior to or at the time of movement, the facility physician shall prepare a 
letter summarizing the highly relevant medical information to be given to the 
new physician or health care entity that will be providing services to the 
individual in the community. The letter will be copied to the designated MRA and 
other involved MRA and the provider. When appropriate, the facility physician 
shall communicate directly with the new physician or health care entity. 
(l) If a school eligible individual will be enrolled in public school, the 
facility and MRA should provide the following to the school district prior to 
the move or within 14 working days of the move: 
(1) birth certificate or another document as proof of identity;
(2) medical history and medical records, including current immunization records; 
(3) social history; 
(4) vision and hearing screening and/or evaluation; 
(5) reports of psychological, educational, related services, and vocational 
assessments; 
(6) habilitation plan, including plan for reintegration;
(7) educational records from other school districts which may have served the 
school eligible individual, including the most recent Admission, Review and 
Dismissal (ARD) meeting summary, most recent Individual Education Plan, and for 
school eligible individuals over the age of 13, the most recent Individual 
Transition Plan; and 
(8) if the individual was committed to the facility, a copy of the court order. 
(m) A provider required to comply with sec.401.60 of this title (relating to 
Interagency Coordination of Special Education Services to Students with 
Disabilities in Residential Care Facilities) will notify in writing the school 
district where the provider is located of the admission of a school eligible 
individual. The notification will occur no later than three working days after 
the admission. 

sec.402.321. Community Living/Discharge Plan. 
(a) Designated facility staff will prepare the community living/discharge plan 
as described in sec.402.318 of this title (relating to Arrangements for 
Individual's Move into the Community) and this section. The plan incorporates 
information provided by the individual, LAR, MRA, other facility staff, regional 
monitor, and the provider. The plan: 
(1) is customized based on the abilities and needs of the individual to specify 
the: 
(A) timelines and intervals for monitoring activities; 
(B) form those monitoring activities will take (e.g. on-site visitations, phone 
contacts, record reviews, and written reports); 
(C) responsibilities of the MRA, regional monitor, and provider; and 
(D) criteria for a recommendation for discharge from the facility;
(2) serves as the basis for the individual habilitation plan (IHP) or support 
plan which will be developed by the provider, the individual, and LAR once the 
individual has moved into the community living arrangement; and 
(3) is approved by the individual, LAR, MRA, regional monitor, facility, and 
provider before the individual moves from the facility.
(b) The plan can be in any format acceptable to all parties (individual, LAR, 
MRA, facility, regional monitor, and provider), but must contain the elements 
described in this section. A sample format provided by the department may be 
used as is or modified as deemed appropriate. Copies are available by 
contacting: Office of Policy Development, Texas Department of Mental Health and 
Mental Retardation, P.O. Box 12268, Austin, Texas 78711-2668, (512) 206-4516 
(c) The community living/discharge plan will be completed as follows: 
(1) The community living profile (section I of the sample format) is completed 
by the IDT when a recommendation for a community living arrangement has been 
made and accepted and details: 
(A) essential information identifying the individual; 
(B) the preferences and desires of the individual (e.g., type of setting, 
vocational or habilitation services, etc.) and the service and support needs; 
(C) the individual's medical, psychiatric, and behavioral needs; 
(D) the date of the determination of mental retardation conducted as described 
in Chapter 405, Subchapter D of this title (relating to Determination of Mental 
Retardation and Appropriateness for Admission to Mental Retardation Services); 
and 
(E) name and phone number of facility contact person. 
(2) The community living data (section II of the sample format) is completed by 
the facility upon selection of a provider, with information from the provider 
and MRA, and details: 
(A) the name, address, and phone number(s) of the physician or health care 
entity that will become the individual's primary health care provider; 
(B) name(s), address, and phone numbers of contacts at the designated MRA, and 
others, as appropriate; 
(C) name, address, and phone numbers of the provider and contact person; 
(D) address, telephone number, and type (HCS, ICF, other) of provider, and 
contact person (address and phone number, if different);
(E) name, address, phone number for school, job, or day program and contact 
person (address and phone number, if different); 
(F) name, address, and phone number of individual program coordinator; and 
(G) identification of the MRA service coordinator assigned to provide continuity 
of services. 
(3) The findings and observations (section III of the sample format) are 
described by the facility and include: 
(A) thorough medical and behavioral information, which will be communicated to 
the physician who will be providing care in the community;
(B) all current physician orders and treatments, including rationale for all 
medications prescribed and dispensed by the facility, and amount dispensed which 
will be continued after the move; and 
(C) a brief summary of findings, events, and progress during the period the 
individual resided in the facility; 
(4) The community living information (section IV of the sample format) is 
compiled based on information supplied by the individual, LAR, facility and MRA 
staff, and the provider and includes: 
(A) individual's personal likes, dislikes, and preferences (include friends and 
important relationships); 
(B) specific steps and activities necessary to accomplish a successful 
transition; 
(C) outcomes important to the individual and related personal goals; 
(D) Supports and services necessary to support the individual in achieving the 
outcomes important in the individual's life (incorporate all services and 
supports including residential, vocational, social, leisure, religion, health, 
safety, financial, and transportation); 
(5) The community living monitoring activities (section V of the sample format) 
are determined by the MRA, regional monitor, facility, and provider with the 
concurrence of the individual and LAR (or the IDT if the individual does not 
have the ability to provide legally adequate consent and there is no LAR), and 
include: 
(A) the responsibilities of the regional monitor and MRA, as agents of the 
department, for verifying the outcomes and criteria established for successful 
transition have been met with identification of how verification is to be 
accomplished (e.g. on-site visitation, phone contacts, record reviews, and 
written reports) and specific timelines for the completion of monitoring 
activities; 
(B) specific actions to be taken by the MRA, regional monitor, and facility in 
the event that the outcomes and criteria are not being met; and 
(C) criteria by which the MRA will make a recommendation, with the concurrence 
of the regional monitor, to the head of the facility that the individual be 
discharged from the facility; and. 
(D) expected date of discharge from facility. 
(6) The agreements portion (section VI of the sample format) is reviewed and 
signed by the individual, LAR, regional monitor, and an authorized 
representative of the facility, MRA, and provider, and contains the typed names 
and titles of the signatories, and the date the plan is approved and signed. 
This portion includes, at a minimum, the following commitments: 
(A) provider agrees that the community physician, assigned direct care staff, 
provider consultants, and other service providers have been informed of all the 
information contained in the community living/discharge plan; 
(B) provider agrees that the regional monitor and MRA, as agents of the 
department, shall have access to the individual, the living setting, and 
necessary records; 
(C) provider agrees to notify the MRA and the individual's LAR of any conditions 
which may indicate the living arrangement is in jeopardy and to give the MRA and 
LAR written notice of intent to discharge the individual at least 10 working 
days before the planned day of discharge; 
(D) MRA agrees that the provider and a designated facility staff person will 
receive accurate and timely written reports, including a list of specific 
findings for any significant monitoring activity described in paragraph (5) of 
this subsection; 
(E) facility and MRA agree that the individual and LAR have had an opportunity 
to participate in the development of the community living/discharge plan; 
(F) facility and MRA agree that the individual and/or LAR have been counseled on 
the relative advantages and disadvantages of the individual's move; 
(G) individual, LAR, facility, MRA, regional monitor, and provider agree to make 
a good faith effort to resolve issues that may be identified by any of these 
parties until the community living/discharge plan culminates in the individual's 
discharge from the facility. 
(7) The discharge plans/activities (section VI of the sample format) are 
summarized by the facility upon completion of the terms and conditions specified 
in the community living monitoring activities portion of the plan and will 
include: 
(A) a summary of the outcomes and status of the community living arrangement; 
(B) a resolution of any issues that occurred during the transition process; and 
(C) date of discharge from the facility. 
(d) If the provider does not actively participate in the development of the 
community living/discharge plan before the individual is moved from the facility 
to the community living arrangement, the IDT will inform the individual or LAR 
of the circumstances. 
(1) The individual with the ability to provide legally adequate consent or the 
LAR has the options of: 
(A) continuing with the move after resolution of the problems;
(B) continuing with the move without resolution of the problems with the 
understanding that the individual will be discharged from the facility 30 
calendar days after the move; or 
(C) selecting another provider. 
(2) If the individual does not have the ability to provide legally adequate 
consent and does not have an LAR, then the individual will remain in the 
facility until: 
(A) the problems are resolved (in a reasonable period of time as determined by 
the IDT) and community living/discharge plan is completed satisfactorily; or 
(B) another provider is identified by the IDT and the designated MRA because the 
problems cannot be resolved. 
(e) In the event that issues cannot be resolved during the development or 
implementation of the community living/discharge plan, the issue may be 
forwarded to the commissioner or designee for review and recommended action. 
(f) If, following the individual's move to the community, the provider doesn't 
comply with the provisions of the community living/discharge plan and the MRA 
has exhausted all options to resolve the conflict, the IDT at the facility will 
be reconvened. 
(1) If the IDT determines that the individual with the ability to provide 
legally adequate consent or the LAR wants to continue with the community living 
arrangement, the MRA with the concurrence of the regional monitor, will 
recommend to the head of the facility that the individual be discharged from the 
facility within 30 calendar days of the IDT meeting and that monitoring 
activities required by the community living/discharge plan be discontinued. 
(2) If the individual does not have the ability to provide legally adequate 
consent and does not have an LAR, the IDT will research the situation and will 
refer the issue to the commissioner or designee for review and recommended 
action. If the individual is removed from the provider's services, the IDT and 
MRA will work cooperatively to find alternative services. 
(g) If during the term of this plan representatives of the department, including 
the regional monitor and staff of the MRA, have evidence to believe that an 
individual is in an unsafe environment or that the individual's needs are not 
being met, they will notify the appropriate licensing or regulatory agency 
immediately. 

sec.402.322. Guidelines for Changing County of Residence.
(a) By the time the individual is discharged the individual's designated MRA, as 
recorded in CARE, will be the MRA for the local service area in which that 
individual lives unless the individual or LAR prefer that another MRA be the 
designated MRA. Consideration will be given to the preferences of actively 
involved family members if the individual is not able to provide legally 
adequate consent and does not have a LAR. 
(b) If a change in CARE of the designated MRA is indicated, the circumstances 
for making this change will be documented in the community living/discharge 
plan. 
(c) Disagreements concerning a change in the designated MRA shall be resolved, 
whenever possible, by staff of the affected MRAs. If this is not possible, the 
matter shall be referred to the commissioner or designee.
(d) Time limited changes of designated MRA are acceptable and must be documented 
with a memorandum of agreement between the involved MRAs.
(e) If an out of state transfer is indicated the facility shall contact the 
department's Interstate Compact coordinator in Central Office.
(f) The designated MRA shall be recorded or updated in CARE. Only an 
individual's current designated MRA can make the change in the CARE system. 

sec.402.323. References. 
Documents referenced in this subchapter include: 
(1) Texas Health and Safety Code, sec.531.002; 
(2) Texas Health and Safety Code, sec.533.035; 
(3) Texas Health and Safety Code, sec.534.0535; 
(4) Texas Health and Safety Code, Title 7, sec.591.006;
(5) Texas Health and Safety Code, sec.591.011; 
(6) Texas Health and Safety Code, Chapter 593, Subchapter C; 
(7) Texas Health and Safety Code, sec.594.011; 
(8) Texas Health and Safety Code, sec.594.018; 
(9) Acts 1995, 74th Legislature, Chapter 949, sec.1, concerning longterm care 
vision; 
(10) sec.401.49 of this title (relating to Memorandum of Understanding (MOU) on 
Coordinated Services to Children and Youths); 
(11) sec.401.60 of this title (relating to Interagency Coordination of Special 
Education Services to Students with Disabilities in Residential Care 
Facilities); 
(12) Chapter 401, Subchapter G of this title (relating to Community Mental 
Health and Mental Retardation Centers); 
(13) Chapter 401, Subchapter I of this title (relating to Certification of 
Community Residential Programs); 
(14) Chapter 403, Subchapter K of this title (relating to Client-Identifying 
Information); 
(15) Chapter 405, Subchapter D of this title (relating to Determination of 
Mental Retardation and Appropriateness for Admission to Mental Retardation 
Services); 
(16) Chapter 410, Subchapter A of this title (relating to Public Responsibility 
Committees); 
(17) 19 TAC sec.89.1060 (relating to Definitions of Certain Related Services) in 
rules of the Texas Education Agency; and 
(18) Texas Mental Health and Mental Retardation Board policy statement 
concerning "Family Supportive Services For Children and Youth" dated March 25, 
1994. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 21, 1997.
TRD-9706703
Ann Utley
Chair, Texas MHMR Board
Texas Department of Mental Health and Mental Retardation
Effective date: September 1, 1997
Proposal publication date: February 28, 1997
For further information, please call: (512) 206-4516

TITLE 31. NATURAL RESOURCES AND CONSERVATION
PART XX. Edwards Aquifer Authority
CHAPTER 701.Filing and Processing of Permit Applications
The Edwards Aquifer Authority (the "Authority") adopts new Subchapters I, J, and 
K, consisting of new sec.sec.701.171, 701.172, 701.173, 701.174, 701.175, 
701.176, 701.191, 701.192, 701.193, 701.194, 701.195, 701.196, 701.211, 701.212, 
701.213, 701.214, 701.215, 701.216, 701.217, 701.218, 701.219, 701.220, and 
701.221, relating to Term Permits, Emergency Permits, and Well Construction 
Permits. Sections 701.172, 701.173, 701.193, and 701.217 are adopted with 
changes to the proposed text as published in the March 28, 1997, issue of the 
Texas Register (22 TexReg 3079). Sections 701.171, 701.174, 701.175, 701.176, 
701.191, 701.192, 701.194, 701.195, 701.196, 701.211, 701.212, 701.213, 701.214, 
701.215, 701.216, 701.218, 701.219, 701.220, and 701.221 are adopted without 
changes and will not be republished. 
The justification for these sections is to implement the Edwards Aquifer 
Authority Act, Chapter 626, 73d Legislature, Regular Session (1993) (the "Act"). 
Sections 701.171-701.176 implement sec.1.19 of the Act which provides that the 
Authority may issue term permits for withdrawal of water from the Edwards 
Aquifer. Sections 701.191-701.196 implement sec.1.20 of the Act which provides 
that the Authority may issue emergency permits to prevent the loss of life or to 
prevent severe, imminent threats to public health and safety. Sections 701.211-
701.221 implement sec.1.15(b) of the Act and implement the powers granted to the 
Authority under sec.36.113 of the Texas Water Code, to issue well construction 
permits. 
The change to the proposed text of sec.701.172, which relates to conditions for 
term permits, is the insertion of the words, "of water" after the words, "The 
Authority may issue an interruptible term permit for withdrawal." in the first 
sentence of subsection (a). The changes to the proposed text of sec.sec.701.173, 
701.193, and 701.217 are summarized as follows: Each of these sections relates 
to the information required in an application for a permit and the proposed text 
of each began with the words, "In addition to the requirements set forth in 
sec.701.6 of this title (relating to Preparation of an Application)..." This 
language has been deleted from the first sentence of each section because 
proposed sec.701.6 hasbeen withdrawn. 
The new Subchapter I of Chapter 701, titled Term Permits, consists of 
sec.sec.701.171 through 701.176. These adopted sections require a permit for 
term use (sec.701.171), set forth the conditions for term permits to include 
those specified in sec.1.19 of the Act (sec.701.172), set forth the information 
required in an application for a term permit (sec.701.173), provide for the 
considerations to be used in a technical review of a term permit application 
(sec.701.174), set forth the required elements which must be included in a term 
permit issued by the Authority (sec.701.175), and provide that a term permit 
shall be issued upon proper application within 30 days after the board 
determines to grant the application. 
The new Subchapter J of Chapter 701, titled Emergency Permits, consists of 
sec.sec.701.191 through 701.196. These adopted sections provide that emergency 
permits may obtained only after all other permits issued by the Authority have 
been exhausted (sec.701.192), set forth the conditions for term permits to 
include those specified in sec.1.20 of the Act (sec.701.192), set forth the 
information required in an application for an emergency permit (sec.701.193), 
create a public emergency permit exemption (sec.701.194), allow the general 
manager to issue an initial emergency permit without board action (sec.701.195), 
and establish conditions for the renewal of an emergency permit (sec.701.196). 
The new Subchapter K of Chapter 701, titled Well Construction Permits, consists 
of sec.sec. 701.211 through 701.221. These adopted sections provide that a 
permit is required for drilling equipping, completing, or altering the size of a 
non-exempt well or a domestic or livestock well within a subdivision that must 
be platted (sec.701.211), provide for the registration of all new wells 
(sec.701.212), provide for the issuance of well construction permits 
(sec.701.213), require proof of authorization to withdraw water as a 
prerequisite for application for a permit (sec.701.214), grant authority for the 
general manager to grant 60-day extensions (sec.701.215), exempt certain wells 
which will produce less than 25,000 gallons per day for domestic or livestock 
use if they are not in a subdivision required to be platted (sec.701.216), 
provide for the information required in an application (sec.701.217), provide 
for the considerations in a technical review of an application (sec.701.218), 
set forth the required elements of a well construction permit issued by the 
Authority (sec.701.219), provide for the issuance of a permit by the Authority 
within 30 days after the Authority determines to grant the application 
(sec.701.220), and set forth the submission requirements after the completion of 
well construction (sec.701.221). 
Five public hearings on the proposed rules were held to receive comments from 
interested persons. The dates and places of the hearings were: April 16, 1997 in 
Uvalde; April 17, 1997, in New Braunfels; April 18, 1997, in San Antonio; April 
24, 1997, in Uvalde; and April 25, 1997, in Hondo. Three written comments were 
received, but only one of them addressed the sections adopted. The comments 
received were supportive of the adopted rules and designed to clarify them. 
These comments and the Authority's response are summarized as follows: 
COMMENT: For consistency, all the criteria set forth in sec.701.174 and 
sec.701.218 used for determining whether to grant an application for a term 
permit or for a well construction permit should be phased in a manner suggesting 
an affirmative finding would favor issuance. Also, a more flexible criterion, 
such as "reasons of policy" should be added to the list of criteria in 
sec.701.174. 
COMMENT: Remedy a perceived ambiguity by clarifying sec.701.191, relating to 
when an emergency permit may be issued, to make it clear that an emergency 
permit will be issued only when the emergency requires the use of water in 
addition to that available under all other permits held. 
COMMENT: Amend previously adopted sec.701.95 to make it clear that the 
definition of "convincing evidence" contained therein applies to sec.701.193, 
relating to information required in an application for an emergency permit.
COMMENT: Clarify sec.701.212(a) to make it clear that the Authority will notify 
an applicant for registration of a well within five days of receipt of the 
registration form, and perhaps amend the rule to allow, with notice to the 
registrant, additional time for the Authority to consider when an exemption is 
applicable. 
COMMENT: Clarify sec.701.212(b) to make it clear whether a registrant must file 
the registration form after it is approved or whether the initial filing is 
sufficient. Also suggests the scope of those liable for failing to register 
perhaps should be extended. 
COMMENT: Clarify sec.701.212(b) to provide that it is a violation to drill or 
authorize the drilling of a well for which a permit has not been issued as well 
as drilling or authorizing the drilling of an exempt well which has not been 
registered. 
COMMENT: Amend sec.701.213 to eliminate mandatory language which might be 
interpreted to make issuance of a well construction permit by the Authority 
mandatory. 
COMMENT: Amend sec.701.215 to give the general manager the discretion to grant 
well construction permit extensions of less than 60 days, or to grant additional 
extensions for good cause. 
COMMENT: Amend sec.701.216(c) relating to exemptions from well construction 
permit requirements for existing registered wells when the well construction 
does not alter the capacity of the well more than 15%, to prevent a registrant 
from successively expanding his well capacity by increments of 15% at a time.
RESPONSE: All the comments were constructive and consideration will be given to 
incorporating them if and when amendments to the adopted sections are proposed. 
However, since the comments do not recommend substantive changes, and early 
adoption of these sections is essential, the proposed sections adopted herein 
were adopted as published on March 28, 1997. 

SUBCHAPTER I.Term Permits
31 TAC sec.sec.701.171-701.176
The new sections are adopted under sec.1.11 of the Act which provides the 
Authority with rule-making powers necessary to carry out the Authority's powers 
and duties under the Act. 
The Authority adopts these new sections pursuant to its general and special 
powers under the Edwards Aquifer Authority Act (the "Act"), chapter 626, 73rd 
Legislature, Regular Session, 1993, as amended by chapter 621, 74th 
Legislature., Regular Session, 1995 (the "Act," sec.sec.1.08, 1.11, 1.14, 1.15, 
1.16, 1.17, 1.19, 1.26, 1.29, 1.36, 1.37, 1.38, and 1.40 of the Act); and Texas 
Water Code, Chapter 36. 
The adopted sections implement the Edwards Aquifer Authority Act, chapter 626, 
73rd Legislature, Regular Session (1993), sec.sec.1.08, 1.11, 1.14, 1.15, 1.16, 
1.17, 1.19 and 1.35. 

sec.701.172.Conditions for Term Permits.
(a) The Authority may issue an interruptible term permit for withdrawal of water 
for any period the Authority considers appropriate, but may not issue a term 
permit for a period of more than 10 years. 
(b) A holder of a term permit may not withdraw water from the San Antonio pool 
of the Aquifer unless the level of the Aquifer is higher than 665 feet above sea 
level, as measured at Well J-17, as determined by the Authority. 
(c) A holder of a term permit may not withdraw water from the Uvalde pool of the 
Aquifer unless the level of the Aquifer is higher than 865 feet above sea level, 
as measured at Well J-27, as determined by the Authority. 
(d) A term permit does not vest in the holder of the permit any right to the use 
of Aquifer water other than that is stated on the permit and shall expire and be 
canceled in accordance with its terms. 
(e) A holder of a term permit may not transfer the permit to another person 
without the approval of the Authority. 
(f) A holder of a term permit may modify the permit with the approval of the 
Authority. 

sec.701.173.Information Required in an Application for a Term Permit. 
An application for a Term permit must contain the following information to the 
extent it is available: 
(1) a comprehensive list of all other permits issued by the Authority and held 
by the applicant; 
(2) convincing evidence which establishes that the applicant can beneficially 
use the water authorized by the term permit and the applicant is eligible to 
seek a term permit; 
(3) the nature and purpose(s) of the proposed use and the amount of water to be 
used for each purpose; 
(4) proposed water conservation measures to be implemented including a 
conservation plan; 
(5) the identification and location of each existing well or proposed well and 
the estimated rate at which water will be withdrawn under the term permit; and 
(6) a description of the proposed device for measuring total water withdrawn 
from the Edwards Aquifer under the term permit. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 21, 1997.
TRD-9706720
Gregory M. Ellis
General Manager
Edwards Aquifer Authority
Effective date: June 10, 1997
Proposal publication date: March 28, 1997
For further information, please call: (210) 222-2204

SUBCHAPTER J.Emergency Permits
31 TAC sec.sec.701.191-701.196
The Authority adopts these new sections pursuant to its general and special 
powers under the Edwards Aquifer Authority Act (the "Act"), chapter 626, 73rd 
Legislature, Regular Session, 1993, as amended by chapter 621, 74th 
Legislature., Regular Session, 1995 (the "Act," sec.sec.1.08, 1.11, 1.14, 1.15, 
1.16, 1.17, 1.20, 1.26, 1.29, 1.36, 1.37, 1.38, and 1.40 of the Act); and Texas 
Water Code, Chapter 36. 
The adopted sections implement the Edwards Aquifer Authority Act, chapter 626, 
73rd Legislature, Regular Session (1993), sec.sec.1.08, 1.11, 1.14, 1.15, 1.16, 
1.17, 1.20, and 1.35. 

sec.701.193.Information Required in Application for Emergency Permit.
An application must contain the following information to the extent it is 
available: 
(1) convincing evidence which establishes that the applicant is eligible to seek 
an emergency permit; 
(2) a list of all other permits by the Authority held by the applicant; 
(3) the purpose(s) for which the underground water will be used; and 
(4) convincing evidence which establishes that an emergency permit is necessary 
to prevent the loss of life or to prevent severe, imminent threats to the public 
health or safety. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 21, 1997.
TRD-9706719
Gregory M. Ellis
General Manager
Edwards Aquifer Authority
Effective date: June 10, 1997
Proposal publication date: March 28, 1997
For further information, please call: (210) 222-2204

SUBCHAPTER K.Well Construction Permits
31 TAC 701.211-701.221
The Authority adopts these new sections pursuant to its general and special 
powers under the Edwards Aquifer Authority Act (the "Act"), chapter 626, 73rd 
Legislature, Regular Session, 1993, as amended by chapter 621, 74th 
Legislature., Regular Session, 1995 (the "Act," sec.sec.1.08, 1.11, 1.14, 1.15, 
1.16, 1.17, 1.20, 1.26, 1.29, 1.36, 1.37, 1.38, and 1.40 of the Act); and Texas 
Water Code, Chapter 36.
The adopted sections implement the Edwards Aquifer Authority Act, chapter 626, 
73rd Legislature, Regular Session (1993), sec.sec.1.08, 1.11, 1.14, 1.15, 1.16, 
1.17, 1.20, and 1.35. 

sec.701.217.Information Required in an Application for a Well Construction 
Permit.
An application must contain the following information to the extent it is 
available and applicable:
(1) the name and address of the land owner where the proposed well construction 
will be located; 
(2) the exact proposed location of the well construction site as provided in the 
application including the county, the section, block and survey; labor and 
league, and exact number of feet to the two nearest non-parallel property lines 
(legal survey line), or other adequate legal description; 
(3) a list of all permits issued by the Authority and held by the applicant that 
the well currently services or is proposed to service; 
(4) the proposed total depth of the well and proposed depth of cemented casing; 
(5) the proposed size of the pump, pumping rate, and pumping method; 
(6) the current or proposed use of the well, whether municipal, industrial, 
irrigation, domestic, livestock, recreation, monitor, observation or other use; 
(7) the approximate date well construction operations are to begin; 
(8) the location of the three nearest wells within a quarter of a mile of the 
proposed location and the names and addresses of the owners;
(9) the location of any possible sources of contamination such as existing and 
proposed livestock and poultry yards, septic system absorption fields, petroleum 
storage tanks, etc.; and 
(10) 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority.
Issued in Austin, Texas, on May 21, 1997.
TRD-9706739
Gregory M. Ellis
General Manager
Edwards Aquifer Authority
Effective date: June 10, 1997
Proposal publication date: March 28, 1997
For further information, please call: (210) 222-2204

TITLE 40. SOCIAL SERVICES AND ASSISTANCE
PART III. Texas Commission on Alcohol and Drug Abuse
CHAPTER 143.Awards
SUBCHAPTER A.Funding Mechanism
40 TAC sec.143.18, sec.143.19
(Editor's note: Sections 143.18 and 143.19 were adopted in the April 29, 1997, 
issue of the Texas Register, (21 TexReg 3821). The Texas Register inadvertently 
omitted the subsection letters in sec.143.18. 
The Texas Commission on Alcohol and Drug Abuse adopts new sec.143.18, concerning 
annual report card and sec.143.19 concerning application cycles, with changes to 
the proposed text as published in the November 26, 1996, issue of the Texas 
Register (21 TexReg 11472). 
The new sections are being adopted to require an annual report card for awards 
and to allow the commission to renew awards with satisfactory performance 
annually during a three-year application cycle. The title of sec.143.18 has been 
changed from Annual Performance Report to Annual Report Card. The text of 
sec.143.18 has been revised to state that the annual report card will include 
required program performance measures and that the commission will receive input 
from providers before establishing performance standards. The reference in 
sec.143.19 has been revised to reflect the title change in sec.143.18. 
The new sections describe the process used for the annual report card and the 
application cycles. 
The commission received comments from the City of Dallas, Department of 
Environmental and Health Services, and the South Texas Substance Abuse Recovery 
Services, Inc. Comments and responses are summarized below. 
Comment: All providers should know in advance what is covered in the annual 
report card. 
Response: The commission agrees with the comment. One reason for adopting these 
rules is to give providers formal notice of the process used for the annual 
report card. In addition, current providers will receive individualized letters 
describing the annual report card and application cycles, and new award packets 
will also include this information. 
Comment: There should be a process to appeal if funding is not granted.
Response: Providers will have an opportunity to contest the accuracy of the 
report card, but further appeal is not warranted. Funded providers sign a 
contract to fulfill certain standards of performance. If the provider fails to 
meet those standards, the state has an obligation to seek other organizations 
interested in competing for the funds to ensure services are available to the 
impacted area. Providers receive feedback on their performance during the award 
period and have an opportunity to implement corrective action.
Comment: Required standards should be established through collaboration with 
providers.
Response: The commission agrees with the comment. The rule has been revised to 
reflect that providers will have input into the standards, beginning with the 
standards applied in fiscal year 1998 to determine fiscal year 1999 funding.
Comment: Measures should be culturally sensitive and community specific. 
Response: The purpose of the report card is to provide comparable data on all 
providers. By definition, measures that are community specific cannot be used to 
compare one provider to another. The report card will include required 
performance measures. Although basic targets for performance measures are 
established for all providers, programs that provide sufficient justification 
may negotiate alternate targets. It should be noted that program evaluation is 
not limited to the items covered in the annual report card. 
Comment: The provider should receive feedback prior to severe sanctions or 
consequences. 
Response: The report card compiles a number of measures, and each measure has 
its own feedback loop. Providers receive information about their performance 
during the award period and have an opportunity to implement corrective action. 
In addition, the commission will implement a scoring system in fiscal year 1999 
that differentiates multiple performance levels (as opposed to a simple 
pass/fail system) so that the report card can reward excellence. 
Comment: The items included in the report card are not independent measures; 
they all directly or indirectly reflect fiscal performance. The report card 
should include qualitative, treatment-related program measures. 
Response: Although the version of the report card initially proposed focused on 
administrative issues, the report card has been expanded to include performance 
measures that reflect program outputs and/or outcomes. The rule has been revised 
to reflect this addition. In addition, the commission plans to develop more 
measures of quality in the future. 
The new sections are adopted under the Texas Health and Safety Code, 
sec.461.012(15), which provides the Texas Commission on Alcohol and Drug Abuse 
with the authority to adopt rules governing the functions of the commission, 
including rules that prescribe the policies and procedures followed by the 
commission in administering any commission programs. 
The code affected by the adopted amendments is the Texas Health and Safety Code, 
Chapter 461. 

sec.143.18.Annual Report Card.
(a) The commission compiles an annual report card on each service award. 
(b) The commission notifies providers of the report card results in writing. 
(c) The annual report card includes criteria that are scored on organizational 
performance and criteria that are scored on individual award performance. 
(d) The commission establishes a minimum standard for each criterion after 
receiving input from providers. An award must achieve a passing score on each of 
the criteria to pass the report card. If the failing score is given for an 
organizational criterion, all of the provider's awards are subject to 
competition. If the failing score is for an award-based criterion, only that 
specific award is subject to competition. 
(e) The commission compiles the annual report card in the first quarter of each 
fiscal year using data related to the previous fiscal year.
(f) The report card includes the following elements: 
(1) timeliness and accuracy of reports; 
(2) funding status; 
(3) sanctions status; 
(4) compliance with payment plans and agreements for providing services in lieu 
of payment; and 
(5) required program performance measures. 
(g) The elements of the report card, standards for each element, and 
notification timelines are specifically defined each year in an executive order. 
The commission shall request and consider input from providers before issuing 
the executive order. 
(h) Providers that fail the report card will have an opportunity to present 
evidence if they believe the commission's data are erroneous, but the report 
card may not be appealed on any other grounds. 

sec.143.19.Application Cycles. 
(a) The commission places each service award that is subject to competition in a 
three-year application cycle. An executive order will be issued each year to 
identify awards that are not subject to competition.
(b) An award is not required to compete for renewal funds during its application 
cycle if the award maintains satisfactory performance as measured by the annual 
performance report described in sec.143.18 (relating to Annual Report Card). 
(c) Transition to application cycles will occur in fiscal year 1997 for awards 
subject to competition. 
(1) Existing awards that began in fiscal year 1996 will be assigned to 
application cycles ending in fiscal year 1998, fiscal year 1999, and fiscal year 
2000. These assignments will be distributed so that approximately one-third of 
the treatment awards and one-third of the prevention/intervention awards in a 
region are placed in each application cycle. 
(2) For awards issued later than fiscal year 1996, the first fiscal year of 
funding is the first year of the application cycle.
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's
legal authority.
Issued in Austin, Texas, on April 18, 1997.
TRD-9705244
Mark S. Smock
Deputy for Finance and Administration
Texas Commission on Alcohol and Drug Abuse
Effective date: May 8, 1997
Proposal publication date: November 26, 1996
For further information, please call: (512) 349-6609

TITLE 43. TRANSPORTATION
PART III. Automobile Theft Prevention Authority
CHAPTER 57.Automobile Theft Prevention Authority
43 TAC sec.57.52
The Automobile Theft Prevention Authority (ATPA) adopts sec.57.52, relating to 
charges for copies of public records, without changes to the proposed version, 
which was published in the March 4, 1997 issue of the Register (22 TexReg 2420). 
The proposed rule implements the provisions of Government Code, sec.552.2611, 
which requires state agencies by rule to specify the charges the agency will 
make for copies of public records. sec.552.262 of the Government Code requires 
state agencies to use rules of the General Services Commission in determining 
charges. Rule 57.52 adopts the charges established by the General Services 
Commission. 
No comments were received concerning adoption of this rule. 
The rule is adopted under Texas Civil Statutes, Article 4413(37), sec.6(a), 
which authorizes the Authority to adopt rules to implement its powers and duties 
and Government Code, sec.552.2611, which requires state agencies to adopt rules 
on charges for open records. 
The following are the statues, articles, or codes affected by the proposed 
amendment: 
Texas Civil Statutes, Article 4513(37) sec.6(a), Government Code sec.552.2611. 

sec.57.52.Charges for Copies for Public Records. 
(a) The charges for copies of public records of the authority will be the 
charges established by the General Services Commission, codified at 
sec.sec.111.61-111.70 of title 1 (relating to cost of copies of open records). 
(b) The Authority may waive or reduce a charge if it determines that waiver or 
reduction is in the public interest. 
This agency hereby certifies that the adoption has been reviewed by legal 
counsel and found to be a valid exercise of the agency's legal authority. 
Issued in Austin, Texas, on May 19, 1997.
TRD-9706650
Deanna Citerne
Acting Executive Director
Automobile Theft Prevention Authority
Effective date: June 11, 1997
Proposal publication date: March 4, 1997
For further information, please call: (512) 416-4606