Unpacking the

CDOS standards
CDOS.C.2, CDOS.3a, CCTC(AR-AV)
Rationale

I've chosen to highlight the standards CDOS.C.2, CDOS.3a, and CCTC (AR-AV) because they are directly
relevant to my work as a CTE teacher in crime scene photography and videography. CDOS.C.2 is crucial
because it connects academic knowledge with real-world applications, which is exactly what my students
need to handle the detailed and procedural demands of crime scene documentation. CDOS.3a
complements this by building essential soft skills such as problem-solving and ethical decision-making,
skills that are critical when working in the high-stakes environment of crime scene investigation.

Finally, the CCTC (AR-AV) standard sharpens students' technical skills in audio-visual technologies,
preparing them for the specific challenges they will face in forensic settings. These standards together
ensure my students are not only technically proficient but also ready to meet the professional challenges
of their future careers.
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Standard 2—Integrated Learning (CDOS.C.2)
Intermediate Level Standard: Commencement Level Standard:

Focus: The intermediate standard emphasizes applying academic
knowledge and skills in interdisciplinary and work-related contexts.
It's about students beginning to see and understand how their
academic learning connects to real-world situations, especially in
the workplace.
Activities: Students engage in practical tasks such as preparing
job descriptions, working on promotional campaigns, attending
and reviewing theater productions, and applying academic
knowledge to real or simulated occupational tasks. The emphasis
is on applying learned concepts from various disciplines (like math
and language arts) to specific tasks that simulate or relate to
professional environments.
Skills Demonstrated: The intermediate level primarily requires
application and problem-solving within defined contexts, utilizing
communication skills across different mediums to express how
academic skills transfer to occupational skills.
Focus: This level advances the integration of academic and
occupational skills, pushing students to not only apply but also
analyze, evaluate, and integrate these skills into their broader
educational, work, and personal lives. It's about a deeper, more
reflective understanding of the application of learning.
Activities: Students at this level undertake more complex tasks such
as developing detailed career plans, analyzing job markets, and
completing internships that require applying academic knowledge in
professional settings. They also create presentations that require a
synthesis of learning and an understanding of how technological and
societal changes impact career requirements.
Skills Demonstrated: The commencement standard calls for
higher-order thinking skills—research, interpretation, analysis, and
evaluation. It involves a more sophisticated use of technology and
communication techniques to address broader career and life
planning goals.

Analysis: The progression from intermediate to commencement level standards in integrated learning shifts from practical application to a deeper
analytical approach. At the intermediate level, students apply academic concepts in structured, work-related tasks like creating job descriptions, which
help them see the practical relevance of their studies. Moving to the commencement level, the focus expands to include strategic applications such as
developing career plans and understanding global job markets, requiring more critical thinking and independence. This higher level expects students to
integrate academic and occupational skills more comprehensively, preparing them for the complexities of modern professional environments.
Standard 3a—Universal Foundation Skills (CDOS.3a) Thinking Skills
Intermediate Level Standard: Commencement Level Standard:

Focus: The intermediate standard emphasizes problem solving,
experimenting, and applying logic and reasoning skills to practical
situations. This stage aims to help students connect academic knowledge
to real-world scenarios by evaluating facts and making decisions based
on logical analysis.
Focus: At the commencement level, the focus shifts towards a more
sophisticated integration of skills, requiring students to organize and
process information in new and innovative ways. This level extends
the application of knowledge to more complex, unfamiliar, and
dynamic situations.

Activities: Activities at this level include evaluating methods to gauge
customer or student interest in new initiatives, creating equitable work
schedules, and ordering facts to solve specific problems. These tasks
require students to use critical thinking to apply their knowledge in
structured, yet diverse, scenarios.
Activities: Students at this level engage in more advanced tasks
such as altering work schedules for job sharing, evaluating and
selecting from various strategic options, and applying
interdisciplinary knowledge to solve broader problems. These
activities require creative thinking and strategic planning.

Skills Demonstrated: The primary skills at this level are evaluating
information, solving problems through logical reasoning, and making
decisions that are grounded in systematic analysis. The focus is on
understanding and applying methods to real-life situations that are clearly
defined and relatively controlled.
Skills Demonstrated: The commencement level calls for
higher-order thinking skills such as organizing complex information,
applying skills creatively in new contexts, and developing strategic
implementations for selected solutions. The emphasis is on a
proactive approach to problem-solving that incorporates a broader
range of knowledge and contexts.

Analysis: The transition from the intermediate to the commencement level standards in thinking skills showcases a shift in complexity and the nature of
cognitive engagement. At the intermediate level, students focus on applying logical reasoning to solve well-defined problems and make decisions based
on evaluating facts. Activities are structured with a clear set of parameters. In contrast, the commencement level requires students to tackle more
complex and dynamic challenges, demanding not just the application but the creation of innovative solutions and strategic planning. Here, students must
organize and process information in new ways, demonstrating an ability to synthesize and apply interdisciplinary knowledge to broader, often ambiguous
situations. This progression reflects an increase in the depth of critical thinking and strategic decision-making expected as students prepare for more
autonomous and sophisticated engagement in their future educational and professional endeavors.
CCTC - Communications Career Cluster (AR)
1. Analyze the interdependence of the technical and artistic elements of various careers within the Arts, A/V
Technology

& Communications Career Cluster.

2. Analyze the importance of health, safety and environmental management systems, policies and procedures
common

in arts, audio/video technology and communications activities and facilities.

3. Analyze the lifestyle implications and physical demands required in the arts, audio/visual technology and

communications workplace.

4. Analyze the legal and ethical responsibilities required in the arts, audio/visual technology and communications

workplace.

5. Describe the career opportunities and means to achieve those opportunities in each of the Arts, A/V Technology &

Communications Career Pathways.

6. Evaluate technological advancements and tools that are essential to occupations within the Arts, A/V Technology &

Communications Career Cluster

Hess Matrix

The Arts, A/V Technology & Communications Career Cluster® (AR) standards primarily operate within the higher levels of the Hess Cognitive Rigor
Matrix for Career and Technical Education (CTE), particularly aligning with the "Analyze" and "Evaluate" categories in Bloom’s Taxonomy across
Depth of Knowledge (DOK) Levels 2, 3, and 4. Here's the rationale:

Analyze: Several standards within this cluster require students to break down complex components of their field. For example, standard 1 asks
students to analyze the interdependence of technical and artistic elements, and standard 4 emphasizes analyzing legal and ethical responsibilities.
These tasks align with DOK Level 3 where students interpret information, compare and contrast different elements, and analyze diverse perspectives
or models as outlined in the Hess matrix.

Evaluate: The standards also call for evaluative thinking, particularly where students assess the importance of health and safety systems (standard 2)
and evaluate technological advancements (standard 6). These activities fit within DOK Level 3 and Level 4, as they require students to make
judgments based on criteria, detect inconsistencies or flaws, and critique the historical impact of certain aspects, aligning with the "Evaluate" and
"Create" functions in the Hess matrix where students critique conclusions and synthesize information across multiple sources.

Overall, these standards emphasize higher-order thinking skills, pushing students to not only understand and apply knowledge but to deeply analyze,
evaluate, and create based on their understanding. This alignment with higher DOK levels and advanced cognitive processes ensures that students
are prepared for complex thought and action within the Arts, A/V Technology & Communications fields, fostering a comprehensive understanding and
application of the necessary technical and artistic skills.