
TCOE Student Events
and the California State Standards
The California State Standards (CSS) were adopted by the State Board of Education in 2010. These focused and rigorous standards define the 21st Century knowledge and skills students need for success in college and career. The CSS call for an integrated curriculum that challenges students to think in complex ways and to apply the knowledge and skills they have acquired. Evidence of such learning can be demonstrated through the completion of a variety of assigned tasks, including TCOE Student Event activities.
TCOE has always promoted student event participation as an avenue to providing a wellrounded educational experience. Now, we are able to further emphasize the importance of student events by directly aligning them to our 21st century standards.
When applicable, TCOE Student Events are coded in one or both of the following manners:
 Alignment to the College and Career Readiness (CCR) Anchor Standards, Mathematical Practices (MP), Science and Engineering Practices (SEP) in the Next Generation Science Standards (NGSS), and/or Artistic Processes in the California Arts Standards (CAS). CCR Anchor Standards, Mathematical Practices, Science and Engineering Practices, and Artistic Processes are listed in their entirety below.
 Identification of the type of task associated with the event:
 Presentation: information is orally conveyed
 Performance: a dramatic interpretation is included
 Project: a product is produced prior to the day of the event
 Problem Solving: a recommendation or solution is provided
College and Career Readiness Anchor Standards K12
The College and Career Readiness (CCR) standards define general, crossdisciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. Students advancing through the grades are expected to meet each year’s gradespecific standards, retain or further develop skills and understandings mastered in preceding grades, and work steadily toward meeting the more general expectations described by the CCR standards.
Reading
Key Ideas and Details
 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
 Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
 Read and comprehend complex literary and informational texts independently and proficiently.
Writing
Text Types and Purposes
 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
 Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and wellstructured event sequences.
Production and Distribution of Writing
 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
 Conduct short, as well as more sustained, research projects based on focused questions, demonstrating understanding of the subject under investigation.
 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening
Comprehension and Collaboration
 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Language
Conventions of Standard English
 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language
 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
 Determine or clarify the meaning of unknown and multiplemeaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
 Acquire and use accurately a range of general academic and domainspecific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Standards for Mathematical Practice
The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM (National Council of Teachers of Mathematics) process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up — adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).
 Make sense of problems and persevere in solving them
Mathematicallyproficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the
problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematicallyproficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematicallyproficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and
identify correspondences between different approaches.
 Reason abstractly and quantitatively
Mathematicallyproficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize — to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents — and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
 Construct viable arguments and critique the reasoning of others
Mathematicallyproficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose.
Mathematicallyproficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and — if there is a flaw in an argument — explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
 Model with mathematics
Mathematicallyproficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematicallyproficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, twoway tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
 Use appropriate tools strategically
Mathematicallyproficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematicallyproficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematicallyproficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
 Attend to precision
Mathematicallyproficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
 Look for and make use of structure
Mathematicallyproficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 x 8 equals the wellremembered 7 x 5 + 7 x 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 x 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.
 Look for and express regularity in repeated reasoning
Mathematicallyproficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematicallyproficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
Connecting the Standards for Mathematical Practice to the Standards for Mathematical Content
The Standards for Mathematical Practice describe ways in which developing student practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high school years. Designers of curricula, assessments, and professional development should all attend to the need to connect the mathematical practices to mathematical content in mathematics instruction.
The Standards for Mathematical Content are a balanced combination of procedure and understanding. Expectations that begin with the word “understand” are often especially good opportunities to connect the practices to the content. Students who lack understanding of a topic may rely on procedures too heavily. Without a flexible base from which to work, they may be less likely to consider analogous problems, represent problems coherently, justify conclusions, apply the mathematics to practical situations, use technology mindfully to work with the mathematics, explain the mathematics accurately to other students, step back for an overview, or deviate from a known procedure to find a shortcut. In short, a lack of understanding effectively prevents a student from engaging in the mathematical practices.
In this respect, those content standards which set an expectation of understanding are potential “points of intersection” between the Standards for Mathematical Content and the Standards for Mathematical Practice. These points of intersection are intended to be weighted toward central and generative concepts in the school mathematics curriculum that most merit the time, resources, innovative energies, and focus necessary to qualitatively improve the curriculum, instruction, assessment, professional development, and student achievement in mathematics.
Scientific and Engineering Practices
Standards and performance expectations that are aligned to the science framework must take into account that students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content. The term "practices" is used instead of a term such as "skills" to emphasize that engaging in scientific investigation requires not only skill but also knowledege that is specific to each practice.
The eight practices of science and engineering that the Framework identifies as essential for all students to learn and describe in detail are listed below:
Practice 1: Asking Questions and Defining Problems
A practice of science is to ask and refine questions that lead to descriptions and explanations of how the natural and designed world works and which can be empirically tested.
Engineering questions clarify problems to determine criteria for successful solutions and identify constraints to solve problems about the designed world. Both scientists and engineers also ask questions to clarify the ideas of others.
Practice 2: Planning and Carrying Out Investigations
Scientists and engineers plan and carry out investigations in the field or laboratory, working collaboratively as well as individually. Their investigations are systematic and require clarifying what counts as data and identifying variables or parameters.
Engineering investigations identify the effectiveness, efficiency, and durability of designs under different conditions.
Practice 3: Analyzing and Interpreting Data
Scientific investigations produce data that must be analyzed in order to derive meaning. Because data patterns and trends are not always obvious, scientists use a range of tools — including tabulation, graphical interpretation, visualization, and statistical analysis — to identify the significant features and patterns in the data. Scientists identify sources of error in the investigations and calculate the degree of certainty in the results. Modern technology makes the collection of large data sets
much easier, providing secondary sources for analysis.
Engineering investigations include analysis of data collected in the tests of designs. This allows comparison of different solutions and determines how well each meets specific design criteria — that is, which design best solves the problem within given constraints. Like scientists, engineers require a range of tools to identify patterns within data and interpret the results. Advances in science make analysis
of proposed solutions more efficient and effective.
Practice 4: Developing and Using Models
A practice of both science and engineering is to use and construct models as helpful tools for representing ideas and explanations. These tools include diagrams, drawings, physical replicas, mathematical representations, analogies, and computer simulations. Modeling tools are used to develop questions, predictions and explanations; analyze and identify flaws in systems; and communicate ideas. Models are used to build and revise scientific explanations and proposed engineered systems. Measurements and observations are used to revise models and designs.
Practice 5: Constructing Explanations and Designing Solutions
The products of science are explanations and the products of engineering are solutions. The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena
than previous theories.
The goal of engineering design is to find a systematic solution to problems that is based on scientific knowledge and models of the material world. Each proposed solution results from a process of balancing competing criteria of desired functions, technical feasibility, cost, safety, aesthetics, and compliance with legal requirements. The optimal choice depends on how well the proposed solutions meet criteria and constraints.
Practice 6: Engaging in Argument from Evidence
Argumentation is the process by which explanations and solutions are reached. In science and engineering, reasoning and argument based on evidence are essential to identifying the best explanation for a natural phenomenon or the best solution to a design problem.
Scientists and engineers use argumentation to listen to, compare, and evaluate competing ideas and methods based on merits.
Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building data models, and using evidence to identify strengths and weaknesses of claims.
Practice 7: Using Mathematics and Computational Thinking
In both science and engineering, mathematics and computation are fundamental tools for representing physical variables and their relationships. They are used for a range of tasks such as constructing simulations; statistically analyzing data; and recognizing, expressing, and applying quantitative relationships.
Mathematical and computational approaches enable scientists and engineers to predict the behavior of systems and test the validity of such predictions. Statistical methods are frequently used to identify significant patterns and establish correlational relationships.
Practice 8: Obtaining, Evaluating, and Communicating Information
Scientists and engineers must be able to communicate clearly and persuasively the ideas and methods they generate. Critiquing and communicating ideas individually and in groups is a critical professional activity.
Communicating information and ideas can be done in multiple ways: using tables, diagrams, graphs, models, and equations as well as orally, in writing, and through extended discussions. Scientists and engineers employ multiple sources to acquire information that is used to evaluate the merit and validity of claims, methods, and designs.
Next Generation Science Standards
MSLS22.
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
MSLS46.
Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
HSLS22.
Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
HSLS46.
Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
Environmental Principles and Concepts (EPCs)
Principle 1: People depend on natural systems.
Principle 2: People influence on natural systems.
Principle 3: Natural systems change in ways that people benefit from and can influence.
Principle 4: There are no permanent or impermeable boundaries that prevent matter from flowing between systems.
Principle 5: Decisions affecting resources and natural systems are complex and involve many factors.
California Arts Standards
In 2019, the California State Board of Education adopted new Arts content standards for students in pre‐kindergarten through grade 12. The California Arts Standards (CAS) include the five Arts disciplines: Dance, Media Arts, Music, Theatre, and Visual Arts. The standards are organized around four artistic processes (creating, preforming/presenting/producing, responding, and connecting). The artistic processes are divided into eleven anchor standards that repeat through each arts discipline and all across all grade levels. The artistic processes are defined as follows:
Creating (all arts disciplines)  Conceiving and developing new artistic ideas and work.
Performing (dance, music, theatre)  Realizing artistic ideas and work through interpretation and presentation.
Presenting (visual arts)  Interpreting and sharing artistic work.
Producing (media arts)  Realizing and presenting artistic ideas and work.
Responding (all arts disciplines)  Understanding and evaluating how the arts convey meaning.
Connecting (all arts disciplines)  Relating artistic ideas and work with personal meaning and external context.
