The items contained in this bank were developed in alignment with the Item Writing Guidelines used by the Arizona Department of Education (ADE) for the Technical Skills Assessments (TSA) and align with the curriculum posted on the CTE Curriculum Connection. These items are unique and not part of the ADE Item Bank although they mimic items students may see on the TSA. The items are aligned to the January, 2022 Accounting Technical Standards.

These assessment items are unique, non-secure, and not part of the ADE Item Bank. Each bank of assessment items is aligned to a Technical Standard and is brought to you by the Pima JTED Assessment course and was written by CTE teachers in Arizona.Pima JTED and the AZ CTE Curriculum Consortium do not guarantee the accuracy of the test questions and answers. They are intended to provide practice opportunities for your CTE students and data to inform your instruction. Please review them and carefully select the questions you want to use with your students.

Water is a limited resource that we use over and over again. The idea is to teach the science behind the water cycle, where water comes from and is located on the Earth. After research and developing and understanding of conservation students will create a water tower that will collect and store rainwater. Students will also create a Public Service Announcement (PSA) on water conservation.

A rubric designed by educators from Lawrence Public Schools to be used in its annual review process of openly licensed educational resources.

The items contained in this bank were developed in alignment with the Item Writing Guidelines used by the Arizona Department of Education (ADE) for the Technical Skills Assessments (TSA) and align with the curriculum posted on the CTE Curriculum Connection. These items are unique and not part of the ADE Item Bank although they mimic items students may see on the TSA. The items are aligned to the 2016 Early Childhood Education Technical Standards.

This is a 21 day unit on the topic of floods. Students will plan and prepare for what might happen in the event of a flood in our area. We have had floods in the past that have affected the Walterville School, its campus, and the surrounding areas. Using this as a springboard, students will discuss the effects of flooding, do research and interview family members who have experienced flooding, and then discuss possible ways to prevent significant damage on the buildings and surrounding areas. They will then design a barrier that could protect an area from damage for a period of time. Students will need materials to conduct experiments. We have listed these in the lesson plan. We have also included a trip to the Leaburg Dam so that students can learn about dams and their uses. We plan on teaching this unit in the fall.

In Module 1, students’ understanding of the patterns in the base ten system are extended from Grade 4’s work with place value of multi-digit whole numbers and decimals to hundredths to the thousandths place. In Grade 5, students deepen their knowledge through a more generalized understanding of the relationships between and among adjacent places on the place value chart, e.g., 1 tenth times any digit on the place value chart moves it one place value to the right. Toward the module’s end students apply these new understandings as they reason about and perform decimal operations through the hundredths place.

In Module 2, students apply the patterns of the base ten system to mental strategies and the multiplication and division algorithms.

A rubric designed by the Grossmont Unified High School District to be used when assessing the quality of resources.

This ready-to-adopt Introduction to Business course develops students’ understanding of business fundamentals with learning design structured around timely, real-world case studies and examples. Key topics include the role of business, the global economic and legal environment, ethics, marketing, accounting and finance, and managing processes and operations. Enriched OER content (text, video, simulations, etc.) orients students to the shifting business landscape and prepares them for success in business program curriculum and the workplace.

This course was written by Linda Williams of Tidewater Community College and Lumen Learning and is supplemented by content from OpenStax Principles of Economics, Boundless Business, and videos from multiple sources.

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Our Criteria
Accuracy and Currency
How accurate is the material, based on current standards in the field?
If the material is inaccurate, does it acknowledge conflicts in perspectives and changes over time?
If the material is outdated, does it serve other purposes (to provide historical perspective, to provoke discussion, or to serve as an example)?

Within this review of Lumen's Open Educational Resource (OER) Introduction to Business by Linda Williams, I chose to pick one part of the course content to review - Corporate Social Responsibility (CSR). The material is based on current standards within the business ethics foundation. This portion of CSR goes over current terminology such as "green-washing" and connects to current controversies within CSR, which is important to students going forward in business. Thus far, I see that this information serves discussion purposes, as well as historical relevance. The chapter starts with President Calvin Coolidge's vantage to of business not being a part of business, outside of people being a foundation to business.

Bias
How does the material acknowledge perspectives (of the authors, of other experts in the field, of critical voices, etc.)?
How does the material present facts, opinions, and judgments?
How does the licensing of the material allow the instructor to remix or revise biased content?

The material doesn't acknowledge the author's perspective, which doesn't give a bias. It does present facts within the chapter. In my review, I am unsure if educators can revise the content; but, educators can add portions of the course OER to their classrooms, i.e. CANVAS or Blackboard.

Ability to Overcome Barriers to Engagement
How does the material engage students? Does the material reflect student experience and views?
How do students access the material? Does it require technology skills? Can it be accessed in multiple ways through multiple means?
How does the material/resource respond to accommodative and adaptive technologies?

In reviewing the CSR chapter, I was happy to see video supporting "Increased Pressure from Consumers" subsection of the chapter. This could be a great reflection of students views. This material does require technology skills in order for access to this chapter and OER book. In my review, I was able to connect to the OER course and chapter through a desktop computer, but I did not connect via a mobile phone. For accessibility (ADA) purposes, it is possible to use "talk to text" or "speechnotes" with this OER.

Publishing Process & Licensing
How was the material published? What kind of review/editing process was used?
How is the material licensed and stored? Can it be remixed and revised as needed? Is it subscription-based and if so, who pays for the subscription?
What is the 'permanence' of this material? Is it temporal (likely to be removed or taken down)? What would be the back-up plan if license/access to this material is lost?

Depending if the educator uses "Waymaker", "OHM", or "Candela", each student could pay between $10 to $25 per student as a subscription, in comparison to over $100 for a textbook. Lumen offer workshops and training within their OER program.

Relevant to Course & Institution
How does this material align with course objectives and learning activities?

At the beginning of the CSR chapter, it gives student outcomes such has the definition of CSR, describe the impact of CSR to its stakeholders, and give examples to students of what CSR is within business. This material is align to "Introduction to Business" student outcomes, as well as to AACSB International accreditation.

Relevant to Students
How does the material reflect student interests and learning goals?
How does the material give student autonomy in their learning?
How does the material encourage interaction, critical thinking, and deeper learning/processing

Our planet is precious. Connecting to our world and becoming aware of our surroundings and ways we can keep Earth beautiful can be empowering to students and adults alike! Our goal with this project is to encourage and empower students to reduce waste in our classrooms, our school, our community and beyond!

These assessment items are unique, non-secure, and not part of the ADE Item Bank. Each bank of assessment items is aligned to a Technical Standard and is brought to you by the Pima JTED Assessment course and was written by CTE teachers in Arizona.Pima JTED and the AZ CTE Curriculum Consortium do not guarantee the accuracy of the test questions and answers. They are intended to provide practice opportunities for your CTE students and data to inform your instruction. Please review them and carefully select the questions you want to use with your students.

These assessment items are unique, non-secure, and not part of the ADE Item Bank. Each bank of assessment items is aligned to a Technical Standard and is brought to you by the Pima JTED Assessment course and was written by CTE teachers in Arizona.Pima JTED and the AZ CTE Curriculum Consortium do not guarantee the accuracy of the test questions and answers. They are intended to provide practice opportunities for your CTE students and data to inform your instruction. Please review them and carefully select the questions you want to use with your students.

This reference is a series of assessment items that require that the students think through momentum conceptually, analyze graphs related to impulse and momentum, and work through calculations using momentum and impulse. There are energy and momentum problems mixed together in this set. Due to the large number of assessment items, the instructor will want to select a portion of the questions rather than use the entire set as a single assessment. The webpage is formatted in a straight forward text so it is easy to copy and paste the items for use in classroom tests and quizzes.

These assessment items are unique, non-secure, and not part of the ADE Item Bank. Each bank of assessment items is aligned to a Technical Standard and is brought to you by the Pima JTED Assessment course and was written by CTE teachers in Arizona.Pima JTED and the AZ CTE Curriculum Consortium do not guarantee the accuracy of the test questions and answers. They are intended to provide practice opportunities for your CTE students and data to inform your instruction. Please review them and carefully select the questions you want to use with your students.

Open Educational Resources (OER) offer opportunities for increasing equity and access to high-quality K–12 education. Many state education agencies now have offices devoted to identifying and using OERs and other digital resources in their states. To help states, districts, teachers, and other users determine the degree of alignment of OERs to the Common Core State Standards, and to determine aspects of quality of OERs, Achieve has developed eight rubrics in collaboration with leaders from the OER community.

Second part to the C2 Superlesson for ROV's from Kim Stokes and Ben Wells, Siuslaw Elementary School.

This set of study guides and homework materials was created for Principles of Physics II under a Round Six ALG Textbook Transformation Grant.

The CTE Department of the Arizona Department collection of resources for Professional Skills including:
- The Professional Skills Standards
- Rubrics for each of the standard components
- Resources and links to help with teaching and implementing each of the Professional Skills
- A student Self-Assessment

This is an introduction Python dictionary, using Python 3.

Prior knowledge of input/output in Python, and Python list is recommended.

For CS0 students. Part of the CUNY CS04All project.