# STANDARDS CROSSWALK
## NYS Middle Level FACS (grades 6 to 8), full year course, draft units U0 to U7

Built September 11, 2026 from two working files: `standards_extract.md` (verbatim text of the twelve NYS Middle Level CTE modules, June 2018 preliminary release, downloaded from nyctecenter.org) and `external_standards.md` (verbatim NYS FACS Learning Standards at Intermediate, CDOS Intermediate Standards 1, 2, 3a, and National Standards for FCS Education 3.0). Every standards line below is quoted from one of those two files. Where a number or wording could not be confirmed, the cell says so.

Unit codes used throughout (draft, subject to the teacher's approval):

| Code | Unit | Days | Primary content module |
|---|---|---|---|
| U0 | Launch: Welcome to the FACS Room | 5 | none (routines, safety, teamwork, decision making) |
| U1 | Nutrition and Wellness: Kitchen Skills and Smart Eating | 30 | N&W |
| U2 | Individual Growth and Life Readiness: Me, My Goals, My Money | 30 | IGLR |
| U3 | Human Development and Relationships: Growing Up, Getting Along | 25 | HDR |
| U4 | Environmental Design and Management: Spaces We Live In | 25 | EDM |
| U5 | Apparel and Textile Production and Design: Make It, Mend It, Wear It | 28 | ATPD |
| U6 | Food Systems and Production: From Farm to Table | 24 | FSP |
| U7 | Capstone: Career Readiness and FACS Shark Tank | 13 | none (draws on IGLR 3 and 5) |

The day counts total 180 and match `03 Course Design/01 Scope and Sequence.md`, which is the source of truth for them, and `03 Course Design/02 Year Calendar.md`. If a unit moves or shrinks, change it there first and then here.

Module short codes: content modules IGLR, HDR, ATPD, EDM, N&W, FSP; theme modules CCO (Career and Community Opportunities), CIR (Communication and Interpersonal Relationships), FCL (Financial and Consumer Literacy), HSW (Health, Safety, and Wellness), PSI (Problem Solving and Innovation), SUS (Sustainability).



## PART A. How to cite

Use these five formats on every lesson, project, and rubric. Copy the line text exactly as printed in the state document, including the state's own typos (see Part D and Part E).

**A.1 NYS FACS content module line.** Module short code, topic number and name, letter, line text.
NYS N&W 1. Culinary Management b) Demonstrate safety and sanitation procedures when handling food and equipment

**A.2 CTE theme module line.** Same shape, with "CTE" in front of the theme code.
CTE HSW 4. Classroom and Workplace Safety a) List and describe the purpose of safety rules specific to classroom and workplace settings
For the Problem Solving and Innovation theme, which nests a second level, add the sub-letter after the letter:
CTE PSI 2. Design Process (Proactive) a) f. Developing and constructing a prototype or model of the selected design

**A.3 NYS FACS Learning Standard (Intermediate).** Standard number and name, "(Intermediate)", the key idea, then the performance indicator. Each of the three standards has exactly one key idea at the Intermediate level, so "Key Idea" always means that one.
NYS FACS Standard 2 (Intermediate), Key Idea: Students will know the basic principles of home and community safety. They can demonstrate the skills necessary to maintain their homes and workplaces in a safe and comfortable condition. They can provide a safe and nurturing environment for themselves and others.; PI: Students know the basics of managing a safe and healthy home.
The PI letters (A, B, C) used in the tables below are NYLearns codes, not NYSED's own; the 1996 print document lists the indicators as bullets. Keep the letters for internal tracking and quote the PI text on the lesson.

**A.4 CDOS (Intermediate).** Standard number and name; for 3a add the sub skill.
CDOS 1 Career Development
CDOS 2 Integrated Learning
CDOS 3a Universal Foundation Skills: Managing Resources

**A.5 National FCS.** "National FCS 3.0:" then the competency number and a faithful paraphrase of the competency. Paraphrased on 2026-09-14 (D23): LEAD FCS Education's terms allow verbatim reproduction only for non-commercial use, so the build cites the number exactly and restates the descriptor. The verbatim text stays in `02 Standards/NYS ML CTE FACS Modules - verbatim extract of all twelve.md` and the web research file for checking.
National FCS 3.0: 14.3.3 Show the ability to select, store, prepare, and serve food that is nourishing and looks good on the plate.

**Why 3.0 and not "2nd ed."** The project brief says "National Standards for FCS Education, 2nd ed." The second edition (2008 to 2018) is superseded. The current edition is "Family and Consumer Sciences National Standards 3.0," copyright 2018 to 2028, developed by LEAD FCS Education (formerly NASAFACS). Most numbers carry over between editions but wording changed, and the NYS Nutrition and Wellness module PDF itself prints the older wording for many 14.x lines (see Part E.1). So: cite 3.0 numbers, quote 3.0 wording from the LEAD FCS compilation PDF, and credit LEAD FCS Education visibly on the site (a condition of the non-commercial terms of use). Area 7 is "Family and Human Services" in 3.0, not "Family and Community Services."

### A.6 Lookup: NYS FACS Intermediate key ideas and performance indicators (verbatim, from external_standards.md)

The Part B tables use the short codes in the left column.

| Code | Verbatim text |
|---|---|
| Std 1 | Standard 1: Personal Health and Fitness. Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. |
| Std 1 KI | Students will use an understanding of the elements of good nutrition to plan appropriate diets for themselves and others. They will know and use the appropriate tools and technologies for safe and healthy food preparation. |
| Std 1 PI A | Students understand the relationships among diet, health, and physical activities; evaluate their own eating patterns; and use appropriate technology and resources to make food selections and prepare simple, nutritious meals. |
| Std 1 PI B | Students apply principles of food safety and sanitation. |
| Std 1 PI C | Students recognize the mental, social, and emotional aspects of good health. |
| Std 1 PI D | Students apply the decision making process to dilemmas related to personal health. |
| Std 2 | Standard 2: A Safe and Healthy Environment. Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment. |
| Std 2 KI | Students will know the basic principles of home and community safety. They can demonstrate the skills necessary to maintain their homes and workplaces in a safe and comfortable condition. They can provide a safe and nurturing environment for themselves and others. |
| Std 2 PI A | Students demonstrate the principles of safe and healthy childcare. |
| Std 2 PI B | Students know the basics of managing a safe and healthy home. |
| Std 2 PI C | Students use age-appropriate techniques to select and maintain clothing. |
| Std 3 | Standard 3: Resource Management. Students will understand and be able to manage their personal and community resources. |
| Std 3 KI | Students will understand and be able to manage personal resources of talent, time, energy, and money and make effective decisions in order to balance their obligations to work, family, and self. |
| Std 3 PI A | Students understand how the family can provide for the economic, physical, and emotional needs of its members. |
| Std 3 PI B | Students understand the resources available to them, make informed decisions about the use of those resources, and know some ways to expand resources. |
| Std 3 PI C | Students are able to budget their time and money. |
| Std 3 PI D | Students understand how working contributes to a quality living environment. |
| Std 3 PI E | Students identify their own abilities and interests as possible guides to career choice. |

Where a table cell says "Std 2 KI" with no PI, the line fits the key idea's last sentence ("They can provide a safe and nurturing environment for themselves and others") but none of the three Std 2 PIs. This happens across HDR because the state assigns only Standard 2 to that module (see Part E.3).

### A.7 Lookup: CDOS Intermediate (verbatim, from external_standards.md)

| Code | Verbatim text |
|---|---|
| CDOS 1 | Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions. |
| CDOS 2 | Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings. |
| CDOS 3a | Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace. |
| 3a Basic Skills (PI) | Students listen to and read the ideas of others and analyze what they hear and read; acquire and use information from a variety of sources; and apply a combination of mathematical operations to solve problems in oral or written form. |
| 3a Thinking Skills (PI) | Students evaluate facts, solve advanced problems, and make decisions by applying logic and reasoning skills. |
| 3a Personal Qualities (PI) | Students demonstrate an understanding of the relationship between individuals and society and interact with others in a positive manner. |
| 3a Interpersonal Skills (PI) | Students demonstrate the ability to work with others, present facts that support arguments, listen to dissenting points of view, and reach a shared decision. |
| 3a Technology (PI) | Students select and use appropriate technology to complete a task. |
| 3a Managing Information (PI) | Students select and communicate information in an appropriate format (e.g., oral, written, graphic, pictorial, multimedia). |
| 3a Managing Resources (PI) | Students understand the material, human, and financial resources needed to accomplish tasks and activities. |
| 3a Systems (PI) | Students understand the process of evaluating and modifying systems within an organization. |

Standard 3b (Career Majors) exists only at Commencement. A grade 6 to 8 course cites 1, 2, and 3a only, which is what all twelve state modules do.

### A.8 How the Part B tables were filled

- **Line and Line text:** verbatim from standards_extract.md, including the state's typos.
- **Proposed unit:** one primary unit, others in parentheses.
- **CTE theme lines:** one or two lines from the theme module text, cited by code. Every code here exists in standards_extract.md; none were invented.
- **NYS FACS standard:** chosen only from the standards the module's own Standards Addressed block lists (IGLR: 2, 3; HDR: 2; ATPD: 2; EDM: 2, 3; N&W: 1, 2, 3; FSP: 1, 2, 3). Where a better fit exists outside the block, Part E.3 says so.
- **CDOS:** 1, 2, or 3a with sub skill. Every module cites all three.
- **National FCS 3.0:** only numbers that (a) appear in the module's own Standards Addressed block or (b) are confirmed verbatim in external_standards.md. Text is paraphrased from the 3.0 compilation (see A.5) as given in external_standards.md. "(block)" means the number is printed in that module's block; "(ext)" means it is confirmed in external_standards.md but not printed in the module block. Where the module block prints older wording, the note says "block wording differs."



## PART B. Content module tables

### B.1 IGLR: Individual Growth and Life Readiness (20 lines; primary unit U2)

State assigns: NYS FACS Standards 2 and 3; CDOS 1, 2, 3a; Career Ready Practices 1, 3, 4, 8, 9, 10, 11; National FCS 1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.8, 2.1.1, 2.1.2, 2.1.7, 2.4.3, 2.5.1, 2.5.3, 2.6.1, 2.6.2, 2.7.2, 2.7.3, 2.7.4, 12.1.1, 12.2.4, 13.1.1, 13.2.1, 13.3.1, 13.3.2, 13.3.3.

| Line | Line text (verbatim) | Unit | CTE theme lines | NYS FACS | CDOS | National FCS 3.0 |
|---|---|---|---|---|---|---|
| IGLR 1. Personal Development a) | Examine personal values | U2 (U0) | CCO 3. Employability Skills a); FCL 4. Buying Goods and Services b) | Std 3 KI; PI E | 3a Personal Qualities | 2.1.2 Examine how people and families choose among needs and wants. (block) |
| IGLR 1. b) | Discover and evaluate personality traits and strengths | U2 | CCO 3. Employability Skills a); CCO 4. Career Plans b) | Std 3 KI; PI E | 3a Personal Qualities | 13.2.1 Examine how personal characteristics affect relationships. (block) |
| IGLR 1. c) | Predict areas of personal interests relating to the future | U2 (U7) | CCO 2. Career Clusters d); CCO 4. Career Plans b) | Std 3 KI; PI E | CDOS 1 | 1.2.1 Examine possible careers to find what each one requires and offers in knowledge, skills, attitudes, and openings. (block) |
| IGLR 2. Goal Setting a) | Acknowledge the role of personal values and standards in goal setting | U2 | FCL 4. Buying Goods and Services b); FCL 2. Saving, Investing, and Sharing a) | Std 3 KI; PI B | 3a Personal Qualities | 2.1.1 Use time management, organization, and step-by-step process skills to rank tasks and reach goals. (block) |
| IGLR 2. b) | Differentiate between SMART and Stretch goals | U2 | CCO 4. Career Plans d) | Std 3 KI; PI B | 3a Thinking Skills | 2.1.1 (as above) (block) |
| IGLR 2. c) | Establish a goal for personal improvement | U2 (U3) | CCO 4. Career Plans d); FCL 2. Saving, Investing, and Sharing a) | Std 3 KI; PI B | 3a Personal Qualities | 2.1.1 (as above) (block) |
| IGLR 2. d) | Design, implement, and evaluate a plan to attain a desired goal | U2 (U7) | CCO 4. Career Plans d); PSI 1. Problem Solving e) | Std 3 KI; PI C | 3a Managing Resources | 2.1.1 (as above) (block). Note: 2.7.3 is printed in the block but does not exist in the 3.0 text (see E.1). |
| IGLR 3. Employability a) | Explore employability skills | U2 (U7) | CCO 3. Employability Skills c); CCO 3. Employability Skills d) | Std 3 KI; PI D | CDOS 1; 3a Personal Qualities | 1.2.8 Show the work habits, ethics, and professional conduct employers expect. (block) |
| IGLR 3. b) | Show understanding of interpersonal dynamics | U0 (U2, U3) | CIR 1. Communication e); CCO 3. Employability Skills b) | Std 2 KI | 3a Interpersonal Skills | 13.1.1 Analyze processes for building and maintaining interpersonal relationships. (block); 1.2.4 Work productively on teams at school, at work, and in the community, including with people different from yourself. (block; block wording omits "and with diverse populations") |
| IGLR 3. c) | Demonstrate effective communication skills | U0 (U2, U7) | CIR 1. Communication f); CIR 2. Listening c) | Std 2 KI | 3a Basic Skills | 13.3.2 Show the spoken and unspoken behaviors and attitudes that make communication work. (block); 13.3.3 Show how to listen well and give useful feedback. (block) |
| IGLR 3. d) | Explore and implement strategies for career readiness | U7 (U2) | CCO 3. Employability Skills d); CCO 4. Career Plans c) | Std 3 KI; PI E | CDOS 1 | 1.2.2 Show the skills used to find a job and to keep one. (block) |
| IGLR 4. Financial Readiness a) | Identify sources of income | U2 | FCL 1. Earning Income c); FCL 1. Earning Income d) | Std 3 KI; PI B | 3a Managing Resources | 2.6.2 Use sound money management principles in personal and family finances. (block); 3.3.1 Explain how the economy shapes personal income, family security, and consumer choices. (ext) |
| IGLR 4. b) | Create and follow a budget | U2 (U1, U4, U5) | FCL 4. Buying Goods and Services c); FCL 1. Earning Income e) | Std 3 KI; PI C | 3a Managing Resources | 2.6.2 (as above) (block). Note: 2.7.3 printed in block, not in 3.0 (see E.1). |
| IGLR 4. c) | Explore options for money transfers | U2 | FCL 5. Payment Options and Credit a); FCL 4. Buying Goods and Services d) | Std 3 KI; PI B | 3a Technology | 2.6.2 (as above) (block); 2.4.3 Weigh how technology use affects quality of life. (block) |
| IGLR 4. d) | Examine how to balance a bank account | U2 | FCL 4. Buying Goods and Services d); FCL 1. Earning Income e) | Std 3 KI; PI C | 3a Basic Skills | 2.6.2 (as above) (block) |
| IGLR 4. e) | Determine ways for saving money | U2 | FCL 2. Saving, Investing, and Sharing a); FCL 2. Saving, Investing, and Sharing c) | Std 3 KI; PI B | 3a Managing Resources | 2.6.1 Judge why personal and family financial planning matters. (block); 3.3.4 Compare different ways to save and invest. (ext) |
| IGLR 4. f) | Compare and contrast different types of credit and loans | U2 | FCL 5. Payment Options and Credit b); FCL 5. Payment Options and Credit c) | Std 3 KI; PI B | 3a Thinking Skills | 3.3.3 Examine how using credit affects money plans in the short run and the long run. (ext). Note: 2.7.4 printed in block, not in 3.0 (see E.1). |
| IGLR 4. g) | Evaluate the impact of various family transitions on personal finance | U2 (U3) | FCL 3. Protecting and Insuring a); FCL 1. Earning Income f) | Std 3 KI; PI A | 3a Thinking Skills | 12.2.4 Analyze the influences of life events on individuals' physical, emotional, social, moral and cognitive development. (block; block prints "influence"); 3.3.6 Analyze the effect of key lifecycle transitions on financial planning. (ext) |
| IGLR 5. Career Pathways a) | Explore various careers within the 16 national career clusters | U2 (U7) | CCO 2. Career Clusters c); CCO 2. Career Clusters a) | Std 3 KI; PI E | CDOS 1 | 1.2.1 (as above) (block) |
| IGLR 5. b) | Examine the skills needed to become an entrepreneur | U7 (U2) | CCO 1. The Work World a); PSI 1. Problem Solving d) | Std 3 KI; PI D | CDOS 1; 3a Thinking Skills | 3.1.2 Examine openings for jobs and for starting a business. (ext) |

### B.2 HDR: Human Development and Relationships (28 lines; primary unit U3)

State assigns: NYS FACS Standard 2 only; CDOS 1, 2, 3a; Career Ready Practices 3, 4, 5, 9, 12; National FCS 6.1, 6.2, 15.1, 15.2 (content standards only, no competencies printed); Human Services Career Cluster standards 2, 5, 6 and pathway standards (not verified in external_standards.md).

| Line | Line text (verbatim) | Unit | CTE theme lines | NYS FACS | CDOS | National FCS 3.0 |
|---|---|---|---|---|---|---|
| HDR 1. Human Growth and Development Across the Lifespan a) | Identify the stages of human growth and development across the lifespan | U3 | CCO 5. Community Needs Assessment a); HSW 1. Health Practices a) | Std 2 KI | 3a Basic Skills | 12.1.1 Examine physical, emotional, social, moral, and cognitive development. (ext; printed in IGLR block) |
| HDR 1. b) | Identify the relationships among and characteristics of the physical, emotional, social, and intellectual aspects of human growth and development | U3 | HSW 1. Health Practices a); HSW 5. Social-Emotional Learning a) | Std 2 KI | 3a Thinking Skills | 12.1.2 Examine how the physical, emotional, social, moral, and cognitive sides of development affect one another. (ext) |
| HDR 1. c) | Demonstrate understanding of procedures required for the care of an infant or young child | U3 | HSW 3. Personal Safety e); HSW 3. Personal Safety c) | Std 2 KI; PI A | 3a Personal Qualities | 15.2.1 Examine the nurturing habits that support a child's growth and development. (ext; 15.2 in block); 15.2.5 Apply criteria for selecting care and services for children and youth. (ext) |
| HDR 1. d) | Plan and implement experiences for young children which promote physical, social, emotional, and intellectual growth and development | U3 | PSI 2. Design Process (Proactive) a); CCO 6. Participation in Community Activities b) | Std 2 KI; PI A | CDOS 2; 3a Managing Resources | 12.3.1 Analyze the role of nurturance on human growth and development. (ext); 12.3.2 Analyze the role of communication on human growth and development. (ext). Area 4 competencies (4.3) not extracted; see E.1. |
| HDR 2. Self-Concept and Self-Image a) | Define the term self-concept and identify factors which affect the formation of self-concept | U3 (U2) | CIR 5. Peer Relationships c); HSW 5. Social-Emotional Learning a) | Std 2 KI | 3a Personal Qualities | 13.2.3 Examine how self-esteem and self-image affect relationships. (ext) |
| HDR 2. b) | Compare characteristics of a positive and a negative self-concept | U3 | CIR 5. Peer Relationships c); HSW 5. Social-Emotional Learning c) | Std 2 KI | 3a Thinking Skills | 13.2.3 (as above) (ext) |
| HDR 2. c) | Identify ways that an individual's self-concept changes | U3 | HSW 5. Social-Emotional Learning a); CIR 4. Relationships b) | Std 2 KI | 3a Thinking Skills | 12.2.1 Examine how heredity and environment shape growth and development. (ext) |
| HDR 2. d) | Describe ways personal image is projected to others through physical appearance, verbal and nonverbal communication, behavior, and action | U3 (U5) | CIR 1. Communication b); CCO 3. Employability Skills b) | Std 2 KI | 3a Interpersonal Skills | 13.3.2 Show the spoken and unspoken behaviors and attitudes that make communication work. (ext) |
| HDR 2. e) | Assess the impact of first impressions on the development of relationships in social and work settings | U3 (U7) | CIR 3. Workplace Communication a); CCO 3. Employability Skills d) | Std 2 KI | 3a Interpersonal Skills | 13.2.1 Examine how personal characteristics affect relationships. (ext) |
| HDR 3. Peer Influence and Stress Management a) | Define the terms "pee" and "peer pressure" (state typo; PDF prints "pee") | U3 | CIR 5. Peer Relationships a); CIR 5. Peer Relationships d) | Std 2 KI | 3a Basic Skills | 12.2.2 Examine how social, economic, and technological forces shape individual growth and development. (ext) |
| HDR 3. b) | Compare the influence of family, peers, media, and others on decision-making | U3 (U0) | CIR 5. Peer Relationships d); FCL 4. Buying Goods and Services e) | Std 2 KI | 3a Thinking Skills | 12.2.2 (as above) (ext); 2.4.2 Analyze how media and technological advances influence family and consumer decisions. (ext) |
| HDR 3. c) | Analyze positive and negative aspects of peer pressure and ways to assert individual choices within a peer group | U3 | CIR 5. Peer Relationships e); HSW 5. Social-Emotional Learning c) | Std 2 KI | 3a Thinking Skills | 13.2.5 Explain how personal standards and behavior affect relationships with others. (ext) |
| HDR 3. d) | Recognize that adolescents experience common problems | U3 | HSW 5. Social-Emotional Learning e); HSW 5. Social-Emotional Learning d) | Std 2 KI | 3a Personal Qualities | 12.1.1 (as above) (ext) |
| HDR 3. e) | Identify the causes of stress and examine appropriate ways to manage stressors | U3 (U2) | HSW 6. Stress Management a); HSW 6. Stress Management d) | Std 2 KI | 3a Personal Qualities | 13.1.6 Show ways to manage stress at home, at work, and in the community. (ext) |
| HDR 4. Human Relationships a) | Identify characteristics of healthy human relationships | U3 (U0) | CIR 6. Conflict Prevention and Management b); CIR 4. Relationships e) | Std 2 KI | 3a Interpersonal Skills | 13.1.4 Examine what makes relationships healthy and what makes them unhealthy. (ext) |
| HDR 4. b) | Identify characteristics of unhealthy human relationships | U3 | CIR 6. Conflict Prevention and Management b); HSW 5. Social-Emotional Learning f) | Std 2 KI | 3a Interpersonal Skills | 13.1.4 (as above) (ext); 13.1.5 Examine ways to handle an unhealthy relationship. (ext) |
| HDR 4. c) | Discuss strategies for strengthening human relationships | U3 (U0) | CIR 4. Relationships c); CIR 6. Conflict Prevention and Management c) | Std 2 KI | 3a Interpersonal Skills | 13.1.1 Analyze processes for building and maintaining interpersonal relationships. (ext); 13.4.4 Show nonviolent ways to deal with conflict. (ext) |
| HDR 5. Family Role in Society a) | Evaluate the significance of family and its impact on the well-being of individuals and society | U3 | CCO 1. The Work World c); CIR 4. Relationships b) | Std 2 KI | 3a Thinking Skills | 6.1.1 Analyze family as the basic unit of society (ext; 6.1 in block) |
| HDR 5. b) | Examine "family" as the basic unit of society | U3 | CIR 4. Relationships a); CIR 4. Relationships b) | Std 2 KI | 3a Basic Skills | 6.1.1 (as above) (ext; 6.1 in block) |
| HDR 5. c) | Investigate family structures and transitions | U3 (U2) | CIR 4. Relationships b); FCL 3. Protecting and Insuring a) | Std 2 KI | 3a Thinking Skills | 6.1.6 Examine how change and life transitions affect people over the life course. (ext); 6.2.1 Demonstrate awareness of multiple diversities and their effects on individuals, families, and society. (ext; 6.2 in block) |
| HDR 5. d) | Examine the role of the family in teaching cultural traditions and understanding of cultural diversity | U3 (U6) | CIR 6. Conflict Prevention and Management d); CCO 1. The Work World c) | Std 2 KI | 3a Interpersonal Skills | 6.1.4 Examine how families pass on culture and traditions across a lifetime. (ext); 6.2.4 Treat people of every age, gender, culture, and background with respect and fairness. (ext) |
| HDR 5. e) | Discuss ways family influence can nurture or impede the development of an adolescent's self-concept, personality, and emerging independence | U3 | CIR 5. Peer Relationships c); HSW 5. Social-Emotional Learning a) | Std 2 KI | 3a Thinking Skills | 6.1.5 Examine how families build independence, interdependence, and commitment in their members. (ext) |
| HDR 5. f) | Identify support groups, agencies, and community organizations which assist the family in carrying out its basic functions | U3 (U7) | CCO 5. Community Needs Assessment b); HSW 5. Social-Emotional Learning f) | Std 2 KI | 3a Managing Information | 1.3.4 Analyze community resources and systems of formal and informal support available to individuals and families. (ext); 15.3.1 Examine the resources and services a community offers families. (ext) |
| HDR 6. Parenting a) | Evaluate the impact of parenting roles and responsibilities on strengthening the well-being of individuals and families | U3 | CCO 5. Community Needs Assessment a); HSW 5. Social-Emotional Learning b) | Std 2 KI; PI A | 3a Thinking Skills | 15.1.3 Analyze influences of parenting practices on individuals, families, and society. (ext; 15.1 in block) |
| HDR 6. b) | Identify roles and responsibilities of parenting | U3 | CCO 1. The Work World a); FCL 4. Buying Goods and Services c) | Std 2 KI; PI A | 3a Managing Resources | 15.1.2 Examine what parents are expected to do and answer for. (ext; 15.1 in block) |
| HDR 6. c) | Analyze physical, social, and emotional factors related to readiness for parenting | U3 | HSW 5. Social-Emotional Learning c); FCL 4. Buying Goods and Services b) | Std 2 KI; PI A | 3a Thinking Skills | 15.1.4 Analyze societal conditions that influence parenting across the life span. (ext). 15.4.x competencies exist in 3.0 but are high school level; use with care. |
| HDR 7. Career Pathways a) | Investigate a career in human development or human services field and identify the pathways used to reach that career | U3 | CIR 7. Careers in the Communication and Human Services Field b); HSW 7. Careers in Health, Safety, and Wellness Fields b) | Std 2 KI (see E.3) | CDOS 1 | 7.1.1 Explain the roles and functions of individuals engaged in family and human services careers (ext); 7.1.3 Summarize education and training requirements and opportunities for career paths in family and human services (ext) |
| HDR 7. b) | Assess personal knowledge, skills, and interest in careers in human development and human services and evaluate personal suitability for these careers | U3 (U2) | CIR 7. Careers in the Communication and Human Services Field c); HSW 7. Careers in Health, Safety, and Wellness Fields c) | Std 2 KI (see E.3) | CDOS 1 | 1.2.1 Examine possible careers to find what each one requires and offers in knowledge, skills, attitudes, and openings. (ext) |

### B.3 ATPD: Apparel and Textile Production and Design (19 lines; primary unit U5)

State assigns: NYS FACS Standard 2 only; CDOS 1, 2, 3a; Career Ready Practices 1, 2, 3, 5, 6, 11, 12; National FCS 16.1, 16.2, 16.4 (content standards only).

| Line | Line text (verbatim) | Unit | CTE theme lines | NYS FACS | CDOS | National FCS 3.0 |
|---|---|---|---|---|---|---|
| ATPD 1. Selection a) | Determine personal needs, wants, and values | U5 (U2) | FCL 4. Buying Goods and Services b); SUS 2. Environmental Management e) | Std 2 KI; PI C | 3a Thinking Skills | 2.1.4 Use consumer skills when buying and caring for clothing. (ext); 2.1.2 Examine how people and families choose among needs and wants. (ext) |
| ATPD 1. b) | Identify appropriate clothing for individual roles and activities | U5 | HSW 4. Classroom and Workplace Safety d); CCO 1. The Work World c) | Std 2 KI; PI C | 3a Personal Qualities | 16.2 Evaluate textiles, fashion, and apparel products and materials and their use in diverse settings. (block, content standard); 2.1.4 (as above) (ext) |
| ATPD 1. c) | Describe ways personal image and style is projected to others through clothing choices | U5 (U3) | CIR 1. Communication b); CCO 3. Employability Skills b) | Std 2 KI; PI C | 3a Interpersonal Skills | 16.3.1 Explain how fiber, fabric, texture, pattern, and finish change how a garment looks. (ext) |
| ATPD 1. d) | Inventory personal wardrobe, noting condition and appropriateness of apparel items | U5 | FCL 4. Buying Goods and Services i); FCL 4. Buying Goods and Services g) | Std 2 KI; PI C | 3a Managing Information; 3a Technology | 2.1.4 (as above) (ext); 16.2.7 Judge the construction quality and fit of textiles, fashion, and apparel. (ext) |
| ATPD 1. e) | Select wardrobe items based on personal clothing values and available resources | U5 | FCL 4. Buying Goods and Services f); SUS 2. Environmental Management e) | Std 2 KI; PI C | 3a Managing Resources | 2.1.4 (as above) (ext); 2.5.1 Examine how resources get used when individuals, families, and communities choose among needs and wants. (ext) |
| ATPD 1. f) | Select appropriate clothing for a variety of situations without exceeding financial and other resources | U5 (U2) | FCL 4. Buying Goods and Services c); FCL 4. Buying Goods and Services b) | Std 2 KI; PI C | 3a Managing Resources | 2.1.4 (as above) (ext); 2.1.2 (as above) (ext) |
| ATPD 2. Production a) | Identify common equipment and supplies used in hand and machine sewing | U5 | HSW 4. Classroom and Workplace Safety c); CIR 3. Workplace Communication f) | Std 2 KI; PI C | 3a Technology | 16.4.1 Work skillfully with traditional and newer equipment, tools, and supplies to construct, alter, repair, and recycle textiles and apparel. (ext; 16.4 in block) |
| ATPD 2. b) | Demonstrate safe use and storage of equipment used in hand and machine sewing | U5 (U0) | HSW 4. Classroom and Workplace Safety c); HSW 4. Classroom and Workplace Safety e) | Std 2 KI; PI C | 3a Personal Qualities | 16.4.1 (as above) (ext); 1.2.7 Examine what keeps school, work, and community settings safe and healthy. (ext) |
| ATPD 2. c) | Demonstrate basic hand and machine sewing techniques by creating or repairing a textile product | U5 | PSI 2. Design Process (Proactive) a); HSW 4. Classroom and Workplace Safety c) | Std 2 KI; PI C | CDOS 2; 3a Technology | 16.4.5 Show the basic skills for making, altering, repairing, and recycling textiles and apparel. (ext; 16.4 in block) |
| ATPD 2. d) | Develop sustainability practices for repurposing apparel items | U5 (U4) | SUS 1. Resources e); PSI 2. Design Process (Proactive) a) | Std 2 KI; PI C | 3a Thinking Skills | 16.2.5 Show the right way to care for textile products and to dispose of or recycle them, keeping local and global needs in mind. (ext); 2.2.3 Practice habits that conserve, reuse, and recycle so resources and the environment last. (ext) |
| ATPD 3. Maintenance a) | Identify care procedures which may extend the wear of an apparel item | U5 | SUS 1. Resources e); SUS 2. Environmental Management e) | Std 2 KI; PI C | 3a Basic Skills | 16.2.4 Examine how a textile's components affect its design, construction, care, use, upkeep, and disposal or recycling. (ext) |
| ATPD 3. b) | Use care label information to select appropriate procedures for care of clothing and accessories | U5 | FCL 4. Buying Goods and Services h); SUS 2. Environmental Management e) | Std 2 KI; PI C | 3a Basic Skills | 16.2.3 Examine textile laws, standards, and labeling in a global economy. (ext); 16.4.3 Use the right industry products and materials to clean, press, and finish textiles and apparel. (ext) |
| ATPD 3. c) | Identify daily, weekly, and seasonal care of clothing and accessories | U5 | SUS 3. Energy Conservation c); HSW 4. Classroom and Workplace Safety e) | Std 2 KI; PI C | 3a Managing Resources | 16.2.5 (as above) (ext); 2.1.4 (as above) (ext) |
| ATPD 4. Consumer Resources and Finance a) | Compare and contrast the cost of constructing an apparel item versus purchasing one or repurposing one | U5 (U2) | FCL 4. Buying Goods and Services f); SUS 1. Resources f) | Std 2 KI; PI C (see E.3) | 3a Basic Skills | 16.5.2 Examine what it costs to construct, manufacture, distribute, alter, repair, or recycle textiles, fashion, and apparel. (ext) |
| ATPD 4. b) | Compare cost of similar apparel items when obtained from a variety of different types of vendors | U5 (U2) | FCL 4. Buying Goods and Services g); FCL 4. Buying Goods and Services f) | Std 2 KI; PI C (see E.3) | 3a Managing Information | 16.5.2 (as above) (ext); 2.1.4 (as above) (ext) |
| ATPD 4. c) | Create a clothing budget | U5 (U2) | FCL 4. Buying Goods and Services c) | Std 2 KI; PI C (see E.3) | 3a Managing Resources | 2.6.2 Use sound money management principles in personal and family finances. (ext); 2.1.4 (as above) (ext) |
| ATPD 4. d) | Describe ways that personal decisions regarding apparel and textile choices include a global responsibility | U5 (U6) | SUS 2. Environmental Management e); FCL 4. Buying Goods and Services g) | Std 2 KI; PI C | 3a Thinking Skills | 16.2.6 Judge fibers and fabrics on sustainability. (ext); 2.2.1 Examine the part individuals and families play in current environmental trends and issues. (ext) |
| ATPD 5. Career Pathways a) | Identify career paths in the textiles and apparel field | U5 | CCO 2. Career Clusters a); SUS 4. Careers Related to Sustainability b) | Std 2 KI (see E.3) | CDOS 1 | 16.1.1 Explain what people in textiles, fashion, and apparel careers do. (ext; 16.1 in block) |
| ATPD 5. b) | Investigate a career in clothing or textiles and identify the pathways used to reach that career | U5 (U7) | CCO 4. Career Plans a); CCO 2. Career Clusters a) | Std 2 KI (see E.3) | CDOS 1 | 16.1.3 Sum up the education and training that textile, fashion, and apparel career paths require. (ext; 16.1 in block) |

### B.4 EDM: Environmental Design and Management (14 lines; primary unit U4)

State assigns: NYS FACS Standards 2 and 3; CDOS 1, 2, 3a; Career Ready Practices 2, 3, 5, 6, 7, 8, 10; National FCS 2.0 and 3.0 (comprehensive standards), 11.1, 11.2, 11.3 (content standards only).

| Line | Line text (verbatim) | Unit | CTE theme lines | NYS FACS | CDOS | National FCS 3.0 |
|---|---|---|---|---|---|---|
| EDM 1. Healthy, Safe, Sustainable Living Spaces a) | Recognize that family, school, work, and community settings are all part of the individual's broader living space | U4 | CCO 1. The Work World c); HSW 3. Personal Safety d) | Std 2 KI; PI B | 3a Systems | 1.2.7 Examine what keeps school, work, and community settings safe and healthy. (ext); 11.2 Evaluate housing and design concepts and theories, including sustainability and universal design, in relation to available resources and options. (block, content standard; block wording differs) |
| EDM 1. b) | Identify common safety hazards found in living spaces and describe ways to minimize risks to individuals, families, and household members (wording per the NYSED 2023 copy; the 2018 PDF fused two phrases, see E.5) | U4 (U0) | HSW 3. Personal Safety c); HSW 4. Classroom and Workplace Safety b) | Std 2 KI; PI B | 3a Thinking Skills | 1.2.7 (as above) (ext); 11.3.5 Examine how housing, interiors, and furnishings affect public health, safety, and welfare. (ext; 11.3 in block) |
| EDM 1. c) | Formulate a safety plan for home, work, and community settings | U4 (U0) | HSW 3. Personal Safety e); HSW 4. Classroom and Workplace Safety g) | Std 2 KI; PI B | 3a Managing Information | 1.2.7 (as above) (ext) |
| EDM 1. d) | Investigate ways to conserve natural resources in family, school, work, and community settings | U4 (U6) | SUS 3. Energy Conservation e); SUS 1. Resources e) | Std 3 KI; PI B | 3a Systems | 2.2.3 Practice habits that conserve, reuse, and recycle so resources and the environment last. (ext; 2.0 in block); 3.4.3 Try out different ways to save energy and cut waste. (ext; 3.0 in block) |
| EDM 2. Environment and Interior Design a) | Design shared environments and living space zones (for home, school, work, and/or community) which show respect for individual privacy needs and appreciation of large group social needs | U4 | PSI 2. Design Process (Proactive) a); HSW 3. Personal Safety d) | Std 2 KI; PI B | 3a Thinking Skills; 3a Interpersonal Skills | 11.4.4 Place furniture with design principles, traffic flow, activity, and the room's architecture in mind. (ext); 11.3 (block, content standard; block wording differs, see E.1) |
| EDM 2. b) | Create a floor plan designed to meet the needs of individuals, families, or communities | U4 | PSI 2. Design Process (Proactive) a) f.; HSW 3. Personal Safety d) | Std 2 KI; PI B | CDOS 2; 3a Technology | 11.4.3 Draw an interior space to scale using architectural symbols. (ext); 11.4.2 Judge floor plans for efficiency and safety: zones, traffic patterns, storage, and the electrical, plumbing, ventilation, and heating systems. (ext) |
| EDM 2. c) | Incorporate the elements and principles of design into a design plan | U4 (U5) | PSI 2. Design Process (Proactive) a) h.; PSI 2. Design Process (Proactive) b) | Std 2 KI; PI B | 3a Thinking Skills | 11.2.1 Judge how the elements and principles of design are used in homes and in commercial and residential interiors. (ext; 11.2 in block); 11.2.2 Examine how design elements and principles affect how a person feels in a space. (ext) |
| EDM 2. d) | Research how environmental and green home factors influence the design of functional, safe and aesthetic living spaces | U4 | SUS 2. Environmental Management f); SUS 3. Energy Conservation e) | Std 2 KI; PI B | 3a Managing Information | 11.2 (block, content standard, 3.0 wording as above); 3.4.1 Look into where homes and businesses get energy and water, how waste is handled, and where pollution comes from. (ext; 3.0 in block) |
| EDM 2. e) | Predict future housing design incorporating technology and demographic data | U4 (U7) | SUS 2. Environmental Management f); CCO 1. The Work World d) | Std 2 KI; PI B | 3a Thinking Skills | 11.5.5 Predict where design in architecture, interiors, and furnishings is heading. (ext; printed in the PSI theme block) |
| EDM 3. Consumer Resources and Finance a) | Construct a budget for implementation of a floor plan design | U4 (U2) | FCL 4. Buying Goods and Services c); FCL 4. Buying Goods and Services f) | Std 3 KI; PI C | 3a Managing Resources | 11.6.1 Work out what money and resources an interior improvement needs. (ext); 2.1.5 Use consumer skills in choices about housing, utilities, and furnishings. (ext; 2.0 in block) |
| EDM 3. b) | Use consumer skills to select household items | U4 (U2) | FCL 4. Buying Goods and Services f); FCL 4. Buying Goods and Services g) | Std 3 KI; PI B | 3a Thinking Skills | 2.1.5 (as above) (ext; 2.0 in block); 11.3.4 Appraise various interior furnishings, finishes, fixtures, appliances, and equipment to provide cost and quality choices for clients. (ext; 11.3 in block) |
| EDM 4. Career Pathways a) | Explain roles and functions of individuals engaged in environment, housing, and interior design careers | U4 | CCO 4. Career Plans a); SUS 4. Careers Related to Sustainability b) | Std 3 KI; PI E | CDOS 1 | 11.1.1 Explain what people in housing and interior design careers do. (ext; 11.1 in block) |
| EDM 4. b) | Investigate education and training requirements and opportunities for career paths in environment, housing, and interior design fields | U4 | CCO 4. Career Plans a); CCO 2. Career Clusters a) | Std 3 KI; PI E | CDOS 1 | 11.1.3 Summarize education, training, and credentialing requirements and opportunities for career paths in housing and interior design. (ext; 11.1 in block) |
| EDM 4. c) | Assess personal employability skills for careers in environment, housing, architecture, and interior design and evaluate personal suitability for these careers | U4 (U7) | CCO 4. Career Plans b); CCO 3. Employability Skills a) | Std 3 KI; PI E | CDOS 1 | 1.2.1 Examine possible careers to find what each one requires and offers in knowledge, skills, attitudes, and openings. (ext); 11.1.7 Analyze the attitudes, traits, and values of professional responsibility, accountability and effectiveness required for careers in housing and interior design. (ext) |

### B.5 N&W: Nutrition and Wellness (18 lines; primary unit U1)

State assigns: NYS FACS Standards 1, 2, 3; CDOS 1, 2, 3a; Career Ready Practices 1, 2, 3, 5, 7, 8, 10, 11, 12; National FCS 14.1 through 14.5 with all competencies 14.1.1 to 14.5.4. Caution: this module prints the older (2008) wording for many 14.x lines. The cells below quote 3.0 wording and flag where the block differs (full list in E.1).

| Line | Line text (verbatim) | Unit | CTE theme lines | NYS FACS | CDOS | National FCS 3.0 |
|---|---|---|---|---|---|---|
| N&W 1. Culinary Management a) | Identify common kitchen tools and equipment and the uses for each | U1 | HSW 4. Classroom and Workplace Safety c); HSW 4. Classroom and Workplace Safety a) | Std 1 KI; PI A | 3a Technology | 14.3.3 Show the ability to select, store, prepare, and serve food that is nourishing and looks good on the plate. (block; block wording differs); 8.3.6 Name the kinds of equipment used to process, cook, hold, store, and serve food. (ext) |
| N&W 1. b) | Demonstrate safety and sanitation procedures when handling food and equipment | U1 (U0, U6) | HSW 4. Classroom and Workplace Safety a); HSW 2. Disease Prevention b) | Std 1 KI; PI B | 3a Personal Qualities | 14.4.1 Examine the conditions and habits that keep food safe to eat. (block); 14.4.5 Examine what causes foodborne illness, which foods are risky, and how to prevent it. (block; block wording differs) |
| N&W 1. c) | Demonstrate accurate measuring of dry/solid, liquid, and small quantity ingredients | U1 | HSW 4. Classroom and Workplace Safety c); PSI 1. Problem Solving e) | Std 1 KI; PI A | 3a Basic Skills | 8.5.3 Demonstrate knowledge of portion control and proper scaling and measurement techniques (ext) |
| N&W 1. d) | Prepare a simple recipe | U1 (U6) | HSW 4. Classroom and Workplace Safety c); HSW 4. Classroom and Workplace Safety d) | Std 1 KI; PI A | CDOS 2; 3a Basic Skills | 14.3.3 (as above) (block) |
| N&W 1. e) | Plan a nutritious meal | U1 | HSW 1. Health Practices c); FCL 4. Buying Goods and Services c) | Std 1 KI; PI A | 3a Managing Resources | 14.3.1 Use current dietary guidelines to plan for nutrition and wellness needs. (block; block prints "various dietary guidelines") |
| N&W 1. f) | Safely store food items | U1 (U6) | HSW 2. Disease Prevention b); SUS 2. Environmental Management h) | Std 1 KI; PI B | 3a Systems | 14.3.3 (as above) (block); 8.2.6 Show correct purchasing, receiving, storage, and handling of raw and prepared foods. (ext) |
| N&W 1. g) | Prepare and serve a simple meal | U1 (U6) | HSW 4. Classroom and Workplace Safety c); CIR 3. Workplace Communication f) | Std 1 KI; PI A | 3a Interpersonal Skills; 3a Managing Resources | 14.3.3 (as above) (block) |
| N&W 1. h) | Demonstrate appropriate table setting | U1 | HSW 4. Classroom and Workplace Safety e); CIR 3. Workplace Communication f) | Std 1 KI; PI A | 3a Personal Qualities | 14.3.3 (as above) (block); 8.5.12 Plate, garnish, and present food to a professional standard. (ext) |
| N&W 1. i) | Practice food sharing behaviors that show consideration for other cultures and promote social acceptance | U1 (U6) | CIR 6. Conflict Prevention and Management d); CIR 6. Conflict Prevention and Management f) | Std 1 KI; PI C | 3a Interpersonal Skills | 14.1.2 Look into how psychology, culture, and social pressure shape food choices and nutrition habits. (block; block prints "Analyze"); 6.2.4 Treat people of every age, gender, culture, and background with respect and fairness. (ext) |
| N&W 2. Nutrition Across the Lifespan a) | Identify nutrient groups, common sources of nutrients, and nutrient requirements across the lifespan | U1 | HSW 1. Health Practices c); HSW 1. Health Practices b) | Std 1 KI; PI A | 3a Basic Skills | 14.2.1 Judge how nutrition affects health, wellness, and performance. (block; block wording differs); 14.2.2 Examine how nutrition and wellness connect to individual and family health at every stage of life. (block); 9.3.1 Analyze nutrient requirements across the life span addressing the diversity of people, culture, and religions. (ext) |
| N&W 2. b) | Describe the relationship of nutrition and physical activity to the wellness of individuals and families | U1 | HSW 1. Health Practices a); HSW 1. Health Practices d) | Std 1 KI; PI A | 3a Thinking Skills | 14.2.2 (as above) (block); 14.1.1 Explain the physical, emotional, social, psychological, cultural, and spiritual sides of individual and family wellness. (block; block omits "cultural") |
| N&W 2. c) | Identify sources of authentic and credible dietary information | U1 | HSW 1. Health Practices e); PSI 4. Research Applications in CTE b) b. | Std 1 KI; PI A | 3a Managing Information | 14.2.4 Examine sources of food and nutrition information, food labels included, for what they say about health. (block) |
| N&W 2. d) | Identify psychological influences on nutrition and food choice relating to diet | U1 | HSW 5. Social-Emotional Learning c); FCL 4. Buying Goods and Services e) | Std 1 KI; PI C | 3a Thinking Skills | 14.1.2 (as above) (block); 14.2.3 Analyze the effects of food and diet fads, food addictions, and eating disorders on wellness. (block; coordinate with the health teacher) |
| N&W 3. Consumer Resources and Finance a) | Create and organize a shopping list | U1 (U6) | FCL 4. Buying Goods and Services c); FCL 4. Buying Goods and Services i) | Std 3 KI; PI C | 3a Managing Resources | 14.3.3 (as above) (block); 2.1.3 Examine the decisions behind providing food that is safe and nourishing for individuals and families. (ext) |
| N&W 3. b) | Describe and demonstrate food purchasing strategies that maximize the benefits of the food budget | U1 (U6, U2) | FCL 4. Buying Goods and Services g); FCL 4. Buying Goods and Services f) | Std 3 KI; PI B | 3a Basic Skills; 3a Managing Resources | 2.1.3 (as above) (ext); 14.1.3 Look into how government, the economy, and technology shape food choices and practices. (block; block prints "Analyze") |
| N&W 3. c) | Identify monetary influences on one's ability to select and purchase nutritious foods | U1 (U6) | FCL 4. Buying Goods and Services b); SUS 1. Resources f) | Std 3 KI; PI A | 3a Thinking Skills | 14.1.3 (as above) (block); 14.3.4 Judge policies and practices that affect food security, sustainability, food integrity, and family nutrition. (ext; printed in FSP block) |
| N&W 4. Career Pathways a) | Investigate careers in nutrition, wellness, and culinary arts and identify the pathways to reach them | U1 | HSW 7. Careers in Health, Safety, and Wellness Fields a); CCO 2. Career Clusters a) | Std 3 KI; PI E | CDOS 1 | 9.1.1 Explain what people in food science, food technology, dietetics, and nutrition careers do. (ext); 8.1.3 Sum up the education and training that food production and service career paths require and where they lead. (ext) |
| N&W 4. b) | Assess personal knowledge, skills, and interest in careers in nutrition, wellness, and culinary arts and evaluate personal suitability for these careers | U1 (U7) | HSW 7. Careers in Health, Safety, and Wellness Fields c); CCO 4. Career Plans b) | Std 3 KI; PI E | CDOS 1 | 1.2.1 Examine possible careers to find what each one requires and offers in knowledge, skills, attitudes, and openings. (ext) |

### B.6 FSP: Food Systems and Production (25 lines; primary unit U6)

State assigns: NYS FACS Standards 1, 2, 3; CDOS 1, 2, 3a; Career Ready Practices 2, 4, 5, 6, 7, 8, 9, 12; National FCS 14.1.1 to 14.1.5, 14.3.3, 14.3.4, 14.4.1, 14.4.2, 14.4.3 (this block matches 3.0 wording).

Note on FSP 1. Basic Culinary Skills: lines b) to e) repeat N&W 1. a) to d) almost word for word. They are taught first in U1 and demonstrated again in U6 with regional recipes. The standards map should list them under U6 as the FSP module's own lines, with U1 as the first teaching.

| Line | Line text (verbatim) | Unit | CTE theme lines | NYS FACS | CDOS | National FCS 3.0 |
|---|---|---|---|---|---|---|
| FSP 1. Basic Culinary Skills a) | Apply basic culinary and management skills to the preparation of nutritious food | U6 (U1) | HSW 4. Classroom and Workplace Safety c); CIR 3. Workplace Communication f) | Std 1 KI; PI A | CDOS 2; 3a Managing Resources | 14.3.3 Show the ability to select, store, prepare, and serve food that is nourishing and looks good on the plate. (block) |
| FSP 1. b) | Identify common kitchen tools, equipment, and the uses for each | U6 (U1) | HSW 4. Classroom and Workplace Safety c); HSW 4. Classroom and Workplace Safety a) | Std 1 KI; PI A | 3a Technology | 8.3.6 Name the kinds of equipment used to process, cook, hold, store, and serve food. (ext); 14.3.3 (as above) (block) |
| FSP 1. c) | Demonstrate safety and sanitation procedures when handling food and tools | U6 (U1, U0) | HSW 4. Classroom and Workplace Safety a); HSW 2. Disease Prevention b) | Std 1 KI; PI B | 3a Personal Qualities | 14.4.1 Examine the conditions and habits that keep food safe to eat. (block); 14.4.2 Examine safety and sanitation practice. (block) |
| FSP 1. d) | Demonstrate accurate measuring of dry/solid, liquid, and small quantity ingredients | U6 (U1) | HSW 4. Classroom and Workplace Safety c); PSI 1. Problem Solving e) | Std 1 KI; PI A | 3a Basic Skills | 8.5.3 Demonstrate knowledge of portion control and proper scaling and measurement techniques (ext) |
| FSP 1. e) | Prepare a simple recipe | U6 (U1) | HSW 4. Classroom and Workplace Safety c); HSW 4. Classroom and Workplace Safety d) | Std 1 KI; PI A | CDOS 2 | 14.3.3 (as above) (block) |
| FSP 2. Food Preparation a) | Identify specific foods from the region being studied | U6 | SUS 2. Environmental Management h); CIR 6. Conflict Prevention and Management d) | Std 1 KI; PI A | 3a Managing Information | 14.1.4 Examine how events and conditions, local to global, change what people eat. (block) |
| FSP 2. b) | Explore factors affecting regional food choices | U6 | SUS 2. Environmental Management h); FCL 4. Buying Goods and Services g) | Std 1 KI; PI A | 3a Thinking Skills | 14.1.4 (as above) (block); 14.1.2 Look into how psychology, culture, and social pressure shape food choices and nutrition habits. (block) |
| FSP 2. c) | Prepare foods from the region being studied using ingredients common to the region | U6 | HSW 4. Classroom and Workplace Safety c); CIR 3. Workplace Communication f) | Std 1 KI; PI A | CDOS 2; 3a Managing Resources | 14.3.3 (as above) (block); 8.5.7 Prepare fruits, vegetables, starches, legumes, dairy, fats, and oils safely and with professional technique. (ext) |
| FSP 2. d) | Demonstrate the skills and techniques common to food preparation of the region | U6 | HSW 4. Classroom and Workplace Safety c); PSI 1. Problem Solving e) | Std 1 KI; PI A | 3a Technology | 14.3.3 (as above) (block); 8.5.14 Cook in ways that raise nutritional value, cut calories and fat, and use herbs and spices for flavor. (ext) |
| FSP 2. e) | Practice safety and sanitation practices and procedures in the preparation of food | U6 (U1) | HSW 2. Disease Prevention b); HSW 4. Classroom and Workplace Safety i) | Std 1 KI; PI B | 3a Personal Qualities | 14.4.1 (as above) (block); 8.2.7 Show safe food handling and preparation that keeps hazardous foods from cross contaminating others. (ext) |
| FSP 3. Current Issues Related to Food in Global Societies a) | Describe factors affecting the food supply, including but not limited to geography, climate, economics, transportation systems, farming methods, energy, population density, political systems, natural disasters, and food waste | U6 | SUS 2. Environmental Management k); SUS 2. Environmental Management h) | Std 3 KI; PI B | 3a Systems | 14.4.3 Examine how changes in food production and distribution, sustainability, organic farming, and genetically modified foods included, shape the food supply. (block) |
| FSP 3. b) | Identify how current laws, regulations, and policies affect the availability, selection, and preparation of food in various regions and countries | U6 | SUS 2. Environmental Management l); FCL 4. Buying Goods and Services h) | Std 3 KI; PI B | 3a Managing Information | 14.1.5 Examine laws and regulations that touch nutrition and wellness. (block) |
| FSP 3. c) | Explore factors that create current food-related health concerns around the world | U6 | PSI 4. Research Applications in CTE a); HSW 2. Disease Prevention a) | Std 1 KI; PI A | 3a Managing Information | 14.1.4 (as above) (block); 14.3.4 Judge policies and practices that affect food security, sustainability, food integrity, and family nutrition. (block) |
| FSP 4. Future of Food in a Global Society a) | Understand the components of sustainable food systems | U6 | SUS 1. Resources a); SUS 2. Environmental Management h) | Std 3 KI; PI B | 3a Systems | 14.3.4 (as above) (block); 8.5.13 Build sustainability into food work, from menu planning and buying through preparation, service, storage, recycling, and waste. (ext) |
| FSP 4. b) | Explore the advantages and disadvantages of selecting and purchasing sustainable food products | U6 (U1) | FCL 4. Buying Goods and Services f); SUS 1. Resources f) | Std 3 KI; PI B | 3a Thinking Skills | 14.4.3 (as above) (block); 2.5.1 Examine how resources get used when individuals, families, and communities choose among needs and wants. (ext) |
| FSP 4. c) | Evaluate the quality of foods produced through sustainable methods | U6 | SUS 1. Resources e); PSI 1. Problem Solving a) | Std 1 KI; PI A | 3a Thinking Skills | 14.4.3 (as above) (block); 9.5.6 Run sensory evaluations of food products. (ext) |
| FSP 4. d) | Identify the consequences of food scarcity and hunger on society | U6 (U3) | SUS 2. Environmental Management b); CCO 5. Community Needs Assessment b) | Std 3 KI; PI A | 3a Thinking Skills | 14.3.4 (as above) (block); 14.1.4 (as above) (block) |
| FSP 4. e) | Explore technological advances that affect the global food supply | U6 | PSI 1. Problem Solving c); PSI 1. Problem Solving d) | Std 3 KI; PI B | 3a Technology | 14.5.1 Look into how advances in science and technology change the nutrients, availability, and safety of food. (ext; printed in N&W block with older wording) |
| FSP 5. Consumer Resources and Finance a) | Demonstrate management of individual and family resources to select and purchase food | U6 (U1) | FCL 4. Buying Goods and Services c); FCL 4. Buying Goods and Services i) | Std 3 KI; PI C | 3a Managing Resources | 2.1.3 Examine the decisions behind providing food that is safe and nourishing for individuals and families. (ext); 2.1 Demonstrate management of individual and family resources such as food, clothing, shelter, health care, recreation, transportation, time, and human capital. (ext, content standard) |
| FSP 5. b) | Analyze decisions about providing safe and nutritious food for individuals and families | U6 (U1) | FCL 4. Buying Goods and Services f); HSW 2. Disease Prevention b) | Std 3 KI; PI B | 3a Thinking Skills | 2.1.3 (as above; the state line is this competency word for word) (ext) |
| FSP 5. c) | Apply consumer skills to selecting and purchasing of food items | U6 (U1) | FCL 4. Buying Goods and Services g); FCL 4. Buying Goods and Services e) | Std 3 KI; PI B | 3a Basic Skills | 2.1.3 (as above) (ext); 14.2.4 Examine sources of food and nutrition information, food labels included, for what they say about health. (ext; printed in N&W block) |
| FSP 5. d) | Apply time management, organizational, and process skills to prioritize tasks and achieve goals | U6 (U1, U2) | CIR 3. Workplace Communication f); PSI 1. Problem Solving e) | Std 3 KI; PI C | 3a Managing Resources | 2.1.1 Use time management, organization, and step-by-step process skills to rank tasks and reach goals. (ext; the state line is this competency word for word; printed in IGLR block) |
| FSP 6. Career Pathways a) | Explain roles and functions of individuals engaged in food industry careers | U6 | CCO 4. Career Plans a); SUS 4. Careers Related to Sustainability a) | Std 3 KI; PI E | CDOS 1 | 8.1.1 Explain what people in food production and food service careers do. (ext) |
| FSP 6. b) | Investigate education, training requirements, and opportunities for career paths in global food industry | U6 | CCO 4. Career Plans a); CCO 7. Career Pathways c) | Std 3 KI; PI E | CDOS 1 | 8.1.3 Sum up the education and training that food production and service career paths require and where they lead. (ext); 9.1.3 Sum up the education and training that food science, dietetics, and nutrition career paths require. (ext) |
| FSP 6. c) | Assess personal employability skills for careers in the global foods industry and evaluate personal suitability for said careers | U6 (U7) | CCO 3. Employability Skills a); CCO 4. Career Plans b) | Std 3 KI; PI E | CDOS 1 | 1.2.1 Examine possible careers to find what each one requires and offers in knowledge, skills, attitudes, and openings. (ext); 1.2.8 Show the work habits, ethics, and professional conduct employers expect. (ext) |

Row count check: IGLR 20 + HDR 28 + ATPD 19 + EDM 14 + N&W 18 + FSP 25 = 124 rows.



## PART C. Theme module summaries

Each theme lists its topic areas with lettered line counts (from the state text), the units that carry it, and the theme's own FACS illustrative activity (the state's example, one line).

### C.1 CCO: Career and Community Opportunities (7 topic areas, 24 lines)

Topic areas: 1. The Work World (4); 2. Career Clusters (4); 3. Employability Skills (4); 4. Career Plans (4); 5. Community Needs Assessment (3); 6. Participation in Community Activities (2); 7. Career Pathways (3).
Units carrying it: U2 (primary: career clusters, employability, career plan), U7 (primary: resume, interview, pitch), U0 (3b, 3d teamwork), U3 (5a, 5b, 6b), U4 (4a, 4b), U5 (2a, 4a), U6 (4a, 7c). Every unit's Career Pathways topic pairs with CCO 4. Career Plans a) or CCO 2. Career Clusters a).
FACS illustrative activity (state text): Career Plan, "Create a career plan using the NYS Career Zone, a career exploration resource used to promote career development. Students complete a self-assessment activity to help them identify personal interests and career goals."

### C.2 CIR: Communication and Interpersonal Relationships (7 topic areas, 36 lines)

Topic areas: 1. Communication (6); 2. Listening (4); 3. Workplace Communication (6); 4. Relationships (5); 5. Peer Relationships (6); 6. Conflict Prevention and Management (6); 7. Careers in the Communication and Human Services Field (3).
Units carrying it: U0 (primary: communication game, 1f, 2d, 3f), U3 (primary: 4, 5, 6, 7), U7 (primary: 3a, 3f, elevator pitch), U1 (3f lab teams, 6d, 6f), U2 (1f), U5 (3f), U6 (3f, 6d).
FACS illustrative activity (state text): Fact Checking, students choose a popular-source article on a peer relationship issue such as bullying or safe use of social media, list its key claims, and "conduct a 'fact check' using a scholarly source on the same issue."

### C.3 FCL: Financial and Consumer Literacy (6 topic areas, 35 lines)

Topic areas: 1. Earning Income (6); 2. Saving, Investing, and Sharing (6); 3. Protecting and Insuring (4); 4. Buying Goods and Services (9); 5. Payment Options and Credit (7); 6. Careers in Financial and Consumer Services (3).
Units carrying it: U2 (primary: all six topics, Skittles market game, ClassroomStreet), U1 (primary: 4c, 4f, 4g, 4i, $40 project), U5 (primary: 4b, 4c, 4f, 4g, 4h), U6 (primary: 4c, 4e, 4f, 4g, 4h), U4 (4c, 4f, 4g), U3 (4b, 4c, 4e), U7 (1a, 1b, 6a, 6b). The state's own note: every content module except HDR has a Consumer Resources and Finance topic.
FACS illustrative activity (state text): Personal Finance Fair, "Students plan and conduct a service learning or FCCLA project to provide a Personal Finance Fair for school families."

### C.4 HSW: Health, Safety, and Wellness (7 topic areas, 40 lines)

Topic areas: 1. Health Practices (7); 2. Disease Prevention (5); 3. Personal Safety (5); 4. Classroom and Workplace Safety (9); 5. Social-Emotional Learning (6); 6. Stress Management (5); 7. Careers in Health, Safety, and Wellness Fields (3).
Units carrying it: U0 (primary: 4a, 4b, 4g safety agreement), U1 (primary: 1, 2b, 4a to 4e, 7), U3 (primary: 5, 6, 3c, 3e), U4 (primary: 3c, 3d, 3e), U6 (primary: 2b, 4i kitchen inspections), U5 (4c, 4d, 4e sewing safety), U2 (5c decision making), U7 (1f). The safety thread the course runs through every unit is HSW 4. Classroom and Workplace Safety.
FACS illustrative activity (state text): Nutrition and Health Claims, students arrange packaged foods "from most healthy to least healthy based on the claims made on the packages," then research the claims "as defined by the Nutrition Labeling and Education Act (NLEA)."

### C.5 PSI: Problem Solving and Innovation (5 topic areas, 16 lettered lines plus 26 sub-lines)

Topic areas: 1. Problem Solving (5); 2. Design Process (Proactive) (2 lettered, with sub-lines a. to i. under a)); 3. Troubleshooting Process (Reactive) (2 lettered, with sub-lines a. to f. under a)); 4. Research Applications in CTE (4 lettered, with sub-lines under a), b), c)); 5. Careers in Problem Solving, Invention, and Innovation (3).
Units carrying it: U4 (primary: 2a design process, tiny house or bedroom model), U5 (primary: 2a upcycle challenge, 3a troubleshooting a stitch or seam), U7 (primary: 1c, 1d, 2a, product pitch), U0 (1e five-step decision simulation), U1 (1a, 4b credible sources, safety contract), U3 (2a babysitter kit or stress plan design), U6 (4a, 4b, 4c research on food issues), U2 (1e).
FACS illustrative activity (state text): Reworking Spaces, students identify school areas "not functioning well due to space issues" and "apply the design process to create plans to rework the spaces to improve functioning."

### C.6 SUS: Sustainability (4 topic areas, 30 lines)

Topic areas: 1. Resources (7); 2. Environmental Management (12); 3. Energy Conservation (8); 4. Careers Related to Sustainability (3).
Units carrying it: U4 (primary: 1c, 2a, 2f, 3a to 3e, 3h), U6 (primary: 1a, 1e, 2h, 2j, 2k, 2l), U5 (primary: 1e, 1g, 2e, 3c upcycling and care), U1 (2h food waste, composting), U2 (1f), U7 (1b), U3 (1b if the delayed gratification activity is used).
FACS illustrative activity (state text): Product Lifecycles, students trace a household item's lifecycle and "apply this learning to a recycle/upcycle/repurposing project, such as recycling t-shirts into reusable shopping bags."



## PART D. Coverage check

### D.1 Units versus modules

P = primary (the unit is built on it), S = secondary (named lines or a thread), blank = not covered.

| Unit | IGLR | HDR | ATPD | EDM | N&W | FSP | CCO | CIR | FCL | HSW | PSI | SUS | Themes hit |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| U0 Launch | S | S |  | S | S | S | S | P |  | P | S |  | 4 |
| U1 Nutrition and Wellness |  |  |  |  | P | S | S | S | P | P | S | S | 6 |
| U2 Individual Growth and Life Readiness | P | S | S | S | S |  | P | S | P | S | S | S | 6 |
| U3 Human Development and Relationships | S | P |  |  |  | S | S | P | S | P | S | S | 6 |
| U4 Environmental Design and Management | S |  | S | P |  |  | S |  | S | P | P | P | 5 |
| U5 Apparel and Textile Production and Design | S | S | P | S |  |  | S | S | P | S | P | P | 6 |
| U6 Food Systems and Production |  | S | S | S | S | P | S | S | P | P | S | P | 6 |
| U7 Capstone | S | S |  | S | S | S | P | P | S | S | P | S | 6 |

How to read the secondary marks: U0 touches IGLR 3b, 3c; HDR 3b, 4a, 4c; EDM 1b, 1c (room safety); N&W 1b and FSP 1c (kitchen safety agreement). U2 touches HDR 4g transitions; ATPD 4c and EDM 3a budgets; N&W 3b shopping strategies. U3 touches IGLR 2c, 3e; FSP 4d hunger and community. U4 touches IGLR 4b; ATPD 2d repurposing. U5 touches IGLR 4b; HDR 2d image; EDM 2c design elements. U6 touches HDR 5d culture; ATPD 4d global responsibility; EDM 1d conservation; N&W 1i, 3a to 3c. U7 touches IGLR 3d, 5b; HDR 2e; EDM 2e; N&W 4b; FSP 6c career self-assessment.

### D.2 Content-module lines with no unit assigned

None. All 124 lines have a primary unit. Lines that live mostly in a secondary unit and should be checked when the unit plans are written:
- IGLR 3. b) and 3. c) are primary in U0 (5 days) and reinforced in U2. If U0 is cut, move them to U2.
- IGLR 3. d) and 5. b) are primary in U7. If U7 is cut for a 30-week schedule, move them to U2.
- FSP 1. b) to e) are demonstrated first in U1. If U6 is cut, the FSP module still has 1. a) through 6. c) uncovered except for those four lines; do not cut U6 without reassigning FSP 2 through 6.

### D.3 Themes with fewer than three units

None. Counting primary and secondary: CCO 8 units, CIR 7, FCL 7, HSW 8, PSI 8, SUS 7. Every unit hits at least four themes; six of the eight hit all six.

### D.4 State typos and oddities in lines this course will cite (from the "not changed" list in standards_extract.md)

Quote these exactly as printed when citing; add "[sic]" on teacher-facing pages if desired, never on student-facing pages.
- HDR 3. a) reads "Define the terms “pee” and “peer pressure”" (the PDF says "pee"; "peer" is meant).
- HDR topic numbering: this crosswalk cites the NYSED 2023 copy, where the topics run 1 to 7 with no gap, so Parenting is "HDR 6." and Career Pathways is "HDR 7." The June 2018 preliminary release printed them as 7 and 8 with no topic 6; the state fixed the gap in the May 2023 reformat, and Sal decided on 2026-09-14 that the build follows the state's current copy.
- EDM 1. b) in the 2018 PDF read "Plan ways of maintaining Identify common safety hazards found in living spaces..." with two phrases fused. The NYSED 2023 copy prints it cleanly ("Identify common safety hazards found in living spaces and describe ways to minimize risks to individuals, families, and household members") and the build cites that wording as of 2026-09-15 (see E.5).
- N&W Standards Addressed line 14.4.4 ends mid-sentence at "protect the health of". The 3.0 text completes it: "Investigate federal, state, and local inspection and labeling systems that protect the health of individuals and the public."
- IGLR Sustainability activity title is "Preserving Natural Resources in Leisure Activiites."
- HDR Mindfulness Journal activity ends "share and discuss with the with class."
- HDR, ATPD, and EDM PDFs print "Standards 3a" instead of "Standard 3a." Cite "CDOS 3a."
- Career Ready Practice 2 is printed "Apply appropriate and academic and technical skills" in most PDFs; N&W prints "Apply appropriate academic and technical skills." Use the N&W wording.
- The second theme's heading inside the content modules is sometimes "Career and Community Opportunities" (IGLR, EDM, N&W) and sometimes "Career and Community Connections" (HDR, ATPD, FSP); the theme module's own MODULE CONTENT line also says "Connections." Use "Career and Community Opportunities" as the official theme name.
- In N&W the second theme activity heading is just "Communication."
- Theme FCL 1. f) reads "Understand that national and global economic factors that may impact personal income."
- Theme PSI 4. b) c. reads "Evaluating the value of the of research sources."
- Theme SUS 1. c) reads "Define and give example of renewable and non-renewable resources."
- Theme CIR ITEEA line H says "transfered"; Theme SUS ITEEA line G says "influence by"; PSI NBEA Computation list has two items labeled "V." (none of these are FACS lines; listed for completeness).
- Theme 01 NBEA URL is malformed; Theme 04, 05, 06 print "Common Core Technical Core Standards" in the note line. Not FACS lines.
- IGLR CDOS header omits the word "Studies."



## PART E. Verification notes

### E.1 National FCS numbers printed in a module's Standards Addressed block that could not be confirmed, or whose wording differs, against the 3.0 text in external_standards.md

**Not present in the 3.0 text at all (could not confirm):**
- IGLR block: 2.7.2 "Analyze how education, income, career, and life choices relate to achieving financial goals"; 2.7.3 "Manage money effectively by developing financial goals and budgets"; 2.7.4 "Manage credit and debt to remain both creditworthy and financially secure." Area 2 in the 3.0 compilation runs 2.1 to 2.6; there is no 2.7. These look like a numbering scheme from another edition or draft. Do not cite 2.7.x. For the same content cite 2.6.1, 2.6.2, 3.3.2, 3.3.3, 3.3.4 (all confirmed in 3.0).
- HDR block: Human Services Career Cluster standards 2, 5, 6; Early Childhood Development and Services Career Pathway 1, 2, 7, 8; Family and Community Services Career Pathway 2. These are Advance CTE cluster standards, not National FCS; external_standards.md does not cover them. Could not confirm.
- HDR 1. d) would fit National FCS 4.3 competencies (Education and Early Childhood). Area 4 competencies were not extracted in external_standards.md; only the content standard 4.3 is confirmed. Cite 4.3 as a content standard only, or leave it out.
- Not extracted or cut off in external_standards.md and therefore not citable yet: Area 4, 5, 10 competencies; 11.9.2 onward (fetch returned only 11.9.1); 16.7.3 to 16.7.6 (only 2nd edition text found). None are needed for grades 6 to 8.

**Present in 3.0 but the module block prints different wording (cite the 3.0 wording):**
- IGLR 1.2.3 and 1.2.4: block omits "and with diverse populations."
- IGLR 12.2.4: block prints "influence of life events"; 3.0 prints "influences of life events."
- EDM 11.2: block prints "housing and design theories and concepts"; 3.0 prints "housing and design concepts and theories."
- EDM 11.3: block prints "Apply interior design knowledge, skills, and processes"; 3.0 prints "Apply residential and commercial interior design knowledge, skills and processes."
- EDM 3.0 comprehensive: block prints "needed for careers in consumer services"; 3.0 prints "needed for a career in consumer services."
- N&W block (the worst case; it appears to reproduce 2008 wording): 14.1.1 omits "cultural"; 14.1.2 and 14.1.3 print "Analyze" for 3.0 "Investigate"; 14.1.4 prints "global and local" for 3.0 "global, regional, and local"; 14.2 prints "Evaluate the nutritional needs" for 3.0 "Examine the nutritional needs"; 14.2.1 prints "Analyze the effect of nutrients on health, appearance, and peak performance" for 3.0 "Evaluate the effect of nutrition on health, wellness and performance"; 14.3.1 prints "various dietary guidelines" for "current dietary guidelines"; 14.3.2 prints "meet the health and nutrition requirements of individuals and families with special needs" for 3.0 "address the health and nutritional recommendations for individuals and families, including those with special needs"; 14.3.3 prints "nutritious and aesthetically pleasing foods" for 3.0 "nutritious, aesthetically pleasing food and food product"; 14.4.2 adds "throughout the food chain"; 14.4.3 is the shorter 2008 sentence; 14.4.4 is truncated; 14.4.5 prints "food borne illness factors, including causes, foods at risk, and methods of prevention commercially and by individuals and families" for 3.0 "foodborne illness factors, including causes, potentially hazardous foods, and methods of prevention"; 14.4.6 prints "Analyze public dialogue about food safety and sanitation" for 3.0 "Analyze current consumer information about food safety and sanitation"; 14.5 prints "food composition, safety, and other issues" for 3.0 "food, nutrition, and wellness"; 14.5.1 prints "Analyze how" for "Investigate how." The FSP block, by contrast, prints 3.0 wording for every line it cites.
- Theme blocks: CCO 1.3 prints "individual and family participate in community and civic activities" (3.0: "participation"); CIR 13.4 prints "Evaluate effective conflict management techniques" (3.0: "Evaluate effective conflict prevention and management techniques"); FCL 2.0 omits "in a global context," FCL 3.2 prints "Analyze factors that affect consumer advocacy" (3.0 adds "including cultural, political, and geographical influences"), FCL 3.3 prints "Analyze factors in developing a long-term financial management plan" (3.0: "Analyze factors in guiding development of long-term financial management plans"); PSI 3.5.1 omits "for diverse populations"; PSI 11.0 and 16.0 comprehensive statements print "needed for a career in" where 3.0 prints "required for careers in."

**Confirmed in 3.0 with matching wording:** every other number in every block, including all of the IGLR 1.2.x, 2.1.x, 2.4.3, 2.5.x, 2.6.x, 12.1.1, 13.x lines; HDR 6.1, 6.2, 15.1, 15.2; ATPD 16.1, 16.2, 16.4; EDM 11.1; FSP 14.1.1 to 14.1.5, 14.3, 14.3.3, 14.3.4, 14.4, 14.4.1 to 14.4.3; HSW 1.2, 1.2.7, 9.2, 14.1, 14.1.1; PSI 3.5, 3.5.2, 3.5.3, 11.3, 11.3.6, 11.5, 11.5.5, 16.3, 16.3.4, 16.3.7; SUS 3.4, 3.4.1 to 3.4.5.

### E.2 Numbering oddities

- HDR numbering: resolved 2026-09-14. The 2018 release had no topic 6 (a numbering slip); the 2023 reformat renumbered Parenting to 6 and Career Pathways to 7, and this crosswalk now cites the 2023 numbers throughout.
- PSI nests sub-lines a. to i. under lettered lines. Cite as "CTE PSI 2. Design Process (Proactive) a) f." The extract counts these as 16 lettered lines and 26 sub-lines; no other module nests.
- N&W 14.4.4 is truncated in the PDF (see D.4).
- IGLR's 2.7.x numbers do not exist in 3.0 (see E.1).
- The NYS FACS Standard 3 statement is printed "understand and be able to manage" in five PDFs and "understand and can manage" in EDM. Use "understand and be able to manage" (matches the NYLearns text).
- Career Ready Practices: no single PDF prints all twelve; the extract assembles the list from all twelve PDFs. CCTC source text was not fetched (external_standards.md open question 10), so cite Career Ready Practices as printed in the module, and only as a secondary citation.

### E.3 NYS FACS standard assignments the teacher should decide on

The state's blocks assign only Standard 2 to HDR and ATPD. That leaves lines with no natural PI:
- HDR 5. Family Role in Society (a to f) and 7. Parenting (b) fit Standard 3 PI A ("Students understand how the family can provide for the economic, physical, and emotional needs of its members") better than anything in Standard 2.
- HDR 7. and ATPD 5. Career Pathways fit Standard 3 PI E ("Students identify their own abilities and interests as possible guides to career choice").
- ATPD 4. Consumer Resources and Finance (a to c) fits Standard 3 PI B and PI C (budgeting) better than Standard 2 PI C.
- The tables above stay inside the state's block and mark these "see E.3." Decision needed: (a) cite only what the state block allows, or (b) add Standard 3 as a second citation on those lines with a note that the state block lists only Standard 2. Option (b) is more honest to the content; option (a) is safer if a reviewer checks the module PDFs. Recommendation: (b), with the note.

### E.4 Text sources that still need a by-hand check

- NYS FACS Learning Standards, Intermediate: text is from NYLearns, not the NYSED PDF (blocked to automated fetch). PI letters A to E are NYLearns' codes. Confirm wording and bullet order against https://www.nysed.gov/sites/default/files/programs/career-technical-education/learning-standards-for-health-physical-education-and-family-and-consumer-sciences-at-three-levels.pdf before the standards map page goes live.
- CDOS 3a Intermediate performance indicators: six of eight confirmed only through the Xello reproduction of the NYSED document (Basic Skills and Managing Information also confirmed on NYLearns). Confirm against https://www.nysed.gov/sites/default/files/programs/career-technical-education/cdoslea.pdf.
- National FCS 3.0: all quotations come from the LEAD FCS compilation PDF as fetched into external_standards.md. Spot check 14.x, 16.x, 11.4.x, and 2.1.x against https://www.leadfcsed.org/uploads/1/8/3/9/18396981/national_standards_for_fcs.pdf and credit LEAD FCS Education on the site.

### E.5 The NYSED 2023 module versions: checked 2026-09-14, two real differences found

All 124 content lines and all theme lines in this crosswalk come from the June 2018 "Preliminary Release for Field Review and Piloting" PDFs downloaded from nyctecenter.org. On 2026-09-14, ten of the twelve NYSED-hosted copies (content modules headed "Updated 5-2023, REFORMATTED MAY 2023"; theme modules headed "UPDATED JUNE 2023") were verified against the 2018 structure by automated fetch. Two could not be fetched that day and remain to check by hand: the EDM content module and the CIR theme module (URLs below).

**Modules that match the 2018 structure, topic for topic and line count for line count:** IGLR, N&W, FSP, CCO, FCL, HSW, PSI (its Design Process sub-lines counted individually by the checker, same content), SUS (topic 2 confirmed a) to l), all twelve lines verbatim).

**Two real differences:**

1. **HDR is renumbered.** The 2023 copy fixes the 2018 numbering gap: topics now run 1 to 7 with no gap, so Parenting is printed 6 (2018: 7) and Career Pathways is printed 7 (2018: 8). Every "HDR 6." and "HDR 7." citation in this build matches the 2018 release and does not match the state's current PDF. DECIDED and DONE 2026-09-14: the build cites the 2023 numbering everywhere; the version note lives in the HDR section of Part B and in E.4.
2. **The 2023 ATPD copy appears defective.** Its topic "4. CONSUMER RESOURCES AND FINANCE" carries only the two Career Pathways lines ("Identify career paths in the textiles and apparel field"; "Investigate a career in clothing or textiles..."), and there is no topic 5. The four 2018 consumer lines, including ATPD 4. a) (constructing versus purchasing) and 4. b) (comparing cost across vendors), which Unit 5's consumer topic teaches, appear nowhere in the 2023 PDF; three separate automated reads confirmed, including a phrase search. This looks like content lost in the reformat, not a curriculum decision: the guiding framework at nyctecenter still carries the lines. Until NYSED clarifies, this build keeps citing the 2018 ATPD lines with a version note. [Sal: this is worth one email to NYSED CTE asking whether the 2023 ATPD PDF dropped Consumer Resources and Finance on purpose. Attach both PDFs.]

The 2018-release URLs, for the two modules still unchecked by automated fetch (download by hand and compare against the 2018 text):
- https://www.nysed.gov/sites/default/files/programs/career-technical-education/04-environmental-design-and-management.pdf
- https://www.nysed.gov/sites/default/files/programs/career-technical-education/02-communication-and-interpersonal-relationships_0.pdf (corrected 2026-09-15; the earlier URL without the 02 prefix returns 404)
Things to check in those two: the EDM 1. b) typo, and CIR's seven-topic structure (2018: 1:6, 2:4, 3:6, 4:5, 5:6, 6:6, 7:3 lettered lines).

**Checked 2026-09-15 (both PDFs hand-downloaded by Sal, copies in `NYS Module PDFs/` named "NYSED 2023 - ..."):**

- **EDM matches**, four topics, 14 lines, same order and same letters. Three wording differences, all typo-level: the 2023 copy fixes the 2018 fusion in 1. b) (it now reads "Identify common safety hazards found in living spaces and describe ways to minimize risks to individuals, families, and household members", and the build re-cited to that wording the same day, six places in Unit 4 plus the Part B row); the 2023 copy introduces a new typo in 2. a) ("living space ones" for "living space zones"; the build keeps "zones"); and 2. d) gains a serial comma ("functional, safe, and aesthetic"). Nothing changes what Unit 4 teaches.
- **CIR has one real defect in the 2023 copy.** Topics 2 to 7 match the 2018 structure line for line (2:4, 3:6, 4:5, 5:6, 6:6, 7:3). Topic 1 Communication prints seven lines instead of six: the 2023 copy's 1. e) and 1. f) are the same sentence twice ("Understand the role of communication skills in establishing cooperation, compromise, and collaboration in relationships"), and the 2018 line 1. f) ("Demonstrate personal development of communication skills through practice of these skills in a variety of classroom applications") is printed as 1. g). This is a duplicated line, not new content. DECISION (D30): the build keeps the 2018 lettering for CIR 1. f) (24 files cite it) with this note as the version record, because re-lettering to a copy with a duplicated line would tie the curriculum to a typo. The 2023 copy also letters its lines "a." instead of "a)"; the build keeps "a)" everywhere for consistency across the twelve modules. The CIR duplicate is added to the NYSED email in `00 _admin/NYSED EMAIL DRAFT - ATPD 2023 PDF question.md`.

With these two, all twelve modules are verified against the NYSED 2023 copies. Summary: ten match in structure; HDR is renumbered (re-cited to 2023); ATPD 2023 is missing its four consumer lines (2018 lines kept, NYSED asked); CIR 2023 duplicates one line (2018 lettering kept, NYSED asked); EDM 1. b) re-cited to the clean 2023 wording.

Separately, the NYS FACS Learning Standards (Intermediate) key ideas and performance indicators were verified 2026-09-14 directly against the NYSED PDF (learning-standards-for-health-physical-education-and-family-and-consumer-sciences-at-three-levels.pdf): Standards 1, 2, and 3 key ideas and PIs match this crosswalk's Part A.6 as cited. The NYLearns caveat is closed.


### E.6 Other items for the teacher to check by hand

- ClassroomStreet.com: only the stock trading simulation is publicly visible. The budgeting mode the U2 project depends on needs screenshots or a walkthrough so the lesson can name real screens.
- Health teacher coordination: N&W 2. d) and National FCS 14.2.3 (fad diets, eating disorders) and 14.1.1 overlap the grade 7 to 8 health course. Flag those lessons "coordinate with health."
- Whether the charter school treats Commissioner's Regulation 100.4(c) as binding. The course can still present itself as meeting the 1 3/4 unit middle level CTE requirement.
- The Career Ready Practices text (CCTC) was not fetched from careertech.org; verify before printing the full list of twelve on the site.
- LEAD FCS "A Framework for Middle Level Family and Consumer Sciences" (January 2024) uses its own numbering (for example 3.3.2). Do not mix it with the 3.0 numbers; if used, cite as "LEAD FCS Middle Level Framework (2024) 3.3.2."