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					Texas Education Agency                                                                       Correlation Instrument                                                Proclamation 2001

  Course Title                                Desktop Publishing, High School
  Subject                                     Technology Applications
  Publisher
  Program Title
  TEKS (Knowledge and Skills)                 TEKS (Student Expectation)                    Student Expectation (Breakout)         Location of student   Page(s)
                                                                                                                                   expectation/TEKS.
  01. Foundations. The student demonstrates   A. demonstrate knowledge and appropriate      1. demonstrate knowledge of
  knowledge and appropriate use of hardware   use of operating systems, software            operating systems
  components, software programs, and their    applications, and communication and
  connections.                                networking components
  01. Foundations. The student demonstrates   A. demonstrate knowledge and appropriate      2. demonstrate appropriate use of
  knowledge and appropriate use of hardware   use of operating systems, software            operating systems
  components, software programs, and their    applications, and communication and
  connections.                                networking components
  01. Foundations. The student demonstrates   A. demonstrate knowledge and appropriate      3. demonstrate knowledge of
  knowledge and appropriate use of hardware   use of operating systems, software            software applications
  components, software programs, and their    applications, and communication and
  connections.                                networking components
  01. Foundations. The student demonstrates   A. demonstrate knowledge and appropriate      4. demonstrate appropriate use of
  knowledge and appropriate use of hardware   use of operating systems, software            software applications
  components, software programs, and their    applications, and communication and
  connections.                                networking components
  01. Foundations. The student demonstrates   A. demonstrate knowledge and appropriate      5. demonstrate knowledge of
  knowledge and appropriate use of hardware   use of operating systems, software            communication and networking
  components, software programs, and their    applications, and communication and           components
  connections.                                networking components
  01. Foundations. The student demonstrates   A. demonstrate knowledge and appropriate      6. demonstrate appropriate use of
  knowledge and appropriate use of hardware   use of operating systems, software            communication and networking
  components, software programs, and their    applications, and communication and           components
  connections.                                networking components
  01. Foundations. The student demonstrates   B. compare, contrast, and appropriately use   1. compare and contrast the various
  knowledge and appropriate use of hardware   the various input, processing, output, and    input devices
  components, software programs, and their    primary/secondary storage devices
  connections.
  01. Foundations. The student demonstrates   B. compare, contrast, and appropriately use 2. appropriately use the various input
  knowledge and appropriate use of hardware   the various input, processing, output, and  devices
  components, software programs, and their    primary/secondary storage devices
  connections.
  01. Foundations. The student demonstrates   B. compare, contrast, and appropriately use 3. compare and contrast the various
  knowledge and appropriate use of hardware   the various input, processing, output, and  processing devices
  components, software programs, and their    primary/secondary storage devices
  connections.
  01. Foundations. The student demonstrates   B. compare, contrast, and appropriately use 4. appropriately use the various
  knowledge and appropriate use of hardware   the various input, processing, output, and  processing devices
  components, software programs, and their    primary/secondary storage devices
  connections.




Printed: 3/11/2012                                                                                     1                                                           Date Due: 04/09/03
Texas Education Agency                                                                      Correlation Instrument                                                Proclamation 2001

  Course Title                                Desktop Publishing, High School
  Subject                                     Technology Applications
  Publisher
  Program Title
  TEKS (Knowledge and Skills)                 TEKS (Student Expectation)                   Student Expectation (Breakout)         Location of student   Page(s)
                                                                                                                                  expectation/TEKS.
  01. Foundations. The student demonstrates   B. compare, contrast, and appropriately use 5. compare and contrast the various
  knowledge and appropriate use of hardware   the various input, processing, output, and  output devices
  components, software programs, and their    primary/secondary storage devices
  connections.
  01. Foundations. The student demonstrates   B. compare, contrast, and appropriately use 6. appropriately use the various
  knowledge and appropriate use of hardware   the various input, processing, output, and  output devices
  components, software programs, and their    primary/secondary storage devices
  connections.
  01. Foundations. The student demonstrates   B. compare, contrast, and appropriately use 7. compare and contrast the various
  knowledge and appropriate use of hardware   the various input, processing, output, and  primary/secondary storage devices
  components, software programs, and their    primary/secondary storage devices
  connections.
  01. Foundations. The student demonstrates   B. compare, contrast, and appropriately use 8. appropriately use the various
  knowledge and appropriate use of hardware   the various input, processing, output, and  primary/secondary storage devices
  components, software programs, and their    primary/secondary storage devices
  connections.
  01. Foundations. The student demonstrates   C. make decisions regarding the selection,   1. make decisions regarding the
  knowledge and appropriate use of hardware   acquisition, and use of software taking      selection of software taking under
  components, software programs, and their    under consideration its quality,             consideration its quality
  connections.                                appropriateness, effectiveness, and
                                              efficiency
  01. Foundations. The student demonstrates   C. make decisions regarding the selection,   10. make decisions regarding the
  knowledge and appropriate use of hardware   acquisition, and use of software taking      selection of software taking under
  components, software programs, and their    under consideration its quality,             consideration its efficiency
  connections.                                appropriateness, effectiveness, and
                                              efficiency
  01. Foundations. The student demonstrates   C. make decisions regarding the selection,   11. make decisions regarding the
  knowledge and appropriate use of hardware   acquisition, and use of software taking      acquisition of software taking under
  components, software programs, and their    under consideration its quality,             consideration its efficiency
  connections.                                appropriateness, effectiveness, and
                                              efficiency
  01. Foundations. The student demonstrates   C. make decisions regarding the selection,   12. make decisions regarding the use
  knowledge and appropriate use of hardware   acquisition, and use of software taking      of software taking under
  components, software programs, and their    under consideration its quality,             consideration its efficiency
  connections.                                appropriateness, effectiveness, and
                                              efficiency
  01. Foundations. The student demonstrates   C. make decisions regarding the selection,   2. make decisions regarding the
  knowledge and appropriate use of hardware   acquisition, and use of software taking      acquisition of software taking under
  components, software programs, and their    under consideration its quality,             consideration its quality
  connections.                                appropriateness, effectiveness, and
                                              efficiency


Printed: 3/11/2012                                                                                     2                                                          Date Due: 04/09/03
Texas Education Agency                                                                       Correlation Instrument                                                  Proclamation 2001

  Course Title                                Desktop Publishing, High School
  Subject                                     Technology Applications
  Publisher
  Program Title
  TEKS (Knowledge and Skills)                 TEKS (Student Expectation)                    Student Expectation (Breakout)           Location of student   Page(s)
                                                                                                                                     expectation/TEKS.
  01. Foundations. The student demonstrates   C. make decisions regarding the selection,    3. make decisions regarding the use
  knowledge and appropriate use of hardware   acquisition, and use of software taking       of software taking under
  components, software programs, and their    under consideration its quality,              consideration its quality
  connections.                                appropriateness, effectiveness, and
                                              efficiency
  01. Foundations. The student demonstrates   C. make decisions regarding the selection,    4. make decisions regarding the
  knowledge and appropriate use of hardware   acquisition, and use of software taking       selection of software taking under
  components, software programs, and their    under consideration its quality,              consideration its appropriateness
  connections.                                appropriateness, effectiveness, and
                                              efficiency
  01. Foundations. The student demonstrates   C. make decisions regarding the selection,    5. make decisions regarding the
  knowledge and appropriate use of hardware   acquisition, and use of software taking       acquisition of software taking under
  components, software programs, and their    under consideration its quality,              consideration its appropriateness
  connections.                                appropriateness, effectiveness, and
                                              efficiency
  01. Foundations. The student demonstrates   C. make decisions regarding the selection,    6. make decisions regarding the use
  knowledge and appropriate use of hardware   acquisition, and use of software taking       of software taking under
  components, software programs, and their    under consideration its quality,              consideration its appropriateness
  connections.                                appropriateness, effectiveness, and
                                              efficiency
  01. Foundations. The student demonstrates   C. make decisions regarding the selection,    7. make decisions regarding the
  knowledge and appropriate use of hardware   acquisition, and use of software taking       selection of software taking under
  components, software programs, and their    under consideration its quality,              consideration its effectiveness
  connections.                                appropriateness, effectiveness, and
                                              efficiency
  01. Foundations. The student demonstrates   C. make decisions regarding the selection,    8. make decisions regarding the
  knowledge and appropriate use of hardware   acquisition, and use of software taking       acquisition of software taking under
  components, software programs, and their    under consideration its quality,              consideration its effectiveness
  connections.                                appropriateness, effectiveness, and
                                              efficiency
  01. Foundations. The student demonstrates   C. make decisions regarding the selection,    9. make decisions regarding the use
  knowledge and appropriate use of hardware   acquisition, and use of software taking       of software taking under
  components, software programs, and their    under consideration its quality,              consideration its effectiveness
  connections.                                appropriateness, effectiveness, and
                                              efficiency
  01. Foundations. The student demonstrates   D. delineate and make necessary               1. delineate compatibility issues
  knowledge and appropriate use of hardware   adjustments regarding compatibility issues    including, but not limited to, digital
  components, software programs, and their    including, but not limited to, digital file   file formats
  connections.                                formats and cross platform connectivity




Printed: 3/11/2012                                                                                      3                                                            Date Due: 04/09/03
Texas Education Agency                                                                        Correlation Instrument                                                   Proclamation 2001

  Course Title                                 Desktop Publishing, High School
  Subject                                      Technology Applications
  Publisher
  Program Title
  TEKS (Knowledge and Skills)                  TEKS (Student Expectation)                    Student Expectation (Breakout)            Location of student   Page(s)
                                                                                                                                       expectation/TEKS.
  01. Foundations. The student demonstrates    D. delineate and make necessary               2. make necessary adjustments
  knowledge and appropriate use of hardware    adjustments regarding compatibility issues    regarding compatibility issues
  components, software programs, and their     including, but not limited to, digital file   including, but not limited to, digital
  connections.                                 formats and cross platform connectivity       file formats
  01. Foundations. The student demonstrates    D. delineate and make necessary               3. delineate compatibility issues
  knowledge and appropriate use of hardware    adjustments regarding compatibility issues    including, but not limited to, cross
  components, software programs, and their     including, but not limited to, digital file   platform connectivity
  connections.                                 formats and cross platform connectivity
  01. Foundations. The student demonstrates    D. delineate and make necessary               4. make necessary adjustments
  knowledge and appropriate use of hardware    adjustments regarding compatibility issues    regarding compatibility issues
  components, software programs, and their     including, but not limited to, digital file   including, but not limited to, cross
  connections.                                 formats and cross platform connectivity       platform connectivity
  01. Foundations. The student demonstrates    E. demonstrate knowledge of technology        1. demonstrate knowledge of
  knowledge and appropriate use of hardware    terminology and concepts relating them to     technology terminology relating them
  components, software programs, and their     desktop publishing                            to desktop publishing
  connections.
  01. Foundations. The student demonstrates    E. demonstrate knowledge of technology        2. demonstrate knowledge of
  knowledge and appropriate use of hardware    terminology and concepts relating them to     technology concepts relating them to
  components, software programs, and their     desktop publishing                            desktop publishing
  connections.
  02. Foundations. The student uses data       A. demonstrate proficiency in the use of a    1. demonstrate proficiency in the use
  input skills appropriate to the task.        variety of input devices such as mouse,       of a variety of input devices by
                                               keyboard, disk/disc, modem, scanner,          appropriately incorporating such
                                               voice/sound recorder, or digital camera by    components into the product
                                               appropriately incorporating such
                                               components into the product
  02. Foundations. The student uses data       B. use digital keyboarding standards in       1. use digital keyboarding standards
  input skills appropriate to the task.        word processing such as one space after       in word processing such as one space
                                               punctuation, the use of em/en dashes, and     after punctuation, the use of em/en
                                               smart quotation marks                         dashes, and smart quotation marks
  03. Foundations. The student complies with   A. discuss copyright laws/issues and model    1. discuss copyright laws/issues
  the laws and examines the issues regarding   ethical acquisition and use of digital
  the use of technology in society             information, citing sources using
                                               established methods
  03. Foundations. The student complies with   A. discuss copyright laws/issues and model    2. model ethical acquisition of digital
  the laws and examines the issues regarding   ethical acquisition and use of digital        information, citing sources using
  the use of technology in society             information, citing sources using             established methods
                                               established methods
  03. Foundations. The student complies with   A. discuss copyright laws/issues and model    3. model ethical use of digital
  the laws and examines the issues regarding   ethical acquisition and use of digital        information, citing sources using
  the use of technology in society             information, citing sources using             established methods
                                               established methods

Printed: 3/11/2012                                                                                       4                                                             Date Due: 04/09/03
Texas Education Agency                                                                         Correlation Instrument                                                 Proclamation 2001

  Course Title                                 Desktop Publishing, High School
  Subject                                      Technology Applications
  Publisher
  Program Title
  TEKS (Knowledge and Skills)                  TEKS (Student Expectation)                     Student Expectation (Breakout)          Location of student   Page(s)
                                                                                                                                      expectation/TEKS.
  03. Foundations. The student complies with B. demonstrate proper etiquette and              1. demonstrate proper etiquette when
  the laws and examines the issues regarding knowledge of acceptable use policies when        using networks, especially resources
  the use of technology in society            using networks, especially resources on the     on the Internet and intranet
                                              Internet and intranet
  03. Foundations. The student complies with B. demonstrate proper etiquette and              2. demonstrate knowledge of
  the laws and examines the issues regarding knowledge of acceptable use policies when        acceptable use policies when using
  the use of technology in society            using networks, especially resources on the     networks, especially resources on the
                                              Internet and intranet                           Internet and intranet
  03. Foundations. The student complies with C. analyze the impact of desktop                 1. analyze the impact of desktop
  the laws and examines the issues regarding publishing on society including concepts         publishing on society including
  the use of technology in society            related to persuasiveness, marketing, and       concepts related to persuasiveness
                                              point of view
  03. Foundations. The student complies with C. analyze the impact of desktop                 2. analyze the impact of desktop
  the laws and examines the issues regarding publishing on society including concepts         publishing on society including
  the use of technology in society            related to persuasiveness, marketing, and       concepts related to marketing
                                              point of view
  03. Foundations. The student complies with C. analyze the impact of desktop                 3. analyze the impact of desktop
  the laws and examines the issues regarding publishing on society including concepts         publishing on society including
  the use of technology in society            related to persuasiveness, marketing, and       concepts related to point of view
                                              point of view
  04. Information Acquisition. The student    A. use strategies to obtain print and digital   1. use strategies to obtain print
  uses a variety of strategies to acquire     information from a variety of electronic        information from a variety of
  information from electronic resources, with resources including, but not limited to,        electronic resources including, but
  appropriate supervision.                    reference software, databases, and libraries    not limited to, reference software,
                                              of images, citing the source                    citing the source
  04. Information Acquisition. The student    A. use strategies to obtain print and digital   2. use strategies to obtain print
  uses a variety of strategies to acquire     information from a variety of electronic        information from a variety of
  information from electronic resources, with resources including, but not limited to,        electronic resources including, but
  appropriate supervision.                    reference software, databases, and libraries    not limited to, databases, citing the
                                              of images, citing the source                    source
  04. Information Acquisition. The student    A. use strategies to obtain print and digital   3. use strategies to obtain print
  uses a variety of strategies to acquire     information from a variety of electronic        information from a variety of
  information from electronic resources, with resources including, but not limited to,        electronic resources including, but
  appropriate supervision.                    reference software, databases, and libraries    not limited to, libraries of images,
                                              of images, citing the source                    citing the source
  04. Information Acquisition. The student    A. use strategies to obtain print and digital   4. use strategies to obtain digital
  uses a variety of strategies to acquire     information from a variety of electronic        information from a variety of
  information from electronic resources, with resources including, but not limited to,        electronic resources including, but
  appropriate supervision.                    reference software, databases, and libraries    not limited to, reference software,
                                              of images, citing the source                    citing the source




Printed: 3/11/2012                                                                                        5                                                           Date Due: 04/09/03
Texas Education Agency                                                                            Correlation Instrument                                                  Proclamation 2001

  Course Title                                   Desktop Publishing, High School
  Subject                                        Technology Applications
  Publisher
  Program Title
  TEKS (Knowledge and Skills)                    TEKS (Student Expectation)                      Student Expectation (Breakout)           Location of student   Page(s)
                                                                                                                                          expectation/TEKS.
  04. Information Acquisition. The student       A. use strategies to obtain print and digital   5. use strategies to obtain digital
  uses a variety of strategies to acquire        information from a variety of electronic        information from a variety of
  information from electronic resources, with    resources including, but not limited to,        electronic resources including, but
  appropriate supervision.                       reference software, databases, and libraries    not limited to, databases, citing the
                                                 of images, citing the source                    source
  04. Information Acquisition. The student       A. use strategies to obtain print and digital   6. use strategies to obtain digital
  uses a variety of strategies to acquire        information from a variety of electronic        information from a variety of
  information from electronic resources, with    resources including, but not limited to,        electronic resources including, but
  appropriate supervision.                       reference software, databases, and libraries    not limited to, libraries of images,
                                                 of images, citing the source                    citing the source
  04. Information Acquisition. The student       B. use strategies to navigate on and access     1. use strategies to navigate on local
  uses a variety of strategies to acquire        information from local area networks            area networks (LANs) and wide area
  information from electronic resources, with    (LANs), wide area networks (WANs), the          networks (WANs)
  appropriate supervision.                       Internet, and intranet
  04. Information Acquisition. The student       B. use strategies to navigate on and access     2. access information from local area
  uses a variety of strategies to acquire        information from local area networks            networks (LANs) and wide area
  information from electronic resources, with    (LANs), wide area networks (WANs), the          networks (WANs)
  appropriate supervision.                       Internet, and intranet
  04. Information Acquisition. The student       B. use strategies to navigate on and access     3. use strategies to navigate on the
  uses a variety of strategies to acquire        information from local area networks            Internet and intranet
  information from electronic resources, with    (LANs), wide area networks (WANs), the
  appropriate supervision.                       Internet, and intranet
  04. Information Acquisition. The student       B. use strategies to navigate on and access     4. access information from the
  uses a variety of strategies to acquire        information from local area networks            Internet and intranet
  information from electronic resources, with    (LANs), wide area networks (WANs), the
  appropriate supervision.                       Internet, and intranet
  05. Information Acquisition. The student       A. acquire information in electronic            1. acquire information in electronic
  acquires electronic information in a variety   formats including text, audio, video, and       formats including text, citing the
  of formats, with appropriate supervision.      graphics, citing the source                     source
  05. Information Acquisition. The student       A. acquire information in electronic            2. acquire information in electronic
  acquires electronic information in a variety   formats including text, audio, video, and       formats including audio, citing the
  of formats, with appropriate supervision.      graphics, citing the source                     source
  05. Information Acquisition. The student       A. acquire information in electronic            3. acquire information in electronic
  acquires electronic information in a variety   formats including text, audio, video, and       formats including video, citing the
  of formats, with appropriate supervision.      graphics, citing the source                     source
  05. Information Acquisition. The student       A. acquire information in electronic            4. acquire information in electronic
  acquires electronic information in a variety   formats including text, audio, video, and       formats including graphics, citing the
  of formats, with appropriate supervision.      graphics, citing the source                     source
  05. Information Acquisition. The student       B. demonstrate the ability to import and        1. demonstrate the ability to import
  acquires electronic information in a variety   export elements from one program to             elements from one program to
  of formats, with appropriate supervision.      another                                         another


Printed: 3/11/2012                                                                                           6                                                            Date Due: 04/09/03
Texas Education Agency                                                                           Correlation Instrument                                                   Proclamation 2001

  Course Title                                   Desktop Publishing, High School
  Subject                                        Technology Applications
  Publisher
  Program Title
  TEKS (Knowledge and Skills)                    TEKS (Student Expectation)                     Student Expectation (Breakout)            Location of student   Page(s)
                                                                                                                                          expectation/TEKS.
  05. Information Acquisition. The student       B. demonstrate the ability to import and       2. demonstrate the ability to export
  acquires electronic information in a variety   export elements from one program to            elements from one program to
  of formats, with appropriate supervision.      another                                        another
  06. Information Acquisition. The student       A. identify and employ a method to             1. identify a method to evaluate the
  evaluates the acquired electronic              evaluate the information                       information
  information.
  06. Information Acquisition. The student       A. identify and employ a method to             2. employ a method to evaluate the
  evaluates the acquired electronic              evaluate the information                       information
  information.
  06. Information Acquisition. The student       B. demonstrate skill in testing the accuracy 1. demonstrate skill in testing the
  evaluates the acquired electronic              and validity of the information              accuracy of the information
  information.
  06. Information Acquisition. The student       B. demonstrate skill in testing the accuracy 2. demonstrate skill in testing the
  evaluates the acquired electronic              and validity of the information              validity of the information
  information.
  07. Solving Problems. The student uses         A. use desktop publishing methods in           1. use desktop publishing methods in
  appropriate computer-based productivity        foundation and enrichment curricula            foundation and enrichment curricula
  tools to create and modify solutions to
  problems.
  07. Solving Problems. The student uses         B. identify the tasks in a project and use     1. identify the tasks in a project
  appropriate computer-based productivity        the tools needed for completion such as
  tools to create and modify solutions to        word processing, pagination, utility,
  problems.                                      indexing, graphics, or drawing programs
  07. Solving Problems. The student uses         B. identify the tasks in a project and use     2. use the tools needed for
  appropriate computer-based productivity        the tools needed for completion such as        completion such as word processing,
  tools to create and modify solutions to        word processing, pagination, utility,          pagination, utility, indexing,
  problems.                                      indexing, graphics, or drawing programs        graphics, or drawing programs
  07. Solving Problems. The student uses         C. use electronic productivity tools such as   1. use electronic productivity tools to
  appropriate computer-based productivity        the word processor to edit text including      edit text including move
  tools to create and modify solutions to        move, copy, cut and paste, and spell check
  problems.
  07. Solving Problems. The student uses         C. use electronic productivity tools such as 2. use electronic productivity tools to
  appropriate computer-based productivity        the word processor to edit text including    edit text including copy
  tools to create and modify solutions to        move, copy, cut and paste, and spell check
  problems.
  07. Solving Problems. The student uses         C. use electronic productivity tools such as 3. use electronic productivity tools to
  appropriate computer-based productivity        the word processor to edit text including    edit text including cut and paste
  tools to create and modify solutions to        move, copy, cut and paste, and spell check
  problems.




Printed: 3/11/2012                                                                                          7                                                             Date Due: 04/09/03
Texas Education Agency                                                                      Correlation Instrument                                                 Proclamation 2001

  Course Title                              Desktop Publishing, High School
  Subject                                   Technology Applications
  Publisher
  Program Title
  TEKS (Knowledge and Skills)               TEKS (Student Expectation)                     Student Expectation (Breakout)          Location of student   Page(s)
                                                                                                                                   expectation/TEKS.
  07. Solving Problems. The student uses    C. use electronic productivity tools such as 4. use electronic productivity tools to
  appropriate computer-based productivity   the word processor to edit text including    edit text including spell check
  tools to create and modify solutions to   move, copy, cut and paste, and spell check
  problems.
  07. Solving Problems. The student uses    D. select and use the categories of type,      1. select the categories of type
  appropriate computer-based productivity   font, size, style, and alignment appropriate   appropriate for the task
  tools to create and modify solutions to   for the task
  problems.
  07. Solving Problems. The student uses    D. select and use the categories of type,      10. use the categories of alignment
  appropriate computer-based productivity   font, size, style, and alignment appropriate   appropriate for the task
  tools to create and modify solutions to   for the task
  problems.
  07. Solving Problems. The student uses    D. select and use the categories of type,      2. use the categories of type
  appropriate computer-based productivity   font, size, style, and alignment appropriate   appropriate for the task
  tools to create and modify solutions to   for the task
  problems.
  07. Solving Problems. The student uses    D. select and use the categories of type,      3. select the categories of font
  appropriate computer-based productivity   font, size, style, and alignment appropriate   appropriate for the task
  tools to create and modify solutions to   for the task
  problems.
  07. Solving Problems. The student uses    D. select and use the categories of type,      4. use the categories of font
  appropriate computer-based productivity   font, size, style, and alignment appropriate   appropriate for the task
  tools to create and modify solutions to   for the task
  problems.
  07. Solving Problems. The student uses    D. select and use the categories of type,      5. select the categories of size
  appropriate computer-based productivity   font, size, style, and alignment appropriate   appropriate for the task
  tools to create and modify solutions to   for the task
  problems.
  07. Solving Problems. The student uses    D. select and use the categories of type,      6. use the categories of size
  appropriate computer-based productivity   font, size, style, and alignment appropriate   appropriate for the task
  tools to create and modify solutions to   for the task
  problems.
  07. Solving Problems. The student uses    D. select and use the categories of type,      7. select the categories of style
  appropriate computer-based productivity   font, size, style, and alignment appropriate   appropriate for the task
  tools to create and modify solutions to   for the task
  problems.
  07. Solving Problems. The student uses    D. select and use the categories of type,      8. use the categories of style
  appropriate computer-based productivity   font, size, style, and alignment appropriate   appropriate for the task
  tools to create and modify solutions to   for the task
  problems.




Printed: 3/11/2012                                                                                     8                                                           Date Due: 04/09/03
Texas Education Agency                                                                      Correlation Instrument                                                  Proclamation 2001

  Course Title                              Desktop Publishing, High School
  Subject                                   Technology Applications
  Publisher
  Program Title
  TEKS (Knowledge and Skills)               TEKS (Student Expectation)                     Student Expectation (Breakout)           Location of student   Page(s)
                                                                                                                                    expectation/TEKS.
  07. Solving Problems. The student uses    D. select and use the categories of type,      9. select the categories of alignment
  appropriate computer-based productivity   font, size, style, and alignment appropriate   appropriate for the task
  tools to create and modify solutions to   for the task
  problems.
  07. Solving Problems. The student uses    E. apply the basic elements of page design 1. apply the basic elements of page
  appropriate computer-based productivity   including text, graphics, headlines, and   design including text
  tools to create and modify solutions to   white space
  problems.
  07. Solving Problems. The student uses    E. apply the basic elements of page design 2. apply the basic elements of page
  appropriate computer-based productivity   including text, graphics, headlines, and   design including graphics
  tools to create and modify solutions to   white space
  problems.
  07. Solving Problems. The student uses    E. apply the basic elements of page design 3. apply the basic elements of page
  appropriate computer-based productivity   including text, graphics, headlines, and   design including headlines
  tools to create and modify solutions to   white space
  problems.
  07. Solving Problems. The student uses    E. apply the basic elements of page design 4. apply the basic elements of page
  appropriate computer-based productivity   including text, graphics, headlines, and   design including white space
  tools to create and modify solutions to   white space
  problems.
  07. Solving Problems. The student uses    F. distinguish design requirements as they     1. distinguish design requirements as
  appropriate computer-based productivity   relate to purposes and audiences including     they relate to purposes including one-
  tools to create and modify solutions to   one-surface objects, multiple or bound         surface objects
  problems.                                 pages, stationery, book jackets/magazine
                                            covers, pamphlets, magazines, brochures,
                                            and labels
  07. Solving Problems. The student uses    F. distinguish design requirements as they     10. distinguish design requirements
  appropriate computer-based productivity   relate to purposes and audiences including     as they relate to audiences including
  tools to create and modify solutions to   one-surface objects, multiple or bound         pamphlets
  problems.                                 pages, stationery, book jackets/magazine
                                            covers, pamphlets, magazines, brochures,
                                            and labels
  07. Solving Problems. The student uses    F. distinguish design requirements as they     11. distinguish design requirements
  appropriate computer-based productivity   relate to purposes and audiences including     as they relate to purposes including
  tools to create and modify solutions to   one-surface objects, multiple or bound         magazines
  problems.                                 pages, stationery, book jackets/magazine
                                            covers, pamphlets, magazines, brochures,
                                            and labels




Printed: 3/11/2012                                                                                     9                                                            Date Due: 04/09/03
Texas Education Agency                                                                    Correlation Instrument                                                   Proclamation 2001

  Course Title                              Desktop Publishing, High School
  Subject                                   Technology Applications
  Publisher
  Program Title
  TEKS (Knowledge and Skills)               TEKS (Student Expectation)                   Student Expectation (Breakout)            Location of student   Page(s)
                                                                                                                                   expectation/TEKS.
  07. Solving Problems. The student uses    F. distinguish design requirements as they   12. distinguish design requirements
  appropriate computer-based productivity   relate to purposes and audiences including   as they relate to audiences including
  tools to create and modify solutions to   one-surface objects, multiple or bound       magazines
  problems.                                 pages, stationery, book jackets/magazine
                                            covers, pamphlets, magazines, brochures,
                                            and labels
  07. Solving Problems. The student uses    F. distinguish design requirements as they   13. distinguish design requirements
  appropriate computer-based productivity   relate to purposes and audiences including   as they relate to purposes including
  tools to create and modify solutions to   one-surface objects, multiple or bound       brochures
  problems.                                 pages, stationery, book jackets/magazine
                                            covers, pamphlets, magazines, brochures,
                                            and labels
  07. Solving Problems. The student uses    F. distinguish design requirements as they   14. distinguish design requirements
  appropriate computer-based productivity   relate to purposes and audiences including   as they relate to audiences including
  tools to create and modify solutions to   one-surface objects, multiple or bound       brochures
  problems.                                 pages, stationery, book jackets/magazine
                                            covers, pamphlets, magazines, brochures,
                                            and labels
  07. Solving Problems. The student uses    F. distinguish design requirements as they   15. distinguish design requirements
  appropriate computer-based productivity   relate to purposes and audiences including   as they relate to purposes including
  tools to create and modify solutions to   one-surface objects, multiple or bound       labels
  problems.                                 pages, stationery, book jackets/magazine
                                            covers, pamphlets, magazines, brochures,
                                            and labels
  07. Solving Problems. The student uses    F. distinguish design requirements as they   16. distinguish design requirements
  appropriate computer-based productivity   relate to purposes and audiences including   as they relate to audiences including
  tools to create and modify solutions to   one-surface objects, multiple or bound       labels
  problems.                                 pages, stationery, book jackets/magazine
                                            covers, pamphlets, magazines, brochures,
                                            and labels
  07. Solving Problems. The student uses    F. distinguish design requirements as they   2. distinguish design requirements as
  appropriate computer-based productivity   relate to purposes and audiences including   they relate to audiences including one-
  tools to create and modify solutions to   one-surface objects, multiple or bound       surface objects
  problems.                                 pages, stationery, book jackets/magazine
                                            covers, pamphlets, magazines, brochures,
                                            and labels
  07. Solving Problems. The student uses    F. distinguish design requirements as they   3. distinguish design requirements as
  appropriate computer-based productivity   relate to purposes and audiences including   they relate to purposes including
  tools to create and modify solutions to   one-surface objects, multiple or bound       multiple or bound pages
  problems.                                 pages, stationery, book jackets/magazine
                                            covers, pamphlets, magazines, brochures,
                                            and labels

Printed: 3/11/2012                                                                                  10                                                             Date Due: 04/09/03
Texas Education Agency                                                                    Correlation Instrument                                                 Proclamation 2001

  Course Title                              Desktop Publishing, High School
  Subject                                   Technology Applications
  Publisher
  Program Title
  TEKS (Knowledge and Skills)               TEKS (Student Expectation)                   Student Expectation (Breakout)          Location of student   Page(s)
                                                                                                                                 expectation/TEKS.
  07. Solving Problems. The student uses    F. distinguish design requirements as they   4. distinguish design requirements as
  appropriate computer-based productivity   relate to purposes and audiences including   they relate to audiences including
  tools to create and modify solutions to   one-surface objects, multiple or bound       multiple or bound page
  problems.                                 pages, stationery, book jackets/magazine
                                            covers, pamphlets, magazines, brochures,
                                            and labels
  07. Solving Problems. The student uses    F. distinguish design requirements as they   5. distinguish design requirements as
  appropriate computer-based productivity   relate to purposes and audiences including   they relate to purposes including
  tools to create and modify solutions to   one-surface objects, multiple or bound       stationery
  problems.                                 pages, stationery, book jackets/magazine
                                            covers, pamphlets, magazines, brochures,
                                            and labels
  07. Solving Problems. The student uses    F. distinguish design requirements as they   6. distinguish design requirements as
  appropriate computer-based productivity   relate to purposes and audiences including   they relate to audiences including
  tools to create and modify solutions to   one-surface objects, multiple or bound       stationery
  problems.                                 pages, stationery, book jackets/magazine
                                            covers, pamphlets, magazines, brochures,
                                            and labels
  07. Solving Problems. The student uses    F. distinguish design requirements as they   7. distinguish design requirements as
  appropriate computer-based productivity   relate to purposes and audiences including   they relate to purposes including
  tools to create and modify solutions to   one-surface objects, multiple or bound       book jackets/magazine covers
  problems.                                 pages, stationery, book jackets/magazine
                                            covers, pamphlets, magazines, brochures,
                                            and labels
  07. Solving Problems. The student uses    F. distinguish design requirements as they   8. distinguish design requirements as
  appropriate computer-based productivity   relate to purposes and audiences including   they relate to audiences including
  tools to create and modify solutions to   one-surface objects, multiple or bound       book jackets/magazine covers
  problems.                                 pages, stationery, book jackets/magazine
                                            covers, pamphlets, magazines, brochures,
                                            and labels
  07. Solving Problems. The student uses    F. distinguish design requirements as they   9. distinguish design requirements as
  appropriate computer-based productivity   relate to purposes and audiences including   they relate to purposes including
  tools to create and modify solutions to   one-surface objects, multiple or bound       pamphlets
  problems.                                 pages, stationery, book jackets/magazine
                                            covers, pamphlets, magazines, brochures,
                                            and labels
  07. Solving Problems. The student uses    G. read and use technical documentation      1. read technical documentation
  appropriate computer-based productivity
  tools to create and modify solutions to
  problems.




Printed: 3/11/2012                                                                                  11                                                           Date Due: 04/09/03
Texas Education Agency                                                                    Correlation Instrument                                                  Proclamation 2001

  Course Title                              Desktop Publishing, High School
  Subject                                   Technology Applications
  Publisher
  Program Title
  TEKS (Knowledge and Skills)               TEKS (Student Expectation)                   Student Expectation (Breakout)           Location of student   Page(s)
                                                                                                                                  expectation/TEKS.
  07. Solving Problems. The student uses    G. read and use technical documentation      2. use technical documentation
  appropriate computer-based productivity
  tools to create and modify solutions to
  problems.
  08. Solving Problems. The student uses    A. develop technical documentation related 1. develop technical documentation
  research skills and electronic            to desktop publishing                      related to desktop publishing
  communication, with appropriate
  supervision, to create new knowledge.
  08. Solving Problems. The student uses    B. demonstrate the use of technology to      1. demonstrate the use of technology
  research skills and electronic            participate in self-directed and practical   to participate in self-directed
  communication, with appropriate           activities                                   activities
  supervision, to create new knowledge.
  08. Solving Problems. The student uses    B. demonstrate the use of technology to      2. demonstrate the use of technology
  research skills and electronic            participate in self-directed and practical   to participate in practical activities
  communication, with appropriate           activities
  supervision, to create new knowledge.
  08. Solving Problems. The student uses    C. extend the learning environment beyond    1. extend the learning environment
  research skills and electronic            the classroom through the creation and       beyond the classroom through the
  communication, with appropriate           sharing of electronically formatted and      creation of electronically formatted
  supervision, to create new knowledge.     published documents via electronic           documents via electronic networks
                                            networks
  08. Solving Problems. The student uses    C. extend the learning environment beyond    2. extend the learning environment
  research skills and electronic            the classroom through the creation and       beyond the classroom through the
  communication, with appropriate           sharing of electronically formatted and      sharing of electronically formatted
  supervision, to create new knowledge.     published documents via electronic           documents via electronic networks
                                            networks
  08. Solving Problems. The student uses    C. extend the learning environment beyond    3. extend the learning environment
  research skills and electronic            the classroom through the creation and       beyond the classroom through the
  communication, with appropriate           sharing of electronically formatted and      creation of published documents via
  supervision, to create new knowledge.     published documents via electronic           electronic networks
                                            networks
  08. Solving Problems. The student uses    C. extend the learning environment beyond    4. extend the learning environment
  research skills and electronic            the classroom through the creation and       beyond the classroom through the
  communication, with appropriate           sharing of electronically formatted and      sharing of published documents via
  supervision, to create new knowledge.     published documents via electronic           electronic networks
                                            networks
  08. Solving Problems. The student uses    D. synthesize new information from data      1. synthesize new information from
  research skills and electronic            gathered from interviews, print, and         data gathered from interviews
  communication, with appropriate           electronic resources
  supervision, to create new knowledge.




Printed: 3/11/2012                                                                                  12                                                            Date Due: 04/09/03
Texas Education Agency                                                                      Correlation Instrument                                                Proclamation 2001

  Course Title                             Desktop Publishing, High School
  Subject                                  Technology Applications
  Publisher
  Program Title
  TEKS (Knowledge and Skills)              TEKS (Student Expectation)                      Student Expectation (Breakout)         Location of student   Page(s)
                                                                                                                                  expectation/TEKS.
  08. Solving Problems. The student uses   D. synthesize new information from data         2. synthesize new information from
  research skills and electronic           gathered from interviews, print, and            data gathered from print
  communication, with appropriate          electronic resources
  supervision, to create new knowledge.
  08. Solving Problems. The student uses   D. synthesize new information from data         3. synthesize new information from
  research skills and electronic           gathered from interviews, print, and            data gathered from electronic
  communication, with appropriate          electronic resources                            resources
  supervision, to create new knowledge.
  08. Solving Problems. The student uses   E. demonstrate that tasks can be                1. demonstrate that tasks can be
  research skills and electronic           accomplished through technological              accomplished through technological
  communication, with appropriate          collaboration and participate with electronic   collaboration
  supervision, to create new knowledge.    communities as a learner, initiator,
                                           contributor, and teacher/mentor.
  08. Solving Problems. The student uses   E. demonstrate that tasks can be                2. participate with electronic
  research skills and electronic           accomplished through technological              communities as a learner
  communication, with appropriate          collaboration and participate with electronic
  supervision, to create new knowledge.    communities as a learner, initiator,
                                           contributor, and teacher/mentor.
  08. Solving Problems. The student uses   E. demonstrate that tasks can be                3. participate with electronic
  research skills and electronic           accomplished through technological              communities as an initiator
  communication, with appropriate          collaboration and participate with electronic
  supervision, to create new knowledge.    communities as a learner, initiator,
                                           contributor, and teacher/mentor.
  08. Solving Problems. The student uses   E. demonstrate that tasks can be                4. participate with electronic
  research skills and electronic           accomplished through technological              communities as a contributor
  communication, with appropriate          collaboration and participate with electronic
  supervision, to create new knowledge.    communities as a learner, initiator,
                                           contributor, and teacher/mentor.
  08. Solving Problems. The student uses   E. demonstrate that tasks can be                5. participate with electronic
  research skills and electronic           accomplished through technological              communities as a teacher/mentor
  communication, with appropriate          collaboration and participate with electronic
  supervision, to create new knowledge.    communities as a learner, initiator,
                                           contributor, and teacher/mentor.
  09. Solving Problems. The student uses   A. create technology specifications for         1. create technology specifications
  technology applications to facilitate    tasks and evaluation rubrics to evaluate        for tasks
  evaluation of work, both process and     process and product against established
  product.                                 criteria
  09. Solving Problems. The student uses   A. create technology specifications for         2. create evaluation rubrics to
  technology applications to facilitate    tasks and evaluation rubrics to evaluate        evaluate process against established
  evaluation of work, both process and     process and product against established         criteria
  product.                                 criteria


Printed: 3/11/2012                                                                                    13                                                          Date Due: 04/09/03
Texas Education Agency                                                                 Correlation Instrument                                                  Proclamation 2001

  Course Title                             Desktop Publishing, High School
  Subject                                  Technology Applications
  Publisher
  Program Title
  TEKS (Knowledge and Skills)              TEKS (Student Expectation)                 Student Expectation (Breakout)           Location of student   Page(s)
                                                                                                                               expectation/TEKS.
  09. Solving Problems. The student uses   A. create technology specifications for    3. create evaluation rubrics to
  technology applications to facilitate    tasks and evaluation rubrics to evaluate   evaluate product against established
  evaluation of work, both process and     process and product against established    criteria
  product.                                 criteria
  09. Solving Problems. The student uses   B. design and implement procedures to      1. design procedures to track trends
  technology applications to facilitate    track trends, set timelines, and           for continual improvement in process
  evaluation of work, both process and     review/evaluate progress for continual
  product.                                 improvement in process and product
  09. Solving Problems. The student uses   B. design and implement procedures to      10. implement procedures to
  technology applications to facilitate    track trends, set timelines, and           review/evaluate progress for continual
  evaluation of work, both process and     review/evaluate progress for continual     improvement in process
  product.                                 improvement in process and product
  09. Solving Problems. The student uses   B. design and implement procedures to      11. design procedures to
  technology applications to facilitate    track trends, set timelines, and           review/evaluate progress for continual
  evaluation of work, both process and     review/evaluate progress for continual     improvement in product
  product.                                 improvement in process and product
  09. Solving Problems. The student uses   B. design and implement procedures to      12. implement procedures to
  technology applications to facilitate    track trends, set timelines, and           review/evaluate progress for continual
  evaluation of work, both process and     review/evaluate progress for continual     improvement in product
  product.                                 improvement in process and product
  09. Solving Problems. The student uses   B. design and implement procedures to      2. implement procedures to track
  technology applications to facilitate    track trends, set timelines, and           trends for continual improvement in
  evaluation of work, both process and     review/evaluate progress for continual     process
  product.                                 improvement in process and product
  09. Solving Problems. The student uses   B. design and implement procedures to      3. design procedures to track trends
  technology applications to facilitate    track trends, set timelines, and           for continual improvement in product
  evaluation of work, both process and     review/evaluate progress for continual
  product.                                 improvement in process and product
  09. Solving Problems. The student uses   B. design and implement procedures to      4. implement procedures to track
  technology applications to facilitate    track trends, set timelines, and           trends for continual improvement in
  evaluation of work, both process and     review/evaluate progress for continual     product
  product.                                 improvement in process and product
  09. Solving Problems. The student uses   B. design and implement procedures to      5. design procedures to set timelines
  technology applications to facilitate    track trends, set timelines, and           for continual improvement in process
  evaluation of work, both process and     review/evaluate progress for continual
  product.                                 improvement in process and product
  09. Solving Problems. The student uses   B. design and implement procedures to      6. implement procedures to set
  technology applications to facilitate    track trends, set timelines, and           timelines for continual improvement
  evaluation of work, both process and     review/evaluate progress for continual     in process
  product.                                 improvement in process and product




Printed: 3/11/2012                                                                               14                                                            Date Due: 04/09/03
Texas Education Agency                                                                 Correlation Instrument                                                  Proclamation 2001

  Course Title                             Desktop Publishing, High School
  Subject                                  Technology Applications
  Publisher
  Program Title
  TEKS (Knowledge and Skills)              TEKS (Student Expectation)                 Student Expectation (Breakout)           Location of student   Page(s)
                                                                                                                               expectation/TEKS.
  09. Solving Problems. The student uses   B. design and implement procedures to      7. design procedures to set timelines
  technology applications to facilitate    track trends, set timelines, and           for continual improvement in product
  evaluation of work, both process and     review/evaluate progress for continual
  product.                                 improvement in process and product
  09. Solving Problems. The student uses   B. design and implement procedures to      8. implement procedures to set
  technology applications to facilitate    track trends, set timelines, and           timelines for continual improvement
  evaluation of work, both process and     review/evaluate progress for continual     in product
  product.                                 improvement in process and product
  09. Solving Problems. The student uses   B. design and implement procedures to      9. design procedures to
  technology applications to facilitate    track trends, set timelines, and           review/evaluate progress for continual
  evaluation of work, both process and     review/evaluate progress for continual     improvement in process
  product.                                 improvement in process and product
  09. Solving Problems. The student uses   C. resolve information conflicts and       1. resolve information conflicts
  technology applications to facilitate    validate information through accessing,    through accessing data
  evaluation of work, both process and     researching, and comparing data
  product.
  09. Solving Problems. The student uses   C. resolve information conflicts and       2. validate information through
  technology applications to facilitate    validate information through accessing,    accessing data
  evaluation of work, both process and     researching, and comparing data
  product.
  09. Solving Problems. The student uses   C. resolve information conflicts and       3. resolve information conflicts
  technology applications to facilitate    validate information through accessing,    through researching data
  evaluation of work, both process and     researching, and comparing data
  product.
  09. Solving Problems. The student uses   C. resolve information conflicts and       4. validate information through
  technology applications to facilitate    validate information through accessing,    researching data
  evaluation of work, both process and     researching, and comparing data
  product.
  09. Solving Problems. The student uses   C. resolve information conflicts and       5. resolve information conflicts
  technology applications to facilitate    validate information through accessing,    through comparing data
  evaluation of work, both process and     researching, and comparing data
  product.
  09. Solving Problems. The student uses   C. resolve information conflicts and       6. validate information through
  technology applications to facilitate    validate information through accessing,    comparing data
  evaluation of work, both process and     researching, and comparing data
  product.
  09. Solving Problems. The student uses   D. seek and respond to advice from peers   1. seek advice from peers in
  technology applications to facilitate    in delineating technological tasks.        delineating technological tasks
  evaluation of work, both process and
  product.




Printed: 3/11/2012                                                                               15                                                            Date Due: 04/09/03
Texas Education Agency                                                                       Correlation Instrument                                                  Proclamation 2001

  Course Title                              Desktop Publishing, High School
  Subject                                   Technology Applications
  Publisher
  Program Title
  TEKS (Knowledge and Skills)               TEKS (Student Expectation)                      Student Expectation (Breakout)           Location of student   Page(s)
                                                                                                                                     expectation/TEKS.
  09. Solving Problems. The student uses    D. seek and respond to advice from peers        2. respond to advice from peers in
  technology applications to facilitate     in delineating technological tasks.             delineating technological tasks
  evaluation of work, both process and
  product.
  10. Communication. The student formats    A. define the purpose of the product and        1. define the purpose of the product
  digital information for appropriate and   identify the specified audience
  effective communication.
  10. Communication. The student formats    A. define the purpose of the product and        2. identify the specified audience
  digital information for appropriate and   identify the specified audience
  effective communication.
  10. Communication. The student formats    B. use terms related to typography              1. use terms related to typography
  digital information for appropriate and   appropriately including categories of type      appropriately including categories of
  effective communication.                  and type contrasts                              type and type contrasts
  10. Communication. The student formats    C. use the principles of page design to         1. use the principles of page design
  digital information for appropriate and   create a product including, but not limited     to create a product including, but not
  effective communication.                  to, leading/kerning, automatic text flow into   limited to, leading/kerning
                                            linked columns, widows/orphans, and text
                                            wrap
  10. Communication. The student formats    C. use the principles of page design to         2. use the principles of page design
  digital information for appropriate and   create a product including, but not limited     to create a product including, but not
  effective communication.                  to, leading/kerning, automatic text flow into   limited to, automatic text flow into
                                            linked columns, widows/orphans, and text        linked columns
                                            wrap
  10. Communication. The student formats    C. use the principles of page design to         3. use the principles of page design
  digital information for appropriate and   create a product including, but not limited     to create a product including, but not
  effective communication.                  to, leading/kerning, automatic text flow into   limited to, widows/orphans
                                            linked columns, widows/orphans, and text
                                            wrap
  10. Communication. The student formats    C. use the principles of page design to         4. use the principles of page design
  digital information for appropriate and   create a product including, but not limited     to create a product including, but not
  effective communication.                  to, leading/kerning, automatic text flow into   limited to, text wrap
                                            linked columns, widows/orphans, and text
                                            wrap
  10. Communication. The student formats    D. create a master template to include page     1. create a master template to include
  digital information for appropriate and   specifications and other repetitive tasks       page specifications
  effective communication.
  10. Communication. The student formats    D. create a master template to include page 2. create a master template to include
  digital information for appropriate and   specifications and other repetitive tasks   repetitive tasks
  effective communication.
  10. Communication. The student formats    E. apply the basics of type measurement for 1. apply the basics of type
  digital information for appropriate and   inches and picas                            measurement for inches
  effective communication.

Printed: 3/11/2012                                                                                     16                                                            Date Due: 04/09/03
Texas Education Agency                                                                     Correlation Instrument                                                  Proclamation 2001

  Course Title                              Desktop Publishing, High School
  Subject                                   Technology Applications
  Publisher
  Program Title
  TEKS (Knowledge and Skills)               TEKS (Student Expectation)                    Student Expectation (Breakout)           Location of student   Page(s)
                                                                                                                                   expectation/TEKS.
  10. Communication. The student formats    E. apply the basics of type measurement for 2. apply the basics of type
  digital information for appropriate and   inches and picas                            measurement for picas
  effective communication.
  10. Communication. The student formats    F. use type techniques as graphic elements    1. use type techniques as graphic
  digital information for appropriate and   such as drop cap, decorative letters, or      elements such as drop cap, decorative
  effective communication.                  embedded-text frames                          letters, or embedded-text frames
  10. Communication. The student formats    G. apply color principles to communicate      1. apply color principles to
  digital information for appropriate and   the mood of the product for the specific      communicate the mood of the product
  effective communication.                  audience                                      for the specific audience
  10. Communication. The student formats    H. incorporate the principles of basic        1. incorporate the principles of basic
  digital information for appropriate and   design including, but not limited to,         design including, but not limited to,
  effective communication.                  balance, contrast, dominant element, use of   balance
                                            white space, consistency, repetition,
                                            alignment, and proximity
  10. Communication. The student formats    H. incorporate the principles of basic        2. incorporate the principles of basic
  digital information for appropriate and   design including, but not limited to,         design including, but not limited to,
  effective communication.                  balance, contrast, dominant element, use of   contrast
                                            white space, consistency, repetition,
                                            alignment, and proximity
  10. Communication. The student formats    H. incorporate the principles of basic        3. incorporate the principles of basic
  digital information for appropriate and   design including, but not limited to,         design including, but not limited to,
  effective communication.                  balance, contrast, dominant element, use of   dominant element
                                            white space, consistency, repetition,
                                            alignment, and proximity
  10. Communication. The student formats    H. incorporate the principles of basic        4. incorporate the principles of basic
  digital information for appropriate and   design including, but not limited to,         design including, but not limited to,
  effective communication.                  balance, contrast, dominant element, use of   use of white space
                                            white space, consistency, repetition,
                                            alignment, and proximity
  10. Communication. The student formats    H. incorporate the principles of basic        5. incorporate the principles of basic
  digital information for appropriate and   design including, but not limited to,         design including, but not limited to,
  effective communication.                  balance, contrast, dominant element, use of   consistency
                                            white space, consistency, repetition,
                                            alignment, and proximity
  10. Communication. The student formats    H. incorporate the principles of basic        6. incorporate the principles of basic
  digital information for appropriate and   design including, but not limited to,         design including, but not limited to,
  effective communication.                  balance, contrast, dominant element, use of   repetition
                                            white space, consistency, repetition,
                                            alignment, and proximity




Printed: 3/11/2012                                                                                   17                                                            Date Due: 04/09/03
Texas Education Agency                                                                        Correlation Instrument                                                    Proclamation 2001

  Course Title                              Desktop Publishing, High School
  Subject                                   Technology Applications
  Publisher
  Program Title
  TEKS (Knowledge and Skills)               TEKS (Student Expectation)                       Student Expectation (Breakout)             Location of student   Page(s)
                                                                                                                                        expectation/TEKS.
  10. Communication. The student formats    H. incorporate the principles of basic           7. incorporate the principles of basic
  digital information for appropriate and   design including, but not limited to,            design including, but not limited to,
  effective communication.                  balance, contrast, dominant element, use of      alignment
                                            white space, consistency, repetition,
                                            alignment, and proximity
  10. Communication. The student formats    H. incorporate the principles of basic           8. incorporate the principles of basic
  digital information for appropriate and   design including, but not limited to,            design including, but not limited to,
  effective communication.                  balance, contrast, dominant element, use of      proximity
                                            white space, consistency, repetition,
                                            alignment, and proximity
  10. Communication. The student formats    I. identify the parts and kinds of pages         1. identify the parts and kinds of
  digital information for appropriate and   including inside margin, outside margin,         pages including inside margin
  effective communication.                  gutter, title, and inside pages
  10. Communication. The student formats    I. identify the parts and kinds of pages         2. identify the parts and kinds of
  digital information for appropriate and   including inside margin, outside margin,         pages including outside margin
  effective communication.                  gutter, title, and inside pages
  10. Communication. The student formats    I. identify the parts and kinds of pages         3. identify the parts and kinds of
  digital information for appropriate and   including inside margin, outside margin,         pages including gutter
  effective communication.                  gutter, title, and inside pages
  10. Communication. The student formats    I. identify the parts and kinds of pages         4. identify the parts and kinds of
  digital information for appropriate and   including inside margin, outside margin,         pages including title pages
  effective communication.                  gutter, title, and inside pages
  10. Communication. The student formats    I. identify the parts and kinds of pages         5. identify the parts and kinds of
  digital information for appropriate and   including inside margin, outside margin,         pages including inside pages
  effective communication.                  gutter, title, and inside pages
  10. Communication. The student formats    J. use a variety of strategies to create         1. use a variety of strategies to create
  digital information for appropriate and   effective designs, such as varying line          effective designs such as varying line
  effective communication.                  widths and patterns, and use manipulation        widths and patterns
                                            tools to stretch, bend, screen, rotate, follow
                                            a path, or mirror type.
  10. Communication. The student formats    J. use a variety of strategies to create         2. use manipulation tools to stretch
  digital information for appropriate and   effective designs, such as varying line          type
  effective communication.                  widths and patterns, and use manipulation
                                            tools to stretch, bend, screen, rotate, follow
                                            a path, or mirror type.
  10. Communication. The student formats    J. use a variety of strategies to create         3. use manipulation tools to bend
  digital information for appropriate and   effective designs, such as varying line          type
  effective communication.                  widths and patterns, and use manipulation
                                            tools to stretch, bend, screen, rotate, follow
                                            a path, or mirror type.




Printed: 3/11/2012                                                                                       18                                                             Date Due: 04/09/03
Texas Education Agency                                                                           Correlation Instrument                                                   Proclamation 2001

  Course Title                                 Desktop Publishing, High School
  Subject                                      Technology Applications
  Publisher
  Program Title
  TEKS (Knowledge and Skills)                  TEKS (Student Expectation)                       Student Expectation (Breakout)            Location of student   Page(s)
                                                                                                                                          expectation/TEKS.
  10. Communication. The student formats       J. use a variety of strategies to create         4. use manipulation tools to screen
  digital information for appropriate and      effective designs, such as varying line          type
  effective communication.                     widths and patterns, and use manipulation
                                               tools to stretch, bend, screen, rotate, follow
                                               a path, or mirror type.
  10. Communication. The student formats       J. use a variety of strategies to create         5. use manipulation tools to rotate
  digital information for appropriate and      effective designs, such as varying line          type
  effective communication.                     widths and patterns, and use manipulation
                                               tools to stretch, bend, screen, rotate, follow
                                               a path, or mirror type.
  10. Communication. The student formats       J. use a variety of strategies to create         6. use manipulation tools to follow a
  digital information for appropriate and      effective designs, such as varying line          path
  effective communication.                     widths and patterns, and use manipulation
                                               tools to stretch, bend, screen, rotate, follow
                                               a path, or mirror type.
  10. Communication. The student formats       J. use a variety of strategies to create         7. use manipulation tools to mirror
  digital information for appropriate and      effective designs, such as varying line          type
  effective communication.                     widths and patterns, and use manipulation
                                               tools to stretch, bend, screen, rotate, follow
                                               a path, or mirror type.
  11. Communication. The student delivers      A. use appropriate media for creating a          1. use appropriate media for creating
  the product electronically in a variety of   knowledge base with a broad perspective          a knowledge base with a broad
  media, with appropriate supervision.         and communicating to the worldwide               perspective
                                               community
  11. Communication. The student delivers      A. use appropriate media for creating a          2. use appropriate media for
  the product electronically in a variety of   knowledge base with a broad perspective          communicating to the worldwide
  media, with appropriate supervision.         and communicating to the worldwide               community
                                               community
  11. Communication. The student delivers      B. use printing options such as tiling, color    1. use printing options such as tiling,
  the product electronically in a variety of   separations, collation, and previewing           color separations, collation, and
  media, with appropriate supervision.                                                          previewing
  11. Communication. The student delivers      C. distinguish design and printing               1. distinguish design requirements as
  the product electronically in a variety of   requirements as they relate to purposes,         they relate to purposes
  media, with appropriate supervision.         audiences, and final output
  11. Communication. The student delivers      C. distinguish design and printing               2. distinguish printing requirements
  the product electronically in a variety of   requirements as they relate to purposes,         as they relate to purposes
  media, with appropriate supervision.         audiences, and final output
  11. Communication. The student delivers      C. distinguish design and printing               3. distinguish design requirements as
  the product electronically in a variety of   requirements as they relate to purposes,         they relate to audiences
  media, with appropriate supervision.         audiences, and final output




Printed: 3/11/2012                                                                                         19                                                             Date Due: 04/09/03
Texas Education Agency                                                                        Correlation Instrument                                                  Proclamation 2001

  Course Title                                 Desktop Publishing, High School
  Subject                                      Technology Applications
  Publisher
  Program Title
  TEKS (Knowledge and Skills)                  TEKS (Student Expectation)                    Student Expectation (Breakout)           Location of student   Page(s)
                                                                                                                                      expectation/TEKS.
  11. Communication. The student delivers   C. distinguish design and printing               4. distinguish printing requirements
  the product electronically in a variety ofrequirements as they relate to purposes,         as they relate to audiences
  media, with appropriate supervision.      audiences, and final output
  11. Communication. The student delivers   C. distinguish design and printing               5. distinguish design requirements as
  the product electronically in a variety ofrequirements as they relate to purposes,         they relate to final output
  media, with appropriate supervision.      audiences, and final output
  11. Communication. The student delivers   C. distinguish design and printing               6. distinguish printing requirements
  the product electronically in a variety ofrequirements as they relate to purposes,         as they relate to final output
  media, with appropriate supervision.      audiences, and final output
  11. Communication. The student delivers   D. use styles (style sheets) including a         1. use styles (style sheets) including
  the product electronically in a variety ofvariety of type specifications such as           a variety of type specifications such
  media, with appropriate supervision.      typeface, style, size, alignment, indents, and   as typeface, style, size, alignment,
                                            tabs                                             indents, and tabs
  12. Communication. The student uses       A. identify and employ a method to               1. identify a method to evaluate the
  technology applications to facilitate     evaluate the project for design, content         project for design
  evaluation of communication, both process delivery, purpose, and audience
  and product.
  12. Communication. The student uses       A. identify and employ a method to               2. employ a method to evaluate the
  technology applications to facilitate     evaluate the project for design, content         project for design
  evaluation of communication, both process delivery, purpose, and audience
  and product.
  12. Communication. The student uses       A. identify and employ a method to               3. identify a method to evaluate the
  technology applications to facilitate     evaluate the project for design, content         project for purpose
  evaluation of communication, both process delivery, purpose, and audience
  and product.
  12. Communication. The student uses       A. identify and employ a method to               4. employ a method to evaluate the
  technology applications to facilitate     evaluate the project for design, content         project for purpose
  evaluation of communication, both process delivery, purpose, and audience
  and product.
  12. Communication. The student uses       A. identify and employ a method to               5. identify a method to evaluate the
  technology applications to facilitate     evaluate the project for design, content         project for content delivery
  evaluation of communication, both process delivery, purpose, and audience
  and product.
  12. Communication. The student uses       A. identify and employ a method to               6. employ a method to evaluate the
  technology applications to facilitate     evaluate the project for design, content         project for content delivery
  evaluation of communication, both process delivery, purpose, and audience
  and product.
  12. Communication. The student uses       A. identify and employ a method to               7. identify a method to evaluate the
  technology applications to facilitate     evaluate the project for design, content         project for audience
  evaluation of communication, both process delivery, purpose, and audience
  and product.


Printed: 3/11/2012                                                                                      20                                                            Date Due: 04/09/03
Texas Education Agency                                                                     Correlation Instrument                                                 Proclamation 2001

  Course Title                                Desktop Publishing, High School
  Subject                                     Technology Applications
  Publisher
  Program Title
  TEKS (Knowledge and Skills)                 TEKS (Student Expectation)                  Student Expectation (Breakout)          Location of student   Page(s)
                                                                                                                                  expectation/TEKS.
  12. Communication. The student uses         A. identify and employ a method to          8. employ a method to evaluate the
  technology applications to facilitate       evaluate the project for design, content    project for audience
  evaluation of communication, both process   delivery, purpose, and audience
  and product.
  12. Communication. The student uses         B. use electronic project management tools 1. use electronic project management
  technology applications to facilitate       to set milestones for completing projects  tools to set milestones for completing
  evaluation of communication, both process   and reviewing progress                     projects
  and product.
  12. Communication. The student uses         B. use electronic project management tools 2. use electronic project management
  technology applications to facilitate       to set milestones for completing projects  tools to set milestones for reviewing
  evaluation of communication, both process   and reviewing progress                     progress
  and product.
  12. Communication. The student uses         C. seek and respond to advice from peers in 1. seek advice from peers in
  technology applications to facilitate       evaluating the product                      evaluating the product
  evaluation of communication, both process
  and product.
  12. Communication. The student uses         C. seek and respond to advice from peers in 2. respond to advice from peers in
  technology applications to facilitate       evaluating the product                      evaluating the product
  evaluation of communication, both process
  and product.
  12. Communication. The student uses         D. create technology specifications for     1. create technology specifications
  technology applications to facilitate       tasks and evaluation rubrics                for tasks
  evaluation of communication, both process
  and product.
  12. Communication. The student uses         D. create technology specifications for     2. create technology specifications
  technology applications to facilitate       tasks and evaluation rubrics                for evaluation rubrics
  evaluation of communication, both process
  and product.
  12. The student uses technology             E. demonstrate that products and product 1. demonstrate that products and
  applications to facilitate evaluation of    quality can be evaluated against established product quality can be evaluated
  communication, both process and product.    criteria                                     against established criteria




Printed: 3/11/2012                                                                                   21                                                           Date Due: 04/09/03

				
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