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									APS                        DISTRICT HIGH SCHOOL GENERAL ELECTIVES CURRICULUM FRAMEWORK

Course Title: Cosmetology                                                                                           District Course Number: SEE BELOW

Department: General Electives                                                                                            NM Stars Number:              SEE BELOW

Prerequisites: None

Length of Course: One Year                       Credit/PRI Area: 1.5 per Sem/1st and 3rd sessions                                         Grade Level(s): 9 - 12
                                                                  1.0 per Sem/2nd session

COURSE AND ADS NUMBERS
833C2C (1.0)      06037254
833C1C (1.5)      06037254

Important Notes:
A course that provides 1.0 or 1.5 credits per semester allows the student additional opportunities for in-depth study and application of the course content.

The student may be required to pay lab fees.



COURSE DESCRIPTION: Cosmetology is an introductory program to all phases of cosmetology excluding hair cutting and sculptured nails. The student acquires the basics in
shampooing, hairstyling, manicuring and pedicuring, facials, scalp treatments, nail tips, permanent waving, haircoloring, salon management, and job skills. In addition, the student
has many opportunities to reinforce mathematics and literacy concepts and enhance those skills. Skills and knowledge acquired in this course can be applied to the Marketing,
Sales, and Service, Education and Training, Hospitality and Tourism, and Human Services career clusters and their respective pathways.

References in parentheses following each performance standard refer to and are aligned with the New Mexico Career Readiness Standards (CR), Mathematics Standards (MA),
Science Standards (S), Health Standards (H), Board of Barbers and Cosmetologists (BB&C), National Cosmetology Board Standards (NCS), the Albuquerque Public Schools
(APS) Mathematics Standards (APS – MA), and Language Arts Standards (APS – LA).




COSMETOLOGY                                                                           27.1.20                                                   Albuquerque Public Schools 09/06
STRATEGIES:
The “Illustrations” column in the Program of Studies provides exemplars of the performance standards, strategies, and best practices suggested by Cosmetology teachers in the
Albuquerque Public Schools (APS).


ASSESSMENTS:
Assessments may include: authentic and performance-based assessment, cooperative learning, teacher observations, checklists, tests and exams, formal and informal writing, small
group and full class discussions, oral and multimedia presentations, projects, demonstrations, and portfolios. Assessments are based on appropriate rubrics.

SUGGESTED TEXTBOOKS AND INSTRUCTIONAL MATERIALS:
    Milady Standard Cosmetology – Thomson Delmar learning, 2004
    Milady Art and Science of Nail Technology
    Milady Standards of Esthetics
    Milady Art and Science of Professional Make-Up
    Milady’s Adding it up Math for your Cosmetology Career
    The Business of Bridal Beauty
    Salon Fundamentals-A Resource for Cosmetology Career – Pivot Point International, Inc., 2000
    Cyber Imaging-Computer Imaging System
    Mannequins
    Combs and Brushes
    Hairpins and bobby pins
    Mannequin stands
    Hair spray
    Shampoo and conditioner
    Manicuring implements
    Blow dryers
    Curling irons
    Hair coloring systems
    Facial products
    Facial handouts
    Overhead camera and projector
    Rollers
    Perm rods

SUGGESTED TITLES/AUTHORS WEB SITES:
    www. pivot point.com
    www. Redkin.com
    www the wedding channel.com
    www. clairol.com

                                                                                                                            Approved by HSCA:       September 1, 2006

COSMETOLOGY                                                                          27.2.20                                                  Albuquerque Public Schools 09/06
STRAND I: SAFETY PRACTICES
CONTENT STANDARD: The student demonstrates sanitation and sterilization practices in the field of cosmetology.


BENCHMARK: The student applies regulations and guidelines in the proper handling and disposal of equipment, supplies, and chemicals used in cosmetology.


 GRADE                             PERFORMANCE STANDARDS                                                                        ILLUSTRATIONS
  9 - 12
                                                                                                   NOTE: Illustrations include suggested activities for attaining each
                                                                                                    performance standard. A check for () refers to a key feature to look
                                                                                                    for while assessing student performance.

             1.   Explains the differences between sanitation and sterilization (H - IIIF.1).   1, 2, 4. Prior to doing the following activity, the student discusses in a small or
                                                                                                    whole group his/her understanding of the terms sanitation and sterilization.
                                                                                                   The group establishes definitions for each to be used in future work. Keeping
                                                                                                    that information in mind, the student participates in a lab activity to drive
                                                                                                    home the importance of cleanliness and proper sanitation procedures by
                                                                                                    cultivating bacteria growth in a Petri dish. He/She drops a comb on
                                                                                                    the floor, wipes a table with his/her fingers, touches a doorknob, takes an
                                                                                                    unsanitized comb, or does some other unsanitary practice. He/She swipes a
                                                                                                    swab of the item on an agar, seals the Petri dish, and monitors for a week the
                                                                                                    bacteria growth in a dark, cool place. After a week, the student pulls out the
                                                                                                    agar and looks at the growing bacteria. The student reports findings in a
                                                                                                    written report or in a class discussion comparing what he/she observed to
                                                                                                    different bacteria (e.g., spiral, cocci).
                                                                                                      individual participation in discussions
                                                                                                      safety practices
                                                                                                      effective communication

             2.   Maintains clean towels, combs, brushes, implements, and working areas         2 – 7. The student participates in a variety of activities that lead the student to
                  with appropriate sanitizing agents [BB&C - 16.34.7.9 .(6, 7, 12, 24)].           apply techniques and procedures that enforce safety practices. He/She:
                                                                                                      views a demonstration on proper sanitation techniques (e.g., take hair
             3.   Ensures that all products and chemicals are kept in labeled, closed                   out of a comb and place it in a sanitizer, completely immersed in
                  containers (BB&C - 16.34.7.9.10).                                                     liquid). He/She pairs up with another student and each practices the
                                                                                                        proper procedure.
             4.   Conducts services in a safe environment and takes measures to prevent               views a demonstration on how each product is labeled and kept in its
                  the spread of infectious and contagious diseases (NCS; H – IA.3;                      proper container and how each is disposed. Each student has a
                  CR - 4D).                                                                             “dispensing duty” and implements practices learned during that time.
                                                                                                      participates seriously in the school’s regular fire drills and evacuation
             5.   Employs proper disposal procedures (BB&C - 16.34.7.9.27; CR - 4D).                    activities.


COSMETOLOGY                                                                          27.3.20                                                     Albuquerque Public Schools 09/06
 GRADE                           PERFORMANCE STANDARDS                                                      ILLUSTRATIONS
  9 - 12
           6.   Adheres to the product manufacturer’s directions for safe use that appear      individual participation in all activities
                on the product labeling (BB&C - 16.34.7.9.18).                                 observation skills
                                                                                               appropriate modeling
           7.   Complies with building fire prevention, fire drills, and evacuation            interaction with others
                codes and procedures (BB&C - 16.34.7.9.8, 16.34.8.10J).                        adherence to all safety regulations and guidelines




COSMETOLOGY                                                                       27.4.20                                    Albuquerque Public Schools 09/06
STRAND II: MANICURING AND PEDICURING
CONTENT STANDARD: The student acquires basic theory and implementation of proper nail care.


BENCHMARK: The student exhibits proficiency in completing safe, sanitary, and fashionable manicures and pedicures.


 GRADE                             PERFORMANCE STANDARDS                                                                       ILLUSTRATIONS
  9 - 12
             1.   Describes the structure and composition of nails                              1 – 3. Through text readings, lectures, and discussions the student learns that the
                  (NCS; BB&C - 16.34.8.15).                                                        nail is mainly composed of keratin, the same protein found in skin and hair,
                                                                                                   that the nail is quite porous, and actually has between 10 and 30% water
             2.   Lists and describes the various disorders and irregularities of nails            content and that a healthy nail is firm, flexible, shiny, and slightly pink in
                  (NCS; BB&C - 16.34.8.15).                                                        color. He/She also learns about unhealthy nails and what can and cannot be
                                                                                                   treated in a salon. With this information in mind, the student, working
             3.   Recognizes diseases of the nails that should not be treated in the salon         individually or with a partner:
                  (NCS: BB&C - 16.34.8.15).                                                            examines a detailed numbered diagram of the nail and labels the parts
                                                                                                           (e.g., free edge, cuticle, lunula).
                                                                                                       completes a table with missing information regarding nail diseases,
                                                                                                           disorders, and conditions. The table contains the categories disease,
                                                                                                           common name, cause, symptoms/prognosis, and service.
                                                                                                                 processing of information
                                                                                                                 understanding of nail disorders
                                                                                                                 accuracy

             4.   Identifies the basic nail shapes (NCS; BB&C - 16.34.8.15).                    4 – 7. The student views a variety of demonstrations that show the proper
                                                                                                   implements and tools to use in nail care, how to round off and square off
             5.   Demonstrates the proper use of implements, cosmetics, and materials              a nail, and the procedures for a basic manicure and pedicure. After each
                  used in manicuring and pedicuring (NCS; BB&C - 16.34.8.15).                      demonstration, the student selects a partner and practices the procedures on
                                                                                                   each other showing the proper techniques for each. The team uses a checklist
             6.   Applies the sanitary and safety precautions that should be observed when         for each procedure to ensure that all steps are followed safely and completely.
                  performing a manicure or a pedicure (NCS; BB&C - 16.34.8.15).                    Checklist items can include procedures such as sanitize hands, analyze skin
                                                                                                   and nails thoroughly, and file and shape nails.
             7.   Performs a plain manicure and pedicure using the proper procedures                   cooperation
                  (NCS; BB&C - 16.34.8.15).                                                            completion of each activity
                                                                                                       observance of sanitary and safety precautions
                                                                                                       proper use of tools and products
                                                                                                       skills competence




COSMETOLOGY                                                                           27.5.20                                                   Albuquerque Public Schools 09/06
STRAND III: HAIRSTYLING
CONTENT STANDARD: The student examines all elements and principles of hair design (e.g., scalp disorders, thermal techniques) and treatment.


BENCHMARK: The student explains the properties of the hair and scalp, demonstrates proper shampooing and conditioning procedures, and applies principles of hair design.


 GRADE                            PERFORMANCE STANDARDS                                                                   ILLUSTRATIONS
  9 - 12
             1.   Explains the structure and function of human hair                        1 – 3. We have all heard the expression, “You are what you eat.” This also
                  (NCS; BB&C - 16.34.8.15).                                                   applies to healthy hair. With that as a springboard the student learns about hair
                                                                                              growth, hair structure and behavior, and how to use that knowledge to care for
             2.   Recognizes hair and scalp disorders commonly seen in the salon and          hair. The student participates in a variety of activities that allow him/her to
                  school (NCS; BB&C - 16.34.8.15).                                            reinforce learning. He/She:
                                                                                                 looks at samples of both healthy and unhealthy hair through a
                                                                                                     microscope.
                                                                                                 works in a small group to check each other’s hair texture, porosity, and
                                                                                                     elasticity. Each group presents an oral report to the rest of the class.
                                                                                                     After each group presents, the student reflects on the findings
                                                                                                     (e.g., What is the most common texture among the classmates?).
                                                                                                 engages in a discussion about head lice – how to recognize it and how to
                                                                                                     treat it.
                                                                                                 completes diagrams and worksheets that cover hair theory. The student
                                                                                                     labels and describes hair layers, stages of growth, and common hair and
                                                                                                     scalp conditions indicating terms, descriptions, and treatments.
                                                                                                           understanding of key concepts
                                                                                                           accuracy
                                                                                                           individual participation in all activities and discussions
                                                                                                           safety precautions
                                                                                                           cooperation/teamwork
                                                                                                           effective communication
                                                                                                           insights/analysis

                                                                                           1 – 10. As a culminating activity, the student in collaboration and cooperation
                                                                                              with the class plans a wedding. An individual or a team designs the hairstyles
                                                                                              for the wedding party, both men and women, selects wedding apparel
                                                                                              (e.g., dress, veils), cake, flowers, photographer, decorations, and favors to be
                                                                                              used. The individual student or team determines costs of the area of
                                                                                              responsibility assigned. Periodically, as the event is planned, the student
                                                                                              presents findings to the larger group. After the event, the student writes a
                                                                                              summary of what went well, what didn’t, and what improvements can be made


COSMETOLOGY                                                                      27.6.20                                                   Albuquerque Public Schools 09/06
 GRADE                           PERFORMANCE STANDARDS                                                                          ILLUSTRATIONS
  9 - 12
                                                                                                   for the next wedding.

                                                                                                   Option: The student, working in teams, plans a low cost wedding, a medium
                                                                                                   cost wedding, and a high cost wedding using the above requirements and
                                                                                                   reports findings to the class specifying what is included or not included that
                                                                                                   makes the difference in the costs.
                                                                                                       individual participation
                                                                                                       teamwork/collaboration
                                                                                                       completion of assigned tasks
                                                                                                       creativity
                                                                                                       justifications
                                                                                                       connections

           3.   Identifies safety precautions to be followed in hair and scalp care             3, 8. The student demonstrates how to use a variety of curling irons keeping in
                (NCS; BB&C - 16.34.8.15).                                                             mind that they get hot, that you never grab them by the handle, that they
                                                                                                      don’t get placed on chairs, and that they are turned off when not in use.
                                                                                                         appropriate behaviors (e.g., safety)
                                                                                                         proper use and handling of tools

           4.   Applies the principles of hair design (NCS; BB&C - 16.34.8.15).                 4, 7. The student learns that the basic principles of hair design are very similar to
                                                                                                      those used by an artist - form, texture, and color - and that to be effective
                                                                                                      in creating a complete design, none can be ignored. Along with these
                                                                                                      principles, the hair stylist needs to consider proportion, balance, rhythm,
                                                                                                      emphasis, and harmony. The student applies the basic concepts through a
                                                                                                      variety of activities. He/She:
                                                                                                         brings to class pictures of models and celebrities and analyzes facial
                                                                                                             shapes and what styles work or do not work with each.
                                                                                                         practices roller placement along with curling iron placement.
                                                                                                         demonstrates on base, off base, and half-off techniques.
                                                                                                               individual participation
                                                                                                               understanding of key concepts
                                                                                                               ability to demonstrate appropriate techniques

                                                                                                4, 9. The student pairs up with another classmate and discusses what hair style
                                                                                                      (e.g., volume, curls) he/she wants. This experience gives the student the
                                                                                                      opportunity to explore the contribution that hairstyles make to a person’s
                                                                                                      overall sense of style and to mesh a client’s wishes, dreams, and sense of
                                                                                                      style to create a new image.
                                                                                                          attentive listening
                                                                                                          collaboration
                                                                                                          application of key design elements


COSMETOLOGY                                                                           27.7.20                                                     Albuquerque Public Schools 09/06
 GRADE                          PERFORMANCE STANDARDS                                                                        ILLUSTRATIONS
  9 - 12
                                                                                                         creativity
                                                                                                         customer satisfaction

           5.   Discusses the uses and benefits of various types of shampoos and             5, 6, 10. The student participates in a discussion centered around shampooing and
                conditioners (NCS; BB&C - 16.34.8.15).                                           shampooing products. He/She takes note that the first part of a client’s hair
                                                                                                 service may most likely be the shampoo. The shampoo can be a source of
           6.   Demonstrates proper shampooing techniques (NCS; BB&C –                           either pleasure or unpleasantness and could determine whether or not a client
                16.34.8.15).                                                                     returns. The shampoo is important for many reasons. Besides having a
                                                                                                 psychological impact, it can be the first step in the analysis of the client’s hair
           7.   Identifies tools and instruments used in hairstyling                             and scalp. After the discussion and a shampooing demonstration, the student
                (NCS; BB&C - 16.34.8.15).                                                        analyzes the hair of a classmate, shampoos it, and recommends a particular
                                                                                                 shampoo and conditioner.
           8.   Demonstrates proper use and handling of thermal curling irons                         attentive listening
                (NCS; BB&C - 16.34.8.15).                                                             application of proper techniques
                                                                                                      understanding of key concepts
           9.   Consults with clients to determine their needs and preferences (NCS).                 analysis
                                                                                                      customer satisfaction
           10. Describes general hair and scalp treatments (NCS; BB&C - 16.34.8.15).




COSMETOLOGY                                                                        27.8.20                                                     Albuquerque Public Schools 09/06
STRAND IV: SKIN CARE
CONTENT STANDARD: The student investigates the structure and composition of the skin and healthful behaviors related to its care.


BENCHMARK: The student recognizes skin composition (e.g., layers) and applies proper skin care techniques.


  GRADE                              PERFORMANCE STANDARDS                                                                  ILLUSTRATIONS
   9 - 12
               1.   Describes the structure, composition and function of the skin             1.   Through guest speakers, lectures, board demonstrations, and the use of
                    (NCS; BB&C - 16.34.8.15).                                                      visuals (e.g., 3D charts), the student learns about the layers, the
                                                                                                   composition of skin, and its functions (e.g., sensation, hydration). The
                                                                                                   student creates a web map/graphic organizer that depicts the students
                                                                                                   understanding of the types of skin, composition of skin, and its functions.
                                                                                                        attentive listening
                                                                                                        connections
                                                                                                        understanding of key concepts
                                                                                                        quality graphic

               2.   Defines important terms relating to skin disorders                        2 – 5. As the student reads the text, discusses, listens to presentations, and
                    (NCS; BB&C - 16.34.8.15).                                                    views demonstrations about skin disorders and skin care, he/she maintains a
                                                                                                 notebook of the important vocabulary and key concepts. Throughout this
               3.   Discusses which skin disorders may be handled in the salon and which         unit, the student applies knowledge learned by completing graphic
                    should be handled by a physician (NCS; BB&C - 16.34.8.15).                   organizers, labeling diagrams, and practicing concepts with classmates as
                                                                                                 models. Important concepts to process, but not limited to, are:
               4.   Explains the different skin types and skin conditions                              some skin and scalp disorders can be treated in cooperation with,
                    (NCS; BB&C - 16.34.8.15).                                                              and under the supervision of, a physician,
                                                                                                       medicinal preparations must be applied in accordance with the
               5.   Identifies safety procedures to be followed in skin care                               physician’s directions,
                    (NCS; BB&C - 16.34.8.15).                                                          aging and lifestyle (e.g., smoking, sunbathing) are influencing
                                                                                                           factors,
                                                                                                       diet is a major factor in maintaining the skin’s overall health,
                                                                                                       drinking water is essential to the health of the skin (e.g., aids in
                                                                                                           digestion, regulates body temperature, and
                                                                                                       never take layers of the skin when waxing.
                                                                                                                 accountability for key concepts
                                                                                                                 understanding of key concepts
                                                                                                                 application of healthy procedures (e.g., self and others)

               6.   Identifies the methods of hair removal (NCS; BB&C - 16.34.8.15).          6.   The student researches the New Mexico laws regarding hair removal
                                                                                                   services and presents them to the class orally, in written format, or through


COSMETOLOGY                                                                         27.9.20                                                  Albuquerque Public Schools 09/06
  GRADE                          PERFORMANCE STANDARDS                                                                  ILLUSTRATIONS
   9 - 12
                                                                                             a visual (e.g., poster). After acquiring basic knowledge of the state
                                                                                             regulations, the student observes demonstrations on shaving, tweezing,
                                                                                             waxing, and sugaring. The student learns that before any hair removal
                                                                                             service, a consultation is always necessary and the client fills out a release
                                                                                             form.
                                                                                                   thorough research
                                                                                                   relevant information
                                                                                                   listening skills
                                                                                                   understanding of key concepts
                                                                                                   effective presentation

            7.   Demonstrates the procedures for a basic facial                         7.   Using an overhead, a camera, transparencies, or live demonstration, the
                 (NCS; BB&C - 16.34.8.15).                                                   student observes a professional perform a basic facial, takes notes, asks
                                                                                             questions, and processes the information in a small or large group
                                                                                             discussion. The student notes types of cleansing products that can be used
                                                                                             and exfoliating and massaging techniques. He/She then practices
                                                                                             procedures on a classmate and uses a rubric to self-assess his/her
                                                                                             performance. The rubric addresses preparation, procedures, and
                                                                                             completion categories. After the facial, the student, with the client and
                                                                                             instructor, discuss the activity to include feedback on achievement, if
                                                                                             improvement is needed, and if so, what steps need to be taken.
                                                                                                 observation skills
                                                                                                 active participation in discussions and activities
                                                                                                 application of proper procedures
                                                                                                 adherence to rubric
                                                                                                 assessment
                                                                                                 feedback
                                                                                                 clarity of communication

            8.   Describes the different types of cosmetics and their uses              8.   The student listens to a guest speaker talk about makeup and makeup
                 (NCS; BB&C - 16.34.8.15).                                                   application. The student learns that when applying makeup, he/she takes
                                                                                             into consideration the structure of the face; the color of the eyes, skin, and
                                                                                             hair; how the client wants to look; and if the results can be realistically
                                                                                             achieved. Makeup can enhance an individual’s natural beauty and an
                                                                                             advantage is that if he/she doesn’t like it, he/she can simply wash it off and
                                                                                             try again! With this in mind, the student participates in a variety of
                                                                                             activities to practice and apply knowledge learned. He/She:
                                                                                                  applies makeup to a partner, using color theory to choose and
                                                                                                      coordinate makeup colors,
                                                                                                  uses different facial shapes (paper) and colored chalk/crayons to
                                                                                                      create a changed illusion (e.g., make a round face look more oval),


COSMETOLOGY                                                                  27.10.20                                                   Albuquerque Public Schools 09/06
  GRADE       PERFORMANCE STANDARDS                                       ILLUSTRATIONS
   9 - 12
                                                         and
                                                    participates in a mock client consultation.
                                                       active participation in all activities
                                                       listening and observation skills
                                                       effective communication
                                                       customer satisfaction
                                                       application of concepts




COSMETOLOGY                           27.11.20                                            Albuquerque Public Schools 09/06
STRAND V: CHEMICAL SERVICES
CONTENT STANDARD: The student identifies the principles of chemical services.


BENCHMARK: The student demonstrates the physical and chemical actions that take place during haircoloring and permanent waving procedures.


  GRADE                              PERFORMANCE STANDARDS                                                                      ILLUSTRATIONS
   9 - 12
               1.   Explains the physical and chemical actions that take place during            1 – 3. Through readings, lectures, and demonstrations, the student learns the
                    perming (NCS; BB&C – 16.34.8.15).                                               two-step process of permanent waving:
                                                                                                       the physical change change caused by wrapping the hair on the perm
               2.   Describes the physical and chemical properties of matter                               rod and
                    (NCS; S – II.I.I.1, II.I.I.10).                                                    the chemical change caused by the permanent waving solution and the
                                                                                                           neutralizer.
               3.   Differentiates between physical and chemical change                               In the first step the student becomes familiar with perm tools (rods), end
                    (NCS; BB&C – 16.34.8.15; S – II.I.I.12, II.I.I.13, II.I.I.15).                    paper techniques, base sizes, tool positions, and wrapping patterns. In the
                                                                                                      second step, the student learns the basic steps of the chemical phase
                                                                                                      (e.g., applying perm solution, rinsing). He/She learns how the solutions
                                                                                                      change the hair from straight to a curly state, how disulfide bonds form
                                                                                                      between two sulfur (S) atoms, and how the perm solution breaks the
                                                                                                      disulfide or S-S bonds. The student takes notes and participates in
                                                                                                      discussions with other classmates. As a way to process the new information
                                                                                                      learned, the student creates a graphic organizer on a “big idea”
                                                                                                      (e.g., how to roll a curl, options for chemical change).
                                                                                                           listening and observation skills
                                                                                                           internalization of key concepts
                                                                                                           individual participation
                                                                                                           creativity

               4.   Demonstrates procedures for permanent waving, haircoloring, and              1 – 5. The nature of the cosmetology class tends to be that the student performs
                    relaxer application on a manikin in accordance with the manufacturer’s          skills on another student as model after a demonstration of the skill or
                    directions (NCS; BB&C – 16.34.8.15).                                            technique to be performed. The student practices and explains either orally
                                                                                                    or in writing how to do a variety of perm wraps (e.g., spiral, helicopter),
               5.   Explains level and tone and their role in formulating haircolor                 proper parting (e.g., equal to the size of the rod), how to apply solution, and
                    (NCS; BB&C – 16.34.8.15).                                                       how to take a piece of hair, apply bleach to see levels of color to get from
                                                                                                    black to blond.
                                                                                                          teamwork/cooperation
                                                                                                          proper techniques
                                                                                                          effective communication



COSMETOLOGY                                                                           27.12.20                                                  Albuquerque Public Schools 09/06
STRAND VI: MATH APPLICATIONS
CONTENT STANDARD: The student identifies basic mathematical concepts (e.g., operations, fractions, decimals, ratios) related to cosmetology.



BENCHMARK: The student applies measurement concepts, conversions, consumer practices, and problem-solving skills utilized in the field of cosmetology.


  GRADE                             PERFORMANCE STANDARDS                                                                 ILLUSTRATIONS
   9 - 12
               1.   Adds, subtracts, multiplies, and divides whole numbers, fractions, and   1 – 8. Through text readings, lectures, and discussions, the student learns that
                    decimals, with and without a calculator (MA).                               good business operation requires a simple and efficient record system.
                                                                                                Proper business records are necessary to meet the requirements of local,
               2.   Solves routine two- and three-step problems relating to change using        state, and federal laws regarding taxes and employees. Proper bookkeeping
                    concepts such as exponents, ratio, proportion, and percents                 methods include keeping an accurate record of all income and expenses.
                    (MA – ID.2).                                                                With this in mind, the student participates in a variety of activities that
                                                                                                provide skills development in these areas. Working with a partner, he/she:
               3.   Uses estimation to solve problems (MA – 8th grade Measurement).                keeps inventory sheets which include profit and loss statements.
                                                                                                   creates a mock chart of all equipment he/she desires in a salon with
               4.   Develops and uses strategies for solving given problems                             the prices of each item and totals the cost.
                    (APS – MA I.3).                                                               Ex. – Item             Cost per Item            Total Cost
                                                                                                      4 styling chairs       $450                    $1800
               5.   Works in teams to share ideas, to develop and coordinate group                 creates a mock chart of all supplies needed to supply his/her shop for a
                    approaches to problems, and to communicate findings (APS – MA I.8).                 month for each stylist and the total prices.
                                                                                                  Ex. – Item               Cost per Item             Total Cost
               6.   Communicates mathematical thinking coherently and clearly to others                3 dozen towels       $17 per dozen             $51
                    (APS – MA I.9).                                                                        individual participation
                                                                                                           reading analysis
               7.   Investigates and explains the mathematics required for various careers                 observation and listening skills
                    (APS – MA I.14).                                                                       appropriate mathematical applications
                                                                                                           accuracy
               8.   Simulates business recordkeeping (NCS).                                                teamwork/collaboration
                                                                                                           effective communication

                                                                                                                                   OR

                                                                                                The student participates in a variety of activities that provide hands-on
                                                                                                experiences in real-world situations in the field of cosmetology. He/She:
                                                                                                   creates appointment schedules,
                                                                                                   determines how much money he/she would make each day, week, or
                                                                                                      month based on a given hourly wage,
                                                                                                   calculates expenses in running a salon and figures profit and losses,
                                                                                                   measures the diameter and length for roller and rod placement,

COSMETOLOGY                                                                       27.13.20                                                 Albuquerque Public Schools 09/06
  GRADE       PERFORMANCE STANDARDS                                     ILLUSTRATIONS
   9 - 12
                                                    measures the correct ounces for color (e.g., one ounce of color, two
                                                     ounces of developer and three ounces of shampoo equals a soap cap).
                                                          individual participation in all activities
                                                          appropriate applications
                                                          accuracy




COSMETOLOGY                           27.14.20                                          Albuquerque Public Schools 09/06
STRAND VII: SALON MANAGEMENT
CONTENT STANDARD: The student investigates basic factors and considerations relevant to salon ownership/management.


BENCHMARKS: A. The student researches business regulations, laws, salon policies, and other pertinent information necessary for running a salon business.
            B. The student develops a comprehensive plan for operating and managing a salon.


 GRADE                             PERFORMANCE STANDARDS                                                                       ILLUSTRATIONS
  9 - 12
             1.   Lists factors to consider when opening a salon                               1, 2, 4. The student creates a business plan for a salon to include type of
                  NCS; BB&C – 16.34.8.15).                                                         ownership (i.e., sole, partnership, corporation, franchise); location selection;
                                                                                                   how it will be financed; layout; knowledge of state, county, and city laws;
             2.   Complies with laws, rules, and regulations (NCS; BB&C – 16.34.4).                personnel to be hired; payroll procedures; inventory of supplies; promotion
                                                                                                   strategies; and a record keeping system. The student presents to the class an
                                                                                                   overview of his/her plan that includes visuals (e.g., charts, poster,
                                                                                                   PowerPoint).
                                                                                                        knowledge of laws and regulations
                                                                                                        research strategies
                                                                                                        all required components
                                                                                                        effective communication
                                                                                                        compelling presentation
                                                                                                        creativity and ingenuity
                                                                                                        feasibility

                                                                                                 See also Strand V1 illustration.

             3.   Describes ways to resolve customer complaints (NCS).                         3, 6. The student learns that “the customer is always right” and that “a repeat
                                                                                                     customer is a valued customer”. With this in mind, the student, in a small
             4.   Names and describes the types of ownership under which a salon may                 group setting, relates a situation where a customer was dissatisfied or made
                  operate (NCS).                                                                     a complaint and tells how he/she handled the situation and the outcome of
                                                                                                     the situation.
                                                                                                         problem-solving strategies
                                                                                                         conflict resolution
                                                                                                         appropriate behaviors (e.g., courtesy, listening, communication)

             5.   Demonstrates both in and out of salon public relations skills (NCS).         5, 7. The student, working with a partner, designs an advertisement that
                                                                                                     describes the services the salon performs, promotes the salon favorably, and
             6.   Develops techniques for client retention (NCS).                                    attracts the attention of the reader so as to create a desire for the service or
                                                                                                     product. The team presents its advertisement to the class and, in the
             7.   Identifies principles which need to be applied in selling products and             presentation, describes the advertising venue that will be used
                  services (NCS).                                                                    (e.g., newspaper, mail, radio). The student evaluates other ads using a


COSMETOLOGY                                                                         27.15.20                                                     Albuquerque Public Schools 09/06
 GRADE        PERFORMANCE STANDARDS                                          ILLUSTRATIONS
  9 - 12
                                                 student/teacher constructed rubric. After all ads have been presented, the
                                                 student posts his/her ad for a gallery walk.
                                                          teamwork/collaboration
                                                          creativeness
                                                          effective presentation
                                                          adherence to rubric guidelines
                                                          peer response

                                                 Option: The class conducts a contest to select the best advertisement or the
                                                 “top three” advertisements with winner(s) earning some perk (e.g., free
                                                  haircut).

                                                                                      OR

                                                 The student creates a display of a particular product (e.g., shampoo, nail
                                                 products).

                                                                                      OR

                                                 The student visits a variety of local salons and takes notes on what he/she
                                                 observes. Upon return, the student either orally or in writing describes what
                                                 he/she liked and did not like at each site visited with suggestions on how
                                                 he/she could improve the situation.




COSMETOLOGY                           27.16.20                                                Albuquerque Public Schools 09/06
STRAND VIII: CAREER READINESS
CONTENT STANDARD: The student examines career paths and requirements within the cosmetology industry.


BENCHMARK: The student recognizes education, employability skills, training requirements, and opportunities for a career in the cosmetology service field.


 GRADE                              PERFORMANCE STANDARDS                                                                        ILLUSTRATIONS
  9 - 12
              1.   Identifies personal interests and aptitudes for career choices (CR – 1A).     1, 2. The student completes a career cluster interest survey to be used as a
                                                                                                     guidance tool in exploring careers in a variety of areas. The survey helps the
              2.   Establishes personal goals, prioritizes activities, and evaluates progress        student to determine his/her personal qualities that may fit career areas of
                   toward achievement of goals within a specified timeline (CR – 2A).                interest. The student researches his/her top three interests to determine skills,
                                                                                                     education, and training needed for entry into those fields and the job
                                                                                                     opportunities available to him/her. With further assistance and guidance from
                                                                                                     other resources and/or services the student uses this information to map out
                                                                                                     his/her Next Step Plan.
                                                                                                           individual participation in survey
                                                                                                           thorough research
                                                                                                           relevant information
                                                                                                           interaction with others
                                                                                                           viable plan

              3.   Interacts effectively with coworkers as part of a team (CR – 4B; NCS).        3 – 7. Working collaboratively with a partner, and in conjunction with the
                                                                                                    architecture class, the student plans and designs a salon using a CAD program.
              4.   Explains how technology is used in the field of cosmetology (CR – 3A).           The team presents its design to the class and accepts suggestions from other
                                                                                                    class members on ways to improve the functionality of the salon. The team
              5.   Demonstrates technological knowledge and skills required for entry into          makes adjustments after input from the other class members.
                   career fields of interest (CR – 3D).                                                   individual participation
                                                                                                          teamwork/cooperation
                                                                                                          application of technology skills
                                                                                                          reception of constructive criticism
                                                                                                          appropriate revisions
                                                                                                          efficient and functional design

              6.   Analyzes and integrates positive behavior, conduct, and social manners        6, 7. The student listens to guest speakers from local schools that have
                   within the school, workplace, and community (CR – 4A).                            cosmetology programs [e.g., Central New Mexico Community College
                                                                                                     (previously TVI), DeWolff’s] talk about job skills, how to dress, and what the
              7.   Applies critical thinking and problem-solving skills to identify and solve        student needs to do to be successful in the field of cosmetology. After the
                   problems (CR – 5E).                                                               lectures, the student practices skills demonstrated (e.g., wardrobe planning –
                                                                                                     live models or with paper dolls).
                                                                                                             attentive listening


COSMETOLOGY                                                                           27.17.20                                                    Albuquerque Public Schools 09/06
 GRADE                           PERFORMANCE STANDARDS                                                                         ILLUSTRATIONS
  9 - 12
                                                                                                           courtesy and politeness to speakers
                                                                                                           application of skills
                                                                                                           individual participation
                                                                                                           problem-solving

           8.   Participates in lifelong learning to stay current with trends, technology,    8.    The student uses the CyberImaging computer program to design a hair style
                and techniques pertaining to the cosmetology industry (NCS).                       that would suit a client. He/She shows both before and after pictures of the
                                                                                                   client.

                                                                                                   Options: The student participates in a Career Fair or takes field trips to local
                                                                                                   salons and/or schools to observe shop practices. The student prepares in
                                                                                                   advance questions that he/she want answered. After the event, the student
                                                                                                   writes a reflection paper on what he/she observed.
                                                                                                         awareness of trends
                                                                                                         individual participation
                                                                                                         positive behaviors
                                                                                                         effective communication
                                                                                                         interpersonal skills




COSMETOLOGY                                                                        27.18.20                                                      Albuquerque Public Schools 09/06
STRAND IX: LITERACY
CONTENT STANDARD: The student communicates cosmetology concepts through reading, writing, speaking, and research requirements.


BENCHMARK: The student demonstrates proficiency in reading comprehension, specialized vocabulary, and a variety of writing, speaking, and research opportunities as they
           relate to cosmetology.


 GRADE                             PERFORMANCE STANDARDS                                                                        ILLUSTRATIONS
  9 - 12
             The literacy standards addressed align with the APS 10th grade                       Although the cosmetology course is structured around demonstration and
             Language Arts standards.                                                             performance activities, the student does have multiple opportunities to meet
                                                                                                  standards through a variety of reading, writing, speaking, and research
                                                                                                  assignments. The following are examples of those occurrences.

             1.   Asks critical questions prompted by texts and researches answers for a       1 – 3. See Strand #2, the 1st illustration; Strand #3, the 1st illustration and the
                  broader understanding (APS – LA I.1).                                           illustration for performance standards #4 - #7; Strand #4, the 1st and
                                                                                                  2nd illustrations and the illustrations for performance standards #7 and #8;
             2.   Makes generalizations about text that are supported by specific                 Strand #5, the 1st illustration; the illustration in Strand #6; Strand #7, the
                  references in the text (APS – LA II.2).                                         1st illustration; and Strand #8, the 1st and last illustrations.

             3.   Reads critically and independently to draw conclusions from research
                  (APS – LA I.3).

             4.   Develops increased competence in using the writing process to create a       4 – 7. See Strand 3, the illustration for performance standards #1 - #10; Strand
                  final product (APS – LA III.1).                                                 #4, the 3rd illustration; Strand #5, the 1st illustration and the illustration for
                                                                                                  performance standards #1 - #5; Strand #7, the 1st and 3rd illustrations; and
             5.   Develops increased competence and fluency in using elements of                  Strand #8, the 1st, 2nd, and last illustrations.
                  effective writing (APS – LA III.1).

             6.   Develops increased competence in using a variety of technology to
                   present information appropriate for the intended purpose and audience
                  (APS – LA III.3).

             7.   Develops increased competence in using writing conventions
                  (APS – LA III.4).

             8.   Clearly articulates a position and develops arguments using a variety of     8 – 10. See Strand #1, the 1st and 2nd illustrations; Strand #2, the 1st and 2nd
                  methods (APS – LA IV.4).                                                         illustrations; Strand #3, the 1st illustration and the illustrations for
                                                                                                   performance standards #1 - #10, #5, #6, #10, and #9; Strand #4, the 1st, 2nd,
             9.   Analyzes an instance of public speaking or media presentation                    and 3rd illustrations and the illustrations for performance standards #7 and #8;
                  (APS – LA V.1).                                                                  Strand #5, the 1st illustration and the illustration for performance standards


COSMETOLOGY                                                                         27.19.20                                                      Albuquerque Public Schools 09/06
 GRADE                          PERFORMANCE STANDARDS                                                                        ILLUSTRATIONS
  9 - 12
           10.   Responds reflectively through dialogue and discussion to written and           #1 - #5; the illustration in Strand #6; Strand #7, the 1st and 2nd illustrations;
                 visual texts (APS – LA V.2).                                                   and Strand #8, the 2nd and 3rd illustrations.



           11. Uses systematic strategies to organize and record information                11, 12. See Strand #4, the 3rd illustration; Strand #7, the 1st illustration; and
               (APS – LA VI.1).                                                                 Strand #8, the 1st illustration.

           12. Uses a variety of information resources to critically interpret and
               evaluate experiences and ideas (APS – LA VI.2).




COSMETOLOGY                                                                      27.20.20                                                      Albuquerque Public Schools 09/06

								
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