In Joe Crawford's last two articles, he examined the process of building standards-based curriculum documents to drive instruction in the K-8 environment. Continuing with this theme, this article explores "closing the loop" and following this work into the high school experience. There is one huge difference in the Common Core State Standards (CCSS) at the high school level. The CCSS are no longer organized by distinct grade level; the CCSS are now presented as high school (9-12) standards. Because of the various and sundry organizational patterns in high school math course work (and in ELA, for that matter), it is now important for the entire high school math (and ELA) department to work together to ensure adequate learning opportunities across the entire 9-12 spectrum of high school course work. The CCSS must be parsed out over the entire 9-12 math academic experience and spread among the various courses offered and experienced by students. This article takes the reader through the steps of a high school's overall study/review of Domains and standards in those Domains and deciding which specific high school courses will address which specific Domains and standards, using the Geometry Domain as an example. Then, it discusses the actual process of developing the end-of-year (Local CCS Standards or Priority Standards) and within-year (Instructional Objectives) expectations, continuing with the Geometry Domain example. The process as detailed in the article allows the reader to create useable, aligned, and articulated learning expectations that are proven to produce meaningful improvements in student performance.