]> http://www.academicbenchmarks.com The Gold Standard in K-12 standards solutions. Offering the most comprehensive collection of education standards and robust web-based alignment tools available. en-us Copyright 2002-2009 Academic Benchmarks 1440 /images/AB_logo.gif http://www.academicbenchmarks.com/ Academic Benchmarks has released the Oklahoma Priority Academic Students Skills (PASS) in Personal Financial Literacy 2007. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Mon, 01 Mar 2010 08:34:43 EST 25784 Academic Benchmarks has released the New Jersey Preschool Teaching and Learning Expectations in Language Arts Literacy 209, Mathematics 2009, Science 2009, Social Studies, Family and Life Skills 2009, Health, Safety, and Physical Education 2009, Technology 2009, World Languages 2009, Visual and Performing Arts 2009 and Social/Emotional Development 2009. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Mon, 01 Mar 2010 08:33:20 EST 25783 Academic Benchmarks has released the Michigan Grade Level and High School Content Expectations in Educational Technology 2009. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Mon, 01 Mar 2010 08:31:19 EST 25782 Academic Benchmarks has released the Minnesota Academic Standards in the Arts 2008. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Mon, 01 Mar 2010 08:30:09 EST 25781 Academic Benchmarks has released the Maine Early Childhood Learning Guidelines in Early Language and Literacy 2005, Mathematics 2005, Science 2005, Social Studies 2005, Health and Physical Education 2005, Creative Arts 2005, Personal and Social Development 2005 and Approaches to Learning 2005. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Mon, 01 Mar 2010 08:28:32 EST 25780 Academic Benchmarks has released the Hawaii Preschool Content Standards in Physical Development, Health and Safety 2004, Personal and Social Development 2004, Creative Development 2004, and Cognitive Development 2004. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Mon, 01 Mar 2010 08:25:28 EST 25779 Academic Benchmarks has released the District of Columbia Early Learning Standards for Pre Kindergarten in Language and Literacy 2008, Mathematical Thinking 2008, Scientific Inquiry 2008, Social Studies 2008, Physical Development, Health, and Safety 2008, Creative Arts 2008, Social and Emotional Development 2008 and Approaches to Learning 2008. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Mon, 01 Mar 2010 08:23:43 EST 25778 Academic Benchmarks has released the Alaska Early Learning Guidelines in Physical Well-Being, Health, and Motor Development 2006, Social and Emotional Development 2006, Cognition and General Knowledge 2006 and Approaches to Learning 2006. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Mon, 01 Mar 2010 08:21:30 EST 25777 Academic Benchmarks has released the Colorado Academic Standards Visual Arts 2009. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Mon, 22 Feb 2010 10:15:08 EST 25676 Academic Benchmarks has released the Colorado Academic Standards Drama and Theatre 2009. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Mon, 22 Feb 2010 10:14:51 EST 25675 Academic Benchmarks has released the Colorado Academic Standards Music 2009. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Mon, 22 Feb 2010 10:14:13 EST 25674 Academic Benchmarks has released the Colorado Academic Standards Dance 2009. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Mon, 22 Feb 2010 10:13:33 EST 25673 Academic Benchmarks has released the Colorado Academic Standards World Languages 2009. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Mon, 22 Feb 2010 10:12:51 EST 25672 Academic Benchmarks has released the Colorado Academic Standards Physical Education 2009. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Mon, 22 Feb 2010 10:12:29 EST 25671 Academic Benchmarks has released the Colorado Academic Standards Comprehensive Health 2009. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Mon, 22 Feb 2010 10:11:47 EST 25670 Academic Benchmarks has released the Colorado Academic Standards for Social Studies 2009. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Tue, 12 Jan 2010 09:11:03 EST 24971 Academic Benchmarks has released the Colorado Academic Standards for Science 2009. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Tue, 12 Jan 2010 09:10:39 EST 24970 Academic Benchmarks has released the Colorado Academic Standards for Mathematics 2009. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Tue, 12 Jan 2010 09:10:18 EST 24969 Academic Benchmarks has released the Colorado Academic Standards for Reading, Writing, and Communicating 2009. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Tue, 12 Jan 2010 09:09:54 EST 24968 Academic Benchmarks has released the North Dakota Early Learning Guidelines 2008. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Tue, 05 Jan 2010 14:16:53 EST 24800 Academic Benchmarks has released the South Carolina American Sign Language Standards 2009. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Tue, 05 Jan 2010 14:02:08 EST 24799 Academic Benchmarks has released the Arizona Grade Level Articulations Physical Education 2009. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Wed, 16 Dec 2009 15:11:18 EST 24423 Academic Benchmarks has released the Arizona Grade Level Articulations Health Education 2009. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Wed, 16 Dec 2009 15:10:48 EST 24422 Academic Benchmarks has released the Delaware Grade Level Expectations Visual Arts 2007. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Fri, 11 Dec 2009 12:22:17 EST 24170 Academic Benchmarks has released the Delaware Grade Level Expectations Theatre 2007. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Fri, 11 Dec 2009 12:21:43 EST 24169 Academic Benchmarks has released the Delaware Grade Level Expectations Music 2007. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Fri, 11 Dec 2009 12:21:08 EST 24168 Academic Benchmarks has released the Delaware Grade Level Expectations Dance 2007. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Fri, 11 Dec 2009 12:20:37 EST 24167 Academic Benchmarks has released the New Jersey Core Curriculum Content Standards 21st Century Life and Careers 2009. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Mon, 07 Dec 2009 17:03:24 EST 23911 Academic Benchmarks has released the Utah Core Curriculum Health Education 2009. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Fri, 04 Dec 2009 12:42:14 EST 23853 Academic Benchmarks has released the Washington Standards Educational Technology 2008. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Thu, 03 Dec 2009 14:54:32 EST 23803 Academic Benchmarks has released the Washington Standards Health and Fitness 2008. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Thu, 03 Dec 2009 14:53:31 EST 23802 Academic Benchmarks has released the Nebraska Academic Standards Mathematics 2009. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Fri, 27 Nov 2009 13:40:30 EST 23647 Academic Benchmarks has released the Core Curriculum Content Standards for Visual and Performing Arts 2009. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Fri, 20 Nov 2009 13:18:07 EST 23512 Academic Benchmarks has released the Core Curriculum Content Standards for Social Studies 2009. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Fri, 20 Nov 2009 13:17:35 EST 23511 Academic Benchmarks has released the Montana Content Standards Mathematics 2009. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Mon, 16 Nov 2009 15:26:47 EST 23422 Academic Benchmarks has released the Maryland Voluntary State Curriculum School Library Media 2004. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. The format and terminology used in this document; (i.e., content standard, topic, indicator and objective) is patterned after the content area Voluntary Curriculum documents. By using the same format and generic expectations, indicators and objectives, it is intended to enhance the likelihood of the Information Literacy Curriculum being integrated into a wide range of content area instruction. Specific Methods, where included, are intended to serve as suggestions of how the related objective might be accomplished. The curriculum is structured with shared Content standards, Topics and Indicators for all grade levels paired with age appropriate objectives demonstrating increasing levels of expectation as students progress through the grades. Thu, 12 Nov 2009 12:26:24 EST 23327 Academic Benchmarks has released the Ohio Academic content Standards in Physical Education 2009. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Thu, 12 Nov 2009 09:08:55 EST 23316 Academic Benchmarks has released the North Carolina Essential Standards Information and Technology 2008. For those clients who receive these standards as part of their license agreement, they will be available for download tomorrow and can be found in the "New" tab of your Academic Benchmarks account. The North Carolina essential standards are the skills, understandings and learning experiences that a student must master at each grade level to move to the next grade level. Essential standards are the "must have" goals of the curriculum and will help teachers focus on the higher-order knowledge and skills that all students should master. Thu, 05 Nov 2009 11:20:51 EST 23212 Academic Benchmarks has released the Standard Course of Study in American Sign Language 2007. These will be incorporated into the existing 2004 Second Languages document currently located in the Academic Benchmarks database. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Fri, 30 Oct 2009 09:26:02 EST 22987 Academic Benchmarks has released the North Carolina Essential Standards for English 10. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Fri, 30 Oct 2009 09:22:23 EST 22986 Academic Benchmarks has released the Texas Essential Knowledge and Skills Science 2009. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Thu, 29 Oct 2009 22:57:08 EST 22977 Academic Benchmarks has released the South Carolina Curriculum Standards Health and Safety Education 2009. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Thu, 29 Oct 2009 22:49:13 EST 22976 Academic Benchmarks has released the New Mexico Content Standards Social Studies 2009. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Thu, 29 Oct 2009 22:46:06 EST 22975 Academic Benchmarks has released standards for Biology I for the Missouri Grade and Course Level Expectations Science 2008. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Thu, 29 Oct 2009 22:41:37 EST 22974 Academic Benchmarks has released standards for Grades 9-12 for the Michigan Grade Level and High School Content Expectations Health Education 2007. A client who receives these standards as part of the license agreement, can access the files for download through the "New" tab of the client's Manage Standards Database License page. Thu, 29 Oct 2009 22:34:30 EST 22973 Academic Benchmarks has released the Maryland Voluntary State Curriculum Health Education 2009. A client who receives these standards as part of the license agreement, can access the files for download through the "New" tab of the client's Manage Standards Database License page. Thu, 29 Oct 2009 22:26:11 EST 22972 Academic Benchmarks has released standards for American Sign Language and Classical Languages for the District of Columbia: Learning Standards - World Languages 2008. A client who receives these standards as part of the license agreement, can access the files for download through the "New" tab of the client's Manage Standards Database License page. Thu, 29 Oct 2009 22:19:37 EST 22971 Academic Benchmarks has released the Louisiana Content Standards Educational Technology 2008. For those clients who receive these standards as part of their license agreement, they will be available for download tomorrow and can be found in the "New" tab of your Academic Benchmarks account. The Louisiana Pre K-12 Educational Technology Standards for Students provide a framework for preparing students for learning in a global, digital society. The standards are intended to be infused into the foundation skills and core understandings embodied in the Louisiana Content Standards. These standards and performance indicators are anticipated to assist teachers in preparing all students to be lifelong learners and contributing members of a global society. Fri, 23 Oct 2009 13:59:37 EST 22760 Academic Benchmarks has released the North Carolina Essential Standards Mathematics 2008. For those clients who receive these standards as part of their license agreement, they will be available for download tomorrow and can be found in the "New" tab of your Academic Benchmarks account. The North Carolina essential standards are the skills, understandings and learning experiences that a student must master at each grade level to move to the next grade level. Essential standards are the "must have" goals of the curriculum and will help teachers focus on the higher-order knowledge and skills that all students should master. Thu, 22 Oct 2009 12:44:53 EST 22704 Academic Benchmarks has released the Georgia Performance Standards Physical Education 2008. For those clients who receive these standards as part of their license agreement, they will be available for download tomorrow and can be found in the "New" tab of your Academic Benchmarks account. The Georgia Performance Standards for Physical Education are based on the National Physical Education Standards developed by the National Association for Sport and Physical Education (NASPE). The Standards reflect what a physically educated student should know and be able to do at each grade level (K-12). Tue, 15 Sep 2009 12:18:05 EST 20963 Academic Benchmarks has released the Arizona Grade Level Articulations Educational Technology 2009. For those clients who receive these standards as part of their license agreement, they will be available for download tomorrow and can be found in the "New" tab of your Academic Benchmarks account. The comprehensive document (Pre-K-High School) is designed so that teachers can read the performance objectives across grade levels to incorporate learning from previous, current, and future grade levels. Mon, 14 Sep 2009 18:44:55 EST 20931 Academic Benchmarks has released the Maryland Voluntary State Curriculum Arts: Visual Arts 2008. For those clients who receive these standards as part of their license agreement, they will be available for download tomorrow and can be found in the "New" tab of your Academic Benchmarks account. The Voluntary State Curriculum (VSC) is the document that aligns the Maryland Content Standards and the Maryland Assessment Program. Fri, 11 Sep 2009 16:45:31 EST 20822 Academic Benchmarks has released the Maryland Voluntary State Curriculum Arts: Theatre 2008. For those clients who receive these standards as part of their license agreement, they will be available for download tomorrow and can be found in the "New" tab of your Academic Benchmarks account. The Voluntary State Curriculum (VSC) is the document that aligns the Maryland Content Standards and the Maryland Assessment Program. Fri, 11 Sep 2009 16:44:50 EST 20821 Academic Benchmarks has released the Maryland Voluntary State Curriculum Arts: Music 2008. For those clients who receive these standards as part of their license agreement, they will be available for download tomorrow and can be found in the "New" tab of your Academic Benchmarks account. The Voluntary State Curriculum (VSC) is the document that aligns the Maryland Content Standards and the Maryland Assessment Program. Fri, 11 Sep 2009 16:43:58 EST 20820 Academic Benchmarks has released the Maryland Voluntary State Curriculum Arts: Dance 2008. For those clients who receive these standards as part of their license agreement, they will be available for download tomorrow and can be found in the "New" tab of your Academic Benchmarks account. The Voluntary State Curriculum (VSC) is the document that aligns the Maryland Content Standards and the Maryland Assessment Program. Fri, 11 Sep 2009 16:43:27 EST 20819 Academic Benchmarks has released the Maryland Voluntary State Curriculum Physical Education 2009. For those clients who receive these standards as part of their license agreement, they will be available for download tomorrow and can be found in the "New" tab of your Academic Benchmarks account. The Voluntary State Curriculum (VSC) is the document that aligns the Maryland Content Standards and the Maryland Assessment Program. Fri, 11 Sep 2009 16:41:59 EST 20818 Academic Benchmarks has released the Science Core Curriculum Content Standards for New Jersey. The revised Core Curriculum Content Standards were adopted on June 17, 2009 by the State Board of Education. Fri, 28 Aug 2009 14:55:11 EST 20202 Academic Benchmarks has released the World Languages Core Curriculum Content Standards for New Jersey. The revised Core Curriculum Content Standards were adopted on June 17, 2009 by the State Board of Education. Fri, 28 Aug 2009 14:54:07 EST 20201 Academic Benchmarks has released the Comprehensive Health and Physical Education Core Curriculum Content Standards for New Jersey. The revised Core Curriculum Content Standards were adopted on June 17, 2009 by the State Board of Education. Fri, 28 Aug 2009 14:54:06 EST 20200 Academic Benchmarks has released the Comprehensive Health and Physical Education Core Curriculum Content Standards for New Jersey. The revised Core Curriculum Content Standards were adopted on June 17, 2009 by the State Board of Education. Fri, 28 Aug 2009 13:54:56 EST 20196 Academic Benchmarks has released the Louisiana Grade Level Expectations Physical Education 2009. For those clients who receive these standards as part of their license agreement, they will be available for download tomorrow and can be found in the "New" tab of your Academic Benchmarks account. Each grade-level expectation is meant to further define a content standard and benchmark(s). There is a progression of specificity; the standards represent broad statements, benchmarks are more specific, and GLEs provide the most detail. Grade-level expectations have been developed from Kindergarten through grade 12. GLEs do not represent the entire curriculum for a given grade or course. Thu, 27 Aug 2009 15:42:30 EST 20188 Academic Benchmarks has released the Maine Grade Level Expectations NECAP Mathematics Updated for Maine Purposes 2009. For those clients who receive these standards as part of their license agreement, they will be available for download tomorrow and can be found in the "New" tab of your Academic Benchmarks account. The NECAP GLEs are organized into four content strands. Problem solving, reasoning, connections, and communication are embedded throughout this set of GLEs instead of as separate strands. Tue, 25 Aug 2009 21:02:44 EST 20108 Nevada Academic Standards for Physical Education have been released by Academic Benchmarks on August 13, 2009. These grade banded Physical Education documents were approved by Nevada in October 2008. Thu, 13 Aug 2009 12:49:43 EST 19799 Nevada Academic Standards for Health Education have been released by Academic Benchmarks on August 13, 2009. Nevada Health Education Standards are grade banded documents. The state has provided a comparison to the previous version and that can be found at this link http://www.doe.nv.gov/Standards/HealthPE/ComparisonBetweenPreviousHealthStandards-CurrentHealthStandards.pdf Thu, 13 Aug 2009 12:46:01 EST 19798 ND Content Standards for Health, Grades K-12, were released in August 2008. Thu, 13 Aug 2009 12:22:12 EST 19797 Academic Benchmarks has released the Kansas Curriculum Standards Environmental Education 1999. For those clients who receive these standards as part of their license agreement, they will be available for download tomorrow and can be found in the "New" tab of your Academic Benchmarks account. The Environmental Education Standards for Kansas Document is organized under three knowledge skills standards (Standards 1-3) and two process skills standards (Standards 4-5) which reflect the breadth of environmental education and its goal of environmental literacy. Related benchmarks and indicators suggesting appropriate expectations for learner performance and achievement at specific grade levels (4th, 8th, and 12th grades) follow each standard. Mon, 10 Aug 2009 22:26:40 EST 19671 Academic Benchmarks has released the Montana Essential Learning Expectations Technology 2009. For those clients who receive these standards as part of their license agreement, they will be available for download tomorrow and can be found in the "New" tab of your Academic Benchmarks account. The Essential Learning Expectations for Technology describe requisite content knowledge, abilities, and thinking/reasoning skills that students must comprehend and apply along the K-12 learning continuum. As standards are revised, the ELE will be developed for all content areas and at each grade level for students to successfully meet the standards and benchmarks. Mon, 10 Aug 2009 22:16:00 EST 19670 Academic Benchmarks has released the Montana Essential Learning Expectations Information Literacy/Library Media 2009. For those clients who receive these standards as part of their license agreement, they will be available for download tomorrow and can be found in the "New" tab of your Academic Benchmarks account The Essential Learning Expectations for Information Literacy/Library Media describe requisite content knowledge, abilities, and thinking/reasoning skills that students must comprehend and apply along the K-12 learning continuum. As standards are revised, the ELE will be developed for all content areas and at each grade level for students to successfully meet the standards and benchmarks. Mon, 10 Aug 2009 22:05:52 EST 19669 The Arts Standards in the District of Columbia were approved by the Board of Education May 21, 2008. Thu, 06 Aug 2009 08:36:32 EST 19585 Hawaii originally created the General Learner Outcomes as a K-12 grade range document. In July 2009 they created separate Outcomes for Kindergarten Students and the original still apply to grades 1 through 12 students. Mon, 27 Jul 2009 22:29:30 EST 19273 The Spanish Language Arts and Reading TEKS was adopted in 2008 and will be implemented at the beginning of the 2009/2010 school year. Wed, 22 Jul 2009 08:47:34 EST 19064 Academic Benchmarks has released the Maryland Voluntary State Curriculum World Languages 2009. For those clients who receive these standards as part of their license agreement, they will be available for download tomorrow and can be found in the "New" tab of your Academic Benchmarks account. The Maryland World Language VSC assists Maryland teachers and administrators in planning, developing, and implementing world language curricula. This document provides a broad framework from which local systems may construct comprehensive world language programs for all students. The VSC shares the same format as all content areas and comprises the following components: content standards, indicator statements, and objective statements. The fundamental purpose of world language instruction is to enable students to communicate in a world language in a culturally appropriate way. The VSC integrates the five C's of the national standards at all levels: Communication, Culture, Connections, Comparisons, and Communities. Because Maryland schools provide a variety of language program models with various entry points across elementary, middle, and high school, the standards are not tied to specific grade levels. Rather, the four levels of language learning: beginning, emerging, developing, and advancing, characterize stages of language and culture acquisition and provide a common vision for determining student ability to make the transition from high school to postsecondary instruction. Tue, 07 Jul 2009 16:19:34 EST 18496 Academic Benchmarks has released the Oklahoma Priority Academic Benchmarks has released the Oklahoma Priority Academic Student Skills Mathematics 2009. For those clients who receive these standards as part of their license agreement, they will be available for download tomorrow and can be found in the "New" tab of your Academic Benchmarks account. Oklahoma Priority Academic Student Skills encourage the exploration of a wide variety of mathematical ideas and promote in-depth levels of understanding by focusing on the key concepts and processes. The mathematics curriculum includes a broad range of content by incorporating an informal approach to measurement, geometry, data analysis, and patterns (algebra). This helps students see the usefulness of mathematics and establishes a foundation for further study. Thu, 02 Jul 2009 18:36:04 EST 18431 Academic Benchmarks has released the Montana Essential Learning Expectations Science 2009. For those clients who receive these standards as part of their license agreement, they will be available for download tomorrow and can be found in the "New" tab of your Academic Benchmarks account. The Essential Learning Expectations describe requisite content knowledge, abilities, and thinking/reasoning skills that students must comprehend and apply along the K-12 learning continuum. As standards are revised, the ELE will be developed for all content areas and at each grade level for students to successfully meet the standards and benchmarks. Thu, 02 Jul 2009 00:16:37 EST 18414 Academic Benchmarks has released the Ohio English Langauge Proficiency Standards for LEP Students 2008. For those clients who receive these standards as part of their license agreement, they will be available for download tomorrow and can be found in the "New" tab of your Academic Benchmarks account. The standards define progressive levels of competence in the acquisition of English, and help teachers move LEP students toward proficiency both in the English language and in Ohio's academic content standards. Based on the proficiency levels, benchmarks have been established for each of four language domains: Listening, Speaking, Reading and Writing. These benchmarks describe the language skills that LEP students should be able to demonstrate as they enter into a given proficiency level while they are in the indicated grade span. For this reason, the lowest benchmark level is the Beginning level, which is the first step for those LEP students currently in the Prefunctional level. In a number of cases, the benchmarks relate to only one or two grades within a grade span. Tue, 30 Jun 2009 13:03:49 EST 18359 Academic Benchmarks has released the Texas College and Career Readiness Standards 2008. For those clients who receive these standards as part of their license agreement, they will be available for download tomorrow and can be found in the "New" tab of your Academic Benchmarks account. The College and Career Readiness Standards consist of a multi-level framework that focuses not only on subject matter, but also on the way it is organized and presented in the classroom. The CCRS introduce a disciplinary structure at the entry-level in order to familiarize students with key concepts and content. The CCRS focus on "keystone" knowledge and skills. They depend on students achieving facility and fluency in foundation knowledge in the disciplines. The goal of the Texas CCRS is to establish what students must know and be able to do to succeed in entry-level courses offered at institutions of higher education. These CCRS are organized into levels of specificity, Key Content, Organizing components, and Performance Expectations. Sun, 28 Jun 2009 17:06:29 EST 18292 Academic Benchmarks has released the Rhode Island Grade Span Expectations Civics and Government and Historical Perspectives 2008. For those clients who receive these standards as part of their license agreement, they will be available for download tomorrow and can be found in the "New" tab of your Academic Benchmarks account. Rhode Island Grade Span Expectations (GSEs) for Civics & Government and Historical Perspectives/Rhode Island History have been developed as a means to identify the content knowledge and skills expected of all students (grades K-high school). GSEs are meant to capture the "big ideas" of civics and history that can be taught and assessed, without narrowing the curriculum locally. The set of GSEs includes concepts and skills intended to be for local assessment purposes only. Generally speaking, Grade Span Expectations - at any grade - represent content knowledge and skills that have been introduced instructionally at least one to two years before students are expected to demonstrate confidence in applying them independently. Civics & Government and Historical Perspectives/Rhode Island History are the only two social studies strands included in these GSEs. Each GSE includes an overarching Statement of Enduring Knowledge identifies the "big ideas" of the discipline, and Specific Indicators identifying how students will demonstrate what they know and can do at each grade span to show understanding. Fri, 26 Jun 2009 11:42:53 EST 18247 Academic Benchmarks has released the South Dakota Content Standards English Language Proficiency 2007. For those clients who receive these standards as part of their license agreement, they will be available for download tomorrow and can be found in the a€eNewa€ tab of your Academic Benchmarks account. The English Language Proficiency Standards highlight the English language development goals for English Language Learners (ELLs) as they move through levels of English proficiency in listening, speaking, reading, and writing. They are designed to guide teachers in their instruction of ELLs and to provide a bridge to South Dakota's Reading, Communication Arts, Math, and Science content area standards. Achievement descriptors are included in this document to demonstrate levels of English language proficiency that reflect the progress of these students toward mastering English as they acquire academic achievement proficiency. The achievement descriptors are organized into achievement levels. These achievement levels describe how English language learners perform in English and the levels reflect increasing acquisition of English language skills. To identify increasing proficiency in English language acquisition, the levels for English language learners contained in this document are labeled as Proficient, Intermediate, Basic, Emergent. Curriculum goals and objectives are aligned to the achievement descriptors. Teachers are able to track the progress of students through the program and determine their readiness to achieve the content standards. Thu, 25 Jun 2009 13:08:37 EST 18186 The goal in developing Utah's English Language Proficiency Standards is to provide support for English language learners. The English Language Proficiency Standards provide guidance in the following ways: (1) Define the academic English proficiency, by grade band, for students to access the Utah Core Curricula objectives; (2) Establish criteria for Utah's Academic English Language Proficiency Assessment (UALPA). Sun, 03 May 2009 21:11:38 EST 14721 Standards for English Language Learners have been approved by the board, but a final version has not yet been produced. English Language Learners will listen, speak, read, and write in English throughout all content areas to help ensure that children who are limited English proficient, including immigrant children and youth, achieve at high levels in the core academic subjects so that those children can meet the same challenging State academic content and student academic achievement standards as all children are expected to meet. Fri, 01 May 2009 13:49:50 EST 14579 Connecticut Prekindergarten-Grade 8 Science Curriculum Standards Including Grade-Level Expectations is meant to assist district curriculum development, to help teachers align instruction to Connecticut's 2004 Core Science Curriculum Framework, and to improve student achievement in science. Fri, 03 Apr 2009 17:14:18 EST 13228 The Iowa Core Curriculum for Science reflects the belief that ALL students should experience science through a curriculum that is rigorous, relevant, global in its perspective, collaborative in nature, and connected by strong visible links to other areas of study. Fri, 03 Apr 2009 15:32:10 EST 13227 The Reading, Writing, Speaking, Listening and Viewing Essential Concepts and Skills found in the Iowa Core Curriculum describe what students should know and be able to do in literacy at the primary (K - 2), intermediate (3 - 5), middle (6 - 8), and high school (9 - 12) levels. The essential concepts and skills described should be considered as the targets for instruction and student learning. The literacy components of Reading, Writing, Speaking, Listening, and Viewing are different from other content areas, because they are the processes that students use to learn and understand the complex world in which they live. Fri, 03 Apr 2009 14:14:34 EST 13226 The Iowa Core Curriculum for K-12 Mathematics identifies the essential characteristics, skills, and content of the world-class mathematics curriculum that Iowa needs. This Iowa Core Curriculum for school mathematics is based on recommendations from the National Council of Teachers of Mathematics (Principles and Standards for School Mathematics, 2000, and Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics, 2006), five years of experience with Iowa's Every Student Counts mathematics initiative (ESC), and best practices identified from reviews of research conducted by the National Research Council (2001), the International Bureau of Education (Grouws and Cebulla, 2000), the National Council of Teachers of Mathematics (Kilpatrick, 2003), the federal What Works Clearinghouse, and Iowa's Mathematics Content Network research review project. Fri, 03 Apr 2009 14:12:39 EST 13225 The Iowa Core Curriculum for Social Studies is premised upon a rigorous and relevant K - 12 social studies program. Engaging students in the pursuit of active informed citizenship will require a broad range of understandings and skills. It will also require an articulated curriculum which connects students to the social world through informed instructional experiences led by teachers who are committed to active civic participation. This represents a bold step toward a vision of social and civic literacy for all of Iowa's students. Fri, 03 Apr 2009 13:45:06 EST 13224 Academic Benchmarks has released the Iowa Core Curriculum 21st Century Skills. A client who receives these standards as part of the license agreement can access the files for download through the "New" tab of the client's Manage Standards Database License page. Fri, 03 Apr 2009 13:33:36 EST 13223 New Mexico Career and Technical Education establishes challenging academic and technical standards with benchmarks and performance standards for students in grades 7-12 and assists students in meeting such standards, including preparation for high-skill, high-wage or high-demand occupations in current or emerging professions. Thu, 26 Mar 2009 17:11:11 EST 12999 The New Mexico content standards with benchmarks and performance standards for English language arts are mandated for students in grades K-12. The New Mexico content standards with benchmarks and performance standards for English language arts were adopted in April 1996 as part of 6 NMAC 3.2; they were revised in June 2000, and the benchmarks and performance standards were revised for grades K-4 in April 2008. Language Arts 2000 has been mapped to English Language Arts 2009. Wed, 18 Mar 2009 17:28:32 EST 12828 These science standards define the scientific content knowledge and process skills that all students are expected to learn during science instruction in K-8 and three years in high school. The adopted science content standards include four core standards at each grade from kindergarten through eighth grade and for high school. These core standards provide the major unifying concepts and processes that will be the primary focus of teaching and learning across the grades. Underneath each of these core standards are from one to seven content standards which provide the details necessary for instruction and assessment. Wed, 18 Mar 2009 14:00:35 EST 12827 The Wyoming Physical Education Standards Committee recognizes that a physically educated person: (a) has learned skills necessary to perform a variety of physical activities; (b) is physically fit; (c) does participate regularly in physical activity; (d) knows the implications of and benefits from involvement in physical activities; and (e) values physical activity and its contribution to a healthful lifestyle. These five major areas of focus that define what students should know and be able to do in physical education are key ingredients of quality physical education programs. Standards, as determined by the Committee, integrate the essential content, processes, and skills that students will need to master to become lifelong movers. Fri, 06 Mar 2009 12:39:37 EST 12167 The Wyoming Health Education Standards Committee recognizes that good health is sought for all and necessary for students to live a healthy life and to learn effectively. Health education has specific content and concepts that are crucial for students to understand and communicate about in order to maximize good health and minimize negative health behaviors. Health education skills are used in real-world interactions both inside and outside the school setting and throughout life. Included in the standards are essential processes, content, and skills that students should master to succeed in school and in life. Fri, 06 Mar 2009 12:38:39 EST 12166 The Wyoming Social Studies Content and Performance Standards represent the cooperative effort of school district, University, community college, and business participants. The State Social Studies Standards Committee recognizes that social studies is the integrated study of the social sciences and humanities to promote civic competence. The mission of social studies is to help young people develop the ability to make informed and reasoned decisions as citizens of a culturally diverse, democratic society in an interdependent world. Fri, 06 Mar 2009 12:37:36 EST 12165 The mission of science education is to help young people develop the ability to reason, think creatively, make responsible decisions, and solve problems. Students do more than acquire knowledge; they work toward understanding and making sense of the world around them. They must process, apply, and effectively communicate scientific knowledge to become scientifically literate citizens. Scientific literacy is of critical importance for the United States to participate productively in an increasingly competitive technological society. Fri, 06 Mar 2009 12:36:34 EST 12164 The Mathematics State Standards Committee recognizes that mathematics is a universal language. While mathematics has content of its own, it is used for analyzing data and looking for relationships and patterns in almost any real-world endeavor. Integrated within the standards designated by the committee are essential content, processes, and skills students need to master to succeed in school and at work. Fri, 06 Mar 2009 12:29:27 EST 12163 The State Language Arts Standards Committee recognizes the mission of language arts instruction as providing the skills in reading, writing, speaking, and listening that make learning and performance in all other content areas possible. Language arts have a content of its own, embodied in the study of language and literature. The analytic and research skills that allow students to understand and use information effectively, from written and spoken text, are central to the role of language arts. Standards, as determined by the committee, integrate the vital content, processes, and skills that students will need to master language arts in order to succeed in school and at work. Fri, 06 Mar 2009 12:28:08 EST 12162 The Wyoming Career/Vocational Education Standards Committee utilized the findings of the U.S. Department of Labor, Secretary's Commission on Achieving Necessary Skills (SCANS Report) and regional meetings to develop a framework for state standards. The foundation for rewarding careers and productive employment is built through exploration and understanding of career choices. Fri, 06 Mar 2009 12:10:59 EST 12161 The arts (dance, music, theatre, and visual arts) define beauty and aesthetics. Through the creative process, students develop the self-motivation, discipline, cooperation, creativity, and self-esteem necessary for success in life. The arts are indispensable to freedom of inquiry and expression. Cultures that have failed to promote the study of art and expression have not survived. Fri, 06 Mar 2009 11:45:57 EST 12160 The need for early foreign language study has been supported by extensive research and further recognized by the Wyoming Legislature through W.S. 21-9-101(g), which states that "Not later than the 2002-2003 school year, all school districts shall provide instruction in foreign languages to students in kindergarten through grade 2 in accordance with standards promulgated by the state board." The implementation of the Wyoming Foreign Language Content and Performance Standards will prepare students to meet the needs of the 21st century. Fri, 06 Mar 2009 11:38:10 EST 12159 Kentucky's Early Childhood Standards was designed to reflect the range of developmental abilities typical of young children at different ages and to represent the expectations for the skills and levels of knowledge that children are able to achieve. The document is not a comprehensive list of every skill or piece of knowledge that a particular child may exhibit. Rather, the critical knowledge and skills learned in the early years are included. The content for learning established here is intended to support parents and early care and education professionals in planning experiences to promote either a particular child's or a group of children's progress towards achieving the next level of development. The document is not intended to serve as a curriculum guide or as an assessment tool of children's performance. Thu, 26 Feb 2009 11:43:03 EST 11977 Alabama's Early Learning Guidelines are presented as a guide of building blocks that are important to support early care and to educate providers in preparing each child for future success in school and life. The guidelines are intended to be inclusive of all children. The guidelines do not contain a comprehensive list of every skill, knowledge, or development for ages birth through age five. They are only a guide. Wed, 25 Feb 2009 18:34:18 EST 11943 The North Dakota Early Learning Guidelines serves as a guide for state and local early care and education practitioners' efforts to improve early childhood practice and programs for young children ages three through five. The Guidelines are intended to effect greater collaboration and consistency across systems by aligning practices across all early childhood settings including school pre-K programs. Wed, 25 Feb 2009 16:39:37 EST 11941 Montana's Early Learning Guidelines reflect what children need to know, understand, and be able to do by the time they reach kindergarten. They are written to address what adults can observe in children ages 3-5, and the ways they can support a child's individual development. The Guidelines are meant to be inclusive of all children and all of the settings in which they spend time before elementary school, whether that be at home, in a child care facility, at a Head Start program, in a preschool, or in any other setting. Montana's Early Learning Guidelines are a voluntary set of what some may call "child outcomes:" They are meant to be used as a tool for early care and education practitioners, parents, elementary school teachers, or anyone else living and working with young children to recognize and support all children at the developmental level they exhibit. The Guidelines are not a diagnostic tool, an assessment tool, or a mandatory set of regulations. Wed, 25 Feb 2009 16:34:35 EST 11940 Oregon's Early Childhood Foundations are learning guidelines that describe what children should know, understand and be able to do during the first five years of life. The Foundations support school readiness by promoting healthy child development, early learning, and effective teaching strategies. They inform parents about healthy child development and assist parents in supporting their children. Additionally, the Early Childhood Foundations are intended to be used by early childhood providers and teachers working with young children in all settings including child care centers, family child care homes, private preschools, Early Head Start/Head Start and others. Wed, 25 Feb 2009 16:25:04 EST 11939 The Individuals with Disabilities Education Act (IDEA) specifies certain requirements for aligning Individual Education Plans (IEPs) to state standards. Specifically, to be congruent with IDEA, goals for most special education students should be consistent with expectations set for all students; IEPs must indicate how the child is involved with and progresses in the general education curriculum; and that standards provide targets for developing objectives/benchmarks to achieve these goals. The primary purpose of the 2002 Idaho Early Childhood Standards Workgroup was to develop early childhood education standards to meet the IDEA requirements. Wed, 25 Feb 2009 16:07:24 EST 11938 The guidelines were adapted from the Washington state guidelines and were revised by Alaskans to meet the unique concerns of children in our state. The Guidelines spell out what young children should know and be able to do by the time they reach the end of each of four critical stages of development: 18 months, 36 months, 60 months, and entry to kindergarten. Wed, 25 Feb 2009 15:20:41 EST 11937 In New York State approximately 11.1% (362,202) of all students are classified as students with disabilities. Of all students with disabilities, only two to three percent (fewer than 11,000) are students with severe disabilities. It is for these students that alternate performance indicators linked to the Learning Standards approved for all students have been designed. The standards and performance indicators will assist school personnel and families in understanding what students with severe disabilities need to know to attain the highest level of performance. IEPs linked to the standards provide the framework for IEP development across the years and across the curriculum, provide consistency when students move from school to school or school district to school district, strengthen system-wide use of standards-based instruction and assessment and promote inclusive special education services and collaboration among special and general educators. Wed, 25 Feb 2009 12:08:08 EST 11930 The overarching intent of language arts instruction in grades 7-12 is for students to value, appreciate, and demonstrate literacy through expressive and receptive language skills, and to understand and investigate the self, others, the culture, and the environment. The Intended Learning Outcomes (ILOs) describe the goals for language arts skills and attitudes. They are an integral part of the Core, and should be included as part of instruction. Process skills in language arts domains are critical to the development of high levels of literacy and lead to understanding and internalizing ILOs. Thu, 19 Feb 2009 18:27:43 EST 11744 The Intended Learning Outcomes (ILOs) describe the skills and attitudes students should acquire as a result of successful mathematics instruction. They are an essential part of the Mathematics Core Curriculum and provide teachers with a standard for student learning in mathematics. Thu, 19 Feb 2009 18:14:14 EST 11743 The Hawaii Preschool Content Standards that follow describe learning opportunities that should be provided for four-year- olds in early care and education programs. The Standards are intended to assist preschool teachers and administrators in shaping a meaningful and well-rounded daily program for children. They include examples of what most children are able to do by the end of preschool when exposed to a variety of appropriate learning experiences. These standards should not be considered curriculum or assessment measures, but rather a guide to curriculum planning. Thu, 19 Feb 2009 14:59:29 EST 11738 The Hawaii Preschool Content Standards that follow describe learning opportunities that should be provided for four-year- olds in early care and education programs. The Standards are intended to assist preschool teachers and administrators in shaping a meaningful and well-rounded daily program for children. They include examples of what most children are able to do by the end of preschool when exposed to a variety of appropriate learning experiences. These standards should not be considered curriculum or assessment measures, but rather a guide to curriculum planning. Thu, 19 Feb 2009 14:58:36 EST 11737 The Washington State K-12 Science Standards is a detailed document describing what all students are expected to know and be able to do at each level of our educational system in the area of science. The purpose of these standards is to provide strong support for students, parents, teachers, and the broader community by guiding the alignment of the school curriculum, instruction, and assessment at local and state levels. Tue, 10 Feb 2009 18:29:51 EST 11202 The Social Studies Standards provide Nevadaa€TMs students with the opportunities to develop skills including the use of sound reasoning, i.e., frame, analyze and solve problems and to make complex choices both inside and outside the classroom. In addition, students will need to learn how to articulate their thoughts and ideas effectively through multimedia communication for a variety of audiences. Thu, 08 Jan 2009 19:04:38 EST 9958 The No Child Left Behind Act requires that all students, including those with the most significant cognitive disabilities, have access to the standard course of study at grade level. North Carolina Extended Content Standards provide entry point extensions so that all students can have meaningful and functional access to grade level standards. This reference document should be used to develop goals, activities and materials for students with the most significant cognitive disabilities. Thu, 08 Jan 2009 13:22:38 EST 9957 The Rhode Island Alternate Assessment Grade-Span Level Expectations (AAGSEs) are derived and expanded from the New England Common Assessment Program (NECAP) Grade Level Expectations in mathematics, reading and writing and the NECAP Grade Span Expectations in science. Tue, 06 Jan 2009 19:00:03 EST 9956 The Alternate Grade-Span Level Expectations (AGSEs) are derived and expanded from the New England Common Assessment Program (NECAP) Grade Level Expectations in reading and writing. Tue, 06 Jan 2009 17:54:30 EST 9955 The Rhode Island Alternate Assessment Grade Span Expectations (AAGSEs) are derived and expanded from the New England Common Assessment Program (NECAP) Grade Level Expectations in mathematics, reading, and writing and the NECAP Grade Span Expectations (GSEs) in science. The document, the Rhode Island Alternate Assessment K-12 Grade Span Expectations in Science, has been developed as a means to identify the science concepts and skills expected of all students participating in the RIAA; however, these AAGSEs can be used for instruction in any classroom. Tue, 06 Jan 2009 17:26:40 EST 9954 The Rhode Island Alternate Assessment Grade Span Expectations are derived and expanded from the New England Common Assessment Program (NECAP) Grade Level Expectations in mathematics, reading and writing and the NECAP Grade Span Expectations in science. Mon, 05 Jan 2009 17:12:04 EST 9935 The Kansas State Board of Education adopted Kansas Curricular Standards for Foreign Language in 2000. They were developed by the Kansas Foreign Language Association in cooperation with the Kansas Department of Education beginning in 1998 and based on the National Standards for Foreign Language Learning: Preparing for the 21st Century published in 1996 by American Council on the Teaching of Foreign Languages (ACTFL). The writers of this revised document have benefited from the ongoing national standards project as well as other state standards projects. Kansas standards are aligned with the national document and rely heavily on almost two decades of defining proficiency levels and student competencies in using the target language in real life situations. Mon, 05 Jan 2009 15:44:48 EST 9934 Based on research in all the domains of a child's early learning and development, the Wisconsin Model Early Learning Standards (WMELS) encompass guiding principles, developmental expectations, and performance and program standards for the delivery of quality education and care to young children. The WMELS align with Wisconsin's K-12 Model Academic Standards to assure early learning opportunities that support the success of children in school and the future. The 2007 redesign of WMELS builds on the strengths of our first publication and now includes birth to three years. Also new is a developmental continuum that has been added to each of the performance standards along with examples of child behavior and adult strategies. Thu, 01 Jan 2009 11:23:25 EST 9914 The advisor/advisee curriculum will bridge the gap between what is taught in the core curriculum and the skills necessary in the work place by addressing six major Skills Areas: Self-Knowledge, Life Skills, School Success Skills, Educational Development, Work Ethics, and Career Planning. 21st century students need more than reading, writing, and arithmetic; they must be able to solve problems, think critically, communicate effectively, and work in teams. Mon, 29 Dec 2008 16:29:00 EST 9871 The Nevada Pre-K Content Standards format is based on the Nevada K-12 Content Standards. The standards describe appropriate outcomes for children at the end of their preschool experience and entering kindergarten. Therefore, when reading the standards one should think in terms of the child's final learning outcome before entering kindergarten. The standards are guidelines to be used with all children in any early education setting such as childcare centers, family childcare homes, Head Start, preschools and school district Pre-K programs. Fri, 19 Dec 2008 12:21:21 EST 9787 This document replaces all Extended Standards in Communication Arts developed prior to August 2006. These extended standards are an extension of the Kansas Communication Arts Standards. These extended standards, benchmarks, indicators, and examples are intended to be used in developing curricular materials for students with significant cognitive disabilities who are eligible for the alternate assessment. In addition, the extended standards will be helpful in developing IEP goals, benchmarks, or objectives for students with significant cognitive disabilities and who are eligible to take the Kansas Alternate Assessment. These standards are designed for students who require substantial adjustments to the general curriculum, yet allow that curriculum to maintain a clear connection to the general education standards. Wed, 17 Dec 2008 17:54:43 EST 9718 The Florida VPK Education Standards (2008) were formally adopted by the State Board of Education on August 19, 2008. These standards create a common framework and language to for VPK programs serving Florida's four-year-old children. The VPK Standards are reviewed and revised, as needed, every three years. Based on collaboration with a Panel of Experts and public input from citizens across the state, the standards reflect the latest research on child development and developmentally appropriate practices for four-year-old children. Benchmarks are now available three areas: the domains of Language and Communication and Emergent Literacy, and in Mathematical Thinking, further explaining what Florida's children should know and be able to do at the end of the VPK experience. Tue, 16 Dec 2008 17:28:37 EST 9706 The Connecticut Preschool Assessment Framework is a curriculum-embedded tool for assessing 3- and 4-year-old children in their preschool classrooms. It was developed to be a companion to the Connecticut Preschool Curriculum Framework (1999) and articulates comprehensive performance standards or learning outcomes. These curriculum and assessment frameworks provide a system for using standards in both planning curriculum and assessing children's progress. They enable teachers to plan and implement curriculum that addresses specific learning standards and to observe and assess children's progress in achieving these standards. This system focuses curriculum planning on standards, or learning outcomes, rather than primarily on activities. Tue, 16 Dec 2008 15:07:00 EST 9687 Family and Consumer Sciences (FCS) education in Mississippi consists of the CORE program and specific occupational programs. The CORE program prepares students for living in the real world and helps them develop leadership, problem-solving, decision-making, critical thinking, communication, computer, and mathematical skills. The specific occupational programs focus on career exploration and gaining the skills in a specific profession for entry-level employment or continuation of education. FCS education enhances the leadership potential and essential life skills of its students and encourages life-long learning. Mon, 15 Dec 2008 12:20:03 EST 9640 The 2009 Mississippi Foreign Language Framework is comprised of five content strands: Communication, Cultures, Connections, Comparisons, and Communities. Each content strand is divided into at least two overarching goals upon which the competencies and objectives for each of the four levels of foreign language learning and teaching are based. These content strands and overarching goals are derived from the Standards for Foreign Language Learning in the 21st Century (1999) developed and published by the American Council on the Teaching of Foreign Languages (ACTFL) and they are interwoven within each required competency. Sun, 14 Dec 2008 18:02:35 EST 9634 All Montana students require equitable access to a variety of resources, encompassing the breadth of human conversations and creations for academic achievement and personal growth. By learning to access and evaluate information they gain an appreciation and respect for diverse ideas and creative expressions. By using information literacy skills in all aspects of learning, students become empowered and engaged lifelong learners. To thrive in the 21st Century, students must employ a process of inquiry that can be adapted to any information need. By learning strategies to manage and ethically use information, Montana students open the door to the world in all its diversity. Library media specialists, in collaboration with other classroom and content area teachers, empower all students to become information literate. Sun, 14 Dec 2008 16:48:43 EST 9633 Today's learners-teachers and students-are continually affected by a variety of digital technologies. These technologies have altered their expectations and skills. Traditional instruction alone no longer provides students with all the skills necessary to find personal value and professional success. Therefore, education needs to play an increasing role in empowering learners to be technologically literate and to integrate digital tools into their lives. Inquiry-based learning activities, rich in relevant content and integrated with digital technology, can facilitate collaboration, critical thinking, creativity, and problem solving. Properly applied, technology enhances learning and instruction, but does not become the focus. By providing access to information and tools for expression, opening pathways to communication, and facilitating personal understanding, technology supports learning in all subjects. Sun, 14 Dec 2008 16:23:53 EST 9632 The theatre standards provide teachers and curriculum coordinators with a summary of what theatre content should be taught from grade to grade, pre-kindergarten through highschool. The learning standards outline what learners of theatre should know and be able to demonstrate by the end of each grade or course. They detail the skills involved in creating and performing theatre, as well the skills necessary to respond to existing plays, productions, and theatre artists, that students are expected to acquire at a particular grade level. Fri, 12 Dec 2008 16:38:38 EST 9626 The dance standards provide a foundation of dance instruction for students in pre-kindergarten through twelfth grade. They outline clear benchmarks for student achievement in dance, based upon developmentally appropriate expectations of what learners of dance should know and demonstrate by the end of each grade or course. Thu, 11 Dec 2008 17:52:40 EST 9571 Reflecting a strong consensus among educators, these standards establish high expectations for all students. They detail the knowledge and skills involved in promoting a physically active lifestyle. Adapted from the highly rated California content standards and informed by the Massachusetts frameworks and the National Association for Sports and Physical Education, the standards incorporate the comments and suggestions of District of Columbia residents, teachers, administrators, the District of Columbia Department of Health, and numerous community organizations. Thu, 11 Dec 2008 14:29:41 EST 9552 Adapted from the highly rated Indiana content standards and heavily informed by the highly rated National Health Education Standards, the District of Columbia standards incorporate the comments and suggestions of District of Columbia teachers and administrators, the District of Columbia Department of Health, and community organizations. The New Jersey Health Frameworks and the Guidelines for Comprehensive Sexuality Education also served to inform and strengthen the standards. Wed, 10 Dec 2008 18:39:34 EST 9511 The Tennessee State Health Education Standards can be used to support the effective implementation of comprehensive health education as one of the eight components of Coordinated School Health. The standards are carefully designed to support schools, educators, families, and other stakeholders in helping students meet the 2007 National Health Education Standards' primary goal of health education: for students to adopt and maintain healthy behaviors. Thu, 04 Dec 2008 18:31:46 EST 9391 The Utah Physical Education Intended Learning Outcomes reflect the skills, attitudes, standards, and behaviors students should learn as a result of instruction in physical education. They represent an essential part of the Physical Education Core Curriculum and provide teachers with standards for evaluation of student learning. The primary goal: to develop positive attitudes, skills, and behaviors to empower students to live healthy, productive lives. Tue, 02 Dec 2008 15:51:50 EST 9353 The goal of physical education is to develop healthy, responsible students who have the knowledge, skills, and dispositions to work together in groups, think critically, and participate in a variety of activities that lead to a lifelong healthy lifestyle. The Physical Education Core Curriculum utilizes appropriate instructional practices to develop competence and confidence in a variety of lifetime activity and movement forms including sports, dance, recreational, and physical fitness activities. The emphasis is on providing success and enjoyment for all students; not just for those who are "physically gifted." Knowledge of the relationship between proper nutrition and a consistent fitness regimen is the common thread running through the Physical Education Core. Students develop Life Skills through cooperative and competitive activity participation, and learn to value academic service experiences. Mon, 17 Nov 2008 12:58:45 EST 9076 Pennsylvania Alternate Reading Standards describe what students with the most significant cognitive disabilities should know and be able to do in literacy-related areas at four grade levels (third, fifth, eighth and eleventh). The standards provide the targets for instruction and student learning essential for success in all facets of behavior, not just reading. Although the standards are not a curriculum or a prescribed series of activities, school programs for students with the most significant disabilities will use them to develop a local school curriculum that will meet local students' needs. Wed, 12 Nov 2008 12:05:02 EST 8702 Pennsylvania Alternate Mathematics Standards describe what students with the most severe cognitive disabilities should know and be able to do at four grade levels (third, fifth, eighth and eleventh). They provide the targets for instruction and student learning essential for success in the environments in and out of school that students with severe disabilities are likely to encounter. Although the standards are not a curriculum or a prescribed series of activities, school programs for students with the most severe cognitive disabilities will use them to develop a local school curriculum that will meet local students' needs. Wed, 12 Nov 2008 12:04:03 EST 8701 In addition to the Students Health and Fitness Act of 2005, three key documents provide the basis for the 2008 South Carolina Academic Standards for Physical Education document: the SCDE's South Carolina Physical Education Curriculum Standards, published in 2000, and NASPE's Moving into the Future: National Standards for Physical Education, published in 1995 in its first edition and 2004 in its second. South Carolina's six standards statements for physical education are based, in closely adapted form, on the current national physical education standards, which are set forth in the 2004 NASPE publication. Tue, 11 Nov 2008 13:05:58 EST 8621 The Arkansas Foreign Language Curriculum Framework (Revised 2007) is a compilation of curricular documents to guide instruction in a variety of languages, including K-8 Foreign Language Experiences, K-8 Foreign Language Acquisition, Chinese I-IV, French I-IV, German I-IV, Japanese I-IV, Latin I-II, Spanish I-IV, and Spanish for Native Speakers I-III. Wed, 10 Sep 2008 13:51:21 EST 5541 The 2008 revision of the 2000 Indiana Academic Standards for Visual Art is in accordance with the Indiana General Assembly's direction to develop standards that are "world-class, clear, concise, jargon-free, and by grade-level." Mon, 01 Sep 2008 12:10:58 EST 5290 The Iowa Core Curriculum (also known as Model Core Curriculum) provides local school districts a guide to delivering instructional content that is challenging and meaningful to students. The curriculum identifies the essential concepts and skill sets for literacy, mathematics, science and social studies, as well as 21st century learning skills (civic literacy, financial literacy, technology literacy, health literacy, and employability). Fri, 15 Aug 2008 14:37:08 EST 4914 The Iowa Core Curriculum (also known as Model Core Curriculum) provides local school districts a guide to delivering instructional content that is challenging and meaningful to students. The curriculum identifies the essential concepts and skill sets for literacy, mathematics, science and social studies, as well as 21st century learning skills (civic literacy, financial literacy, technology literacy, health literacy, and employability). Fri, 15 Aug 2008 14:36:19 EST 4913 The Intended Learning Outcomes (ILOs) describe the skills and attitudes students should learn as a result of science instruction. They are an essential part of the Science Core Curriculum and provide teachers with a standard for evaluation of student learning in science. The Elementary Science Core describes what students should know and be able to do at the end of each of the K-6 grade levels. It was developed, critiqued, piloted, and revised by a community of Utah science teachers, university science educators, State Office of Education specialists, scientists, expert national consultants, and an advisory committee representing a wide variety of people from the community. The Core reflects the current philosophy of science education that is expressed in national documents developed by the American Association for the Advancement of Science, the National Academies of Science. This Science Core has the endorsement of the Utah Science Teachers Association. Fri, 15 Aug 2008 14:33:24 EST 4912 The primary purpose of the 2010 Mississippi Science Framework is to provide a basis for curriculum development for K-12 teachers. The framework provides an outline of what students should learn through competencies and objectives. The 2010 Mississippi Science Framework replaces the 2001 Mississippi Science Framework. The content of the framework is centered on the strands of inquiry, physical science, life science, and Earth and space science. Instruction in these areas is designed to expose students to experiences which reflect how science should be valued, to enhance students' confidence in their ability to apply scientific processes, and to help students learn to communicate and reason scientifically. Thu, 14 Aug 2008 14:15:54 EST 4897 Assessment in Special Education involves evaluation requirements/guidelines for eligibility to receive services and information regarding participation of students with disabilities in the Tennessee Comprehensive Assessment Program (TCAP). Mon, 11 Aug 2008 11:35:40 EST 4821 Virginia's Foundation Blocks for Early Learning: Comprehensive Standards for Four-Year-Olds attempts to establish a measurable range of skills and knowledge essential for four-year-olds to be successful in kindergarten. The purpose of this document is to provide early childhood educators a set of minimum standards in literacy, mathematics, science, history and social science, physical and motor skill development, and personal and social development with indicators of success for entering kindergarten that are derived from scientifically-based research. The standards reflect a consensus of children's conceptual learning, acquisition of basic knowledge, and participation in meaningful and relevant learning experiences. Tue, 05 Aug 2008 09:11:00 EST 4514 In 2007 the State Board of Education began the process for increasing the high school graduation requirement in mathematics from two to four years. This requirement was approved in December 2007 effective with the graduating class of 2013. This increase, along with the need to complete a periodic review of the standard, prompted the Arizona Department of Education to initiate the process of refining and rearticulating the Mathematics Standard. This refinement and articulation project began in June 2007 and was completed in June 2008. Thu, 24 Jul 2008 14:39:21 EST 4022 0 Thu, 17 Jul 2008 14:29:34 EST 3682 The K-8 Physical Education Grade Level Content Expectations reflect best practices and current research in the teaching and learning of physical education. They build from the Michigan K-12 Physical Education Content Standards and Benchmarks (2007) and the State Board of Education's Policy on Quality Physical Education (2003). These content expectations represent a vision for a relevant physical education curriculum that addresses critical physical education knowledge, skills, fitness, and attitudes for successfully maintaining a physically-active lifestyle during a child's school years and beyond. They specify what a student should know and be able to do at the end of each grade. Mon, 14 Jul 2008 10:18:01 EST 3320 The 2007-2008 Technology Education Course of Study Committee and Task Force made extensive use of the National Educational Technology Standards for Students: The Next Generation, published by the International Society for Technology in Education (ISTE). In addition, Committee and Task Force members reviewed other states' technology curricula and read articles in professional journals and magazines during the development of the minimum required content. A technology-fluent student demonstrates basic technological operations and concepts; understands human, cultural, and societal issues related to technology; and utilizes technology productivity, communication, collaboration, research, and problem-solving skills. Technology fluency for all Alabama students is the goal of Alabama's K-12 Technology Education program. The Alabama Course of Study: Technology Education defines the minimum required content that students should know and be able to do to learn effectively and live productively in an increasingly digital world. Fri, 11 Jul 2008 10:32:31 EST 3139 The Physical Education Standards of Learning for Virginia Public Schools identifies the concepts, processes, and skills for physical education in kindergarten through grade twelve. This framework provides school divisions and teachers with a guide for creating aligned curricula and learning experiences in physical education. The intent of physical education is to help students learn the skills necessary for performing a variety of physical activities and understand the benefits of achieving and maintaining a physically active lifestyle. Mon, 07 Jul 2008 15:55:01 EST 3036 The Health Education Standards of Learning for Virginia Public Schools identifies the concepts, processes, and skills for health education in kindergarten through grade ten. This framework provides school divisions and teachers with a guide for creating aligned curricula and learning experiences in health education. The intent of health education is to help students understand how to achieve and maintain good health for a lifetime. The three learning goals focus on key health concepts and skills needed to facilitate the formation of healthy behaviors and practices. Thu, 26 Jun 2008 12:23:42 EST 2503 Delaware Grade-Cluster Expectations (GCEs) provide clarity for classroom teachers in guiding students to meet the Health Education Content Standards. Fri, 06 Jun 2008 13:06:00 EST 2443 In 2005, the Physical Education Standards Review and Curriculum Design Team were assembled to develop Grade-Cluster Expectations (GCEs) to provide clarity for classroom teachers in guiding students to meet the Physical Education Content Standards The Grade-Cluster Expectations are used at the local level to develop curricula and assessments to monitor progress towards meeting and exceeding the standards. Fri, 06 Jun 2008 12:50:29 EST 2442 Massachusetts Technology Literacy Standards 2008 updates and defines what K-12 students should know and be able to do in order to use technology for learning. The Board of Elementary and Secondary Education voted to approve these standards on April 29, 2008. The revised document has grouped specific technology skills under four grade spans; focused on 21st century skills; and devoted more attention to digital citizenship, ethics, society, and safety. Thu, 05 Jun 2008 15:08:11 EST 2439 The Technology Education Standards Project is part of an initiative at the Department of Education. One of the main goals was to review and update the current Technology Education content standards. A focus was placed on high school standards and the development of structured 3-credit Career Pathways. Thu, 05 Jun 2008 15:02:10 EST 2438 Tennessee Theatre Curriculum standards and Performance Indicators were approved November 2, 2007 for the 2008-2009 school year. Thu, 05 Jun 2008 10:19:43 EST 2436 The South Carolina English Language Arts Academic Standards 2008 contains the revised academic standards in English language arts (ELA) for South Carolina students from kindergarten through English 4. Wed, 28 May 2008 16:05:21 EST 2264 The North Carolina Mathematics Standard Course of Study was last revised in 2003. Advisory committee meetings generated discussions centered on initiatives in mathematics education developed or published since 2003. The current revisions continue to build upon the work of the North Carolina Mathematics Framework that is "based on a philosophy of the teaching and learning of mathematics that is consistent with the current research, exemplary practices, and national standards." The primary goal of this document is to provide content requirements that lead students to attain proficiency in mathematics. This North Carolina Mathematics Standard Course of Study provides expectations that students demonstrate competence in conceptual understanding, computing, applying, and reasoning. Wed, 21 May 2008 08:10:18 EST 1885 The Utah social studies core in grades three to six is essentially a modified "expanding environments" approach to social studies. This approach includes, each year, studies in history, geography, economics and civics that begins with third grade's study of culture, the local community, and indigenous communities. In fourth grade students study the state, fifth grade the nation, and sixth grade the world. The core expectations deepen and expand as appropriate for each corresponding grade level. Tue, 20 May 2008 15:52:32 EST 1876 A 21st century Foreign Language curriculum is an essential aspect of developing learners prepared for success in the 21st century. The West Virginia Foreign Language Standards for 21st Century Learning includes 21st century content standards and objectives as well as 21st century standards and objectives for learning skills and technology tools. This broadened scope of curriculum is built on the firm belief that quality engaging instruction must be built on a curriculum that triangulates rigorous 21st century content, 21st century learning skills and the use of 21st century technology tools. Exploratory or FLEX currently addresses language learning that occurs until 6th grade or the beginning middle school levels of language study. Levels I-IV span a range that potentially can begin at the 7th grade level and extend to the 12 grade level. Mon, 28 Apr 2008 16:43:22 EST 549 West Virginia revised their Science 9-12 content standards and objectives (2006) with 21st Century Science 9-12 (effective 2008). "A 21st century science curriculum is an increasingly important component in the development learners prepared for success in the 21st century. The West Virginia Science Standards for 21st Century Learning includes 21st century content standards and objectives as well as 21st century standards and objectives for learning skills and technology tools. This broadened scope of science curriculum is built on the firm belief that quality engaging instruction must be built on a curriculum that triangulates rigorous 21st century content, 21st century learning skills and the use of 21st century technology tools." Mon, 21 Apr 2008 14:26:50 EST 364 The Alternate Academic Standards in Arizona have been added. They were approved by the State Board of Education on May 22, 2006, replacing the functional standards. Wed, 09 Apr 2008 10:35:35 EST 117 The Alternate Academic Standards in Arizona have been added. They were approved by the State Board of Education on May 22, 2006, replacing the functional standards. Wed, 09 Apr 2008 10:35:22 EST 116 The Alternate Academic Standards in Arizona have been added. They were approved by the State Board of Education on May 22, 2006, replacing the functional standards. Wed, 09 Apr 2008 10:34:59 EST 115 The Alternate Academic Standards in Arizona have been added. They were approved by the State Board of Education on May 22, 2006, replacing the functional standards. Wed, 09 Apr 2008 10:32:42 EST 114 New Mexico Content Standards and Benchmarks for the Arts are mandated for students in grades K-8. The Standards are required in the arts electives for participating students in grades 9-12, and the state does have a fine arts or practical arts graduation requirement. Arts and Entertainment has been included as one of seven career clusters endorsed by the Governor's office for students, K-12, to consider as they become aware of, explore, and experience a variety of career opportunities. Tue, 08 Apr 2008 13:41:19 EST 112 Physical education is the instructional program that provides cognitive content and learning experiences in a variety of activity areas. It provides the opportunity for all students to learn and develop the skills, knowledge and attitudes necessary to personally decide to participate in a lifetime of healthful physical activity. It meets the content standards with benchmarks and performance standards as set forth in Section 6.30.2.20 NMAC. Tue, 08 Apr 2008 13:39:01 EST 111 "Health education" is the instructional program that provides the opportunity to motivate and assist all students to maintain and improve their health, prevent disease, and reduce health-related risk behaviors. It allows students to develop and demonstrate increasingly sophisticated health-related knowledge, attitudes, skills, and practices. It meets the content standards with benchmarks and performance standards as set forth in 6.30.2.19 NMAC. Tue, 08 Apr 2008 13:35:46 EST 110 Missouri's Frameworks for Curriculum Development in mathematics acknowledge that teachers will bring the vision, ideals and principles of the Show-Me Standards into their classrooms in exciting and innovative ways. The role of the frameworks is to provide districts with a frame for building curricula using the Show-Me Standards as a foundation. Tue, 08 Apr 2008 13:29:18 EST 109 The Agriculture and Natural Resources sector is designed to provide a foundation in agriculture for all agriculture students in California. Students engage in an instructional program that integrates academic and technical preparation and focuses on career awareness, career exploration, and skill preparation in seven pathways. Forestry and Natural Resources, Ornamental Horticulture, and Plant and Soil Science. Integral components of classroom and laboratory instruction, supervised agricultural experience projects, and leadership and interpersonal skills development prepare students for continued training, advanced educational opportunities, or entry to a career. Tue, 08 Apr 2008 13:15:48 EST 108 Arkansas' Learning Standards are defined in the Arkansas Curriculum Frameworks, which are discipline-based and clearly describe what students must know and be able to do in each academic content area. The rigorous academic content standards and the student learning expectations within each document provide the focus for instruction for each local school district, without rigidly prescribing every element of the local curriculum. Tue, 08 Apr 2008 13:07:57 EST 106 The Standards of Learning in this publication represent a major development in public education in Virginia. Adopted in February 2007 by the Virginia Board of Education, these standards emphasize the importance of foreign language instruction in the Commonwealth and, therefore, are an important part of Virginia's efforts to provide challenging educational programs in the public schools and to enhance the preparation of Virginia's students to compete in a rapidly expanding global society. Knowledge and skills that students acquire in their foreign language classes will reinforce and expand their learning in other subject areas, enable them to interact effectively with others, and give them increased access to information across the world. Tue, 08 Apr 2008 12:46:44 EST 104 The Texas Assessment of Knowledge and Skills (TAKS) is a completely reconceived testing program. It assesses more of the Texas Essential Knowledge and Skills (TEKS) than the Texas Assessment of Academic Skills (TAAS) did and asks questions in more authentic ways. TAKS has been developed to better reflect good instructional practice and more accurately measure student learning. Tue, 08 Apr 2008 12:21:24 EST 102 As part of the new Oregon High School Diploma, the State Board has asked ODE to develop "core standards" for all academic content areas. Oregon's Core Standards will be designed to focus instruction by identifying the key ideas to be covered in each particular subject and grade, Incorporate other content standards in that in-depth understanding of each core standard will imply, and be supported by, understanding of the underlying content standards, and carefully articulate clear grade level progression in both knowledge and skills. Tue, 08 Apr 2008 12:04:13 EST 101 Consumer Services careers are focused on assisting others with decisions and problems relating to finance, real estate, insurance, and consumer goods. Tue, 08 Apr 2008 11:56:28 EST 100 The Family and Consumer Sciences Content Standards contain the curricular framework for career-technical education programs. The document represents a collaborative effort of the following professional partners: the Ohio Department of Education's (ODE) Office of Career-Technical and Adult Education (CTAE); the Human Ecology Department at The Ohio State University (OSU); and the Ohio Resource Center of Mathematics, Science and Reading at OSU. Secondary and postsecondary educators, along with field-related professionals, also participated in the development of the content standards. Tue, 08 Apr 2008 11:08:49 EST 99 The No Child Left Behind Act requires that all students, including those with the most significant cognitive disabilities, have access to the standard course of study at grade level. This document provides entry point extensions so that all students can have meaningful and functional access to grade level standards. This reference document should be used to develop goals, activities and materials for students with the most significant cognitive disabilities. Tue, 08 Apr 2008 10:56:17 EST 96 The New Jersey Core Curriculum Content Standards for language arts literacy capture language experiences all children need in order to grow intellectually, socially, and emotionally in classrooms across the curriculum. The standards are intended to promote students' capacities to construct meaning in any arena, with others as well as on their own. If students learn to read, write, speak, listen, and view critically, strategically, and creatively, and if they learn to use these arts individually and with others, they will have the literacy skills they need to discover personal and shared meaning throughout their lives. Tue, 08 Apr 2008 10:39:08 EST 93 These refined mathematics standards, and the vision imbedded in them, offer a powerful challenge to all teachers, all schools, and all districts in New Jersey - to enable all of our students to step into this new century with the mathematical skills, understandings, and attitudes that they will need to be successful in their careers and daily lives. Tue, 08 Apr 2008 10:36:35 EST 92 To ensure that Nevada students can function proficiently in a global society, they must become life-long learners with strong literacy skills. In Nevada, the format for developing these skills is encompassed in the English Language Arts Standards which outline the developmental progression needed to read, write, speak, and listen at proficient levels. The Nevada Achievement Indicators in English Language Arts are intended to supplement and expand the understanding of the content standards. Tue, 08 Apr 2008 10:30:35 EST 91 The Communication Arts Grade Level Expectations document is an updated version of the March, 2004 K-12 Communication Arts Grade Level Expectations. Missouri educators from across the state, representing education from the primary grades through the college level, met numerous times to carefully examine the current Grade Level Expectations and make suggestions to update that document. Tue, 08 Apr 2008 10:12:54 EST 90 The Social Studies Grade and Course Level Expectations outline related ideas, concepts, skills and procedures that form the foundation for understanding and learning social studies. It includes updates to the October 2004 K-12 Social Studies Grade Level Expectations. In addition it provides a focus for teaching, learning, and assessing social studies. The Grade Level Expectations (GLEs) in grades K-8 specify social studies concepts that students need to understand thoroughly for future learning in grades 9-12 and beyond. The Course Level Expectations (CLEs) for American History and Government outline rigorous expectations for understanding our history and effective participation in our civic life as citizens and consumers. Tue, 08 Apr 2008 09:59:54 EST 89 The Minnesota K-12 Academic Standards in Mathematics define a common foundation of mathematics to be learned by all students. They articulate concepts in reasoning; number sense, computation and operations; patterns, functions and algebra; data analysis, statistics and probability; and spatial sense, geometry and measurement. Three high school credits that encompass the content contained in the mathematics standards for grades 9-11 are required for graduation. Tue, 08 Apr 2008 09:57:48 EST 88 The Maine Federal, State, and Local Accountability Standards define the State's content standards and performance indicators for federal accountability. These standards and performance indicators are described for the content areas of Mathematics, Reading, and Science. Tue, 08 Apr 2008 08:49:55 EST 79 Kansas science education contributes to the preparation of all students as lifelong learners who can use science to make reasoned decisions that contribute to their local, state, national and international communities. Science education in Kansas is intended to help students to develop the understandings and intellectual abilities they need to lead personal fulfilling lives and to equip them to participate thoughtfully with fellow citizens in building and protecting an open, equitable, and vital society. The educational system must prepare the citizens of Kansas to meet the challenges of the 21st century and to be competitive in a world that has an increasingly level playing field. With this in mind, the intent for the Kansas Science Education Standards can be expressed in a single phrase that embodies both excellence and equity: High quality science standards for all students. These standards apply to all students, regardless of age, gender, cultural or ethnic background, disabilities, aspirations, or interest and/or motivation in the sciences. Mon, 07 Apr 2008 19:12:43 EST 78 Georgia's Pre-K Content Standards were developed to provide a foundation for instruction in all Pre-K classrooms. They reflect current educational research and are aligned with Georgia's Performance Standards for grades K - 12. These standards can be used for planning instruction and assessing child growth and development. Health and physical development impact a child's ability to learn in all curriculum areas. Young children begin to establish life-long eating habits that can help prevent disease, obesity, and other health problems. Mon, 07 Apr 2008 18:59:07 EST 76 Georgia's Pre-K Content Standards were developed to provide a foundation for instruction in all Pre-K classrooms. They reflect current educational research and are aligned with Georgia's Performance Standards for grades K - 12. These standards can be used for planning instruction and assessing child growth and development. In Pre-K, children develop social and emotional skills that allow them to successfully participate in society. Mon, 07 Apr 2008 18:57:35 EST 75 Georgia's Pre-K Content Standards were developed to provide a foundation for instruction in all Pre-K classrooms. They reflect current educational research and are aligned with Georgia's Performance Standards for grades K - 12. These standards can be used for planning instruction and assessing child growth and development. The creative arts, including art, music, and drama, provide opportunities for the application of individual ideas, feelings and expression. Mon, 07 Apr 2008 18:56:00 EST 74 Georgia's Pre-K Content Standards were developed to provide a foundation for instruction in all Pre-K classrooms. They reflect current educational research and are aligned with Georgia's Performance Standards for grades K - 12. These standards can be used for planning instruction and assessing child growth and development. Social Studies in Pre-K is the development of meaningful knowledge about the people, jobs, landmarks, and cultures of the surrounding community. As children learn about responsibility in the classroom community, they begin building skills needed for participating in a democracy. Mon, 07 Apr 2008 18:54:34 EST 73 Georgia's Pre-K Content Standards were developed to provide a foundation for instruction in all Pre-K classrooms. They reflect current educational research and are aligned with Georgia's Performance Standards for grades K - 12. These standards can be used for planning instruction and assessing child growth and development. Pre-K science activities encourage the student to explore, investigate, observe and record changes in the environment. Mon, 07 Apr 2008 18:53:09 EST 72 Georgia's Pre-K Content Standards were developed to provide a foundation for instruction in all Pre-K classrooms. They reflect current educational research and are aligned with Georgia's Performance Standards for grades K - 12. These standards can be used for planning instruction and assessing child growth and development. Mathematical instruction in Pre-K builds on the child's natural curiosity and desire to make order in the surrounding world. The experience of developing math concepts in Pre-K, using hands-on materials, lays the foundation for later abstract mathematical thinking. Mon, 07 Apr 2008 18:52:07 EST 71 The Sunshine State Standards were first approved by the State Board of Education in 1996 as a means of identifying academic expectations for student achievement in Florida. As Florida moved toward greater accountability for student achievement at each grade level, the Sunshine State Standards were further defined with specific "Grade Level Expectations" added over time. In May 2007, the Office of Mathematics and Science convened a committee of framers to consider the framework for the revision of the Sunshine State Standards for science content. Taking into account research in science and science education, a major goal of the revision of the Sunshine State Standards was to strive for consensus among content experts, educational experts, researchers, parents, teachers, and members of the business and workforce community. Mon, 07 Apr 2008 18:25:18 EST 68 Family and Consumer Sciences Education includes programs, services, and activities designed to prepare youth and adults for occupations in the area of Family and Consumer Sciences. These programs provide instruction in the areas of nutrition, consumer education, family living, child development/early childhood education, parenting, housing, residential resource management, and clothing and textiles. Training for employment opportunities in these areas are found at all levels from entry through technical, managerial, and professional, as well as employment as a full-time family manager. Mon, 07 Apr 2008 18:14:33 EST 67 Grade Level Expectations (GLEs) are based on the Delaware World Language Content Standards and World Language Performance Indicators and outline what students should know and be able to do at each level of world language instruction. GLEs also provide information on the intended proficiency and performance level anticipated for each level. Mon, 07 Apr 2008 18:08:51 EST 66 The purpose of California's Preschool Learning Foundations is to provide the child development field with research-based competencies-knowledge and skills-that we can expect most children to exhibit in a quality program as they complete their first or second year of preschool. The preschool learning foundations identify for teachers and other educational stakeholders a set of behaviors in mathematics learning that are typical of children who will be ready to learn what is expected of them in kindergarten. The foundations provide age-appropriate competencies expected for older three-year-olds (i.e., at around 48 months of age) and for older four-year-olds (i.e., at around 60 months of age). Mon, 07 Apr 2008 15:22:11 EST 61 The purpose of California's Preschool Learning Foundations is to provide the child development field with research-based competencies-knowledge and skills-that we can expect most children to exhibit in a quality program as they complete their first or second year of preschool. California is experiencing a dramatic increase in the number of children from birth to five years of age whose home language is not English. Currently, one in four California students-25 percent-in kindergarten through grade twelve are identified as "English learners." This term refers to children whose first language is not English and encompasses children learning English for the first time in the preschool setting as well as children who have developed various levels of English proficiency. For the majority of these children, Spanish is the home language, followed by Vietnamese, Cantonese, Hmong, Tagalog, Korean, and other languages. Mon, 07 Apr 2008 15:20:04 EST 60 The purpose of California's Preschool Learning Foundations is to provide the child development field with research-based competencies-knowledge and skills-that we can expect most children to exhibit in a quality program as they complete their first or second year of preschool. The foundations were developed over a three-year period using an inclusive and deliberative input process, including four statewide stakeholder meetings, 53 public input sessions held throughout the state, four public hearings, and public comment in April, May, and November 2007, through the California Department of Education's (CDE) Web site. Based on research, these preschool learning foundations identify key competencies typical of children who are making progress toward being ready for kindergarten and becoming fluent communicators and readers. The focus of these foundations is on the language and literacy competencies of young children near the time when they are three years old going on four years old and four years old going on five years old. Mon, 07 Apr 2008 15:07:30 EST 59 The purpose of California's Preschool Learning Foundations is to provide the child development field with research-based competencies-knowledge and skills-that we can expect most children to exhibit in a quality program as they complete their first or second year of preschool. The foundations were developed over a three-year period using an inclusive and deliberative input process, including four statewide stakeholder meetings, 53 public input sessions held throughout the state, four public hearings, and public comment in April, May, and November 2007, through the California Department of Education's (CDE) Web site. Competencies are included as foundations for children "at around 48 months of age" and "at around 60 months of age," respectively. In focusing on the social and emotional foundations of school readiness, a central assumption-well supported by developmental and educational research-was that school readiness consists of social-emotional competencies as well as other cognitive and motivational competencies required for success in school. Mon, 07 Apr 2008 15:03:56 EST 58 In March 2007, Tennessee joined the American Diploma Project (ADP) Network, a network of thirty states committed to restoring value to the high school diploma by increasing the rigor of high school academic standards and aligning those standards with workforce and postsecondary demands. Immediately upon becoming an ADP state, Tennessee began the work of revising core content standards in the areas of Algebra I, Algebra II, and Geometry. Concurrent to this work, K-8 mathematics standards have been revised to support the increased expectations and rigor of the ADP-aligned high school courses. Final drafts of the K-8 curriculum was submitted for State Board approval in January 2008. Wed, 26 Mar 2008 12:48:42 EST 44 This item supports the State Board's Master Plan by providing a high quality science curriculum that has been developed in accordance with the national standards in science, is aligned with the National Assessment for Educational Progress 2009 Science Framework, and ACT College Readiness Benchmarks. Wed, 26 Mar 2008 12:45:36 EST 43 In March 2007, Tennessee joined the American Diploma Project (ADP) Network, a network of twenty-nine states committed to restoring value to the high school diploma by increasing the rigor of high school academic standards and aligning those standards with workforce and postsecondary demands. Immediately upon joining ADP, Tennessee began the work of revising core content standards in the areas of English I-IV. To support the increased expectations and rigor of the ADP-aligned high school English courses, the K-8 English language arts standards were also revised. Wed, 26 Mar 2008 12:44:41 EST 42 March 5, 2008 was the release date for the Washington Mathematics Standards. The mathematics standards build on Washington's longstanding commitment to teaching mathematics content and mathematical thinking. In particular, the former Essential Academic Learning Requirements (EALRs) and Grade Level Expectations (GLEs) have provided the foundation upon which to build new, challenging, accessible standards that are based on a few identified priorities at each grade level within a well-balanced mathematics program. Tue, 25 Mar 2008 08:24:58 EST 9 The Technology Course of Study was adopted in March 2008, and is effective for the 2009-2010 school year. Thu, 20 Mar 2008 09:19:24 EST 18983 Texas has adopted the English Language Arts and Reading TEKS in 2008, with implementation at the beginning of the 2009-2010 school year. Thu, 20 Mar 2008 09:19:24 EST 19063 Florida Adopted and released the new science standards in February 2008. The new world-class Sunshine State Standards for science are organized by grade level for grades K-8 and by Bodies of Knowledge for grades 9-12. The Bodies of Knowledge do not comprise courses. Standards and benchmarks will be used from the various Bodies of Knowledge to write specific science courses at the secondary level. Eighteen Big Ideas thread throughout all grade levels and build in rigor and depth as students advance. Each grade level includes benchmarks from the four Bodies of Knowledge (Nature of Science, Life Science, Earth Science, and Physical Science). Tue, 26 Feb 2008 13:56:43 EST 1 The English Language Arts Course of Study was adopted in 2007, and will be effective starting in the 2009-2010 school year. Fri, 20 Jul 2007 09:19:24 EST 18975 The Dance Course of Study was adopted in March 2006, and became effective at the beginning of the 2007-2008 school year. Mon, 20 Mar 2006 09:19:24 EST 18976 The Languages Other Than English Course of Study was adopted in 2006, and became effective at the beginning of the 2007-2008 school year. Mon, 20 Mar 2006 09:19:24 EST 18981 The Dance Course of Study was adopted in March 2006, and became effective at the beginning of the 2007-2008 school year. Mon, 20 Mar 2006 09:19:24 EST 18977 The Theatre Course of Study was adopted in March 2006, and became effective at the beginning of the 2007-2008 school year. Mon, 20 Mar 2006 09:19:24 EST 18978 The Visual Arts Course of Study was adopted in March 2006, and became effective at the beginning of the 2007-2008 school year. Mon, 20 Mar 2006 09:19:24 EST 18979 The Science Course of Study was adopted in 2005, and became effective at the beginning of the 2006-2007 school year. Wed, 20 Jul 2005 09:19:24 EST 18984 The Social Studies Course of Study was adopted in 2004, and became effective at the 2005-2006 school year. Tue, 20 Jul 2004 09:19:24 EST 18973 The Health Education Course of Study was adopted in 2003, and became effective at the beginning of the 2004-2005 school year. Sun, 20 Jul 2003 09:19:24 EST 18986 The Math Course of Study was adopted in 2003, and became effective at the beginning of the 2004-2005 school year. Sun, 20 Jul 2003 09:19:24 EST 18985 The Physical Education Course of Study was adopted in 2003, and became effective at the beginning of the 2004-2005 school year. Sun, 20 Jul 2003 09:19:24 EST 18980 The Technology Education Course of Study was adopted in 2002 and became effective at the beginning of the 2003-2004 school year. Sat, 20 Jul 2002 09:19:24 EST 18982