Arizona
Alternate Academic Standards - Mathematics 2006, Reading 2006, Science 2006, and Writing 2006
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.
Arkansas
Curriculum Framework - Library Literacy 2007
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.
California
Content Standards - Agriculture 2005
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, including 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.
Preschool Learning Foundations - English as Second Language 2008
The purpose of California Preschool Learning Foundations is to provide the child development field with research-based competencies-knowledge and skills-that most children can be expected 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.
Preschool Learning Foundations - Language Arts 2008
The purpose of California's Preschool Learning Foundations is to provide the child development field with research-based competencies-knowledge and skills-that most children can be expected 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 (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.
Preschool Learning Foundations - Mathematics 2008
The purpose of California's Preschool Learning Foundations is to provide the child development field with research-based competencies-knowledge and skills-that most children can be expected 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).
Preschool Learning Foundations - Social Development 2008
The purpose of California's Preschool Learning Foundations is to provide the child development field with research-based competencies-knowledge and skills-that most children can be expected 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 (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.
Canada
Ontario Curriculum - Language Arts 2006
Literacy development lies at the heart of the Grade 1-8 language curriculum. Literacy learning is a communal project and the teaching of literacy skills is embedded across the curriculum; however, it is the language curriculum that is dedicated to instruction in the areas of knowledge and skills-listening and speaking, reading, writing, and viewing and representing-on which literacy is based. Language development is central to students' intellectual, social, and emotional growth, and must be seen as a key element of the curriculum. When students learn to use language in the elementary grades, they do more than master the basic skills. They learn to value the power of language and to use it responsibly
Ontario Curriculum - Mathematics 2006
An information- and technology-based society requires individuals who are able to think critically about complex issues, analyze and adapt to new situations, solve problems of various kinds, and communicate their thinking effectively. The study of mathematics equips students with knowledge, skills, and habits of mind that are essential for successful and rewarding participation in such a society. To learn mathematics in a way that will serve them well throughout their lives, students need classroom experiences that help them develop mathematical understanding; learn important facts, skills, and procedures; develop the ability to apply the processes of mathematics; and acquire a positive attitude towards mathematics. The Ontario mathematics curriculum for Grades 1 to 8 provides the framework needed to meet these goals.
Ontario Curriculum - Science and Technology 2006
During the twentieth century, science and technology played an increasingly important role in the lives of all Canadians. Science and technology underpin much of what we take for granted, including clean water, the places in which we live and work, and the ways in which we communicate with others. The impact of science and technology on our lives will continue to grow. Consequently, scientific and technological literacy for all has become the overarching objective of science and technology education throughout the world. Achievement of both excellence and equity underlies the three major goals of the science and technology program at the elementary level.
Ontario Curriculum - Social Studies 2004
Students graduating from Ontario schools require the knowledge and skills gained from social studies and the study of history and geography in order to function as informed citizens in a culturally diverse and interdependent world and to participate and compete in a global economy. They also need to develop attitudes that will motivate them to use their knowledge and skills in a responsible manner. The Ontario Curriculum: Social Studies, Grades 1 to 6, and History and Geography, Grades 7 and 8, 2004, outlines the knowledge and skills that students must develop in Grades 1 to 8, as well as the levels of achievement at which they are expected to master them.
Alberta Program of Studies - Mathematics 2007
The Mathematics Kindergarten to Grade 9 Program of Studies has been derived from The Common Curriculum Framework for K-9 Mathematics: Western and Northern Canadian Protocol, May 2006 (the Common Curriculum Framework). The program of studies incorporates the conceptual framework for Kindergarten to Grade 9 Mathematics and the general outcomes and specific outcomes that were established in the Common Curriculum Framework.
Alberta Program of Studies - Science 2007
The senior high science programs will help all students attain the scientific awareness needed to function as effective members of society. Students will be able to pursue further studies and careers in science, and come to a better understanding of themselves and the world around them. The same framework was used for the development of all the senior high science programs.
Alberta Program of Studies - Social Studies 2007
The Alberta Social Studies Kindergarten to Grade 12 Program of Studies meets the needs and reflects the nature of 21st century learners. It has at its heart the concepts of citizenship and identity in the Canadian context. The program reflects multiple perspectives, including Aboriginal and Francophone, that contribute to Canada's evolving realities. It fosters the building of a society that is pluralistic, bilingual, multicultural, inclusive, and democratic. The program emphasizes the importance of diversity and respect for differences as well as the need for social cohesion and the effective functioning of society. It promotes a sense of belonging and acceptance in students as they engage in active and responsible citizenship at the local, community, provincial, national, and global level.
Delaware
Grade Level Expectations - Foreign Language 2007
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.
Florida
Sunshine State Standards - Family and Consumer Science 2007
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.
Sunshine State Standards - Science 2008
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).
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.
Georgia
Pre-K Program Content Standards - The Arts 2006
The Georgia 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.
Pre-K Program Content Standards - Health Education 2006
The Georgia 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 affect 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.
Pre-K Program Content Standards - Mathematics 2006
The Georgia 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.
Pre-K Program Content Standards - Science 2006
The Georgia 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.
Pre-K Program Content Standards - Social Development 2006
The Georgia 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.
Pre-K Program Content Standards - Social Studies 2006
The Georgia 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.
Kansas
Instructional Examples - Science 2007
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 understanding 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.
Maine
Accountability Standards - Reading 2007
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.
Minnesota
Academic Standards - Mathematics 2007
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.
Missouri
Alternate Framework for Curriculum Development - Communication 2007
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.
Alternate Framework for Curriculum Development - Mathematics 2007
The Missouri Frameworks for Curriculum Development document in mathematics acknowledges 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.
Grade and Course Level Expectations - Social Studies 2007
The Social Studies Grade and Course Level Expectations document outlines 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 effectively participating in our civic life as citizens and consumers.
Nevada
Academic Standards - Language Arts 2007
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.
New Jersey
Core Curriculum Content Standards - Language Arts 2008
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.
Core Curriculum Content Standards - Mathematics 2008
These refined mathematics standards, and the vision embedded 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.
New Mexico
LITES Standards - Arts: Dance 2007
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.
LITES Standards - Health Education 2006
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 encourages 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.
LITES Standards - Physical Education 2006
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.
North Carolina
Extended Content Standards - Mathematics 2006
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.
Ohio
Academic Content Standards - Family and Consumer Science 2007
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 (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.
Oregon
Standards - Family and Consumer Science 2008
Consumer Services careers are focused on assisting others with decisions and problems relating to finance, real estate, insurance, and consumer goods.
Standards - Mathematics 2007
As part of the new Oregon High School Diploma, the State Board has asked ODE to develop "core standards" for all academic content areas. The Oregon 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 that in-depth understanding of each core standard will imply, be supported by, and understand the underlying content standards; and carefully articulate clear grade level progression in both knowledge and skills.
Tennessee
Curriculum Standards - Language Arts 2008
In March 2007, Tennessee joined the American Diploma Project (ADP) Network, a network of 29 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.
Curriculum Standards - Mathematics 2008
In March 2007, Tennessee joined the American Diploma Project (ADP) Network, a network of 29 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 were submitted for State Board approval in January 2008.
Curriculum Standards - Science 2008
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, and that is aligned with the National Assessment for Educational Progress 2009 Science Framework and ACT College Readiness Benchmarks.
Texas
Assessment of Knowledge and Skills - Mathematics 2007
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.
Virginia
Standards of Learning - Foreign Language 2007
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.
Washington
Grade Level Expectations - Social Studies 2008
This document contains the finalized Social Studies Grade Level Expectations (GLEs) for grades 6-12. While the K-5 GLEs are still going through final revisions, Washington is posting the standards for grades 6-12 so that schools and districts can begin planning at the secondary level. The GLEs provide a grade-by-grade sequence of concepts, regional areas, and chronological periods based on the framework of the EALRs and their components. The goal of the GLEs is to help teachers and local districts design the scope and sequence of their social studies programs, and to develop lessons and instruction that ensure all students have an opportunity to master the skills and standards the EALRs and GLEs describe.
Standards - Mathematics 2008
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.
