Alabama
Extended Standards - Science 2007
Use the Alabama Extended Standards Grades K-12: Science (February 2007) for writing all IEPs for students with significant cognitive disabilities who will be assessed using the Alabama Alternate Assessment (AAA). This grade band (K-12) offers levels of complexity. The Extended Standards are associated with the Course of Study Standards.
Arkansas
Curriculum Frameworks Family and Consumer Science 2007
These standards replace some of the 2005 Family and Consumer Science Standards. Both the 2005 and 2007 documents are active.
Connecticut
CAPT and CMT Test Documents
These are the test documents for Connecticut's CMT and CAPT tests. We have captured data for Reading Comprehension, Response to Literature, and Writing, Editing and Revising and Mathematics. Although these are state-created documents, the type data in each of them differs, and is rather general and repetitive from grade to grade.
Florida
Sunshine State Standards - Mathematics 2007
The new Mathematics Content Standards were approved by the State Board of Education on September 18, 2007. The Department of Education recognized the need for a systematic approach to review and revise all of the academic standards, and on January 17, 2006, the State Board of Education adopted a six-year cycle that set forth a schedule of the regular review and revision of all K-12 content standards. This move went far beyond increasing the rigor of the standards; however, it included this alignment of the new standards with assessments, instructional materials, professional development, and teacher licensure exams. This way, the new standards and their higher levels of rigor will be fully integrated into the entire culture of K-12 instruction. Next up is Science.
Georgia
Performance Standards Modern Languages and Latin 2007
These standards are based on Standards for Foreign Language Learning in the 21st Century and the ACTFL Performance Guidelines for K-12 Learners (American Council on the Teaching of Foreign Language). The GPS are organized in outline form, integrating the national standards and the three modes of communication: Interpersonal (IP), Interpretive (INT), and Presentational (P), as well as Cultural Perspectives, Practices and Products (CU) and Connections, Comparisons, and Communities (CCC). Also included are assessment recommendations and a list of suggested skills and topics for each level. The GPS for Modern Languages do not set an upper limit of what can be accomplished by the students; rather, they establish the minimum that students should be able to do by the end of each level.
Performance Standards Language Arts 2007
Literature and History of the Old and New Testaments Courses: The purpose of the course shall be to accommodate the rights and desires of those teachers and students who wish to teach and study the Old and New Testaments and to familiarize students with the contents of the Old and New Testaments, the history recorded by the Old and New Testaments, the literary style and structure of the Old and New Testaments, the customs and cultures of the peoples and societies recorded in the Old and New Testaments, and the influence of the Old and New Testaments upon law, history, government, literature, art, music, customs, morals, values, and culture.
Illinois
Assessment Frameworks Social Studies 2007
While ISBE is not currently assessing Social Science, many educators have requested copies of the frameworks for use in local school districts. The Frameworks contain assessment objectives and clear and concise statements of testable material at each grade level. Each assessment objective was derived from the Illinois Learning Standards and Benchmarks, for each grade level, posted on the Illinois State Board of Education Web site.
Indiana
Academic Standards - Social Studies 2007
The updated Indiana Academic Standards for Social Studies were approved unanimously by Indiana's Education Roundtable on September 20, 2007, and by the Indiana State Board of Education on October 3, 2007. The standards were updated for all grades, K-12, and cover history, economics, geography, and government. These standards were reviewed by national content reviewers for content, rigor, specificity, and comprehensiveness.
Academic Standards - High School Music 2007
The revision of Indiana's Academic Standards for Music was presented to the State Board of Education and unanimously approved on May 2, 2007. We've recently added the high school courses.
Academic Standards - Health 2007
The updated Indiana Academic Standards for Health & Wellness were approved unanimously by the Indiana State Board of Education on October 3, 2007. The standards were updated for all grades, K-12, and were aligned to the 2007 National Health Education Standards. The Indiana Academic Standards for Health & Wellness achieve the following goals: (1) Support learning of appropriate skills for health promotion and disease prevention to enhance health and wellness. (2) Are developmentally appropriate and identify what knowledge and skills students should have and be able to achieve. (3) Are applicable to multiple health-related issues and cultures. (4) Support learning of appropriate decision-making and goal-setting skills to enhance health. (5) Will help students develop the essential skills necessary to adopt, practice, and maintain health-enhancing behaviors. (6) Provide a framework for curriculum development, instruction, and student assessment for students in K-12.
Academic Standards - Journalism 2007
The new High School Journalism Standards were approved unanimously by the Indiana State Board of Education on October 3, 2007. The standards were written to provide academic content standards specifically for Journalism (1080). They may also be used to inform the development of course content for Mass Media (1084) and Student Publications (1086).
Kansas
KS Curriculum Standards - Library Media 2007
These standards meet the needs of Kansas school libraries, administrators, and library media specialists, teachers, parents, and students by achieving the following goals: (1) Dividing into specific developmental stages the national information literacy standards as noted in the book Information Power: Building Partnerships for Learning (1998). (2) Providing guidelines for the development and the expectations for school library media programs, including aligned and integrated curriculum and instruction, diverse and appropriate materials selection, and quality customer service. (3) Providing guidelines for the development and the expectations for technology and computer applications programs, including aligned and integrated curriculum and instruction, experiences with diverse and appropriate applications and technologies, and development of real world skills. State assessments have not been designed to assess the 8th grade technology standards. However, a locally-designed and -administered 8th grade technology assessment is to be conducted at the district and/or school level and reported to KSDE annually. All 8th grade students, including special education students, are to be reported. Overall, the Library Media & Technology Standards are seen as a support for the curricular areas being assessed in core areas on the Kansas assessment.
Extended Standards - Mathematics 2006, Science and Government, Economics, Geography, & History 2007
These standards are an extension of the Kansas Mathematics, Science and Government 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 who have 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.
Curriculum Standards- Family and Consumer Science 2005
Core competencies for each Family and Consumer Sciences program have been developed and merged with national standards to formulate an action plan for every Family and Consumer Sciences educator in Kansas to participate in the advancement of the profession.
Kentucky
Learning Goals and Academic Expectations 2003
The expectations for students are set forth as the six learning goals of KERA. These goals led to the development of the academic expectations that characterize student achievement of the goals. All Kentucky students are expected to achieve the goals and academic expectations.
Maine
Learning Results, Language Arts, Math, Science, Social Studies, Health & PE, World Languages, Career Development and the Arts 2007
The Maine Department of Education Regulation 132 - Learning Results: Parameters for Essential Instruction describes the progression of learning and establishes parameters for essential teaching and learning in grades Pre-Kindergarten through Diploma across eight content areas. The Maine Learning Results: Parameters for Essential Instruction will inform the blueprint for item development for the large-scale state assessments aligned to the federal accountability standards found in Maine Department of Education Regulation 131, the Maine Federal, State, and Local Accountability Standards. High school, middle school, and elementary school programming must be aligned to the knowledge and skills described in the Maine Learning Results: Parameters for Essential Instruction. Graduation requirements aligned to this regulation will be described in the amendments to Maine Department of Education Regulation 127, to be proposed in the Winter of 2008.
Maryland
VSC Technology 2007
Developed by the Technology Literacy by Eighth Grade Consortium, a collaboration among all 24 local school systems and the Maryland State Department of Education, these standards highlight what students need to know and be able to do using technology, while preparing them for a global economy and making technology an integral part of instruction. Accepted by the Maryland State Board of Education in February 2007.
VSC High School Math Drafts
MD is creating Voluntary State Curriculum for high school and these Math DRAFTS are to replace the Core Learning Goals upon finalization.
SC High School Biology Draft
MD is creating Voluntary State Curriculum for high school and this Biology DRAFT is to replace the Core Learning Goals upon finalization.
Michigan
Grade Level Content Expectations Social Studies K-8 (DRAFT) and High School
The purpose of social studies instruction is to develop social understanding and civic efficacy. The Grade Level Content Expectations (GLCE) balance disciplinary content and processes and skills that contribute to responsible citizenship and form a foundation for high school social studies coursework. The disciplinary knowledge found in this document can be used by students to construct meaning through understanding of powerful ideas drawn from the disciplines of history, geography, civics and government, and economics. These ideas can be best supported by assessment and instruction that focuses on the Standards for Assessment and the Standards for Teaching and Learning found in the Michigan Curriculum Framework. The board has requested that additional Michigan history expectations that reflect Michigan history beyond statehood be added to the fourth grade content expectations. Therefore, the third and fourth grade expectations are currently in draft form.
Missouri
Grade and Course Level Expectations - Communication Arts and Mathematics 2007
The Grade Level Expectations (GLEs) in grades K-8 specify mathematical content that students need to understand deeply and thoroughly for future mathematics learning. The Course Level Expectations (CLEs) for Algebra I, Geometry, and Algebra II, as well as Integrated Math II and Integrated Math III, to be posted at a later date, outline mathematics expectations for students enrolled in both traditional and integrated mathematics programs. Each Grade and Course Level Expectation is aligned to the Show-Me Content and Process Standards (1996).
Grade and Course Level Expectations - Communication Arts 2007
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. This is the result of their discussion and study. In several instances, the difference is a change in location, rather than a change in the GLE itself. All Communication Arts content may be assessed at the grade level where it appears. Teachers are responsible for content up to and including that which appears at the grade level they teach. This document represents a continuum of instruction, so teachers must be familiar with GLEs leading up to their grade level so that they may scaffold instruction for students missing requisite skills. The GLE Update and Review Committees addressed only Reading and Writing. Information Literacy should be updated during the 2007-08 school year.
Montanta
Grade Level Learning Expectations - Science January 2007 (DRAFT)
This document was captured as a draft; now the final April 2007 version is available and nearly identical to this one. We will review for grammatical changes and update this if necessary.
North Dakota
Content Standards - Social Studies (DRAFT)
These standards are still in draft and are expected to be completed around the first part of 2008.
Oklahoma
Priority Academic Student Skills - Language Arts 2007
This document was created in March 2007 and is very similar to the earlier version. Click here to view the side-by-side changes document that Oklahooma has created.
Modified and Alternate PASS (CARG-M and CARG-A) - Reading, Writing, Science, Math and Social Studies 2006 and 2007
The CARG-M is intended to provide access to the general curriculum for students with disabilities who can make significant progress but may not reach grade-level achievement standards within the same time frame as other students, even after receiving the best designed instructional interventions from highly trained teachers. The alternate academic achievements of the standards are available in the Curriculum Access Resource Guide-Alternate (CARG-A) for to be used in IEP development and curriculum planning. Children accessing this curriculum will have Individualized Education Programs (IEPs) containing rigorous and measurable goals and objectives/short-term benchmarks.
Rhode Island
Standards and Frameworks - Physical Education 2003
Utilizing standards from the National Association for Sport and Physical Education (NASPE) and other states as a guide, the Physical Education Standards Committee worked from February 2001 to February 2002 to create a set of physical education standards for Rhode Island schools. In addition, the group, working independently and within subcommittees, developed a set of performance indicators for each standard within grade levels. Performance indicators describe student performance at points along the K-12 instruction.
Alternate Reading, Writing and Math 2007 - 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 in science.
South Carolina
Good Start Grow Smart - Language & Literacy, Mathematics, Physical Health, Social and Emotional and Approaches to Learning 2007
These Early Learning Standards are intended to align with South Carolina K-12 Academic Standards and the Head Start Child Outcomes. The standards, indicators, and snapshots will guide teachers as they provide early learning opportunities that support children's success in school.
South Dakota
Content Standards - Educational Technology 2007
The standards are the targets all students need to meet at the proficient level by the end of each grade level. The curriculum of each district must provide students with rigor and topics beyond those of the standards in order to ensure mastery.
Tennessee
Performance Indicators State and Performance Indicators Teacher - Social Studies 2007 - U.S. History ONLY
These vary only slightly from the 2005 version, which they replace.
Vermont
Grade Level Expectations - Health 2007
In 2007, Vermont's Health Grade Expectations (GEs) were revised to reflect current research and best practice. Like the Grade Level Expectations in other content areas, the Health Grade Cluster Expectations are more specific statements of the Vermont standards in Vermont Framework of Standards & Learning Opportunities. However, unlike the Grade Level Expectations, which delineate specific grade levels, these grade expectations are organized by grade clusters (pre-K and K; 1 and 2; 3 and 4; 5 and 6; 7 and 8; and high school). The purpose of using grade clusters is to provide additional flexibility for alignment of local curriculum and local comprehensive assessment systems.
