|
Education
Web
Viewing 1-8 of 8 total results
Curriculum Development: Curriculum Designers, Inc.
Heidi Hayes Jacobs Curriculum Designers is now Curriculum21 Curriculum Designers Inc. Heidi Hayes Jacobs CurriculumDesigners.com is now curriculum21.com. Please bookmark our new address: http://www.curriculum21.com. Click here to continue to curriculum21.com...
 Career/Technical Education Framework (CA Dept. of Education)
Engineering Technology | 269 EN G IN EE R IN G A N D D ES IG N Standards Advanced Proficient Basic Unacceptable Leadership and Teamwork 9.3: Understand how to organize and structure work individually and in teams for effective performance and the attainment of goals. The team is observed working c...
1
0
Engineering Technology | 269 EN G IN EE R IN G A N D D ES IG N Standards Advanced Proficient Basic Unacceptable Leadership and Teamwork 9.3: Understand how to organize and structure work individually and in teams for effective performance and the attainment of goals. The team is observed working cooperatively and effectively. All members participate and contribute. Effective use is made of the tools of TQM and QI. Project is com- pleted before the deadline. The team is observed
163
0
http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=163
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=163
Agricultural Business | 143 A G R IC U LT U R E A N D N A T U R A L R ES O U R C ES Performance task rubric: Your grade will be based on the following rubric. Individual teachers should determine how to weight the standards and assign points for each level. Standards Advanced Proficient Basic Unacceptable ANR A4.6: Understand how to determine the tax obligations for an agribusiness. Student <span class="highlight">com</span>- pletes all three forms within 5 percent of the correct total. Student <span class="highlight">com</span>- pletes all three
227
0
http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=227
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=227
Mechanical Construction | 207 B U IL D IN G T R A D ES A N D C O N ST R U C T IO N Standards Advanced Proficient Basic Unacceptable Academics 1.2 Investigation and Experimentation (grades nine through twelve) 1.a: Select and use appropriate tools and technol- ogy (such as <span class="highlight">com</span>- puter-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data. (10 points) Uses a multime- ter to measure multiple quali- ties and sets up
262
0
http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=262
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=262
con- ventional energy resources, giving three examples for each. (5 points) Students calculate the percentage of increase and decrease of energy resources for the four types of con- ventional energy resources, giving one example for each. (3 points) Students calculate the percentage of increase and de- crease of energy resources for up to three types of conventional energy resources. (1 point) Communications 2.1 Reading <span class="highlight">Com</span>- prehension (grades nine and ten) 2.6: Demonstrate use of
289
0
http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=289
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=289
Engineering Technology | 269 EN G IN EE R IN G A N D D ES IG N Standards Advanced Proficient Basic Unacceptable Leadership and Teamwork 9.3: Understand how to organize and structure work individually and in teams for effective performance and the attainment of goals. The team is observed working cooperatively and effectively. All members participate and contribute. Effective use is made of the tools of TQM and QI. Project is <span class="highlight">com</span>- pleted before the deadline. The team is observed
372
0
http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=372
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=372
completely <span class="highlight">com</span>- municates the processes observed and measured. (15 points) Analysis of map- ping tools, func- tions, and features is general and focuses on the busi- ness applications of the software. The analysis <span class="highlight">com</span>- municates the processes observed and measured. (10 points) Analysis of map- ping tools, func- tions, and features lacks detail and focus on business applications. The analysis does not successfully communicate the processes observed and measured. (5 points) Analysis of mapping
Massachusetts History and Social Science Curriculum Framework: August 2003
John Locke’s Second Treatise on Government: www.liberty1.org/2dtreat.htm Kids in the House of Representatives: clerkkids.house.gov K12’s Patriotism Curriculum: patriot.k12.com/index.html League of Women Voters: lwv.org Liberty Fund, Inc: www.libertyfund.org Library of Congress: ww...
1
0
John Locke’s Second Treatise on Government: www.liberty1.org/2dtreat.htm Kids in the House of Representatives: clerkkids.house.gov K12’s Patriotism Curriculum: patriot.k12.com/index.html League of Women Voters: lwv.org Liberty Fund, Inc: www.libertyfund.org Library of Congress: www.loc.gov Massachusetts Council on Economic Education: www.economiced.org Massachusetts Geographic Alliance: www.massgeo.org Massachusetts Studies Project: www.msp.umb.edu Meru Education Foundation: www.merufoundation.org
106
0
http://www.doe.mass.edu/frameworks/hss/final.pdf#page=106
www.doe.mass.edu/frameworks/hss/final.pdf#page=106
John Locke’s Second Treatise on Government: www.liberty1.org/2dtreat.htm Kids in the House of Representatives: clerkkids.house.gov K12’s Patriotism Curriculum: patriot.k12.<span class="highlight">com</span>/index.html League of Women Voters: lwv.org Liberty Fund, Inc: www.libertyfund.org Library of Congress: www.loc.gov Massachusetts Council on Economic Education: www.economiced.org Massachusetts Geographic Alliance: www.massgeo.org Massachusetts Studies Project: www.msp.umb.edu Meru Education Foundation: www.merufoundation.org
English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)
KINDERGARTEN Reading 2.0 Reading Comprehension Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, com- paring new information to what is already known). The selections in Recomm...
1
0
KINDERGARTEN Reading 2.0 Reading Comprehension Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, com- paring new information to what is already known). The selections in Recommended Literature, Kindergarten Through Grade Twelve (California Department of Education, 2002) illustrate the quality and complexity of the materials to be read by students. Structural Features of Informational
10
0
http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=10
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=10
KINDERGARTEN Reading 2.0 Reading Comprehension Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, <span class="highlight">com</span>- paring new information to what is already known). The selections in Recommended Literature, Kindergarten Through Grade Twelve (California Department of Education, 2002) illustrate the quality and complexity of the materials to be read by students. Structural Features of Informational
57
0
http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=57
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=57
important points in the history of English language and use <span class="highlight">com</span>- mon word origins to determine the historical influences on English word meanings. 1.3 Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast. 2.0 Reading Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the
SIXTH GRADE
framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. State level assessments may reflect skills and objectives covered in kindergarten through grade six. 1. The student will use word recognition and vocabulary (w...
1
0
framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. State level assessments may reflect skills and objectives covered in kindergarten through grade six. 1. The student will use word recognition and vocabulary (word meaning) skills to communicate. a. The student will apply knowledge of roots and affixes (e.g., non-, trans-, over-, anti-, inter-, super-, semi-, com-, ex-, il-, mid-, under-, sub-, -tion, -or
2
0
http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_6th_grade_framework.pdf#page=2
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_6t...
framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. State level assessments may reflect skills and objectives covered in kindergarten through grade six. 1. The student will use word recognition and vocabulary (word meaning) skills to communicate. a. The student will apply knowledge of roots and affixes (e.g., non-, trans-, over-, anti-, inter-, super-, semi-, <span class="highlight">com</span>-, ex-, il-, mid-, under-, sub-, -tion, -or
Science Content Standards - Curriculum Frameworks (CA Dept of Education)
diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands. c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are benefic...
1
0
diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands. c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficial. d. Students know when the environment changes, some plants and animals survive and reproduce; others die or move to new locations. e. Students know that some kinds of organisms that once lived on Earth have com
18
0
http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=18
www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=18
diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands. c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficial. d. Students know when the environment changes, some plants and animals survive and reproduce; others die or move to new locations. e. Students know that some kinds of organisms that once lived on Earth have <span class="highlight">com</span>
36
0
http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=36
www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=36
GRADE EIGHT d. Students know how to identify separately the two or more forces that are acting on�a single static object, including gravity, elastic forces due to tension or <span class="highlight">com</span> pression in matter, and friction. e. Students know that when the forces on an object are unbalanced, the object will change its velocity (that is, it will speed up, slow down, or change direction). f. Students know the greater the mass of an object, the more force is needed to achieve the same rate of change in motion. g
science_pub2003
GEs? Vermont’s Framework of Standards and Learning Opportunities provides the foundation for Local Com- prehensive Assessment Systems. The creation of GEs will provide more explicit guidance. GEs will: • provide a valuable resource for teachers and schools as they implement the V...
1
0
GEs? Vermont’s Framework of Standards and Learning Opportunities provides the foundation for Local Com- prehensive Assessment Systems. The creation of GEs will provide more explicit guidance. GEs will: • provide a valuable resource for teachers and schools as they implement the Vermont Framework • relate directly to the Vermont Standards and associated evidences • differentiate performance on content knowledge or skills between adjacent grade clusters • lead to focused, coherent and developmentally
4
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=4
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
GEs? Vermont’s Framework of Standards and Learning Opportunities provides the foundation for Local <span class="highlight">Com</span>- prehensive Assessment Systems. The creation of GEs will provide more explicit guidance. GEs will: • provide a valuable resource for teachers and schools as they implement the Vermont Framework • relate directly to the Vermont Standards and associated evidences • differentiate performance on content knowledge or skills between adjacent grade clusters • lead to focused, coherent and developmentally
history_pub2000
Local Com- prehensive Assessment Systems. The creation of GEs will provide more explicit guidance. GEs will: • provide a valuable resource for teachers and schools as they implement the Vermont Framework • relate directly to the Vermont Standards and associated evidences • di...
1
0
Local Com- prehensive Assessment Systems. The creation of GEs will provide more explicit guidance. GEs will: • provide a valuable resource for teachers and schools as they implement the Vermont Framework • relate directly to the Vermont Standards and associated evidences • differentiate performance on content knowledge or skills between adjacent grade clusters • lead to focused, coherent and developmentally appropriate instruction without narrowing the curriculum The purposes of the Vermont Framework
4
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=4
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
Local <span class="highlight">Com</span>- prehensive Assessment Systems. The creation of GEs will provide more explicit guidance. GEs will: • provide a valuable resource for teachers and schools as they implement the Vermont Framework • relate directly to the Vermont Standards and associated evidences • differentiate performance on content knowledge or skills between adjacent grade clusters • lead to focused, coherent and developmentally appropriate instruction without narrowing the curriculum The purposes of the Vermont Framework
|
