iSEEK - Education

ninth and tenth grades should be competent in: • Using clear, nontrivial research questions and suitable research methodology from primary and secondary sources • Synthesizing information from multiple sources to support the thesis • Identifying complexities, discrepancies, and differing perspectives in the researched information • Embedding quotations and citations skillfully and using bibliographic conven tions appropriately Students are also expected to use advanced publishing software to create

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129 in grammar or other mistakes common to many students in the class should be the subject of additional classroom instruction and practice. d. In an English-language mainstream classroom, it is important to group English learners with students proficient in English. When to do so is impossible, the teacher will need to provide additional models of input for students as well as opportunities to use the models. e. Consider using expository text that provides information related to grade-level

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ninth and tenth grades should be competent in: • Using clear, nontrivial research questions and suitable research methodology from primary and secondary sources • Synthesizing information from multiple sources to support the thesis • Identifying complexities, discrepancies, and differing perspectives in the researched information • Embedding quotations and citations skillfully and using bibliographic conven tions appropriately Students are also expected to use advanced publishing software to create

www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=225

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Visual and Performing Arts Framework (CA Dept. of Education)

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97 After completing a beginning-level high school course in one of the arts disciplines, a student may continue in that art form or pursue study in other arts disciplines. For those who want to go forward, additional courses in an art form provide them with opportunities to continue discovering and expressing themselves through the arts. In an advanced course of study, students research, analyze, question, clarify, evaluate, refine, plan, and create a body of work that reflects complex ideas

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13 and the visual arts) are designed to increase and refine students’ knowledge and skills beyond those learned at the elementary school level. Students may experience one or all four arts disciplines to expand their knowledge and skill and to make personal connections with the world, the school, and themselves. When students are taught by specialists in each discipline, they should continue their development in the five strands of each of those disciplines. Strategies for implementation may include

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directions not yet imagined. In all disciplines artists have traditionally used and combined technologies to create and express ideas. The use of electronic media (digital video, animation, and photo software) juxtaposed with the use of tradi- tional media (paper, paints, classroom tools) expands the boundaries of space and time. For today’s artists new media are altering the direction and escalating the pace of exploration within and between arts disciplines. They have easy access to vast amounts of artistic

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23 refers to what students should know and be able to do on completion of a one- year course in one of the arts disciplines. The expectation is based on the ac- complishment of students who participated in an arts education program from kindergarten through grade eight. Many students elect to take additional high school arts courses to achieve the advanced level of achievement. The term advanced means that students have completed more than one course in a given arts discipline. That level can be

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97 After completing a beginning-level high school course in one of the arts disciplines, a student may continue in that art form or pursue study in other arts disciplines. For those who want to go forward, additional courses in an art form provide them with opportunities to continue discovering and expressing themselves through the arts. In an advanced course of study, students research, analyze, question, clarify, evaluate, refine, plan, and create a body of work that reflects complex ideas

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instructional strategies in the arts. B9. Arts instruction incorpo rates the unique resources of artists and of the whole community. C5. Instruction is consistently reviewed and refined based on an analysis of students’ work in relation to a high level of achievement of standards. C6. Teachers design and modify their instructional practices to ensure that all students make progress toward achieving the standards. C7. Instruction in all four arts disciplines includes a variety of effective and

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a formal assessment in one or more of the arts at each school level. B12. The district uses baseline formal and informal assess ments in two or more of the arts disciplines to refine and to implement its arts curriculum and instruction. B13. Teachers provide students with opportunities to demonstrate their progress toward standards through carefully designed portfolio activities and performance activities in two or more of the arts. B14. Embedded student assessment strategies are an

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arts education that provides training based on an under standing of the framework and standards and that uses a variety of strategies and activities. A17. The district begins identifying resources for professional development in all four arts disciplines. A18. Plans for professional development opportunities extend to all persons who participate in arts instruction, such as generalist teachers, art specialist teachers, artists, and parents. B15. A defined, long-term professional development

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comprehensive arts education program. B20. Personnel are identified and provide arts instruction in the schools in a minimum of two of the arts disciplines. C20. Qualified personnel in all four arts disciplines provide comprehensive, standards- based arts instruction. Leadership A21. Leadership roles at the district and at the school site are defined for the implemen tation of a standards-based curriculum, for program development, and for evalua tion. B21. An identified district arts coordinator or

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school site level to provide for program imple mentation in two or more of C28. Funding resources and budget oversight mechanisms for all four arts disciplines are coordinated at the district level and at the school site level. monitoring of funds for arts the arts disciplines programs. Note: For the purposes of assigning a score to a criterion, you may use the following scale: 4 = fully implemented, exemplary accomplishment; 3 = implemented and operational; 2 = introduced, evidence of progress but

www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=109

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Career/Technical Education Standards (CA Dept. of Education)

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and cooperative career technical education; work experience education; and leadership and interpersonal skills development. FOUNDATION STANDARDS 1.0 Academics Students understand the academic content required for entry into postsecondary educa tion and employment in the Engineering and Design sector. (The standards listed below retain in parentheses the numbering as specified in the mathematics, science, history–social science, and visual and performing arts content standards adopted by the State

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and cooperative career technical education; work experience education; and leadership and interpersonal skills development. FOUNDATION STANDARDS 1.0 Academics Students understand the academic content required for entry into postsecondary educa tion and employment in the Engineering and Design sector. (The standards listed below retain in parentheses the numbering as specified in the mathematics, science, history–social science, and visual and performing arts content standards adopted by the State

www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=148

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