iSEEK - Education

Tables 3 and 4 in Appendices 6.A to 6.G present the passing rates and summary statistics for each accommodation or modification used on the exam. Students enrolled in an IEP or Section 504 Plan represent the largest number. While the accommodation group with the largest percentage of students passing varied across the seven administrations, students receiving an accommodation using a Braille or Large Print accommodation most often had the highest passing percentage. Tables 5 and 6 in Appendices 6.A-6.G

225 0 http://www.cde.ca.gov/ta/tg/hs/documents/techreport2006.pdf#page=225 www.cde.ca.gov/ta/tg/hs/documents/techreport2006.pdf#page=225

Tables 3 and 4 in Appendices 6.A to 6.G present the passing rates and summary statistics for each accommodation or modification used on the exam. Students enrolled in an IEP or Section 504 Plan represent the largest number. While the accommodation group with the largest percentage of students passing varied across the seven administrations, students receiving an accommodation using a Braille or Large Print accommodation most often had the highest passing percentage. Tables 5 and 6 in Appendices 6.A-6.G

www.cde.ca.gov/ta/tg/hs/documents/techreport2006.pdf#page=225

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Stanford Encyclopedia of Philosophy: reflective equilibrium

gamblers fallacy in our own betting on games or on the events of life. Quite generally, psychological studies reveal widespread errors in reasoning in a broad range of contexts. More recently, others have suggested that reflective equilibrium is problematic as a...

plato.stanford.edu/entries/reflective-equilibrium/

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General Chemistry Online: Quiz: Significant Figure

Notes MeasurementPrint | Comment Quiz: Significant Figures 1. The number of significant digits in 4900 isat most 2exactly 4at least 4at least 2 2. 5.5234 mL of mercury is transfered to a graduated cylinder with scale marks 0.1 mL apar...

antoine.frostburg.edu/chem/senese/101/measurement/sigfig-quiz.shtml

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Science NetLinks: Pottery 1: Pottery Quest

Method.) Were the decorations significant? Why or why not? (Answers will vary, but students should understand that the symbols and drawings found on some pottery likely had ceremonial significance to the people who made and used the pottery.) Assessment Using the esheet as ...

www.sciencenetlinks.com/lessons.cfm?DocID=290

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For full Report: Kenya

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findings still do not support a conclusion that labor market rigidities in Kenya operate as significant barriers to employment expan- sion. Thus, even the figures where Kenya comes out least favorably—that is, in the findings on the number of firms citing layoffs and labor market regulations as significant obstacles—we still see only 21-22 percent of business owners cit-

25 0 http://www.undp-povertycentre.org/publications/reports/Kenya.pdf#page=25 www.undp-povertycentre.org/publications/reports/Kenya.pdf#page=25

findings still do not support a conclusion that labor market rigidities in Kenya operate as significant barriers to employment expan- sion. Thus, even the figures where Kenya comes out least favorably—that is, in the findings on the number of firms citing layoffs and labor market regulations as significant obstacles—we still see only 21-22 percent of business owners cit-

www.undp-povertycentre.org/publications/reports/Kenya.pdf#page=25

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Standard 1: Number and Operation

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prime factors for a number using a factor tree with no significant errors. Students determine the prime factors for a number using a factor tree with a few significant errors. Students determine the prime factors for a number using a factor tree with many significant errors. 5.1.18. Determine least common multiple 5.1.19. Determine greatest common factor Students determine the least common multiple and greatest common factor with no errors. Students determine the least common multiple

16 0 http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=16 www.dpi.state.nd.us/standard/content/math/math.pdf#page=16

s, or 10's with many significant errors. 1.1.6. Identify position using ordinal numbers Students identify position using ordinal numbers with no errors. Students identify position using ordinal numbers with no significant errors. Students identify position using ordinal numbers with a few significant errors. Students identify position using ordinal numbers with many significant errors. 1.1.7. Connect number words and numerals to the quantities they represent (0 - 10) Students connect

22 0 http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=22 www.dpi.state.nd.us/standard/content/math/math.pdf#page=22

numbers by a single-digit number, without remainders, with no errors. Students divide two- and three-digit numbers by a single-digit number, without remainders, with no significant errors. Students divide two- and three-digit numbers by a single-digit number, without remainders, with a few significant errors. Students divide two- and three-digit numbers by a single-digit number, without remainders, with many significant errors. 3.1.18. Demonstrate the inverse relationships between

26 0 http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=26 www.dpi.state.nd.us/standard/content/math/math.pdf#page=26

number line Students place integers on a number line with no errors. Students place integers on a number line with no significant errors. Students place integers on a number line with a few significant errors. Students place integers on a number line with many significant errors. 5.1.6. Use negative integers in real-world situations, e.g., thermometer reading, yardage in a football game Students use negative integers in real-world situations with no errors. Students use negative

27 0 http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=27 www.dpi.state.nd.us/standard/content/math/math.pdf#page=27

prime factors for a number using a factor tree with no significant errors. Students determine the prime factors for a number using a factor tree with a few significant errors. Students determine the prime factors for a number using a factor tree with many significant errors. 5.1.18. Determine least common multiple 5.1.19. Determine greatest common factor Students determine the least common multiple and greatest common factor with no errors. Students determine the least common multiple

29 0 http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=29 www.dpi.state.nd.us/standard/content/math/math.pdf#page=29

with no errors. Students use rules to determine divisibility by 2, 3, 5, 6, 9, and 10 with no significant errors. Students use rules to determine divisibility by 2, 3, 5, 6, 9, and 10 with a few significant errors. Students use rules to determine divisibility by 2, 3, 5, 6, 9, and 10 with many significant errors. OPERATIONS AND THEIR PROPERTIES 6.1.7. Explain the effects of arithmetic operations on fractions and decimals Students explain in great detail the effects of arithmetic

31 0 http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=31 www.dpi.state.nd.us/standard/content/math/math.pdf#page=31

Use integers to represent and compare quantities Students use integers to represent and compare quantities with no errors. Students use integers to represent and compare quantities with no significant errors. Students use integers to represent and compare quantities with a few significant errors. Students use integers to represent and compare quantities with many significant errors. OPERATIONS AND THEIR PROPERTIES 7.1.5. Explain the effects of arithmetic operations on fractions

34 0 http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=34 www.dpi.state.nd.us/standard/content/math/math.pdf#page=34

of the real number system, i.e., commutative, associative, distributive, closure, inverse, and identity properties Students identify the properties of the real number system with no errors. Students identify the properties of the real number system with no significant errors. Students identify the properties of the real number system with a few significant errors. Students identify the properties of the real number system with many significant errors. 9-10.1.4. Represent a set of

44 0 http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=44 www.dpi.state.nd.us/standard/content/math/math.pdf#page=44

characteristics of a right triangle. Students describe in some detail the characteristics of a right triangle. Students describe in minimal detail the characteristics of a right triangle. COORDINATE GEOMETRY 6.2.4. Use ordered pairs to locate a point on a coordinate plane Students use ordered pairs to locate points on a coordinate plane with no errors. Students use ordered pairs to locate points on a coordinate plane with no significant errors. Students use ordered pairs to locate

45 0 http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=45 www.dpi.state.nd.us/standard/content/math/math.pdf#page=45

with a few significant errors. Students classify triangles based on side and angle measurement with many significant errors. COORDINATE GEOMETRY 7.2.3. Draw and label the components of the coordinate plane, i.e., coordinates, quadrants, origin, x- and y-axes Students draw and label the components of the coordinate plane with no errors. Students draw and label the components of the coordinate plane with no significant errors. Students draw and label the components of the

46 0 http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=46 www.dpi.state.nd.us/standard/content/math/math.pdf#page=46

dimensional figures with many significant errors. 8.2.2. Classify quadrilaterals based on side lengths, angle measures, and sets of parallel sides Students classify quadrilaterals based on side length, angle measures, and sets of parallel sides with no errors. Students classify quadrilaterals based on side length, angle measures, and sets of parallel sides with no significant errors. Students classify quadrilaterals based on side length, angle measures, and sets of parallel sides with a few

49 0 http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=49 www.dpi.state.nd.us/standard/content/math/math.pdf#page=49

technological tools. Students construct plane figures with a few significant errors using traditional and/or technological tools. Students construct plane figures with many significant errors using traditional and/or technological tools. 9-10.2.10. Recognize images of the same object shown from different perspectives, i.e., a two-dimensional image of a three- dimensional object Students recognize images of the same object shown from different perspectives with no errors. Students recognize images of

57 0 http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=57 www.dpi.state.nd.us/standard/content/math/math.pdf#page=57

data collected from a sample group Students make predictions and draw conclusions based on data collected from a sample group with no errors. Students make predictions and draw conclusions based on data collected from a sample group with no significant errors. Students make predictions and/or draw conclusions based on data collected from a sample group with a few significant errors. Students make predictions and/or draw conclusions based on data collected from a sample group with

58 0 http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=58 www.dpi.state.nd.us/standard/content/math/math.pdf#page=58

tables and graphs Students make predictions based on trends identified in tables and graphs with no errors. Students make predictions based on trends identified in tables and graphs with no significant errors. Students make predictions based on trends identified in tables and graphs with a few significant errors. Students make predictions based on trends identified in tables and graphs with many significant errors. Grade 7 DATA COLLECTION, DISPLAY, AND INTERPRETATION 7.3.1

60 0 http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=60 www.dpi.state.nd.us/standard/content/math/math.pdf#page=60

graphs with a few significant errors. Students make inferences based on analysis of data and interpretations of graphs with many significant errors.

63 0 http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=63 www.dpi.state.nd.us/standard/content/math/math.pdf#page=63

measures of central tendency and spread (i.e., mean, median, mode, range, and quartiles) to draw meaningful conclusions about a set of data Students select, calculate, and use measures of central tendency and spread with no errors. Students select, calculate, and use measures of central tendency and spread with no significant errors. Students select, calculate, and use measures of central tendency and spread with a few significant errors. Students select, calculate, and use measures of central

64 0 http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=64 www.dpi.state.nd.us/standard/content/math/math.pdf#page=64

and with no errors. Students tell time to the hour with minimal difficulty and with no significant errors. Students tell time to the hour with difficulty or with a few significant errors. Students tell time to the hour with great difficulty or with many significant errors. K.4.3. Order pictures first, next, last based on time Students order pictures based on time with no errors. Students order pictures based on time with no significant errors. Students order pictures based on time with a

78 0 http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=78 www.dpi.state.nd.us/standard/content/math/math.pdf#page=78

and describe them in great detail. Students recognize, extend, and create patterns with no significant errors and describe them in adequate detail. Students recognize, extend, and create patterns with a few significant errors or describe them in some detail. Students recognize, extend, and create patterns with many significant errors or describe them in minimal detail. NUMERIC AND ALGEBRAIC REPRESENTATIONS 1.5.3. Demonstrate the commutative property of addition, e.g., 3+5 = 5+3

79 0 http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=79 www.dpi.state.nd.us/standard/content/math/math.pdf#page=79

subtraction problems with no errors. Students use words, objects, and number sentences to represent addition and subtraction problems with no significant errors. Students use words, objects, and number sentences to represent addition and subtraction problems with a few significant errors. Students use words, objects, and number sentences to represent addition and subtraction problems with many significant errors. RATES OF CHANGE No benchmark expectations at this level Grade 3

88 0 http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=88 www.dpi.state.nd.us/standard/content/math/math.pdf#page=88

Perform advanced operations (i.e., composition and finding inverses) on algebraic functions Students perform advanced operations on algebraic functions with no errors. Students perform advanced operations on algebraic functions with no significant errors. Students perform advanced operations on algebraic functions with a few significant errors. Students perform advanced operations on algebraic functions with many significant errors. 11-12.5.2. Generate graphs of a variety of functions (i.e

www.dpi.state.nd.us/standard/content/math/math.pdf#page=27

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Microsoft Word - science.doc

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a scientific investigation. 6.2.2. Select alternative methods of scientific investigations (e.g., library, internet, field work) to address different kinds of questions. Students select the method of scientific investigation to answer a question with no errors. Students select the method of scientific investigation to answer a question with no significant errors. Students select the method of scientific investigation to answer a question with a few significant errors

9 0 http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=9 www.dpi.state.nd.us/standard/content/science/science.pdf#page=9

realize that the scientific method, for example, can be taught, but with different teaching strategies and modified expectations. Any such instructional strategies and modified expectations should be referenced within the student’s individualized education program. The North Dakota Alternate Assessment for students with significant cognitive disabilities will accept and incorporate appropriate expectation modifications as an element of the student’s standards-based Alternate Assessment. As a matter of

19 0 http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=19 www.dpi.state.nd.us/standard/content/science/science.pdf#page=19

relationship between form and function (e.g., elements and compounds, biological classifications, types of clouds) Students explain how classification can be based on the relationship between form and function with no errors. Students explain how classification can be based on the relationship between form and function with no significant errors. Students explain how classification can be based on the relationship between form and function with a few significant errors. Students explain how

20 0 http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=20 www.dpi.state.nd.us/standard/content/science/science.pdf#page=20

how classification can be based on the relationship between form and function (e.g., polar vs. nonpolar molecules, structure of periodic table , DNA vs. RNA) Students explain how classification can be based on the relationship between form and function with no errors. Students explain how classification can be based on the relationship between form and function with no significant errors. Students explain how classification can be based on the relationship between form and function with a

23 0 http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=23 www.dpi.state.nd.us/standard/content/science/science.pdf#page=23

a scientific investigation. 6.2.2. Select alternative methods of scientific investigations (e.g., library, internet, field work) to address different kinds of questions. Students select the method of scientific investigation to answer a question with no errors. Students select the method of scientific investigation to answer a question with no significant errors. Students select the method of scientific investigation to answer a question with a few significant errors

www.dpi.state.nd.us/standard/content/science/science.pdf#page=23

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Microsoft Word - GLEsciALL.doc

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of combustible engines needed to significantly decrease CO 2 in the troposphere (SE-H-D6) Chemistry (Recommended for Grades 11/12) Physical Science Measurement and Symbolic Representation 1. Convert metric system units involving length, mass, volume, and time using dimensional analysis (i.e., factor-label method) (PS-H-A1) 2. Differentiate between accuracy and precision and evaluate percent error (PS-H-A1) 3. Determine the significant figures based on precision of measurement for stated

34 0 http://www.doe.state.la.us/lde/uploads/3937.pdf#page=34 www.doe.state.la.us/lde/uploads/3937.pdf#page=34

of combustible engines needed to significantly decrease CO 2 in the troposphere (SE-H-D6) Chemistry (Recommended for Grades 11/12) Physical Science Measurement and Symbolic Representation 1. Convert metric system units involving length, mass, volume, and time using dimensional analysis (i.e., factor-label method) (PS-H-A1) 2. Differentiate between accuracy and precision and evaluate percent error (PS-H-A1) 3. Determine the significant figures based on precision of measurement for stated

www.doe.state.la.us/lde/uploads/3937.pdf#page=34

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