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 Core Content For Mathematics Assessment
communication, identifying, different perspectives and points of view, empathy, personal growth, relationship building, fulfilling commitments). DOK 2 PL-HS-1.1.2 Students will apply and justify effective strategies for responding to stress, conflict, peer p...
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communication, identifying, different perspectives and points of view, empathy, personal growth, relationship building, fulfilling commitments). DOK 2 PL-HS-1.1.2 Students will apply and justify effective strategies for responding to stress, conflict, peer pressure, bullying and harassment (e.g., problem-solving, decision-making, relaxation techniques, communication, conflict resolution, anger management, time management, refusal skills, self-advocacy). DOK 3 PL-HS-1.1.3 Students will identify and explain
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=125
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=125
communication, identifying, different <span class="highlight">perspectives</span> <span class="highlight">and</span> points <span class="highlight">of</span> view, empathy, personal <span class="highlight">growth</span>, relationship building, fulfilling commitments). DOK 2 PL-HS-1.1.2 Students will apply <span class="highlight">and</span> justify effective strategies <span class="highlight">for</span> responding to stress, conflict, peer pressure, bullying <span class="highlight">and</span> harassment (e.g., problem-solving, decision-making, relaxation techniques, communication, conflict <span class="highlight">resolution</span>, anger management, time management, refusal skills, self-advocacy). DOK 3 PL-HS-1.1.3 Students will identify <span class="highlight">and</span> explain
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=260
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=260
influence climate, culture, the economy <span class="highlight">and</span> world events. A geographic perspective also enables students to better understand the past <span class="highlight">and</span> present <span class="highlight">and</span> to prepare <span class="highlight">for</span> the future. <span class="highlight">High</span> School The Use <span class="highlight">of</span> Geographic Tools SS-HS-4.1.1 Students will use a variety <span class="highlight">of</span> geographic tools (e.g., maps, globes, photographs, models, <span class="highlight">satellite</span> images, charts, graphs, databases) to explain <span class="highlight">and</span> analyze the reasons <span class="highlight">for</span> the distribution <span class="highlight">of</span> physical <span class="highlight">and</span> human features on Earth's surface. DOK 3 SS-HS-4.1.2 Students will explain
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=261
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=261
CCA 4.1 <span class="highlight">High</span> School Social Studies AUGUST 2006 Bold – State Assessment Content Standard 258 Italics – Supporting Content Standard Regions SS-HS-4.2.1 Students will interpret how places <span class="highlight">and</span> regions serve as meaningful symbols <span class="highlight">for</span> individuals <span class="highlight">and</span> societies (e.g., Jerusalem, Vietnam Memorial, Ellis Island, the Appalachian region). SS-HS-4.2.2 Students will explain how physical (e.g., climate, mountains, rivers) <span class="highlight">and</span> human characteristics (e.g., interstate highways, <span class="highlight">urban</span> centers, workforce) <span class="highlight">of</span>
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=312
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=312
CCA 4.1 <span class="highlight">High</span> School Writing JUNE 2006 (e.g. – suggestions, not a comprehensive list) 309 Bold-State Assessment Content Standard (These criteria are assessed in the portfolio <span class="highlight">and</span> on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation <span class="highlight">for</span> instruction <span class="highlight">of</span> the writing criteria.) WR-HS-1.1.3 In Transactive Writing, • Students will communicate as <span class="highlight">an</span> informed writer to provide new insight through informing, persuading or analyzing. • Students will develop
Science Standard Articulated by Grade Level -HS
SCIENCE STANDARD ARTICULATED BY GRADE LEVEL HIGH SCHOOL Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. The bulleted items within a performance objective...
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SCIENCE STANDARD ARTICULATED BY GRADE LEVEL HIGH SCHOOL Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. The bulleted items within a performance objective indicate specific content to be taught. Arizona Department of Education – Standards Based Teaching and Learning Approved 5.24.04 Updated 3.10.05 5 Strand 3: Science in Personal and Social
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http://www.ade.state.az.us/standards/science/highschool.pdf#page=5
www.ade.state.az.us/standards/science/highschool.pdf#page=5
SCIENCE STANDARD ARTICULATED BY GRADE LEVEL <span class="highlight">HIGH</span> SCHOOL Italics denote a repetition <span class="highlight">of</span> a performance objective (learned in <span class="highlight">an</span> earlier grade) that is to be applied to grade level content or at a higher level <span class="highlight">of</span> complexity. The bulleted items within a performance objective indicate specific content to be taught. Arizona Department <span class="highlight">of</span> Education – Standards Based Teaching <span class="highlight">and</span> Learning Approved 5.24.04 Updated 3.10.05 5 Strand 3: Science in Personal <span class="highlight">and</span> Social
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