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Electric and Magnetic Fields (EMF)
Bayesian philosophy of science. Public comments and criticisms of this report are posted on the same website. The California EMF Program also published Policy Options in the Face of Possible Risk from Power Frequency Electric and Magnetic Fields (EMF) [PDF - 76 KB]...
 Career/Technical Education Framework (CA Dept. of Education)
79 Chapter 3 Administrative and Support Services Part 1 Career Technical Education for California’s Twenty-first Century tory in the community are now forming alumni programs with annual dues, recognition dinners, and other opportunities for support and involvement. And se...
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79 Chapter 3 Administrative and Support Services Part 1 Career Technical Education for California’s Twenty-first Century tory in the community are now forming alumni programs with annual dues, recognition dinners, and other opportunities for support and involvement. And service clubs sometimes adopt CTE programs, supporting them with ongoing resources and funding. 4. General fund. Use of general fund monies to support CTE is common in many districts. Because CTE is the primary delivery method for
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http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=99
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=99
79 Chapter 3 Administrative and Support Services Part 1 Career Technical Education <span class="highlight">for</span> California’s Twenty-first Century tory in the community are now forming alumni programs with annual dues, <span class="highlight">recognition</span> dinners, and other opportunities <span class="highlight">for</span> support and involvement. And service clubs sometimes adopt CTE programs, supporting them with ongoing resources and funding. 4. General fund. Use <span class="highlight">of</span> general fund monies to support CTE is common in many districts. Because CTE is the primary delivery method <span class="highlight">for</span>
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http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=155
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=155
Counseling,” Professional School Counseling, Vol. 6, No. 4 (April 2003). Chapter 5 Applications <span class="highlight">of</span> CTE Foundation Standards Part 1 Career Technical Education <span class="highlight">for</span> California’s Twenty-first Century Evaluation 6 Synthesis 5 <span class="highlight">Analysis</span> 4 Application 3 Comprehension 2 Awareness 1 Assimilation–C Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create solutions. Adaptation–D Students have the compe
Independent Evaluation of the Alignment of the California Standards Tests (CSTs) and the C...
A ppendix D . W orkshop M aterials for Panelists H um an R esources R esearch O rganization (H um R R O ) P age D -7 Example Format of Depth-of-Knowledge (DoK) Rating Sheet for CST Standards Enter rating of 1 to 4 DOK Rating Form in blanks below. ELA Content Standa...
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A ppendix D . W orkshop M aterials for Panelists H um an R esources R esearch O rganization (H um R R O ) P age D -7 Example Format of Depth-of-Knowledge (DoK) Rating Sheet for CST Standards Enter rating of 1 to 4 DOK Rating Form in blanks below. ELA Content Standards Grade 2 CALIFORNIA CONTENT STANDARDS: READING CODE 1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students understand the basic features of reading. They select letter patterns and know how to translate them
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http://www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=187
www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=187
A ppendix D . W orkshop M aterials <span class="highlight">for</span> Panelists H um an R esources R esearch O rganization (H um R R O ) P age D -7 Example Format <span class="highlight">of</span> Depth-<span class="highlight">of</span>-Knowledge (DoK) Rating Sheet <span class="highlight">for</span> CST Standards Enter rating <span class="highlight">of</span> 1 to 4 DOK Rating Form in blanks below. ELA Content Standards Grade 2 CALIFORNIA CONTENT STANDARDS: READING CODE 1.0 WORD <span class="highlight">ANALYSIS</span>, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students understand the basic features <span class="highlight">of</span> reading. They select letter patterns and know how to translate them
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http://www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=188
www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=188
C ST and C A PA A lignm ent R eport (D R A FT 2-5-2007) CALIFORNIA CONTENT STANDARDS: READING CODE 2.2 Comprehension and <span class="highlight">Analysis</span> <span class="highlight">of</span> Grade-Level-Appropriate Text: use appropriate strategies when reading <span class="highlight">for</span> different purposes (e.g., full comprehension, location <span class="highlight">of</span> <span class="highlight">information</span>, personal enjoyment) NA* 2.3 Comprehension and <span class="highlight">Analysis</span> <span class="highlight">of</span> Grade-Level-Appropriate Text: make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles
Development of Performance Level Descriptors for the California Standards Tests (CSTs) and...
Appendix A: Mathematics PLDs Specific Descriptors: Statistics, Data Analysis, and Probability Advanced students: • Identify best representation for a given set of data. • Find probability of independent and dependent events. Proficient students: • Fi...
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Appendix A: Mathematics PLDs Specific Descriptors: Statistics, Data Analysis, and Probability Advanced students: • Identify best representation for a given set of data. • Find probability of independent and dependent events. Proficient students: • Find all possible outcomes of a situation to determine the probability of a particular outcome. • Find the mean, median, and mode of a data set. Basic students: • Interpret a graph to evaluate information. • Identify the possible outcomes for
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http://www.cde.ca.gov/ta/tg/sr/documents/pldreport.pdf#page=109
www.cde.ca.gov/ta/tg/sr/documents/pldreport.pdf#page=109
Appendix A: Mathematics PLDs Specific Descriptors: Statistics, Data <span class="highlight">Analysis</span>, and Probability Advanced students: • Identify best representation <span class="highlight">for</span> a given set <span class="highlight">of</span> data. • Find probability <span class="highlight">of</span> <span class="highlight">independent</span> and dependent events. Proficient students: • Find all possible outcomes <span class="highlight">of</span> a situation to determine the probability <span class="highlight">of</span> a particular outcome. • Find the mean, median, and mode <span class="highlight">of</span> a data set. Basic students: • Interpret a graph to evaluate <span class="highlight">information</span>. • Identify the possible outcomes <span class="highlight">for</span>
Visual and Performing Arts Framework (CA Dept. of Education)
133 understanding of the importance of presenting dance solely for its own recognition and aesthetic analysis. Collections of student work in dance may include documentation of their learning through journal writing; reflections on dance performances...
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133 understanding of the importance of presenting dance solely for its own recognition and aesthetic analysis. Collections of student work in dance may include documentation of their learning through journal writing; reflections on dance performances or master classes; videos of work; research papers on California choreographers, for ex- ample; and charts of lighting designs. The collections may then be put on a CD and serve the students well in their continuing academic or professional pursuits. By
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http://www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=145
www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=145
133 understanding <span class="highlight">of</span> the importance <span class="highlight">of</span> presenting dance solely <span class="highlight">for</span> its own <span class="highlight">recognition</span> and aesthetic <span class="highlight">analysis</span>. Collections <span class="highlight">of</span> student work in dance may include documentation <span class="highlight">of</span> their learning through journal writing; reflections on dance performances or master classes; videos <span class="highlight">of</span> work; research papers on California choreographers, <span class="highlight">for</span> ex- ample; and charts <span class="highlight">of</span> lighting designs. The collections may then be put on a CD and serve the students well in their continuing academic or professional pursuits. By
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