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 WYOMING LANGUAGE ARTS
Wyoming Language Arts Content and Performance Standards Adopted 11/19/08 5 7. The Board believes that the standards and supporting documents should align with current knowledge about the development of the brain and learning. • What evidence is there that the standards and suppo...
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Wyoming Language Arts Content and Performance Standards Adopted 11/19/08 5 7. The Board believes that the standards and supporting documents should align with current knowledge about the development of the brain and learning. • What evidence is there that the standards and supporting documents are written so that there is alignment with current knowledge around the cognitive development and learning in the standards and the implementation of the standards? • What improvements are needed
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http://www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=5
www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=5
Wyoming Language Arts Content and Performance Standards Adopted 11/19/08 5 7. The Board believes that the standards and supporting documents should align with <span class="highlight">current</span> knowledge about the development <span class="highlight">of</span> the brain and learning. • What evidence is there that the standards and supporting documents are written so that there is alignment with <span class="highlight">current</span> knowledge around the cognitive development and learning <span class="highlight">in</span> the standards and the implementation <span class="highlight">of</span> the standards? • What improvements are needed
WYOMING LANGUAGE ARTS
Wyoming Science Content and Performance Standards Adopted 11/19/08 5 7. The Board believes that the standards and supporting documents should align with current knowledge about the development of the brain and learning. • What evidence is there that the standards and supporting...
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Wyoming Science Content and Performance Standards Adopted 11/19/08 5 7. The Board believes that the standards and supporting documents should align with current knowledge about the development of the brain and learning. • What evidence is there that the standards and supporting documents are written so that there is alignment with current knowledge around the cognitive development and learning in the standards and the implementation of
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http://www.k12.wy.us/SA/standards/Standards%202008%20Science.pdf#page=5
www.k12.wy.us/SA/standards/Standards%202008%20Science.pdf#page=5
Wyoming Science Content and Performance Standards Adopted 11/19/08 5 7. The Board believes that the standards and supporting documents should align with <span class="highlight">current</span> knowledge about the development <span class="highlight">of</span> the brain and learning. • What evidence is there that the standards and supporting documents are written so that there is alignment with <span class="highlight">current</span> knowledge around the cognitive development and learning <span class="highlight">in</span> the standards and the implementation <span class="highlight">of</span>
Nevada
within the United States. Mi gr at ion & Se ttl em en t G7.K.1 Explain that people move from one location to another. G7.1.2 Explain that some people live in locations other than where they were born. G7.2.2 Categorize different ways to move people, goods, and ideas, i.e., air, wat...
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within the United States. Mi gr at ion & Se ttl em en t G7.K.1 Explain that people move from one location to another. G7.1.2 Explain that some people live in locations other than where they were born. G7.2.2 Categorize different ways to move people, goods, and ideas, i.e., air, water, land, phone, and/or computer. G7.3.2 Identify transportation and communication networks. G7.4.2 List examples of movements of people, goods, and ideas into and across Nevada. G7.5.2 List
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http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=32
www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...
Vietnam to 9/11/2001. H4.[9-12].5 Discuss the impact <span class="highlight">of</span> conflicts on U.S. economic, political, and social position <span class="highlight">in</span> the world, i.e., Korea, Vietnam, Persian Gulf, Iraq, and the War on Terror. H4.[9-12].6 Analyze how major sources <span class="highlight">of</span> tension or conflict influenced the <span class="highlight">current</span> political climate <span class="highlight">in</span> the United States, i.e., September 11th, Patriot Act, and security issues. H4.[9-12].7 Describe the United States‘ policy concerning strategic, political, and economic interests on the Middle East
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http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=39
www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...
within the United States. Mi gr at ion & Se ttl em en t G7.K.1 Explain that people move from one location to another. G7.1.2 Explain that some people live <span class="highlight">in</span> locations other than where they were born. G7.2.2 Categorize different ways to move people, goods, and ideas, i.e., air, water, land, phone, and/or computer. G7.3.2 Identify transportation and communication <span class="highlight">networks</span>. G7.4.2 List examples <span class="highlight">of</span> movements <span class="highlight">of</span> people, goods, and ideas into and across Nevada. G7.5.2 List
SBEinsideCovTitleIX.qxd
Revised 2003 3 Mathematics centered on initiatives in mathematics education developed or published since 1998. The review included results from the Third International Mathematics and Science Study (TIMSS), Principles and Standards of School Mathematics (NCTM 2000), and the Nat...
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Revised 2003 3 Mathematics centered on initiatives in mathematics education developed or published since 1998. The review included results from the Third International Mathematics and Science Study (TIMSS), Principles and Standards of School Mathematics (NCTM 2000), and the National Assessment of Educational Progress Mathematics Framework for 2005 (NAEP). The current revisions continue to build upon the work of the North Carolina Mathematics Framework that is “based on a philosophy of the teaching and
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http://www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=7
www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=7
Revised 2003 3 Mathematics centered on initiatives <span class="highlight">in</span> mathematics education developed or published since 1998. The <span class="highlight">review</span> included results from the Third International Mathematics and Science Study (TIMSS), Principles and Standards <span class="highlight">of</span> School Mathematics (NCTM 2000), and the National Assessment <span class="highlight">of</span> Educational Progress Mathematics Framework for 2005 (NAEP). The <span class="highlight">current</span> revisions continue to build upon the work <span class="highlight">of</span> the North Carolina Mathematics Framework that is “based on a philosophy <span class="highlight">of</span> the teaching and
Microsoft Word - stdmathfrtpg.docmathstdfrtpg.pdf
as the basis for the Kansas Mathematics Assessments through the spring of 2005. The Revision Process At the May 2002 meeting of the Kansas State Board of Education, the State Board directed that academic standards committees composed of stakeholders from throughout Kans...
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as the basis for the Kansas Mathematics Assessments through the spring of 2005. The Revision Process At the May 2002 meeting of the Kansas State Board of Education, the State Board directed that academic standards committees composed of stakeholders from throughout Kansas were to be convened for the curriculum areas defined by state law, and, at this time, only reading, writing, and mathematics. The mathematics committee was charged to: 1) review the current standards document. 2) review
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http://www.ksde.org/LinkClick.aspx?fileticket=RNNsD%2fLrM54%3d&tabid=141&mid=8017&forcedownload=true#page=7
www.ksde.org/LinkClick.aspx?fileticket=RNNsD%2fLrM54%3d&tabid=141&mid=801...
as the basis for the Kansas Mathematics Assessments through the spring <span class="highlight">of</span> 2005. The Revision Process At the May 2002 meeting <span class="highlight">of</span> the Kansas State Board <span class="highlight">of</span> Education, the State Board directed that academic standards committees composed <span class="highlight">of</span> stakeholders from throughout Kansas were to be convened for the curriculum areas defined by state law, and, at this time, only reading, writing, and mathematics. The mathematics committee was charged to: 1) <span class="highlight">review</span> the <span class="highlight">current</span> standards document. 2) <span class="highlight">review</span>
Microsoft Word - mathstdrev0703.docmathstdrev0703.pdf
as the basis for the Kansas Mathematics Assessments through the spring of 2005. The Revision Process At the May 2002 meeting of the Kansas State Board of Education, the State Board directed that academic standards committees composed of stakeholders from throughout Kans...
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as the basis for the Kansas Mathematics Assessments through the spring of 2005. The Revision Process At the May 2002 meeting of the Kansas State Board of Education, the State Board directed that academic standards committees composed of stakeholders from throughout Kansas were to be convened for the curriculum areas defined by state law, and, at this time, only reading, writing, and mathematics. The mathematics committee was charged to: 1) review the current standards document. 2) review
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http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=7
www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...
as the basis for the Kansas Mathematics Assessments through the spring <span class="highlight">of</span> 2005. The Revision Process At the May 2002 meeting <span class="highlight">of</span> the Kansas State Board <span class="highlight">of</span> Education, the State Board directed that academic standards committees composed <span class="highlight">of</span> stakeholders from throughout Kansas were to be convened for the curriculum areas defined by state law, and, at this time, only reading, writing, and mathematics. The mathematics committee was charged to: 1) <span class="highlight">review</span> the <span class="highlight">current</span> standards document. 2) <span class="highlight">review</span>
Microsoft Word - ssstdh.docssstdh.pdf
communication, and transportation. 3. (A) researches major contemporary social issues. 4. (A) describes how changes in the national and global economy have influenced the work place. 5. (A) examines United States immigration policy to understand the affects of legal and illegal immigra...
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communication, and transportation. 3. (A) researches major contemporary social issues. 4. (A) describes how changes in the national and global economy have influenced the work place. 5. (A) examines United States immigration policy to understand the affects of legal and illegal immigration (e.g., political, social, economic). • Using newspapers and news magazines, read articles about acts of terrorism in the United States and around the world. Identify commonalities and differences in these attacks in terms
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http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=37
www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...
communication, and transportation. 3. (A) researches major contemporary social issues. 4. (A) describes how changes <span class="highlight">in</span> the national and global economy have influenced the work place. 5. (A) examines United States immigration policy to understand the affects <span class="highlight">of</span> legal and illegal immigration (e.g., political, social, economic). • Using newspapers and news magazines, read articles about acts <span class="highlight">of</span> terrorism <span class="highlight">in</span> the United States and around the world. Identify commonalities and differences <span class="highlight">in</span> these <span class="highlight">attacks</span> <span class="highlight">in</span> terms
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Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 18C High School Advanced Knowledge and Skills for Mathematics Discrete Mathematics In addition to the standards for high school, ODE has created advanced mathematics knowledge and...
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Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 18C High School Advanced Knowledge and Skills for Mathematics Discrete Mathematics In addition to the standards for high school, ODE has created advanced mathematics knowledge and skills organized by five disciplines: algebra, trigonometry, discrete mathematics, statistics, and calculus. These advanced knowledge and skills are intended to provide students with more options for advanced course work and to assist
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http://www.ode.state.or.us/teachlearn/real/documents/maaks.pdf#page=4
www.ode.state.or.us/teachlearn/real/documents/maaks.pdf#page=4
Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department <span class="highlight">of</span> Education Page 18C High School Advanced Knowledge and Skills for Mathematics Discrete Mathematics <span class="highlight">In</span> addition to the standards for high school, ODE has created advanced mathematics knowledge and skills organized by five disciplines: algebra, trigonometry, discrete mathematics, statistics, and calculus. These advanced knowledge and skills are intended to provide students with more options for advanced course work and to assist
WYOMING SCIENCE
Wyoming Social Studies Content and Performance Standards Adopted 11/19/08 23 CONTENT STANDARD 4. TIME, CONTINUITY AND CHANGE Students demonstrate an understanding of the people, events, problems, ideas, and cultures that were significant in the history of our community, state,...
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Wyoming Social Studies Content and Performance Standards Adopted 11/19/08 23 CONTENT STANDARD 4. TIME, CONTINUITY AND CHANGE Students demonstrate an understanding of the people, events, problems, ideas, and cultures that were significant in the history of our community, state, nation and world. CODE GRADE 8 BENCHMARKS SS8.4.1 Students identify people, events, problems, conflicts, and ideas and explain their historical significance. SS8.4.2 Students discuss current events to better
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http://www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=5
www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=5
<span class="highlight">current</span> knowledge about the development <span class="highlight">of</span> the brain and learning. • What evidence is there that the standards and supporting documents are written so that there is alignment with <span class="highlight">current</span> knowledge around the cognitive development and learning <span class="highlight">in</span> the standards and the implementation <span class="highlight">of</span> the standards? • What improvements are needed? 8. The Board believes that more meaningful and robust learning happens when young people are appropriately challenged to think <span class="highlight">in</span> more cognitively complex ways
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http://www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=23
www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=2...
Wyoming Social Studies Content and Performance Standards Adopted 11/19/08 23 CONTENT STANDARD 4. TIME, CONTINUITY AND CHANGE Students demonstrate an understanding <span class="highlight">of</span> the people, events, problems, ideas, and cultures that were significant <span class="highlight">in</span> the history <span class="highlight">of</span> our community, state, nation and world. CODE GRADE 8 BENCHMARKS SS8.4.1 Students identify people, events, problems, conflicts, and ideas and explain their historical significance. SS8.4.2 Students discuss <span class="highlight">current</span> events to better
Proposed New 19 TAC
include a ten- to fifteen-minute investigative documentary, ad campaigns, political campaigns, or parodies to engage specific audiences; and (E) create, present, test, and revise a project and analyze a response using data-gathering techniques such as questionnaires, group discussions, and fe...
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include a ten- to fifteen-minute investigative documentary, ad campaigns, political campaigns, or parodies to engage specific audiences; and (E) create, present, test, and revise a project and analyze a response using data-gathering techniques such as questionnaires, group discussions, and feedback forms. Source: The provisions of this §110.45 adopted to be effective September 1, 1998, 22 TexReg 7549. §110.46. Independent Study in English (One-Half to One Credit). (a) Introduction. (1) Students enrolled in
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=49
ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=49
include a ten- to fifteen-minute investigative documentary, <span class="highlight">ad</span> campaigns, political campaigns, or parodies to engage specific audiences; and (E) create, present, test, and revise a project and analyze a response using data-gathering techniques such as questionnaires, group discussions, and feedback forms. Source: The provisions <span class="highlight">of</span> this §110.45 adopted to be effective September 1, 1998, 22 TexReg 7549. §110.46. Independent Study <span class="highlight">in</span> English (One-Half to One Credit). (a) Introduction. (1) Students enrolled <span class="highlight">in</span>
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