Performance Standard 1.1

Determine the roles and functions of individuals engaged in early childhood education and services.

EXCEEDS

STANDARD

·      Analyze the difference in roles and functions between the national and state career ladders in Early Childhood Education.

·      Research job descriptions for specific work environments that provide services to children and families at each level of the career ladder.

MEETS

STANDARD

1.1.1 Describe and compare roles and functions of each level of career ladders in Early Childhood Education.

1.1.2 Describe specific work environments that provide services to children and families at each level of the career ladder.

APPROACHES

STANDARD

·      Recognize the different levels within the career ladders.

·      List different types of work environments for services provided to children and families.

Performance Standard 1.2

Explore opportunities for employment and entrepreneurial endeavors.

EXCEEDS

STANDARD

·      Participate in a job shadowing experience in Early Childhood Education.

·      Participate in an internship experience in Early Childhood Education.

MEETS

STANDARD

1.2.1 Determine preparation requirements for various levels of employment in a variety of early care and education careers.

1.2.2 Analyze the future employment outlook in the early care and education industry.

1.2.3 Describe entrepreneurial opportunities in the early care and education industry.

1.2.4 Determine how interests, abilities, personal priorities, and family responsibilities affect career choice.

APPROACHES

STANDARD

·      Compare rewards and demands for various levels of employment in a variety of careers.

Performance Standard 1.3

Examine education and training requirements and opportunities for career paths in early childhood education and services.

EXCEEDS

STANDARD

·      Research postsecondary education catalogs for their training programs.

·      Compare training requirements for licensing in different states.

·      Examine the education and training requirements to work in an accredited program.

MEETS

STANDARD

1.3.1 Utilize Nevada Career Information System (CIS) in related careers.

1.3.2 Determine continuing education opportunities that enhance career advancement and promote lifelong learning.

1.3.3 Describe certification programs such as Child Development Associate and Child Care Apprenticeship Programs.

1.3.4 Examine the training requirements to work in a licensed facility.

APPROACHES

STANDARD

·      Recognize the need for continuing education and training.

Performance Standard 1.4

Examine the impact of early childhood education and services occupations on local, state, national and global economies.

EXCEEDS

STANDARD

·      Discuss legislation and public policies affecting the Early Childhood Education and Services profession.

·      Research legal aspects of the Early Childhood Education and Services industry.

MEETS

STANDARD

1.4.1 Determine the influences of early care and education on family economics.

1.4.2 Summarize various resources focusing on children.

1.4.3 Predict the impact of changing demographics and cultural diversity on the health and welfare of children.

1.4.4 Discuss legislation and public policies affecting children.

1.4.5 Analyze the impact of changing societal patterns and demographics on the role of parents, children and other family members throughout the life span.

APPROACHES

STANDARD

·      Identify the influences of early care and education on family economics.

Performance Standard 2.1

Examine child development theories and their implications for early childhood education practices.

EXCEEDS

STANDARD

·      Observe a specific theoretical model in a community program.

·      Execute an appropriate learning activity that demonstrates a specific theory.

MEETS

STANDARD

2.1.1 Examine the major childhood development theorists and their theories.

2.1.2 Develop an appropriate learning activity that demonstrates a specific theory.

2.1.3 Apply the major learning theories when planning developmentally appropriate learning experiences for children.

2.1.4 Examine criteria for developmentally appropriate practices.

APPROACHES

STANDARD

·      Recognize the major childhood development theorists and their theories.

Performance Standard 2.2

Utilize a variety of methods to observe and interpret children’s growth and development.

EXCEEDS

STANDARD

·      Determine differences in children at various stages using a developmental assessment.

·      Explain the reasons for using different types of developmental assessment methods.

MEETS

STANDARD

2.2.1 Describe methods of assessing developmental levels of children.

2.2.2 Compare various observation techniques.

2.2.3 Utilize an observation method.

2.2.4 Explain the importance of observing and interpreting children’s growth and development.

2.2.5 Explain how children progress through growth and developmental stages.

APPROACHES

STANDARD

·      List the types of observational methods.

·      Identify the growth and developmental stages of children.

Performance Standard 2.3

Consider cultural and environmental influences within children’s development.

EXCEEDS

STANDARD

·      Propose developmentally appropriate practices that promote children’s respect for diversity.

·      Explain current events that impact children’s growth and development.

MEETS

STANDARD

2.3.1 Analyze the role of the early childhood environment on the growth and development of the child.

2.3.2 Determine how society, culture, and changing demographics affect the growth and development of children.

2.3.3 Describe the impact of family beliefs, customs, and culture on children’s development and behavior.

2.3.4 Explain how diversity of family units and roles may be reflected in a child’s development and behavior.

2.3.5 Describe the impact of family crises on children and families.

2.3.6 Identify roles of family members and care providers in supporting children during crises.

2.3.7 Analyze the effect of family stability on children’s development and behavior.

APPROACHES

STANDARD

·      Identify cultural and environmental influences that impact a child’s growth and development.

Performance Standard 2.4

Determine special needs of children.

EXCEEDS

STANDARD

·      Investigate community agencies that assess children for special needs.

·      Interview a parent of a child with special needs and present findings.

·      Participate in a program that serves special needs children and their families. 

MEETS

STANDARD

2.4.1 Examine characteristics indicative of special needs or disabilities in children.

2.4.2 Identify and describe agencies or programs that assess children for special needs.

2.4.3 Identify federal and state laws that provide for children with special needs.

2.4.4 Follow the provisions in a child’s Individualized Educational Plan (IEP).

2.4.5 Examine the impact that a special needs child has on the family system.

APPROACHES

STANDARD

·      Define special needs.

·      Recognize that all children have special needs.

·      Identify characteristics indicative of special needs or disabilities in children.

Performance Standard 2.5

Practice effective strategies that promote the growth and development of all children.

EXCEEDS

STANDARD

·      Evaluate an early childhood classroom based on developmentally appropriate criteria.

MEETS

STANDARD

2.5.1 Design curriculum based on developmentally appropriate criteria.

2.5.2 Develop appropriate adaptations of curriculum for children, including those with special needs.

2.5.3 Demonstrate developmentally appropriate teaching methods and techniques.

2.5.4 Examine strategies for optimizing the development of all children including those with special needs.

2.5.5 Examine stimulating developmentally appropriate learning environments.

APPROACHES

STANDARD

·      Recognize developmentally appropriate activities.

·      List a variety of developmentally appropriate practices.

Performance Standard 3.1

Examine a variety of curriculum and instructional models.

EXCEEDS

STANDARD

·      Evaluate curriculum models based on specific needs of children.

·      Analyze curriculum models/activities based on developmentally appropriate criteria.

MEETS

STANDARD

3.1.1 Describe the various early childhood education models.

3.1.2 Compare and contrast early childhood education models

3.1.3 Develop curriculum that supports the physical, intellectual, emotional, and social development of all children.

3.1.4 Explain how play promotes the physical, intellectual, emotional, and social development of children.

APPROACHES

STANDARD

·      Describe four areas of growth and development.

·      Identify types of play.

·      Identify the components of a lesson plan.

Performance Standard 3.2

Implement learning activities in all curriculum areas that meet the developmental needs of children.

EXCEEDS

STANDARD

·      Implement an emergent process with a group of children.

·      Implement a thematic unit that integrates all curriculum areas.

MEETS

STANDARD

3.2.1 Design, implement, and evaluate a learning activity in each curriculum area.

3.2.2 Develop a thematic unit that integrates all curriculum areas.

3.2.3 Explain the process of emergent curriculum.

APPROACHES

STANDARD

·      Point out the components of a curriculum unit.

·      Define thematic unit.

·      Define emergent curriculum.

Performance Standard 3.3

Implement and integrate a pre-literacy curriculum for children.

EXCEEDS

STANDARD

·      Develop a family literacy activity that supports the classroom literacy program.

·      Evaluate children’s literature for age appropriateness.

MEETS

STANDARD

3.3.1 Implement components of a literacy-rich program.

3.3.2 Assemble and implement an integrated pre-literacy curriculum that includes print knowledge, book handling, phonemic and numeracy awareness, and the process of writing.

3.3.3 Practice reading to children in a group utilizing appropriate techniques.

3.3.4 Assist non-English background children to acquire English language skills.

APPROACHES

STANDARD

·      Describe a literacy-rich environment.

·      Define phonemic and numeracy awareness.

Performance Standard 3.4

Implement an integrated curriculum that considers a child’s language, learning styles, home experiences, and cultural values.

EXCEEDS

STANDARD

·      Develop and implement a series of circle time activities that include music, literature, and puppetry that support language.

·      Help parents identify resources that will support early literacy.

MEETS

STANDARD

3.4.1 Develop activities that support language development.

3.4.2 Utilize materials, books, and equipment that are stimulating to each child and suitable to individual learning styles, including those of special needs children.

3.4.3 Use materials that demonstrate acceptance of each child’s sex, family, race, language, and culture.

3.4.4 Select objects, music activities, and celebrations that are meaningful to young children to encourage development of languages and cultures.

3.4.5 Establish and maintain a routine for use of a second language in daily activities.

3.4.6 Distinguish between learning styles.

APPROACHES

STANDARD

·      Identify learning styles.

·      Recognize cultural differences.

Performance Standard 3.5

Arrange learning centers that provide for children’s exploration, discovery, and development.

EXCEEDS

STANDARD

·      Design a learning environment into identifiable spaces that support all areas of development and encourage appropriate and independent use of materials.

·      Evaluate learning centers of another program.

MEETS

STANDARD

3.5.1 Utilize space that encourages appropriate and independent use of materials.

3.5.2 Provide easily accessible learning materials that children can explore by themselves that support: pre-math, science, sensory development, art, music, literacy, fine and large motor development, and social development.

3.5.3 Lay out and compute the cost of an effective learning   center.

3.5.4 Prepare a budget for an early childhood program.

APPROACHES

STANDARD

·      Identify types of learning centers.

Performance Standard 3.6

Establishes activities, routines, and transitions.

EXCEEDS

STANDARD

·      Develop a plan for transitions that alerts children to changes in activities or routines well in advance and handles transition from one activity to another with clear directions.

·      Set up a guideline for assisting children with routine activities.

MEETS

STANDARD

3.6.1 Develop, implement and evaluate a schedule that balances active and quiet, free and structured, individual and group, indoor and outdoor activities.

3.6.2 Use space, relationships, materials, and routines as resources for constructing an interesting, secure, and enjoyable environment that encourages play, exploration, and learning.

3.6.3 Utilize a guideline for assisting children with routine activities.

3.6.4 Utilize a plan for transition that alerts children to changes in activities or routines well in advance and handles transition from one activity to another with clear directions.

APPROACHES

STANDARD

·      Identify components of a daily schedule.

·      Follow an established daily schedule.

Performance Standard 4.1

Manage physical space to maintain a safe and healthy learning environment.

EXCEEDS

STANDARD

·      Anticipate and make plans to prevent potentially dangerous situations.

·      Ensure that outdoor and indoor areas are safe from hazardous materials and equipment.

MEETS

STANDARD

4.1.1 Evaluate safety and sanitation standards in an early care and education setting.

4.1.2 Summarize environmental conditions appropriate for an early care and education setting.

4.1.3 Describe factors essential to the health and safety of children.

4.1.4 Use a checklist to ensure that outdoor and indoor areas are safe from hazardous materials and equipment.

4.1.5 Determine the necessity for adapting indoor and outdoor environments to provide for the safety of special needs children.

4.1.6 Investigate and produce a list that indicates safety standards for toys and equipment utilizing national standards.

4.1.7 Use information found on labels and in state and local regulations to handle, store, and dispose of chemicals properly.

APPROACHES

STANDARD

·      Recognizes safety standards for toys and equipment.

·      Follows and enforces safety rules with children.

Performance Standard 4.2

Apply safe and healthy practices that comply with appropriate licensing agency regulations.

EXCEEDS

STANDARD

·      Compare Nevada’s licensing standards with national recommendations for licensing.

·      Critique a center for compliance using local, state or national standards.

MEETS

STANDARD

4.2.1 Investigate state licensing and accreditation standards for safety and sanitation in an early care and education setting.

4.2.2 Describe appropriate methods of administering and storing medications.

4.2.3 Use effective methods of recording health-related information.

 4.2.4 Adhere to minimum standards, organization, goals, policies, and procedures in an early care and education setting.

4.2.5 Demonstrate appropriate methods of documenting administration of medications.

4.2.6 Demonstrate appropriate methods of documenting information pertaining to children and their families.

APPROACHES

STANDARD

·      List state and national safety and sanitation standards for an early care and education setting.

·      Describe effective methods of recording health-related information.

·      Outline the basic contents of a child's file.

Performance Standard 4.3

Implement strategies to teach children health, safety, and sanitation habits.

EXCEEDS

STANDARD

·      Design and implement a lesson that teaches good health habits.

MEETS

STANDARD

4.3.1 Practice techniques that promote good health and safety in young children.

4.3.2 Use role playing, modeling visual material and real objects to teach healthy physical, mental, dental, and nutritional practices.

4.3.3 Support children in developing self-help skills in eating, toileting, washing hands, tooth brushing, etc.

4.3.4 Involve children in maintaining a safe and clean environment.

4.3.5 Incorporate good health practices into the daily curriculum.

4.3.6 Practice appropriate methods of obtaining, using, and recycling products and materials.

APPROACHES

STANDARD

·      Select a lesson plan that promotes good health and safety for the children.

·      Identify issues of health and safety in the early care and education setting.

Performance Standard 4.4

Provide safe and healthy meals and snacks.

EXCEEDS

STANDARD

·      Plan and prepare lunch and snacks for one week.

MEETS

STANDARD

4.4.1 Determine the role of following food guidelines in promoting children’s health.

4.4.2 Plan a menu of attractive, nutritious snacks and meals for one week.

4.4.3 Demonstrate safe and sanitary food-handling practices.

4.4.4 Propose dietary modifications for special diet needs.

4.4.5 Develop strategies for creating a relaxed mealtime routine.

4.4.6 Suggest techniques for promoting healthy dietary practices in children of various ages.

APPROACHES

STANDARD

·      Identify components of the Food Guide Pyramid.

·      Select appropriate snacks and lunches.

·      List typical food allergies of young children.

·      List foods that can cause choking in children.

Performance Standard 4.5

Document symptoms of child abuse and neglect and use appropriate procedures to report suspected abuse or neglect to the designated authorities.

EXCEEDS

STANDARD

·      Interview a Child Protective Services (CPS) caseworker about the process of investigating a reported incident and present findings to the class.

MEETS

STANDARD

4.5.1 Analyze forms, causes, and effects of child abuse and neglect.

4.5.2 Summarize prevention and treatment of child abuse and neglect.

4.5.3 Discuss responsibilities of citizens to report child abuse and neglect.

4.5.4 Determine agencies and services that protect the rights of children.

4.5.5 Explain state law in reporting suspected child abuse and neglect.

4.5.6 Describe indicators of child abuse and neglect.

APPROACHES

STANDARD

·      List the categories of child abuse and neglect.

Performance Standard 4.6

Implement basic health practices and prevention procedures for workers and children regarding childhood illness and communicable diseases.

EXCEEDS

STANDARD

·      Design procedures for care of sick children.

·      Perform a health screening with a child.

·      Construct and perform a daily health check for children.

MEETS

STANDARD

4.6.1 Implement hygiene practice that prevents spread of infectious diseases.

4.6.2 Identify and describe signs of good health and symptoms of illness in children.

4.6.3 Explain the impact of appropriate health care on the well being of children.

4.6.4 Determine resources available for managing the health care of children.

4.6.5 Follow procedures for care of sick children such as isolating a child with a contagious illness.

4.6.6 Describe effective methods for recording health-related information.

4.6.7 Observe screening and other health-assessment techniques.

4.6.8 Identify and describe communicable diseases.

APPROACHES

STANDARD

·      List communicable diseases.

·      Describe healthy practices that prevent disease.

Performance Standard 4.7

Demonstrate security and emergency procedures.

EXCEEDS

STANDARD

·      Develop strategies to deal with potential emergency situations.

·      Develop a policy for parents who do not pick up their children on time.

MEETS

STANDARD

4.7.1   Practice emergency and evacuation procedures.

4.7.2     Attain cardiopulmonary resuscitation (CPR) and first aid certification including the Heimlich maneuver.

4.7.3     Develop a first-aid kit.

4.7.4     Develop and maintain a current emergency phone list including emergency responders, poison control, etc.

4.7.5     Accurately complete illness and accident forms.

4.7.6     Follow appropriate process for admitting and releasing children from programs.

4.7.7     Utilize a current parent contact list.

APPROACHES

STANDARD

·      List components of a first-aid kit.

·      List potential emergency situations that could occur at an early childhood education program.

Performance Standard 5.1

Establish developmentally-appropriate guidelines for behavior.

EXCEEDS

STANDARD

·      Establish guidelines for children’s behavior that encourage self-control and that are simple, reasonable, and consistent.

·      Analyze classroom designs that promote self-direction and management of behavior.

MEETS

STANDARD

5.1.1 Describe guidance strategies for promoting positive behavior in children.

5.1.2 Describe guidance strategies for dealing with children’s problems.

5.1.3 Evaluate appropriate techniques to assist children in their adjustment to an early childhood education program.

5.1.4 Determine developmentally-appropriate practices that promote self-discipline.

5.1.5 Demonstrate a variety of guidance methods such as listening, reinforcement, re-direction, and uses each appropriately.

5.1.6 Relate guidance practices to knowledge of each child’s personality and level of development.

5.1.7 Follow guidelines for children’s behavior that encourage self-control and that are simple, reasonable, and consistent.

5.1.8 Build a trusting relationship with children as a foundation for positive guidance and self-discipline. 

5.1.9 Utilize strategies that deter negative methods such as labeling, threatening, shouting at, or shaming children. 

APPROACHES

STANDARD

·      Identify various types of guidance techniques that are appropriate in the early childhood classroom.

·      Observe an early childhood classroom environment that supports appropriate guidance of children.

Performance Standard 5.2

Demonstrate problem-solving skills with children.

EXCEEDS

STANDARD

·      Develop strategies to encourage children to solve their own problems whenever possible.

MEETS

STANDARD

5.2.1 Utilize strategies to encourage children to solve their own problems and develop a sense of independence.

5.2.2 Practice positive problem solving skills as a role model for children.

5.2.3 Examine strategies to encourage children to ask for, accept, and give help to one another.

5.2.4 Develop strategies to help children: feel accepted in a group, communicate and get along with others, develop empathy and mutual respect, and practice acceptable and appropriate behavior.

5.2.5 Implement strategies to assist children in expressing their feelings, and asserting their rights in a socially acceptable way.

APPROACHES

STANDARD

·      List ways to assist children in positive problem-solving skills.

·      Describe realistic expectations for young children’s social behavior based on their level of development.

·      List ways to assist children in developing a sense of independence.

Performance Standard 5.3 

Demonstrate interpersonal skills and implement strategies that promote positive and productive relationships with children.

EXCEEDS

STANDARD

·      Develop strategies to assist children through periods of stress, separation, transition, and other crises.

·      Plan and implement a lesson that promotes appropriate social development in children.

MEETS

STANDARD

5.3.1 Devise strategies to ensure that each child is treated as an individual.

5.3.2 Utilize positive communication skills to support children’s performance and ideas.

5.3.3. Demonstrate appropriate physical contact with each child.

5.3.4 Incorporate strategies to assist children through periods of stress, separation, transition, and other crises.

5.3.5 Demonstrate communication and interaction with children that promotes productive relationships.

APPROACHES

STANDARD

·      Recognize different cultural values and expectations concerning independence and expression of feelings.

·      Discuss the importance of offering children choices in activities, materials, and foods and respecting their choices.

·      Identify communication skills needed to develop positive relationships with children.

·      Discuss the importance of developing trust and respect with children.

Performance Standard 5.4

Implement strategies for constructive and supportive interactions between children and families.

EXCEEDS

STANDARD

·      Research effective parenting programs, and select one to use with an early education program.

MEETS

STANDARD

5.4.1 Point out strategies for promoting communication between parents and children.

5.4.2 Describe parenting styles and the effects on children.

5.4.3 Explain behaviors that may lead to child abuse and neglect.

5.4.4 Suggest activities and materials that parents can share with their children at home.

5.4.5 Describe the impact of family crises on children and family.

5.4.6 Examine roles of family members in supporting children during crises.

5.4.7 Analyze the effect of family stability on children’s behavior.

APPROACHES

STANDARD

·      Identify ways that teachers can support parents in their roles.

·      Recognize different family structures.

Performance Standard 5.5

Present information in a positive and supportive manner to parents regarding their children’s developmental issues and concerns.

EXCEEDS

STANDARD

·      Plan and implement a Family Activity event, or workshop for an early childhood program.

·      Develop a parent newsletter or fact sheet for parents, that supports their child’s learning experiences.

MEETS

STANDARD

5.5.1 Identify needs and opportunities for parental involvement in the early childhood program.

5.5.2 Practice effective communication techniques that promote parental involvement.

5.5.3 Implement strategies that enhance cooperation among the center, teacher, community, and family.

APPROACHES

STANDARD

·      Observe the interaction of teachers with parents.

·      Identify effective communication techniques.

·      Describe the characteristics of family-friendly early childhood program.

Performance Standard 6.1

Student shall demonstrate problem-solving skills.

EXCEEDS

STANDARD

·      Justify actions for specific situations.

·      Facilitate peers in the problem-solving process.

·      Develop a complex work- or family-related problem scenario, solve the problem using the appropriate steps in the problem-solving process and create an action plan necessary to avoid the problem situation in the future.

·      Develop methods to analyze the advantages and disadvantages of alternative solutions.

·      Evaluate the benefits of solving a work- or family-related problem.

MEETS

STANDARD

6.1.1   Solve a work- or family-related problem using the             appropriate steps in the problem-solving process.

6.1.2   Demonstrate brainstorming techniques.

6.1.3   Examine and explain the advantages and disadvantages             of alternative solutions to one or more problems.

6.1.4   Create an action plan based upon a solution to a situation           in an early childhood classroom.

6.1.5   Analyze information to determine appropriate action for             specific situations.

6.1.6   Identify the benefits of solving a work- or family-related             problem.

APPROACHES

STANDARD

·      Identify steps in the problem-solving process (e.g., state the problem, list solutions, weigh alternatives, formulate a plan, and evaluate the plan).

·      Identify alternative solutions to a problem.

·      Identify the basic components of an action plan.

Performance Standard 6.2

Student shall demonstrate critical-thinking skills.

EXCEEDS

STANDARD

·      Judge accuracy of information.

·      Analyze how critical-thinking skills affect work performance.

·      Create a tenable argument by collecting sufficient factual or textual evidence; analyzing evidence objectively and thoroughly; and making careful inferences.

MEETS

STANDARD

6.2.1   Identify and explain the essential elements of the critical-thinking process.

6.2.2   Demonstrate critical-thinking skills.

6.2.3   Explain how emotional thinking and logical thinking affect decision–making.

6.2.4   Explain the difference between reliable and unreliable observations and statements of facts.

6.2.5   Recognize patterns or relationships through observation and discovery.

APPROACHES

STANDARD

·      Define critical thinking.

·      Identify the essential steps of critical thinking.

·      Define emotional and logical thinking.

Performance Standard 6.3

Student shall demonstrate the ability to speak, write, and listen effectively.

EXCEEDS

STANDARD

·      Evaluate appropriate communication skills in the early care and education setting.

·      Integrate multiple forms of communication in an early care and education setting.

·      Adjust communication according to audience feedback.

MEETS

STANDARD

6.3.1   Explain the benefits of effective communication skills in the workplace.

6.3.2   Effectively interpret and respond to verbal and nonverbal messages.

6.3.3   Demonstrate proper telephone etiquette.

6.3.4   Effectively communicate thoughts, ideas, and information in writing.

6.3.5  Select and utilize an appropriate medium for conveying messages with dignity and respect.

6.3.6  Demonstrate sensitivity to cultural diversity in communication.

6.3.7  Organize information into the appropriate format in accordance with standard practices, which includes prewriting, drafting, proofreading, editing/revising, and preparing final copy/publishing.

6.3.8  Identify common communication barriers and methods for improving communication.

6.3.9  Organize ideas and communicate orally.

APPROACHES

STANDARD

·      Identify effective listening skills.

·      Identify the benefits of effective communication skills in working with young children.

·      Recognize the difference between respectful and disrespectful communication.

Performance Standard 6.4

Students shall demonstrate the ability to select, apply, and maintain appropriate technology.

EXCEEDS

STANDARD

·      Incorporate basic technology systems currently available into the early childhood classroom.

·      Critique the use, benefits, and cost of technology in early childhood education, and the home.

·      Provide routine maintenance and repair of technological equipment.

MEETS

STANDARD

6.4.1  Demonstrate ability to utilize basic keyboarding techniques.

6.4.2  Demonstrate ability to utilize other input devices.

6.4.3  Demonstrate ability to utilize various electronic research methods.

6.4.4  Investigate and explain the use, benefits, and costs of technological developments in the workplace, school, and home.

6.4.5  Demonstrate knowledge of basic technology systems currently available and how they apply to a career (i.e., word processing, spreadsheets, multimedia applications, and database).

6.4.6  Identify and demonstrate the appropriate use of technology to enhance the learning of young children.

6.4.7  Demonstrate routine maintenance and repair of technological equipment.

APPROACHES

STANDARD

·      List types of basic technology systems currently available.

·      Identify the use and benefits of technology in workplace, school, and home.

·      Identify sources of electronic information.

·      Recognize the need for routine maintenance and repair of technological equipment.

·      Review early childhood education software and web sites.

Performance Standard 6.5

Student shall demonstrate leadership and teamwork skills.

EXCEEDS

STANDARD

·      Match leadership strategies to the group situation.

·      Analyze personal traits and qualities and how they affect leadership and teamwork.

·      Evaluate team effectiveness.

·      Model leadership skills utilizing parliamentary procedures.

MEETS

STANDARD

6.5.1  Work cooperatively with peers and teachers in the early childhood classroom.

6.5.2  Explain traits necessary to effectively lead and influence individuals and groups.

6.5.3  Demonstrate appropriate attitudes and behaviors for effective leadership.

6.5.4  Demonstrate respect for team members, team processes, and team goals.

6.5.5  Participate in the implementation of a group’s decision and evaluate the results.

6.5.6  Demonstrate the qualities of an effective team member.

6.5.7   Select appropriate dress and appearance for working in an early childhood program.

6.5.8   Apply team-building strategies to the early childhood classroom.  

APPROACHES

STANDARD

·      Identify leadership qualities.

·      Identify team roles.

·      Recognize the need for team goals.

·      Describe the importance of appropriate dress and appearance in an early childhood program.

Performance Standard 6.6

Student shall demonstrate sound workplace ethics.

EXCEEDS

STANDARD

·      Evaluate ethical behavior in the workplace.

·      Comply with the confidentiality requirements when working with young children and their families.

·      Model appropriate business practices and etiquette in diverse situations.

·      Research culturally diverse business practices and etiquette.

MEETS

STANDARD

6.6.1  Develop personal work ethics through work experience.

6.6.2  Describe ethics issues in early childhood programs.

6.6.3  Demonstrate regular attendance, promptness, and the willingness to follow instructions and complete an assigned task.

6.6.4  Demonstrate appropriate personal and professional attitudes and behaviors.

6.6.5  Maintain a safe, clean, and organized work area.

6.6.6  Demonstrate awareness of legal responsibilities related to individual performance, safety, and customer satisfaction.

6.6.7  Demonstrate knowledge of various types of harassment.

6.6.8  Develop criteria for appropriate dress for specific situations in the early childhood setting.

APPROACHES

STANDARD

·      Identify desirable personal and professional work habits and behaviors (including punctuality, regular attendance, quality performance, meeting or exceeding job expectations, self-motivation, and honesty).

·      Identify types of confidential information when working with young children and their families.

·      Recognize the differences associated with diversity (e.g., racial, ethnic, gender, educational, social, and age).

·      Recognize respectful behavior for diverse business practices and etiquette.

Performance Standard 6.7

Student shall demonstrate the ability to effectively manage resources in high performance workplaces.

EXCEEDS

STANDARD

·      Critique strategies for balancing work and family roles.

·      Develop a system for organizing work.

·      Model effective use of resources.

MEETS

STANDARD

6.7.1  Identify and organize the human resources needed to complete a job assignment.

6.7.2  Identify and organize the material resources and space requirements needed to support an early childhood classroom.

6.7.3  Effectively use technology at its highest level to complete a job assignment.

6.7.4  Demonstrate cooperation and leadership in sharing resources and space in the early childhood classroom.

6.7.5  Utilize the basic components of effective time management.

6.7.6  Demonstrate management skills in the early childhood environment with regard to stress, anger management, and substance abuse prevention.

6.7.7  Develop a time schedule and prioritized task list to complete a job assignment.

APPROACHES

STANDARD

·      Identify strategies for balancing work and family roles.

·      Identify human and non-human resources.

·      Recognize the need for management skills in the early childhood environment such as time, stress, and anger management.

·      Identify effective use of resources.

Performance Standard 6.8

Students shall demonstrate career planning and development skills.

EXCEEDS

STANDARD

·      Select and evaluate personal career path options.

·      Predict how career choices influence family and personal life.

·      Predict future trends and occupations in the world of work.

·      Develop a personal educational plan to acquire a national certification or degree in early childhood education.

·      Create a CDA portfolio to submit to the National Academy for Professional Development.

MEETS

STANDARD

6.8.1   Prepare a job application.

6.8.2   Prepare a personal résumé.

6.8.3   Complete a personal aptitude and interest inventory.

6.8.4   Participate in a job interview.

6.8.5   Establish the short-term career goals.

6.8.6   Establish the long-term career goals.

6.8.7   Use the Nevada Career Information System (CIS) or a similar computer-based program to research careers in a chosen field.

6.8.8   Participate in an organized job-shadowing activity.

6.8.9   Participate in a community service project.

6.8.10  Construct and maintain a career portfolio.

6.8.11  Research state and national career ladders, educational requirements, and certifications for professionals in the early childhood education field.

APPROACHES

STANDARD

·      Determine own interests, personality characteristics, and aptitudes.

·      Identify career options.

·      Identify how career choices influence family and personal life.

·      Discuss future trends and occupations in the world of work.

·      List the Child Development Associate Competencies (CDA).

·      Review the Child Care Apprenticeship Standards.

Performance Standard 6.9

Student shall demonstrate job-retention and lifelong-learning skills.

EXCEEDS

STANDARD

·      Review and revise individual career plan.

·      Analyze various educational options needed for job advancement.

·      Develop a personal self-assessment for a periodic performance evaluation.

·      Complete CDA requirements for certification.

MEETS

STANDARD

6.9.1  Identify strategies for balancing work and family roles.

6.9.2  Demonstrate understanding of the need for lifelong learning in a rapidly changing job market.

6.9.3  Identify strategies to maintain employment in the face of job reductions.

6.9.4  Develop long-term career-planning strategies.

6.9.5  Identify various educational options needed for job advancement.

6.9.6  Demonstrate interpersonal skills such as conflict resolution needed for job retention.

6.9.7  Identify the components of a periodic performance evaluation.

APPROACHES

STANDARD

·      Recognize the need for career planning.

·      Identify effective methods to secure employment (e.g., locating acceptable jobs, interviewing, completing a job application, resume, letters of recommendation, portfolio, and interpreting an employee contract).

·      Identify effective methods to maintain employment (e.g., problem solving, communication, work ethic, and interpersonal skills).

Performance Indicator

Academic Standards

1.1.1, 1.1.2

6.12.1, 6.12.2, 6.12.3, 6.12.4, 6.12.5, 6.12.7, 7.12.1, 7.12.2, 7.12.3, 7.12.4, 7.12.5 (English)

6.12.1 Generate ideas for writing by selecting appropriate pre-writing strategies with attention to audience, purpose, and personal style.

6.12.2 Organize ideas in compositions by selecting and applying structures such as comparison/contrast or cause/effect, which enhance the central idea, theme, or purpose.

6.12.3 Write compositions that present complex ideas in a sustained and compelling manner.

6.12.4 Revise writing to improve word choice, organization, and point of view, using given criteria such as rubrics or feedback from others.

6.12.5 Edit for use of standard English.

6.12.7 Share final drafts with a designated audience.

7.12.1 Apply the rules of usage, grammar, and capitalization with few significant errors; use modifiers, parallel structure, and subordination correctly in writing.

7.12.2 Use multiple structures such as inversion, parallelism, and sentences of varying lengths for stylistic effect.

7.12.3 Use rules of punctuation; manipulate conventions for emphasis in writing.

7.12.4 Use rules of capitalization.

7.12.5 Demonstrate conventional spelling.

1.2.1, 1.2.2, 1.2.3, 1.2.4

6.12.1, 6.12.2, 6.12.3, 6.12.4, 6.12.5, 6.12.7 (English)

6.12.1 Generate ideas for writing by selecting appropriate pre-writing strategies with attention to audience, purpose, and personal style.

6.12.2 Organize ideas in compositions by selecting and applying structures such as comparison/contrast or cause/effect, which enhance the central idea, theme, or purpose.

6.12.3 Write compositions that present complex ideas in a sustained and compelling manner.

6.12.4 Revise writing to improve word choice, organization, and point of view, using given criteria such as rubrics or feedback from others.

6.12.5 Edit for use of standard English.

6.12.7 Share final drafts with a designated audience.

1.3.1, 1.3.2, 1.3.3, 1.3.4

6.12.1, 6.12.2, 6.12.3, 6.12.4, 6.12.5, 6.12.7, 7.12.1, 7.12.2, 7.12.3, 7.12.4, 7.12.5 (English)

6.12.1 Generate ideas for writing by selecting appropriate pre-writing strategies with attention to audience, purpose, and personal style.

6.12.2 Organize ideas in compositions by selecting and applying structures such as comparison/contrast or cause/effect, which enhance the central idea, theme, or purpose.

6.12.3 Write compositions that present complex ideas in a sustained and compelling manner.

6.12.4 Revise writing to improve word choice, organization, and point of view, using given criteria such as rubrics or feedback from others.

6.12.5 Edit for use of standard English.

6.12.7 Share final drafts with a designated audience.

7.12.1 Apply the rules of usage, grammar, and capitalization with few significant errors; use modifiers, parallel structure, and subordination correctly in writing.

7.12.2 Use multiple structures such as inversion, parallelism, and sentences of varying lengths for stylistic effect.

7.12.3 Use rules of punctuation; manipulate conventions for emphasis in writing.

7.12.4 Use rules of capitalization.

7.12.5 Demonstrate conventional spelling.

1.3.4

10.12.1 (English)

10.12.1 Participate in problem-solving conversations or group discussions by identifying, synthesizing, and evaluating data.

1.4.1, 1.4.2, 1.4.3, 1.4.5

6.12.1, 6.12.2, 6.12.3, 6.12.4, 6.12.5, 6.12.7, 7.12.1, 7.12.2, 7.12.3, 7.12.4, 7.12.5, 10.12.1, 10.12.4, 11.8.4, 11.12.1, 11.12.2, 11.12.3, 11.12.5 (English)

6.12.1 Generate ideas for writing by selecting appropriate pre-writing strategies with attention to audience, purpose, and personal style.

6.12.2 Organize ideas in compositions by selecting and applying structures such as comparison/contrast or cause/effect, which enhance the central idea, theme, or purpose.

6.12.3 Write compositions that present complex ideas in a sustained and compelling manner.

6.12.4 Revise writing to improve word choice, organization, and point of view, using given criteria such as rubrics or feedback from others.

6.12.5 Edit for use of standard English.

6.12.7 Share final drafts with a designated audience.

7.12.1 Apply the rules of usage, grammar, and capitalization with few significant errors; use modifiers, parallel structure, and subordination correctly in writing.

7.12.2 Use multiple structures such as inversion, parallelism, and sentences of varying lengths for stylistic effect.

7.12.3 Use rules of punctuation; manipulate conventions for emphasis in writing.

7.12.4 Use rules of capitalization.

7.12.5 Demonstrate conventional spelling.

10.12.1 Participate in problem-solving conversations or group discussions by identifying, synthesizing, and evaluating data.

10.12.4 Justify a position using logic and refuting opposing viewpoints.

11.8.4 Record information using a variety of note-taking and organizational strategies.

11.12.1 Formulate cross-curricular research questions and use an appropriate research design to gather information.

11.12.2 Evaluate possible sources of information for credibility and usefulness.

11.12.3 Cite sources of information using a standard method of documentation.

11.12.5 Organize and present research findings using appropriate media.

Performance Indicator

Academic Standards

2.1.1, 2.1.2, 2.1.3, 2.1.4

6.12.1, 6.12.2, 6.12.3, 6.12.4, 6.12.5, 6.12.7, 7.12.1, 7.12.2, 7.12.3, 7.12.4, 7.12.5, 10.12.1, 10.12.2, 10.12.3, 10.12.4, 11.12.2, 11.12.3, 11.12.5 (English)

6.12.1 Generate ideas for writing by selecting appropriate pre-writing strategies with attention to audience, purpose, and personal style.

6.12.2 Organize ideas in compositions by selecting and applying structures such as comparison/contrast or cause/effect, which enhance the central idea, theme, or purpose.

6.12.3 Write compositions that present complex ideas in a sustained and compelling manner.

6.12.4 Revise writing to improve word choice, organization, and point of view, using given criteria such as rubrics or feedback from others.

6.12.5 Edit for use of standard English.

6.12.7 Share final drafts with a designated audience.

7.12.1 Apply the rules of usage, grammar, and capitalization with few significant errors; use modifiers, parallel structure, and subordination correctly in writing.

7.12.2 Use multiple structures such as inversion, parallelism, and sentences of varying lengths for stylistic effect.

7.12.3 Use rules of punctuation; manipulate conventions for emphasis in writing.

7.12.4 Use rules of capitalization.

7.12.5 Demonstrate conventional spelling.

10.12.1 Participate in problem-solving conversations or group discussions by identifying, synthesizing, and evaluating data.

10.12.2 Negotiate to arrive at consensus by proposing and examining possible options.

10.12.3 Identify and practice techniques such as setting time limits for speakers and deadlines for decision making to improve productivity of group discussions.

10.12.4 Justify a position using logic and refuting opposing viewpoints.

11.12.2 Evaluate possible sources of information for credibility and usefulness.

11.12.3 Cite sources of information using a standard method of documentation.

11.12.5 Organize and present research findings using appropriate media.

18.12.6, 19.12.4, 19.12.5, 21.12.3, 22.12.3 (Science)

18.12.6 Explain that scientific knowledge builds on previous information, and rarely are entire theories completely discarded in favor of new ones.

19.12.4 Distinguish between hypotheses, laws, theories, and rules, and explain the level of their limitations.

19.12.5 Determine the limits of generalizations, assumptions, analogies, and models.

21.12.3 Estimate answers to the correct order of magnitude.

22.12.3 Discuss scientific topics by restating or summarizing accurately what others have said; ask for clarifications or elaborations, and express alternative positions using available multimedia resources.

2.2.1, 2.2.2, 2.2.3, 2.2.4, 2.2.5

6.12.1, 6.12.2, 6.12.3, 6.12.4, 6.12.5, 6.12.7, 7.12.1, 7.12.2, 7.12.3, 7.12.4, 7.12.5, 10.12.1, 10.12.2, 10.12.3, 10.12.4, 11.12.2, 11.12.3, 11.12.5 (English)

6.12.1 Generate ideas for writing by selecting appropriate pre-writing strategies with attention to audience, purpose, and personal style.

6.12.2 Organize ideas in compositions by selecting and applying structures such as comparison/contrast or cause/effect, which enhance the central idea, theme, or purpose.

6.12.3 Write compositions that present complex ideas in a sustained and compelling manner.

6.12.4 Revise writing to improve word choice, organization, and point of view, using given criteria such as rubrics or feedback from others.

6.12.5 Edit for use of standard English.

6.12.7 Share final drafts with a designated audience.

7.12.1 Apply the rules of usage, grammar, and capitalization with few significant errors; use modifiers, parallel structure, and subordination correctly in writing.

7.12.2 Use multiple structures such as inversion, parallelism, sentences of varying lengths for stylistic effect.

7.12.3 Use rules of punctuation; manipulate conventions for emphasis in writing.

7.12.4 Use rules of capitalization.

7.12.5 Demonstrate conventional spelling.

10.12.1 Participate in problem-solving conversations or group discussions by identifying, synthesizing, and evaluating data.

10.12.2 Negotiate to arrive at consensus by proposing and examining possible options.

10.12.3 Identify and practice techniques such as setting time limits for speakers and deadlines for decision making to improve productivity of group discussions.

10.12.4 Justify a position using logic and refuting opposing viewpoints.

11.12.2 Evaluate possible sources of information for credibility and usefulness.

11.12.3 Cite sources of information using a standard method of documentation.

11.12.5 Organize and present research findings using appropriate media.

18.12.4, 22.12.2 (Science)

18.12.4 Explain that scientists work with others to resolve differences in interpretation of observations.

22.12.2 Use tables, charts, and graphs in making arguments and claims in oral and written presentations.

2.3.1, 2.3.2, 2.3.3, 2.3.4

6.12.1, 6.12.2, 6.12.3, 6.12.4, 6.12.5, 6.12.7, 7.12.1, 7.12.2, 7.12.3, 7.12.4, 7.12.5, 10.12.1, 10.12.2, 10.12.3, 10.12.4, 11.12.2, 11.12.3, 11.12.5 (English)

6.12.1 Generate ideas for writing by selecting appropriate pre-writing strategies with attention to audience, purpose, and personal style.

6.12.2 Organize ideas in compositions by selecting and applying structures such as comparison/contrast or cause/effect, which enhance the central idea, theme, or purpose.

6.12.3 Write compositions that present complex ideas in a sustained and compelling manner.

6.12.4 Revise writing to improve word choice, organization, and point of view, using given criteria such as rubrics or feedback from others.

6.12.5 Edit for use of standard English.

6.12.7 Share final drafts with a designated audience.

7.12.1 Apply the rules of usage, grammar, and capitalization with few significant errors; use modifiers, parallel structure, and subordination correctly in writing.

7.12.2 Use multiple structures such as inversion, parallelism, and sentences of varying lengths for stylistic effect.

7.12.3 Use rules of punctuation; manipulate conventions for emphasis in writing.

7.12.4 Use rules of capitalization.

7.12.5 Demonstrate conventional spelling.

10.12.1 Participate in problem-solving conversations or group discussions by identifying, synthesizing, and evaluating data.

10.12.2 Negotiate to arrive at consensus by proposing and examining possible options.

10.12.3 Identify and practice techniques such as setting time limits for speakers and deadlines for decision making to improve productivity of group discussions.

10.12.4 Justify a position using logic and refuting opposing viewpoints.

11.12.2 Evaluate possible sources of information for credibility and usefulness.

11.12.3 Cite sources of information using a standard method of documentation.

11.12.5 Organize and present research findings using appropriate media.

2.4.1, 2.4.2, 2.4.3, 2.4.4, 2.4.5

6.12.1, 6.12.2, 6.12.3, 6.12.4, 6.12.5, 6.12.7, 7.12.1, 7.12.2, 7.12.3, 7.12.4, 7.12.5, 10.12.1, 10.12.2, 10.12.3, 10.12.4, 11.12.1, 11.12.2, 11.12.3, 11.12.5 (English)

6.12.1 Generate ideas for writing by selecting appropriate pre-writing strategies with attention to audience, purpose, and personal style.

6.12.2 Organize ideas in compositions by selecting and applying structures such as comparison/contrast or cause/effect, which enhance the central idea, theme, or purpose.

6.12.3 Write compositions that present complex ideas in a sustained and compelling manner.

6.12.4 Revise writing to improve word choice, organization, and point of view, using given criteria such as rubrics or feedback from others.

6.12.5 Edit for use of standard English.

6.12.7 Share final drafts with a designated audience.

7.12.1 Apply the rules of usage, grammar, and capitalization with few significant errors; use modifiers, parallel structure, and subordination correctly in writing.

7.12.2 Use multiple structures such as inversion, parallelism, and sentences of varying lengths for stylistic effect.

7.12.3 Use rules of punctuation; manipulate conventions for emphasis in writing.

7.12.4 Use rules of capitalization.

7.12.5 Demonstrate conventional spelling.

10.12.1 Participate in problem-solving conversations or group discussions by identifying, synthesizing, and evaluating data.

10.12.2 Negotiate to arrive at consensus by proposing and examining possible options.

10.12.3 Identify and practice techniques such as setting time limits for speakers and deadlines for decision making to improve productivity of group discussions.

10.12.4 Justify a position using logic and refuting opposing viewpoints.

11.12.1 Formulate cross-curricular research questions and use an appropriate research design to gather information.

11.12.2 Evaluate possible sources of information for credibility and usefulness.

11.12.3 Cite sources of information using a standard method of documentation.

11.12.5 Organize and present research findings using appropriate media.

2.4.4

24.12.4 (Science)

24.12.4 Maintain a permanent record of procedures, data, analyses, decisions, and understandings of scientific investigations.

2.5.1, 2.5.2, 2.5.3

6.12.1, 6.12.2, 6.12.3, 6.12.4, 6.12.5, 6.12.7, 7.12.1, 7.12.2, 7.12.3, 7.12.4, 7.12.5 (English)

6.12.1 Generate ideas for writing by selecting appropriate pre-writing strategies with attention to audience, purpose, and personal style.

6.12.2 Organize ideas in compositions by selecting and applying structures such as comparison/contrast or cause/effect, which enhance the central idea, theme, or purpose.

6.12.3 Write compositions that present complex ideas in a sustained and compelling manner.

6.12.4 Revise writing to improve word choice, organization, and point of view, using given criteria such as rubrics or feedback from others.

6.12.5 Edit for use of standard English.

6.12.7 Share final drafts with a designated audience.

7.12.1 Apply the rules of usage, grammar, and capitalization with few significant errors; use modifiers, parallel structure, and subordination correctly in writing.

7.12.2 Use multiple structures such as inversion, parallelism, and sentences of varying lengths for stylistic effect.

7.12.3 Use rules of punctuation; manipulate conventions for emphasis in writing.

7.12.4 Use rules of capitalization.

7.12.5 Demonstrate conventional spelling.

2.5.1, 2.5.2, 2.5.3

4.12.4, 4.12.6, 5.12.2 (English)

4.12.4 Critique the power, logic, reasonableness, and audience appeal of arguments advanced in texts.

4.12.6 Read and apply multi-step directions to perform complex procedures and tasks.

5.12.2 Produce subject-specific technical writing, such as instructions for shop project or field reports for science.

2.5.4, 2.5.5

10.12.1, 10.12.2, 10.12.3, 10.12.4, 11.12.2, 11.12.3, 11.12.5 (English)

10.12.1 Participate in problem-solving conversations or group discussions by identifying, synthesizing, and evaluating data.

10.12.2 Negotiate to arrive at consensus by proposing and examining possible options.

10.12.3 Identify and practice techniques such as setting time limits for speakers and deadlines for decision making to improve productivity of group discussions.

10.12.4 Justify a position using logic and refuting opposing viewpoints.

11.12.2 Evaluate possible sources of information for credibility and usefulness.

11.12.3 Cite sources of information using a standard method of documentation.

11.12.5 Organize and present research findings using appropriate media.

Performance Indicator

Academic Standards

3.1.1, 3.1.2, 3.1.4

6.12.1, 6.12.2, 6.12.3, 6.12.4, 6.12.5, 6.12.7, 7.12.1, 7.12.2, 7.12.3, 7.12.4, 7.12.5, 10.12.1, 10.12.2, 10.12.3, 10.12.4, 11.8.4, 11.12.1, 11.12.2, 11.12.3, 11.12.5 (English)

6.12.1 Generate ideas for writing by selecting appropriate pre-writing strategies with attention to audience, purpose, and personal style.

6.12.2 Organize ideas in compositions by selecting and applying structures such as comparison/contrast or cause/effect, which enhance the central idea, theme, or purpose.

6.12.3 Write compositions that present complex ideas in a sustained and compelling manner.

6.12.4 Revise writing to improve word choice, organization, and point of view, using given criteria such as rubrics or feedback from others.

6.12.5 Edit for use of standard English.

6.12.7 Share final drafts with a designated audience.

7.12.1 Apply the rules of usage, grammar, and capitalization with few significant errors; use modifiers, parallel structure, and subordination correctly in writing.

7.12.2 Use multiple structures such as inversion, parallelism, and sentences of varying lengths for stylistic effect.

7.12.3 Use rules of punctuation; manipulate conventions for emphasis in writing.

7.12.4 Use rules of capitalization.

7.12.5 Demonstrate conventional spelling.

10.12.1 Participate in problem-solving conversations or group discussions by identifying, synthesizing, and evaluating data.

10.12.2 Negotiate to arrive at consensus by proposing and examining possible options.

10.12.3 Identify and practice techniques such as setting time limits for speakers and deadlines for decision making to improve productivity of group discussions.

10.12.4 Justify a position using logic and refuting opposing viewpoints.

11.8.4 Record information using a variety of note-taking and organizational strategies.

11.12.1 Formulate cross-curricular research questions and use an appropriate research design to gather information.

11.12.2 Evaluate possible sources of information for credibility and usefulness.

11.12.3 Cite sources of information using a standard method of documentation.

11.12.5 Organize and present research findings using appropriate media.

22.12.2 (Science)

22.12.2 Use table, charts, and graphs in making arguments and claims in oral and written presentations.

3.1.3

4.12.4, 4.12.6, 5.12.2 (English)

4.12.4 Critique the power, logic, reasonableness, and audience appeal of arguments advanced in texts.

4.12.6 Read and apply multi-step directions to perform complex procedures and tasks.

5.12.2 Produce subject-specific technical writing, such as instructions for a shop project or field reports for science.

3.2.1

4.12.4, 4.12.6, 5.12.2, 10.12.4, 11.8.4, 11.12.5 (English)

4.12.4 Critique the power, logic, reasonableness, and audience appeal of arguments advanced in texts.

4.12.6 Read and apply multi-step directions to perform complex procedures and tasks.

5.12.2 Produce subject-specific technical writing, such as instructions for a shop project or field reports for science.

10.12.4 Justify a position using logic and refuting opposing viewpoints.

11.8.4 Record information using a variety of note-taking and organizational strategies.

11.12.5 Organize and present research findings using appropriate media.

22.12.2 (Science)

22.12.2 Use tables, charts, and graphs in making arguments and claims in oral and written presentations.

3.2.2

4.12.4, 5.12.2 (English)

4.12.4 Critique the power, logic, reasonableness, and audience appeal of arguments advanced in texts.

5.12.2 Produce subject-specific technical writing, such as instructions for a shop project or field reports for science.

22.12.2 (Science)

22.12.2 Use tables, charts, and graphs in making arguments and claims in oral and written presentations.

3.2.3

6.12.1, 6.12.2, 6.12.3, 6.12.4, 6.12.5, 6.12.7, 7.12.1, 7.12.2, 7.12.3, 7.12.4, 7.12.5, 10.12.1, 10.12.2, 10.12.3, 10.12.4, 11.12.1, 11.12.2, 11.12.3, 11.12.5 (English)

6.12.1 Generate ideas for writing by selecting appropriate pre-writing strategies with attention to audience, purpose, and personal style.

6.12.2 Organize ideas in compositions by selecting and applying structures such as comparison/contrast or cause/effect, which enhance the central idea, theme, or purpose.

6.12.3 Write compositions that present complex ideas in a sustained and compelling manner.

6.12.4 Revise writing to improve word choice, organization, and point of view, using given criteria such as rubrics or feedback from others.

6.12.5 Edit for use of standard English.

6.12.7 Share final drafts with a designated audience.

7.12.1 Apply the rules of usage, grammar, and capitalization with few significant errors; use modifiers, parallel structure, and subordination correctly in writing.

7.12.2 Use multiple structures such as inversion, parallelism, and sentences of varying lengths for stylistic effect.

7.12.3 Use rules of punctuation; manipulate conventions for emphasis in writing.

7.12.4 Use rules of capitalization.

7.12.5 Demonstrate conventional spelling.

10.12.1 Participate in problem-solving conversations or group discussions by identifying, synthesizing, and evaluating data.

10.12.2 Negotiate to arrive at consensus by proposing and examining possible options.

10.12.3 Identify and practice techniques such as setting time limits for speakers and deadlines for decision making to improve productivity of group discussions.

10.12.4 Justify a position using logic and refuting opposing viewpoints.

11.12.1 Formulate cross-curricular research questions and use an appropriate research design to gather information.

11.12.2 Evaluate possible sources of information for credibility and usefulness.

11.12.3 Cite sources of information using a standard method of documentation.

11.12.5 Organize and present research findings using appropriate media.

22.12.2 (Science)

22.12.2 Use tables, charts, and graphs in making arguments and claims in oral and written presentations.

3.3.1, 3.3.2, 3.3.3, 3.3.4

1.12.4, 1.12.5, 2.8.5, 2.12.1, 2.12.2, 2.12.3, 4.12.4, 4.12.6, 5.12.2, 9.12.4 (English)

1.12.4 Discern subtle differences between closely related words (e.g., thin and slender); use references as necessary.

1.12.5 Apply knowledge of syntax and literary allusions to acquire an understanding of new words and to comprehend text.

2.8.5 Adjust reading rate to match purpose, task, and text difficulty.

2.12.1 Refining pre-reading strategies such as accessing prior knowledge, predicting, previewing, and setting a purpose to ensure comprehension.

2.12.2 Use specific repair strategies such as summarizing, clarifying, consulting and others.

2.12.3 Plan, monitor, and assess the strategies used to ensure comprehension of a variety of texts.

4.12.4 Critique the power, logic, reasonableness, and audience appeal of arguments advanced in texts.

4.12.6 Read and apply multi-step directions to perform complex procedures and tasks.

5.12.2 Produce subject-specific technical writing, such as instructions for a shop project or field reports for science.

9.12.4 Read aloud or recite literary, dramatic, and original works.

3.4.1, 3.4.2, 3.4.3, 3.4.4, 3.4.5, 3.4.6

6.12.1, 6.12.2, 6.12.3, 6.12.4, 6.12.5, 6.12.7, 7.12.1, 7.12.2, 7.12.3, 7.12.4, 7.12.5, 10.12.1, 10.12.2, 10.12.3, 10.12.4, 11.12.1, 11.12.2, 11.12.3, 11.12.5 (English)

6.12.1 Generate ideas for writing by selecting appropriate pre-writing strategies with attention to audience, purpose, and personal style.

6.12.2 Organize ideas in compositions by selecting and applying structures such as comparison/contrast or cause/effect, which enhance the central idea, theme, or purpose.

6.12.3 Write compositions that present complex ideas in a sustained and compelling manner.

6.12.4 Revise writing to improve word choice, organization, and point of view, using given criteria such as rubrics or feedback from others.

6.12.5 Edit for use of standard English.

6.12.7 Share final drafts with a designated audience.

7.12.1 Apply the rules of usage, grammar, and capitalization with few significant errors; use modifiers, parallel structure, and subordination correctly in writing.

7.12.2 Use multiple structures such as inversion, parallelism, and sentences of varying lengths for stylistic effect.

7.12.3 Use rules of punctuation; manipulate conventions for emphasis in writing.

7.12.4 Use rules of capitalization.

7.12.5 Demonstrate conventional spelling.

10.12.1 Participate in problem-solving conversations or group discussions by identifying, synthesizing, and evaluating data.

10.12.2 Negotiate to arrive at consensus by proposing and examining possible options.

10.12.3 Identify and practice techniques such as setting time limits for speakers and deadlines for decision making to improve productivity of group discussions.

10.12.4 Justify a position using logic and refuting opposing viewpoints.

11.12.1 Formulate cross-curricular research questions, and use an appropriate research design to gather information.

11.12.2 Evaluate possible sources of information for credibility and usefulness.

11.12.3 Cite sources of information using a standard method of documentation.

11.12.5 Organize and present research findings using appropriate media.

3.4.1, 3.4.2, 3.4.3, 3.4.4, 3.4.5

4.12.4, 4.12.6, 9.12.4, 5.12.2 (English)

4.12.4 Critique the power, logic, reasonableness, and audience appeal of arguments advanced in texts.

4.12.6 Read and apply multi-step directions to perform complex procedures and tasks.

5.12.2 Produce subject-specific technical writing, such as instructions for shop project or field reports for science.

3.5.3

1.12.1, 2.12.2, 3.12.3, 4.12.8, 5.12.1 (Math)

1.12.1 Calculate and estimate sums, differences, products, quotients, powers, and roots using mental math, formulas, and algorithms.

2.12.2 Represent and solve problems using discrete structures including graphs, and matrices, with and without technology.

3.12.3 Distinguish and differentiate among the structures, language and uses of systems of measures.  Justify and communicate the differences between accuracy, precision, error, and tolerance in measurement; describe how each of these can affect solutions found in problem situations.

4.12.8 Use tools, technology, and models to sketch, draw, and construct geometric figures in order to solve problems and to demonstrate the properties of geometric figures.

5.12.1 Use calculators and computers to create and manipulate tables, graphs, and matrices to communicate statistical information; use the shape of graphs of normal distributions to compare and analyze information.

3.5.4

3.12.4 (Math)

3.12.4 Use and interpret consumer data (e.g., amortization tables, tax tables, and compound interest charts) to make informed financial decisions related to practical applications such as budgets.

3.6.1

5.12.2 (English)

5.12.2 Produce subject-specific technical writing, such as instructions for shop project or field reports for science.

22.12.2 (Science)

22.12.2 Use tables, charts, and graphs in making arguments and claims in oral and written presentations.

3.6.2

20.12.5 (Science)

20.12.5 Identify the type of hazard, estimate the extent and consequences of exposure, and determine the options for reducing or eliminating risks.

3.6.3, 3.6.4

4.12.6 (English)

4.12.6 Read and apply multi-step directions to perform complex procedures and tasks.

Performance Indicator

Academic Standards

4.1.1, 4.1.2, 4.1.3, 4.1.4, 4.1.5, 4.1.6, 4.1.7

4.2.1, 4.2.2

4.4.1, 4.4.4, 4.4.5, 4.4.6

6.12.1, 6.12.2, 6.12.3, 6.12.4, 6.12.5, 6.12.7, 7.12.1, 7.12.2, 7.12.3, 7.12.4, 7.12.5, 10.12.1, 10.12.2, 10.12.3, 10.12.4, 11.12.1, 11.12.2, 11.12.3, 11.12.5 (English)

6.12.1 Generate ideas for writing by selecting appropriate pre-writing strategies with attention to audience, purpose, and personal style.

6.12.2 Organize ideas in compositions by selecting and applying structures such as comparison/contrast or cause/effect, which enhance the central idea, theme, or purpose.

6.12.3 Write compositions that present complex ideas in a sustained and compelling manner.

6.12.4 Revise writing to improve word choice, organization, and point of view, using given criteria such as rubrics or feedback from others.

6.12.5 Edit for use of standard English.

6.12.7 Share final drafts with a designated audience.

7.12.1 Apply the rules of usage, grammar, and capitalization with few significant errors; use modifiers, parallel structure, and subordination correctly in writing.

7.12.2 Use multiple structures such as inversion, parallelism, and sentences of varying lengths for stylistic effect.

7.12.3 Use rules of punctuation; manipulate conventions for emphasis in writing.

7.12.4 Use rules of capitalization.

7.12.5 Demonstrate conventional spelling.

10.12.1 Participate in problem-solving conversations or group discussions by identifying, synthesizing, and evaluating data.

10.12.2 Negotiate to arrive at consensus by proposing and examining possible options.

10.12.3 Identify and practice techniques such as setting time limits for speakers and deadlines for decision making to improve productivity of group discussions.

10.12.4 Justify a position using logic and refuting opposing viewpoints.

11.12.1 Formulate cross-curricular research questions, and use an appropriate research design to gather information.

11.12.2 Evaluate possible sources of information for credibility and usefulness.

11.12.3 Cite sources of information using a standard method of documentation.

11.12.5 Organize and present research findings using appropriate media.

4.1.1, 4.1.7, 4.1.8

24.12.2 (Science)

24.12.2 Use the information found in materials safety data sheets (MSDS) to handle, store, and dispose of chemicals properly.

4.1.1

24.12.1 (Science)

24.12.1 Demonstrate personal responsibility for using safety equipment and observing all safety standards.

4.1.5, 4.1.7

22.12.2 (Science)

22.12.2 Use tables, charts, and graphs in making arguments and claims in oral and written presentations.

4.1.5, 4.1.6, 4.1.7

19.12.1, 20.12.5 (Science)

19.12.1 Identify and determine the credibility of sources of information based on the techniques used to gather information.

20.12.5 Identify the type of hazard, estimate the extent and consequences of exposure, and determine the options for reducing or eliminating risks.

4.2.1

18.12.2 (Science)

18.12.2 Investigate and explain how research emphasis is influenced by economic and public policy.

4.2.3, 4.2.4, 4.2.5

4.12.4, 4.12.6, 5.12.2 (English)

4.12.4 Critique the power, logic, reasonableness, and audience appeal of arguments advanced in texts.

4.12.6 Read and apply multi-step directions to perform complex procedures and tasks.

5.12.2 Produce subject-specific technical writing, such as instructions for shop project or field reports for science.

22.12.2 (Science)

22.12.2 Use tables, charts, and graphs in making arguments and claims in oral and written presentations.

4.2.3, 4.2.4, 4.2.5, 4.2.6

24.12.4 (Science)

24.12.4 Maintain a permanent record of procedures, data, analyses, decisions, and understandings of scientific investigations.

4.3.1, 4.3.2, 4.3.3

9.12.2 (English)

9.12.2 Make formal oral or multi-media presentations, using vocabulary and public speaking techniques appropriate to audience and purpose.

4.3.4

9.8.5 (English)

9.8.5 Give clear and concise multi-step directions to complete a complex task.

4.3.5

5.12.2 (English)

5.12.2 Produce subject-specific technical writing, such as instructions for shop project or field reports for science.

4.3.6

16.2.2, 17.12.1, 17.12.4 (Science)

16.12.2 Investigate and describe the various processes involved in obtaining, using, and recycling materials such as wood products, minerals, food, and manufactured objects.

17.12.1 Analyze and evaluate how consumption patterns, conservation efforts, and cultural or social practices in countries have varying environmental impacts.

17.12.4 Evaluate and describe actions, which affect the global environment in terms of trade-offs that may have effects on local environments or economics.

4.4.2

5.12.2 (English)

5.12.2 Produce subject-specific technical writing, such as instructions for shop project or field reports in science.

1.12.3, 3.12.2 (Math)

1.12.3 Apply the properties and theories of the real number system to everyday situations.

3.12.2 Select and use measurement tools, techniques, and formulas to calculate and compare rates, cost, distances, interest, temperature, and weight/mass.

23.12.4 (Science)

23.12.4 Use derived quantities, ratios, proportions, and constants.

4.4.3

9.12.2 (English)

9.12.2 Make formal oral or multi-media presentations, using vocabulary and public speaking techniques appropriate to audience and purpose.

24.12.1, 24.12.2 (Science)

24.12.1 Demonstrate personal responsibility for using safety equipment and observing all safety standards.

24.12.2 Use the information found in materials safety data sheets (MSDS) to handle, store, and dispose of chemicals properly.

4.4.4

1.12.3, 3.12.2 (Math)

1.12.3 Apply the properties and theories of the real number system to everyday situations.

3.12.2 Select and use measurement tools, techniques, and formulas to calculate and compare rates, cost, distances, interest, temperature and weight/mass.

22.12.4 (Science)

22.12.4 Maintain a permanent record of procedures, data, analyses, decisions, and understandings of scientific investigations.

4.5.1, 4.5.2, 4.5.3, 4.5.4, 4.5.5, 4.5.6

4.6.2, 4.6.3, 4.6.4, 4.6.6, 4.6.8

6.12.1, 6.12.2, 6.12.3, 6.12.4, 6.12.5, 6.12.7, 7.12.1, 7.12.2, 7.12.3, 7.12.4, 7.12.5, 10.12.1, 10.12.2, 10.12.3, 10.12.4, 11.12.1, 11.12.2, 11.12.3, 11.12.5 (English)

6.12.1 Generate ideas for writing by selecting appropriate pre-writing strategies with attention to audience, purpose, and personal style.

6.12.2 Organize ideas in compositions by selecting and applying structures such as comparison/contrast or cause/effect, which enhance the central idea, theme, or purpose.

6.12.3 Write compositions that present complex ideas in a sustained and compelling manner.

6.12.4 Revise writing to improve word choice, organization, and point of view, using given criteria such as rubrics or feedback from others.

6.12.5 Edit for use of standard English.

6.12.7 Share final drafts with a designated audience.

7.12.1 Apply the rules of usage, grammar, and capitalization with few significant errors; use modifiers, parallel structure, and subordination correctly in writing.

7.12.2 Use multiple structures such as inversion, parallelism, and sentences of varying lengths for stylistic effect.

7.12.3 Use rules of punctuation; manipulate conventions for emphasis in writing.

7.12.4 Use rules of capitalization.

7.12.5 Demonstrate conventional spelling.

10.12.1 Participate in problem-solving conversations or group discussions by identifying, synthesizing, and evaluating data.

10.12.2 Negotiate to arrive at consensus by proposing and examining possible options.

10.12.3 Identify and practice techniques such as setting time limits for speakers and deadlines for decision making to improve productivity of group discussions.

10.12.4 Justify a position using logic and refuting opposing viewpoints.

11.12.1 Formulate cross-curricular research questions, and use an appropriate research design to gather information.

11.12.2 Evaluate possible sources of information for credibility and usefulness.

11.12.3 Cite sources of information using a standard method of documentation.

11.12.5 Organize and present research findings using appropriate media.

4.5.1

19.12.1 (Science)

19.12.1 Identify and determine the credibility of sources of information based on the techniques used to gather information.

4.5.2, 4.5.6

18.12.2 (Science)

18.12.2 Investigate and explain how research emphasis is influenced by economic and public policy.

4.6.1

4.12.4, 4.12.6  (English)

4.12.4 Critique the power, logic, reasonableness, and audience appeal of arguments advanced in texts.

4.12.6 Read and apply multi-step directions to perform complex procedures and tasks.

4.6.5

4.12.4 (English)

4.12.4 Critique the power, logic, reasonableness, and audience appeal of arguments advanced in texts.

4.7.5

4.12.6, 5.12.2 (English)

4.12.6 Read and apply multi-step directions to perform complex procedures and tasks.

5.12.2 Produce subject-specific technical writing, such as instructions for a shop project or field reports for science.

4.7.6

4.12.6 (English)

4.12.6 Read and apply multi-step directions to perform complex procedures and tasks.

Performance Indicator

Academic Standards

5.1.1, 5.1.2, 5.1.3, 5.1.4, 5.1.6

6.12.1, 6.12.2, 6.12.3, 6.12.4, 6.12.5, 6.12.7, 7.12.1, 7.12.2, 7.12.3, 7.12.4, 7.12.5, 10.12.1, 10.12.2, 10.12.3, 10.12.4, 11.12.1, 11.12.2, 11.12.3, 11.12.5 (English)

6.12.1 Generate ideas for writing by selecting appropriate pre-writing strategies with attention to audience, purpose, and personal style.

6.12.2 Organize ideas in compositions by selecting and applying structures such as comparison/contrast or cause/effect, which enhance the central idea, theme, or purpose.

6.12.3 Write compositions that present complex ideas in a sustained and compelling manner.

6.12.4 Revise writing to improve word choice, organization, and point of view, using given criteria such as rubrics or feedback from others.

6.12.5 Edit for use of standard English.

6.12.7 Share final drafts with a designated audience.

7.12.1 Apply the rules of usage, grammar, and capitalization with few significant errors; use modifiers, parallel structure, and subordination correctly in writing.

7.12.2 Use multiple structures such as inversion, parallelism, and sentences of varying lengths for stylistic effect.

7.12.3 Use rules of punctuation; manipulate conventions for emphasis in writing.

7.12.4 Use rules of capitalization.

7.12.5 Demonstrate conventional spelling.

10.12.1 Participate in problem-solving conversations or group discussions by identifying, synthesizing, and evaluating data.

10.12.2 Negotiate to arrive at consensus by proposing and examining possible options.

10.12.3 Identify and practice techniques such as setting time limits for speakers and deadlines for decision making to improve productivity of group discussions.

10.12.4 Justify a position using logic and refuting opposing viewpoints.

11.12.1 Formulate cross-curricular research questions, and use an appropriate research design to gather information.

11.12.2 Evaluate possible sources of information for credibility and usefulness.

11.12.3 Cite sources of information using a standard method of documentation.

11.12.5 Organize and present research findings using appropriate media.

5.1.5

4.12.4, 4.12.6, 9.12.1 (English)

4.12.4 Critique the power, logic, reasonableness, and audience appeal of arguments advanced in texts.

4.12.6 Read and apply multi-step directions to perform complex procedures and tasks.

9.12.1 Use specific and varied vocabulary and apply standard English to communicate ideas.

5.1.7, 5.1.8, 5.1.9

4.12.6, 9.12.1 (English)

4.12.6 Read and apply multi-step directions to perform complex procedures and tasks.

9.12.1 Use specific and varied vocabulary and apply standard English to communicate ideas.

5.2.1, 5.2.2, 5.2.5

4.12.4, 4.12.6, 9.12.1 (English)

4.12.4 Critique the power, logic, reasonableness, and audience appeal of arguments advanced in texts.

4.12.6 Read and apply multi-step directions to perform complex procedures and tasks.

9.12.1 Use specific and varied vocabulary and apply standard English to communicate ideas.

5.2.3, 5.2.4

5.3.1, 5.3.4

5.4.1, 5.4.2, 5.4.3, 5.4.4, 5.4.5, 5.4.6, 5.4.7

5.5

6.12.1, 6.12.2, 6.12.3, 6.12.4, 6.12.5, 6.12.7, 7.12.1, 7.12.2, 7.12.3, 7.12.4, 7.12.5, 10.12.1, 10.12.2, 10.12.3, 10.12.4, 11.12.1, 11.12.2, 11.12.3, 11.12.5 (English)

6.12.1 Generate ideas for writing by selecting appropriate pre-writing strategies with attention to audience, purpose, and personal style.

6.12.2 Organize ideas in compositions by selecting and applying structures such as comparison/contrast or cause/effect, which enhance the central idea, theme, or purpose.

6.12.3 Write compositions that present complex ideas in a sustained and compelling manner.

6.12.4 Revise writing to improve word choice, organization, and point of view, using given criteria such as rubrics or feedback from others.

6.12.5 Edit for use of standard English.

6.12.7 Share final drafts with a designated audience.

7.12.1 Apply the rules of usage, grammar, and capitalization with few significant errors; use modifiers, parallel structure, and subordination correctly in writing.

7.12.2 Use multiple structures such as inversion, parallelism, and sentences of varying lengths for stylistic effect.

7.12.3 Use rules of punctuation; manipulate conventions for emphasis in writing.

7.12.4 Use rules of capitalization.

7.12.5 Demonstrate conventional spelling.

10.12.1 Participate in problem-solving conversations or group discussions by identifying, synthesizing, and evaluating data.

10.12.2 Negotiate to arrive at consensus by proposing and examining possible options.

10.12.3 Identify and practice techniques such as setting time limits for speakers and deadlines for decision making to improve productivity of group discussions.

10.12.4 Justify a position using logic and refuting opposing viewpoints.

11.12.1 Formulate cross-curricular research questions, and use an appropriate research design to gather information.

11.12.2 Evaluate possible sources of information for credibility and usefulness.

11.12.3 Cite sources of information using a standard method of documentation.

11.12.5 Organize and present research findings using appropriate media.

5.3.2, 5.3.5

9.12.1 (English)

9.12.1 Use specific and varied vocabulary and apply standard English to communicate ideas.

5.5.2

9.12.1, 9.12.2, 9.12.3 (English)

9.12.1 Use specific and varied vocabulary and apply standard English to communicate ideas.

9.12.2 Make formal oral or multi-media presentations, using vocabulary and public speaking techniques appropriate to audience and purpose.

9.12.3 Organize and deliver planned extemporaneous and impromptu presentations that address a topic and engage the audience.

5.5.3

11.8.4, 11.12.1, 11.12.2, 11.12.3, 11.12.5 (English)

11.8.4 Record information using a variety of note-taking and organizational strategies.

11.12.1 Formulate cross-curricular research questions, and use an appropriate research design to gather information.

11.12.2 Evaluate possible sources of information for credibility and usefulness.

11.12.3 Cite sources of information using a standard method of documentation.

11.12.5 Organize and present research findings using appropriate media.

6.4.3, 6.4.4, 6.4.5

18.12.5 (Science)

18.12.5 Explain that technological problems create a demand for new scientific knowledge and new technologies, which make it possible for scientists to extend their research in new ways or to undertake entirely new lines of research.