This document contains Wisconsin's Model Academic Standards for Mathematics. The Wisconsin Model Academic Standards for Mathematics are designed to be general guidelines which may be adopted or adapted by local school districts with cooperation and input from parents and other concerned citizens. They are important goals for all students from which individual schools can build a complete curriculum specific to the needs of the district and the students. Sample tasks and student work designed according to the standards are presented. Standards are presented for six areas: (1) Mathematical Processes; (2) Number Operations and Relationships; (3) Geometry; (4) Measurement; (5) Statistics and Probability; and (6) Algebraic Relationships. Contains a glossary. (ASK)

Concluding a two-year review and revision process supported by the American Cancer Society and conducted by an expert panel of health education professionals, this second edition of the National Health Education Standards is the foremost reference in establishing, promoting, and supporting health-enhancing behaviors for students in all grade levels. These guidelines and standards provide a framework for teachers, administrators, and policy makers in designing or selecting curricula, allocating instructional resources, and assessing student achievement and progress; provide students, families, and communities with concrete expectations for health education; and advocate for quality health education in schools, including primary cancer prevention for children and youth.

Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.

Wisconsin's Department of Public Instruction, in collaboration with Wisconsin citizens, developed academic standards in 12 curricular areas. The physical education standards go beyond emphasizing mastery of individual student areas--they weave five essential characteristics of literate individuals throughout: application of the basics, ability to think, skill in communication, production of quality work, and connections with community. The seven focus areas for physical education standards are: (1) exhibiting a physically active lifestyle; (2) demonstrating competency in many forms of movement and proficiency in some; (3) applying concepts and principles of movement to the learning and development of physical skills; (4) understanding that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction; (5) achieving and maintaining a health-enhancing level of physical fitness; (6) demonstrating responsible personal and social behavior in physical activity settings; and (7) demonstrating understanding and respect for differences among people in physical activity settings. Content and performance standards are detailed for grades 4, 8, and 12. (SM)

To assist parents and educators in preparing students for the 21st century, Wisconsin citizens have become involved in the development of challenging academic standards in 12 curricular areas. Having clear standards for students and teachers makes it possible to develop rigorous local curricula and valid, reliable assessments. This model of academic standards is for the area of music. The introduction defines the academic standards, explains how they were developed, suggests how to use the standards, and how to apply them across the curriculum. An overview of music is divided into the following sections: performance (singing; instrumental); creativity (improvisation; composition); literacy (notation); response (analysis; evaluation); and connections (the arts; history and culture). Sample proficiency standards are also included. (BT)