The Physical Education Curriculum Analysis Tool (PECAT) is designed to help school districts and schools conduct a clear, complete, and consistent analysis of physical education curricula for K-12 students. This analysis focuses on how well a curriculum aligns with national standards for physical education. PECAT results can help school districts…

The National Board for Professional Teaching Standards (NBPTS) has organized the standards for accomplished teachers of English as a new language into nine standards, which are presented in this report: (1) Standard I: Knowledge of Students; (2) Standard II: Knowledge of Culture and Diversity; (3) Standard III: Home, School, and Community…

The National Board for Professional Teaching Standards (NBPTS) is an independent, nonprofit, nonpartisan, and nongovernmental organization that develops professional standards for early childhood, elementary, and secondary school teaching. National Board Certification signifies that a teacher or school counselor is accomplished, having met…

This listing of "what students should know and be able to do to learn effectively and live productively in an increasingly digital world" includes guidelines for six subject areas: (1) Creativity and Innovation; (2) Communication and Collaboration; (3) Research and Information Fluency; (4) Critical Thinking, Problem-Solving & Decision-Making; (5)…

Argues that while national standards provide a valuable resource to guide curriculum development, there is no clear procedure for turning them into a grade-by-grade curriculum. Outlines and discusses the process that one school district used to create a standards-based curriculum. Provides numerous charts and examples. (DSK)

The Physical Education Curriculum Analysis Tool (PECAT) will help school districts conduct a clear, complete, and consistent analysis of written physical education curricula, based upon national physical education standards. The PECAT is customizable to include local standards. The results from the analysis can help school districts enhance…

Presents a model that provides guidelines that colleges and universities can follow when including technology in their music-degree requirements. Discusses the role of technology in music education, especially as related to the National Association of Schools of Music guidelines. Includes a glossary of technical terms used in the article. (DSK)

This document, "Grade Expectations for Vermont's Framework of Standards and Learning Opportunities" (hereafter "Vermont's Grade Expectations"), is an important companion to "Vermont's Framework." These Grade Expectations (GEs) serve the same purposes as "Vermont's Framework," but articulate learning…

In the fall of 1996, the State Board of Education adopted Vermont's Framework of Standards and Learning Opportunities. Over the years, the aim has been to make the standards more useful as guides to curriculum development. In 2000, the standards were formally revised and again adopted by the State Board. In 2004, another chapter in the standards,…

Three "systems" approaches to school reform are outlined. The national standards and assessment movement targets poor student performance nationally. Parental choice advocates want to bring market competition into public schooling. Integrated human services draw from education and social service agencies to provide a comprehensive, coherent…

These national standards are intended to serve as a guide for the establishment of thorough and complete apprenticeship programs to produce trained optical technicians (contact lens technicians). Covered in the individual sections are the following topics: definitions, qualifications for apprenticeship, credit for previous experience, continuity…

The Kentucky System of Intervention (KSI) is a framework for providing systematic, comprehensive services to address academic and behavioral needs for all students, preschool through grade 12. The Kentucky Department of Education (KDE) has developed this guidance document to provide resources in planning and decision making as districts and…

Educators from around the state, with the help of The Vermont Institutes, developed Science Grade Expectations as a means to identify the content knowledge and skills expected of all students for local assessment required under Act 68. This work was accomplished using the "Vermont's Framework of Standards and Learning Opportunities,"…

Nine years after the National Science Education Standards' release, just how well do science teachers in grades 5 to 8 actually use them to plan content, define improved teaching, and assess real learning? Find out the answers to these key questions in this groundbreaking collection of 15 essays by teachers, researchers, and professors whose…

These national standards are intended to serve as a guide for the establishment of thorough and complete apprenticeship programs to produce trained retail meatcutters to carry on the tradition of quality in the retail meatcutting industry. Covered in the individual sections are the following topics: definitions, the National Joint Apprenticeship…