Goals one and two shall be considered primary. To the maximum extent possible, the superintendent shall integrate goal four and the knowledge and skill areas in the other goals in the essential academic learning requirements; and b Review and prioritize the essential academic learning requirements and identify, with clear and concise descriptions, the grade level content expectations to be assessed on the statewide student assessment and used for state or federal accountability purposes. The review, prioritization, and identification shall result in more focus and targeting with an emphasis on depth over breadth in the number of grade level content expectations assessed at each grade level.
National Assessment Governing Board. Writing framework for the National Assessment of Educational Progress, pre-publication edition. It follows that writing assessments aligned with the Standards should adhere to the distribution of writing purposes across grades outlined by NAEP.
Focus and coherence in instruction and assessment While the Standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment. Often, several standards can be addressed by a single rich task.
When drawing evidence from literary and informational texts per Writing standard 9, students are also demonstrating their comprehension skill in relation to specific standards in Reading. When discussing something they have read or written, students are also demonstrating their speaking and listening skills.
The CCR anchor standards themselves provide another source of focus and coherence. The ten CCR anchor standards for Writing cover numerous text types and subject areas.
This means that students can develop mutually reinforcing skills and exhibit mastery of standards for reading and writing across a range of texts and classrooms. What is not covered by the Standards The Standards should be recognized for what they are not as well as what they are.
The most important intentional design limitations are as follows: The Standards define what all students are expected to know and be able to do, not how teachers should teach. For instance, the use of play with young children is not specified by the Standards, but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this document.
Furthermore, while the Standards make references to some particular forms of content, including mythology, foundational U. The Standards must therefore be complemented by a well-developed, content-rich curriculum consistent with the expectations laid out in this document.
While the Standards focus on what is most essential, they do not describe all that can or should be taught. A great deal is left to the discretion of teachers and curriculum developers.
The aim of the Standards is to articulate the fundamentals, not to set out an exhaustive list or a set of restrictions that limits what can be taught beyond what is specified herein.
The Standards do not define the nature of advanced work for students who meet the Standards prior to the end of high school. For those students, advanced work in such areas as literature, composition, language, and journalism should be available.
This work should provide the next logical step up from the college and career readiness baseline established here. The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations.
No set of grade-specific standards can fully reflect the great variety in abilities, needs, learning rates, and achievement levels of students in any given classroom. However, the Standards do provide clear signposts along the way to the goal of college and career readiness for all students. It is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners and for students with special needs.
At the same time, all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school lives.Career and Leadership Services Sample Cover Letters.
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These regulations further require that these students’ IEPs include goals that are based on grade-level content standards and provide for monitoring of the students’ progress in achieving those goals.
Many content areas have replaced Georgia Performance Standards (GPS) with Georgia Standards of Excellence (GSE). Please reference the Georgia Standards of Excellence page for the most recent Georgia Standards.
Georgia Performance Standards. The performance standards provide clear expectations for instruction, assessment, and student work. Grade Level Chairs, Department Chairpersons and Team Leaders Grade level chairs, department chairpersons, and team leaders are essential positions which provide effective implementation of a school’s program.
The following skills expectations for incoming 2nd graders should be considered as minimum expectations.
academic skills during the summer before entering 2nd grade, especially in the areas of reading, basic math facts, and writing skills.
- Be able to read independently (at least 60 wpm) with good comprehension at the grade level.