Access Health Opportunities Through Physical Education 9-12 (#7915015) 

{ HOPE-Core - 3026010 }


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Course Standards

Name Description
PE.912.C.2.6: Compare and contrast the health-related benefits of various physical activities.
Related Access Points
Name Description
PE.912.C.2.In.f: Describe the health-related benefits of various physical activities.
PE.912.C.2.Su.f: Identify the health-related benefits of various physical activities.
PE.912.C.2.Pa.f: Recognize the health-related benefits of various physical activities.

PE.912.C.2.7: Evaluate the effectiveness of specific warm-up and cool-down activities.
Related Access Points
Name Description
PE.912.C.2.In.g: Examine the effectiveness of specific warm-up and cool-down activities.
PE.912.C.2.Su.g: Identify the effectiveness of specific warm-up and cool-down activities.
PE.912.C.2.Pa.g: Recognize the effect of a specific warm-up or cool-down activity.

PE.912.C.2.8: Differentiate between the three different types of heat illnesses associated with fluid loss.
Related Access Points
Name Description
PE.912.C.2.In.h: Identify the three stages (types) of heat illnesses and the symptoms associated with fluid loss, such as heat cramps, heat exhaustion and heat stroke.
PE.912.C.2.Su.h: Identify symptoms of heat illnesses associated with fluid loss, such as heat cramps, heat exhaustion and heat stroke.
PE.912.C.2.Pa.h: Recognize a symptom of heat illnesses associated with fluid loss, such as heat cramps, heat exhaustion or heat stroke.

PE.912.C.2.9: Explain the precautions to be taken when exercising in extreme weather and/or environmental conditions.
Related Access Points
Name Description
PE.912.C.2.In.i: Describe the precautions to be taken when exercising in extreme weather and environmental conditions.
PE.912.C.2.Su.i: Identify precautions to be taken when exercising in a variety of weather conditions or environmental conditions.
PE.912.C.2.Pa.i: Recognize a precaution to be taken when exercising in selected environmental conditions.

PE.912.C.2.10: Analyze long-term benefits of regularly participating in physical activity.
Related Access Points
Name Description
PE.912.C.2.In.j: Describe long-term benefits of regularly participating in physical activity.
PE.912.C.2.Su.j: Identify long-term benefits of regularly participating in physical activity.
PE.912.C.2.Pa.j: Recognize a long-term benefit of regularly participating in physical activity.

PE.912.C.2.11: Explain how each of the health-related components of fitness are improved through the application of training principles.
Related Access Points
Name Description
PE.912.C.2.In.k: Describe how each of the health-related components of fitness, such as physical conditioning, flexibility, cardiorespiratory endurance and body composition, are improved through the application of training principles.
PE.912.C.2.Su.k: Identify how health-related components of fitness, such as physical conditioning, flexibility, cardiorespiratory endurance and body composition are improved through the application of training principles.
PE.912.C.2.Pa.k: Recognize that exercise and training improves health-related fitness.

PE.912.C.2.12: Compare and contrast aerobic versus anaerobic activities.
Related Access Points
Name Description
PE.912.C.2.In.l: Describe the differences between aerobic and anaerobic activities.
PE.912.C.2.Su.l: Identify the differences between aerobic and anaerobic activities.
PE.912.C.2.Pa.l: Recognize selected aerobic and anaerobic activities.

PE.912.C.2.13: Document food intake, calories consumed and energy expended through physical activity and analyze the results.
Related Access Points
Name Description
PE.912.C.2.In.m: Document food intake, calories consumed and energy expended through physical activity and examine the results.
PE.912.C.2.Su.m: Document food intake and physical activity and identify the results.
PE.912.C.2.Pa.m: Document food intake and physical activity and recognize results.

PE.912.C.2.14: Compare and contrast the skill-related components of fitness used in various physical activities.
Related Access Points
Name Description
PE.912.C.2.In.n: Identify differences in the skill-related components of fitness, such as speed, coordination, balance, power, agility and reaction time in various physical activities.
PE.912.C.2.Su.n: Recognize differences in the skill-related components of fitness, such as speed, coordination, balance, power, agility and reaction time in various physical activities.
PE.912.C.2.Pa.n: Recognize more than one skill-related components of fitness, such as speed, coordination, balance, power, agility or reaction time in various physical activities.

PE.912.C.2.15: Calculate individual target heart-rate zone and analyze how to adjust intensity level to stay within the desired range.
Related Access Points
Name Description
PE.912.C.2.In.o: Identify individual target heart rate and how to adjust intensity level to stay within the desired range.
PE.912.C.2.Su.o: Recognize individual target heart rate and how to adjust intensity level to stay within the desired range.
PE.912.C.2.Pa.o: Recognize the relationship between intensity level of physical activity and heart rate.

PE.912.C.2.16: Explain the methods of monitoring levels of intensity during aerobic activity.
Related Access Points
Name Description
PE.912.C.2.In.p: Describe methods of monitoring levels of intensity during aerobic activity, such as a talk test, rate of perceived exertion and heart rate/pulse.
PE.912.C.2.Su.p: Identify methods of monitoring levels of intensity during aerobic activity, such as a talk test, rate of perceived exertion and heart rate/pulse.
PE.912.C.2.Pa.p: Recognize selected methods of monitoring levels of intensity during aerobic activity, such as a talk test and heart rate/pulse.

PE.912.C.2.17: Assess physiological effects of exercise during and after physical activity.
Related Access Points
Name Description
PE.912.C.2.In.q: Examine physiological effects of exercise, such as breathing, resting heart rate and blood pressure, during and after physical activity.
PE.912.C.2.Su.q: Identify physiological effects of exercise, such as breathing, resting heart rate and blood pressure, during and after physical activity.
PE.912.C.2.Pa.q: Recognize a physiological effect of exercise, such as breathing or resting heart rate, during and after physical activity.

PE.912.C.2.18: Differentiate between fact and fallacy as it relates to consumer physical fitness products and programs.
Related Access Points
Name Description
PE.912.C.2.In.r: Categorize information as true or false as it relates to consumer physical fitness products and programs, such as weight- loss pills, food labels and exercise equipment.
PE.912.C.2.Su.r: Identify information as true or false as it relates to consumer physical fitness products and programs, such as weight- loss pills, food labels and exercise equipment.
PE.912.C.2.Pa.r: Recognize information as it relates to a selected consumer physical fitness product, such as weight-loss pills, food labels or exercise equipment.

PE.912.C.2.22: Explain the skill-related components of fitness and how they enhance performance levels.
Related Access Points
Name Description
PE.912.C.2.In.v: Describe the skill-related components of fitness such as balance, reaction time, agility, coordination, power and speed, and how they enhance performance levels.
PE.912.C.2.Su.v: Identify the skill-related components of fitness that enhance performance, such as balance, reaction time, agility, coordination, power and speed.
PE.912.C.2.Pa.v: Recognize a skill-related component of fitness that enhances performance, such as balance, reaction time, agility, coordination, power or speed.

PE.912.C.2.23: Apply appropriate technology and analyze data to evaluate, monitor and/or improve performance.
Related Access Points
Name Description
PE.912.C.2.In.w: Use appropriate technology to assess, monitor and improve performance.
PE.912.C.2.Su.w: Use appropriate technology to monitor and improve performance.
PE.912.C.2.Pa.w: Use a selected technology to monitor or improve performance.

PE.912.C.2.25: Analyze and evaluate the risks, safety procedures, rules and equipment associated with specific course activities.
Related Access Points
Name Description
PE.912.C.2.In.y: Describe the safety procedures, rules and equipment associated with specific course activities.
PE.912.C.2.Su.y: Identify the safety procedures, rules and equipment associated with specific course activities.
PE.912.C.2.Pa.y: Recognize the safety procedures, rules and equipment associated with specific course activities.

PE.912.C.2.27: Compare and contrast how movement skills from one physical activity can be transferred and used in other physical activities.
Related Access Points
Name Description
PE.912.C.2.In.aa: Examine how movement skills from one physical activity can be transferred and used in other physical activities.
PE.912.C.2.Su.aa: Identify how movement skills from one physical activity can be transferred and used in other physical activities.
PE.912.C.2.Pa.aa: Recognize that movement skills from one physical activity can be used in other physical activities.

PE.912.L.3.1: Participate in a variety of physical activities to meet the recommended number of minutes of moderate to vigorous physical activity beyond physical education on five or more days of the week.
Related Access Points
Name Description
PE.912.L.3.In.a: Participate in a variety of physical activities to meet the recommended number of minutes of moderate to vigorous physical activity beyond physical education on five or more days of the week.
PE.912.L.3.Su.a: Participate in a variety of moderate to vigorous physical activities beyond physical education five or more days of the week.
PE.912.L.3.Pa.a: Participate in a variety of moderate to vigorous modified physical activities beyond physical education five or more days of the week.

PE.912.L.3.2: Participate in a variety of activities that promote the health-related components of fitness.
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Name Description
PE.912.L.3.In.b: Participate in a variety of basic activities that promote cardiorespiratory fitness, muscular strength and endurance, flexibility and body composition.
PE.912.L.3.Su.b: Participate in a variety of selected basic activities that promote cardiorespiratory fitness, muscular strength and endurance, flexibility and body composition.
PE.912.L.3.Pa.b: Participate in a variety of selected modified activities that promote cardiorespiratory fitness, muscular strength and endurance, flexibility and body composition.

PE.912.L.3.3: Identify a variety of activities that promote effective stress management.
Related Access Points
Name Description
PE.912.L.3.In.c: Recognize a variety of basic activities that promote effective stress management.
PE.912.L.3.Su.c: Recognize a variety of selected basic activities that promote effective stress management.
PE.912.L.3.Pa.c: Recognize a variety of selected modified activities that promote effective stress management.

PE.912.L.3.4: Identify the in-school opportunities for participation in a variety of physical activities.
Related Access Points
Name Description
PE.912.L.3.In.d: Recognize the in-school opportunities for participation in a variety of physical activities.
PE.912.L.3.Su.d: Recognize selected in-school opportunities for participation in physical activities.
PE.912.L.3.Pa.d: Recognize an in school opportunity for participation in physical activity.

PE.912.L.3.5: Identify the community opportunities for participation in a variety of physical activities.
Related Access Points
Name Description
PE.912.L.3.In.e: Recognize community opportunities for participation in a variety of physical activities.
PE.912.L.3.Su.e: Recognize selected community opportunities for participation in a variety of physical activities.
PE.912.L.3.Pa.e: Recognize a selected community opportunity for participation in physical activity.

PE.912.L.3.6: Identify risks and safety factors that may affect physical activity throughout life.
Related Access Points
Name Description
PE.912.L.3.In.f: Recognize risk and safety factors that can affect physical activity throughout life.
PE.912.L.3.Su.f: Recognize risk and safety factors that can affect physical activity for many years.
PE.912.L.3.Pa.f: Recognize a risk and a safety factor that can affect physical activity.

PE.912.L.4.1: Design a personal fitness program.
Related Access Points
Name Description
PE.912.L.4.In.a: Design a personal fitness program that includes current fitness level.
PE.912.L.4.Su.a: Recognize timelines and current fitness level in a personal fitness program.
PE.912.L.4.Pa.a: Actively participate in modifying a personal fitness program in collaboration with a teacher.

PE.912.L.4.2: Identify ways to self-assess and modify a personal fitness program.
Related Access Points
Name Description
PE.912.L.4.In.b: Recognize ways to self-assess and modify a personal fitness program.
PE.912.L.4.Su.b: Recognize ways to self-assess a personal fitness program.
PE.912.L.4.Pa.b: Recognize a self-assessment for a personal fitness program.

PE.912.L.4.3: Identify strategies for setting goals when developing a personal fitness program.
Related Access Points
Name Description
PE.912.L.4.In.c: Select goals, identify strategies and create a timeline for a personal physical-activity plan.
PE.912.L.4.Su.c: Select goals, recognize strategies and create a timeline for a personal physical-activity plan.
PE.912.L.4.Pa.c:

Select a goal and timeline for a personal physical-activity plan.


PE.912.L.4.4: Use available technology to assess, design and evaluate a personal fitness program.
Related Access Points
Name Description
PE.912.L.4.In.d: Use a variety of resources, including available technology, to design and assess a personal fitness program.
PE.912.L.4.Su.d: Use a variety of resources, including available technology, to assess a personal fitness program.
PE.912.L.4.Pa.d: Use resources, including available technology, to recognize the effect of a personal fitness program.

PE.912.L.4.5: Apply the principles of training to personal fitness goals.
Related Access Points
Name Description
PE.912.L.4.In.e: Use the principles of training (overload, specificity and progression) in accordance with personal fitness goals.
PE.912.L.4.Su.e: Use selected principles of training (overload, specificity and progression) in accordance with personal fitness goals.
PE.912.L.4.Pa.e: Use a selected principle of training (overload, specificity or progression) in accordance with personal fitness goals.

PE.912.L.4.6: Identify health-related problems associated with low levels of cardiorespiratory endurance, muscular strength and endurance, flexibility and body composition.
Related Access Points
Name Description
PE.912.L.4.In.f: Examine health-related problems associated with low levels of cardiorespiratory endurance, muscular strength and endurance, flexibility and body composition.
PE.912.L.4.Su.f: Identify health-related problems associated with low levels of cardiorespiratory endurance, muscular strength and endurance, flexibility and body composition.
PE.912.L.4.Pa.f: Recognize health-related problems associated with low levels of physical activity.

PE.912.L.4.7: Evaluate how to make changes in an individual wellness plan as lifestyle changes occur.
Related Access Points
Name Description
PE.912.L.4.In.g: Examine how to make changes in an individual wellness plan as lifestyle changes occur.
PE.912.L.4.Su.g: Identify how to make changes in an individual wellness plan as lifestyle changes occur.
PE.912.L.4.Pa.g: Recognize changes in an individual wellness plan as lifestyle changes occur.

PE.912.M.1.12: Select and perform complex movements using a variety of equipment which lead to improved or maintained muscular strength and endurance.
Related Access Points
Name Description
PE.912.M.1.In.l: Select and perform basic movements using a variety of equipment that lead to improved or maintained muscular strength and endurance.
PE.912.M.1.Su.l: Identify and perform basic movements using a variety of equipment that lead to improved or maintained muscular strength and endurance.
PE.912.M.1.Pa.l: Perform basic movements using a variety of equipment that lead to improved or maintained muscular strength and endurance.

PE.912.M.1.13: Perform a student-designed cardiorespiratory enhancing workout.
Related Access Points
Name Description
PE.912.M.1.In.m: Identify correct exercises and perform a cardiorespiratory-enhancing workout.
PE.912.M.1.Su.m: Recognize correct exercises and perform a cardiorespiratory-enhancing workout.
PE.912.M.1.Pa.m: Perform a cardiorespiratory-enhancing workout.

PE.912.M.1.14: Utilize technology to assess, enhance and maintain health and skill-related fitness levels.
Related Access Points
Name Description
PE.912.M.1.In.n: Use technology to develop, enhance and maintain health and skill-related fitness levels.
PE.912.M.1.Su.n: Use technology to develop and maintain health and skill-related fitness levels.
PE.912.M.1.Pa.n: Use selected technology to develop health and skill-related fitness levels.

PE.912.M.1.15: Select and apply sport/activity specific warm-up and cool-down techniques.
Related Access Points
Name Description
PE.912.M.1.In.o: Identify and use sports/activity specific warm-up and cool-down techniques.
PE.912.M.1.Su.o: Recognize and use activity specific warm-up and cool-down techniques.
PE.912.M.1.Pa.o: Perform an activity specific warm-up and cool-down technique.

PE.912.M.1.16: Apply the principles of training and conditioning to accommodate individual needs and strengths.
Related Access Points
Name Description
PE.912.M.1.In.p: Use the principles of training (overload, specificity and progression) and conditioning (frequency, intensity, time and type) to accommodate individual needs and strengths.
PE.912.M.1.Su.p: Use selected principles of training (overload, specificity or progression) and conditioning (frequency, intensity, time and type) to accommodate individual needs and strengths.
PE.912.M.1.Pa.p: Use selected principles of training (overload, specificity or progression) and conditioning (frequency, intensity, time and type) to accommodate individual needs and strengths for selected modified physical activities.

PE.912.M.1.17: Demonstrate basic cardiopulmonary resuscitation (CPR) procedures.
Related Access Points
Name Description
PE.912.M.1.In.q: Perform basic cardiopulmonary resuscitation procedures.
PE.912.M.1.Su.q: Imitate basic cardiopulmonary resuscitation procedures.
PE.912.M.1.Pa.q: Perform guided basic emergency response procedures.

PE.912.M.1.19: Use correct body alignment, strength, flexibility and coordination in the performance of technical movements.
Related Access Points
Name Description
PE.912.M.1.In.s: Use correct body alignment, strength and flexibility to perform technical movements in gymnastics.
PE.912.M.1.Su.s: Use strength and flexibility to perform technical movements in basic gymnastics.
PE.912.M.1.Pa.s: Use strength and flexibility to perform guided movements in basic gymnastics.

PE.912.M.1.33: Practice complex motor activities in order to improve performance.
Related Access Points
Name Description
PE.912.M.1.In.ag: Practice motor activities in order to improve performance.
PE.912.M.1.Su.ag: Practice basic motor activities in order to improve performance.
PE.912.M.1.Pa.ag: Practice modified movement (motor) activities in order to improve performance.

PE.912.M.1.34: Demonstrate use of the mechanical principles as they apply to specific course activities.
Related Access Points
Name Description
PE.912.M.1.In.ah: Use selected mechanical principles, such as balance, force or leverage, as they apply to specific course activities.
PE.912.M.1.Su.ah: Use a mechanical principle, such as balance, force or leverage, as it applies to selected course activities.
PE.912.M.1.Pa.ah: Use a mechanical principle, such as balance, force or leverage, as it applies to selected modified course activities.

PE.912.M.1.35: Select proper equipment and apply all appropriate safety procedures necessary for participation.
Related Access Points
Name Description
PE.912.M.1.In.ai: Identify proper equipment and demonstrate all safety procedures for participation.
PE.912.M.1.Su.ai: Recognize proper equipment and demonstrates all safety procedures for participation.
PE.912.M.1.Pa.ai: Perform all safety procedures for participation.

PE.912.R.5.2: Develop strategies for including persons of diverse backgrounds and abilities while participating in a variety of physical activities.
Related Access Points
Name Description
PE.912.R.5.In.b: Identify strategies for including persons of diverse backgrounds and abilities in a variety of physical activities.
PE.912.R.5.Su.b: Recognize strategies for including persons of diverse backgrounds and abilities in a variety of physical activities.
PE.912.R.5.Pa.b: Participate cooperatively with persons of diverse backgrounds and abilities in a variety of physical activities.

PE.912.R.5.3: Demonstrate sportsmanship during game situations.
Related Access Points
Name Description
PE.912.R.5.In.c: Use responsible behaviors during physical activities, such as controlling emotions, resolving conflicts, respecting opponents and officials and accepting both victory and defeat.
PE.912.R.5.Su.c: Use responsible behaviors during selected physical activities, such as controlling emotions, respecting opponents and officials and accepting both victory and defeat.
PE.912.R.5.Pa.c: Use selected responsible behaviors during selected physical activities, such as controlling emotions and respecting opponents and officials.

PE.912.R.5.4: Maintain appropriate personal, social and ethical behavior while participating in a variety of physical activities.
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Name Description
PE.912.R.5.In.d: Use appropriate personal, social and ethical behavior while participating in a variety of physical activities.
PE.912.R.5.Su.d: Use appropriate personal and ethical behavior while participating in a variety of physical activities.
PE.912.R.5.Pa.d: Use appropriate personal behavior while participating in a variety of physical activities.

PE.912.R.5.5: Demonstrate appropriate etiquette, care of equipment, respect for facilities and safe behaviors while participating in a variety of physical activities.
Related Access Points
Name Description
PE.912.R.5.In.e: Identify appropriate etiquette, care of equipment, respect for facilities and safe behaviors while participating in a variety of physical activities.
PE.912.R.5.Su.e: Use appropriate etiquette, respect for facilities and safe behaviors while participating in a variety of physical activities.
PE.912.R.5.Pa.e: Use appropriate etiquette and safe behaviors while participating in a variety of physical activities.

PE.912.R.6.1: Discuss opportunities for participation in a variety of physical activities outside of the school setting that contribute to personal enjoyment and the attainment or maintenance of a healthy lifestyle.
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Name Description
PE.912.R.6.In.a: Identify a variety of physical activities outside of the school setting that contribute to personal enjoyment and the attainment or maintenance of a healthy lifestyle.
PE.912.R.6.Su.a: Recognize selected physical activities outside of the school setting that contribute to personal enjoyment and the attainment or maintenance of a healthy lifestyle.
PE.912.R.6.Pa.a: Associate opportunity to participate in physical activity outside of the school setting with personal enjoyment or the maintenance of a healthy lifestyle.

PE.912.R.6.2: Analyze physical activities from which benefits can be derived.
Related Access Points
Name Description
PE.912.R.6.In.b: Describe physical activities from which physical, mental, emotional and social benefits can be derived.
PE.912.R.6.Su.b: Identify from which physical, mental, emotional and social benefits can be derived.
PE.912.R.6.Pa.b: Associate physical activities with selected benefits, such as physical, mental, emotional or social.

PE.912.R.6.3: Analyze the roles of games, sports and/or physical activities in other cultures.
Related Access Points
Name Description
PE.912.R.6.In.c: Describe the role of games, sports or physical activities in other cultures.
PE.912.R.6.Su.c: Identify the role of games, sports or physical activities in other cultures.
PE.912.R.6.Pa.c: Recognize a benefit of games, sports or physical activities in other cultures.

HE.912.B.4.2 (Archived Standard): Assess refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks.
Related Access Points
Name Description
HE.912.B.4.In.b: Determine effective refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks, such as validating other’s opinions, making direct and active statements, and offering alternatives.
HE.912.B.4.Su.b: Demonstrate selected effective refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks, such as validating other’s opinions, making direct and active statements, and offering alternatives.
HE.912.B.4.Pa.b: Use a refusal, a negotiation, or a collaboration skill to avoid or reduce personal health risks or resolve conflicts, such as stating desires clearly, offering alternatives, using “I” messages, expressing emotions, or making direct statements.

HE.912.B.4.3 (Archived Standard): Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others.
Related Access Points
Name Description
HE.912.B.4.In.c: Use basic strategies to prevent or resolve interpersonal conflicts without harming self or others, such as using effective verbal and nonverbal communication, compromising, and using conflict-resolution skills.
HE.912.B.4.Su.c: Use a basic strategy to prevent or resolve interpersonal conflicts without harming self or others, such as using effective verbal and nonverbal communication, compromising, or using conflict-resolution skills.
HE.912.B.4.Pa.c: Use a refusal, a negotiation, or a collaboration skill to avoid or reduce personal health risks or resolve conflicts, such as stating desires clearly, offering alternatives, using “I” messages, expressing emotions, or making direct statements.

HE.912.B.4.4 (Archived Standard): Analyze the validity of ways to ask for and offer assistance to enhance the health of self and others.
Related Access Points
Name Description
HE.912.B.4.In.d: Explain the effectiveness of various ways of asking for and offering assistance to enhance the health of self and others, such as verbalizing, writing, listening actively, and seeking help for a friend.
HE.912.B.4.Su.d: Describe effective ways to ask for and offer assistance to enhance the health of self and others, such as verbalizing, writing, listening actively, and seeking help for a friend.
HE.912.B.4.Pa.d: Identify an effective way to ask for and offer assistance to enhance the health of self and others, such as verbalizing, listening actively, and seeking help for a friend.

HE.912.B.5.1 (Archived Standard): Determine the value of applying a thoughtful decision-making process in health-related situations.
Related Access Points
Name Description
HE.912.B.5.In.0: Describe the value of applying a thoughtful decision-making process in health-related situations, such as decisions regarding sexual activity, alcohol consumption, and organ donation.
HE.912.B.5.Su.0: Identify the value of applying a thoughtful decision-making process in health-related situations, such as decisions regarding sexual activity, alcohol consumption, and organ donation.
HE.912.B.5.Pa.0: Recognize a health-related situation that requires the application of a thoughtful decision-making process, such as decisions regarding sexual activity, alcohol consumption, and organ donation.

HE.912.B.5.2 (Archived Standard): Generate alternatives to health-related issues or problems.
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Name Description
HE.912.B.5.In.1: Explain alternatives to health-related issues or problems, such as the health benefits of menu options, getting enough physical activity, and practicing refusal skills.
HE.912.B.5.Su.1: Describe alternatives to health-related issues or problems, such as the health benefits of menu options, getting enough physical activity, and practicing refusal skills.
HE.912.B.5.Pa.1: Recognize healthy and unhealthy alternatives to selected health-related issues or problems, such as the health benefits of menu options, getting enough physical activity, and practicing refusal skills.

HE.912.B.5.3 (Archived Standard): Appraise the potential short-term and long-term outcomes of each alternative on self and others.
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Name Description
HE.912.B.5.In.2: Describe the potential short-term and long-term outcomes of each alternative on self or others when making a health-related decision, such as a nutrition plan based on personal needs and preferences, the impact of chronic health conditions on the individual and family, and weapons on campus.
HE.912.B.5.Su.2: Identify the potential short-term and long-term outcomes of each alternative on self or others when making a health-related decision, such as a nutrition plan based on personal needs and preferences, the impact of chronic health conditions on the individual and family, and weapons on campus.
HE.912.B.5.Pa.2: Recognize a potential outcome of each option on self when making a health-related decision, such as a nutrition plan based on personal needs and preferences, the impact of chronic health conditions on the individual, or weapons on campus.

HE.912.B.5.4 (Archived Standard): Assess whether individual or collaborative decision making is needed to make a healthy decision.
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Name Description
HE.912.B.5.In.3: Determine whether individual or collaborative decision making is needed to make a healthy decision, such as planning a post-high-school career or education, purchasing the family’s groceries, planning a weekly menu, and planning activities for siblings.
HE.912.B.5.Su.3: Determine whether individual or collaborative decision making is needed to make a healthy decision in selected situations, such as planning a post-high-school career or education, purchasing the family’s groceries, planning a weekly menu, and planning activities for siblings.
HE.912.B.5.Pa.3: Identify the need for individual or collaborative decision making in selected health-related situations, such as planning a post-high-school career/education, purchasing the family’s groceries, planning a weekly menu, and planning activities for siblings.

HE.912.B.6.1 (Archived Standard): Evaluate personal health practices and overall health status to include all dimensions of health.
Related Access Points
Name Description
HE.912.B.6.In.0: Assess personal health practices and identifies overall health status for multiple dimensions of health, such as personal strengths, physical fitness, peer relationships, environmental health, and personal hygiene.
HE.912.B.6.Su.0: Examine personal health practices and recognize overall health status for a selected dimension of health, such as personal strengths, physical fitness, peer relationships, environmental health, and personal hygiene.
HE.912.B.6.Pa.0: Recognize personal health practices and overall health status, such as personal strengths, physical fitness, peer relationships, environmental health, and good personal hygiene.

HE.912.B.6.2 (Archived Standard): Formulate a plan to attain a personal health goal that addresses strengths, needs, and risks.
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Name Description
HE.912.B.6.In.1: Use selected strategies to develop a plan to attain a personal health goal that addresses strengths, needs, and risks, such as weight management, comprehensive physical fitness, stress management, dating relationships, or risky behaviors.
HE.912.B.6.Su.1: Follow a selected procedure to develop a plan to attain a personal health goal that addresses strengths, needs, and risks, such as weight management, comprehensive physical fitness, stress management, dating relationships, or risky behaviors.
HE.912.B.6.Pa.1: Follow guided steps to develop a selected plan for achieving a personal health goal that addresses strengths, needs, and risks, such as weight management, comprehensive physical fitness, stress management, dating relationships, or risky behaviors.

HE.912.B.6.3 (Archived Standard): Implement strategies and monitor progress in achieving a personal health goal.
Related Access Points
Name Description
HE.912.B.6.In.2: Use strategies and monitor progress toward achieving a personal health goal, such as stress management, time out, use a squeeze ball when frustrated, talk with a friend or professional, pace oneself, set realistic expectations, use rewards, and get support.
HE.912.B.6.Su.2: Use selected strategies and monitor progress toward achieving a personal health goal, such as stress management, time out, use a squeeze ball when frustrated, talk with a friend or professional, pace oneself, set realistic expectations, use rewards, and get support.
HE.912.B.6.Pa.2: Use a selected strategy and track progress toward achieving a personal health goal, such as time out, using a squeeze ball when frustrated, talking with a friend or professional, or using rewards and supports.

HE.912.B.6.4 (Archived Standard): Formulate an effective long-term personal health plan.
Related Access Points
Name Description
HE.912.B.6.In.3: Develop an effective long-term personal health plan, such as stress reduction, weight management, healthier eating habits, or improved physical fitness.
HE.912.B.6.Su.3: Identify an effective personal health plan for a period of time, such as stress reduction, weight management, healthier eating habits, or improved physical fitness.
HE.912.B.6.Pa.3: Follow guided steps to develop an effective personal health plan for a period of time, such as stress reduction, weight management, healthier eating habits, or improved physical fitness.

HE.912.C.1.1 (Archived Standard): Predict how healthy behaviors can affect health status.
Related Access Points
Name Description
HE.912.C.1.In.a: Explain how healthy behaviors can affect health status, such as healthy fast-food selections, regular medical screenings, and regular physical activity.
HE.912.C.1.Su.a: Identify how healthy behaviors can affect health status, such as healthy fast-food selections, regular medical screenings, and regular physical activity.
HE.912.C.1.Pa.a: Recognize ways personal health can be affected by healthy behaviors, such as healthy fast-food selections, regular medical checkups, and physical activity.

HE.912.C.1.2 (Archived Standard): Interpret the significance of interrelationships in mental/emotional, physical, and social health.
Related Access Points
Name Description
HE.912.C.1.In.b: Explain the interrelationships of mental/emotional, intellectual, physical, and social health, such as how drinking alcohol or sexual activity impacts physical, social, and mental/emotional dimensions of health.
HE.912.C.1.Su.b: Identify the interrelationship between healthy behaviors and the dimensions of health (physical, mental/emotional, social, and intellectual), such as how drinking alcohol or sexual activity impacts physical and social dimensions of health.
HE.912.C.1.Pa.b: Distinguish between healthy and unhealthy physical, mental/emotional, social, and intellectual behaviors, such as drinking alcohol or avoiding alcohol, and appropriate or inappropriate sexual behaviors.

HE.912.C.1.4 (Archived Standard): Propose strategies to reduce or prevent injuries and health problems.
Related Access Points
Name Description
HE.912.C.1.In.d: Describe strategies to reduce or prevent injuries and health problems, such as mandatory passenger- restraint and helmet laws, mandatory immunizations, and proper handling of food.
HE.912.C.1.Su.d: Identify strategies to reduce or prevent injuries and other adolescent health problems, such as mandatory passenger-restraint and helmet laws, mandatory immunizations, and proper handling of food.
HE.912.C.1.Pa.d: Recognize a strategy to prevent injury and adolescent health problems, such as mandatory passenger- restraint/helmet laws, or proper handling of food.

HE.912.C.1.5 (Archived Standard): Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases.
Related Access Points
Name Description
HE.912.C.1.In.e: Describe strategies for prevention, detection, and treatment of common communicable and chronic diseases, such as preventing and treating obesity, early detection of cancer, and getting adequate physical exercise to help prevent diabetes and heart disease.
HE.912.C.1.Su.e: Identify common strategies for prevention, detection, and treatment of common communicable and chronic diseases, such as preventing and treating obesity, early detection of cancer, and getting adequate physical exercise to help prevent diabetes and heart disease.
HE.912.C.1.Pa.e: Recognize selected strategies for prevention of common communicable diseases, such as sanitization, avoiding direct contact with infection, and proper disposal of hygiene products.

HE.912.C.1.7 (Archived Standard): Analyze how heredity and family history can impact personal health.
Related Access Points
Name Description
HE.912.C.1.In.g: Explain how heredity and family history can impact personal health, such as drug use, family obesity, heart disease, and mental health.
HE.912.C.1.Su.g: Describe ways personal health can be affected by heredity and family history, such as drug use, family obesity, heart disease, and mental health.
HE.912.C.1.Pa.g: Recognize ways personal health can be affected by heredity or family history, such as drug use, family obesity, heart disease, and mental health.

HE.912.C.1.8 (Archived Standard): Assess the degree of susceptibility to injury, illness, or death if engaging in unhealthy/risky behaviors.
Related Access Points
Name Description
HE.912.C.1.In.h: Predict the likelihood of injury, illness, or death from engaging in unhealthy behaviors, such as death from alcohol poisoning, cancer and chronic lung disease related to tobacco use, overdose from illegal drug use, or engaging in risky games.
HE.912.C.1.Su.h: Describe the likelihood of injury, illness, or death from engaging in unhealthy behaviors, such as death from alcohol poisoning, cancer and chronic lung disease related to tobacco use, overdose from illegal drug use, or engaging in risky games.
HE.912.C.1.Pa.h: Recognize likely injuries or illnesses resulting from engaging in unhealthy behaviors, such as death or injury from drinking and driving, injuries resulting from fighting and bullying, and infections from poor hygiene.

HE.912.C.2.1 (Archived Standard): Analyze how the family influences the health of individuals.
Related Access Points
Name Description
HE.912.C.2.In.a: Explain how the family influences the health of individuals, such as nutritional management of meals, the composition of the family, and health-insurance status.
HE.912.C.2.Su.a: Describe how the family influences the health of individuals, such as providing nutritious meals, the composition of the family, and health-insurance status.
HE.912.C.2.Pa.a: Recognize selected ways the family influences the health of family members, such as providing nutritious meals and the composition of the family.

HE.912.C.2.2 (Archived Standard): Compare how peers influence healthy and unhealthy behaviors.
Related Access Points
Name Description
HE.912.C.2.In.b: Examine how peers influence healthy and unhealthy behaviors, such as binge drinking and social groups, pressuring a girlfriend or boyfriend to be sexually active, and student recommendations for school vending machines.
HE.912.C.2.Su.b: Describe how peers influence healthy and unhealthy behaviors, such as drinking alcohol in social groups, pressuring a girlfriend or boyfriend to be sexually active, and making recommendations for school vending machines.
HE.912.C.2.Pa.b: Recognize ways peers influence healthy or unhealthy behaviors, such as drinking alcohol in social groups, pressuring a girlfriend or boyfriend to be sexually active, and making recommendations for school vending machines.

HE.912.C.2.3 (Archived Standard): Assess how the school and community can affect personal health practice and behaviors.
Related Access Points
Name Description
HE.912.C.2.In.c: Describe how the school and community can influence personal health practice and behavior, such as healthy foods in vending machines, required health education, and health screenings.
HE.912.C.2.Su.c: Identify how the school and community can influence personal health practice and behavior, such as having healthy food in vending machines, required health education, and health screenings.
HE.912.C.2.Pa.c: Recognize ways the school and community can influence personal health, such as having healthy food in vending machines, required health education, and health screenings.

HE.912.C.2.4 (Archived Standard): Evaluate how public health policies and government regulations can influence health promotion and disease prevention.
Related Access Points
Name Description
HE.912.C.2.In.d: Describe how public-health policies and government regulations can influence health promotion and disease prevention, such as enforcing seat-belt laws, preventing underage alcohol sales, and reporting communicable diseases.
HE.912.C.2.Su.d: Identify ways school and public-health policies can influence health promotion and disease prevention, such as enforcing seat-belt laws, preventing underage alcohol sales, and reporting communicable diseases.
HE.912.C.2.Pa.d: Recognize ways selected school and public-health policies can influence health promotion and disease prevention, such as enforcing seat-belt laws, preventing underage alcohol sales, and assessing health status.

HE.912.C.2.5 (Archived Standard): Evaluate the effect of media on personal and family health.
Related Access Points
Name Description
HE.912.C.2.In.e: Examine the effect of media on personal and family health, such as comparing name- and store-brand items in the home, analyzing television-viewing habits, and identifying effective public-service announcements (PSAs).
HE.912.C.2.Su.e: Describe the effect of media on personal and family health, such as comparing name- and store-brand items in the home, analyzing television-viewing habits, and identifying effective public-service announcements (PSAs).
HE.912.C.2.Pa.e: Recognize the effect of media on personal and family health, such as television-viewing habits and sedentary lifestyle and identifying effective public-service announcements (PSAs).

HE.912.C.2.6 (Archived Standard): Evaluate the impact of technology on personal, family, and community health.
Related Access Points
Name Description
HE.912.C.2.In.f: Explain the impact of technology on personal, family, or community health, such as the availability of automated external defibrillators (AEDs) in the community, audible directions on pedestrian crosswalks, and hotlines such as 211 or related websites.
HE.912.C.2.Su.f: Describe the impact of technology on personal, family, and community health, such as the availability of automated external defibrillators (AEDs) in the community, audible directions on pedestrian crosswalks, and hotlines such as 211 or related websites.
HE.912.C.2.Pa.f: Recognize a way that technology impacts personal, family, or community health, such as the availability of audible directions on pedestrian crosswalks or hotlines such as 211 or related websites.

HE.912.C.2.7 (Archived Standard): Analyze how culture supports and challenges health beliefs, practices, and behaviors.
Related Access Points
Name Description
HE.912.C.2.In.g: Describe ways that culture supports and challenges health beliefs, practices, and behaviors, such as dietary patterns, rites of passage, and courtship practices.
HE.912.C.2.Su.g: Identify ways culture influences health beliefs, practices, and behaviors, such as dietary patterns, rites of passage, and courtship practices.
HE.912.C.2.Pa.g: Recognize ways common social or cultural practices (norms) influence healthy and unhealthy behaviors, such as becoming a teen parent, binge drinking, dietary patterns, rites of passage, and courtship practices.

HE.912.C.2.8 (Archived Standard): Analyze how the perceptions of norms influence healthy and unhealthy behaviors.
Related Access Points
Name Description
HE.912.C.2.In.h: Describe how the perceptions of social norms influence healthy and unhealthy behaviors, such as driving over the speed limit, becoming a teen parent, and binge drinking.
HE.912.C.2.Su.h: Describe how the perceptions of selected social norms influence healthy and unhealthy behaviors, such as driving over the speed limit, becoming a teen parent, and binge drinking.
HE.912.C.2.Pa.h: Recognize ways common social or cultural practices (norms) influence healthy and unhealthy behaviors, such as becoming a teen parent, binge drinking, dietary patterns, rites of passage, and courtship practices.

HE.912.C.2.9 (Archived Standard): Evaluate the influence of personal values, attitudes, and beliefs about individual health practices and behaviors.
Related Access Points
Name Description
HE.912.C.2.In.i: Explain how personal values, attitudes, and beliefs influence individual health practices and behaviors.
HE.912.C.2.Su.i: Identify how personal values, attitudes, and beliefs influence individual health practices and behaviors.
HE.912.C.2.Pa.i: Identify how a personal value, attitudes, or belief influences an individual health practice or behavior.

HE.912.P.7.1 (Archived Standard): Analyze the role of individual responsibility in enhancing health.
Related Access Points
Name Description
HE.912.P.7.In.0: Examine the role of individual responsibility in enhancing health, such as making good fast-food choices, recognizing the influence of media messages, and recognizing the future impact of lifestyle choices.
HE.912.P.7.Su.0: Explain the role of individual responsibility in enhancing health, such as making good fast-food choices, recognizing the influence of media messages, and recognizing the future impact of lifestyle choices.
HE.912.P.7.Pa.0: Identify that it is important to take personal responsibility for enhancing health, such as making good fast- food choices, recognizing the influence of media messages, and recognizing the future impact of lifestyle choices.

HE.912.P.7.2 (Archived Standard): Evaluate healthy practices and behaviors that will maintain or improve health and reduce health risks.
Related Access Points
Name Description
HE.912.P.7.In.1: Examine healthy practices and behaviors that will maintain or improve health, and reduce health risks, such as avoiding drug use and abuse, abstaining from sexual activity, having a healthy diet, avoiding riding with impaired drivers, making good personal lifestyle choices, and seeking mental-health services when needed.
HE.912.P.7.Su.1: Explain healthy practices and behaviors that will maintain or improve health, and reduce health risks, such as avoiding drug use and abuse, abstaining from sexual activity, having a healthy diet, avoiding riding with impaired drivers, making good personal lifestyle choices, and seeking mental-health services when needed.
HE.912.P.7.Pa.1: Identify selected practices and behaviors that will maintain or improve health, and reduce health risks, such as avoiding drug use and abuse, abstaining from sexual activity, having a healthy diet, avoiding riding with impaired drivers, making good personal lifestyle choices, and seeking mental-health services when needed.

HE.912.P.8.1 (Archived Standard): Demonstrate how to influence and support others in making positive health choices.
Related Access Points
Name Description
HE.912.P.8.In.0: Demonstrate basic ways to influence and support others in making positive health choices, such as avoiding underage drinking, preventing someone from driving under the influence, preventing suicide, and promoting healthy dating, and personal relationships.
HE.912.P.8.Su.0: Demonstrate a basic way to influence and support others in making positive health choices, such as avoiding underage drinking, preventing someone from driving under the influence, preventing suicide, and promoting healthy dating, and personal relationships.
HE.912.P.8.Pa.0: Encourage others to make positive health choices.

HE.912.P.8.3 (Archived Standard): Work cooperatively as an advocate for improving personal, family, and community health.
Related Access Points
Name Description
HE.912.P.8.In.2: Work with others to advocate for improving personal, family, and community health, such as supporting local availability of healthy food options, and shopping at environmentally friendly vendors.
HE.912.P.8.Su.2: Work with others to promote health practices that improve personal, family, or community health, such as supporting local availability of healthy food options, and environmentally friendly shopping.
HE.912.P.8.Pa.2: Work with others to promote healthy practices for individuals, peers, families, or schools, such as healthy food options, or environmentally friendly shopping.

MA.K12.MTR.1.1: Actively participate in effortful learning both individually and collectively.  

Mathematicians who participate in effortful learning both individually and with others: 

  • Analyze the problem in a way that makes sense given the task. 
  • Ask questions that will help with solving the task. 
  • Build perseverance by modifying methods as needed while solving a challenging task. 
  • Stay engaged and maintain a positive mindset when working to solve tasks. 
  • Help and support each other when attempting a new method or approach.

 

Clarifications:
Teachers who encourage students to participate actively in effortful learning both individually and with others:
  • Cultivate a community of growth mindset learners. 
  • Foster perseverance in students by choosing tasks that are challenging. 
  • Develop students’ ability to analyze and problem solve. 
  • Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.  

Mathematicians who demonstrate understanding by representing problems in multiple ways:  

  • Build understanding through modeling and using manipulatives.
  • Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
  • Progress from modeling problems with objects and drawings to using algorithms and equations.
  • Express connections between concepts and representations.
  • Choose a representation based on the given context or purpose.
Clarifications:
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways: 
  • Help students make connections between concepts and representations.
  • Provide opportunities for students to use manipulatives when investigating concepts.
  • Guide students from concrete to pictorial to abstract representations as understanding progresses.
  • Show students that various representations can have different purposes and can be useful in different situations. 
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. 

Mathematicians who complete tasks with mathematical fluency:

  • Select efficient and appropriate methods for solving problems within the given context.
  • Maintain flexibility and accuracy while performing procedures and mental calculations.
  • Complete tasks accurately and with confidence.
  • Adapt procedures to apply them to a new context.
  • Use feedback to improve efficiency when performing calculations. 
Clarifications:
Teachers who encourage students to complete tasks with mathematical fluency:
  • Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
  • Offer multiple opportunities for students to practice efficient and generalizable methods.
  • Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 
MA.K12.MTR.4.1: Engage in discussions that reflect on the mathematical thinking of self and others. 

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:

  • Communicate mathematical ideas, vocabulary and methods effectively.
  • Analyze the mathematical thinking of others.
  • Compare the efficiency of a method to those expressed by others.
  • Recognize errors and suggest how to correctly solve the task.
  • Justify results by explaining methods and processes.
  • Construct possible arguments based on evidence. 
Clarifications:
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
  • Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
  • Create opportunities for students to discuss their thinking with peers.
  • Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
  • Develop students’ ability to justify methods and compare their responses to the responses of their peers. 
MA.K12.MTR.5.1: Use patterns and structure to help understand and connect mathematical concepts. 

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:

  • Focus on relevant details within a problem.
  • Create plans and procedures to logically order events, steps or ideas to solve problems.
  • Decompose a complex problem into manageable parts.
  • Relate previously learned concepts to new concepts.
  • Look for similarities among problems.
  • Connect solutions of problems to more complicated large-scale situations. 
Clarifications:
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
  • Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
  • Support students to develop generalizations based on the similarities found among problems.
  • Provide opportunities for students to create plans and procedures to solve problems.
  • Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
MA.K12.MTR.6.1: Assess the reasonableness of solutions. 

Mathematicians who assess the reasonableness of solutions: 

  • Estimate to discover possible solutions.
  • Use benchmark quantities to determine if a solution makes sense.
  • Check calculations when solving problems.
  • Verify possible solutions by explaining the methods used.
  • Evaluate results based on the given context. 
Clarifications:
Teachers who encourage students to assess the reasonableness of solutions:
  • Have students estimate or predict solutions prior to solving.
  • Prompt students to continually ask, “Does this solution make sense? How do you know?”
  • Reinforce that students check their work as they progress within and after a task.
  • Strengthen students’ ability to verify solutions through justifications. 
MA.K12.MTR.7.1: Apply mathematics to real-world contexts. 

Mathematicians who apply mathematics to real-world contexts:

  • Connect mathematical concepts to everyday experiences.
  • Use models and methods to understand, represent and solve problems.
  • Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency. 
Clarifications:
Teachers who encourage students to apply mathematics to real-world contexts:
  • Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
  • Challenge students to question the accuracy of their models and methods.
  • Support students as they validate conclusions by comparing them to the given situation.
  • Indicate how various concepts can be applied to other disciplines.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.



General Course Information and Notes

GENERAL NOTES

Access Courses: Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide students with access to the general curriculum. Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.

Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.

English Language Development (ELD) Standards Special Notes Section:

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.   For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf.


General Information

Course Number: 7915015 Course Path: Section: Exceptional Student Education > Grade Group: Senior High and Adult > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS HOPE 9-12
Number of Credits: Course may be taken for up to two credits
Course Attributes:
  • Class Size Core Required
Course Type: Core Academic Course
Course Status: Draft - Course Pending Approval
Grade Level(s): 9,10,11,12,30,31
Graduation Requirement: Physical Education



Educator Certifications

Exceptional Student Education (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Physical Education (Grades 6-12)
Physical Education (Elementary and Secondary Grades K-12)
Physical Education (Grades 6-12) Plus Adaptive Physical Education Endorsement


There are more than 1292 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: https://www.cpalms.org/PreviewCourse/Preview/22545