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					                         STUDENT TRACKER CODE BOOK 2008

100000 - PRE-KINDERGARTEN
A00000 - VISUAL AND PERFORMING ARTS (NJ)
B00000 - COMPREHENSIVE HEALTH AND PHYSICAL EDUCATION (NJ)
C00000 - LANGUAGE ARTS LITERACY (NJ)
D00000 - MATHEMATICS (NJ)
E00000 - SCIENCE (NJ)
F00000 - SOCIAL STUDIES (NJ)
G00000 - WORLD LANGUAGES (NJ)
H00000 - TECHNOLOGICAL LITERACY (NJ)
J00000 - CAREER EDUCATION AND CONSUMER, FAMILY, AND LIFE SKILLS (NJ)
L00000 - BEHAVIOR
M00000 - CLASSROOM MODIFICATIONS
N00000 - NJ TESTING MODIFICATIONS
P00000 - OCCUPATIONAL THERAPY
Q00000 - PHYSICAL/MOTOR SKILLS
R00000 - PRE-SCHOOL EXPECTATIONS
S00000 - SPEECH & LANGUAGE
Y00000 - LIFE & CAREER EDUCATION COMPETENCIES - TRANSITION SKILLS
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100000 - PRE-KINDERGARTEN
   13000 - PRE KINDERGARTEN YEAR 3 GOALS AND OBJECTIVES
    130000 - PRE-KINDERGARTEN 3 YEARS OLD
   13100 - The student will demonstrate satisfactory progress on the Pre Kindergarten Academic Core Curriculum
Content Standards.
   13101 - improve attention and concentration
   13102 - improve listening skills
   13103 - improve recall of information learned
   13104 - maintain eye contact with speaker.
   13105 - be able to track moving objects.
   13106 - begin to understand order in his environment.
   13107 - follow basic verbal directions.
   13108 - improve understanding and response to single and two word phrases.
   13109 - initiate a response to adult conversation and storybook activities.
   13110 - begin to recognize how we use letters.
   13111 - begin to recognize how we use numbers.
   13112 - begin to recognize objects by size, shape, and color.
   13200 - The child will demonstrate growth and improvement in perceptual skills that are appropriate to stage of
development
   13201 - eye contact.
   13202 - visual attending skills
   13203 - visual discrimination skills.
   13204 - improve auditory discrimination skills.
   13205 - visual recognition skills.
   13208 - improve auditory recall skills
   13209 - visual recall skills.
   13211 - improve auditory attending skills.
   13212 - improve auditory concentration skills.
   13300 - The child will demonstrate growth and improvement in fine and gross motor skills that are appropriate
to stage of development.
   13301 - skills involved with balance and movement.
   13302 - skills involved with the internal awareness of ones own position or place in space.
   13303 - skills involved with directionality and laterality.
   13304 - skills involved with coordination.
   13305 - skills involved with the manipulation of objects.
   13306 - skills involved with the ability to distinguish differences in surfaces, shapes, and temperature.
   13307 - skills involved with the ability to form shapes, letters, and numbers.
   13308 - skills involved with motor planning.
   13309 - skills involved with shoulder stability, forearm rotation, and hand mobility.
   13310 - skills involved with the ability to maintain an upright position and to bear weight on alternate sides of
the body.
   13400 - The child will demonstrate growth and improvement in social and emotional skills that are appropriate
to stage of development.
   13401 - maintain some eye contact with the speaker.
   13402 - Develop social and cognitive skills that are necessary for language development. _______
   13403 - initiate and respond to "hello", "good-bye".
   13404 - Increase understanding of spoken or signed words, single words, and continuous speech.
   13405 - begin to respond meaningfully to "no", "stop", "stand", "sit", "come here", etc.
   13406 - Increase use of spoken or signed words to communicate ideas and emotions.
   13407 - accept and follow simple rules.
   13408 - Develop ability to put words together to form phrases, sentences, paragraphs and stories. Develop
speech that is understandable, with appropriate volume, voice quality, fluency and prosodic features.
   13409 - begin to learn from ones own past experiences.
   1340A - improve feeding skills.
   13410 - Understand and use basic language concepts of space, quantity category, attribute, time and sequence,
cause and effect, same and different.
   13411 - begin to interact positively with adults.
   13412 - Use language to communicate with adults and peers appropriately in varied social and academic
settings.
   13413 - begin to interact positively with peers.
   13414 - Develop more mature auditory perceptual skills including memory, discrimination, phonological
awareness and pre-literary reading skills.
   13415 - play with a variety of toys.
   13416 - Develop ability to use language to organize experience and to think and reason about the world.
   1341B - improve self-help toilet skills.
   1341C - improve personal hygiene skills.
   1350D - The child will demonstrate growth and improve language skills in communication and learning that are
appropriate to stage of development.
   14000 - PRE KINDERGARTEN YEAR 4 GOALS AND OBJECTIVES
    140000 - PRE-KINDERGARTEN 4 YEARS OLD
   14001 - Demonstrate a positive attitude and sense of self-worth (WR 1-1)
   14002 - Views himself/herself capable and as an integral part of the group (WR 1-3).
   14003 - Recognize his/her abilities and talents (WR 1-3).
   14004 - Identifies an accepts cultural similarities and differences in self and others (WR 4_6).
   14005 - Accepts and gives affection.
   14006 - Demonstrates the ability to express feelings and empathize with others.
   14007 - Takes pride in his/her work.
   14100 - Self-Image/Self Confidence Benchmarks:
   14200 - Adult - Child Relationships Benchmarks:
   14201 - Knows how to seek help (WR 1-2)
   14202 - Begins to establish a respectful and cooperative relationship with adults (WR 4-2)
   14203 - Beginning to accept re-direction from adults.
   14204 - Separates from the primary caregiver.
   14300 - Peer Relationships Benchmarks:
   14301 - Develops friendships. (WR 1-1).
   14302 - Works and plays cooperatively with other children by using words and asking for things instead of
fighting (WR 4-2).
   14303 - Shares and takes turns when appropriate.
   14304 - Show awareness, respect, kindness, and helpfulness towards others (WR 4-6)
   14500 - Impulse Control Benchmarks:
   14501 - Listens and follows directions (WR 1-1, 4-2)
   14502 - Uses language for solving problems (WR 3-13)
   14503 - Refrains from talking when someone else is speaking (WR 4-2)
   14504 - Accepts corrections and consequences (WR 4)
   14505 - Adjusts to new situations and to people (WR 4)
   14506 - Sees appropriate means to get attention (WR 4)
   14600 - Personal Health Habits Benchmarks:
   14601 - Begins to exhibit appropriate manners. (WR 1-1)
   14602 - Begins to understand the importance of rest, sleep, etc.(WR 1-1)
   14603 - Begins to care for his/her own individual needs such as clothing, cleanliness, bathroom, etc. (WR 4)
   14604 - Begins to exhibit safety practices in daily life work habits (WR 5)
   14700 - Work Habits Benchmarks:
   14701 - Brings an age appropriate task to completion.(WR 1-1)
   14702 - Begins to solve his/her own work problems (WR 3-13)
   14703 - Is willing to try to play with things and to take responsibility for his/her own things. (WR 3-15, WR 4)
   14704 - Begins to work independently, showing initiative, in one-to-one situations (WR 4)
   14705 - Shows respect for own, school and others' materials.(WR 4-6)
   14706 - Begins to work and play in a constructive manner (WR 4-9)
   14800 - PRE SCHOOL MATHEMATICS BENCHMARKS
   14801 - Shows an interest in number and quantity in everyday experiences. (CPI: 4.5.2.C.4)
   14802 - Verbally recognizes a simple pattern and demonstrates how to duplicate. (CPI: 4.3.2.A.1)
   14803 - Demonstrates number sense (e.g. playing with two balls: how many are left if one is taken away. (CPI:
4.1.2.A.1)
   14804 - Counts 1 to 5 objects with one to one correspondence (e.g., how many cookies are needed for three
children). (CPI: )
   14805 - Begins to understand the concept of ordinal numbers (first, last, second). (CPI: 4.1.2.A.1)
   14806 - Recognizes money and counts pennies up to five cents. (CPI: 4.1.2.A.4)
   14807 - Understands the concepts of "whole" and "half". (CPI: )
   14808 - Understands and uses positional words (e.g. behind/in front; up/down). (CPI: 4.2.2.A.1)
   14809 - Compares the size and shape of objects. (CPI: 4.2.2.A.1)
   14810 - Classifies objects into subgroups by one or two attributes (e.g. sort the small squares into a pile). (CPI: )
   14811 - Seriates 4 objects in order from smallest to largest. (CPI: )
   14812 - Uses standard and non-standard measurement tools (e.g. balance scales, measuring cups, body parts,
rulers, yardstick, string, blocks, tape measure). (CPI: 4.2.2.D.3)
   14813 - Understands quantity in terms of more/less, same/different. (CPI: 4.2.2.A.1)
   14814 - Is exposed to bar graphs, line graphs, and pictographs. (CPI: 4.5.2.E.1)
   14900 - Language Literacy Benchmarks:
   14901 - Shows curiosity and interest with the environment(3.5-2)
   14902 - Learns by imitation (3.5)
   14903 - Learns to use volume & tone appropriate to circumstances (3.1)
   14904 - Identifies and point to body parts
   14905 - Follows basic verbal directions. (3.2)
   14906 - Learns properly to discriminate sounds. (3.4)
   14907 - Improves pronunciation skills. (3.4)
   14908 - Improves ability to name familiar objects.
   14909 - Repeats sounds and words (3.4)
   14910 - Responds to directions and questions (WR 1-1, 4-2)
   14911 - Responds to symbols (letters, numbers) (3.4)
   14912 - Names some symbols (letters, numbers, shapes) (3.4)
   14913 - Begins to recognize how we use letters. (3.3, 3.4)
   14914 - Associates pictures and/or objects with name (3.5)
   14915 - Recognizes things that are alike (3.4-15).
   14916 - Recognizes things that are different (3.4-15).
   14917 - Shows understanding of position words (3.4-15)
   14918 - Responds to color differences (3.4-7 ; 3.4-15)
   14919 - Draws some basic shapes (3.3-3 ; 3.3-7)
   14920 - Puts puzzles together (3.3-7)
   14921 - Recounts objects or events in a familiar story (3.2)
   14922 - Improves memory or recall of language skills learned. (3.1)
   14A00 - Visual Benchmarks: The child will improve:
   14A01 - eye contact.
   14A02 - visual attending skills.
   14A03 - visual discrimination skills.
   14A04 - visual recognition skills.
   14A05 - visual recall skills.
   14B00 - Auditory Benchmarks: The child will improve:
   14B01 - auditory attending skills.
   14B02 - auditory discrimination skills.
   14B03 - auditory recall skills.
   14B04 - improve auditory comprehension skills.
   14C00 - Motor Benchmarks: The child will improve:
   14C01 - skills involved with balance and movement.
   14C02 - skills involved with the internal awareness of ones own position or place in space.
   14C03 - skills involved with directionality and laterality.
   14C04 - skills involved with coordination.
   14C05 - skills involved with the manipulation of objects.
   14C06 - skills involved with the ability to distinguish differences in surfaces, shapes, and temperature.
   14C07 - skills involved with the ability to form shapes, letters, and numbers.
   14C08 - skills involved with motor planning.
   14C09 - skills involved with shoulder stability, forearm rotation, and hand mobility.
   14C10 - skills involved with the ability to maintain an upright position and to bear weight on alternate sides of
the body.
   4B100 - Recognize and define a problem, or clarify decisions to be made.
   6K000 - SCIENCE KINDERGARTEN
A00000 - VISUAL AND PERFORMING ARTS (NJ)
    AA0000 - STANDARD 1.1 (AESTHETICS) ALL STUDENTS WILL USE AESTHETIC KNOWLEDGE IN
THE CREATION OF AND IN RESPONSE TO DANCE, MUSIC, THEATER, AND VISUAL ART.
   AA0020 - GRADE 2 KNOWLEDGE
   AA0040 - Observe the four art forms of dance, music, theater, and visual art.
   AA0060 - Explain that dance, music, theater and visual art can generate personal feelings.
   AA0080 - Interpret basic elements of style in dance, music, theater, and visual art as the foundation for a
creative project.
   AA0100 - GRADE 2 SKILLS
   AA0120 - Communicate observational and emotional responses to works of art from a variety of social and
historical contexts.
   AA0140 - Provide an initial response when exposed to an unknown artwork.
   AA0160 - Use imagination to create a story based on an arts experience in each of the art forms.
   AA0180 - GRADE 4 KNOWLEDGE
   AA0200 - Compose simple works of art in response to stylized characteristics observed in the dance, music,
theater, and visual art of various cultures and time periods.
   AA0220 - Communicate ideas reflecting on the nature and meaning of art and beauty.
   AA0240 - Recognize works of art and art elements designed to imitate systems in nature.
   AA0260 - GRADE 4 SKILLS
   AA0280 - Apply basic domain-specific arts language to communicate personal responses to dance, theater,
music, and visual art.
   AA0300 - Compare and contrast works of art that communicate significant cultural meanings.
   AA0320 - Apply qualitative terms when responding to works of art.
   AA0340 - Create an arts experience that communicates a significant emotion or feeling.
   AA0360 - GRADE 6 KNOWLEDGE
   AA0380 - Examine works of art that have a utilitarian purpose (Functionalism).
   AA0400 - Analyze works of art that place emphasis on structural arrangement (Formalism).
   AA0420 - Describe how an element of an art form contributes to the aesthetic value of a particular work.
   AA0440 - Describe the compositional design in selected works of art or performance.
   AA0460 - GRADE 6 SKILLS
   AA0480 - Explain the aesthetic qualities of specified art works in oral and written responses.
   AA0500 - Incorporate personal life experiences into an aesthetic response about an artwork.
   AA0520 - Examine how exposure to various cultures and styles influence individuals' feelings toward art forms
and artworks.
   AA0540 - Communicate ideas about the social and personal value of art.
   AA0560 - GRADE 8 KNOWLEDGE
   AA0580 - Examine works of art that communicate significant cultural beliefs or set of values.
   AA0600 - Use domain-specific vocabulary relating to symbolism, genre, and performance technique in all arts
areas.
   AA0620 - Analyze how art is often defined by its originality.
   AA0640 - GRADE 8 SKILLS
   AA0660 - Differentiate between the unique and common properties in all of the arts.
   AA0680 - Distinguish among artistic styles, trends, and movements in various art forms.
   AA0700 - Express how art is inspired by an individual's imagination.
   AA0720 - Describe changes in meaning over time in the perception of a known work of art.
   AA0740 - GRADE 12 KNOWLEDGE
   AA0760 - Formulate responses to fundamental elements within an art form, based on observation, using the
domain-specific terminology of that art form.
   AA0780 - Discern the value of works of art, based on historical significance, craftsmanship, cultural context,
and originality using appropriate domain specific terminology.
   AA0800 - Determine how historical responses affect the evolution of various artistic styles, trends and
movements in art forms from classicism to post-modernism.
   AA0820 - GRADE 12 SKILLS
   AA0840 - Compose specific and metaphoric cultural messages in works of art, using contemporary
methodologies.
   AA0860 - Formulate a personal philosophy or individual statement on the meaning(s) of art.
   AB0000 - STANDARD 1.2 (CREATION AND PERFORMANCE) ALL STUDENTS WILL UTILIZE
THOSE SKILLS, MEDIA, METHODS, AND TECHNOLOGIES APPROPRIATE TO EACH ART FORM IN
THE CREATION, PERFORMANCE, AND PRESENTATION OF DANCE, MUSIC, THEATER, AND
VISUAL ART.
   AB0020 - GRADE 2 DANCE
   AB0040 - Perform planned and improvised dance sequences using the elements of time, space/shape, and
energy.
   AB0060 - Communicate through the creation and performance of planned and improvised sequences in response
to meter, rhythm, and variations in tempo.
   AB0080 - Create and perform using objects and other art forms as creative stimuli for dance.
   AB0100 - Perform such movements as bending, twisting, stretching, and swinging using various levels in space.
   AB0120 - Music
   AB0140 - Clap, sing or play from simple notation that includes pitch, rhythm, dynamics, and tempo.
   AB0160 - Vocalize the "home tone" of familiar and unfamiliar songs, and demonstrate appropriate posture and
breathing technique while performing songs, rounds, or canons in unison and with a partner.
   AB0180 - Improvise short tonal and rhythmic patterns.
   AB0200 - Theater
   AB0220 - Portray characters and describe basic plots and themes in creative drama.
   AB0240 - Experiment with the use of voice and movement in creative drama and storytelling.
   AB0260 - Employ theatrical elements to create and express stories in various cultural settings.
   AB0280 - Show how different uses of and approaches to theater can communicate experiences.
   AB0300 - Visual Art
   AB0320 - Create works of art using the basic elements of color, line, shape, form, texture, and space for a
variety of subjects and basic media.
   AB0340 - Cite basic visual art vocabulary used to describe works of art.
   AB0360 - Present completed works of art in exhibition areas inside and outside the classroom.
   AB0380 - Recognize how art is part of everyday life.
   AB0400 - GRADE 4 DANCE
   AB0420 - Perform planned and improvised dance sequences with and without musical accompaniment,
demonstrating aspects of time, space/shape, and energy with the intent to communicate meaning.
   AB0440 - Present planned and improvised dance sequences on a variety of themes using curved and straight
pathways and levels in space and discuss their meanings.
   AB0460 - Demonstrate kinesthetic awareness and basic anatomical principles of concentration and focus in
performing dance movement.
   AB0480 - Utilize arts media and technology in the creation and/or performance of short phrases and
compositions.
   AB0500 - Create and perform the eight locomotor movements of walking, running, hopping, jumping, leaping,
galloping, sliding, and skipping in a dance context.
   AB0520 - Define and maintain personal space.
   AB0540 - Music
   AB0560 - Clap, sing on pitch, or play from progressively complex notation while maintaining a steady tempo.
   AB0580 - Recognize and vocalize the tonal triad (do, mi, sol) after being given the "home tone."
   AB0600 - Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently and
in groups, while blending both unison and/or harmonic parts and vocal and/or instrumental timbres, matching
dynamic levels and responding to cues of a conductor.
   AB0620 - Modify elements of music within a piece to create different expressive ideas.
   AB0640 - Theater
   AB0660 - Demonstrate clarity of intent, character, and logical story sequence through classroom dramatizations.
   AB0680 - Use movement as a medium for storytelling and as a means of projecting creative decisions regarding
character.
   AB0700 - Assume the roles of theater participants (e.g., director, actor, playwright, designer), and collaborate to
enact classroom dramatizations using available materials that suggest scenery, properties, sound, costumes, and
makeup.
   AB0720 - Project an understanding of the intent of dialogue by performing from a script.
   AB0740 - Visual Art
   AB0760 - Apply the basic principles of balance, harmony, unity, emphasis, proportion, and rhythm/movement
to a work of art.
   AB0780 - Explore the use of paint, clay, charcoal, pastels, colored pencils, markers, and printing inks and select
appropriate tools in the production of works of art.
   AB0800 - Generate works of art based on selected themes.
   AB0820 - Investigate careers in the world of visual arts.
   AB0840 - GRADE 6 DANCE
   AB0860 - Perform planned and improvised sequences demonstrating aspects of time, space/shape, and energy
accurately transferring a rhythmic pattern from the auditory to the kinesthetic.
   AB0880 - Choreograph and perform dances that communicate meaning on a variety of themes, demonstrating
the ability to work in small groups in the choreographic process.
   AB0900 - Develop dance technique that uses strength, flexibility, balance, and coordination appropriate to age
and physical development.
   AB0920 - Accurately identify and demonstrate basic sequences of movement from at least two different styles
or traditions, demonstrating awareness of movement principles in dance (e.g., alignment, balance, initiation of
movement, directing of focus).
   AB0940 - Investigate arts-related careers.
   AB0960 - Music
   AB0980 - Read music from progressively complex notation, including mixed meters, compound meters, and the
grand staff.
   AB1000 - Sing independently and in groups, both melodic and harmonizing parts, adjusting to the range and
timbre of the developing voice.
   AB1020 - Perform simple melodies and rhythmic accompaniments in expanded binary, ternary, and rondo form
independently and in groups.
   AB1040 - Improvise simple harmonic accompaniment, melodic embellishments, and simple melodies.
   AB1060 - Demonstrate how the elements of music are used to achieve unity and variety, tension and release,
and balance in composition.
   AB1080 - Investigate arts-related careers.
   AB1100 - Theater
   AB1120 - Discuss and demonstrate the connection between body, movement, and voice in theatrical expression.
   AB1140 - Create characterizations in context through manipulation of vocal and physical qualities and
circumstances.
   AB1160 - Collaboratively plan and execute group scenes stemming from improvisation.
   AB1180 - Analyze classroom dramatizations from different perspectives (e.g., playwright, actor, director,
designer) and suggest alternatives for creating and interpreting roles, arranging environments, and developing
situations.
   AB1200 - Differentiate among vocal rate, pitch, and volume as they affect articulation, meaning, and character.
   AB1220 - Investigate arts-related careers.
   AB1240 - Visual Art
   AB1260 - Individually or collaboratively create two and three-dimensional works of art employing the elements
and principles of art.
   AB1280 - Distinguish drawing, painting, ceramics, sculpture, printmaking, textiles, and computer imaging by
physical properties.
   AB1300 - Recognize and use various media and materials to create different works of art.
   AB1320 - Employ appropriate vocabulary for such categories as realistic, abstract, nonobjective, and
conceptual.
   AB1340 - Investigate arts-related careers.
   AB1360 - GRADE 8 DANCE
   AB1380 - Demonstrate a broad range of dynamics and movement qualities by manipulating aspects of time,
space, and energy.
   AB1400 - Choreograph and perform dance works based on social themes, using elements and production values
that serve the selected theme.
   AB1420 - Develop and perform movement sequences and dance phrases that demonstrate rhythmic acuity, and
employ such choreographic structures as AB, ABA, canon, call and response, or the use of narratives.
   AB1440 - Design a dance work that incorporates at least two other art forms to enhance the central idea.
   AB1460 - Music
   AB1480 - Perform compositions containing progressively complex notation and use standard notation to record
musical ideas.
   AB1500 - Perform independently and in groups a repertoire of diverse genres and cultures with appropriate
expressive qualities.
   AB1520 - Improvise original melodies and/or rhythms over given chordal progressions or rhythmic
accompaniments in a consistent style, meter, and tonality.
   AB1540 - Identify careers and lifelong opportunities for making music.
   AB1560 - Theater
   AB1580 - Analyze descriptions, dialogue, and actions to discover, articulate, and create and portray character
behaviors and justify character motivation.
   AB1600 - Participate in theatrical presentations individually and in ensemble, interacting as invented characters
across a spectrum of social/historical contexts.
   AB1620 - Create dramatic action within the context of a given situation, using acting skills that generate a sense
of truth, focus, character, personal or emotional ownership, ensemble relationship, physical control, and vocal
clarity.
   AB1640 - Describe and analyze the components of theatrical design and production.
   AB1660 - Visual Art
   AB1680 - Incorporate various art elements and principles in the creation of works of art.
   AB1700 - Explore various media, technologies and processes in the production of two and three dimensional art.
   AB1720 - Identify form, function, craftsmanship, and originality when creating a work of art.
   AB1740 - Identify careers and lifelong opportunities for making art.
   AB1760 - GRADE 12 DANCE
   AB1780 - Demonstrate technical proficiency and artistic application of anatomical and kinesthetic principles in
performance.
   AB1800 - Craft dances with themes that have unity of form and content and demonstrate the ability to work
alone and in small groups to create dances with coherence and aesthetic unity.
   AB1820 - Collaborate in the design and production of a dance work.
   AB1840 - Outline a variety of pathways and the requisite training for careers in dance.
   AB1860 - Music
   AB1880 - Sing or play musical works from different genres with expression and technical accuracy.
   AB1900 - Analyze original or prepared musical scores and demonstrate how the elements of music are
manipulated.
   AB1920 - Improvise or compose melodies, stylistically appropriate harmonizing parts and rhythmic
accompaniments using a chosen system of notation.
   AB1940 - Arrange simple pieces for voices or instruments using a variety of traditional and nontraditional sound
sources and electronic media.
   AB1960 - Outline a variety of pathways and the requisite training for careers in music.
   AB1980 - Theater
   AB2000 - Create original interpretations of scripted roles demonstrating a range of appropriate acting styles and
methods.
   AB2020 - Interpret a script by creating a production concept with informed, supported, and sustained directorial
choices.
   AB2040 - Collaborate in the design and production of a theatrical work.
   AB2060 - Plan and rehearse improvised and scripted scenes.
   AB2080 - Outline a variety of pathways and the requisite training for careers in theater.
   AB2100 - Visual Art
   AB2120 - Interpret themes using symbolism, allegory, or irony through the production of two or three-
dimensional art.
   AB2140 - Perform various methods and techniques used in the production of works of art.
   AB2160 - Produce an original body of work in one or more mediums that demonstrates mastery of methods and
techniques.
   AB2180 - Outline a variety of pathways and the requisite training for careers in the visual arts.
   AC0000 - STANDARD 1.3 (ELEMENTS AND PRINCIPLES) ALL STUDENTS WILL DEMONSTRATE
AN UNDERSTANDING OF THE ELEMENTS AND PRINCIPLES OF DANCE, MUSIC, THEATER, AND
VISUAL ART.
   AC0020 - GRADE 2 DANCE
   AC0040 - Identify the basic dance elements of time, space/shape, and energy in planned and improvised dance
sequences.
   AC0060 - Identify movement qualities such as jagged, sharp, smooth, bouncy, or jerky using the vocabulary of
dance.
   AC0080 - Explore arts media and themes as catalysts in the composition of dance.
   AC0100 - Explore personal space.
   AC0120 - Music
   AC0140 - Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics,
form, and melody.
   AC0160 - Recognize ways to organize musical elements such as scales and rhythmic patterns.
   AC0180 - Theater
   AC0200 - Identify basic elements of theater such as setting, costumes, plots, scenes, and themes.
   AC0220 - Explore the use of voice, movement, and facial expression in conveying emotions in creative drama
and storytelling.
   AC0240 - Visual Art
   AC0260 - Identify the basic art elements of color, line, shape, form, texture, and space.
   AC0280 - Discuss how art elements are used in specific works of art.
   AC0300 - GRADE 4 DANCE
   AC0320 - Investigate the relationship of dance and other art forms.
   AC0340 - Differentiate basic compositional structures in choreography.
   AC0360 - Recognize contrasting and complementary shapes and shared weight centers in composition and
performance.
   AC0380 - Music
   AC0400 - Explore musical elements through verbal and written responses to diverse aural prompts and printed
scores.
   AC0420 - Identify and categorize sound sources by common traits.
   AC0440 - Differentiate basic structures in music composition.
   AC0460 - Theater
   AC0480 - Recognize basic stage directions in the dramatization of stories/plays.
   AC0500 - Examine the basic structural characteristics of the well-made play.
   AC0520 - Visual Art
   AC0540 - Identify the design principles of balance, harmony, unity, emphasis, proportion, and
rhythm/movement.
   AC0560 - Identify elements and principles of design in specific works of art.
   AC0580 - GRADE 6 DANCE
   AC0600 - Analyze both formal and expressive aspects of time, shape, space, and energy in various dance works.
   AC0620 - Analyze the principles of choreography applied in a master dance work.
   AC0640 - Differentiate among the various artistic and non-artistic contributions involved in dance production.
   AC0660 - Analyze the interrelationship between dance movement and the movements of everyday life, and
effectively demonstrate the difference between pantomiming and abstracting a gesture.
   AC0680 - Interpret compositional use of dance elements for expressive purposes.
   AC0700 - Music
   AC0720 - Analyze musical elements in response to aural prompts and printed scores representing\ diverse
genres and cultures and notational systems.
   AC0740 - Demonstrate knowledge of the basic concepts of meter, rhythm, tonality, intervals, chords, and
harmonic progressions.
   AC0760 - Theater
   AC0780 - Examine the range of roles and characterizations possible in theatrical production and performance.
   AC0800 - Examine the relationship between physicality and character development.
   AC0820 - Identify various tactics employed by actors to create believable, motivated action.
   AC0840 - Visual Art
   AC0860 - Describe the emotional significance conveyed in the application of the elements.
   AC0880 - Describe a work of art that clearly illustrates a principle of design.
   AC0900 - GRADE 8 DANCE
   AC0920 - Describe the principles of contrast and transition, the process of reordering and chance, and the
structures of AB, ABA, canon, call and response, and narrative.
   AC0940 - Observe and explain how different accompaniment such as sound, music, or spoken text can affect the
meaning of a dance.
   AC0960 - Music
   AC0980 - Analyze the application of the elements of music in a diversity of musical works.
   AC1000 - Examine how aspects of meter, rhythm, tonality, intervals, chords, and harmonic progressions are
organized and manipulated to establish unity and variety in musical compositions.
   AC1020 - Describe various roles that musicians perform and identify representative individuals and their
achievements that have functioned in each role.
   AC1040 - Theater
   AC1060 - Investigate the structural characteristic of plays.
   AC1080 - Assess character motivations within the construct of scripted plays.
   AC1100 - Explain the interdependent relationship between the performance, technical design, and management
functions of production.
   AC1120 - Analyze scenes with regard to thematic and artistic intent, situation, character, and motivation.
   AC1140 - Visual Art
   AC1160 - Define the elements of art and principles of design that are evident in everyday life.
   AC1180 - Apply the principles of design to interpret various masterworks of art.
   AC1200 - Compare and contrast works of art in various media that utilize the same arts elements and principles
of design.
   AC1220 - GRADE 12 DANCE
   AC1240 - Categorize the elements, principles, and choreographic structure of specific dance masterworks.
   AC1260 - Articulate understanding of choreographic structures or forms such as palindrome, theme and
variation, rondo, retrograde, inversion, narrative, and accumulation.
   AC1280 - Analyze issues of ethnicity, gender, social/economic status, age, and physical conditioning in relation
to dance.
   AC1300 - Music
   AC1320 - Evaluate a diversity of musical works to discern similarities and differences in how the elements of
music have been utilized.
   AC1340 - Synthesize knowledge of the elements of music.
  AC1360 - Identify how the elements of music are utilized in a variety of careers.
  AC1380 - Theater
  AC1400 - Describe the process of character analysis and identify physical, emotional, and social dimensions of
characters from dramatic texts.
  AC1420 - Analyze the structural components of plays from a variety of social, historical, and political contexts.
  AC1440 - Interpret a script to develop a production concept.
  AC1460 - Explain the basic physical properties inherent in components of technical theater such as light, color,
pigment, scenic construction, costumes, and makeup.
  AC1480 - Visual Art
  AC1500 - Compare and contrast innovative applications of the elements of art and principles of design.
  AC1520 - Analyze how a literary, musical, theatrical, and/or dance composition can provide inspiration for a
work of art.
   AD0000 - STANDARD 1.4 (CRITIQUE) ALL STUDENTS WILL DEVELOP, APPLY AND REFLECT
UPON KNOWLEDGE OF THE PROCESS OF CRITIQUE.
  AD0020 - GRADE 2 KNOWLEDGE
  AD0040 - Explain that critique is a positive tool.
  AD0060 - Define the basic concepts of color, line, shape, form, texture, space, and rhythm.
  AD0080 - Skills
  AD0100 - Orally communicate opinion regarding dance, music, theater, and visual art based on observation.
  AD0120 - Express how individuals can have different opinions toward works of art.
  AD0140 - GRADE 4 KNOWLEDGE
  AD0160 - Utilize basic arts terminology and arts elements in all four arts domains.
  AD0180 - Recognize the value of critiquing one's own work as well as the work of others.
  AD0200 - Skills
  AD0220 - Observe the basic arts elements in performances and exhibitions.
  AD0240 - Formulate positive analysis of arts performances by peers and respond positively to critique.
  AD0260 - Recognize the main subject or theme in a work of art.
  AD0280 - GRADE 6 KNOWLEDGE
  AD0300 - Classify elements of unity or repetition in a work of art.
  AD0320 - Apply domain specific arts terminology to express statements of both fact and opinion regarding
works of art.
  AD0340 - Describe the technical proficiency of the artist's work, orally and in writing.
  AD0360 - Skills
  AD0380 - Critique performances and exhibitions based on the application of the elements of the art form.
  AD0400 - Identify and differentiate among basic formal structures within artworks.
  AD0420 - Consider the impact of traditions in the critique of works of art.
  AD0440 - GRADE 8 KNOWLEDGE
  AD0460 - Explain the process of critique using the progression of description, analysis, interpretation, and
evaluation.
  AD0480 - Compare artistic content among contrasting art works in the same domain.
  AD0500 - Skills
  AD0520 - Evaluate the judgment of others based on the process of critique.
  AD0540 - Compare and contrast the technical proficiency of artists.
  AD0560 - GRADE 12 KNOWLEDGE
  AD0580 - Examine the artwork from a variety of historical periods in both western and non-western culture(s).
  AD0600 - Categorize the artistic subject, the formal structure, and the principal elements of art used in
exemplary works of art.
  AD0620 - Determine the influence of tradition on arts experience, as an arts creator, performer, and consumer.
  AD0640 - Skills
  AD0660 - Develop criteria for evaluating art in a specific domain and use the criteria to evaluate one's personal
work and that of their peers, using positive commentary for critique.
  AD0680 - Provide examples of how critique may affect the creation and/or modification of an existing or new
work of art.
   AE0000 - STANDARD 1.5 (HISTORY/CULTURE) ALL STUDENTS WILL UNDERSTAND AND
ANALYZE THE ROLE, DEVELOPMENT, AND CONTINUING INFLUENCE OF THE ARTS IN RELATION
TO WORLD CULTURES, HISTORY, AND SOCIETY.
   AE0020 - GRADE 2 KNOWLEDGE
   AE0040 - Recognize works of art from diverse cultures.
   AE0060 - Skills
   AE0080 - Identify family and community as themes in art.
   AE0100 - GRADE 4 KNOWLEDGE
   AE0120 - Identify works of art from various historical periods and diverse cultures.
   AE0140 - Recognize arts resources that exist in communities.
   AE0160 - Skills
   AE0180 - Describe the general characteristics of artworks from various historical periods and world cultures.
   AE0200 - Examine art as a reflection of societal values and beliefs.
   AE0220 - GRADE 6 KNOWLEDGE
   AE0240 - Reflect on a variety of works of art representing important ideas, issues, and events in a society.
   AE0260 - Recognize that a chronology exists in all art forms.
   AE0280 - Skills
   AE0300 - Compare and contrast the contributions of significant artists from an historical period.
   AE0320 - Hypothesize how the arts have impacted world culture.
   AE0340 - GRADE 8 KNOWLEDGE
   AE0360 - Analyze how technological changes have influenced the development of the arts.
   AE0380 - Examine how the social and political environment influences artists in various
social/historical/political contexts.
   AE0400 - Skills
   AE0420 - Identify the common artistic elements that help define a given historical period.
   AE0440 - Discuss how cultural influences add to the understanding of works of art.
   AE0460 - GRADE 12 KNOWLEDGE
   AE0480 - Parallel historical events and artistic development found in dance, music, theater, and visual art.
   AE0500 - Summarize and reflect upon how various art forms and cultural resources preserve cultural heritage
and influence contemporary art.
   AE0520 - Skills
   AE0540 - Evaluate the impact of innovations in the arts from various historical periods in works of dance,
music, theater, and visual art stylistically representative of the times.
   AE0560 - Compare and contrast the stylistic characteristics of a given historical period through dance, music,
theater, and visual art.
B00000 - COMPREHENSIVE HEALTH AND PHYSICAL EDUCATION (NJ)
   BA0000 - STANDARD 2.1 (WELLNESS) ALL STUDENTS WILL LEARN AND APPLY HEALTH
PROMOTION CONCEPTS AND SKILLS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.
   BA0020 - GRADE 2 PERSONAL HEALTH
   BA0040 - Define wellness and explain how making healthy choices and having healthy relationships contribute
to wellness.
   BA0060 - Describe and demonstrate self-care practices that support wellness, such as brushing and flossing
teeth, washing hands, and wearing appropriate attire for weather or sports.
   BA0080 - Growth and Development
   BA0100 - Name and locate body organs and parts.
   BA0120 - Describe how children are alike and how they are different.
   BA0140 - Nutrition
   BA0160 - Explain why some foods are healthier to eat than others.
   BA0180 - Sort foods according to food groups and food sources.
   BA0200 - Explain what information can be found on food and product labels.
   BA0220 - Diseases and Health Conditions
   BA0240 - Explain why diseases and health conditions need to be detected and treated early.
   BA0260 - Explain the difference between communicable and non-communicable diseases.
   BA0280 - Discuss common symptoms of diseases and health conditions.
   BA0300 - Explain ways to prevent the spread of diseases such as hand washing, immunizations, covering
coughs, and not sharing cups, hats, or combs.
   BA0320 - Safety
   BA0340 - Explain and demonstrate ways to prevent injuries, including seat belts and child safety seats in motor
vehicles, protective gear, and fire, bus, and traffic safety procedures.
   BA0360 - Explain and demonstrate simple first aid procedures, including getting help and calling 911, knowing
personal information such as address and phone number, avoiding contact with blood and other body fluids, and
caring for small cuts.
   BA0380 - Distinguish among "good/safe touch," "bad/unsafe touch," and "confusing touch" and explain what to
do if touching causes uncomfortable feelings.
   BA0400 - Identify safe and appropriate behavior for use when interacting with strangers, acquaintances, and
trusted adults.
   BA0420 - Identify warning labels found on medicines and household products.
   BA0440 - Social and Emotional Health
   BA0460 - Explain that all human beings have basic needs including food, water, sleep, shelter, clothing, and
love.
   BA0480 - Recognize various emotions and demonstrate sympathy and empathy.
   BA0500 - Describe and demonstrate appropriate ways to express wants, needs, and emotions.
   BA0520 - Identify the possible causes of conflict and discuss appropriate ways to prevent and resolve conflicts.
   BA0540 - GRADE 4 PERSONAL HEALTH
   BA0560 - Describe the physical, social, and emotional dimensions of wellness.
   BA0580 - Describe and demonstrate personal hygiene practices that support wellness.
   BA0600 - Analyze the impact of health choices and behaviors on wellness.
   BA0620 - Growth and Development
   BA0640 - Describe the structure and function of human body systems.
   BA0660 - Describe each human life stage and the physical changes that occur at each stage.
   BA0680 - Discuss factors that contribute to healthy physical, social, emotional, and intellectual growth and
uniqueness.
   BA0700 - Nutrition
   BA0720 - Differentiate between healthy and unhealthy eating patterns.
   BA0740 - Classify foods by food group, food source, nutritional content, and nutritional value.
   BA0760 - Interpret food product labels.
   BA0780 - Discuss how healthy eating provides energy, helps to maintain healthy weight, lowers risk of disease,
and keeps body systems working.
   BA0800 - Diseases and Health Conditions
   BA0820 - Discuss the importance of the early detection of diseases and health conditions.
   BA0840 - Investigate ways to treat common childhood diseases and health conditions.
   BA0860 - Explain that some diseases and health conditions are preventable and some are not.
   BA0880 - Describe the signs and symptoms of diseases and health conditions common in children.
   BA0900 - Investigate how the use of universal precautions, sanitation and waste disposal, proper food handling
and storage, and environmental controls help to prevent diseases and health conditions.
   BA0920 - Discuss myths and facts about mental illness.
   BA0940 - Safety
   BA0960 - Describe the characteristics of safe and unsafe situations and develop strategies to reduce the risk of
injuries at home, school, and community.
   BA0980 - Describe and demonstrate simple first aid procedures, including the assessment of choking and
breathing, the control of bleeding, and the care of minor wounds and burns.
   BA1000 - Explain that abuse can take several forms, including verbal, emotional, sexual, and physical, and
identify ways to get help should abuse be suspected.
   BA1020 - Describe the characteristics of strangers, acquaintances, and trusted adults and demonstrate safe and
appropriate ways to deal with each.
   BA1040 - Social and Emotional Health
   BA1060 - Describe basic human needs and how individuals and families attempt to meet those needs.
   BA1080 - Discuss how culture, peers, and the media impact the way individuals communicate and express
emotions, and how emotions can affect communication, choices, and behaviors.
   BA1100 - Distinguish among conflict, violence, vandalism, harassment, and bullying and discuss factors that
contribute to each.
   BA1120 - Describe and demonstrate strategies to prevent, reduce, or mediate conflict.
   BA1140 - Discuss the causes of stress and demonstrate ways to deal with stressful situations.
   BA1160 - Explain and demonstrate ways to cope with rejection, loss, and separation.
   BA1180 - Explain how stereotypes influence personal growth and behavior.
   BA1200 - GRADE 6 PERSONAL HEALTH
   BA1220 - Discuss the physical, social, emotional, and intellectual dimensions of wellness.
   BA1240 - Describe the appropriate use of healthcare and personal hygiene products.
   BA1260 - Discuss how health data, such as blood pressure, body composition, and cholesterol, can be used to
assess and improve wellness.
   BA1280 - Discuss how health knowledge, health choices, self-control, resistance, and self-management skills
influence wellness.
   BA1300 - Discuss how technology impacts wellness.
   BA1320 - Growth and Development
   BA1340 - Compare and contrast body systems, their parts and functions, and explain that body systems must
work together to ensure wellness.
   BA1360 - Compare the rate of physical, social, emotional, and intellectual change during various life stages and
discuss ways to foster healthy growth.
   BA1380 - Discuss how heredity and physiological changes contribute to an individual's uniqueness.
   BA1400 - Nutrition
   BA1420 - Discuss factors that influence food choices.
   BA1440 - Compare food choices based on nutrient content and value, calories, and cost and create a healthy
meal plan.
   BA1460 - Analyze nutrition information on food packages and labels.
   BA1480 - Discuss the short- and long-term benefits and risks associated with nutritional choices.
   BA1500 - Diseases and Health Conditions
   BA1520 - Compare and contrast methods used to diagnose and treat diseases and health conditions.
   BA1540 - Differentiate among communicable, non-communicable, acute, chronic, and inherited diseases and
health conditions.
   BA1560 - Compare and contrast diseases and health conditions prevalent in adolescents, including asthma,
obesity, diabetes, Lyme disease, STDs, and HIV/AIDS.
   BA1580 - Discuss the use of public health strategies to prevent diseases and health conditions.
   BA1600 - Compare and contrast forms of mental illness such as phobias, anxiety and panic disorders, and
depression.
   BA1620 - Safety
   BA1640 - Compare and contrast the incidence and characteristics of intentional and unintentional injuries in
adolescents.
   BA1660 - Analyze the short- and long-term impacts of injuries on individuals and families and develop
strategies to reduce the incidence of such injuries.
   BA1680 - Demonstrate and assess basic first aid procedures, including victim and situation assessment, rescue
breathing and choking, and care of minor cuts, sprains, and bleeding.
   BA1700 - Discuss the physical, social, and emotional impacts of all forms of abuse and discuss what to do if any
form of abuse is suspected or occurs.
   BA1720 - Social and Emotional Health
   BA1740 - Examine how personal assets, (e.g., self esteem, positive peer relationships) and protective factors
(e.g., parental involvement) support healthy social and emotional development.
   BA1760 - Choose and justify appropriate strategies to deal with conflict, violence, harassment, vandalism, and
bullying.
   BA1780 - Describe home, school, and community efforts to prevent conflict, vandalism, bullying, harassment,
and violence.
   BA1800 - Describe the physical and emotional signs of stress and the short-and long-term impacts of stress on
the human body.
   BA1820 - Compare and contrast ways that individuals, families, and communities cope with change, crisis,
rejection, loss, and separation.
   BA1840 - Discuss how stereotyping might influence one's goals, choices, and behaviors.
   BA1860 - GRADE 8 PERSONAL HEALTH
   BA1880 - Describe the appropriate selection and use of healthcare and personal hygiene products.
   BA1900 - Evaluate the impact of health behaviors and choices on personal and family wellness.
   BA1920 - Interpret health data to make predictions about wellness.
   BA1940 - Investigate how technology and medical advances impact wellness.
   BA1960 - Growth and Development
   BA1980 - Discuss how body systems are interdependent and interrelated.
   BA2000 - Investigate the physical, social, emotional, and intellectual changes that occur at each life stage and
how those changes impact wellness.
   BA2020 - Discuss how heredity, physiological changes, environmental influences, and varying social
experiences contribute to an individual's uniqueness.
   BA2040 - Nutrition
   BA2060 - Analyze how culture, health status, age, and eating environment influence personal eating patterns
and discuss ways to improve nutritional balance.
   BA2080 - Describe healthy ways to lose, gain, or maintain weight.
   BA2100 - Describe the impact of nutrients on the functioning of human body systems.
   BA2120 - Analyze how healthy eating patterns throughout life can reduce the risk of heart disease and high
cholesterol, cancer, osteoporosis, and other health conditions.
   BA2140 - Diseases and Health Conditions
   BA2160 - Investigate current and emerging methods to diagnose and treat diseases and health conditions.
   BA2180 - Classify diseases and health conditions as communicable, noncommunicable, acute, chronic, or
inherited.
   BA2200 - Compare and contrast diseases and health conditions, including hepatitis, STDs, HIV/AIDS, breast
cancer, and testicular cancer.
   BA2220 - Analyze local and state public health efforts to prevent and control diseases and health conditions.
   BA2240 - Investigate various forms of mental illness including impulse disorders such as gambling or shopping,
depression, eating disorders, and bipolar disorders.
   BA2260 - Safety
   BA2280 - Assess situations in the home, school, and community for perceived vs. actual risk of injuries.
   BA2300 - Investigate the short- and long-term impacts of injuries on the individual, the family and the
community.
   BA2320 - Describe and demonstrate first aid procedures including, situation and victim assessment, Basic Life
Support, and the care of bleeding and wounds, burns, fractures, shock, and poisoning.
   BA2340 - Discuss the short- and long-term physical, social, and emotional impacts of all forms of abuse.
   BA2360 - Describe and demonstrate strategies to increase personal safety while in public places and discuss
what to do if one's safety is compromised.
   BA2380 - Social and Emotional Health
   BA2400 - Analyze how personal assets, resiliency, and protective factors support healthy social and emotional
development.
   BA2420 - Discuss the developmental tasks of adolescence, including the development of mature relationships,
gender identification, a healthy body image, emotional independence, and life skills.
   BA2440 - Investigate factors and choices that contribute to the incidence of conflict, harassment, bullying,
vandalism, and violence and demonstrate strategies to deal with each.
   BA2460 - Analyze the effectiveness of home, school, and community efforts to prevent conflict, harassment,
vandalism, and violence.
   BA2480 - Debate the consequences of conflict and violence on the individual, the family, and the community.
   BA2500 - Describe situations that may produce stress, describe the body's responses to stress, and demonstrate
healthy ways to manage stress.
   BA2520 - Analyze how culture influences the ways families and groups cope with crisis and change.
   BA2540 - GRADE 12 PERSONAL HEALTH
   BA2560 - Compare and contrast healthcare and personal hygiene products and services commonly used by
adolescents and young adults.
   BA2580 - Investigate the impact of health choices and behaviors on personal, family, and community wellness.
   BA2600 - Use health data to make predictions about wellness and recommend behavior changes to improve
lifelong wellness.
   BA2620 - Debate the social and ethical implications of the use of technology and medical advances to support
wellness.
   BA2640 - Growth and Development
   BA2660 - Recommend behaviors to enhance and support the optimal functioning of body systems.
   BA2680 - Predict and discuss significant developmental issues or concerns that impact each life stage.
   BA2700 - Predict the impact of heredity and genetics on human growth and development.
   BA2720 - Nutrition
   BA2740 - Analyze and evaluate current dietary recommendations, resources, and trends from a variety of
sources.
   BA2760 - Design and evaluate a nutrition plan for a healthy young adult considering cost, availability,
nutritional balance, freshness, nutritional value, and culture.
   BA2780 - Recommend healthy ways to lose, gain, or maintain weight.
   BA2800 - Analyze and evaluate how healthy and unhealthy eating patterns impact the functioning of the human
body, including healthy bone development and immune system functioning.
   BA2820 - Diseases and Health Conditions
   BA2840 - Analyze the availability and effectiveness of current and emerging diagnostic and treatment
modalities for various diseases and health conditions.
   BA2860 - Discuss the relationship between signs and symptoms of disease and the functioning of the body's
immune system.
   BA2880 - Compare and contrast diseases and health conditions occurring in adolescence and young adulthood
with those occurring later in life, including cancer, cardiovascular diseases, respiratory diseases, arthritis,
osteoporosis, and Alzheimer's.
   BA2900 - Investigate and assess local, state, national, and international public health efforts.
   BA2920 - Investigate the impact of mental illness on personal, family, and community wellness.
   BA2940 - Safety
   BA2960 - Evaluate work and leisure situations for perceived and actual risk of intentional and unintentional
injuries,
   BA2980 - Develop personal protection strategies to reduce the incidence of injuries and evaluate their
effectiveness.
   BA3000 - Assess the short- and long-term impacts of injuries on the individual, family members, the
community, and the workplace.
   BA3020 - Describe and demonstrate first aid procedures, including Basic Life Support and automatic external
defibrillation, caring for bone and joint emergencies, caring for cold and heat injuries, and responding to medical
emergencies.
   BA3040 - Describe and demonstrate ways to protect against sexual assault and discuss what to do if sexually
assaulted.
   BA3060 - Social and Emotional Health
   BA3080 - Discuss psychological principles and theories of personality development.
   BA3100 - Analyze the impact of physical development, social norms and expectations, self-esteem, and
perceived vulnerability on adolescent social and emotional growth and behavior.
   BA3120 - Analyze how peer norms and expectations, the availability of weapons, substance abuse, media
images, and poor role models contribute to violent behavior.
   BA3140 - Predict the consequences of conflict, harassment, bullying, vandalism, and violence on individuals,
families, and the community.
   BA3160 - Predict how a family might cope with crisis or change and suggest ways to restore family balance and
function.
   BB0000 - STANDARD 2.2 (INTEGRATED SKILLS) ALL STUDENTS WILL USE HEALTH-
ENHANCING PERSONAL, INTERPERSONAL, AND LIFE SKILLS TO SUPPORT A HEALTHY, ACTIVE
LIFESTYLE.
  BB0020 - GRADE 2 COMMUNICATION
  BB0040 - Identify sources of health information.
  BB0060 - Express ideas and opinions about wellness issues.
  BB0080 - Explain when and how to use refusal skills in health and safety situations.
  BB0100 - Demonstrate effective communication and listening skills.
  BB0120 - Decision Making
  BB0140 - Explain the steps to making an effective health decision.
  BB0160 - Discuss how parents, peers, and the media influence health decisions.
  BB0180 - Planning and Goal Setting
  BB0200 - Develop a wellness goal and explain why setting a goal is important.
  BB0220 - Character Development
  BB0240 - Explain that a person's character and values are reflected in the way the person thinks, feels, and acts.
  BB0260 - Leadership, Advocacy, and Service
  BB0280 - Act as a leader and a follower.
  BB0300 - Identify factors that lead to group success and help solve group problems.
  BB0320 - Motivate group members to work together and provide constructive feedback.
  BB0340 - Demonstrate respect for varying ideas and opinions.
  BB0360 - Participate in a class or school service activity and explain how volunteering enhances self-esteem.
  BB0380 - Health Services and Careers
  BB0400 - Discuss how community helpers and healthcare workers contribute to personal and community
wellness.
  BB0420 - Explain when and how to seek help when feeling ill, scared, sad, lonely, or bullied.
  BB0440 - GRADE 4 COMMUNICATION
  BB0460 - Explain how to determine the validity and reliability of a health resource.
  BB0480 - Present health information, orally and in writing, to peers.
  BB0500 - Describe and demonstrate the effective use of communication skills, including refusal, negotiation,
and assertiveness.
  BB0520 - Identify and employ ways to improve listening skills.
  BB0540 - Explain how to identify a health problem or issue for possible research.
  BB0560 - Decision Making
  BB0580 - Outline the steps to making an effective decision.
  BB0600 - Discuss how parents, peers, and the media influence health decisions and behaviors.
  BB0620 - Describe situations that might require a decision about health and safety.
  BB0640 - Planning and Goal Setting
  BB0660 - Develop a personal health goal and track progress.
  BB0680 - Describe ways to support the achievement of health goals.
  BB0700 - Character Development
  BB0720 - Describe character traits and core ethical values such as trustworthiness, responsibility, respect,
caring, justice, fairness, civic virtue, and citizenship.
  BB0740 - Discuss how an individual's character positively impacts individual and group goals and success.
  BB0760 - Leadership, Advocacy, and Service
  BB0780 - Describe and demonstrate the characteristics of an effective leader.
  BB0800 - Acknowledge the contributions of group members and choose appropriate ways to motivate them and
celebrate their accomplishments.
  BB0820 - Demonstrate respect for the opinions and abilities of group members.
  BB0840 - Develop and articulate group goals.
  BB0860 - Develop a position on a wellness issue.
  BB0880 - Discuss laws and regulations created to enhance wellness.
  BB0900 - Organize and participate in a school or community service activity and discuss how helping others
impacts personal and community wellness.
  BB0920 - Health Services and Careers
   BB0940 - Describe health and fitness services provided in the school and community.
   BB0960 - Describe and demonstrate how to seek help for a variety of health and fitness concerns.
   BB0980 - Discuss wellness and fitness careers.
   BB1000 - GRADE 6 COMMUNICATION
   BB1020 - Summarize health information from a variety of valid and reliable health resources.
   BB1040 - Present health information using a multimedia approach, adapting the wording and delivery method
for the topic and audience.
   BB1060 - Demonstrate and evaluate the effective use of communication skills, including refusal, negotiation,
and assertiveness.
   BB1080 - Describe and demonstrate active and reflective listening.
   BB1100 - Compare and contrast the economic and social purposes of health messages presented in the media.
   BB1120 - Decision Making
   BB1140 - Demonstrate effective decision making in health and safety situations.
   BB1160 - Analyze the influence of family, peers, and the media on health decisions and investigate how
conflicting interests may influence decisions and choices.
   BB1180 - Analyze significant health decisions and discuss how the outcome(s) might have been different if a
different decision had been made.
   BB1200 - Explain how personal ethics influence decision making.
   BB1220 - Planning and Goal Setting
   BB1240 - Use health data and information to formulate health goals.
   BB1260 - Develop strategies to support the achievement of short- and long-term health goals.
   BB1280 - Character Development
   BB1300 - Describe actions and situations that show evidence of good character.
   BB1320 - Discuss the characteristics of a role model and how role models influence the personal goals and
ethical standards of others.
   BB1340 - Leadership, Advocacy, and Service
   BB1360 - Compare various forms of leadership and implement appropriate leadership strategies when serving in
a leadership role.
   BB1380 - Evaluate personal and group contributions towards the achievement of a goal or task, analyze a
group's ability to improve its performance, and provide appropriate feedback.
   BB1400 - Develop and articulate a group's goals and vision.
   BB1420 - Compare the use of cooperative and competitive strategies to achieve a group goal and recommend
strategies to keep a group on target and free from conflict.
   BB1440 - Discuss how individuals can make a difference by helping others, investigate opportunities for
volunteer service, and participate in activities through school or community-based health or service organizations.
   BB1460 - Formulate and express a position on health issues and educate peers about the health issue or cause.
   BB1480 - Discuss local and state laws that impact personal, family, and community wellness and formulate
ways that individuals and groups can work together to improve wellness.
   BB1500 - Health Services and Careers
   BB1520 - Categorize health and fitness services available in the school and community and demonstrate how to
access them.
   BB1540 - Investigate health and fitness career opportunities.
   BB1560 - GRADE 8 COMMUNICATION
   BB1580 - Analyze health ideas, opinions, and issues from a variety of valid and reliable health sources.
   BB1600 - Present health information using a multimedia approach, adapting the wording and delivery method
for various topics and audiences.
   BB1620 - Assess the use of refusal, negotiation, and assertiveness skills and recommend strategies for
improvement.
   BB1640 - Assess the use of active and reflective listening.
   BB1660 - Analyze the economic and political purposes and impacts of health messages found in the media.
   BB1680 - Decision Making
   BB1700 - Demonstrate and assess the use of decision-making skills in health and safety situations.
   BB1720 - Compare and contrast the influence of peers, family, the media, and past experiences on the use of
decision-making skills and predict how these influences may change or conflict as one ages.
   BB1740 - Predict social situations and conditions that may require adolescents and young adults to use decision
making skills.
   BB1760 - Discuss how ethical decision making requires careful thought and action.
   BB1780 - Critique significant health decisions and discuss how the outcome(s) might have changed if the
appropriate communication and decision-making skills had been employed.
   BB1800 - Planning and Goal Setting
   BB1820 - Analyze factors that support or hinder the achievement of personal health goals.
   BB1840 - Character Development
   BB1860 - Analyze how character development can be enhanced and supported by individual, group, and team
activities.
   BB1880 - Compare and contrast the characteristics of various role models and the core ethical values they
represent.
   BB1900 - Explain how community and public service supports the development of core ethical values.
   BB1920 - Analyze personal and group adherence to student codes of conduct.
   BB1940 - Leadership, Advocacy, and Service
   BB1960 - Demonstrate the ability to function effectively in both leadership and supportive roles.
   BB1980 - Discuss motivational techniques used to improve personal and group achievement and develop
rewards and sanctions for group accomplishments.
   BB2000 - Develop and articulate a group's goals, shared values, and vision.
   BB2020 - Plan and implement volunteer activities to benefit a health organization or cause.
   BB2040 - Develop and defend a position or opinion on a health issue or problem and educate students and
parents about the health issue or cause.
   BB2060 - Health Services and Careers
   BB2080 - Compare and contrast health and fitness services available in the school and community, demonstrate
how to access them, and evaluate each comparing benefits and costs.
   BB2100 - Compare and contrast preparation and job requirements for health and fitness careers.
   BB2120 - GRADE 12 COMMUNICATION
   BB2140 - Use appropriate research methodology to investigate a health problem or issue.
   BB2160 - Develop, present, and evaluate a multimedia health presentation and adapt it to address the needs and
interests of varying audiences.
   BB2180 - Teach others how to use communication skills, including refusal, negotiation, and assertiveness.
   BB2200 - Employ strategies to improve communication and listening skills and assess their effectiveness.
   BB2220 - Evaluate the economic, political, social, and aesthetic impacts of health messages found in literature,
art, music, theater, and television.
   BB2240 - Decision Making
   BB2260 - Demonstrate and evaluate the use of decision making skills.
   BB2280 - Evaluate factors that influence major health decisions and predict how those factors will change or
conflict at various life stages.
   BB2300 - Use reliable and valid health information to assess social situations and conditions that impact health
and safety.
   BB2320 - Analyze the use of ethics and personal values when making decisions.
   BB2340 - Critique significant health decisions and debate the choices made.
   BB2360 - Planning and Goal Setting
   BB2380 - Appraise individual and family needs in order to achieve and maintain wellness and design a plan for
lifelong wellness.
   BB2400 - Evaluate how family, peers, healthcare providers, and the community support or hinder the
achievement of a wellness plan.
   BB2420 - Character Development
   BB2440 - Demonstrate character based on core ethical values.
   BB2460 - Analyze how role models, and the core ethical values they represent, influence society.
   BB2480 - Analyze the impact of community or public service on individual and community core ethical values.
   BB2500 - Leadership. Advocacy, and Service
   BB2520 - Assess personal and group contributions and strengths that lead to the achievement of goals and tasks.
   BB2540 - Evaluate personal participation as both a leader and follower.
   BB2560 - Discuss factors that influence intrinsic and extrinsic motivation and employ motivational techniques
to enhance group productivity.
   BB2580 - Evaluate a group's ability to be respectful, supportive, and adherent to codes of conduct.
   BB2600 - Develop and articulate the group's goals, shared values, vision, and work plan.
   BB2620 - Plan, implement, and evaluate activities to benefit a health organization, cause, or issue.
   BB2640 - Assess community awareness and understanding about a local, state, national, or international health
issue.
   BB2660 - Health Services and Careers
   BB2680 - Access health and fitness services, programs, and resources and evaluate them for cost, availability,
accessibility, benefits, and accreditation.
   BB2700 - Analyze the preparation, licensing, and responsibilities of wellness and fitness professionals.
   BB2720 - Compare and contrast health insurance and reimbursement plans.
    BC0000 - STANDARD 2.3 (DRUGS AND MEDICINES) ALL STUDENTS WILL LEARN AND APPLY
INFORMATION ABOUT ALCOHOL, TOBACCO, OTHER DRUGS AND MEDICINES TO MAKE
DECISIONS THAT SUPPORT A HEALTHY, ACTIVE LIFESTYLE.
   BC0020 - GRADE 2 MEDICINES
   BC0040 - Identify different kinds of medicines.
   BC0060 - Explain that medicines can be helpful or harmful and that when used correctly, medicines can help
keep people healthy.
   BC0080 - Discuss basic rules when taking medicines.
   BC0100 - Alcohol, Tobacco and Other Drugs
   BC0120 - Define drug and give examples of harmful and/or illegal drugs.
   BC0140 - Explain that tobacco use contributes to lung diseases and fires.
   BC0160 - Discuss how tobacco smoke impacts the environment and the health of nonsmokers.
   BC0180 - Discuss how alcohol use contributes to injuries such as falls and motor vehicle crashes
   BC0200 - Identify substances that should never be consumed or inhaled such as drug look-alikes, glue, poisons,
and cleaning fluids.
   BC0220 - Dependency/Addiction and Treatment
   BC0240 - Explain that some people cannot control their use of alcohol, tobacco, and other drugs.
   BC0260 - Explain that people who abuse alcohol, tobacco, and other drugs can get help.
   BC0280 - GRADE 4 MEDICINES
   BC0300 - Distinguish between over-the-counter and prescription medicines.
   BC0320 - Identify commonly used medicines and discuss why they are used.
   BC0340 - Discuss the importance of taking medicines as ordered, not sharing medicines with others, and
reporting any side effects to a trusted adult.
   BC0360 - Alcohol, Tobacco, and Other Drugs
   BC0380 - Explain why it is illegal to use or possess certain drugs/substances.
   BC0400 - Describe the short- and long-term physical effects of tobacco use.
   BC0420 - Discuss the impact of second-hand/passive smoke on the health of nonsmokers.
   BC0440 - Identify the short- and long-term physical and behavioral effects of alcohol use and abuse.
   BC0460 - Identify the physical and behavioral effects of marijuana use.
   BC0480 - Explain that brain damage, lung damage, and death can occur from inhaling certain substances, such
as solvents, propellants, and medicinal gases.
   BC0500 - Dependency/Addiction and Treatment
   BC0520 - Discuss signs that a person might have a problem with the use of alcohol, tobacco, and other drugs.
   BC0540 - Identify where individuals with a substance abuse problem can get help.
   BC0560 - Differentiate among drug use, abuse, and misuse.
   BC0580 - Describe how advertising, peers, and adults influence children and teenagers to try alcohol, tobacco,
and other drugs.
   BC0600 - GRADE 6 MEDICINES
   BC0620 - Discuss factors to consider when choosing an over-the-counter medicine.
   BC0640 - Discuss medicines used to treat common diseases and health conditions.
   BC0660 - Discuss the safe administration and storage of over-the-counter and prescription medicines.
   BC0680 - Describe factors that impact the effectiveness of a medicine.
   BC0700 - Alcohol, Tobacco, and Other Drugs
   BC0720 - Describe how tobacco use contributes to the incidence of respiratory diseases, cancer,
   BC0740 - Describe ways to reduce the health impact of tobacco smoke on non-smokers.
   BC0760 - Describe how the use and abuse of alcohol impacts behavior and contributes to the incidence of
illness and injuries.
   BC0780 - Discuss the short- and long-term physical and behavioral effects of inhalant use, including brain,
heart, and lung damage and death.
   BC0800 - Discuss the classifications of illegal drugs and controlled substances and give examples of each.
   BC0820 - Describe the physical and behavioral effects of each classification of drugs.
   BC0840 - Discuss the relationship between injected drug use and diseases such as HIV/AIDS and hepatitis.
   BC0860 - Discuss the legal and financial consequences of the use, sale, and possession of illegal substances.
   BC0880 - Dependency/Addiction and Treatment
   BC0900 - Describe the signs and symptoms of a substance abuse problem and the stages that lead to
dependency/addiction.
   BC0920 - Identify ways to quit using alcohol, tobacco, and other drugs and discuss factors that support an
individual to quit.
   BC0940 - Discuss factors that contribute to the use and abuse of alcohol, tobacco, and other drugs by
adolescents, such as advertising and the media, group pressures, low self-esteem, genetics, and poor role models.
   BC0960 - Describe how substance abuse affects the individual and the family and describe ways that family and
friends can support a drug-free lifestyle.
   BC0980 - GRADE 8 MEDICINES
   BC1000 - Compare and contrast commonly used over-the-counter medicines.
   BC1020 - Classify commonly administered medicines and describe the potential side effects of each
classification.
   BC1040 - Recommend safe practices for the use of prescription medicines.
   BC1060 - Compare and contrast the benefits and dangers of naturally occurring substances, such as herbs,
organics, and supplements.
   BC1080 - Alcohol, Tobacco, and Other Drugs
   BC1100 - Investigate the relationship between tobacco use and respiratory diseases, cancer, heart disease,
stroke, and injuries.
   BC1120 - Investigate the health risks posed to nonsmokers by second hand/passive smoking.
   BC1140 - Investigate how the use and abuse of alcohol contributes to illnesses such as cancer, liver disease,
heart disease, and injuries.
   BC1160 - Analyze how the use and abuse of alcohol impacts thinking, reaction time, and behavior.
   BC1180 - Describe sudden sniffing syndrome and the resultant brain, nerve, and vital organ damage that can
result from the use of inhaled substances.
   BC1200 - Compare and contrast the physical and behavioral effects of each classification of drugs.
   BC1220 - Analyze health risks associated with injecting drug use.
   BC1240 - Investigate the legal and financial consequences of the use, sale, and possession of illegal substances.
   BC1260 - Discuss how the use of alcohol and other drugs influences decision-making and places one at risk for
sexual assault, pregnancy, and STDs.
   BC1280 - Dependency/Addiction and Treatment
   BC1300 - Analyze the physical, social, and emotional indicators and stages of dependency.
   BC1320 - Discuss ways to quit using substances and discuss factors that support the ability to quit.
   BC1340 - Analyze factors that influence the use and abuse alcohol, tobacco, and other drugs.
   BC1360 - Describe how substance abuse affects the individual, the family, and the community.
   BC1380 - Discuss how tolerance, synergistic effects, and antagonistic effects have an impact on the use of drugs
and medicines.
   BC1400 - Discuss theories about dependency, such as genetic predisposition, gender-related predisposition, and
multiple risks.
   BC1420 - GRADE 12 MEDICINES
   BC1440 - Investigate the use of new or experimental medicines and discuss the potential risks and benefits.
   BC1460 - Evaluate the effectiveness of a medicine, considering the dosage, side effects, route of administration,
cost, and benefits vs. risks.
   BC1480 - Debate the benefits and dangers of naturally occurring substances such as herbal supplements.
   BC1500 - Alcohol, Tobacco, and Other Drugs
   BC1520 - Investigate tobacco use as a contributing or causative factor in the incidence of cancer, heart disease,
emphysema and other lung diseases, and stroke.
   BC1540 - Assess the impact of passive smoke on the health of children, individuals with allergies and asthma,
and nonsmokers and describe initiatives created to lessen the impact.
   BC1560 - Summarize the impact of alcohol use and abuse on body systems and organs including the
cardiovascular system, the liver, the reproductive system, and the immune system.
   BC1580 - Describe the impact of alcohol and other drugs on those areas of the brain that control vision, sleep,
coordination, and reaction time and assess how the use and abuse of alcohol and other drugs impairs behavior,
judgment, and memory.
   BC1600 - Investigate the relationship between alcohol and other drug use and the incidence of motor vehicle
crashes.
   BC1620 - Predict the physical, behavioral, and legal impacts of commonly abused substances, such as
marijuana, inhalants, anabolic steroids, and party drugs.
   BC1640 - Investigate the relationship between injected drug use and the incidence of diseases such as HIV and
hepatitis.
   BC1660 - Investigate the relationship between the use of alcohol, GHB, Ecstasy, and other drugs and the
incidence of date rape, sexual assault, STDs, and unintended pregnancy.
   BC1680 - Dependency/Addiction and Treatment
   BC1700 - Compare and contrast the physical, social, and emotional indicators of possible substance abuse.
   BC1720 - Compare and contrast the physical and psychological stages of dependency.
   BC1740 - Assess and evaluate factors that influence the use of alcohol, tobacco, and other drugs.
   BC1760 - Evaluate factors that support an individual to quit using substances.
   BC1780 - Predict the short-and long-term impacts of substance abuse on the individual, the family, the
community, and society.
   BD0000 - STANDARD 2.4 (HUMAN RELATIONSHIPS AND SEXUALITY) ALL STUDENTS WILL
LEARN THE PHYSICAL, EMOTIONAL, AND SOCIAL ASPECTS OF HUMAN RELATIONSHIPS AND
SEXUALITY AND APPLY THESE CONCEPTS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.
   BD0020 - GRADE 2 RELATIONSHIPS
   BD0040 - Identify different kinds of families and explain that families may differ for many reasons.
   BD0060 - Explain that all family members have certain rights and responsibilities that contribute to the
successful functioning of the family.
   BD0080 - Explain that families experiencing a change or crisis can get help if they need it.
   BD0100 - Define friendship and explain that friends are important throughout life.
   BD0120 - Identify appropriate ways for children to show affection and caring.
   BD0140 - Sexuality
   BD0160 - Explain the physical differences and similarities of the genders.
   BD0180 - Pregnancy and Parenting
   BD0200 - Explain that human beings develop inside their birth mother, are helpless when born, and must be fed,
clothed, and nurtured.
   BD0220 - Relationships
   BD0240 - GRADE 4 DESCRIBE DIFFERENT KINDS OF FAMILIES AND DISCUSS HOW FAMILIES
CAN SHARE LOVE, VALUES, AND TRADITIONS, PROVIDE EMOTIONAL SUPPORT, AND SET
BOUNDARIES AND LIMITS.
   BD0260 - Compare the roles, rights, and responsibilities of various family members.
   BD0280 - Discuss ways that families adjust to changes in the nature or structure of the family.
   BD0300 - Discuss how culture and tradition influence personal and family development.
   BD0320 - Discuss factors that support healthy relationships with friends and family.
   BD0340 - Describe the characteristics of a friend.
   BD0360 - Describe appropriate ways to show affection and caring.
   BD0380 - Sexuality
   BD0400 - Describe the physical, social, and emotional changes occurring at puberty.
   BD0420 - Discuss why puberty begins and ends at different ages for different people.
   BD0440 - Pregnancy and Parenting
   BD0460 - Explain that after fertilization, cells divide to create a fetus/embryo that grows and develops inside the
uterus during pregnancy.
   BD0480 - Discuss how the health of the birth mother impacts the development of the fetus.
   BD0500 - GRADE 6 RELATIONSHIPS
   BD0520 - Compare and contrast the interconnected and cooperative roles of family members.
   BD0540 - Investigate ways that individuals and families enhance and support social and emotional health and
meet basic human needs.
   BD0560 - Describe the characteristics of a healthy relationship and discuss factors that support and sustain it.
   BD0580 - Describe how peer relationships may change during adolescence.
   BD0600 - Discuss different forms of dating and explain the role of dating in personal growth.
   BD0620 - Sexuality
   BD0640 - Describe the individual growth patterns of males and females during adolescence.
   BD0660 - Discuss strategies to remain abstinent and resist pressures to become sexually active.
   BD0680 - Discuss the possible physical, social, and emotional impacts of adolescent sexual activity.
   BD0700 - Describe behaviors that place one at risk for HIV/AIDS, STDs, or unintended pregnancy.
   BD0720 - Identify sexual feelings common to young adolescents and differentiate between having sexual
feelings and acting on them.
   BD0740 - Discuss how parents, peers, and the media influence attitudes about sexuality.
   BD0760 - Pregnancy and Parenting
   BD0780 - Discuss fertilization, embryonic development, and fetal development.
   BD0800 - Describe the signs and symptoms of pregnancy.
   BD0820 - Recommend prenatal practices that support a healthy pregnancy.
   BD0840 - Discuss the potential challenges faced by adolescent parents and their families.
   BD0860 - Recommend sources of information and help for parents.
   BD0880 - GRADE 8 RELATIONSHIPS
   BD0900 - Compare and contrast the current and historical role of marriage and the family in community and
society.
   BD0920 - Discuss changes in family structures and the forces that influence change.
   BD0940 - Analyze how relationships evolve over time, focusing on changes in friendships, family, dating
relationships, and lifetime commitments such as marriage.
   BD0960 - Discuss factors that enhance and sustain loving, healthy relationships.
   BD0980 - Describe how various cultures date or select life partners.
   BD1000 - Differentiate among affection, love, commitment, and sexual attraction.
   BD1020 - Describe the signs of an unhealthy relationship and develop strategies to end it.
   BD1040 - Develop standards for dating situations, such as dating in groups, setting limits, or only dating
someone of the same age.
   BD1060 - Sexuality
   BD1080 - Discuss the influence of hormones, heredity, nutrition, and the environment on the physical, social,
and emotional changes that occur at puberty.
   BD1100 - Analyze internal and external pressures to become sexually active.
   BD1120 - Describe the physical, emotional, and social benefits of sexual abstinence and develop strategies to
resist pressures to become sexually active.
   BD1140 - Discuss the potential short- and long-term physical, emotional, and social impacts of adolescent
sexual activity.
   BD1160 - Analyze how certain behaviors place one at greater risk for HIV/AIDS, STDs, and unintended
pregnancy.
   BD1180 - Compare and contrast methods of contraception, risk reduction, and risk elimination and explain how
reliability, religious beliefs, age, gender, health history, and cost may influence their use.
   BD1200 - Discuss topics regarding sexual orientation.
   BD1220 - Discuss the importance of routine healthcare procedures such as breast self examination and testicular
examination.
   BD1240 - Pregnancy and Parenting
   BD1260 - Describe fertilization and each stage of embryonic and fetal development.
   BD1280 - Discuss the signs and symptoms of pregnancy and explain how pregnancy is confirmed.
   BD1300 - Analyze the physical and emotional changes that occur during each stage of pregnancy, including the
stages of labor and childbirth.
   BD1320 - Discuss the importance of regular prenatal care to help prevent complications that may occur during
pregnancy and childbirth.
   BD1340 - Describe the potential impact of alcohol, tobacco, other drugs, medicines, diseases, and environmental
hazards on pre-natal and post-natal development.
   BD1360 - Describe the physical, economic, emotional, social, cultural and intellectual responsibilities of
parenthood.
   BD1380 - Describe effective parenting strategies and resources for help with parenting.
   BD1400 - Analyze the challenges and responsibilities of being a teen mother and/or teen father.
   BD1420 - GRADE 12 RELATIONSHIPS
   BD1440 - Investigate how different family structures, values, rituals, and traditions meet basic human needs.
   BD1460 - Discuss how personal independence, past experiences, and social responsibility influence the choice
of friends in young adulthood.
   BD1480 - Recommend strategies to enhance and maintain mature, loving, respectful, and healthy relationships.
   BD1500 - Compare and contrast adolescent and adult dating practices.
   BD1520 - Describe the important characteristics of a spouse or life partner and describe factors to consider when
contemplating a lifetime commitment such as marriage.
   BD1540 - Discuss the importance of physical and emotional intimacy in a healthy relationship.
   BD1560 - Develop strategies to address domestic or dating violence and end unhealthy relationships.
   BD1580 - Sexuality
   BD1600 - Appraise internal and external influences and pressures to become sexually active and demonstrate
strategies to resist those pressures.
   BD1620 - Critique behaviors that place one at greater risk for HIV/AIDS, STDs, and unintended pregnancy.
   BD1640 - Analyze factors that influence the choice, use, and effectiveness of contraception, risk reduction, or
risk elimination strategies.
   BD1660 - Predict how cultural and religious beliefs, popular trends and fads, and current and emerging
technological advances influence sexuality and reproductive health.
   BD1680 - Investigate current and emerging topics related to sexual orientation.
   BD1700 - Investigate female and male reproductive and sexual health issues and discuss the importance of
education and preventive healthcare (e.g., breast/testicular exam).
   BD1720 - Pregnancy and Childbirth
   BD1740 - Compare and contrast embryonic and fetal development in single and multiple pregnancies.
   BD1760 - Describe the stages of labor and childbirth and compare childbirth options.
   BD1780 - Analyze the physical and emotional changes that occur during each trimester of pregnancy and
postpartum.
   BD1800 - Compare and contrast pregnancy options.
   BD1820 - Discuss physical, emotional, social, cultural, religious, and legal issues related to pregnancy
termination.
   BD1840 - Investigate the relationship between prenatal exposure to alcohol, tobacco and other drugs, infections,
and environmental hazards, and the incidence of fetal alcohol syndrome, sudden infant death syndrome, low birth
weight, and disabilities.
   BD1860 - Analyze the physical, economic, emotional, social, intellectual, and cultural demands of raising a
child.
   BD1880 - Assess and evaluate parenting strategies used at various stages of child development.
   BD1900 - Investigate the legal rights and responsibilities of teen mothers and fathers.
   BD1920 - Discuss factors that influence the decision to have or to adopt a child.
   BD1940 - Analyze trends in teen pregnancy rates, teen births, and out-of-wedlock births, considering shifts in
marriage patterns, sexual norms, contraceptive practices, the availability of abortion, and the size and composition
of the teen population.
    BE0000 - STANDARD 2.5 (MOTOR SKILL DEVELOPMENT) ALL STUDENTS WILL UTILIZE SAFE,
EFFICIENT, AND EFFECTIVE MOVEMENT TO DEVELOP AND MAINTAIN A HEALTHY, ACTIVE
LIFESTYLE.
   BE0020 - GRADE 2 MOVEMENT SKILLS
   BE0040 - Perform movement skills (locomotor, nonlocomotor, and manipulative skills) with developmentally
appropriate control in isolated (skill practice) and applied (game/sport/dance/recreational) settings.
   BE0060 - Demonstrate smooth transitions between sequential movement skills used in combination.
   BE0080 - Demonstrate control in traveling, weight bearing, and balance activities on a variety of body parts.
   BE0100 - Move in personal and general space at different levels, directions, and pathways.
   BE0120 - Respond in movement to changes in tempo, beat, rhythm, or musical style.
   BE0140 - Change the effort (force, flow, energy) or range (extension) of a movement skill or skill combination.
   BE0160 - Change a movement skill in response to a changing environment such as a dance partner, obstacle,
smaller target, or larger space.
   BE0180 - Respond appropriately to verbal and visual cues during physical activity.
   BE0200 - Correct movement errors in response to feedback.
   BE0220 - Demonstrate the use of creative movement in response to music, poetry, or stories.
   BE0240 - Movement Concepts
   BE0260 - Identify body planes and parts.
   BE0280 - Explain how changes in direction, pathways and levels can alter movement.
   BE0300 - Explain how changes in rhythm, tempo, beat, and musical style can alter movement.
   BE0320 - Distinguish between personal and general space.
   BE0340 - Explain verbal and visual cues used to improve skill performance.
   BE0360 - Define and use basic movement vocabulary to describe physical activity.
   BE0380 - Strategy
   BE0400 - Differentiate between competitive and cooperative strategies.
   BE0420 - Sportsmanship, Rules, and Safety
   BE0440 - Explain why good sportsmanship is important and demonstrate positive behaviors during
participation.
   BE0460 - Follow basic activity and safety rules and explain why they are important.
   BE0480 - Explain that practice and being healthy contribute to safe and improved performance.
   BE0500 - Sport Psychology
   BE0520 - Explain that mental attitude influences physical performance.
   BE0540 - GRADE 4 MOVEMENT SKILLS
   BE0560 - Perform movement skills with developmentally appropriate form in both isolated and applied settings.
   BE0580 - Demonstrate smooth transitions between sequential movement skills used in applied settings (e.g.,
creative dance, gymnastics routine, trap-dribble-shoot).
   BE0600 - Demonstrate weight transfer, balance, coordination, and agility while employing various movement
skills.
   BE0620 - Employ various rhythms, tempos, musical styles, relationships, directions, pathways, speeds, and
levels during movement.
   BE0640 - Respond to multiple changes in rhythm, tempo, beat, and musical style.
   BE0660 - Change the effort or range of a movement skill or combination to improve performance.
   BE0680 - Modify and adapt movement skills in relation to body parts (e.g., clapping over one's head), other
participants (e.g., dance partner, teammate), objects, and boundaries.
   BE0700 - Respond appropriately to visual and verbal cues during physical activity.
   BE0720 - Correct movement errors in response to feedback and explain how the change improves performance.
   BE0740 - Apply a learned skill to another movement setting.
   BE0760 - Demonstrate both improvised and choreographed movement sequences such as moving to poetry, or
performing a folk dance or an aerobic routine.
   BE0780 - Movement Concepts
   BE0800 - Discuss the importance of proper body mechanics when performing movement skills.
   BE0820 - Explain the fundamental principles of force, motion, base of support, and center of gravity as applied
to physical activity.
   BE0840 - Explain how changing the energy, flow, effort, or range of movement skill changes the quality of the
movement (e.g., baby steps vs. giant steps).
   BE0860 - Discuss ways to refine and increase control when performing movement skills.
   BE0880 - Discuss ways that personal and general space is used in all forms of physical activity (e.g., using the
entire dance floor, position play in a sport).
   BE0900 - Explain how a movement skill can be used in another movement setting.
   BE0920 - Give examples of verbal and visual cues used to improve movement skill performance.
   BE0940 - Define and use skill- and activity-specific vocabulary.
   BE0960 - Strategy
   BE0980 - Explain and demonstrate the use of simple strategies, including player positioning, faking and
dodging, and defending space.
   BE1000 - Sportsmanship, Rules and Safety
   BE1020 - Discuss the characteristics of good sportsmanship and demonstrate appropriate behavior as both a
player and an observer during physical activity.
   BE1040 - Describe activity-specific rules, explain their importance for the safety and enjoyment of participants,
and follow the rules during physical activity.
   BE1060 - Describe and demonstrate ways to handle and care for equipment safely and responsibly.
   BE1080 - Sport Psychology
   BE1100 - Describe a variety of mental strategies used to prepare for physical activity.
   BE1120 - GRADE 6 MOVEMENT SKILLS
   BE1140 - Demonstrate developmentally appropriate form when using movement skills in applied settings.
   BE1160 - Demonstrate the use of force and motion to impact the quality of physical movement.
   BE1180 - Employ the principles of space, effort, and relationships to modify movement.
   BE1200 - Modify movement in response to dynamic, interactive environments.
   BE1220 - Use visual and verbal cues to improve performance during a physical activity.
   BE1240 - Evaluate the critical elements of a movement skill or skill combination and provide appropriate
feedback.
   BE1260 - Apply a learned skill to another movement setting.
   BE1280 - Perform planned movement sequences based on a theme and using rhythm or music.
   BE1300 - Movement Concepts
   BE1320 - Analyze movement sequences for the proper use of body mechanics and suggest improvements.
   BE1340 - Discuss how the principles of force and motion impact the quality of movement.
   BE1360 - Analyze how the use of energy and flow contributes to more effective, efficient, or creative
movement.
   BE1380 - Describe how to refine and increase control when performing movement skills.
   BE1400 - Discuss how to modify movement in response to dynamic, interactive environments.
   BE1420 - Analyze how a movement skill can be transferred to another movement setting.
   BE1440 - Discuss how practice, regular participation, and appropriate feedback improve performance.
   BE1460 - Discuss how movement activities pose opportunities for self-expression, creativity, and teamwork.
   BE1480 - Strategy
   BE1500 - Describe and demonstrate the use of offensive, defensive, and cooperative strategies.
   BE1520 - Sportsmanship, Rules, and Safety
   BE1540 - Compare the roles and responsibilities of participants and observers and recommend strategies to
improve behavior, participation, and enjoyment.
   BE1560 - Summarize general and specific activity rules, describe how they enhance participation and safety,
and follow them during activities.
   BE1580 - Select, use, and care for equipment used during physical activity.
   BE1600 - Sport Psychology
   BE1620 - Describe and demonstrate the use of mental preparation strategies prior to and during participation in
physical activity.
   BE1640 - GRADE 8 MOVEMENT SKILLS
   BE1660 - Demonstrate mechanically correct form and control when using and combining movement skills in
applied settings.
   BE1680 - Demonstrate how equilibrium, rotation, and range of motion impact performance
   BE1700 - Apply the impact of various applications of force and motion during physical activity.
   BE1720 - Perform and assess the quality of movement flow in response to dynamic, interactive environments.
   BE1740 - Compare and contrast the use of movement skills across various forms of physical activity and
transfer a movement skill from one activity to another.
   BE1760 - Detect and correct errors in personal movement performance and modify it in response to internal and
external feedback.
   BE1780 - Create and perform movement activities that combine movement skills into smooth flowing sequences
(e.g., gymnastic routine, interpretative dance, tai chi).
   BE1800 - Movement Concepts
   BE1820 - Describe how equilibrium, rotation, and range of motion impact performance.
   BE1840 - Analyze the application of balance and counterbalance when performing or observing movement
skills.
   BE1860 - Compare and contrast the use of space and flow in physical activities.
   BE1880 - Summarize how movement can be made more interesting, creative, or effective.
   BE1900 - Discuss the stages of movement skill development and the importance of practice.
   BE1920 - Describe the influence of history and culture on games, sports, and dance.
   BE1940 - Strategy
   BE1960 - Compare and contrast offensive, defensive, and cooperative strategies and use them effectively in
applied settings.
   BE1980 - Sportsmanship, Rules, and Safety
   BE2000 - Analyze participant and observer behaviors for evidence of good sportsmanship.
   BE2020 - Employ general- and activity-specific rules and analyze their impact on participation.
   BE2040 - Sport Psychology
   BE2060 - Use specific strategies, including visualization and positive self-talk, to prepare for physical activity
and assess their effectiveness.
   BE2080 - GRADE 12 MOVEMENT SKILLS
   BE2100 - Demonstrate mature, mechanically correct form and control when combining and modifying
movement skills in applied settings.
   BE2120 - Use information from internal and external sources to detect, analyze, and correct errors in movement
skills and patterns used in applied settings.
   BE2140 - Apply and analyze the use of momentum, force, and torque to enhance or change the performance of
movement skills during physical activity.
   BE2160 - Transfer specialized movement skills that use similar patterns from one movement activity to another.
   BE2180 - Design and perform smooth flowing sequences with intentional changes in direction, flow, and speed
(e.g., martial arts, line dance, roller blading, swimming).
   BE2200 - Movement Concepts
   BE2220 - Analyze a movement performance and discuss how each part can be made more interesting, creative,
efficient, and/or more effective.
   BE2240 - Predict changes in movement performance based on the application of balance, counter balance,
weight transfer, and agility.
   BE2260 - Analyze the impact of kinesthetic awareness, "perfect" practice, motivation, and appropriate
challenges in facilitating the learning and refinement of a movement skill.
   BE2280 - Analyze how movement activities reflect culture, era, geography, or historical context.
   BE2300 - Strategy
   BE2320 - Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive,
and cooperative strategies in applied settings.
   BE2340 - Sportsmanship, Rules, and Safety
   BE2360 - Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants
and recommend strategies to improve their performance and behavior.
   BE2380 - Investigate the impact of rules and regulations on the health and safety of participants.
   BE2400 - Sport Psychology
   BE2420 - Compare, contrast, and apply sport psychology techniques to mentally prepare for physical activity.
    BF0000 - STANDARD 2.6 (FITNESS) ALL STUDENTS WILL APPLY HEALTH-RELATED AND SKILL-
RELATED FITNESS CONCEPTS AND SKILLS TO DEVELOP AND MAINTAIN A HEALTHY, ACTIVE
LIFESTYLE.
   BF0020 - GRADE 2 FITNESS AND PHYSICAL ACTIVITY
   BF0040 - Identify the components of health-related and skill-related fitness and identify activities that develop
each component.
   BF0060 - Identify body responses associated with moderate to vigorous physical activity including sweating, a
fast heart rate, and heavy breathing.
   BF0080 - Training
   BF0100 - Explain that too much or not enough exercise can be harmful.
   BF0120 - Explain that participation in regular physical activity contributes to wellness.
   BF0140 - Achieving and Assessing Fitness
   BF0160 - Engage in moderate to vigorous physical activity that develops all components of fitness.
   BF0180 - Monitor heart rate and breathing before, during, and after exercise.
   BF0200 - Develop a fitness goal and monitor achievement of the goal.
   BF0220 - GRADE 4 FITNESS AND PHYSICAL ACTIVITY
   BF0240 - Discuss the physical, social, and emotional benefits of regular physical activity.
   BF0260 - Explain each component of health-related and skill-related fitness and explain how specific activities
develop each component.
   BF0280 - Describe how body systems respond to vigorous exercise.
   BF0300 - Discuss factors such as heredity, training, and diet that influence fitness.
   BF0320 - Describe how technology has improved fitness activities.
   BF0340 - Training
   BF0360 - Discuss the importance of regular physical activity.
   BF0380 - Describe and apply the training principles of frequency, intensity, and time (FIT) during physical
activity.
   BF0400 - Explain that using performance-enhancing substances, including anabolic steroids and supplements,
may be unsafe and illegal.
   BF0420 - Achieving and Assessing Fitness
   BF0440 - Engage in moderate to vigorous physical activity that develops all components of fitness.
   BF0460 - Maintain continuous aerobic activity for a specified time period.
   BF0480 - Monitor physiological responses before, during, and after exercise.
   BF0500 - Develop a health-related fitness goal and use technology to track fitness status.
   BF0520 - Demonstrate age and gender-specific progress towards improving each component of fitness.
   BF0540 - Demonstrate safe and appropriate techniques while engaging in fitness activities.
   BF0560 - GRADE 6 FITNESS AND PHYSICAL ACTIVITY
   BF0580 - Describe the physical, social, and emotional benefits of regular physical activity.
   BF0600 - Differentiate among activities that improve skill fitness versus health-related fitness.
   BF0620 - Describe how body systems adapt over time to regular physical activity.
   BF0640 - Describe how gender, age, heredity, training, and health behaviors impact fitness.
   BF0660 - Investigate technological advances that impact physical activity and fitness.
   BF0680 - Describe the relationship between physical activity, healthy eating, and body composition.
   BF0700 - Training
   BF0720 - Discuss the relationship between practice, training, and injury prevention.
   BF0740 - Discuss how the principles of training including FIT, overload, progression, and specificity improve
personal fitness.
   BF0760 - Apply the appropriate training principles to various forms of physical activity used to improve
personal fitness.
   BF0780 - Describe the physical and behavioral effects of anabolic steroids and other performance enhancing
substances and discuss legal and competition issues related to their use.
   BF0800 - Achieving and Assessing Fitness
   BF0820 - Engage in moderate to vigorous forms of physical activity that address each component of fitness.
   BF0840 - Engage in physical activity at a target heart rate for a minimum of 20 minutes.
   BF0860 - Monitor physiological indicators before, during, and after exercise.
   BF0880 - Assess personal fitness, develop a personal fitness plan based on the findings, and use technology to
implement the plan.
   BF0900 - Demonstrate age- and gender-specific progress towards improving each component of fitness.
   BF0920 - GRADE 8 FITNESS AND PHYSICAL ACTIVITY
   BF0940 - Summarize the potential short- and long-term physical, social, and emotional benefits of regular
physical activity.
   BF0960 - Differentiate how body systems adapt to acute exercise vs. regular exercise over a period of time.
   BF0980 - Predict how factors such as health status, interests, environmental conditions, and available time
impact personal fitness.
   BF1000 - Analyze the positive and negative impacts of technological advances on exercise, health, and fitness.
   BF1020 - Describe ways to achieve a healthy body composition through healthy eating and physical activity.
   BF1040 - Distinguish between facts and fallacies regarding the marketing of fitness products, services, and
information.
   BF1060 - Training
   BF1080 - Recognize signs and symptoms that warrant exercise termination and possible follow-up with a
healthcare professional.
   BF1100 - Apply training principles to establish a progression of activity that will improve each component of
fitness.
   BF1120 - Describe and demonstrate various training methods, including isotonic, isometric, interval, and circuit
methods.
   BF1140 - Investigate the physical, behavioral, legal, and competitive consequences of the use of anabolic
steroids and other performance enhancing substances.
   BF1160 - Achieving and Assessing Fitness
   BF1180 - Engage in a variety of sustained, vigorous physical activities that enhance each component of fitness.
   BF1200 - Perform at the intensity level needed to enhance cardiovascular fitness, as determined by target heart
rate, perceived exertion, and recovery heart rate.
   BF1220 - Monitor physiological responses before, during and after exercise and compare changes.
   BF1240 - Use health data and information from internal and external sources to develop a personal fitness plan,
and use technology to evaluate the implementation and outcomes of the plan.
   BF1260 - Demonstrate age- and gender-specific progress towards improving each component of fitness.
   BF1280 - GRADE 12 FITNESS AND PHYSICAL ACTIVITY
   BF1300 - Predict the short- and long-term physical, social, and emotional benefits and potential problems
associated with regular physical activity.
   BF1320 - Summarize the causes, influences, and responses of body systems during exercise.
   BF1340 - Describe how preventive healthcare, physiological monitoring, hydration, a safe environment, and
exercising with a partner contribute to safe fitness activities.
   BF1360 - Evaluate the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition.
   BF1380 - Training
   BF1400 - Develop and implement a training program to maximize health benefits and prevent exercise-related
injuries and illnesses.
   BF1420 - Apply training principles to establish a progression of activity that will improve each component of
fitness and justify the use of each principle.
   BF1440 - Compare and contrast the use of drugs, fitness products, and fads to achieve fitness.
   BF1460 - Achieving and Assessing Fitness
   BF1480 - Engage in a variety of sustained, vigorous physical activities to enhance each component of fitness.
   BF1500 - Perform at the intensity level needed to enhance cardiovascular fitness, monitor physiological
responses before, during, and after exercise, and modify exercise appropriately in response.
   BF1520 - Assess personal level of fitness, design a personal fitness plan considering current health and fitness
status, goals and interests, skill level, accessibility and costs, and use technology to implement, monitor, and
evaluate the plan.
   BF1540 - Demonstrate age and gender-specific progress towards the achievement of fitness goals for each
component of health-related and skill-related fitness.
   BF1560 - Modify a fitness plan to accommodate for injury, illness, pregnancy, aging, and disability.
   BF1580 - Discuss the use of body mass index, body fat percentage, and fat deposition as measures of fitness.
C00000 - LANGUAGE ARTS LITERACY (NJ)
    CA0000 - STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE
KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME
INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS
WITH FLUENCY AND COMPREHENSION.
   CA0020 - KINDERGARTEN CONCEPTS ABOUT PRINT
   CA0040 - Realize that speech can be recorded in words (e.g., his/her own name; words and symbols in the
environment).
   CA0060 - Distinguish letters from words.
   CA0080 - Recognize that words are separated by spaces.
   CA0100 - Follow words left to right and from top to bottom.
   CA0120 - Recognize that print represents spoken language.
   CA0140 - Demonstrate understanding of the function of a book and its parts, including front and back and title
page.
   CA0160 - Phonological Awareness (includes phonemic awareness)
   CA0180 - Demonstrate understanding that spoken words consist of sequences of phonemes.
   CA0200 - Demonstrate phonemic awareness by rhyming, clapping syllables, and substituting sounds.
   CA0220 - Understand that the sequence of letters in a written word represents the sequence of sounds
(phonemes) in a spoken word (alphabetic principle).
   CA0240 - Learn many, though not all, one-to-one letter-sound correspondences.
   CA0260 - Given a spoken word, produce another word that rhymes with it.
   CA0280 - Decoding and Word Recognition
   CA0300 - Recognize some words by sight.
   CA0320 - Recognize and name most uppercase and lowercase letters of the alphabet.
   CA0340 - Recognize and read one's name.
   CA0360 - Fluency
   CA0380 - Practice reading behaviors such as retelling, reenacting, or dramatizing stories.
   CA0400 - Recognize when a simple text fails to make sense when listening to a story read aloud.
   CA0420 - Attempt to follow along in book while listening to a story read aloud.
   CA0440 - Listen and respond attentively to literary texts (e.g., nursery rhymes) and functional texts (e.g.,
science books).
   CA0460 - Reading Strategies (before, during, and after reading)
   CA0480 - Begin to track or follow print when listening to a familiar text being read.
   CA0500 - Think ahead and make simple predictions about text.
   CA0520 - Use picture clues to aid understanding of story content.
   CA0540 - Relate personal experiences to story characters' experiences, language, customs, and cultures with
assistance from teacher.
   CA0560 - "Read" familiar texts from memory, not necessarily verbatim from the print alone.
   CA0580 - Vocabulary and Concept Development
   CA0600 - Continue to develop a vocabulary through meaningful, concrete experiences.
   CA0620 - Identify and sort words in basic categories.
   CA0640 - Explain meanings of common signs and symbols.
   CA0660 - Use new vocabulary and grammatical construction in own speech.
   CA0680 - Comprehension Skills and Response to Text
   CA0700 - Respond to a variety of poems and stories through movement, art, music, and drama.
   CA0720 - Verbally identify the main character, setting, and important events in a story read aloud.
   CA0740 - Identify favorite books and stories.
   CA0760 - Retell a story read aloud using main characters and events.
   CA0780 - Participate in shared reading experiences.
   CA0800 - Make predictions based on illustrations or portions of stories.
   CA0820 - Inquiry and Research
   CA0840 - Locate and know the purposes for various literacy areas of the classroom and the library/media center.
   CA0860 - Choose books related to topics of interest.
   CA0880 - GRADE 1 CONCEPTS ABOUT PRINT
   CA0900 - Match oral words to printed words (e.g., pointing to print as one reads).
   CA0920 - Practice reading print in the environment at school and at home with assistance.
   CA0940 - Locate and identify the title, author, and illustrator of a book or reading selection.
   CA0960 - Interpret simple graphs, charts, and diagrams.
   CA0980 - Phonological Awareness (includes phonemic awareness)
   CA1000 - Demonstrate understanding of all sound- symbol relationships.
   CA1020 - Blend or segment the phonemes of most one-syllable words.
   CA1040 - Listen and identify the number of syllables in a word.
   CA1060 - Merge spoken segments into a word.
   CA1080 - Add, delete, or change sounds to change words (e.g., cow to how, cat to can).
   CA1100 - Decoding and Word Recognition
   CA1120 - Identify all consonant sounds in spoken words (including blends such as bl, br; and digraphs such as
th, wh).
   CA1140 - Recognize and use rhyming words to reinforce decoding skills.
   CA1160 - Decode regular one-syllable words and nonsense words (e.g., sit, zot).
   CA1180 - Use sound-letter correspondence knowledge to sound out unknown words when reading text.
   CA1200 - Recognize high frequency words in and out of context.
   CA1220 - Decode unknown words using basic phonetic analysis.
   CA1240 - Decode unknown words using context clues.
   CA1260 - Fluency
   CA1280 - Answer questions correctly that are posed about stories read.
   CA1300 - Begin to read simple text with fluency.
   CA1320 - Read with fluency both fiction and nonfiction that is grade-level appropriate.
   CA1340 - Reading Strategies (before, during, and after reading)
   CA1360 - Use prior knowledge to make sense of text.
   CA1380 - Establish a purpose for reading and adjust reading rate.
   CA1400 - Use pictures as cues to check for meaning.
   CA1420 - Check to see if what is being read makes sense.
   CA1440 - Monitor their reading by using fix-up strategies (e.g., searching for clues).
   CA1460 - Use graphic organizers to build on experiences and extend learning.
   CA1480 - Begin to apply study skills strategies (e.g., survey, question, read, recite, and review-SQ3R) to assist
with retention and new learning.
   CA1500 - Vocabulary and Concept Development
   CA1520 - Develop a vocabulary of 300-500 high-frequency sight words and phonetically regular words.
   CA1540 - Use and explain common antonyms and synonyms.
   CA1560 - Comprehend common and/or specific vocabulary in informational texts and literature.
   CA1580 - Comprehension Skills and Response to Text
   CA1600 - Draw simple conclusions from information gathered from pictures, print, and people.
   CA1620 - Demonstrate familiarity with genres of text, including storybooks, expository texts, poetry, and
newspapers.
   CA1640 - Sequence information learned from text into a logical order to retell facts.
   CA1660 - Identify, describe, compare, and contrast the elements of plot, setting, and characters.
   CA1680 - Make simple inferences.
   CA1700 - Read regularly in independent-level materials.
   CA1720 - Engage in silent independent reading for specific purposes.
   CA1740 - Inquiry and Research
   CA1760 - Ask and explore questions related to a topic of interest.
   CA1780 - Draw conclusions from information and data gathered.
   CA1800 - Be exposed to and read a variety of fiction and nonfiction, and produce evidence of reading.
   CA1820 - GRADE 2 CONCEPTS ABOUT PRINT/TEXT
   CA1840 - Use titles, tables of contents, and chapter headings to locate information.
   CA1860 - Recognize the purpose of a paragraph.
   CA1880 - Phonological Awareness (includes phonemic awareness)
   CA1900 - Add, delete, or change middle sounds to change words (e.g., pat to put).
   CA1920 - Use knowledge of letter-sound correspondences to sound out unknown words.
   CA1940 - Decoding and Word Recognition
   CA1960 - Look for known chunks or small words to attempt to decode an unknown word.
   CA1980 - Reread inserting the beginning sound of the unknown word.
   CA2000 - Decode regular multisyllable words and parts of words (e.g., capital, Kalamazoo).
   CA2020 - Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel
spellings, and common endings.
   CA2040 - Fluency
   CA2060 - Pause at appropriate end points (e.g., comma, period).
   CA2080 - Use appropriate pace; "not choppy" or word-by-word.
   CA2100 - Use appropriate inflection (e.g., dialogue, exclamations, questions).
   CA2120 - Read silently without finger or lip movement.
   CA2140 - Self-monitor when text does not make sense.
   CA2160 - Employ learned strategies to determine if text makes sense without being prompted.
   CA2180 - Reading Strategies (before, during, and after reading)
   CA2200 - Skip over difficult words in an effort to read on and determine meaning.
   CA2220 - Return to the beginning of a sentence and try again.
   CA2240 - Vocabulary and Concept Development
   CA2260 - Develop a vocabulary of 500-800 regular and irregular sight words.
   CA2280 - Know and relate meanings of simple prefixes and suffixes.
   CA2300 - Demonstrate evidence of expanding language repertory.
   CA2320 - Understand concept of antonyms and synonyms.
   CA2340 - Begin to use a grade-appropriate dictionary with assistance from teacher.
   CA2360 - Comprehension Skills and Response to Text
   CA2380 - Demonstrate ability to recall facts and details of text.
   CA2400 - Recognize cause and effect in text.
   CA2420 - Make inferences and support them with textual information.
   CA2440 - Continue to identify story elements in text.
   CA2460 - Respond to text by using how, why, and what-if questions.
   CA2480 - Inquiry and Research
   CA2500 - Locate information using alphabetical order.
   CA2520 - Read a variety of nonfiction and fiction books and produce evidence of reading.
   CA2540 - GRADE 3 CONCEPTS ABOUT PRINT/TEXT
   CA2560 - Recognize that printed materials provide specific information.
   CA2580 - Recognize purposes for print conventions such as end-sentence punctuation, paragraphing, and bold
print.
   CA2600 - Use a glossary or index to locate information in a text.
   CA2620 - Phonological Awareness (includes phonemic awareness)
   CA2640 - Demonstrate a sophisticated sense of sound-symbol relationships, including all phonemes (e.g.,
blends, digraphs, diphthongs).
   CA2660 - Decoding and Word Recognition
   CA2680 - Know sounds for a range of prefixes and suffixes (e.g., re-, ex-, -ment, -tion).
   CA2700 - Use letter-sound knowledge and structural analysis to decode words.
   CA2720 - Use context to accurately read words with more than one pronunciation.
   CA2740 - Fluency
   CA2760 - Recognize grade-level words accurately and with ease so that a text sounds like spoken language
when read aloud.
   CA2780 - Read longer text and chapter books independently and silently.
   CA2800 - Read aloud with proper phrasing, inflection, and intonation.
   CA2820 - Reading Strategies (before, during, after reading)
   CA2840 - Set purpose for reading and check to verify or change predictions during/after reading.
   CA2860 - Monitor comprehension and accuracy while reading in context and self-correct errors.
   CA2880 - Use pictures and context clues to assist with decoding of new words.
   CA2900 - Develop and use graphic organizers to build on experiences and extend learning.
   CA2920 - Vocabulary and Concept Development
   CA2940 - Spell previously studied words and spelling patterns accurately.
   CA2960 - Point to or clearly identify specific words or wording that cause comprehension difficulties.
   CA2980 - Infer word meanings from taught roots, prefixes, and suffixes.
   CA3000 - Use a grade-appropriate dictionary with assistance from teacher.
   CA3020 - Use pictures and context clues to assist with meaning of new words.
   CA3040 - Comprehension Skills and Response to Text
   CA3060 - Recognize purpose of the text.
   CA3080 - Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.
   CA3100 - Interpret information in graphs, charts, and diagrams.
   CA3120 - Ask how, why, and what-if questions in interpreting nonfiction texts.
   CA3140 - Recognize how authors use humor, sarcasm, and imagery to extend meaning.
   CA3160 - Discuss underlying theme or message in interpreting fiction.
   CA3180 - Summarize major points from fiction and nonfiction texts.
   CA3200 - Draw conclusions and inferences from texts.
   CA3220 - Recognize first-person "I" point of view.
   CA3240 - Compare and contrast story plots, characters, settings, and themes.
   CA3260 - Participate in creative responses to texts (e.g., dramatizations, oral presentations).
   CA3280 - Read regularly in materials appropriate for their independent reading level.
   CA3300 - Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.
   CA3320 - Use information and reasoning to examine bases of hypotheses and opinions.
   CA3340 - Inquiry and Research
   CA3360 - Use library classification systems, print or electronic, to locate information.
   CA3380 - Draw conclusions from information and data gathered.
   CA3400 - Read a variety of nonfiction and fiction books and produce evidence of understanding.
   CA3420 - GRADE 4 CONCEPTS ABOUT PRINT/TEXT
   CA3440 - Identify differences of various print formats, including newspapers, magazines, books, and reference
resources.
   CA3460 - Recognize purposes and uses for print conventions such as paragraphs, end-sentence punctuation, and
bold print.
   CA3480 - Identify and locate features that support text meaning (e.g., maps, charts, illustrations).
   CA3500 - Phonological Awareness
   CA3520 - Decoding and Word Recognition
   CA3540 - Use letter-sound correspondence and structural analysis (e.g., roots, affixes) to decode words.
   CA3560 - Know and use common word families to decode unfamiliar words.
   CA3580 - Recognize compound words, contractions, and common abbreviations.
   CA3600 - Fluency
   CA3620 - Use appropriate rhythm, flow, meter, and pronunciation in demonstrating understanding of
punctuation marks.
   CA3640 - Read at different speeds using scanning, skimming, or careful reading as appropriate.
   CA3660 - Reading Strategies (before, during, and after reading)
   CA3680 - Use knowledge of word meaning, language structure, and sound-symbol relationships to check
understanding when reading.
   CA3700 - Identify specific words or passages causing comprehension difficulties and seek clarification.
   CA3720 - Select useful visual organizers before, during, and after reading to organize information (e.g., Venn
diagrams).
   CA3740 - Vocabulary and Concept Development
   CA3760 - Infer word meanings from learned roots, prefixes, and suffixes.
   CA3780 - Infer specific word meanings in the context of reading passages.
   CA3800 - Identify and correctly use antonyms, synonyms, homophones, and homographs.
   CA3820 - Use a grade-appropriate dictionary (independently) to define unknown words.
   CA3840 - Comprehension Skills and Response to Text
   CA3860 - Discuss underlying themes across cultures in various texts.
   CA3880 - Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction texts
(e.g., science, social studies).
   CA3900 - Cite evidence from text to support conclusions.
   CA3920 - Understand author's opinions and how they address culture, ethnicity, gender, and historical periods.
  CA3940 - Follow simple multiple-steps in written instructions.
  CA3960 - Recognize an author's point of view.
  CA3980 - Identify and summarize central ideas in informational texts.
  CA4000 - Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.
  CA4020 - Recognize literary elements in stories, including setting, characters, plot, and mood.
  CA4040 - Identify some literary devices in stories.
  CA4060 - Identify the structures in poetry.
  CA4080 - Identify the structures in drama.
  CA4100 - Read regularly in materials appropriate for their independent reading level.
  CA4120 - Inquiry and Research
  CA4140 - Use library classification systems, print or electronic, to locate information.
  CA4160 - Investigate a favorite author and produce evidence of research.
  CA4180 - Read independently and research topics using a variety of materials to satisfy personal, academic, and
social needs, and produce evidence of reading.
  CA4200 - GRADE 5 CONCEPTS ABOUT PRINT/TEXT
  CA4220 - Use a text index and glossary appropriately.
  CA4240 - Survey and explain text features that contribute to comprehension (e.g., headings, introductory and
concluding paragraphs).
  CA4260 - Phonological Awareness
  CA4280 - Decoding and Word Recognition
  CA4300 - Use the pronunciation key of a dictionary to decode new words.
  CA4320 - Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.
  CA4340 - Interpret new words correctly in context.
  CA4360 - Apply spelling and syllabication rules that aid in decoding and word recognition.
  CA4380 - Fluency
  CA4400 - Adjust reading speed appropriately for different purposes and audiences.
  CA4420 - Apply knowledge of letter-sound associations, language structures, and context to recognize words.
  CA4440 - Read aloud in ways that reflect understanding of proper phrasing and intonation.
  CA4460 - Read silently for the purpose of increasing speed, accuracy, and reading fluency.
  CA4480 - Apply self-correcting strategies to decode and gain meaning from print both, orally and silently.
  CA4500 - Reading Strategies (before, during, and after reading)
  CA4520 - Activate prior knowledge and anticipate what will be read or heard.
  CA4540 - Vary reading strategies according to their purpose for reading and the nature of the text.
  CA4560 - Reread to make sense of difficult paragraphs or sections of text.
  CA4580 - Make revisions to text predictions during and after reading.
  CA4600 - Apply graphic organizers to illustrate key concepts and relationships in a text.
  CA4620 - Vocabulary and Concept Development
  CA4640 - Infer word meanings from learned roots, prefixes, and suffixes.
  CA4660 - Infer specific word meanings in the context of reading passages.
  CA4680 - Identify and correctly use antonyms, synonyms, homophones, and homographs.
  CA4700 - Use a grade-level appropriate dictionary independently to define unknown words.
  CA4720 - Use a thesaurus to identify alternative word choices and meanings.
  CA4740 - Comprehension Skills and Response to Text
  CA4760 - Identify author's purpose, views, and beliefs.
  CA4780 - Identify genre by their distinctive elements (e.g. tall tale-exaggeration).
  CA4800 - Use cause and effect and sequence of events to gain meaning.
  CA4820 - Anticipate and construct meaning from text by making conscious connections to self, an author, and
others.
  CA4840 - Recognize persuasive and propaganda techniques used to influence readers.
  CA4860 - Recognize historical and cultural biases and different points of view.
  CA4880 - Understand that theme refers to the central idea or meaning of a selection and recognize themes,
whether implied or stated directly.
  CA4900 - Distinguish between major and minor details.
  CA4920 - Make inferences using textual information and provide supporting evidence.
   CA4940 - Recognize common organizational patterns in text that support comprehension (e.g., headings,
captions).
   CA4960 - Identify and analyze text types, formats, and elements in nonfiction.
   CA4980 - Recognize literary elements in stories, including setting, characters, plot, and mood.
   CA5000 - Recognize figurative language in text (e.g. simile, metaphor, personification, alliteration).
   CA5020 - Identify and respond to the elements of sound and structure in poetry.
   CA5040 - Identify the structures in drama.
   CA5060 - Read regularly in materials appropriate for their independent reading level.
   CA5080 - Interpret idiomatic expressions.
   CA5100 - Inquiry and Research
   CA5120 - Use library classification systems, print or electronic, to locate information.
   CA5140 - Develop and revise questions for investigations prior to, during, and after reading.
   CA5160 - Use multiple sources to locate information relevant to research questions.
   CA5180 - Read independently and research topics using a variety of materials to satisfy personal, academic, and
social needs, and produce evidence of reading.
   CA5200 - Draw conclusions from information gathered from multiple sources.
   CA5220 - Interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address
research questions.
   CA5240 - Summarize and organize information by taking notes, outlining ideas, and/or making charts.
   CA5260 - Produce projects and reports, using visuals, media, and/or technology to show learning and support
the learning of an audience.
   CA5280 - GRADE 6 CONCEPTS ABOUT PRINT/TEXT
   CA5300 - Use a text index and glossary independently and appropriately.
   CA5320 - Survey and explain text features that contribute to comprehension (e.g., headings, introductory,
concluding paragraphs).
   CA5340 - Recognize and use common print formats to obtain information (e.g., newspapers, magazines,
electronic sources).
   CA5360 - Phonological Awareness
   CA5380 - Decoding and Word Recognition
   CA5400 - Use a dictionary to decode new words independently.
   CA5420 - Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.
   CA5440 - Apply knowledge of new words correctly (refer to word parts and word origin).
   CA5460 - Apply spelling and syllabication rules that aid in decoding and word recognition.
   CA5480 - Fluency
   CA5500 - Adjust reading speed appropriately for different purposes and audiences.
   CA5520 - Read aloud in ways that reflect understanding of proper phrasing and intonation.
   CA5540 - Read silently for the purpose of increasing speed, accuracy, and reading fluency.
   CA5560 - Apply self-correcting strategies to decode and gain meaning from print, both orally and silently.
   CA5580 - Reading Strategies (before, during, and after reading)
   CA5600 - Activate prior knowledge and anticipate what will be read or heard.
   CA5620 - Vary reading strategies according to their purpose for reading and the nature of the text.
   CA5640 - Reread to make sense of difficult paragraphs or sections of text.
   CA5660 - Make revisions to text predictions during and after reading.
   CA5680 - Use reference aids for word meanings when reading.
   CA5700 - Apply graphic organizers to illustrate key concepts and relationships in a text.
   CA5720 - Vocabulary and Concept Development
   CA5740 - Infer word meanings from learned roots, prefixes, and suffixes.
   CA5760 - Infer specific word meanings in the context of reading passages.
   CA5780 - Identify and correctly use antonyms, synonyms, homophones, and homographs.
   CA5800 - Use the dictionary for a variety of purposes (e.g., definitions, word origins, parts of speech).
   CA5820 - Use a thesaurus to identify alternative word choices and meanings.
   CA5840 - Comprehension Skills and Response to Text
   CA5860 - Respond critically to an author's purpose, ideas, views, and beliefs.
   CA5880 - Identify genre by their distinctive elements (e.g. tall tale-exaggeration).
   CA5900 - Use cause and effect and sequence of events to gain meaning.
   CA5920 - Construct meaning from text by making conscious connections to self, an author, and others.
   CA5940 - Recognize persuasive and propaganda techniques used to influence readers.
   CA5960 - Recognize and understand historical and cultural biases and different points of view.
   CA5980 - Identify and analyze features of themes conveyed through characters, actions, and images.
   CA6000 - Distinguish between major and minor details.
   CA6020 - Make inferences using textual information and provide supporting evidence.
   CA6040 - Recognize common organizational patterns in text that support comprehension (e.g., headings
captions).
   CA6060 - Identify and analyze text types, formats, and elements in nonfiction.
   CA6080 - Recognize characterization, setting, plot, theme, and point of view in fiction.
   CA6100 - Recognize sensory details, figurative language, and other literary devices in text.
   CA6120 - Identify and respond to the elements of sound and structure in poetry.
   CA6140 - Analyze drama as a source of information, entertainment, persuasion, or transmitter of culture.
   CA6160 - Identify and analyze elements of setting, plot, and characterization in plays that are read, written, or
performed.
   CA6180 - Explain ways that the setting contributes to the mood of a novel, play, or poem.
   CA6200 - Interpret idiomatic expressions.
   CA6220 - Inquiry and Research
   CA6240 - Develop and revise questions for investigations prior to, during, and after reading.
   CA6260 - Select and use multiple sources to locate information relevant to research questions.
   CA6280 - Draw conclusions from information gathered from multiple sources.
   CA6300 - Interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address
research questions.
   CA6320 - Summarize and organize information by taking notes, outlining ideas, and/or making charts.
   CA6340 - Produce projects and reports, using visuals, media, and/or technology to show learning and support
the learning of an audience.
   CA6360 - Compare themes, characters, settings, and ideas across texts or works and produce evidence of
understanding.
   CA6380 - GRADE 7 CONCEPTS ABOUT PRINT/TEXT
   CA6400 - Identify and use common textual features (e.g., paragraphs, topic, sentence, index, glossary, table of
contents) and graphic features, (e.g., charts, maps, diagrams) to comprehend information.
   CA6420 - Develop an understanding of the organizational structure of printed material (e.g. chronological,
sequential, procedural text).
   CA6440 - Phonological Awareness
   CA6460 - Decoding and Word Recognition
   CA6480 - Distinguish among the spellings of homophones (e.g. cite, site, sight).
   CA6500 - Apply spelling rules and syllabication that aid in correct spelling.
   CA6520 - Continue to use structural analysis and context analysis to decode new words.
   CA6540 - Fluency
   CA6560 - Read aloud in selected texts reflecting understanding of the text and engaging the listener.
   CA6580 - Read increasingly difficult texts silently with comprehension and fluency.
   CA6600 - Apply self-correcting strategies automatically to decode and gain meaning from print both orally and
silently.
   CA6620 - Reread informational text for clarity.
   CA6640 - Reading Strategies (before, during, and after reading)
   CA6660 - Monitor reading for understanding by setting a purpose for reading, making and adjusting predictions,
asking essential questions, and relating new learning to background experiences.
   CA6680 - Use increasingly complex text guides to understand different text structure and organizational patterns
(e.g. chronological sequence or comparison and contrast).
   CA6700 - Vocabulary and Concept Development
   CA6720 - Develop an extended vocabulary through both listening and independent reading.
   CA6740 - Clarify word meanings through the use of a word's definition, example, restatement, or contrast.
   CA6760 - Clarify pronunciations, meanings, alternate word choice, parts of speech, and etymology of words
using the dictionary, thesaurus, glossary, and technology resources.
   CA6780 - Expand reading vocabulary by identifying and correctly using idioms and words with literal and
figurative meanings in their speaking and writing experiences.
   CA6800 - Comprehension Skills and Response to Text
   CA6820 - Speculate about text by generating literal and inferential questions.
   CA6840 - Distinguish between essential and nonessential information.
   CA6860 - Differentiate between fact, opinion, bias, and propaganda in newspapers, periodicals, and electronic
texts.
   CA6880 - Articulate the purposes and characteristics of different genres.
   CA6900 - Analyze ideas and recurring themes found in texts, such as bravery, loyalty, friendship, and
loneliness.
   CA6920 - Develop an awareness of a variety of perspectives on a single event, setting, character, personality, or
topic as expressed by different authors.
   CA6940 - Locate and analyze the elements of setting, characterization, and plot to construct understanding of
how characters influence the progression and resolution of the plot.
   CA6960 - Read critically by identifying, analyzing, and applying knowledge of the purpose, structure, and
elements of nonfiction and providing support from the text as evidence of understanding.
   CA6980 - Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and
literary elements of fiction and providing support from the text as evidence of understanding.
   CA7000 - Respond critically to text ideas and the author's craft by using textual evidence to support
interpretations.
   CA7020 - Identify and analyze literary techniques and elements, such as figurative language, meter, rhetorical
and stylistic features of text.
   CA7040 - Identify and analyze recurring themes across literary works.
   CA7060 - Identify and understand the author's use of idioms, analogies, metaphors, and similes in prose and
poetry.
   CA7080 - Compare and contrast the perspectives of authors in a variety of interdisciplinary works.
   CA7100 - Interpret text ideas through journal writing, discussion, and enactment.
   CA7120 - Demonstrate the use of everyday texts (e.g., train schedules, directions, brochures) and make
judgments about the importance of such documents.
   CA7140 - Interpret idiomatic expressions.
   CA7160 - Inquiry and Research
   CA7180 - Produce written and oral work that demonstrates comprehension of informational materials.
   CA7200 - Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of
its authors.
   CA7220 - Collect materials for a portfolio that reflect possible career choices.
   CA7240 - Self-select materials appropriately related to a research project.
   CA7260 - Read and compare at least two works, including books, related to the same genre, topic, or subject and
produce evidence of reading (e.g., compare central ideas, characters, themes, plots, settings).
   CA7280 - GRADE 8 CONCEPTS ABOUT PRINT/TEXT
   CA7300 - Identify and use organizational structures to comprehend information. (e.g., logical order,
comparison/contrast, cause/effect, chronological, sequential, procedural text).
   CA7320 - Phonological Awareness
   CA7340 - Decoding and Word Recognition
   CA7360 - Distinguish among the spellings of homophones to determine meaning (e.g. cite, site, sight).
   CA7380 - Apply spelling and syllabication rules that aid in decoding and word recognition.
   CA7400 - Continue to use structural analysis and context analysis to decode new words.
   CA7420 - Apply knowledge of word structures and patterns to read with automaticity.
   CA7440 - Fluency
   CA7460 - Read grade-level text orally with high accuracy and appropriate pacing, intonation, and expression.
   CA7480 - Read increasingly difficult texts silently with comprehension and fluency.
   CA7500 - Apply self-correcting strategies automatically to decode and gain meaning from print both orally and
silently.
   CA7520 - Adjust reading rate in response to the type of text and level of difficulty (e.g. recreational reading vs.
informational reading).
   CA7540 - Reading Strategies (before, during, and after reading)
   CA7560 - Monitor reading for understanding by automatically setting a purpose for reading, making and
adjusting predictions, asking essential questions, and relating new learning to background experiences.
   CA7580 - Use increasingly complex text guides to understand different text structure and organizational patterns
(e.g. chronological sequence or comparison and contrast).
   CA7600 - Vocabulary and Concept Development
   CA7620 - Develop and refine an extended vocabulary through listening and exposure to a variety of texts and
independent reading.
   CA7640 - Clarify word meanings through the use of a word's definition, example, restatement, or contrast.
   CA7660 - Clarify pronunciations, meanings, alternate word choice, parts of speech, and etymology of words
using the dictionary, thesaurus, glossary, and technology resources.
   CA7680 - Expand reading vocabulary by identifying and correctly using idioms and words with literal and
figurative meanings in their speaking and writing experiences.
   CA7700 - Explain relationships between and among words including connotation/denotation,
antonyms/synonyms, and words with multiple meanings.
   CA7720 - Comprehension Skills and Response to Text
   CA7740 - Differentiate between fact/opinion and bias and propaganda in newspapers, periodicals, and electronic
texts.
   CA7760 - Compare and analyze several authors' perspectives of a character, personality, topic, setting, or event.
   CA7780 - Analyze ideas and recurring themes found in texts, such as good versus evil, across traditional and
contemporary works.
   CA7800 - Locate and analyze the elements of setting, characterization, and plot to construct understanding of
how characters influence the progression and resolution of the plot.
   CA7820 - Read critically by identifying, analyzing, and applying knowledge of the purpose, structure, and
elements of nonfiction and providing support from the text as evidence of understanding.
   CA7840 - Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and
literary elements of fiction and providing support from the text as evidence of understanding.
   CA7860 - Respond critically to text ideas and the author's craft by using textual evidence to support
interpretations.
   CA7880 - Identify and analyze literary techniques and elements, such as figurative language, meter, rhetorical,
and stylistic features of text.
   CA7900 - Identify and analyze recurring themes across literary works.
   CA7920 - Read critically and analyze poetic forms (e.g., ballad, sonnet, couplet).
   CA7940 - Identify and understand the author's use of idioms, analogies, metaphors, and similes in prose and
poetry.
   CA7960 - Understand perspectives of authors in a variety of interdisciplinary works.
   CA7980 - Interpret text ideas through journal writing, discussion, and enactment.
   CA8000 - Demonstrate the use of everyday texts (e.g., train schedules, directions, brochures) and make
judgments about the importance of such documents.
   CA8020 - Compare and analyze the various works of writers through an author's study.
   CA8040 - Inquiry and Research
   CA8060 - Produce written and oral work that demonstrates comprehension of informational materials.
   CA8080 - Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of
its authors.
   CA8100 - Collect materials for a portfolio that reflect personal career choices.
   CA8120 - Self-select materials appropriately related to a research project.
   CA8140 - Read and compare at least two works, including books, related to the same genre, topic, or subject and
produce evidence of reading (e.g., compare central ideas, characters, themes, plots, settings).
   CA8160 - GRADE 12 CONCEPTS ABOUT PRINT/TEXT
   CA8180 - Phonological Awareness
   CA8200 - Decoding and Word Recognition
   CA8220 - Fluency
   CA8240 - Read developmentally appropriate materials at an independent level with accuracy and speed.
   CA8260 - Use appropriate rhythm, flow, meter, and pronunciation when reading.
   CA8280 - Read a variety of genres and types of text with fluency and comprehension.
   CA8300 - Reading Strategies (before, during, and after reading)
   CA8320 - Identify, assess, and apply personal reading strategies that were most effective in previous learning
from a variety of texts.
   CA8340 - Practice visualizing techniques before, during, and after reading to aid in comprehension.
   CA8360 - Judge the most effective graphic organizers to use with various text types for memory retention and
monitoring comprehension.
   CA8380 - Vocabulary and Concept Development
   CA8400 - Use knowledge of word origins and word relationships, as well as historical and literary context clues,
to determine the meanings of specialized vocabulary.
   CA8420 - Use knowledge of root words to understand new words.
   CA8440 - Apply reading vocabulary in different content areas.
   CA8460 - Comprehension Skills and Response to Text
   CA8480 - Identify, describe, evaluate, and synthesize the central ideas in informational texts.
   CA8500 - Understand the study of literature and theories of literary criticism.
   CA8520 - Understand that our literary heritage is marked by distinct literary movements and is part of a global
literary tradition.
   CA8540 - Compare and evaluate the relationship between past literary traditions and contemporary writing.
   CA8560 - Analyze how works of a given period reflect historical and social events and conditions.
   CA8580 - Recognize literary concepts, such as rhetorical device, logical fallacy, and jargon, and their effect on
meaning.
   CA8600 - Interpret how literary devices affect reading emotions and understanding.
   CA8620 - Analyze and evaluate the appropriateness of diction and figurative language (e.g., irony, paradox).
   CA8640 - Distinguish between essential and nonessential information, identifying the use of proper references
and propaganda techniques where present.
   CA8660 - Differentiate between fact and opinion by using complete and accurate information, coherent
arguments, and points of view.
   CA8680 - Analyze how an author's use of words creates tone and mood, and how choice of words advances the
theme or purpose of the work.
   CA8700 - Demonstrate familiarity with everyday texts such as job and college applications, W-2 forms, and
contracts.
   CA8720 - Read, comprehend, and be able to follow information gained from technical and instructional manuals
(e.g., how-to books, computer manuals, or instructional manuals).
   CA8740 - Inquiry and Research
   CA8760 - Select appropriate electronic media for research and evaluate the quality of the information received.
   CA8780 - Develop materials for a portfolio that reflect a specific career choice.
   CA8800 - Develop increased ability to critically select works to support a research topic.
   CA8820 - Read and critically analyze a variety of works, including books and other print materials (e.g.,
periodicals, journals, manuals), about one issue or topic, or books by a single author or in one genre, and produce
evidence of reading.
   CA8840 - Apply information gained from several sources or books on a single topic or by a single author to
foster an argument, draw conclusions, or advance a position.
   CA8860 - Critique the validity and logic of arguments advanced in public documents, their appeal to various
audiences, and the extent to which they anticipate and address reader concerns.
    CB0000 - KINDERGARTEN STANDARD 3.2 (WRITING) ALL STUDENTS WILL WRITE IN CLEAR,
CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT
AUDIENCES AND PURPOSES.
   CB0020 - Writing as a Process (prewriting, drafting, revising, editing, postwriting)
   CB0040 - Recognize that thoughts and talk can be written down in words.
   CB0060 - Observe the teacher modeling writing.
   CB0080 - Generate and share ideas and experiences for a story.
   CB0100 - Attempt to put ideas into writing using pictures, developmental spelling, or conventional text.
   CB0120 - Write (print) own first and last name.
   CB0140 - Participate in group writing activities such as experience stories, interactive writing, and shared
writing.
   CB0160 - Begin to sequence story events for writing using pictures, developmental spelling, or conventional
text.
   CB0180 - Writing as a Product (resulting in work samples)
   CB0200 - Show and talk about work samples containing pictures, developmental spelling, or conventional text.
   CB0220 - Begin to collect favorite work samples to place in personal writing folder.
   CB0240 - Mechanics, Spelling, and Handwriting
   CB0260 - Use letter/sound knowledge in attempting to write (print) some words.
   CB0280 - Spell own name.
   CB0300 - Recognize and begin to use left-to-right and top-to-bottom directionality and spacing between words
when writing.
   CB0320 - Gain increasing control of penmanship, including pencil grip, paper position, and beginning strokes.
   CB0340 - Write all uppercase and lowercase letters of the alphabet from teacher copy.
   CB0360 - Writing Forms, Audiences, and Purposes (exploring a variety of writing)
   CB0380 - Communicate personal response to literature through drawing, telling, or writing.
   CB0400 - Show and talk about favorite work samples (drawing or writing) with teacher and family.
   CB0420 - GRADE 1 WRITING AS A PROCESS (PREWRITING, DRAFTING, REVISING, EDITING,
POSTWRITING)
   CB0440 - Begin to generate ideas for writing through talking, sharing, and drawing.
   CB0460 - Observe the modeling of writing.
   CB0480 - Begin to use a basic writing process to develop writing.
   CB0500 - Use simple sentences to convey ideas.
   CB0520 - Increase fluency (ability to write ideas easily) to improve writing.
   CB0540 - Continue to use pictures, developmental spelling or conventional text to create writing drafts.
   CB0560 - Revisit pictures and writings to add detail.
   CB0580 - Begin to mimic an author's voice and patterns.
   CB0600 - Begin to use a simple checklist to improve writing with teacher support.
   CB0620 - Begin to use simple computer writing applications during some parts of the writing process.
   CB0640 - Writing as a Product (resulting in a product or publication)
   CB0660 - Produce finished writings to share with class and/or for publication.
   CB0680 - Produce stories from personal experiences.
   CB0700 - Show and talk about own writing for classroom audience.
   CB0720 - Collect favorite works to place in personal writing folder.
   CB0740 - Mechanics, Spelling, and Handwriting
   CB0760 - Write all upper and lowercase letters of the alphabet from memory.
   CB0780 - Begin to use basic punctuation and capitalization.
   CB0800 - Apply sound/symbol relationships to writing words.
   CB0820 - Use developmental spelling or phonics-based knowledge to spell independently, when necessary.
   CB0840 - Develop awareness of conventional spelling.
   CB0860 - Use left-to-right and top-to-bottom directionality and use appropriate spacing between words.
   CB0880 - Writing Forms, Audiences, and Purposes (exploring a variety of writing)
   CB0900 - Create written texts for others to read.
   CB0920 - Produce a variety of writings, including stories, descriptions, and journal entries, showing
relationships between illustrations and printed text.
   CB0940 - GRADE 2 WRITING AS A PROCESS (PREWRITING, DRAFTING, REVISING, EDITING,
POSTWRITING)
   CB0960 - Generate ideas for writing: hearing stories, recalling experiences, brainstorming, and drawing.
   CB0980 - Observe the modeling of writing.
   CB1000 - Begin to develop an awareness of simple story structures and author's voice.
   CB1020 - Use sentences to convey ideas in writing.
   CB1040 - Maintain the use of a basic writing process to develop writing.
   CB1060 - Use graphic organizers to assist with planning writing.
   CB1080 - Compose readable first drafts.
   CB1100 - Use everyday words in appropriate written context.
   CB1120 - Reread drafts for meaning, to add details, and to improve correctness.
   CB1140 - Focus on elaboration as a strategy for improving writing.
   CB1160 - Participate with peers to comment on and react to each other's writing.
   CB1180 - Use a simple checklist to improve elements of own writing.
   CB1200 - Use computer writing applications during some parts of the writing process.
   CB1220 - Writing as a Product (resulting in a formal product or publication)
   CB1240 - Produce finished writings to share with classmates and/or for publication.
   CB1260 - Produce stories from personal experiences.
   CB1280 - Produce a narrative with a beginning, middle, and end.
   CB1300 - Write nonfiction pieces, such as letters, procedures, biographies, or simple reports.
   CB1320 - Organize favorite work samples in a writing folder or portfolio.
   CB1340 - Mechanics, Spelling, and Handwriting
   CB1360 - Use correct end point punctuation.
   CB1380 - Apply basic rules of capitalization.
   CB1400 - Use correct spelling of some high frequency words.
   CB1420 - Apply sound/symbol relationships to writing words.
   CB1440 - Recognize and apply basic spelling patterns.
   CB1460 - Write legibly to meet district standards.
   CB1480 - Writing Forms, Audiences, and Purposes (exploring a variety of forms)
   CB1500 - Create written texts for others to read.
   CB1520 - Generate ideas and write on topics in forms appropriate to science, social studies, or other subject
areas.
   CB1540 - Use writing as a tool for learning self-discovery and reflection.
   CB1560 - Use reading and technology to support writing.
   CB1580 - Write in a variety of simple genres to satisfy personal, academic, and social needs, such as letters,
plays, procedures, biographies, or simple reports.
   CB1600 - GRADE 3 WRITING AS A PROCESS (PREWRITING, DRAFTING, REVISING, EDITING,
POSTWRITING)
   CB1620 - Generate possible ideas for writing through recalling experiences, listening to stories, reading,
brainstorming, and discussion.
   CB1640 - Examine real-world examples of writing in various genres to gain understanding of how authors
communicate ideas through form, structure, and author's voice.
   CB1660 - Use graphic organizers to assist with planning writing.
   CB1680 - Compose first drafts from prewriting work.
   CB1700 - Revise a draft by rereading for meaning, narrowing the focus, sequencing, elaborating with detail,
improving openings, closings, and word choice to show voice.
   CB1720 - Participate with peers to comment on and react to each other's writing.
   CB1740 - Build awareness of ways authors use paragraphs to support meaning.
   CB1760 - Begin to develop author's voice in own writing.
   CB1780 - Use reference materials to revise work, such as a dictionary or internet/software resource.
   CB1800 - Edit work for basic spelling and mechanics.
   CB1820 - Use computer word-processing applications during parts of the writing process.
   CB1840 - Understand and use a checklist and/or rubric to improve writing.
   CB1860 - Reflect on own writing, noting strengths and areas needing improvement.
   CB1880 - Writing as a Product (resulting in a formal product or publication)
   CB1900 - Write a descriptive piece, such as a description of a person, place, or object.
   CB1920 - Write a narrative piece based on personal experiences.
   CB1940 - Write a nonfiction piece and/or simple informational report across the curriculum.
   CB1960 - Present and discuss writing with other students.
   CB1980 - Apply elements of grade-appropriate rubrics to improve writing.
   CB2000 - Develop a collection of writings (e.g., a literacy folder or portfolio).
   CB2020 - Mechanics, Spelling, Handwriting
   CB2040 - Use Standard English conventions that are developmentally appropriate to the grade level: sentences,
punctuation, capitalization, and spelling.
   CB2060 - Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and
plural nouns, subject/verb agreement, and appropriate parts of speech.
   CB2080 - Study examples of narrative and expository writing to develop understanding of paragraphs and
indentation.
   CB2100 - Develop knowledge of English spelling through the use of patterns, structural analysis, and high
frequency words.
   CB2120 - Write legibly in manuscript or cursive to meet district standards.
   CB2140 - Writing Forms, Audiences, and Purposes (exploring a variety of forms)
   CB2160 - Write for a variety of purposes (e.g., to inform, entertain, persuade) and audiences (e.g., self, peers,
community).
   CB2180 - Develop fluency by writing daily and for sustained amounts of time.
   CB2200 - Generate ideas for writing in a variety of situations and across the curriculum.
   CB2220 - Write to express thoughts and ideas, to share experiences, and to communicate socially.
   CB2240 - Write the events of a story sequentially.
   CB2260 - Produce writing that demonstrates the use of a variety of sentence types, such as declarative,
interrogative, exclamatory, and imperative.
   CB2280 - Respond to literature through writing to demonstrate an understanding of a text.
   CB2300 - Write narrative text (e.g., realistic or humorous story).
   CB2320 - Write non-fiction text (e.g., reports, procedures, letters).
   CB2340 - GRADE 4 WRITING AS A PROCESS (PREWRITING, DRAFTING, REVISING, EDITING,
POSTWRITING)
   CB2360 - Generate possible ideas for writing through talking, recalling experiences, hearing stories, reading,
discussing models of writing, asking questions, and brainstorming.
   CB2380 - Develop an awareness of form, structure, and author's voice in various genres.
   CB2400 - Use strategies such as reflecting on personal experiences, reading, doing interviews or research, and
using graphic organizers to generate and organize ideas for writing.
   CB2420 - Draft writing in a selected genre with supporting structure according to the intended message,
audience, and purpose for writing.
   CB2440 - Revise drafts by rereading for meaning, narrowing the focus, elaborating, reworking organization,
openings, and closings, and improving word choice and consistency of voice.
   CB2460 - Review own writing with others to understand the reader's perspective and to consider ideas for
revision.
   CB2480 - Review and edit work for spelling, mechanics, clarity, and fluency.
   CB2500 - Use a variety of reference materials to revise work, such as a dictionary, thesaurus, or
internet/software resources.
   CB2520 - Use computer writing applications during most of the writing process.
   CB2540 - Understand and apply elements of grade-appropriate rubrics to improve and evaluate writing.
   CB2560 - Reflect on one's writing, noting strengths and areas needing improvement.
   CB2580 - Writing as a Product (resulting in a formal product or publication)
   CB2600 - Create narrative pieces, such as memoir or personal narrative, which contain description and relate
ideas, observations, or recollections of an event or experience.
   CB2620 - Write informational reports across the curriculum that frame an issue or topic, include facts and
details, and draw from more than one source of information.
   CB2640 - Craft writing to elevate its quality by adding detail, changing the order of ideas, strengthening
openings and closings, and using dialogue.
   CB2660 - Build knowledge of the characteristics and structures of a variety of genres.
   CB2680 - Sharpen focus and improve coherence by considering the relevancy of included details, and adding,
deleting, and rearranging appropriately.
   CB2700 - Write sentences of varying lengths and complexity, using specific nouns, verbs, and descriptive
words.
   CB2720 - Recognize the difference between complete sentences and sentence fragments and examine the uses
of each in real-world writing.
   CB2740 - Improve the clarity of writing by rearranging words, sentences, and paragraphs.
   CB2760 - Examine real-world writing to expand knowledge of sentences, paragraphs, usage, and authors'
writing styles.
   CB2780 - Provide logical sequence and support the purpose of writing by refining organizational structure and
developing transitions between ideas.
   CB2800 - Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying
conclusion.
   CB2820 - Mechanics, Spelling, and Handwriting
   CB2840 - Use Standard English conventions that are appropriate to the grade level, such as sentence structure,
grammar and usage, punctuation, capitalization, spelling, and handwriting.
   CB2860 - Use increasingly complex sentence structure and syntax to express ideas.
   CB2880 - Use grade appropriate knowledge of English grammar and usage to craft writing, such as subject/verb
agreement, pronoun usage and agreement, and appropriate verb tenses.
   CB2900 - Use punctuation correctly in sentences, such as ending punctuation, commas, and quotation marks in
dialogue.
   CB2920 - Use capital letters correctly in sentences, for proper nouns, and in titles.
   CB2940 - Study examples of narrative and expository writing to develop understanding of the reasons for and
use of paragraphs and indentation.
   CB2960 - Indent in own writing to show the beginning of a paragraph.
   CB2980 - Spell grade-appropriate words correctly with particular attention to frequently used words,
contractions, and homophones.
   CB3000 - Use knowledge of base words, structural analysis, and spelling patterns to expand spelling
competency in writing.
   CB3020 - Use a variety of reference materials, such as a dictionary, grammar reference, and internet/software
resources to edit written work.
   CB3040 - Write legibly in manuscript or cursive to meet district standards.
   CB3060 - Writing Forms, Audiences, and Purposes (exploring a variety of forms)
   CB3080 - Write for different purposes (e.g., to express ideas, to inform, to entertain, to respond to literature, to
question, to share) and a variety of audiences (e.g., self, peers, community).
   CB3100 - Study the characteristics of a variety of genres, including expository, narrative, poetry, and reflection.
   CB3120 - Develop independence by setting self-selected purposes and generating topics for writing.
   CB3140 - Write independently to satisfy personal, academic, and social needs (e.g., stories, summaries, letters,
or poetry).
   CB3160 - Use writing to paraphrase, clarify, and reflect on new learning across the curriculum.
   CB3180 - Respond to literature in writing to demonstrate an understanding of the text, to explore personal
reactions, and to connect personal experiences with the text.
   CB3200 - Write narratives that relate recollections of an event or experience and establish a setting, characters,
point of view, and sequence of events.
   CB3220 - Write informational reports that frame a topic, include facts and details, and draw information from
several sources.
   CB3240 - Write formal and informal letters for a variety of audiences and purposes.
   CB3260 - Use a variety of strategies to organize writing, including sequence, chronology, and cause/effect.
   CB3280 - Demonstrate higher-order thinking skills through responses to open-ended and essay questions in
content areas or as responses to literature.
   CB3300 - Use relevant graphics in writing (e.g., maps, charts, illustrations).
   CB3320 - Demonstrate the development of a personal style and voice in writing.
   CB3340 - Review scoring criteria of a writing rubric.
   CB3360 - Develop a collection of writings (e.g., a literacy folder or a literacy portfolio).
   CB3380 - GRADE 5 WRITING AS A PROCESS (PREWRITING, DRAFTING, REVISING, EDITING,
POSTWRITING)
   CB3400 - Write stories with multiple paragraphs that develop a situation or plot, describe the setting, and
include an ending.
   CB3420 - Write informational compositions with multiple paragraphs that present important ideas, provide
details, and offer a concluding paragraph.
   CB3440 - Generate possible ideas for writing through listening, talking, recalling experiences, hearing stories,
reading, discussing models of writing, asking questions, and brainstorming.
   CB3460 - Develop an awareness of form, structure, and author's voice in various genres.
   CB3480 - Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing.
   CB3500 - Draft writing in a selected genre with supporting structure according to the intended message,
audience, and purpose for writing
   CB3520 - Make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific
details, and justify the choices made.
   CB3540 - Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as
reworking organization, openings, closings, word choice, and consistency of voice.
   CB3560 - Review own writing with others to understand the reader's perspective and to consider and incorporate
ideas for revision.
   CB3580 - Review and edit work for spelling, usage, clarity, organization, and fluency.
   CB3600 - Use a variety of reference materials to revise work.
   CB3620 - Use computer writing applications during the writing process.
   CB3640 - Understand and apply the elements of a scoring rubric to improve and evaluate writing.
   CB3660 - Reflect on own writing, noting strengths and setting goals for improvement.
   CB3680 - Writing as a Product (resulting in a formal product or publication)
   CB3700 - Expand knowledge of characteristics and structures of selected genres.
   CB3720 - Write a range of grade appropriate essays across curricula (e.g., persuasive, personal, descriptive,
issue- based)
   CB3740 - Write grade appropriate, multi-paragraph, expository pieces across curricula (e.g., problem/solution,
cause/effect, hypothesis/results, feature articles, critique, research reports).
   CB3760 - Write various types of prose, such as short stories, biography, autobiography, or memoir, that contain
narrative elements.
   CB3780 - Support main idea, topic, or theme with facts, examples, or explanations, including information from
multiple sources.
   CB3800 - Sharpen focus and improve coherence by considering the relevancy of included details and adding,
deleting, and rearranging appropriately.
   CB3820 - Write sentences of varying length and complexity, using specific nouns, verbs, and descriptive words.
   CB3840 - Prepare a works consulted page for reports or research papers.
   CB3860 - Provide logical sequence throughout multi-paragraph works by refining organizational structure and
developing transitions between ideas.
   CB3880 - Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying
conclusion.
   CB3900 - Mechanics, Spelling, and Handwriting
   CB3920 - Use Standard English conventions in all writing, such as sentence structure, grammar and usage,
punctuation, capitalization, spelling, and handwriting.
   CB3940 - Use increasingly complex sentence structure and syntax to express ideas.
   CB3960 - Use knowledge of English grammar and usage to express ideas effectively.
   CB3980 - Use correct capitalization and punctuation, including commas and colons, throughout writing.
   CB4000 - Use quotation marks and related punctuation correctly in passages of dialogue.
   CB4020 - Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in
writing.
   CB4040 - Study examples of narrative and expository writing to develop understanding of the reasons for and
use of paragraphs and indentation.
   CB4060 - Edit writing for correct grammar usage, capitalization, punctuation, and spelling.
   CB4080 - Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software
resources to edit written work.
   CB4100 - Write legibly in manuscript or cursive to meet district standards
   CB4120 - Writing Forms, Audiences, and Purposes (exploring a variety of forms)
   CB4140 - Write for different purposes (e.g., to express ideas, inform, entertain, respond to literature, persuade,
question, reflect, clarify, share) and a variety of audiences (e.g., self, peers, community).
   CB4160 - Gather, select, and organize information appropriate to a topic, task, and audience.
   CB4180 - Develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry,
critiques, and everyday/ workplace writing.
   CB4200 - Organize a response that develops insight into literature by exploring personal reactions, connecting
to personal experiences, and referring to the text through sustained use of examples.
   CB4220 - Use transitions between and within paragraphs.
   CB4240 - Organize paragraphs using topic sentences.
   CB4260 - Write narratives, establishing a plot or conflict, setting, characters, point of view, and resolution.
   CB4280 - Use narrative techniques (e.g., dialogue, specific actions of characters, sensory description, and
expression of thoughts and feelings of characters).
   CB4300 - Write reports based on research with a scope narrow enough to be thoroughly covered, supporting the
main ideas or topic with facts, examples, and explanations, and including a works consulted page.
   CB4320 - Write persuasive essays with clearly stated positions or opinions supported by organized and relevant
evidence to validate arguments and conclusions, and sources cited when needed.
   CB4340 - Demonstrate the ability to write friendly/business letters in correct format and coherent style.
   CB4360 - Use a variety of strategies to organize writing, including sequence, chronology, cause/effect,
problem/solution, and order of importance.
   CB4380 - Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay
questions in content areas or as responses to literature.
   CB4400 - Use relevant graphics in writing (e.g., maps, charts, illustrations, graphs, photographs).
   CB4420 - Demonstrate the development of a personal style and voice in writing.
   CB4440 - Review scoring criteria of relevant rubrics.
   CB4460 - Develop a collection of writings (e.g., a literacy folder, a literacy portfolio).
   CB4480 - GRADE 6 WRITING AS A PROCESS (PREWRITING, DRAFTING, REVISING, EDITING,
POSTWRITING)
   CB4500 - Write informational compositions of several paragraphs that engage the interest of the reader, state a
clear purpose, develop the topic, and conclude with a detailed summary.
   CB4520 - Generate ideas for writing through reading and making connections across the curriculum and with
current events.
   CB4540 - Expand knowledge about form, structure, and voice in a variety of genres.
   CB4560 - Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing.
   CB4580 - Draft writing in a selected genre with supporting structure and appropriate voice according to the
intended message, audience, and purpose for writing.
   CB4600 - Make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific
details, and justify the choices made.
   CB4620 - Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as
reworking organization, openings, closings, word choice, and consistency of voice.
   CB4640 - Review own writing with others to understand the reader's perspective and to consider and incorporate
ideas for revision.
   CB4660 - Review and edit work for spelling, usage, clarity, organization, and fluency.
   CB4680 - Use a variety of reference materials to revise work.
   CB4700 - Use computer writing applications during the writing process.
   CB4720 - Understand and apply the elements of a scoring rubric to improve and evaluate writing.
   CB4740 - Reflect on own writing, noting strengths and setting goals for improvement.
   CB4760 - Writing as a Product (resulting in a formal product or publication)
   CB4780 - Expand knowledge of characteristics, structures, and tone of selected genres.
   CB4800 - Write a range of grade appropriate essays across curricula (e.g., persuasive, personal, descriptive,
issue- based)
   CB4820 - Write grade appropriate, multi-paragraph expository pieces across curricula (e.g., problem/solution,
cause/effect, hypothesis/results, feature articles, critique, research reports).
   CB4840 - Write various types of prose, such as short stories, biography, autobiography, or memoir that contain
narrative elements.
   CB4860 - Support main idea, topic, or theme with facts, examples, or explanations, including information from
multiple sources.
   CB4880 - Sharpen focus and improve coherence by considering the relevancy of included details, and adding,
deleting, and rearranging appropriately.
   CB4900 - Write sentences of varying length and complexity, using specific nouns, verbs, and descriptive words.
   CB4920 - Prepare a works consulted page for reports or research papers.
   CB4940 - Provide logical sequence throughout multi-paragraph works by refining organizational structure and
developing transitions between ideas.
   CB4960 - Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying
conclusion.
   CB4980 - Mechanics, Spelling, and Handwriting
   CB5000 - Use Standard English conventions in all writing, such as sentence structure, grammar and usage,
punctuation, capitalization, spelling, handwriting.
   CB5020 - Use a variety of sentence types and syntax, including independent and dependent clauses and
prepositional and adverbial phrases, to connect ideas and craft writing in an interesting and grammatically correct
way.
   CB5040 - Use knowledge of English grammar and usage to express ideas effectively.
   CB5060 - Use correct capitalization and punctuation, including commas and colons, throughout writing.
   CB5080 - Use quotation marks and related punctuation correctly in passages of dialogue.
   CB5100 - Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in
writing.
   CB5120 - Demonstrate understanding of reasons for paragraphs in narrative and expository writing and indent
appropriately in own writing.
   CB5140 - Edit writing for correct grammar usage, capitalization, punctuation, and spelling.
   CB5160 - Use a variety of materials, such as a dictionary, grammar reference, and/or internet/software resources
to edit written work.
   CB5180 - Write legibly in manuscript or cursive to meet district standards.
   CB5200 - Writing Forms, Audiences, and Purposes (exploring a variety of forms)
   CB5220 - Write for different purposes (e.g., to express ideas, inform, entertain, respond to literature, persuade,
question, reflect, clarify, share) and a variety of audiences (e.g., self, peers, community).
   CB5240 - Gather, select, and organize information appropriate to a topic, task, and audience.
   CB5260 - Develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry,
critiques, and everyday/ workplace writing.
   CB5280 - Organize a response that develops insight into literature by exploring personal reactions, connecting
to personal experiences, and referring to the text through sustained use of examples.
   CB5300 - Write narratives, establishing a plot or conflict, setting, characters, point of view, and resolution.
   CB5320 - Use narrative techniques (e.g., dialogue, specific actions of characters, sensory description, and
expression of thoughts and feelings of characters).
   CB5340 - Write reports based on research with a scope narrow enough to be thoroughly covered, supporting the
main ideas or topic with facts, examples, and explanations from authoritative sources, and including a works
consulted page.
   CB5360 - Write persuasive essays with clearly stated positions or opinions supported by organized and relevant
evidence to validate arguments and conclusions, and sources cited when needed.
   CB5380 - Demonstrate the ability to write business letters in correct format and coherent style.
   CB5400 - Use a variety of strategies to organize writing, including sequence, chronology, cause/effect,
problem/solution, and order of importance.
   CB5420 - Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay
questions in content areas or as responses to literature.
   CB5440 - Use relevant graphics in writing (e.g., maps, charts, illustrations, graphs, photographs).
   CB5460 - Demonstrate the development of a personal style and voice in writing.
   CB5480 - Review scoring criteria of relevant rubrics.
   CB5500 - Develop a collection of writings (e.g., a literacy folder or a literacy portfolio).
   CB5520 - GRADE 7 WRITING AS A PROCESS (PREWRITING, DRAFTING, REVISING, EDITING,
POSTWRITING)
   CB5540 - Write stories or scripts with well-developed characters, setting, dialogue, clear conflict and resolution,
and sufficient descriptive detail.
   CB5560 - Write multi-paragraph compositions that have clear topic development, logical organization, effective
use of detail, and variety in sentence structure.
   CB5580 - Generate and narrow topics by considering purpose, audience, and form with a variety of strategies
(e.g., graphic organizers, brainstorming, or technology-assisted processes).
   CB5600 - Revise and edit drafts by rereading for content and organization, usage, sentence construction,
mechanics, and word choice.
   CB5620 - Demonstrate understanding of a scoring rubric to improve and evaluate writing.
   CB5640 - Compose, revise, edit, and publish writing using appropriate word processing software.
   CB5660 - Reflect on own writing, noting strengths and setting goals for improvement.
   CB5680 - Writing as a Product (resulting in a formal product or publication)
   CB5700 - Extend knowledge of specific characteristics, structures, and appropriate voice and tone of selected
genres and use this knowledge in creating written work, considering the purpose, audience, and context of the
writing.
   CB5720 - Write various types of prose, such as short stories, biographies, autobiographies, or memoirs that
contain narrative elements.
   CB5740 - Write reports and subject-appropriate nonfiction pieces across the curriculum based on research and
including citations, quotations, and a works consulted page.
   CB5760 - Write a range of essays, including persuasive, speculative (picture prompt), descriptive, personal, or
issue-based.
   CB5780 - Mechanics, Spelling, and Handwriting
   CB5800 - Use Standard English conventions in all writing, such as sentence structure, grammar and usage,
punctuation, capitalization, and spelling.
   CB5820 - Use a variety of sentence types correctly, including combinations of independent and dependent
clauses, prepositional and adverbial phrases, and varied sentence openings to develop a lively and effective
personal style.
   CB5840 - Understand and use parallelism, including similar grammatical forms, to present items in a series or to
organize ideas for emphasis.
   CB5860 - Experiment in using subordination, coordination, apposition, and other devices to indicate
relationships between ideas.
   CB5880 - Use transition words to reinforce a logical progression of ideas.
   CB5900 - Edit writing for correct grammar, usage, capitalization, punctuation, and spelling.
   CB5920 - Use a variety of reference materials, such as a dictionary, thesaurus, grammar reference, and/or
internet/software resources to edit written work.
   CB5940 - Write legibly in manuscript or cursive to meet district standards.
   CB5960 - Writing Forms, Audiences, and Purposes (exploring a variety of forms)
   CB5980 - Gather, select, and organize information appropriate to a topic, task, and audience.
   CB6000 - Apply knowledge and strategies for composing pieces in a variety of genres (e.g., narrative,
expository, persuasive, poetic, and everyday/ workplace or technical writing).
   CB6020 - Write responses to literature and develop insights into interpretations by connecting to personal
experiences and referring to textual information.
   CB6040 - Write personal narratives, short stories, memoirs, poetry and persuasive and expository text that relate
clear, coherent events or situations through the use of specific details.
   CB6060 - Use narrative and descriptive writing techniques that show compositional risks (e.g., dialogue, literary
devices, sensory words and phrases, background information, thoughts and feelings of characters, and comparison
and contrast of characters).
   CB6080 - Use primary and secondary sources to understand the value of each when writing a research report.
   CB6100 - Write reports based on research and include citations, quotations, and works consulted page.
   CB6120 - Explore the central idea or theme of an informational reading and support analysis with details from
the article and personal experiences.
   CB6140 - Demonstrate writing clarity and supportive evidence when answering open-ended and essay questions
across the curriculum.
   CB6160 - State a position clearly in a persuasive essay by stating the issue, giving facts, examples, and details to
support the position, and citing sources when appropriate.
   CB6180 - Present evidence when writing persuasive essays, examples, and justification to support arguments.
   CB6200 - Choose an appropriate organizing strategy, such as cause/effect, pro and con, or parody to effectively
present a topic, point of view, or argument.
   CB6220 - Develop the use of a personal style and voice effectively to support the purpose and engage the
audience of a piece of writing.
   CB6240 - Maintain a collection of writing (e.g., a literacy folder, or a literacy portfolio).
   CB6260 - Review scoring criteria of relevant rubrics.
   CB6280 - GRADE 8 WRITING AS A PROCESS (PREWRITING, DRAFTING, REVISING, EDITING,
POSTWRITING)
   CB6300 - Write stories or scripts with well-developed characters, setting, dialogue, clear conflict and resolution,
and sufficient descriptive detail.
   CB6320 - Write multi-paragraph compositions that have clear topic development, logical organization, effective
use of detail, and variety in sentence structure.
   CB6340 - Generate and narrow topics by considering purpose, audience, and form with a variety of strategies
(e.g., graphic organizers, brainstorming, technology-assisted processes).
   CB6360 - Revise and edit drafts by rereading for content and organization, usage, sentence construction,
mechanics, and word choice.
   CB6380 - Utilize the New Jersey Registered Holistic scoring rubric to improve and evaluate their writing and
the writing of peers.
   CB6400 - Compose, revise, edit, and publish writing using appropriate word processing software.
   CB6420 - Reflect on own writing, noting strengths and setting goals for improvement.
   CB6440 - Writing as a Product (resulting in a formal product or publication)
   CB6460 - Extend knowledge of specific characteristics, structures, and appropriate voice and tone of selected
genres and use this knowledge in creating written work, considering the purpose, audience, and context of the
writing.
   CB6480 - Write various types of prose, such as short stories, biographies, autobiographies, or memoirs that
contain narrative elements.
   CB6500 - Write reports and subject-appropriate nonfiction pieces across the curriculum based on research and
including citations, quotations, and a works cited page.
   CB6520 - Write a range of essays, including persuasive, speculative (picture prompt), descriptive, personal, or
issue-based.
   CB6540 - Mechanics, Spelling, and Handwriting
   CB6560 - Use Standard English conventions in all writing, such as sentence structure, grammar and usage,
punctuation, capitalization, spelling.
   CB6580 - Use a variety of sentence types correctly, including combinations of independent and dependent
clauses, prepositional and adverbial phrases, and varied sentence openings to develop a lively and effective
personal style.
   CB6600 - Understand and use parallelism, including similar grammatical forms, to present items in a series or to
organize ideas for emphasis.
   CB6620 - Refine the use of subordination, coordination, apposition, and other devices to indicate relationships
between ideas.
   CB6640 - Use transition words to reinforce a logical progression of ideas.
   CB6660 - Edit writing for correct grammar, usage, capitalization, punctuation, and spelling.
   CB6680 - Use a variety of reference materials, such as a dictionary, thesaurus, grammar reference, and/or
internet/software resources to edit written work.
   CB6700 - Write legibly in manuscript or cursive to meet district standards.
   CB6720 - Writing Forms, Audiences, and Purposes (exploring a variety of forms)
   CB6740 - Gather, select, and organize the most effective information appropriate to a topic, task, and audience.
   CB6760 - Apply knowledge and strategies for composing pieces in a variety of genres (e.g., narrative,
expository, persuasive, poetic, and everyday/ workplace or technical writing).
   CB6780 - Write responses to literature and develop insights into interpretations by connecting to personal
experiences and referring to textual information.
   CB6800 - Write personal narratives, short stories, memoirs, poetry, and persuasive and expository text that
relate clear, coherent events, or situations through the use of specific details.
   CB6820 - Use narrative and descriptive writing techniques that show compositional risks (e.g., dialogue, literary
devices sensory words and phrases, background information, thoughts and feelings of characters, comparison and
contrast of characters.)
   CB6840 - Use a variety of primary and secondary sources to understand the value of each when writing a
research report.
   CB6860 - Write reports based on research and include citations, quotations, and works cited page.
   CB6880 - Explore the central idea or theme of an informational reading and support analysis with details from
the article and personal experiences.
   CB6900 - Demonstrate writing clarity and supportive evidence when answering open-ended and essay questions
across the curriculum.
   CB6920 - State a position clearly and convincingly in a persuasive essay by stating the issue, giving facts,
examples, and details to support the position, and citing sources when appropriate.
   CB6940 - Present evidence when writing persuasive essays, examples, and justification to support arguments.
   CB6960 - Choose an appropriate organizing strategy such as cause/effect, pro and con, parody, to effectively
present a topic, point of view, or argument.
   CB6980 - Use of a personal style and voice effectively to support the purpose and engage the audience of a
piece of writing.
   CB7000 - Maintain a collection of writing (e.g., a literacy folder, or a literacy portfolio).
   CB7020 - Review scoring criteria of relevant rubrics.
   CB7040 - GRADE 12 WRITING AS A PROCESS (PREWRITING, DRAFTING, REVISING, EDITING,
POSTWRITING)
   CB7060 - Engage in the full writing process by writing daily and for sustained amounts of time.
   CB7080 - Use strategies such as graphic organizers and outlines to plan and write drafts according to the
intended message, audience, and purpose for writing.
   CB7100 - Analyze and revise writing to improve style, focus and organization, coherence, clarity of thought,
sophisticated word choice and sentence variety, and subtlety of meaning.
   CB7120 - Review and edit work for spelling, usage, clarity, and fluency.
   CB7140 - Use the computer and word-processing software to compose, revise, edit, and publish a piece.
   CB7160 - Use a scoring rubric to evaluate and improve own writing and the writing of others.
   CB7180 - Reflect on own writing and establish goals for growth and improvement.
   CB7200 - Writing as a Product (resulting in a formal product or publication)
   CB7220 - Analyzing characteristics, structures, tone, and features of language of selected genres and apply this
knowledge to own writing.
   CB7240 - Critique published works for authenticity and credibility.
   CB7260 - Draft a thesis statement and support/defend it through highly developed ideas and content,
organization, and paragraph development.
   CB7280 - Write multi-paragraph, complex pieces across the curriculum using a variety of strategies to develop a
central idea (e.g., cause-effect, problem/solution, hypothesis/results, rhetorical questions, parallelism).
   CB7300 - Write a range of essays and expository pieces across the curriculum, such as persuasive, analytic,
critique, or position paper.
   CB7320 - Write a literary research paper that synthesizes and cites data using researched information and
technology to support writing.
   CB7340 - Use primary and secondary sources to provide evidence, justification, or to extend a position, and cite
sources, such as periodicals, interviews, discourse, and electronic media.
   CB7360 - Foresee readers' needs and develop interest through strategies such as using precise language, specific
details, definitions, descriptions, examples, anecdotes, analogies, and humor as well as anticipating and countering
concerns and arguments and advancing a position.
   CB7380 - Provide compelling openings and strong closure to written pieces.
   CB7400 - Employ relevant graphics to support a central idea (e.g., charts, graphic organizers, pictures,
computer-generated presentation).
   CB7420 - Use the responses of others to review content, organization, and usage for publication.
   CB7440 - Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in
a variety of genres.
   CB7460 - Mechanics, Spelling, and Handwriting
   CB7480 - Use Standard English conventions in all writing, such as sentence structure, grammar and usage,
punctuation, capitalization, and spelling.
   CB7500 - Demonstrate a well-developed knowledge of English syntax to express ideas in a lively and effective
personal style.
   CB7520 - Use subordination, coordination, apposition, and other devices effectively to indicate relationships
between ideas.
   CB7540 - Use transition words to reinforce a logical progression of ideas.
   CB7560 - Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing.
   CB7580 - Use knowledge of Standard English conventions to edit own writing and the writing of others for
correctness.
   CB7600 - Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software
resources to edit written work.
   CB7620 - Write legibly in manuscript or cursive to meet district standards.
   CB7640 - Writing Forms, Audiences, and Purposes (exploring a variety of forms)
   CB7660 - Employ the most effective writing formats and strategies for the purpose and audience.
   CB7680 - Demonstrate command of a variety of writing genres, such as: Persuasive essay, Personal narrative, ,
Research report, Literary research paper, Descriptive essay, Critique, Response to literature, Parody of a
particular narrative style (fable, myth, short story), Poetry
   CB7700 - Evaluate the impact of an author's decisions regarding tone, word choice, style, content, point of view,
literary elements, and literary merit, and produce an interpretation of overall effectiveness.
   CB7720 - Apply all copyright laws to information used in written work.
   CB7740 - When writing, employ structures to support the reader, such as transition words, chronology,
hierarchy or sequence, and forms, such as headings and subtitles.
   CB7760 - Compile and synthesize information for everyday and workplace purposes, such as job applications,
resumes, business letters, and college applications.
   CB7780 - Demonstrate personal style and voice effectively to support the purpose and engage the audience of a
piece of writing.
   CB7800 - Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in
a variety of genres.
    CC0000 - STANDARD 3.3 (SPEAKING) ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE,
ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES
AND PURPOSES.
   CC0020 - KINDERGARTEN DISCUSSION
   CC0040 - Share experiences and express ideas.
   CC0060 - Participate in conversations with peers and adults.
   CC0080 - React to stories, poems, and songs.
   CC0100 - Questioning (Inquiry) and Contributing
   CC0120 - Share in conversations with others.
   CC0140 - Use oral language to extend learning.
   CC0160 - Word Choice
   CC0180 - Use language to describe feelings, people, objects, and events.
   CC0200 - Suggest rhyming words during word play, songs, or read-aloud.
   CC0220 - Oral Presentation
   CC0240 - Sing familiar songs and rhymes to promote oral language development.
   CC0260 - Begin to use social conventions of language.
   CC0280 - GRADE 1 DISCUSSION
   CC0300 - Speak in complete sentences.
   CC0320 - Offer personal opinions in discussion and retell personal experiences.
   CC0340 - Role-play situations and dramatize story events.
   CC0360 - Questioning (Inquiry) and Contributing
   CC0380 - Respond to ideas and questions posed by others.
   CC0400 - Ask and answer various types of questions.
   CC0420 - Word Choice
   CC0440 - Attempt to use new vocabulary learned from shared literature and classroom experiences.
   CC0460 - Use descriptive words to clarify and extend ideas.
   CC0480 - Oral Presentation
   CC0500 - Recite poems, stories, or rhymes orally (e.g., favorite nursery rhymes).
   CC0520 - Participate in choral reading to develop phonemic awareness, oral language, and fluency.
   CC0540 - Retell a story to check for understanding.
   CC0560 - Read aloud from developmentally appropriate texts with attention to expression.
   CC0580 - GRADE 2 DISCUSSION (SMALL GROUP AND WHOLE CLASS)
   CC0600 - Elaborate on experiences and ideas.
   CC0620 - Begin to stay focused on a topic of discussion.
   CC0640 - Offer personal opinions related to topics of discussion.
   CC0660 - Wait their turn to speak.
   CC0680 - Questioning (Inquiry) and Contributing
   CC0700 - Ask for explanation to clarify meaning.
   CC0720 - Respond to ideas posed by others.
   CC0740 - Restate to demonstrate understanding.
   CC0760 - Identify a problem and simple steps for solving the problem.
   CC0780 - Word Choice
   CC0800 - Use new vocabulary learned from literature and classroom experiences.
   CC0820 - Recognize and discuss how authors use words to create vivid images.
   CC0840 - Oral Presentation
   CC0860 - Participate in a dramatization or role play.
   CC0880 - Begin to understand the importance of looking at a speaker.
   CC0900 - Talk about an experience or work sample in front of a small group.
   CC0920 - GRADE 3 DISCUSSION (SMALL GROUP AND WHOLE CLASS)
   CC0940 - Listen and follow a discussion in order to contribute appropriately.
   CC0960 - Stay focused on topic.
   CC0980 - Take turns.
   CC1000 - Support an opinion with details.
   CC1020 - Questioning (Inquiry) and Contributing
   CC1040 - Develop appropriate questions to explore a topic.
   CC1060 - Contribute information, ideas, and experiences to classroom inquiry.
   CC1080 - Word Choice
   CC1100 - Use vocabulary related to a particular topic.
   CC1120 - Adapt language to persuade, explain, or seek information.
   CC1140 - Use new vocabulary and figurative language learned from literature and classroom experiences.
   CC1160 - Oral Presentation
   CC1180 - Use pictures to support an oral presentation.
   CC1200 - Attempt to revise future presentations based on feedback from peers and teacher.
   CC1220 - Use appropriate strategies to prepare, rehearse, and deliver an oral presentation, such as word choice,
expression, eye contact, and volume. Building upon knowledge and skills gained in preceding grades, by the end
of Grade 4, students will:
   CC1240 - GRADE 4 DISCUSSION (SMALL GROUP AND WHOLE CLASS)
   CC1260 - Use details, examples and reasons to support central ideas or clarify a point of view.
   CC1280 - Stay focused on a topic and ask relevant questions.
   CC1300 - Take turns without dominating.
   CC1320 - Questioning (Inquiry) and Contributing
   CC1340 - Develop questioning techniques (e.g., who, what, when, where, why, and how).
   CC1360 - Use interview techniques to develop inquiry skills.
   CC1380 - Explore concepts by describing, narrating, or explaining how and why things happen.
   CC1400 - Discuss information heard, offer personal opinions, and ask for restatement or general explanation to
clarify meaning.
   CC1420 - Reflect and evaluate information learned as a result of the inquiry.
   CC1440 - Solve a problem or understand a task through group cooperation.
   CC1460 - Word Choice
   CC1480 - Use convincing dialogue to role-play short scenes involving familiar situations or emotions.
   CC1500 - Use figurative language purposefully in speaking situations.
   CC1520 - Use appropriate vocabulary to support or clarify a message.
   CC1540 - Adapt language to persuade, explain, or seek information.
   CC1560 - Oral Presentation
   CC1580 - Speak for a variety of audiences and purposes.
   CC1600 - Prepare, rehearse, and deliver a formal presentation in logical or sequential order, including an
opening, supportive details, and a closing statement.
   CC1620 - Use notes or other memory aids to structure a presentation.
   CC1640 - Maintain audience interest during formal presentations, incorporating adequate volume, proper
pacing, and clear enunciation.
   CC1660 - Participate in a dramatization or role-play across the curriculum.
   CC1680 - Read aloud with fluency.
   CC1700 - Understand and use criteria for a rubric to improve an oral presentation.
   CC1720 - GRADE 5 DISCUSSION (SMALL GROUP AND WHOLE CLASS)
   CC1740 - Use details, examples, and reasons to support central ideas or clarify a point of view.
   CC1760 - Stay focused on a topic and ask relevant questions.
   CC1780 - Accept others' opinions and respond appropriately.
   CC1800 - Respond orally to literature.
   CC1820 - Participate in class discussions appropriately.
   CC1840 - Questioning (Inquiry) and Contributing
   CC1860 - Respond orally by adding questions and comments while integrating knowledge.
   CC1880 - Use interview techniques to develop inquiry skills.
   CC1900 - Explore concepts by describing, narrating, or explaining how and why things happen.
   CC1920 - Discuss information heard, offer personal opinions, and ask for restatement or general explanation to
clarify meaning.
   CC1940 - Reflect and evaluate information learned as a result of the inquiry.
   CC1960 - Solve a problem or understand a task through group cooperation.
   CC1980 - Word Choice
   CC2000 - Use convincing dialogue to role-play short scenes involving familiar situations or emotions.
   CC2020 - Use varied word choice to clarify, illustrate, and elaborate.
   CC2040 - Use figurative language purposefully in speaking situations.
   CC2060 - Select and use suitable vocabulary to fit a range of audiences.
   CC2080 - Oral Presentation
   CC2100 - Develop and deliver a formal presentation based on a central theme, including logical sequence,
introduction, main ideas, supporting details, and concluding remarks to an audience of peers, younger students,
and/or parents.
   CC2120 - Prepare, rehearse, and deliver a formal presentation in logical or sequential order,
   CC2140 - Use clear, precise, organized language that reflects the conventions of spoken English.
   CC2160 - Use visuals such as charts or graphs when presenting for clarification.
   CC2180 - Use props effectively while speaking.
   CC2200 - Maintain audience interest during formal presentations, incorporating adequate volume, proper
pacing, and clear enunciation.
   CC2220 - Use verbal and non verbal elements of delivery (e.g., eye contact, stance) to maintain audience focus.
   CC2240 - Read aloud with fluency.
   CC2260 - Understand and use criteria from a rubric to improve an oral presentation.
   CC2280 - Incorporate peer feedback and teacher suggestions for revisions in content, organization, and delivery.
   CC2300 - GRADE 6 DISCUSSION (SMALL GROUP AND WHOLE CLASS)
   CC2320 - Support a position with organized, appropriate details.
   CC2340 - Stay focused on a topic and ask relevant questions.
   CC2360 - Acknowledge others' opinions and respond appropriately.
   CC2380 - Respond orally to literature.
   CC2400 - Participate in class discussion appropriately.
   CC2420 - Questioning (Inquiry) and Contributing
   CC2440 - Respond orally by adding questions and comments while integrating knowledge.
   CC2460 - Demonstrate effective use of a variety of questions, including literal, inferential, and evaluative
questions.
   CC2480 - Explore concepts by describing, narrating, or explaining how and why things happen.
   CC2500 - Discuss information heard, offer personal opinions, and ask for restatement or general explanation to
clarify meaning.
   CC2520 - Reflect and evaluate information learned as a result of the inquiry.
   CC2540 - Solve a problem or understand a task through group cooperation.
   CC2560 - Word Choice
   CC2580 - Use varied word choice to clarify, illustrate, and elaborate.
   CC2600 - Use figurative language purposefully in speaking situations.
   CC2620 - Select and use suitable vocabulary to fit a range of audiences.
   CC2640 - Oral Presentation
   CC2660 - Develop and deliver a formal presentation based on a central theme, including logical sequence,
introduction, main ideas, supporting details, and concluding remarks to an audience of peers, younger students,
and/or parents.
   CC2680 - Prepare, rehearse, and deliver a formal presentation in logical or sequential order, including an
opening, supportive details, and a closing statement.
   CC2700 - Use clear, precise, organized language that reflects the conventions of spoken English.
   CC2720 - Use visuals such as charts or graphs when presenting for clarification.
   CC2740 - Use props effectively while speaking.
   CC2760 - Use verbal and non verbal elements of delivery (e.g., eye contact, stance) to maintain audience focus.
   CC2780 - Read aloud with fluency.
   CC2800 - Understand and use criteria from a rubric to improve an oral presentation.
   CC2820 - Incorporate peer feedback and teacher suggestions for revisions in content, organization, and delivery.
   CC2840 - GRADE 7 DISCUSSION (SMALL GROUP AND WHOLE CLASS)
   CC2860 - Support a position, acknowledging opposing views.
   CC2880 - Present ideas and opinions spontaneously in response to a topic or other speakers.
   CC2900 - Apply rules for cooperative or whole class debate on a controversial issue.
   CC2920 - Define group roles using consensus to ensure task is understood and completed.
   CC2940 - Participate in an informal debate (e.g., small group discussion).
   CC2960 - Respond orally to literature.
   CC2980 - Participate in class discussions appropriately.
   CC3000 - Questioning (Inquiry) and Contributing
   CC3020 - Paraphrase others' comments to clarify viewpoints.
   CC3040 - Question to clarify others' opinions.
   CC3060 - Talk with others to identify and explore issues and problems.
   CC3080 - Solve a problem or understand a task through group cooperation.
   CC3100 - Word Choice
   CC3120 - Paraphrase, illustrate, clarify, and/or expand on a topic or idea.
   CC3140 - Develop and use advanced vocabulary related to a topic.
   CC3160 - Use language that stimulates an audience's interest.
   CC3180 - Incorporate varied sentence structure and correct grammar.
   CC3200 - Oral Presentation
   CC3220 - Use writing to prompt discussion and enhance planning of formal and informal presentations.
   CC3240 - Use visual aids, media, and/or technology to support oral communication.
   CC3260 - Give oral presentations to different audiences for various purposes, such as summaries of books and
articles, narratives, and persuasive topics.
   CC3280 - Acknowledge the audience with eye contact and use appropriate verbal responses to clarify questions
and inquiries.
   CC3300 - Incorporate peer feedback and teacher suggestions for revisions in content, organization, and delivery.
   CC3320 - Develop speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye
contact for effective presentations.
   CC3340 - Use a scoring rubric to prepare, evaluate, and improve the oral presentations of self and others.
   CC3360 - Read aloud with fluency.
   CC3380 - GRADE 8 DISCUSSION (SMALL GROUP AND WHOLE CLASS)
   CC3400 - Support a position, acknowledging opposing views.
   CC3420 - Present ideas and opinions spontaneously in response to a topic or other speakers.
   CC3440 - Apply rules for cooperative or whole class debate on a controversial issue.
   CC3460 - Define group roles using consensus to ensure task is understood and completed.
   CC3480 - Participate in a formal debate (e.g., panel discussion).
   CC3500 - Respond orally to literature.
   CC3520 - Participate in class discussion appropriately.
   CC3540 - Questioning (Inquiry) and Contributing
   CC3560 - Paraphrase others' comments to clarify viewpoints.
   CC3580 - Question to clarify others' opinions.
   CC3600 - Integrate relevant information regarding issues and problems from group discussions and interviews
for reports, issues, projects, debates, and oral presentations.
   CC3620 - Solve a problem or understand a task through group cooperation.
   CC3640 - Word Choice
   CC3660 - Paraphrase, illustrate, clarify, and/or expand on a topic or idea.
   CC3680 - Develop and use advanced vocabulary related to a topic.
   CC3700 - Use language that stimulates an audience's interest.
   CC3720 - Incorporate varied sentence structure and correct grammar.
   CC3740 - Oral Presentation
   CC3760 - Use writing to prompt discussion and enhance planning of formal and informal presentations.
   CC3780 - Use visual aids, media, and/or technology to support oral communication.
   CC3800 - Give oral presentations to different audiences for various purposes, such as summaries of books and
articles, narratives, and persuasive topics, research projects, and extemporaneous/impromptu, dramatic speeches.
   CC3820 - Acknowledge the audience with eye contact and use appropriate verbal responses to clarify questions
and inquiries.
   CC3840 - Incorporate peer feedback and teacher suggestions for revisions in content, organization, and delivery.
   CC3860 - Use speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact,
for effective presentations.
   CC3880 - Use a scoring rubric to prepare, evaluate, and improve the oral presentations of self and others.
   CC3900 - Read aloud with fluency.
   CC3920 - GRADE 12 DISCUSSION
   CC3940 - Support a position integrating multiple perspectives.
   CC3960 - Support, modify, or refute a position in small or large-group discussions.
   CC3980 - Assume leadership roles in student-directed discussions, projects, and forums.
   CC4000 - Summarize and evaluate tentative conclusions and take the initiative in moving discussions to the next
stage.
   CC4020 - Questioning (Inquiry) and Contributing
   CC4040 - Ask prepared and follow-up questions in interviews and other discussions.
   CC4060 - Extend peer contributions by elaboration and illustration.
   CC4080 - Analyze, evaluate, and modify group processes.
   CC4100 - Select and discuss literary passages that reveal character, develop theme, and illustrate literary
elements.
   CC4120 - Question critically the position or viewpoint of an author.
   CC4140 - Respond to audience questions by providing clarification, illustration, definition, and elaboration.
   CC4160 - Participate actively in panel discussions, symposiums, and/or business meeting formats (e.g., explore
a question and consider perspectives).
   CC4180 - Word Choice
   CC4200 - Modulate tone and clarify thoughts through word choice.
   CC4220 - Improve word choice by focusing on rhetorical devices (e.g., puns, parallelism, allusion, alliteration).
   CC4240 - Oral Presentation
   CC4260 - Speak for a variety of purposes (e.g., persuasion, information, entertainment, literary interpretation,
dramatization, personal expression).
   CC4280 - Use a variety of organizational strategies (e.g., focusing idea, attention getters, clinchers, repetition,
transition words).
   CC4300 - Demonstrate effective delivery strategies (e.g., eye contact, body language, volume, intonation,
articulation) when speaking.
   CC4320 - Edit drafts of speeches independently and in peer discussions.
   CC4340 - Modify oral communications through sensing audience confusion, and make impromptu revisions in
oral presentation (e.g., summarizing, restating, adding illustrations/details).
   CC4360 - Use a rubric to self-assess and improve oral presentations.
    CD0000 - STANDARD 3.4 (LISTENING) ALL STUDENTS WILL LISTEN ACTIVELY TO
INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF SITUATIONS.
   CD0020 - KINDERGARTEN ACTIVE LISTENING
   CD0040 - Listen fully to understand instructions or hear daily messages.
   CD0060 - Listen to identify main characters and events in stories.
   CD0080 - Listen to rhymes and songs to begin developing an understanding of letter/sound relationships.
   CD0100 - Listening Comprehension
   CD0120 - Listen attentively to books teacher reads to class.
   CD0140 - Answer questions correctly about books read aloud.
   CD0160 - GRADE 1 ACTIVE LISTENING
   CD0180 - Listen and respond appropriately to directions.
   CD0200 - Listen to hear initial, final, and eventually middle sounds in words.
   CD0220 - Listen to a familiar text being read to begin tracking print.
   CD0240 - Listen to a spoken word to produce another word that rhymes with it.
   CD0260 - Listening Comprehension
   CD0280 - Listen to make predictions about stories read aloud.
   CD0300 - Follow simple oral directions.
   CD0320 - Recall information from listening to stories, poems, television, and film.
   CD0340 - Retell, reenact, or dramatize stories or parts of stories heard.
   CD0360 - Respond appropriately to questions about stories read aloud.
   CD0380 - Begin to track print when listening to a familiar text being read or when rereading their own writing.
   CD0400 - Ask questions for clarification and explanation of stories and ideas heard.
   CD0420 - GRADE 2 ACTIVE LISTENING
   CD0440 - Listen critically to identify main ideas and supporting details.
   CD0460 - Begin to distinguish between types of speech (e.g., a joke, a chat, a warning).
   CD0480 - Listen and contribute to class discussions.
   CD0500 - Listening Comprehension
   CD0520 - Follow one- and two- step oral directions.
   CD0540 - Develop a strong listening vocabulary to aid comprehension and oral and written language growth.
   CD0560 - GRADE 3 ACTIVE LISTENING
   CD0580 - Connect messages heard to prior knowledge and experiences.
   CD0600 - Exchange information through verbal and nonverbal messages.
   CD0620 - Listening Comprehension
   CD0640 - Follow two-and three-step directions.
   CD0660 - Listen to a story read aloud and/or information from television or film, and summarize main ideas.
   CD0680 - Paraphrase information shared by others.
   CD0700 - GRADE 4 ACTIVE LISTENING
   CD0720 - Listen actively for a variety of purposes such as enjoyment and obtaining information.
   CD0740 - Listen attentively and critically to a variety of speakers.
   CD0760 - Interpret vocabulary gained through listening.
   CD0780 - Listening Comprehension
   CD0800 - Demonstrate competence in active listening through comprehension of a story, interview, and oral
report of an event or incident.
   CD0820 - Develop listening strategies (e.g., asking questions and taking notes) to understand what is heard.
   CD0840 - Demonstrate competence in active listening by interpreting and applying received information to new
situations and solving problems.
   CD0860 - Make inferences based on an oral report or presentation.
   CD0880 - Describe how language reflects specific regions and/or cultures.
   CD0900 - Follow three-and four-step oral directions.
   CD0920 - GRADE 5 ACTIVE LISTENING
   CD0940 - Listen actively for a variety of purposes such as enjoyment and obtaining information.
   CD0960 - Listen attentively and critically to a variety of speakers.
   CD0980 - Acknowledge the speaker through eye contact and use appropriate feedback and questions to clarify
the speaker's message.
   CD1000 - Recognize and analyze persuasive techniques while listening.
   CD1020 - Recognize the rich and varied language of literature (e.g., listen to a recording of poetry or classic
literature).
   CD1040 - Listen to determine a speaker's purpose, attitude, and perspective.
   CD1060 - Use, when appropriate, criteria/rubric to evaluate oral presentations, such as purpose, delivery
techniques, content, visual aids, body language, and facial expressions.
   CD1080 - Listening Comprehension
   CD1100 - Demonstrate competence in active listening through responding to a story, interview, or oral report
(e.g., summarizing, reacting, retelling).
   CD1120 - Demonstrate competence in active listening by interpreting and applying received information to new
situations and in solving problems.
   CD1140 - Ask pertinent questions, take notes, and draw conclusions based on information presented.
   CD1160 - Make inferences based on an oral report or presentation.
   CD1180 - Follow three-and four-step oral directions.
   CD1200 - GRADE 6 ACTIVE LISTENING
   CD1220 - Listen actively for a variety of purposes such as enjoyment and obtaining information.
   CD1240 - Listen attentively and critically to a variety of speakers.
   CD1260 - Acknowledge the speaker through eye contact and use appropriate feedback and questions to clarify
the speaker's message.
   CD1280 - Recognize and analyze persuasive techniques while listening.
   CD1300 - Recognize the rich and varied language of literature (e.g., listen to a recording of poetry or classic
literature).
   CD1320 - Listen to determine a speaker's purpose, attitude, and perspective.
   CD1340 - Use, when appropriate, criteria/rubric to evaluate oral presentations, such as purpose, delivery
techniques, content, visual aids, body language, and facial expressions.
   CD1360 - Listening Comprehension
   CD1380 - Demonstrate competence in active listening through responding to a story, interview, or oral report
(e.g. summarizing, reacting, retelling).
   CD1400 - Demonstrate competence in active listening by interpreting and applying received information to new
situations and in solving problems.
   CD1420 - Ask pertinent questions, take notes, and draw conclusions based on information presented.
   CD1440 - Make inferences based on an oral report or presentation.
   CD1460 - Follow three and four-step oral directions.
   CD1480 - GRADE 7 ACTIVE LISTENING
   CD1500 - Demonstrate active listening behaviors in a variety of situations (e.g., one-on-one or small group).
   CD1520 - Demonstrate active listening by analyzing information, ideas, and opinions to determine relevancy.
   CD1540 - Acknowledge the speaker through eye contact and use appropriate feedback and questions to clarify
the speaker's message.
   CD1560 - Recognize persuasive techniques and credibility in oral communication.
   CD1580 - Listen to determine a speaker's purpose, attitude, and perspective.
   CD1600 - Use, when appropriate, criteria/rubric to evaluate oral presentations, such as purpose delivery
techniques, content, visual aids, body language, and facial expressions.
   CD1620 - Listening Comprehension
   CD1640 - Interpret a speaker's verbal and nonverbal messages, purposes, and perspectives.
   CD1660 - Exhibit proficiency in integrating oral reading with listening, writing, and viewing.
   CD1680 - Critique information heard or viewed.
   CD1700 - Critique oral presentations using agreed-upon criteria for evaluation (e.g., rubric).
   CD1720 - Ask probing questions to elicit information, including evidence to support the speaker's claims and
conclusions.
   CD1740 - Make inferences based on an oral report or presentation.
   CD1760 - GRADE 8 ACTIVE LISTENING
   CD1780 - Demonstrate active listening behaviors in a variety of situations (e.g., one-on-one or small group).
   CD1800 - Demonstrate active listening by analyzing information, ideas, and opinions to determine relevancy.
   CD1820 - Acknowledge the speaker through eye contact and use appropriate feedback and questions to clarify
the speaker's message.
   CD1840 - Recognize persuasive techniques and credibility in oral communication.
   CD1860 - Listen to determine a speaker's purpose, attitude, and perspective.
   CD1880 - Use, when appropriate, criteria/rubric to evaluate oral presentations, such as purpose, delivery
techniques, content, visual aids, body language, and facial expressions.
   CD1900 - Listening Comprehension
   CD1920 - Interpret a speaker's verbal and nonverbal messages, purposes, and perspectives.
   CD1940 - Exhibit proficiency in integrating oral reading with listening, writing, and viewing.
   CD1960 - Critique information heard or viewed.
   CD1980 - Critique oral presentations using agreed-upon criteria for evaluation (e.g., rubric).
   CD2000 - Ask probing questions to elicit information, including evidence to support the speaker's claims and
conclusions.
   CD2020 - Paraphrase a speaker's purpose and point of view.
   CD2040 - Make inferences based on an oral report or presentation.
   CD2060 - GRADE 12 ACTIVE LISTENING
   CD2080 - Explore and reflect on ideas while hearing and focusing attentively.
   CD2100 - Listen skillfully to distinguish emotive and persuasive rhetoric.
   CD2120 - Demonstrate appropriate listener response to ideas in a persuasive speech, oral interpretation of a
literary selection, or scientific or educational presentation.
   CD2140 - Listening Comprehension
   CD2160 - Listen to summarize, make judgments, and evaluate.
   CD2180 - Evaluate the credibility of a speaker.
   CD2200 - Determine when propaganda and argument are used in oral forms.
   CD2220 - Listen and respond appropriately to a debate.
    CE0000 - STANDARD 3.5 (VIEWING AND MEDIA LITERACY) ALL STUDENTS WILL ACCESS,
VIEW, EVALUATE, AND RESPOND TO PRINT, NONPRINT, AND ELECTRONIC TEXTS AND
RESOURCES.
   CE0020 - KINDERGARTEN CONSTRUCTING MEANING
   CE0040 - Make predictions about visual information (e.g., pictures in books).
   CE0060 - Discuss favorite characters from books, film, and television.
   CE0080 - Visual and Verbal Messages
   CE0100 - Begin to sequence a series of pictures or images to tell a story.
   CE0120 - Show understanding of purpose for pictures in books.
   CE0140 - GRADE 1 CONSTRUCTING MEANING
   CE0160 - Retell the story from a favorite media program (e.g., television, movie).
   CE0180 - Distinguish between "pretend" and "real" in the media.
   CE0200 - Begin to recognize that media messages have different purposes.
   CE0220 - Speculate about visual representations (e.g., pictures, artwork).
   CE0240 - Use simple graphs and charts to report data.
   CE0260 - Begin to recognize the work of a favorite illustrator.
   CE0280 - Begin to compare and contrast media characters.
   CE0300 - Visual and Verbal Messages
   CE0320 - Begin to interpret messages in simple advertisements.
   CE0340 - Sequence a series of pictures or images to tell a story.
   CE0360 - GRADE 2 CONSTRUCTING MEANING
   CE0380 - Speculate about characters, events, and settings in books, film, and television.
   CE0400 - Recognize that media messages are created for a specific purpose (e.g., to inform, entertain,
persuade).
   CE0420 - Use graphs and charts to report data.
   CE0440 - Recognize the work of a favorite illustrator.
   CE0460 - Compare and contrast media characters.
   CE0480 - Visual and Verbal Messages
   CE0500 - Interpret messages in simple advertisements.
   CE0520 - Use a simple rating scale to judge media products.
   CE0540 - Begin to look at the effects of visual arts on one's mood and emotions.
   CE0560 - GRADE 3 CONSTRUCTING MEANING
   CE0580 - Begin to demonstrate an awareness of different media forms and how they contribute to
communication.
   CE0600 - Identify the central theme and main ideas in different media.
   CE0620 - Visual and Verbal Messages
   CE0640 - Recognize the effects of visual arts on one's mood and emotions.
   CE0660 - Begin to explore and interpret messages found in advertisements and other texts.
   CE0680 - GRADE 4 CONSTRUCTING MEANING
   CE0700 - Interpret information found in pictorial graphs, map keys, and icons on a computer screen.
   CE0720 - Respond to and evaluate the use of illustrations to support text.
   CE0740 - Use graphs, charts, and diagrams to report data.
   CE0760 - Distinguish between factual and fictional visual representations.
   CE0780 - Identify the central theme in a movie, film, or illustration.
   CE0800 - Identify the target audience for a particular program, story, or advertisement.
   CE0820 - Demonstrate an awareness of different media forms and how they contribute to communication.
   CE0840 - Visual and Verbal Messages
   CE0860 - Understand that creators of both print media and electronic media have a purpose and target audience
for their work.
   CE0880 - Explore and interpret various messages found in advertisements and other texts.
   CE0900 - Discuss the emotional impact of photos and how they aid understanding.
   CE0920 - Compare and contrast media sources, such as film and book versions of a story.
   CE0940 - Living with Media
   CE0960 - Express preferences for media choices.
   CE0980 - GRADE 5 CONSTRUCTING MEANING
   CE1000 - Respond to and evaluate the use of illustrations to support text.
   CE1020 - Use graphs, charts, and diagrams to report data.
   CE1040 - Distinguish between factual and fictional visual representations (e.g. political cartoons).
   CE1060 - Identify the central theme in a movie, film, or illustration.
   CE1080 - Identify the target audience for a particular program, story, or advertisement.
   CE1100 - Demonstrate an awareness of different media forms (e.g. newspapers, internet, magazines) and how
they contribute to communication.
   CE1120 - Understand uses of persuasive text related to advertising in society.
   CE1140 - Distinguish different points of view in media texts.
   CE1160 - Visual and Verbal Messages
   CE1180 - Understand that creators of both print media and electronic media have a purpose and target audience
for their work.
   CE1200 - Evaluate media messages for credibility.
   CE1220 - Explore and interpret various messages found in advertisements and other texts.
   CE1240 - Interpret verbal and nonverbal messages reflected in personal interactions with others.
   CE1260 - Discuss the emotional impact of a still image (e.g., photo, poster, painting) and how it aids
understanding.
   CE1280 - Compare and contrast media sources, such as film and book versions of a story.
   CE1300 - Understand the uses of technology (e.g., the Internet for research).
   CE1320 - Living with Media
   CE1340 - Express and justify preferences for media choices.
   CE1360 - Choose the most appropriate media for a presentation.
   CE1380 - Use a rubric to evaluate the content of media presentations.
   CE1400 - Examine and evaluate effects of media on the family, home, and school.
   CE1420 - GRADE 6 CONSTRUCTING MEANING
   CE1440 - Respond to and evaluate the use of illustrations to support text.
   CE1460 - Use graphs, charts, and diagrams to report data.
   CE1480 - Distinguish between factual and fictional visual representations (e.g. political cartoons).
   CE1500 - Identify the central theme in a movie, film, or illustration.
   CE1520 - Identify the target audience for a particular program, story, or advertisement.
   CE1540 - Demonstrate an awareness of different media forms (e.g. newspapers, internet, magazines) and how
they contribute to communication.
   CE1560 - Understand uses of persuasive text related to advertising in society.
   CE1580 - Distinguish different points of view in media texts.
   CE1600 - Visual and Verbal Messages
   CE1620 - Understand that creators of both print media and electronic media have a purpose and target audience
for their work.
   CE1640 - Evaluate media messages for credibility.
   CE1660 - Explore and interpret various messages found in advertisements and other texts.
   CE1680 - Interpret verbal and nonverbal messages reflected in personal interactions with others.
   CE1700 - Discuss the emotional impact of a still image (e.g., photo, poster, painting) and how it aids
understanding.
   CE1720 - Compare and contrast media sources, such as film and book versions of a story.
   CE1740 - Understand the uses of technology (e.g., the Internet for research).
   CE1760 - Living with Media
   CE1780 - Express and justify preferences for media choices.
   CE1800 - Choose the most appropriate media for a presentation.
   CE1820 - Use a rubric to evaluate the content of media presentations.
   CE1840 - Examine and evaluate effects of media on the family, home, and school.
   CE1860 - GRADE 8 CONSTRUCTING MEANING
   CE1880 - Analyze aspects of print and electronic texts that support the author's point of view, opinion, or
attitude.
   CE1900 - Analyze the use of elements (e.g., setting plot, theme, characters) to understand media presentations,
such as film, video, television, and theatrical productions.
   CE1920 - Analyze and respond to visual and print messages (e.g., humor, irony, metaphor) and recognize how
words, sounds, and still or moving images are used in each medium to convey the intended messages.
   CE1940 - Compare and contrast how the various forms of media (e.g. newspapers, radio, television, internet
news outlets) cover the same topic.
   CE1960 - Visual and Verbal Messages
   CE1980 - Analyze and compare the pros and cons of visual and verbal advertising.
   CE2000 - Evaluate various media messages for credibility.
   CE2020 - Develop criteria/rubric to judge the effectiveness of visual and verbal presentations.
   CE2040 - Make inferences based upon the content of still images.
   CE2060 - Compare and contrast media sources, such as film and book versions of a story.
   CE2080 - Living with Media
   CE2100 - Evaluate media forms, such as television, video, games, music, and film for content appropriateness
(e.g. rating systems, rubric).
   CE2120 - Analyze media content for emotional effect on audience.
   CE2140 - Create media presentations and written reports, using multi-media resources such as an overhead
projector, computer, and/or a tape recorder to communicate information.
   CE2160 - GRADE 12 CONSTRUCTING MEANING
   CE2180 - Analyze aspects of print and electronic texts that support the author's point of view, opinion, or
attitude.
   CE2200 - Analyze the use of elements (e.g., setting plot, theme, characters) to understand media presentations,
such as film, video, television, and theatrical productions.
   CE2220 - Analyze and respond to visual and print messages (e.g. humor, irony, metaphor) and recognize how
words, sounds, and still or moving images are used in each medium to convey the intended messages.
   CE2240 - Compare and contrast how the various forms of media (e.g. newspapers, radio, television, internet
news outlets) cover the same topic.
   CE2260 - Visual and Verbal Messages
   CE2280 - Analyze and compare the pros and cons of visual and verbal advertising.
   CE2300 - Evaluate various media messages for credibility.
   CE2320 - Develop criteria/rubric to judge the effectiveness of visual and verbal presentations.
   CE2340 - Make inferences based upon the content of still images
   CE2360 - Compare and contrast media sources, such as film and book versions of a story.
   CE2380 - Living with Media
   CE2400 - Evaluate media forms, such as television, video, games, music, and film for content appropriateness
(e.g., rating systems, rubric).
   CE2420 - Analyze media content for emotional effect on audience.
   CE2440 - Create media presentations and written reports, using multi-media resources such as an overhead
projector, computer, and/or a tape recorder to communicate information.
   CE2460 - Constructing Meaning from Media
   CE2480 - Understand that messages are representations of social reality and vary by historic time periods and
parts of the world.
   CE2500 - Identify and evaluate how a media product expresses the values of the culture that produced it.
   CE2520 - Identify and select media forms appropriate for the viewer's purpose.
   CE2540 - Visual and Verbal Messages
   CE2560 - Analyze media for stereotyping (e.g., gender, ethnicity).
   CE2580 - Compare and contrast three or more media sources.
   CE2600 - Living with Media
   CE2620 - Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture
(e.g., racial prejudice, dating, marriage, family, and social institutions).
   CE2640 - Determine influences on news media based on existing political, historical, economical, and social
contexts (e.g., importance of audience feedback).
   CE2660 - Recognize that creators of media and performances use a number of forms, techniques, and
technologies to convey their messages.
D00000 - MATHEMATICS (NJ)
   DA0000 - STANDARD 4.1 (NUMBER AND NUMERICAL OPERATIONS) ALL STUDENTS WILL
DEVELOP NUMBER SENSE AND WILL PERFORM STANDARD NUMERICAL OPERATIONS AND
ESTIMATIONS ON ALL TYPES OF NUMBERS IN A VARIETY OF WAYS.
   DA0020 - GRADE 2 NUMBER SENSE
   DA0040 - Use real-life experiences, physical materials, and technology to construct meanings for numbers
(unless otherwise noted, all indicators for grade 2 pertain to these sets of numbers as well).
   DA0060 - Whole numbers through hundreds
   DA0080 - Ordinals
   DA0100 - Proper fractions (denominators of 2, 3, 4, 8, 10)
   DA0120 - Demonstrate an understanding of whole number place value concepts.
   DA0140 - Understand that numbers have a variety of uses.
   DA0160 - Count and perform simple computations with coins.
   DA0180 - Amounts up to $1.00 (using cents notation)
   DA0200 - Compare and order whole numbers.
   DA0220 - Numerical Operations
   DA0240 - Develop the meanings of addition and subtraction by concretely modeling and discussing a large
variety of problems.
   DA0260 - Joining, separating, and comparing
   DA0280 - Explore the meanings of multiplication and division by modeling and discussing problems.
   DA0300 - Develop proficiency with basic addition and subtraction number facts using a variety of fact strategies
(such as "counting on" and "near doubles") and then commit them to memory.
   DA0320 - Construct, use, and explain procedures for performing addition and subtraction calculations with:
   DA0340 - Pencil-and-paper
   DA0360 - Mental math
   DA0380 - Calculator
   DA0400 - Use efficient and accurate pencil-and-paper procedures for computation with whole numbers.
   DA0420 - Addition of 2-digit numbers
   DA0440 - Subtraction of 2-digit numbers
   DA0460 - Select pencil-and-paper, mental math, or a calculator as the appropriate computational method in a
given situation depending on the context and numbers.
   DA0480 - Check the reasonableness of results of computations.
   DA0500 - Understand and use the inverse relationship between addition and subtraction.
   DA0520 - Estimation
   DA0540 - Judge without counting whether a set of objects has less than, more than, or the same number of
objects as a reference set.
   DA0560 - Determine the reasonableness of an answer by estimating the result of computations (e.g., 15 + 16 is
not 211).
   DA0580 - Explore a variety of strategies for estimating both quantities (e.g., the number of marbles in a jar) and
results of computation.
   DA0600 - GRADE 3 NUMBER SENSE
   DA0620 - Use real-life experiences, physical materials, and technology to construct meanings for numbers
(unless otherwise noted, all indicators for grade 3 pertain to these sets of numbers as well).
   DA0640 - Whole numbers through hundred thousands
   DA0660 - Commonly used fractions (denominators of 2, 3, 4, 5, 6, 8, 10) as part of a whole, as a subset of a set,
and as a location on a number line
   DA0680 - Demonstrate an understanding of whole number place value concepts.
   DA0700 - Identify whether any whole number is odd or even.
   DA0720 - Explore the extension of the place value system to decimals through hundredths.
   DA0740 - Understand the various uses of numbers.
   DA0760 - Counting, measuring, labeling (e.g., numbers on baseball uniforms)
   DA0780 - Compare and order numbers.
   DA0800 - Numerical Operations
   DA0820 - Develop the meanings of the four basic arithmetic operations by modeling and discussing a large
variety of problems.
   DA0840 - Addition and subtraction: joining, separating, comparing
   DA0860 - Multiplication: repeated addition, area/array
   DA0880 - Division: repeated subtraction, sharing
   DA0900 - Develop proficiency with basic multiplication and division number facts using a variety of fact
strategies (such as "skip counting" and "repeated subtraction").
   DA0920 - Construct, use, and explain procedures for performing whole number calculations with:
   DA0940 - Pencil-and-paper
   DA0960 - Mental math
   DA0980 - Calculator
   DA1000 - Use efficient and accurate pencil-and-paper procedures for computation with whole numbers.
   DA1020 - Addition of 3-digit numbers
   DA1040 - Subtraction of 3-digit numbers
   DA1060 - Multiplication of 2-digit numbers by 1-digit numbers
   DA1080 - Count and perform simple computations with money.
   DA1100 - Cents notation (¢)
   DA1120 - Select pencil-and-paper, mental math, or a calculator as the appropriate computational method in a
given situation depending on the context and numbers.
   DA1140 - Check the reasonableness of results of computations.
   DA1160 - Estimation
   DA1180 - Judge without counting whether a set of objects has less than, more than, or the same number of
objects as a reference set.
   DA1200 - Construct and use a variety of estimation strategies (e.g., rounding and mental math) for estimating
both quantities and the result of computations.
   DA1220 - Recognize when an estimate is appropriate, and understand the usefulness of an estimate as distinct
from an exact answer.
   DA1240 - Use estimation to determine whether the result of a computation (either by calculator or by hand) is
reasonable.
   DA1260 - GRADE 4 NUMBER SENSE
   DA1280 - Use real-life experiences, physical materials, and technology to construct meanings for numbers
(unless otherwise noted, all indicators for grade 4 pertain to these sets of numbers as well).
   DA1300 - Whole numbers through millions
   DA1320 - Commonly used fractions (denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 16) as part of
   DA1340 - whole, as a subset of a set, and as a location on a number line
   DA1360 - Decimals through hundredths
   DA1380 - Demonstrate an understanding of place value concepts.
   DA1400 - Demonstrate a sense of the relative magnitudes of numbers.
   DA1420 - Understand the various uses of numbers.
   DA1440 - Counting, measuring, labeling (e.g., numbers on baseball uniforms), locating (e.g., Room 235 is on
the second floor)
   DA1460 - Use concrete and pictorial models to relate whole numbers, commonly used fractions, and decimals to
each other, and to represent equivalent forms of the same number.
   DA1480 - Compare and order numbers.
   DA1500 - Explore settings that give rise to negative numbers.
   DA1520 - Temperatures below 0o, debts
   DA1540 - Extension of the number line
   DA1560 - Numerical Operations
   DA1580 - Develop the meanings of the four basic arithmetic operations by modeling and discussing a large
variety of problems.
   DA1600 - Addition and subtraction: joining, separating, comparing
   DA1620 - Multiplication: repeated addition, area/array
   DA1640 - Division: repeated subtraction, sharing
   DA1660 - Develop proficiency with basic multiplication and division number facts using a variety of fact
strategies (such as "skip counting" and "repeated subtraction") and then commit them to memory.
   DA1680 - Construct, use, and explain procedures for performing whole number calculations and with:
   DA1700 - Pencil-and-paper
   DA1720 - Mental math
   DA1740 - Calculator
   DA1760 - Use efficient and accurate pencil-and-paper procedures for computation with whole numbers.
   DA1780 - Addition of 3-digit numbers
   DA1800 - Subtraction of 3-digit numbers
   DA1820 - Multiplication of 2-digit numbers
   DA1840 - Division of 3-digit numbers by 1-digit numbers
   DA1860 - Construct and use procedures for performing decimal addition and subtraction.
   DA1880 - Count and perform simple computations with money.
   DA1900 - Standard dollars and cents notation
   DA1920 - Select pencil-and-paper, mental math, or a calculator as the appropriate computational method in a
given situation depending on the context and numbers.
   DA1940 - Check the reasonableness of results of computations.
   DA1960 - Use concrete models to explore addition and subtraction with fractions.
   DA1980 - Understand and use the inverse relationships between addition and subtraction and between
multiplication and division.
   DA2000 - Estimation
   DA2020 - Judge without counting whether a set of objects has less than, more than, or the same number of
objects as a reference set.
   DA2040 - Construct and use a variety of estimation strategies (e.g., rounding and mental math) for estimating
both quantities and the results of computations.
   DA2060 - Recognize when an estimate is appropriate, and understand the usefulness of an estimate as distinct
from an exact answer.
   DA2080 - Use estimation to determine whether the result of a computation (either by calculator or by hand) is
reasonable.
   DA2100 - GRADE 5 NUMBER SENSE
   DA2120 - Use real-life experiences, physical materials, and technology to construct meanings for numbers
(unless otherwise noted, all indicators for grade 5 pertain to these sets of numbers as well).
   DA2140 - All fractions as part of a whole, as subset of a set, as a location on a number line, and as divisions of
whole numbers
   DA2160 - All decimals
   DA2180 - Recognize the decimal nature of United States currency and compute with money.
   DA2200 - Demonstrate a sense of the relative magnitudes of numbers.
   DA2220 - Use whole numbers, fractions, and decimals to represent equivalent forms of the same number.
   DA2240 - Develop and apply number theory concepts in problem solving situations.
   DA2260 - Primes, factors, multiples
   DA2280 - Compare and order numbers.
   DA2300 - Numerical Operations
   DA2320 - Recognize the appropriate use of each arithmetic operation in problem situations.
   DA2340 - Construct, use, and explain procedures for performing addition and subtraction with fractions and
decimals with:
   DA2360 - Pencil-and-paper
   DA2380 - Mental math
   DA2400 - Calculator
   DA2420 - Use an efficient and accurate pencil-and-paper procedure for division of a 3-digit number by a 2-digit
number.
   DA2440 - Select pencil-and-paper, mental math, or a calculator as the appropriate computational method in a
given situation depending on the context and numbers.
   DA2460 - Check the reasonableness of results of computations.
   DA2480 - Understand and use the various relationships among operations and properties of operations.
   DA2500 - Estimation
   DA2520 - Use a variety of estimation strategies for both number and computation.
   DA2540 - Recognize when an estimate is appropriate, and understand the usefulness of an estimate as distinct
from an exact answer.
   DA2560 - Determine the reasonableness of an answer by estimating the result of operations.
   DA2580 - Determine whether a given estimate is an overestimate or an underestimate.
   DA2600 - GRADE 6 NUMBER SENSE
   DA2620 - Use real-life experiences, physical materials, and technology to construct meanings for numbers
(unless otherwise noted, all indicators for grade 6 pertain to these sets of numbers as well).
   DA2640 - All integers
   DA2660 - All fractions as part of a whole, as subset of a set, as a location on a number line, and as divisions of
whole numbers
   DA2680 - All decimals
   DA2700 - Recognize the decimal nature of United States currency and compute with money.
   DA2720 - Demonstrate a sense of the relative magnitudes of numbers.
   DA2740 - Explore the use of ratios and proportions in a variety of situations.
   DA2760 - Understand and use whole-number percents between 1 and 100 in a variety of situations.
   DA2780 - Use whole numbers, fractions, and decimals to represent equivalent forms of the same number.
   DA2800 - Develop and apply number theory concepts in problem solving situations.
   DA2820 - Primes, factors, multiples
   DA2840 - Common multiples, common factors
   DA2860 - Compare and order numbers.
   DA2880 - Numerical Operations
   DA2900 - Recognize the appropriate use of each arithmetic operation in problem situations.
   DA2920 - Construct, use, and explain procedures for performing calculations with fractions and decimals with:
   DA2940 - Pencil-and-paper
   DA2960 - Mental math
   DA2980 - Calculator
   DA3000 - Use an efficient and accurate pencil-and-paper procedure for division of a 3-digit number by a 2-digit
number.
   DA3020 - Select pencil-and-paper, mental math, or a calculator as the appropriate computational method in a
given situation depending on the context and numbers.
   DA3040 - Find squares and cubes of whole numbers.
   DA3060 - Check the reasonableness of results of computations.
   DA3080 - Understand and use the various relationships among operations and properties of operations.
   DA3100 - Understand and apply the standard algebraic order of operations for the four basic operations,
including appropriate use of parentheses.
   DA3120 - Estimation
   DA3140 - Use a variety of strategies for estimating both quantities and the results of computations.
   DA3160 - Recognize when an estimate is appropriate, and understand the usefulness of an estimate as distinct
from an exact answer.
   DA3180 - Determine the reasonableness of an answer by estimating the result of operations.
   DA3200 - Determine whether a given estimate is an overestimate or an underestimate.
   DA3220 - GRADE 7 NUMBER SENSE
   DA3240 - Extend understanding of the number system by constructing meanings for the following (unless
otherwise noted, all indicators for grade 7 pertain to these sets of numbers as well):
   DA3260 - Rational numbers
   DA3280 - Percents
   DA3300 - Whole numbers with exponents
   DA3320 - Demonstrate a sense of the relative magnitudes of numbers.
   DA3340 - Understand and use ratios, proportions, and percents (including percents greater than 100 and less
than 1) in a variety of situations.
   DA3360 - Compare and order numbers of all named types.
   DA3380 - Use whole numbers, fractions, decimals, and percents to represent equivalent forms of the same
number.
   DA3400 - Understand that all fractions can be represented as repeating or terminating decimals.
   DA3420 - Numerical Operations
   DA3440 - Use and explain procedures for performing calculations with integers and all number types named
above with:
   DA3460 - Pencil-and-paper
   DA3480 - Mental math
   DA3500 - Calculator
   DA3520 - Use exponentiation to find whole number powers of numbers.
   DA3540 - Understand and apply the standard algebraic order of operations, including appropriate use of
parentheses.
   DA3560 - Estimation
   DA3580 - Use equivalent representations of numbers such as fractions, decimals, and percents to facilitate
estimation.
   DA3600 - GRADE 8 NUMBER SENSE
   DA3620 - Extend understanding of the number system by constructing meanings for the following (unless
otherwise noted, all indicators for grade 8 pertain to these sets of numbers as well):
   DA3640 - Rational numbers
   DA3660 - Percents
   DA3680 - Exponents
   DA3700 - Roots
   DA3720 - Absolute values
   DA3740 - Numbers represented in scientific notation
   DA3760 - Demonstrate a sense of the relative magnitudes of numbers.
   DA3780 - Understand and use ratios, proportions, and percents (including percents greater than 100 and less
than 1) in a variety of situations.
   DA3800 - Compare and order numbers of all named types.
   DA3820 - Use whole numbers, fractions, decimals, and percents to represent equivalent forms of the same
number.
   DA3840 - Recognize that repeating decimals correspond to fractions and determine their fractional equivalents.
   DA3860 - 5/7 = 0. 714285714285… = 0. 714285
   DA3880 - Construct meanings for common irrational numbers, such as p (pi) and the square root of 2.
   DA3900 - Numerical Operations
   DA3920 - Use and explain procedures for performing calculations involving addition, subtraction,
multiplication, division, and exponentiation with integers and all number types named above with:
   DA3940 - Pencil-and-paper
   DA3960 - Mental math
   DA3980 - Calculator
   DA4000 - Use exponentiation to find whole number powers of numbers.
   DA4020 - Find square and cube roots of numbers and understand the inverse nature of powers and roots.
   DA4040 - Solve problems involving proportions and percents.
   DA4060 - Understand and apply the standard algebraic order of operations, including appropriate use of
parentheses.
   DA4080 - Estimation
   DA4100 - Estimate square and cube roots of numbers.
   DA4120 - Use equivalent representations of numbers such as fractions, decimals, and percents to facilitate
estimation.
   DA4140 - Recognize the limitations of estimation and assess the amount of error resulting from estimation.
   DA4160 - GRADE 12 NUMBER SENSE
   DA4180 - Extend understanding of the number system to all real numbers.
   DA4200 - Compare and order rational and irrational numbers.
   DA4220 - Develop conjectures and informal proofs of properties of number systems and sets of numbers.
   DA4240 - Numerical Operations
   DA4260 - Extend understanding and use of operations to real numbers and algebraic procedures.
   DA4280 - Develop, apply, and explain methods for solving problems involving rational and negative exponents.
   DA4300 - Perform operations on matrices.
   DA4320 - Addition and subtraction
   DA4340 - Scalar multiplication
   DA4360 - Understand and apply the laws of exponents to simplify expressions involving numbers raised to
powers.
   DA4380 - Estimation
   DA4400 - Recognize the limitations of estimation, assess the amount of error resulting from estimation, and
determine whether the error is within acceptable tolerance limits.
    DB0000 - STANDARD 4.2 (GEOMETRY AND MEASUREMENT) ALL STUDENTS WILL DEVELOP
SPATIAL SENSE AND THE ABILITY TO USE GEOMETRIC PROPERTIES, RELATIONSHIPS, AND
MEASUREMENT TO MODEL, DESCRIBE AND ANALYZE PHENOMENA.
   DB0020 - GRADE 2 GEOMETRIC PROPERTIES
   DB0040 - Identify and describe spatial relationships among objects in space and their relative shapes and sizes.
   DB0060 - Inside/outside, left/right, above/below, between
   DB0080 - Smaller/larger/same size, wider/ narrower, longer/shorter
   DB0100 - Congruence (i.e., same size and shape)
   DB0120 - Use concrete objects, drawings, and computer graphics to identify, classify, and describe standard
three-dimensional and two-dimensional shapes.
   DB0140 - Vertex, edge, face, side
   DB0160 - 3D figures - cube, rectangular prism, sphere, cone, cylinder, and pyramid
   DB0180 - 2D figures - square, rectangle, circle, triangle
   DB0200 - Relationships between three- and two-dimensional shapes (i.e., the face of a 3D shape is a 2D shape)
  DB0220 - Describe, identify and create instances of line symmetry.
  DB0240 - Recognize, describe, extend and create designs and patterns with geometric objects of different
shapes and colors.
  DB0260 - Transforming Shapes
  DB0280 - Use simple shapes to make designs, patterns, and pictures.
  DB0300 - Combine and subdivide simple shapes to make other shapes.
  DB0320 - Coordinate Geometry
  DB0340 - Give and follow directions for getting from one point to another on a map or grid.
  DB0360 - Units of Measurement
  DB0380 - Directly compare and order objects according to measurable attributes.
  DB0400 - Attributes - length, weight, capacity, time, temperature
  DB0420 - Recognize the need for a uniform unit of measure.
  DB0440 - Select and use appropriate standard and non-standard units of measure and standard measurement
tools to solve real-life problems.
  DB0460 - Length - inch, foot, yard, centimeter, meter
  DB0480 - Weight - pound, gram, kilogram
  DB0500 - Capacity - pint, quart, liter
  DB0520 - Time - second, minute, hour, day, week, month, year
  DB0540 - Temperature - degrees Celsius, degrees Fahrenheit
  DB0560 - Estimate measures.
  DB0580 - Measuring Geometric Objects
  DB0600 - Directly measure the perimeter of simple two-dimensional shapes.
  DB0620 - Directly measure the area of simple two-dimensional shapes by covering them with squares.
  DB0640 - GRADE 3 GEOMETRIC PROPERTIES
  DB0660 - Identify and describe spatial relationships of two or more objects in space.
  DB0680 - Direction, orientation, and perspectives (e.g., which object is on your left when you are standing
here?)
  DB0700 - Relative shapes and sizes
  DB0720 - Use properties of standard three-dimensional and two-dimensional shapes to identify, classify, and
describe them.
  DB0740 - Vertex, edge, face, side, angle
  DB0760 - 3D figures - cube, rectangular prism, sphere, cone, cylinder, and pyramid
  DB0780 - 2D figures - square, rectangle, circle, triangle, pentagon, hexagon, octagon
  DB0800 - Identify and describe relationships among two-dimensional shapes.
  DB0820 - Same size, same shape
  DB0840 - Lines of symmetry
  DB0860 - Understand and apply concepts involving lines, angles, and circles.
  DB0880 - Line, line segment, endpoint
  DB0900 - Recognize, describe, extend, and create space-filling patterns.
  DB0920 - Transforming Shapes
  DB0940 - Describe and use geometric transformations (slide, flip, turn).
  DB0960 - Investigate the occurrence of geometry in nature and art.
  DB0980 - Coordinate Geometry
  DB1000 - Locate and name points in the first quadrant on a coordinate grid.
  DB1020 - Units of Measurement
  DB1040 - Understand that everyday objects have a variety of attributes, each of which can be measured in many
ways.
  DB1060 - Select and use appropriate standard units of measure and measurement tools to solve real-life
problems.
  DB1080 - Length - fractions of an inch (1/4, 1/2), mile, decimeter, kilometer
  DB1100 - Area - square inch, square centimeter
  DB1120 - Weight - ounce
  DB1140 - Capacity-fluid ounce, cup, gallon, milliliter
  DB1160 - Incorporate estimation in measurement activities (e.g., estimate before measuring).
   DB1180 - Measuring Geometric Objects
   DB1200 - Determine the area of simple two-dimensional shapes on a square grid.
   DB1220 - Determine the perimeter of simple shapes by measuring all of the sides.
   DB1240 - Measure and compare the volume of three-dimensional objects using materials such as rice or cubes.
   DB1260 - GRADE 4 GEOMETRIC PROPERTIES
   DB1280 - Identify and describe spatial relationships of two or more objects in space.
   DB1300 - Direction, orientation, and perspectives (e.g., which object is on your left when you are standing
here?)
   DB1320 - Relative shapes and sizes
   DB1340 - Shadows (projections) of everyday objects
   DB1360 - Use properties of standard three-dimensional and two-dimensional shapes to identify, classify, and
describe them.
   DB1380 - Vertex, edge, face, side, angle
   DB1400 - 3D figures - cube, rectangular prism, sphere, cone, cylinder, and pyramid
   DB1420 - 2D figures - square, rectangle, circle, triangle, quadrilateral, pentagon, hexagon, octagon
   DB1440 - Inclusive relationships - squares are rectangles, cubes are rectangular prisms
   DB1460 - Identify and describe relationships among two-dimensional shapes.
   DB1480 - Congruence
   DB1500 - Lines of symmetry
   DB1520 - Understand and apply concepts involving lines, angles, and circles.
   DB1540 - Point, line, line segment, endpoint
   DB1560 - Parallel, perpendicular
   DB1580 - Angles - acute, right, obtuse
   DB1600 - Circles - diameter, radius, center
   DB1620 - Recognize, describe, extend, and create space-filling patterns.
   DB1640 - Transforming Shapes
   DB1660 - Use simple shapes to cover an area (tessellations).
   DB1680 - Describe and use geometric transformations (slide, flip, turn).
   DB1700 - Investigate the occurrence of geometry in nature and art.
   DB1720 - Coordinate Geometry
   DB1740 - Locate and name points in the first quadrant on a coordinate grid.
   DB1760 - Use coordinates to give or follow directions from one point to another on a map or grid.
   DB1780 - Units of Measurement
   DB1800 - Understand that everyday objects have a variety of attributes, each of which can be measured in
many ways.
   DB1820 - Select and use appropriate standard units of measure and measurement tools to solve real-life
problems
   DB1840 - Length - fractions of an inch (1/8, 1/4, 1/2), mile, decimeter, kilometer
   DB1860 - Area - square inch, square centimeter
   DB1880 - Volume - cubic inch, cubic centimeter
   DB1900 - Weight - ounce
   DB1920 - Capacity-fluid ounce, cup, gallon, milliliter
   DB1940 - Develop and use personal referents to approximate standard units of measure (e.g., a common paper
clip is about an inch long).
   DB1960 - Incorporate estimation in measurement activities (e.g., estimate before measuring).
   DB1980 - Solve problems involving elapsed time.
   DB2000 - Measuring Geometric Objects
   DB2020 - Determine the area of simple two-dimensional shapes on a square grid.
   DB2040 - Distinguish between perimeter and area and use each appropriately in problem-solving situations.
   DB2060 - Measure and compare the volume of three-dimensional objects using materials such as rice or cubes.
   DB2080 - GRADE 5 GEOMETRIC PROPERTIES
   DB2100 - Understand and apply concepts involving lines and angles.
   DB2120 - Notation for line, ray, angle, line segment
   DB2140 - Properties of parallel, perpendicular, and intersecting lines
  DB2160 - Sum of the measures of the interior angles of a triangle is 180°
  DB2180 - Identify, describe, compare, and classify polygons.
  DB2200 - Triangles by angles and sides
  DB2220 - Quadrilaterals, including squares, rectangles, parallelograms, trapezoids, rhombi
  DB2240 - Polygons by number of sides
  DB2260 - Equilateral, equiangular, regular
  DB2280 - All points equidistant from a given point form a circle
  DB2300 - Identify similar figures.
  DB2320 - Understand and apply the concepts of congruence and symmetry (line and rotational).
  DB2340 - Transforming Shapes
  DB2360 - Use a translation, a reflection, or a rotation to map one figure onto another congruent figure.
  DB2380 - Recognize, identify, and describe geometric relationships and properties as they exist in nature, art,
and other real-world settings.
  DB2400 - Coordinate Geometry
  DB2420 - Create geometric shapes with specified properties in the first quadrant on a coordinate grid.
  DB2440 - Units of Measurement
  DB2460 - Select and use appropriate units to measure angles and area.
  DB2480 - Convert measurement units within a system (e.g., 3 feet = ___ inches).
  DB2500 - Know approximate equivalents between the standard and metric systems (e.g., on kilometer is
approximately 6/10 of a mile).
  DB2520 - Use measurements and estimates to describe and compare phenomena.
  DB2540 - Measuring Geometric Objects
  DB2560 - Use a protractor to measure angles.
  DB2580 - Develop and apply strategies and formulas for finding perimeter and area.
  DB2600 - Square
  DB2620 - Rectangle
  DB2640 - Recognize that rectangles with the same perimeter do not necessarily have the same area and vice
versa.
  DB2660 - Develop informal ways of approximating the measures of familiar objects (e.g., use a grid to
approximate the area of the bottom of one's foot).
  DB2680 - GRADE 6 GEOMETRIC PROPERTIES
  DB2700 - Understand and apply concepts involving lines and angles.
  DB2720 - Notation for line, ray, angle, line segment
  DB2740 - Properties of parallel, perpendicular, and intersecting lines
  DB2760 - Sum of the measures of the interior angles of a triangle is 180°
  DB2780 - Identify, describe, compare, and classify polygons and circles.
  DB2800 - Triangles by angles and sides
  DB2820 - Quadrilaterals, including squares, rectangles, parallelograms, trapezoids, rhombi
  DB2840 - Polygons by number of sides.
  DB2860 - Equilateral, equiangular, regular
  DB2880 - All points equidistant from a given point form a circle
  DB2900 - Identify similar figures.
  DB2920 - Understand and apply the concepts of congruence and symmetry (line and rotational).
  DB2940 - Compare properties of cylinders, prisms, cones, pyramids, and spheres.
  DB2960 - Identify, describe, and draw the faces or shadows (projections) of three-dimensional geometric
objects from different perspectives.
  DB2980 - Identify a three-dimensional shape with given projections (top, front and side views).
  DB3000 - Identify a three-dimensional shape with a given net (i.e., a flat pattern that folds into a 3D shape).
  DB3020 - Transforming Shapes
  DB3040 - Use a translation, a reflection, or a rotation to map one figure onto another congruent figure.
  DB3060 - Recognize, identify, and describe geometric relationships and properties as they exist in nature, art,
and other real-world settings.
  DB3080 - Coordinate Geometry
  DB3100 - Create geometric shapes with specified properties in the first quadrant on a coordinate grid.
   DB3120 - Units of Measurement
   DB3140 - Select and use appropriate units to measure angles, area, surface area, and volume.
   DB3160 - Use a scale to find a distance on a map or a length on a scale drawing.
   DB3180 - Convert measurement units within a system (e.g., 3 feet = ___ inches).
   DB3200 - Know approximate equivalents between the standard and metric systems (e.g., one kilometer is
approximately 6/10 of a mile).
   DB3220 - Use measurements and estimates to describe and compare phenomena.
   DB3240 - Measuring Geometric Objects
   DB3260 - Use a protractor to measure angles.
   DB3280 - Develop and apply strategies and formulas for finding perimeter and area.
   DB3300 - Triangle, square, rectangle, parallelogram, and trapezoid
   DB3320 - Circumference and area of a circle
   DB3340 - Develop and apply strategies and formulas for finding the surface area and volume of rectangular
prisms and cylinders.
   DB3360 - Recognize that shapes with the same perimeter do not necessarily have the same area and vice versa.
   DB3380 - Develop informal ways of approximating the measures of familiar objects (e.g., use a grid to
approximate the area of the bottom of one's foot).
   DB3400 - GRADE 7 GEOMETRIC PROPERTIES
   DB3420 - Understand and apply properties of polygons.
   DB3440 - Quadrilaterals, including squares, rectangles, parallelograms, trapezoids, rhombi
   DB3460 - Regular polygons
   DB3480 - Understand and apply the concept of similarity.
   DB3500 - Using proportions to find missing measures
   DB3520 - Scale drawings
   DB3540 - Models of 3D objects
   DB3560 - Use logic and reasoning to make and support conjectures about geometric objects.
   DB3580 - Transforming Shapes
   DB3600 - Understand and apply transformations.
   DB3620 - Finding the image, given the pre-image, and vice-versa
   DB3640 - Sequence of transformations needed to map one figure onto another
   DB3660 - Reflections, rotations, and translations result in images congruent to the pre-image
   DB3680 - Dilations (stretching/shrinking) result in images similar to the pre-image
   DB3700 - Coordinate Geometry
   DB3720 - Use coordinates in four quadrants to represent geometric concepts.
   DB3740 - Use a coordinate grid to model and quantify transformations (e.g., translate right 4 units).
   DB3760 - Units of Measurement
   DB3780 - Solve problems requiring calculations that involve different units of measurement within a
measurement system (e.g., 4'3" plus 7'10" equals 12'1").
   DB3800 - Select and use appropriate units and tools to measure quantities to the degree of precision needed in a
particular problem-solving situation.
   DB3820 - Recognize that all measurements of continuous quantities are approximations.
   DB3840 - Measuring Geometric Objects
   DB3860 - Develop and apply strategies for finding perimeter and area.
   DB3880 - Geometric figures made by combining triangles, rectangles and circles or parts of circles
   DB3900 - Estimation of area using grids of various sizes
   DB3920 - Recognize that the volume of a pyramid or cone is one-third of the volume of the prism or cylinder
with the same base and height (e.g., use rice to compare volumes of figures with same base and height).
   DB3940 - GRADE 8 GEOMETRIC PROPERTIES
   DB3960 - Understand and apply concepts involving lines, angles, and planes.
   DB3980 - Complementary and supplementary angles
   DB4000 - Vertical angles
   DB4020 - Bisectors and perpendicular bisectors
   DB4040 - Parallel, perpendicular, and intersecting planes
   DB4060 - Intersection of plane with cube, cylinder, cone, and sphere
   DB4080 - Understand and apply the Pythagorean theorem.
   DB4100 - Understand and apply properties of polygons.
   DB4120 - Quadrilaterals, including squares, rectangles, parallelograms, trapezoids, rhombi
   DB4140 - Regular polygons
   DB4160 - Sum of measures of interior angles of a polygon
   DB4180 - Which polygons can be used alone to generate a tessellation and why
   DB4200 - Understand and apply the concept of similarity.
   DB4220 - Using proportions to find missing measures
   DB4240 - Scale drawings
   DB4260 - Models of 3D objects
   DB4280 - Use logic and reasoning to make and support conjectures about geometric objects.
   DB4300 - Transforming Shapes
   DB4320 - Understand and apply transformations.
   DB4340 - Finding the image, given the pre-image, and vice-versa
   DB4360 - Sequence of transformations needed to map one figure onto another
   DB4380 - Reflections, rotations, and translations result in images congruent to the pre-image
   DB4400 - Dilations (stretching/shrinking) result in images similar to the pre-image
   DB4420 - Use iterative procedures to generate geometric patterns.
   DB4440 - Fractals (e.g., the Koch Snowflake)
   DB4460 - Self-similarity
   DB4480 - Construction of initial stages
   DB4500 - Patterns in successive stages (e.g., number of triangles in each stage of Sierpinski's Triangle)
   DB4520 - Coordinate Geometry
   DB4540 - Use coordinates in four quadrants to represent geometric concepts.
   DB4560 - Use a coordinate grid to model and quantify transformations (e.g., translate right 4 units).
   DB4580 - Units of Measurement
   DB4600 - Solve problems requiring calculations that involve different units of measurement within a
measurement system (e.g., 4'3" plus 7'10" equals 12'1").
   DB4620 - Use approximate equivalents between standard and metric systems to estimate measurements (e.g., 5
kilometers is about 3 miles).
   DB4640 - Recognize that the degree of precision needed in calculations depends on how the results will be used
and the instruments used to generate the measurements.
   DB4660 - Select and use appropriate units and tools to measure quantities to the degree of precision needed in a
particular problem-solving situation.
   DB4680 - Recognize that all measurements of continuous quantities are approximations.
   DB4700 - Solve problems that involve compound measurement units, such as speed (miles per hour), air
pressure (pounds per square inch), and population density (persons per square mile).
   DB4720 - Measuring Geometric Objects
   DB4740 - Develop and apply strategies for finding perimeter and area.
   DB4760 - Geometric figures made by combining triangles, rectangles and circles or parts of circles
   DB4780 - Estimation of area using grids of various sizes
   DB4800 - Impact of a dilation on the perimeter and area of a 2-dimensional figure
   DB4820 - Recognize that the volume of a pyramid or cone is one-third of the volume of the prism or cylinder
with the same base and height (e.g., use rice to compare volumes of figures with same base and height).
   DB4840 - Develop and apply strategies and formulas for finding the surface area and volume of a three-
dimensional figure.
   DB4860 - Volume - prism, cone, pyramid
   DB4880 - Surface area - prism (triangular or rectangular base), pyramid (triangular or rectangular base)
   DB4900 - Impact of a dilation on the surface area and volume of a three-dimensional figure
   DB4920 - Use formulas to find the volume and surface area of a sphere.
   DB4940 - GRADE 12 GEOMETRIC PROPERTIES
   DB4960 - Use geometric models to represent real-world situations and objects and to solve problems using
those models (e.g., use Pythagorean Theorem to decide whether an object can fit through a doorway).
   DB4980 - Draw perspective views of 3D objects on isometric dot paper, given 2D representations (e.g., nets or
projective views).
   DB5000 - Apply the properties of geometric shapes.
   DB5020 - Parallel lines - transversal, alternate interior angles, corresponding angles
   DB5040 - Triangles
   DB5060 - Conditions for congruence
   DB5080 - Segment joining midpoints of two sides is parallel to and half the length of the third side
   DB5100 - Triangle Inequality
   DB5120 - Minimal conditions for a shape to be a special quadrilateral
   DB5140 - Circles - arcs, central and inscribed angles, chords, tangents
   DB5160 - Self-similarity
   DB5180 - Use reasoning and some form of proof to verify or refute conjectures and theorems.
   DB5200 - Verification or refutation of proposed proofs
   DB5220 - Simple proofs involving congruent triangles
   DB5240 - Counterexamples to incorrect conjectures
   DB5260 - Transforming Shapes
   DB5280 - Determine, describe, and draw the effect of a transformation, or a sequence of transformations, on a
geometric or algebraic object, and, conversely, determine whether and how one object can be transformed to
another by a transformation or a sequence of transformations.
   DB5300 - Recognize three-dimensional figures obtained through transformations of two-dimensional figures
(e.g., cone as rotating an isosceles triangle about an altitude), using software as an aid to visualization.
   DB5320 - Determine whether two or more given shapes can be used to generate a tessellation.
   DB5340 - Generate and analyze iterative geometric patterns.
   DB5360 - Fractals (e.g., Sierpinski's Triangle)
   DB5380 - Patterns in areas and perimeters of self-similar figures
   DB5400 - Outcome of extending iterative process indefinitely
   DB5420 - Coordinate Geometry
   DB5440 - Use coordinate geometry to represent and verify properties of lines.
   DB5460 - Distance between two points
   DB5480 - Midpoint and slope of a line segment
   DB5500 - Finding the intersection of two lines
   DB5520 - Lines with the same slope are parallel
   DB5540 - Lines that are perpendicular have slopes whose product is -1
   DB5560 - Show position and represent motion in the coordinate plane using vectors.
   DB5580 - Addition and subtraction of vectors
   DB5600 - Units of Measurement
   DB5620 - Understand and use the concept of significant digits.
   DB5640 - Choose appropriate tools and techniques to achieve the specified degree of precision and error needed
in a situation.
   DB5660 - Degree of accuracy of a given measurement tool
   DB5680 - Finding the interval in which a computed measure (e.g., area or volume) lies, given the degree of
precision of linear measurements
   DB5700 - Measuring Geometric Objects
   DB5720 - Use techniques of indirect measurement to represent and solve problems.
   DB5740 - Similar triangles
   DB5760 - Pythagorean theorem
   DB5780 - Right triangle trigonometry (sine, cosine, tangent)
   DB5800 - Use a variety of strategies to determine perimeter and area of plane figures and surface area and
volume of 3D figures.
   DB5820 - Approximation of area using grids of different sizes
   DB5840 - Finding which shape has minimal (or maximal) area, perimeter, volume, or surface area under given
conditions using graphing calculators, dynamic geometric software, and/or spreadsheets
   DB5860 - Estimation of area, perimeter, volume, and surface area
    DC0000 - STANDARD 4.3 (PATTERNS AND ALGEBRA) ALL STUDENTS WILL REPRESENT AND
ANALYZE RELATIONSHIPS AMONG VARIABLE QUANTITIES AND SOLVE PROBLEMS INVOLVING
PATTERNS, FUNCTIONS, AND ALGEBRAIC CONCEPTS AND PROCESSES.
   DC0020 - GRADE 2 PATTERNS
   DC0040 - Recognize, describe, extend, and create patterns.
   DC0060 - Using concrete materials (manipulatives), pictures, rhythms, & whole numbers
   DC0080 - Descriptions using words and symbols (e.g., "add two" or "+ 2")
   DC0100 - Repeating patterns
   DC0120 - Whole number patterns that grow or shrink as a result of repeatedly adding or subtracting a fixed
number (e.g., skip counting forward or backward)
   DC0140 - Functions and Relationships
   DC0160 - Use concrete and pictorial models of function machines to explore the basic concept of a function.
   DC0180 - Modeling
   DC0200 - Recognize and describe changes over time (e.g., temperature, height).
   DC0220 - Construct and solve simple open sentences involving addition or subtraction.
   DC0240 - Result unknown (e.g., 6 - 2 = __ or n = 3 + 5)
   DC0260 - Part unknown (e.g., 3 + = 8)
   DC0280 - Procedures
   DC0300 - Understand and apply (but don't name) the following properties of addition:
   DC0320 - Commutative (e.g., 5 + 3 = 3 + 5)
   DC0340 - Zero as the identity element (e.g., 7 + 0 = 7)
   DC0360 - Associative (e.g., 7 + 3 + 2 can be found by first adding either 7 + 3 or 3 + 2)
   DC0380 - GRADE 3 PATTERNS
   DC0400 - Recognize, describe, extend, and create patterns.
   DC0420 - Descriptions using words and number sentences/expressions
   DC0440 - Whole number patterns that grow or shrink as a result of repeatedly adding, subtracting, multiplying
by, or dividing by a fixed number (e.g., 5, 8, 11, . . . or 800, 400, 200, . . .)
   DC0460 - Functions and Relationships
   DC0480 - Use concrete and pictorial models to explore the basic concept of a function.
   DC0500 - Input/output tables, T-charts
   DC0520 - Modeling
   DC0540 - Recognize and describe change in quantities.
   DC0560 - Graphs representing change over time (e.g., temperature, height)
   DC0580 - Construct and solve simple open sentences involving addition or subtraction (e.g., 3 + 6 = __, n = 15 -
3, 3 + __ = 3, 16 - c = 7).
   DC0600 - Procedures
   DC0620 - Understand and apply the properties of operations and numbers.
   DC0640 - Commutative (e.g., 3 x 7 = 7 x 3)
   DC0660 - Identity element for multiplication is 1 (e.g., 1 x 8 = 8)
   DC0680 - Any number multiplied by zero is zero
   DC0700 - Understand and use the concepts of equals, less than, and greater than to describe relations between
numbers.
   DC0720 - Symbols ( = , < , > )
   DC0740 - GRADE 4 PATTERNS
   DC0760 - Recognize, describe, extend, and create patterns.
   DC0780 - Descriptions using words, number sentences/expressions, graphs, tables, variables (e.g., shape, blank,
or letter)
   DC0800 - Sequences that stop or that continue infinitely
   DC0820 - Whole number patterns that grow or shrink as a result of repeatedly adding, subtracting, multiplying
by, or dividing by a fixed number (e.g., 5, 8, 11, . . . or 800, 400, 200, . . .)
   DC0840 - Sequences can often be extended in more than one way (e.g., the next term after 1, 2, 4, . . . could be
8, or 7, or … )
   DC0860 - Functions and Relationships
   DC0880 - Use concrete and pictorial models to explore the basic concept of a function.
   DC0900 - Input/output tables, T-charts
   DC0920 - Combining two function machines
   DC0940 - Reversing a function machine
   DC0960 - Modeling
   DC0980 - Recognize and describe change in quantities.
   DC1000 - Graphs representing change over time (e.g., temperature, height)
   DC1020 - How change in one physical quantity can produce a corresponding change in another (e.g., pitch of a
sound depends on the rate of vibration)
   DC1040 - Construct and solve simple open sentences involving any one operation (e.g., 3 x 6 = __, n = 15 ÷ 3, 3
x __ = 0, 16 - c = 7).
   DC1060 - Procedures
   DC1080 - Understand, name, and apply the properties of operations and numbers.
   DC1100 - Commutative (e.g., 3 x 7 = 7 x 3)
   DC1120 - Identity element for multiplication is 1 (e.g., 1 x 8 = 8)
   DC1140 - Associative (e.g., 2 x 4 x 25 can be found by first multiplying either 2 x 4 or 4 x 25)
   DC1160 - Division by zero is undefined
   DC1180 - Any number multiplied by zero is zero.
   DC1200 - Understand and use the concepts of equals, less than, and greater than in simple number sentences.
   DC1220 - Symbols ( = , < , > )
   DC1240 - GRADE 5 PATTERNS
   DC1260 - Recognize, describe, extend, and create patterns involving whole numbers.
   DC1280 - Descriptions using tables, verbal rules, simple equations, and graphs
   DC1300 - Functions & Relationships
   DC1320 - Describe arithmetic operations as functions, including combining operations and reversing them.
   DC1340 - Graph points satisfying a function from T-charts, from verbal rules, and from simple equations.
   DC1360 - Modeling
   DC1380 - Use number sentences to model situations.
   DC1400 - Using variables to represent unknown quantities
   DC1420 - Using concrete materials, tables, graphs, verbal rules, algebraic expressions/equations
   DC1440 - Draw freehand sketches of graphs that model real phenomena and use such graphs to predict and
interpret events.
   DC1460 - Changes over time
   DC1480 - Rates of change (e.g., when is plant growing slowly/rapidly, when is temperature dropping most
rapidly/slowly)
   DC1500 - Procedures
   DC1520 - Solve simple linear equations with manipulatives and informally
   DC1540 - Whole-number coefficients only, answers also whole numbers
   DC1560 - Variables on one side of equation
   DC1580 - GRADE 6 PATTERNS
   DC1600 - Recognize, describe, extend, and create patterns involving whole numbers and rational numbers.
   DC1620 - Descriptions using tables, verbal rules, simple equations, and graphs
   DC1640 - Formal iterative formulas (e.g., NEXT = NOW * 3)
   DC1660 - Recursive patterns, including Pascal's Triangle (where each entry is the sum of the entries above it)
and the Fibonacci Sequence: 1, 1, 2, 3, 5, 8, . . . (where NEXT = NOW + PREVIOUS)
   DC1680 - Functions and Relationships
   DC1700 - Describe the general behavior of functions given by formulas or verbal rules (e.g., graph to determine
whether increasing or decreasing, linear or not).
   DC1720 - Modeling
   DC1740 - Use patterns, relations, and linear functions to model situations.
   DC1760 - Using variables to represent unknown quantities
   DC1780 - sing concrete materials, tables, graphs, verbal rules, algebraic expressions/equations/inequalities
   DC1800 - Draw freehand sketches of graphs that model real phenomena and use such graphs to predict and
interpret events.
   DC1820 - Changes over time
   DC1840 - Relations between quantities
   DC1860 - Rates of change (e.g., when is plant growing slowly/rapidly, when is temperature dropping most
rapidly/slowly)
   DC1880 - Procedures
   DC1900 - Solve simple linear equations with manipulatives and informally.
   DC1920 - Whole-number coefficients only, answers also whole numbers
   DC1940 - Variables on one or both sides of equation
   DC1960 - Understand and apply the properties of operations and numbers.
   DC1980 - Distributive property
   DC2000 - The product of a number and its reciprocal is 1
   DC2020 - Evaluate numerical expressions.
   DC2040 - Extend understanding and use of inequality.
   DC2060 - Symbols ( = , . , = )
   DC2080 - GRADE 7 PATTERNS
   DC2100 - Recognize, describe, extend, and create patterns involving whole numbers, rational numbers, and
integers.
   DC2120 - Descriptions using tables, verbal and symbolic rules, graphs, simple equations or expressions
   DC2140 - Finite and infinite sequences
   DC2160 - Generating sequences by using calculators to repeatedly apply a formula
   DC2180 - Functions and Relationships
   DC2200 - Graph functions, and understand and describe their general behavior.
   DC2220 - Equations involving two variables
   DC2240 - Modeling
   DC2260 - Analyze functional relationships to explain how a change in one quantity can result in a change in
another, using pictures, graphs, charts, and equations.
   DC2280 - Use patterns, relations, symbolic algebra, and linear functions to model situations.
   DC2300 - Using manipulatives, tables, graphs, verbal rules, algebraic expressions/equations/inequalities
   DC2320 - Growth situations, such as population growth and compound interest, using recursive (e.g., NOW-
NEXT) formulas (cf. science standard 5.5 and social studies standard 6.6)
   DC2340 - Procedures
   DC2360 - Use graphing techniques on a number line.
   DC2380 - Absolute value
   DC2400 - Arithmetic operations represented by vectors (arrows) (e.g., "-3 + 6" is "left 3, right 6")
   DC2420 - Solve simple linear equations informally and graphically.
   DC2440 - Multi-step, integer coefficients only (although answers may not be integers)
   DC2460 - Using paper-and-pencil, calculators, graphing calculators, spreadsheets, and other technology
   DC2480 - Create, evaluate, and simplify algebraic expressions involving variables.
   DC2500 - Order of operations, including appropriate use of parentheses
   DC2520 - Substitution of a number for a variable
   DC2540 - Understand and apply the properties of operations, numbers, equations, and inequalities.
   DC2560 - Additive inverse
   DC2580 - Multiplicative inverse
   DC2600 - GRADE 8 PATTERNS
   DC2620 - Recognize, describe, extend, and create patterns involving whole numbers, rational numbers, and
integers.
   DC2640 - Descriptions using tables, verbal and symbolic rules, graphs, simple equations or expressions
   DC2660 - Finite and infinite sequences
   DC2680 - Arithmetic sequences (i.e., sequences generated by repeated addition of a fixed number, positive or
negative)
   DC2700 - Geometric sequences (i.e., sequences generated by repeated multiplication by a fixed positive ratio,
greater than 1 or less than 1)
   DC2720 - Generating sequences by using calculators to repeatedly apply a formula
   DC2740 - Functions and Relationships
   DC2760 - Graph functions, and understand and describe their general behavior.
   DC2780 - Equations involving two variables
   DC2800 - Rates of change (informal notion of slope)
   DC2820 - Recognize and describe the difference between linear and exponential growth, using tables, graphs,
and equations.
   DC2840 - Modeling
   DC2860 - Analyze functional relationships to explain how a change in one quantity can result in a change in
another, using pictures, graphs, charts, and equations.
   DC2880 - Use patterns, relations, symbolic algebra, and linear functions to model situations.
   DC2900 - Using concrete materials (manipulatives), tables, graphs, verbal rules, algebraic
expressions/equations/inequalities
   DC2920 - Growth situations, such as population growth and compound interest, using recursive (e.g., NOW-
NEXT) formulas (cf. science standard 5.5 and social studies standard 6.6)
   DC2940 - Procedures
   DC2960 - Use graphing techniques on a number line.
   DC2980 - Absolute value
   DC3000 - Arithmetic operations represented by vectors (arrows) (e.g., "-3 + 6" is "left 3, right 6")
   DC3020 - Solve simple linear equations informally, graphically, and using formal algebraic methods.
   DC3040 - Multi-step, integer coefficients only (although answers may not be integers)
   DC3060 - Using paper-and-pencil, calculators, graphing calculators, spreadsheets, and other technology
   DC3080 - Solve simple linear inequalities.
   DC3100 - Create, evaluate, and simplify algebraic expressions involving variables.
   DC3120 - Order of operations, including appropriate use of parentheses
   DC3140 - Distributive property
   DC3160 - Substitution of a number for a variable
   DC3180 - Translation of a verbal phrase or sentence into an algebraic expression, equation, or inequality, and
vice versa
   DC3200 - Understand and apply the properties of operations, numbers, equations, and inequalities.
   DC3220 - Additive inverse
   DC3240 - Multiplicative inverse
   DC3260 - Addition and multiplication properties of equality
   DC3280 - Addition and multiplication properties of inequalities
   DC3300 - GRADE 12 PATTERNS
   DC3320 - Use models and algebraic formulas to represent and analyze sequences and series.
   DC3340 - Explicit formulas for nth terms
   DC3360 - Sums of finite arithmetic series
   DC3380 - Sums of finite and infinite geometric series
   DC3400 - Develop an informal notion of limit.
   DC3420 - Use inductive reasoning to form generalizations.
   DC3440 - Functions and Relationships
   DC3460 - Understand relations and functions and select, convert flexibly among, and use various
representations for them, including equations or inequalities, tables, and graphs.
   DC3480 - Analyze and explain the general properties and behavior of functions of one variable, using
appropriate graphing technologies.
   DC3500 - Slope of a line or curve
   DC3520 - Domain and range
   DC3540 - Intercepts
   DC3560 - Continuity
   DC3580 - Maximum/minimum
   DC3600 - Estimating roots of equations
   DC3620 - Intersecting points as solutions of systems of equations
   DC3640 - Rates of change
   DC3660 - Understand and perform transformations on commonly-used functions.
   DC3680 - Translations, reflections, dilations
   DC3700 - Effects on linear and quadratic graphs of parameter changes in equations
   DC3720 - Using graphing calculators or computers for more complex functions
   DC3740 - Understand and compare the properties of classes of functions, including exponential, polynomial,
rational, and trigonometric functions.
   DC3760 - Linear vs. non-linear
   DC3780 - Symmetry
   DC3800 - Increasing/decreasing on an interval
   DC3820 - Modeling
   DC3840 - Use functions to model real-world phenomena and solve problems that involve varying quantities.
   DC3860 - Linear, quadratic, exponential, periodic (sine and cosine), and step functions (e.g., price of mailing a
first-class letter over the past 200 years)
   DC3880 - Direct and inverse variation
   DC3900 - Absolute value
   DC3920 - Expressions, equations and inequalities
   DC3940 - Same function can model variety of phenomena
   DC3960 - Growth/decay and change in the natural world
   DC3980 - Applications in mathematics, biology, and economics (including compound interest)
   DC4000 - Analyze and describe how a change in an independent variable leads to change in a dependent one.
   DC4020 - Convert recursive formulas to linear or exponential functions (e.g., Tower of Hanoi and doubling).
   DC4040 - Procedures
   DC4060 - Evaluate and simplify expressions.
   DC4080 - Add and subtract polynomials
   DC4100 - Multiply a polynomial by a monomial or binomial
   DC4120 - Divide a polynomial by a monomial
   DC4140 - Select and use appropriate methods to solve equations and inequalities.
   DC4160 - Linear equations - algebraically
   DC4180 - Quadratic equations - factoring (when the coefficient of x2 is 1) and using the quadratic formula
   DC4200 - All types of equations using graphing, computer, and graphing calculator techniques
   DC4220 - Judge the meaning, utility, and reasonableness of the results of symbol manipulations, including those
carried out by technology.
    DD0000 - STANDARD 4.4 (DATA ANALYSIS, PROBABILITY, AND DISCRETE MATHEMATICS) ALL
STUDENTS WILL DEVELOP AN UNDERSTANDING OF THE CONCEPTS AND TECHNIQUES OF DATA
ANALYSIS, PROBABILITY, AND DISCRETE MATHEMATICS, AND WILL USE THEM TO MODEL
SITUATIONS, SOLVE PROBLEMS, AND ANALYZE AND DRAW APPROPRIATE INFERENCES FROM
DATA.
   DD0020 - GRADE 2 DATA ANALYSIS
   DD0040 - Collect, generate, record, and organize data in response to questions, claims, or curiosity.
   DD0060 - Data collected from students' everyday experiences
   DD0080 - Data generated from chance devices, such as spinners and dice
   DD0100 - Read, interpret, construct, and analyze displays of data.
   DD0120 - Pictures, tally chart, pictograph, bar graph, Venn diagram
   DD0140 - Smallest to largest, most frequent (mode)
   DD0160 - Probability
   DD0180 - Use chance devices like spinners and dice to explore concepts of probability.
   DD0200 - Certain, impossible
   DD0220 - More likely, less likely, equally likely
   DD0240 - Provide probability of specific outcomes.
   DD0260 - Probability of getting specific outcome when coin is tossed, when die is rolled, when spinner is spun
(e.g., if spinner has five equal sectors, then probability of getting a particular sector is one out of five)
   DD0280 - When picking a marble from a bag with three red marbles and four blue marbles, the probability of
getting a red marble is three out of seven
   DD0300 - Discrete Mathematics-Systematic Listing and Counting
   DD0320 - Sort and classify objects according to attributes.
   DD0340 - Venn diagrams
   DD0360 - Generate all possibilities in simple counting situations (e.g., all outfits involving two shirts and three
pants).
   DD0380 - Discrete Mathematics-Vertex-Edge Graphs and Algorithms
   DD0400 - Follow simple sets of directions (e.g., from one location to another, or from a recipe).
   DD0420 - Color simple maps with a small number of colors.
   DD0440 - Play simple two-person games (e.g., tic-tac-toe) and informally explore the idea of what the outcome
should be.
   DD0460 - Explore concrete models of vertex-edge graphs (e.g. vertices as "islands" and edges as "bridges").
   DD0480 - Paths from one vertex to another
   DD0500 - GRADE 3 DATA ANALYSIS
   DD0520 - Collect, generate, organize, and display data in response to questions, claims, or curiosity.
   DD0540 - Data collected from the classroom environment
   DD0560 - Read, interpret, construct, analyze, generate questions about, and draw inferences from displays of
data.
   DD0580 - Pictograph, bar graph, table
   DD0600 - Probability
   DD0620 - Use everyday events and chance devices, such as dice, coins, and unevenly divided spinners, to
explore concepts of probability.
   DD0640 - Likely, unlikely, certain, impossible
   DD0660 - More likely, less likely, equally likely
   DD0680 - Predict probabilities in a variety of situations (e.g., given the number of items of each color in a bag,
what is the probability that an item picked will have a particular color).
   DD0700 - What students think will happen (intuitive)
   DD0720 - Collect data and use that data to predict the probability (experimental)
   DD0740 - Discrete Mathematics-Systematic Listing and Counting
   DD0760 - Represent and classify data according to attributes, such as shape or color, and relationships.
   DD0780 - Venn diagrams
   DD0800 - Numerical and alphabetical order
   DD0820 - Represent all possibilities for a simple counting situation in an organized way and draw conclusions
from this representation.
   DD0840 - Organized lists, charts
   DD0860 - Discrete Mathematics-Vertex-Edge Graphs and Algorithms
   DD0880 - Follow, devise, and describe practical sets of directions (e.g., to add two 2-digit numbers).
   DD0900 - Explore vertex-edge graphs
   DD0920 - Vertex, edge
   DD0940 - Path
   DD0960 - Find the smallest number of colors needed to color a map.
   DD0980 - GRADE 4 DATA ANALYSIS
   DD1000 - Collect, generate, organize, and display data in response to questions, claims, or curiosity.
   DD1020 - Data collected from the school environment
   DD1040 - Read, interpret, construct, analyze, generate questions about, and draw inferences from displays of
data.
   DD1060 - Pictograph, bar graph, line plot, line graph, table
   DD1080 - Average (mean), most frequent (mode), middle term (median)
   DD1100 - Probability
   DD1120 - Use everyday events and chance devices, such as dice, coins, and unevenly divided spinners, to
explore concepts of probability.
   DD1140 - Likely, unlikely, certain, impossible, improbable, fair, unfair
   DD1160 - More likely, less likely, equally likely
   DD1180 - Probability of tossing "heads" does not depend on outcomes of previous tosses
   DD1200 - Determine probabilities of simple events based on equally likely outcomes and express them as
fractions.
   DD1220 - Predict probabilities in a variety of situations (e.g., given the number of items of each color in a bag,
what is the probability that an item picked will have a particular color).
   DD1240 - What students think will happen (intuitive)
   DD1260 - Collect data and use that data to predict the probability (experimental)
   DD1280 - Analyze all possible outcomes to find the probability (theoretical)
   DD1300 - Discrete Mathematics-Systematic Listing and Counting
   DD1320 - Represent and classify data according to attributes, such as shape or color, and relationships.
   DD1340 - Venn diagrams
   DD1360 - Numerical and alphabetical order
   DD1380 - Represent all possibilities for a simple counting situation in an organized way and draw conclusions
from this representation.
   DD1400 - Organized lists, charts, tree diagrams
   DD1420 - Dividing into categories (e.g., to find the total number of rectangles in a grid, find the number of
rectangles of each size and add the results)
   DD1440 - Discrete Mathematics-Vertex-Edge Graphs and Algorithms
   DD1460 - Follow, devise, and describe practical sets of directions (e.g., to add two 2-digit numbers).
   DD1480 - Play two-person games and devise strategies for winning the games (e.g., "make 5" where players
alternately add 1 or 2 and the person who reaches 5, or another designated number, is the winner).
   DD1500 - Explore vertex-edge graphs and tree diagrams.
   DD1520 - Vertex, edge, neighboring/adjacent, number of neighbors
   DD1540 - Path, circuit (i.e., path that ends at its starting point)
   DD1560 - Find the smallest number of colors needed to color a map or a graph.
   DD1580 - GRADE 5 DATA ANALYSIS
   DD1600 - Collect, generate, organize, and display data.
   DD1620 - Data generated from surveys
   DD1640 - Read, interpret, select, construct, analyze, generate questions about, and draw inferences from
displays of data.
   DD1660 - Bar graph, line graph, circle graph, table
   DD1680 - Range, median, and mean
   DD1700 - Respond to questions about data and generate their own questions and hypotheses.
   DD1720 - Probability
   DD1740 - Determine probabilities of events.
   DD1760 - Event, probability of an event
   DD1780 - probability of certain event is 1 and of impossible event is 0
   DD1800 - Determine probability using intuitive, experimental, and theoretical methods (e.g., using model of
picking items of different colors from a bag).
   DD1820 - Given numbers of various types of items in a bag, what is the probability that an item of one type will
be picked
   DD1840 - Given data obtained experimentally, what is the likely distribution of items in the bag
   DD1860 - Model situations involving probability using simulations (with spinners, dice) and theoretical models.
   DD1880 - Discrete Mathematics-Systematic Listing and Counting
   DD1900 - Solve counting problems and justify that all possibilities have been enumerated without duplication.
   DD1920 - Organized lists, charts, tree diagrams, tables
   DD1940 - Explore the multiplication principle of counting in simple situations by representing all possibilities in
an organized way (e.g., you can make 3 x 4 = 12 outfits using 3 shirts and 4 skirts).
   DD1960 - Discrete Mathematics-Vertex-Edge Graphs and Algorithms
   DD1980 - Devise strategies for winning simple games (e.g., start with two piles of objects, each of two players
in turn removes any number of objects from a single pile, and the person to take the last group of objects wins) and
express those strategies as sets of directions.
   DD2000 - GRADE 6 DATA ANALYSIS
   DD2020 - Collect, generate, organize, and display data.
   DD2040 - Data generated from surveys
   DD2060 - Read, interpret, select, construct, analyze, generate questions about, and draw inferences from
displays of data.
   DD2080 - Bar graph, line graph, circle graph, table, histogram
   DD2100 - Range, median, and mean
   DD2120 - Calculators and computers used to record and process information
   DD2140 - Respond to questions about data, generate their own questions and hypotheses, and formulate
strategies for answering their questions and testing their hypotheses.
   DD2160 - Probability
   DD2180 - Determine probabilities of events.
   DD2200 - Event, complementary event, probability of an event
   DD2220 - Multiplication rule for probabilities
   DD2240 - Probability of certain event is 1 and of impossible event is 0
   DD2260 - probabilities of event and complementary event add up to 1
   DD2280 - Determine probability using intuitive, experimental, and theoretical methods (e.g., using model of
picking items of different colors from a bag).
   DD2300 - Given numbers of various types of items in a bag, what is the probability that an item of one type will
be picked
   DD2320 - Given data obtained experimentally, what is the likely distribution of items in the bag
   DD2340 - Explore compound events.
   DD2360 - Model situations involving probability using simulations (with spinners, dice) and theoretical models.
   DD2380 - Recognize and understand the connections among the concepts of independent outcomes, picking at
random, and fairness.
   DD2400 - Discrete Mathematics-Systematic Listing and Counting
   DD2420 - Solve counting problems and justify that all possibilities have been enumerated without duplication.
   DD2440 - Organized lists, charts, tree diagrams, tables
   DD2460 - Venn diagrams
   DD2480 - Apply the multiplication principle of counting.
   DD2500 - Simple situations (e.g., you can make 3 x 4 = 12 outfits using 3 shirts and 4 skirts).
   DD2520 - Number of ways a specified number of items can be arranged in order (concept of permutation)
   DD2540 - Number of ways of selecting a slate of officers from a class (e.g., if there are 23 students and 3
officers, the number is 23 x 22 x 21)
   DD2560 - List the possible combinations of two elements chosen from a given set (e.g., forming a committee of
two from a group of 12 students, finding how many handshakes there will be among ten people if everyone shakes
each other person's hand once).
   DD2580 - Discrete Mathematics-Vertex-Edge Graphs and Algorithms
   DD2600 - Devise strategies for winning simple games (e.g., start with two piles of objects, each of two players
in turn removes any number of objects from a single pile, and the person to take the last group of objects wins) and
express those strategies as sets of directions.
   DD2620 - Analyze vertex-edge graphs and tree diagrams.
   DD2640 - Can a picture or a vertex-edge graph be drawn with a single line? (degree of vertex)
   DD2660 - Can you get from any vertex to any other vertex? (connectedness)
   DD2680 - Use vertex-edge graphs to find solutions to practical problems.
   DD2700 - Delivery route that stops at specified sites but involves least travel
   DD2720 - Shortest route from one site on a map to another
   DD2740 - GRADE 7 DATA ANALYSIS
   DD2760 - Select and use appropriate representations for sets of data, and measures of central tendency (mean,
median, and mode).
   DD2780 - Type of display most appropriate for given data
   DD2800 - Box-and-whisker plot, upper quartile, lower quartile
   DD2820 - Scatter plot
   DD2840 - Calculators and computer used to record and process information
   DD2860 - Make inferences and formulate and evaluate arguments based on displays and analysis of data.
   DD2880 - Probability
   DD2900 - Interpret probabilities as ratios, percents, and decimals.
   DD2920 - Model situations involving probability with simulations (using spinners, dice, calculators and
computers) and theoretical models.
   DD2940 - Frequency, relative frequency
   DD2960 - Estimate probabilities and make predictions based on experimental and theoretical probabilities.
   DD2980 - Play and analyze probability-based games, and discuss the concepts of fairness and expected value.
   DD3000 - Discrete Mathematics-Systematic Listing and Counting
   DD3020 - Apply the multiplication principle of counting.
   DD3040 - Permutations: ordered situations with replacement (e.g., number of possible license plates) vs.
ordered situations without replacement (e.g., number of possible slates of 3 class officers from a 23 student class)
   DD3060 - Explore counting problems involving Venn diagrams with three attributes (e.g., there are 15, 20, and
25 students respectively in the chess club, the debating team, and the engineering society; how many different
students belong to the three clubs if there are 6 students in chess and debating, 7 students in chess and engineering,
8 students in debating and engineering, and 2 students in all three?).
   DD3080 - Apply techniques of systematic listing, counting, and reasoning in a variety of different contexts.
   DD3100 - Discrete Mathematics-Vertex-Edge Graphs and Algorithms
   DD3120 - Use vertex-edge graphs to represent and find solutions to practical problems.
   DD3140 - Finding the shortest network connecting specified sites
   DD3160 - Finding the shortest route on a map from one site to another
   DD3180 - Finding the shortest circuit on a map that makes a tour of specified sites
   DD3200 - GRADE 8 DATA ANALYSIS
   DD3220 - Select and use appropriate representations for sets of data, and measures of central tendency (mean,
median, and mode).
   DD3240 - Type of display most appropriate for given data
   DD3260 - Box-and-whisker plot, upper quartile, lower quartile
   DD3280 - Scatter plot
   DD3300 - Calculators and computer used to record and process information
   DD3320 - Finding the median and mean (weighted average) using frequency data.
   DD3340 - Effect of additional data on measures of central tendency
   DD3360 - Make inferences and formulate and evaluate arguments based on displays and analysis of data.
   DD3380 - Estimate lines of best fit and use them to interpolate within the range of the data.
   DD3400 - Use surveys and sampling techniques to generate data and draw conclusions about large groups.
   DD3420 - Probability
   DD3440 - Interpret probabilities as ratios, percents, and decimals.
   DD3460 - Determine probabilities of compound events.
   DD3480 - Explore the probabilities of conditional events (e.g., if there are seven marbles in a bag, three red and
four green, what is the probability that two marbles picked from the bag, without replacement, are both red).
   DD3500 - Model situations involving probability with simulations (using spinners, dice, calculators and
computers) and theoretical models.
   DD3520 - Frequency, relative frequency
   DD3540 - Estimate probabilities and make predictions based on experimental and theoretical probabilities.
   DD3560 - Play and analyze probability-based games, and discuss the concepts of fairness and expected value.
   DD3580 - Discrete Mathematics-Systematic Listing and Counting
   DD3600 - Apply the multiplication principle of counting.
   DD3620 - Permutations: ordered situations with replacement (e.g., number of possible license plates) vs.
ordered situations without replacement (e.g., number of possible slates of 3 class officers from a 23 student class)
   DD3640 - Factorial notation
   DD3660 - Concept of combinations (e.g., number of possible delegations of 3 out of 23 students)
   DD3680 - Explore counting problems involving Venn diagrams with three attributes (e.g., there are 15, 20, and
25 students respectively in the chess club, the debating team, and the engineering society; how many different
students belong to the three clubs if there are 6 students in chess and debating, 7 students in chess and engineering,
8 students in debating and engineering, and 2 students in all three?).
   DD3700 - Apply techniques of systematic listing, counting, and reasoning in a variety of different contexts.
   DD3720 - Discrete Mathematics-Vertex-Edge Graphs and Algorithms
   DD3740 - Use vertex-edge graphs and algorithmic thinking to represent and find solutions to practical problems.
   DD3760 - Finding the shortest network connecting specified sites
   DD3780 - Finding a minimal route that includes every street (e.g., for trash pick-up)
   DD3800 - Finding the shortest route on a map from one site to another
   DD3820 - Finding the shortest circuit on a map that makes a tour of specified sites
   DD3840 - Limitations of computers (e.g., the number of routes for a delivery truck visiting n sites is n!, so
finding the shortest circuit by examining all circuits would overwhelm the capacity of any computer, now or in the
future, even if n is less than 100)
   DD3860 - GRADE 12 DATA ANALYSIS
   DD3880 - Use surveys and sampling techniques to generate data and draw conclusions about large groups.
   DD3900 - Advantages/disadvantages of sample selection methods (e.g., convenience sampling, responses to
survey, random sampling)
   DD3920 - Evaluate the use of data in real-world contexts.
   DD3940 - Accuracy and reasonableness of conclusions drawn
   DD3960 - Bias in conclusions drawn (e.g., influence of how data is displayed)
   DD3980 - Statistical claims based on sampling
   DD4000 - Design a statistical experiment, conduct the experiment, and interpret and communicate the outcome.
   DD4020 - Estimate or determine lines of best fit (or curves of best fit if appropriate) with technology, and use
them to interpolate within the range of the data.
   DD4040 - Analyze data using technology, and use statistical terminology to describe conclusions.
   DD4060 - Measures of dispersion: variance, standard deviation, outliers
   DD4080 - Correlation coefficient
   DD4100 - Normal distribution (e.g., approximately 95% of the sample lies between two standard deviations on
either side of the mean)
   DD4120 - Probability
   DD4140 - Calculate the expected value of a probability-based game, given the probabilities and payoffs of the
various outcomes, and determine whether the game is fair.
   DD4160 - Use concepts and formulas of area to calculate geometric probabilities.
   DD4180 - Model situations involving probability with simulations (using spinners, dice, calculators and
computers) and theoretical models, and solve problems using these models.
   DD4200 - Determine probabilities in complex situations.
   DD4220 - Conditional events
   DD4240 - Complementary events
   DD4260 - Dependent and independent events
   DD4280 - Estimate probabilities and make predictions based on experimental and theoretical probabilities.
   DD4300 - Understand and use the "law of large numbers" (that experimental results tend to approach theoretical
probabilities after a large number of trials).
   DD4320 - Discrete Mathematics-Systematic Listing and Counting
   DD4340 - Calculate combinations with replacement (e.g., the number of possible ways of tossing a coin 5 times
and getting 3 heads) and without replacement (e.g., number of possible delegations of 3 out of 23 students).
   DD4360 - Apply the multiplication rule of counting in complex situations, recognize the difference between
situations with replacement and without replacement, and recognize the difference between ordered and unordered
counting situations.
   DD4380 - Justify solutions to counting problems.
   DD4400 - Recognize and explain relationships involving combinations and Pascal's Triangle, and apply those
methods to situations involving probability.
   DD4420 - Discrete Mathematics-Vertex-Edge Graphs and Algorithms
   DD4440 - Use vertex-edge graphs and algorithmic thinking to represent and solve practical problems.
   DD4460 - Circuits that include every edge in a graph
   DD4480 - Circuits that include every vertex in a graph
   DD4500 - Scheduling problems (e.g., when project meetings should be scheduled to avoid conflicts) using graph
coloring
   DD4520 - Applications to science (e.g., who-eats-whom graphs, genetic trees, molecular structures)
   DD4540 - Explore strategies for making fair decisions.
   DD4560 - Combining individual preferences into a group decision (e.g., determining winner of an election or
selection process)
   DD4580 - Determining how many Student Council representatives each class (9th, 10th, 11th, and 12th grade)
gets when the classes have unequal sizes (apportionment)
   DE0000 - STANDARD 4.5 (MATHEMATICAL PROCESSES) ALL STUDENTS WILL USE
MATHEMATICAL PROCESSES OF PROBLEM SOLVING, COMMUNICATION, CONNECTIONS,
REASONING, REPRESENTATIONS, AND TECHNOLOGY TO SOLVE PROBLEMS AND
COMMUNICATE MATHEMATICAL IDEAS.
  DE0020 - ALL GRADES PROBLEM SOLVING
  DE0040 - Learn mathematics through problem solving, inquiry, and discovery.
  DE0060 - Solve problems that arise in mathematics and in other contexts (cf. workplace readiness standard 8.3).
  DE0080 - Open-ended problems
  DE0100 - Non-routine problems
  DE0120 - Problems with multiple solutions
  DE0140 - Problems that can be solved in several ways
  DE0160 - Select and apply a variety of appropriate problem-solving strategies (e.g., "try a simpler problem" or
"make a diagram") to solve problems.
  DE0180 - Pose problems of various types and levels of difficulty.
  DE0200 - Monitor their progress and reflect on the process of their problem solving activity.
  DE0220 - Communication
  DE0240 - Use communication to organize and clarify their mathematical thinking.
  DE0260 - Reading and writing
  DE0280 - Discussion, listening, and questioning
  DE0300 - Communicate their mathematical thinking coherently and clearly to peers, teachers, and others, both
orally and in writing.
  DE0320 - Analyze and evaluate the mathematical thinking and strategies of others.
  DE0340 - Use the language of mathematics to express mathematical ideas precisely.
  DE0360 - Connections
  DE0380 - Recognize recurring themes across mathematical domains (e.g., patterns in number, algebra, and
geometry).
  DE0400 - Use connections among mathematical ideas to explain concepts (e.g., two linear equations have a
unique solution because the lines they represent intersect at a single point).
  DE0420 - Recognize that mathematics is used in a variety of contexts outside of mathematics.
  DE0440 - Apply mathematics in practical situations and in other disciplines.
  DE0460 - Trace the development of mathematical concepts over time and across cultures (cf. world languages
and social studies standards).
  DE0480 - Understand how mathematical ideas interconnect and build on one another to produce a coherent
whole.
  DE0500 - Reasoning
  DE0520 - Recognize that mathematical facts, procedures, and claims must be justified.
  DE0540 - Use reasoning to support their mathematical conclusions and problem solutions.
  DE0560 - Select and use various types of reasoning and methods of proof.
  DE0580 - Rely on reasoning, rather than answer keys, teachers, or peers, to check the correctness of their
problem solutions.
  DE0600 - Make and investigate mathematical conjectures.
  DE0620 - Counterexamples as a means of disproving conjectures
  DE0640 - Verifying conjectures using informal reasoning or proofs.
  DE0660 - Evaluate examples of mathematical reasoning and determine whether they are valid.
  DE0680 - Representations
  DE0700 - Create and use representations to organize, record, and communicate mathematical ideas.
  DE0720 - Concrete representations (e.g., base-ten blocks or algebra tiles)
  DE0740 - Pictorial representations (e.g., diagrams, charts, or tables)
  DE0760 - Symbolic representations (e.g., a formula)
  DE0780 - Graphical representations (e.g., a line graph)
  DE0800 - Select, apply, and translate among mathematical representations to solve problems.
  DE0820 - Use representations to model and interpret physical, social, and mathematical phenomena.
  DE0840 - Technology
  DE0860 - Use technology to gather, analyze, and communicate mathematical information.
   DE0880 - Use computer spreadsheets, software, and graphing utilities to organize and display quantitative
information.
   DE0900 - Use graphing calculators and computer software to investigate properties of functions and their
graphs.
   DE0920 - Use calculators as problem-solving tools (e.g., to explore patterns, to validate solutions).
   DE0940 - Use computer software to make and verify conjectures about geometric objects.
   DE0960 - Use computer-based laboratory technology for mathematical applications in the sciences.
E00000 - SCIENCE (NJ)
    EA0000 - STANDARD 5.1 (SCIENTIFIC PROCESSES) ALL STUDENTS WILL DEVELOP PROBLEM-
SOLVING, DECISION-MAKING AND INQUIRY SKILLS, REFLECTED BY FORMULATING USABLE
QUESTIONS AND HYPOTHESES, PLANNING EXPERIMENTS, CONDUCTING SYSTEMATIC
OBSERVATIONS, INTERPRETING AND ANALYZING DATA, DRAWING CONCLUSIONS, AND
COMMUNICATING RESULTS.
   EA0020 - GRADE 4 HABITS OF MIND
   EA0040 - Raise questions about the world around them and be willing to seek answers through making careful
observations and experimentation.
   EA0060 - Keep records that describe observations, carefully distinguish actual observations from ideas and
speculations, and are understandable weeks and months later.
   EA0080 - Recognize that when a science investigation is replicated, very similar results are expected.
   EA0100 - Know that when solving a problem it is important to plan and get ideas and help from other people.
   EA0120 - Inquiry and Problem Solving
   EA0140 - Develop strategies and skills for information-gathering and problem-solving, using appropriate tools
and technologies.
   EA0160 - Identify the evidence used in an explanation.
   EA0180 - Safety
   EA0200 - Recognize that conducting science activities requires an awareness of potential hazards and the need
for safe practices.
   EA0220 - Understand and practice safety procedures for conducting science investigations.
   EA0240 - GRADE 8 HABITS OF MIND
   EA0260 - Evaluate the strengths and weaknesses of data, claims, and arguments.
   EA0280 - Communicate experimental findings to others.
   EA0300 - Recognize that the results of scientific investigations are seldom exactly the same and that replication
is often necessary.
   EA0320 - Recognize that curiosity, skepticism, open-mindedness, and honesty are attributes of scientists.
   EA0340 - Inquiry and Problem Solving
   EA0360 - Identify questions and make predictions that can be addressed by conducting investigations.
   EA0380 - Design and conduct investigations incorporating the use of a control.
   EA0400 - Collect, organize, and interpret the data that result from experiments.
   EA0420 - Safety
   EA0440 - Know when and how to use appropriate safety equipment with all classroom materials.
   EA0460 - Understand and practice safety procedures for conducting science investigations.
   EA0480 - GRADE 12 HABITS OF MIND
   EA0500 - When making decisions, evaluate conclusions, weigh evidence, and recognize that arguments may not
have equal merit.
   EA0520 - Assess the risks and benefits associated with alternative solutions.
   EA0540 - Engage in collaboration, peer review, and accurate reporting of findings.
   EA0560 - Explore cases that demonstrate the interdisciplinary nature of the scientific enterprise.
   EA0580 - Inquiry and Problem Solving
   EA0600 - Select and use appropriate instrumentation to design and conduct investigations.
   EA0620 - Show that experimental results can lead to new questions and further investigations.
   EA0640 - Safety
   EA0660 - Understand, evaluate and practice safe procedures for conducting science investigations.
    EB0000 - STANDARD 5.2 (SCIENCE AND SOCIETY) ALL STUDENTS WILL DEVELOP AN
UNDERSTANDING OF HOW PEOPLE OF VARIOUS CULTURES HAVE CONTRIBUTED TO THE
ADVANCEMENT OF SCIENCE AND TECHNOLOGY, AND HOW MAJOR DISCOVERIES AND EVENTS
HAVE ADVANCED SCIENCE AND TECHNOLOGY.
   EB0020 - GRADE 4 CULTURAL CONTRIBUTIONS
   EB0040 - Describe how people in different cultures have made and continue to make contributions to science
and technology.
   EB0060 - Historical Perspectives
   EB0080 - Hear, read, write, and talk about scientists and inventors in historical context.
   EB0100 - GRADE 8 CULTURAL CONTRIBUTIONS
   EB0120 - Recognize that scientific theories:
   EB0140 - develop over time,
   EB0160 - depend on the contributions of many people, and
   EB0180 - reflect the social and political climate of their time.
   EB0200 - Know that scientists are men and women of many cultures who often work together to solve scientific
and technological problems.
   EB0220 - Describe how different people in different cultures have made and continue to make contributions to
science and technology.
   EB0240 - Historical Perspectives
   EB0260 - Describe the impact of major events and people in the history of science and technology, in
conjunction with other world events.
   EB0280 - Describe the development and exponential growth of scientific knowledge and technological
innovations.
   EB0300 - GRADE 12 CULTURAL CONTRIBUTIONS
   EB0320 - Recognize the role of the scientific community in responding to changing social and political
conditions and how scientific and technological achievement effect historical events.
   EB0340 - Historical Perspectives
   EB0360 - Examine the lives and contributions of important scientists who effected major breakthroughs in our
understanding of the natural and designed world.
   EB0380 - Discuss significant technological achievements in which science has played an important part as well
as technological advances that have contributed directly to the advancement of scientific knowledge.
   EB0400 - Describe the historical origin of important scientific developments such as atomic theory, genetics,
plate tectonics, etc., showing how scientific theories develop, are tested, and can be replaced or modified in light of
new information and improved investigative techniques.
    EC0000 - STANDARD 5.3 (MATHEMATICAL APPLICATIONS) ALL STUDENTS WILL INTEGRATE
MATHEMATICS AS A TOOL FOR PROBLEM-SOLVING IN SCIENCE, AND AS A MEANS OF
EXPRESSING AND/OR MODELING SCIENTIFIC THEORIES.
   EC0020 - GRADE 4 NUMERICAL OPERATIONS
   EC0040 - Determine the reasonableness of estimates, measurements, and computations of quantities when doing
science.
   EC0060 - Recognize and comprehend the orders of magnitude associated with large and small physical
quantities.
   EC0080 - Express quantities using appropriate number formats, such as: Integers, Fractions.
   EC0140 - Geometry and Measurement
   EC0160 - Select appropriate measuring instruments based on the degree of precision required.
   EC0180 - Use a variety of measuring instruments and record measured quantities using the appropriate units.
   EC0200 - Patterns and Algebra
   EC0220 - Identify patterns when observing the natural and constructed world.
   EC0240 - Data Analysis and Probability
   EC0260 - Use tables and graphs to represent and interpret data.
   EC0280 - GRADE 8NUMERICAL OPERATIONS
   EC0300 - Express quantities using appropriate number formats, such as: Decimals, Percents. Scientific notations
   EC0380 - Geometry and Measurement
   EC0400 - Perform mathematical computations using labeled quantities and express answers in correctly derived
units.
   EC0420 - Patterns and Algebra
   EC0440 - Express physical relationships in terms of mathematical equations derived from collected data.
   EC0460 - Data Analysis and Probability
   EC0480 - Represent and describe mathematical relationships among variables using: Graphs, Tables.
   EC0540 - Analyze experimental data sets using measures of central tendency: mean, mode median
   EC0620 - Construct and use a graph of experimental data to draw a line of best fit and identify a linear
relationship between variables.
   EC0640 - Use computer spreadsheets, graphing and database applications to assist in quantitative analysis of
data.
   EC0660 - GRADE 12 NUMERICAL OPERATIONS
   EC0680 - Reinforce indicators from previous grade level.
   EC0700 - Geometry and Measurement
   EC0720 - When performing mathematical operations with measured quantities, express answers to reflect the
degree of precision and accuracy of the input data.
   EC0740 - Patterns and Algebra
   EC0760 - Apply mathematical models that describe physical phenomena to predict real world events.
   EC0780 - Data Analysis and Probability
   EC0800 - Construct and interpret graphs of data to represent inverse and non-linear relationships, and statistical
distributions.
   ED0000 - STANDARD 5.4 (NATURE AND PROCESS OF TECHNOLOGY) ALL STUDENTS WILL
UNDERSTAND THE INTERRELATIONSHIPS BETWEEN SCIENCE AND TECHNOLOGY AND
DEVELOP A CONCEPTUAL UNDERSTANDING OF THE NATURE AND PROCESS OF TECHNOLOGY.
   ED0020 - GRADE 2SCIENCE AND TECHNOLOGY
   ED0040 - Indicators for this strand are introduced at a higher grade level.
   ED0060 - Nature of Technology
   ED0080 - Select and use simple tools and materials to complete a task.
   ED0100 - Technological Design
   ED0120 - Make a plan in order to design a solution to a problem.
   ED0140 - Describe a toy or other familiar object as a system with parts that work together.
   ED0160 - GRADE 4SCIENCE AND TECHNOLOGY
   ED0180 - Distinguish between things that occur in nature and those that have been designed to solve human
problems.
   ED0200 - Nature of Technology
   ED0220 - Demonstrate how measuring instruments are used to gather information in order to design things that
work properly.
   ED0240 - Technological Design
   ED0260 - Describe a product or device in terms of the problem it solves or the need it meets.
   ED0280 - Choose materials most suitable to make simple mechanical constructions.
   ED0300 - Use the design process to identify a problem, look for ideas, and develop and share solutions with
others.
   ED0320 - GRADE 6SCIENCE AND TECHNOLOGY
   ED0340 - Reinforce indicators from previous grade level.
   ED0360 - Nature of Technology
   ED0380 - reinforce indicators from previous grade level.
   ED0400 - Technological Design
   ED0420 - Select a technological problem and describe the criteria and constraints that are addressed in solving
the problem.
   ED0440 - Identify the basic components of a technological system: Input, process, output, feedback
   ED0540 - GRADE 8SCIENCE AND TECHNOLOGY
   ED0560 - Compare and contrast science with technology, illustrating similarities and differences between these
two human endeavors.
   ED0580 - Nature of Technology
   ED0600 - Analyze a product or system to determine the problem it was designed to solve, the design constraints,
trade-offs and risks involved in using the product or system, how the product or system might fail, and how the
product or system might be improved.
   ED0620 - Technological Design
   ED0640 - Recognize how feedback loops are used to control systems.
   ED0660 - GRADE 12 SCIENCE AND TECHNOLOGY
   ED0680 - Know that scientific inquiry is driven by the desire to understand the natural world and seeks to
answer questions that may or may not directly influence humans, while technology is driven by the need to meet
human needs and solve human problems.
   ED0700 - Nature of Technology
   ED0720 - Assess the impacts of introducing a new technology in terms of alternative solutions, costs, tradeoffs,
risks, benefits and environmental impact.
   ED0740 - Technological Design
   ED0760 - Plan, develop, and implement a proposal to solve an authentic, technological problem.
    EE0000 - STANDARD 5.5 (CHARACTERISTICS OF LIFE) ALL STUDENTS WILL GAIN AN
UNDERSTANDING OF THE STRUCTURE, CHARACTERISTICS, AND BASIC NEEDS OF ORGANISMS
AND WILL INVESTIGATE THE DIVERSITY OF LIFE.
   EE0020 - GRADE 2MATTER, ENERGY AND ORGANIZATION IN LIVING SYSTEMS
   EE0040 - Investigate the basic needs of humans and other organisms.
   EE0060 - Compare and contrast essential characteristics that distinguish living things from nonliving things.
   EE0080 - Diversity and Biological Evolution
   EE0100 - Recognize that different types of plants and animals live in different parts of the world.
   EE0120 - Recognize that some kinds of organisms that once lived on earth have completely disappeared.
   EE0140 - Reproduction and Heredity
   EE0160 - Recognize that humans and other organisms resemble their parents.
   EE0180 - GRADE 4MATTER, ENERGY AND ORGANIZATION IN LIVING SYSTEMS
   EE0200 - Identify the roles that organisms may serve in a food chain.
   EE0220 - Differentiate between the needs of plants and those of animals.
   EE0240 - Recognize that plants and animals are composed of different parts performing different functions and
working together for the well being of the organism.
   EE0260 - Describe the basic functions of the major systems of the human body including, but not limited to:
Digestive system, Circulatory system, Respiratory system, Nervous system, Skeletal system, Muscular system,
Reproductive system.
   EE0420 - Diversity and Biological Evolution
   EE0440 - Develop a simple classification scheme for grouping organisms.
   EE0460 - Recognize that individuals vary within every species, including humans.
   EE0480 - Reproduction and Heredity
   EE0500 - Identify different stages in the lives of various organisms.
   EE0520 - GRADE 8MATTER, ENERGY AND ORGANIZATION IN LIVING SYSTEMS
   EE0540 - Explain how systems of the human body are interrelated and regulate the body's internal environment.
   EE0560 - Identify and describe the structure and function of cells and cell parts.
   EE0580 - Diversity and Biological Evolution
   EE0600 - Describe and give examples of the major categories of organisms and of the characteristics shared by
organisms.
   EE0620 - Compare and contrast acquired and inherited characteristics in human and other species.
   EE0640 - Reproduction and Heredity
   EE0660 - Describe life cycles of humans and other organisms.
   EE0680 - Matter, Energy and Organization in Living Systems
   EE0700 - Explain how the products respiration and photosynthesis are recycled.
   EE0720 - Recognize that complex multicellular organisms, including humans, are composed of and defined by
interactions of the following: cells, tissues, organs, systems
   EE0820 - Diversity and Biological Evolution
   EE0840 - Compare and contrast kinds of organisms using their internal and external characteristics.
   EE0860 - Discuss how changing environmental conditions can result in evolution or extinction of a species.
   EE0880 - Recognize that individual organisms with certain traits are more likely to survive and have offspring.
   EE0900 - Reproduction and Heredity
   EE0920 - Describe how the sorting and recombining of genetic material results in the potential for variation
among offspring of humans and other species.
   EE0940 - GRADE 12 MATTER, ENERGY AND ORGANIZATION IN LIVING SYSTEMS
   EE0960 - Relate the structure of molecules to their function in cellular structure and metabolism.
   EE0980 - Explain how plants convert light energy to chemical energy.
   EE1000 - Describe how plants produce substances high in energy content that become the primary source of
energy for life.
   EE1020 - Relate disease in humans and other organisms to infections or intrinsic failures of system.
   EE1040 - Diversity and Biological Evolution
   EE1060 - Explain that through evolution the Earth's present species developed from earlier distinctly different
species.
   EE1080 - Explain how the theory of natural selection accounts for extinction as well as an increase in the
proportion of individuals with advantageous characteristics within a species.
   EE1100 - Reproduction and Heredity
   EE1120 - Describe how information is encoded and transmitted in genetic material.
   EE1140 - Explain how genetic material can be altered by natural and/or artificial means; mutations and new
gene combinations may have positive, negative, or no effect on organisms or species.
   EE1160 - Assess the impact of current and emerging technologies on our understanding of inherited human
characteristics.
    EF0000 - STANDARD 5.6 (CHEMISTRY) ALL STUDENTS WILL GAIN AN UNDERSTANDING OF
THE STRUCTURE AND BEHAVIOR OF MATTER.
   EF0020 - GRADE 2STRUCTURE AND PROPERTIES OF MATTER
   EF0040 - Sort objects according to the materials from which they are made or their physical properties, and give
a rationale for sorting.
   EF0060 - Use magnifiers to observe materials, then draw and describe what more can be seen using the tools.
   EF0080 - Observe that water can be a liquid or a solid and can change from one form to the other.
   EF0100 - Chemical Reactions
   EF0120 - Indicators for this strand are introduced at a higher grade level.
   EF0140 - GRADE 4STRUCTURE AND PROPERTIES OF MATTER
   EF0160 - Sort materials based on physical characteristics that can be seen by using magnification.
   EF0180 - Observe that water can be a liquid or a solid and can change from one form to the other and the mass
remains the same.
   EF0200 - Recognize that water, as an example of matter, can exist as a solid, liquid or gas and can be
transformed from one state to another by heating or cooling.
   EF0220 - Show that not all materials respond in the same way when exposed to similar conditions.
   EF0240 - Chemical Reactions
   EF0260 - Combine two or more materials and show that the new material may have properties that are different
from the original material.
   EF0280 - GRADE 6STRUCTURE AND PROPERTIES OF MATTER
   EF0300 - Recognize that about 100 different elements have been identified and most materials on Earth are
made of a few of them.
   EF0320 - Show that equal volumes of different substances usually have different masses.
   EF0340 - Describe the properties of mixtures and solutions, including concentration and saturation.
   EF0360 - Describe characteristic physical properties such as boiling point, melting point, and solubility, and
recognize that the property is independent of the amount of sample.
   EF0380 - Chemical Reactions
   EF0400 - Recognize evidence of a chemical change.
   EF0420 - GRADE 8STRUCTURE AND PROPERTIES OF MATTER
   EF0440 - Know that all matter is composed of atoms that may join together to form molecules.
   EF0460 - Recognize that the phase of matter is determined by the arrangement and motion of atoms and
molecules and that the motion of these particles is related to the energy of the system.
   EF0480 - Know that there are groups of elements that have similar properties, including highly reactive metals,
less reactive metals, highly reactive non-metals, and some almost completely non-reactive gases.
   EF0500 - Recognize that a mixture often can be separated into the original substances using one of more of their
characteristic physical properties
   EF0520 - Chemical Reactions
   EF0540 - Show how substances can chemically react with each other to form new substances having properties
different from those of the original substances.
   EF0560 - Show that in most chemical reactions energy is transferred into or out of a system.
   EF0580 - Demonstrate that regardless how substances within a simple closed system interact, the total mass of
the system remains the same.
   EF0600 - Illustrate how atoms are rearranged when substances react, but that the total number of atoms and the
total mass of the products remain the same as the original substances.
   EF0620 - GRADE 12 STRUCTURE AND PROPERTIES OF MATTER
   EF0640 - Know that atoms are made of a positive nucleus surrounded by negative electrons and that the nucleus,
a tiny fraction of the volume of an atom, is composed of protons and neutrons, each almost 2,000 times more
massive than an electron.
   EF0660 - Know that the number of protons in the nucleus defines the element.
   EF0680 - Know that an atom's electron arrangement, particularly the outermost electrons, determines how the
atom can interact with other atoms.
   EF0700 - Explain that atoms form bonds (ionic and covalent) with other atoms by transferring or sharing
electrons.
   EF0720 - Explain how the Periodic Table of Elements reflects the relationship between the properties of
elements and their atomic structure.
   EF0740 - Know that many biological, chemical and physical phenomena can be explained by changes in the
arrangement and motion of atoms and molecules.
   EF0760 - Recognize that the properties of matter are related to the structure and arrangement of their molecules
and atoms, such as in metallic and nonmetallic crystals and carbon compounds.
   EF0780 - Know that different levels of energy of an atom are associated with different configurations of its
electrons.
   EF0800 - Chemical Reactions
   EF0820 - Explain that the rate of reactions among atoms and molecules depends on how often they encounter
one another and that the rate is affected by nature of reactants, concentration, pressure, temperature, and the
presence of a catalyst.
   EF0840 - Show that some changes in chemical bonds require a net input or net release of energy.
    EG0000 - STANDARD 5.7 (PHYSICS) ALL STUDENTS WILL GAIN AN UNDERSTANDING OF
NATURAL LAWS AS THEY APPLY TO MOTION, FORCES, AND ENERGY TRANSFORMATIONS.
   EG0020 - GRADE 2MOTION AND FORCES
   EG0040 - Distinguish among the different ways objects can move such as: fast and slow, in a straight line, in a
circular path, back and forth
   EG0140 - Show that the position and motion of an object can be changed by pushing or pulling the object.
   EG0160 - Energy Transformations
   EG0180 - Demonstrate that sound can be produced by vibrating objects.
   EG0200 - GRADE 4MOTION AND FORCES
   EG0220 - Recognize that changes in the speed or direction of a moving object are caused by force and that the
greater the force, the greater the change in motion will be.
   EG0240 - Recognize that some forces can act at a distance: gravity, magnetism, static electricity
   EG0320 - Energy Transformations
   EG0340 - Identify sources of heat and demonstrate that heat can be transferred from one object to another.
   EG0360 - Identify sources of light and demonstrate that light can be reflected from some surfaces and pass
through others.
   EG0380 - Use devices that show electricity producing heat, light, sound, and magnetic effects.
   EG0400 - Show that differences in sound (loud or soft, high or low) can be produced by varying the way objects
vibrate.
   EG0420 - GRADE 6MOTION AND FORCES
   EG0440 - Recognize that an object at rest will remain at rest and an object moving in a straight line at a steady
speed will continue to move in a straight line at a steady speed unless a net (unbalanced) force acts on it.
   EG0460 - Recognize that motion can be retarded by forces such as friction and air resistance.
   EG0480 - Recognize that everything on or near the earth is pulled toward the earth's center by gravitational
force.
   EG0500 - Energy Transformations
   EG0520 - Recognize that heat flows through materials or across space from warmer objects to cooler ones.
   EG0540 - Show that vibrations in materials can generate waves that can transfer energy from one place to
another.
   EG0560 - Design an electric circuit to investigate the behavior of a system.
   EG0580 - GRADE 8MOTION AND FORCES
   EG0600 - Use quantitative data to show that when more than one force acts on an object at the same time, the
forces can reinforce or cancel each other producing a net (unbalanced) force that will change speed and/or
direction of the object.
   EG0620 - Recognize that every object exerts a gravitational force on every other object, and that the force
depends on how much mass the objects have and how far apart they are.
   EG0640 - Energy Transformations
   EG0660 - Recognize that the sun is a major source of the Earth's energy and that solar energy includes visible,
infrared and, ultraviolet radiation.
   EG0680 - Describe the nature of various forms of energy, including heat, light, sound, chemical, mechanical,
and electrical and trace energy transformations from one form to another.
   EG0700 - Describe how heat can be conducted through materials or transferred across space by radiation and
know that if the material is a fluid, convection currents may aid the transfer of heat.
   EG0720 - Show that light is reflected, refracted, or absorbed when it interacts with matter and that colors may
appear as a result of this interaction.
   EG0740 - GRADE 12 MOTION AND FORCES
   EG0760 - Apply the mathematical relationship between the mass of an object, the net force exerted on it, and the
resulting acceleration.
   EG0780 - Explain that whenever one object exerts a force on another, an equal and opposite force is exerted on
the first object.
   EG0800 - Recognize gravity as a universal force of attraction between masses and that the force is proportional
to the masses and inversely proportional to the square of the distance between them.
   EG0820 - Recognize that electrically charged bodies can attract or repel each other with a force that depends
upon the size and nature of the charges and the distance between them and know that electric forces play an
important role in explaining the structure and properties of matter.
   EG0840 - Know that there are strong forces that hold the nucleus of an atom together and that significant
amounts of energy can be released in nuclear reactions (fission, fusion, and nuclear decay) when these binding
forces are disrupted.
   EG0860 - Explain how electromagnetic, gravitational, and nuclear forces can be used to produce energy by
causing chemical, physical, or nuclear changes and relate the amount of energy produced to the nature and relative
strength of the force.
   EG0880 - Demonstrate that moving electric charges can produce magnetic forces and moving magnets can
produce electric forces.
   EG0900 - Recognize that magnetic and electrical forces are different aspects of a single electromagnetic force.
   EG0920 - Energy Transformations
   EG0940 - Explain how the various forms of energy (heat, electricity, sound, light) move through materials and
identify the factors that affect that movement.
   EG0960 - Explain that while energy can be transformed from one form to another, the total energy of a closed
system is constant.
   EG0980 - Recognize that whenever mechanical energy is transformed, some heat is dissipated and is therefore
unavailable for use.
   EG1000 - Explain the nature of electromagnetic radiation and compare the components of the electromagnetic
spectrum from radio waves to gamma rays.
    EH0000 - STANDARD 5.8 (EARTH SCIENCE) ALL STUDENTS WILL GAIN AN UNDERSTANDING
OF THE STRUCTURE, DYNAMICS, AND GEOPHYSICAL SYSTEMS OF THE EARTH.
   EH0020 - GRADE 2EARTH'S PROPERTIES AND MATERIALS
   EH0040 - Observe and describe rocks and soil.
   EH0060 - Atmosphere and Water
   EH0080 - Identify the sources and uses of water.
   EH0100 - Recognize that water can disappear (evaporate) and collect on cold surfaces (condense).
   EH0120 - Describe current weather conditions and recognize how those conditions affect our daily lives.
   EH0140 - Describe daily and seasonal changes and patterns in the weather.
   EH0160 - Processes that Shape the Earth
   EH0180 - How We Study the Earth
   EH0200 - Record observations that describe the features of the natural world in their local environment.
   EH0220 - GRADE 4EARTH'S PROPERTIES AND MATERIALS
   EH0240 - Observe that most rocks and soils are made of several substances or minerals.
   EH0260 - Observe that the properties of soil vary from place to place and will affect the soil's ability to support
life.
   EH0280 - Recognize that fossils provide evidence about the plants and animals that lived long ago and the
nature of the environment at that time.
   EH0300 - Atmosphere and Water
   EH0320 - Recognize that air is a substance that surrounds us, takes up space, and moves around us as wind.
   EH0340 - Recognize that most of Earth's surface is covered by water and be able to identify the characteristics
of those sources of water: oceans, rivers, lakes, underground sources, glaciers
   EH0460 - Observe weather changes and patterns by measurable quantities such as temperature, wind direction
and speed, and amounts of precipitation.
   EH0480 - Observe that when liquid water disappears, it turns into a gas (vapor) in the air and can reappear as a
liquid when cooled, or as a solid if cooled below its freezing point.
   EH0500 - Observe that rain, snow, and other forms of precipitation come from clouds, but that not all clouds
produce precipitation.
   EH0520 - Recognize that clouds and fog are made of tiny droplets of water and possibly tiny particles of ice.
   EH0540 - Processes that Shape the Earth
   EH0560 - Recognize that some changes of the Earth's surface are due to slow processes such as erosion and
weathering, and some changes are due to rapid changes such as landslides, volcanic eruptions, and earthquakes.
   EH0580 - Recognize that moving water, wind, and ice continually shape the Earth's surface by eroding rock and
soil in some areas and depositing them in other areas.
   EH0600 - How We Study the Earth
   EH0620 - Use maps to locate and identify physical features on the Earth.
   EH0640 - Earth's Properties and Materials Reinforce indicators from previous grade level
   EH0660 - Atmosphere and Water
   EH0680 - Describe the composition, circulation, and distribution of the world's oceans, estuaries, and marine
environments.
   EH0700 - Describe and illustrate the water cycle .
   EH0720 - Processes that Shape the Earth
   EH0740 - Summarize the process involved in the rock cycle and describe the characteristics of the rocks
involved.
   EH0760 - How We Study the Earth
   EH0780 - Utilize various tools such as map projections and topographical maps to interpret features of Earth's
surface.
   EH0800 - GRADE 8EARTH'S PROPERTIES AND MATERIALS REINFORCE INDICATORS FROM
PREVIOUS GRADE LEVEL.
   EH0820 - Atmosphere and Water
   EH0840 - Describe conditions in the atmosphere that lead to weather systems and how these systems are
represented on weather maps.
   EH0860 - Processes that Shape the Earth
   EH0880 - Explain how Earth's landforms and materials are created through constructive and destructive
processes.
   EH0900 - Show how successive layers of sedimentary rock and the fossils contained in them can be used to
confirm the age, history, changing life forms, and geology of Earth.
   EH0920 - How We Study the Earth
   EH0940 - Utilize data gathered from emerging technologies (e.g., geographic information systems (GIS) and
global positioning systems (GPS)) to create representations and describe processes of change on the Earth's
surface.
   EH0960 - Explain how technology designed to investigate features of the Earth's surface impacts how scientists
study the Earth.
   EH0980 - GRADE 12 EARTH'S PROPERTIES AND MATERIALS
   EH1000 - Explain the interrelationship of the geosphere, hydrosphere, and the atmosphere.
   EH1020 - Atmosphere and Water
   EH1040 - Describe how weather (in the short term) and climate (in the long term) involve the transfer of energy
in and out of the atmosphere.
   EH1060 - Processes that Shape the Earth
   EH1080 - Use the theory of plate tectonics to explain the relationship among earthquakes, volcanoes, mid-ocean
ridges, and deep-sea trenches.
   EH1100 - Know that Earth is a system in which chemical elements exist in fixed amounts and move through the
solid Earth, oceans, atmosphere, and living things as part of geochemical cycles.
   EH1120 - Recognize that the evolution of life on Earth has changed the composition of Earth's atmosphere
through time.
   EH1140 - How We Study the Earth
   EH1160 - Analyze the evidence produced by a variety of techniques that is used to understand changes in the
Earth that have occurred over time: topography, fossils, rock stratification, ice cores, radiometric data
    EJ0000 - STANDARD 5.9 (ASTRONOMY AND SPACE SCIENCE) ALL STUDENTS WILL GAIN AN
UNDERSTANDING OF THE ORIGIN, EVOLUTION, AND STRUCTURE OF THE UNIVERSE
   EJ0020 - GRADE 2EARTH, MOON, SUN SYSTEM
   EJ0040 - Recognize that the sun supplies light and heat to the Earth.
   EJ0060 - Observe the patterns of day and night and the movements of the shadows of an objects on the Earth
during the course of a day.
   EJ0080 - Solar System
   EJ0100 - Recognize that the sun can only be seen during the day, but the moon can be seen sometimes at night
and sometimes during the day.
   EJ0120 - Stars
   EJ0140 - Observe that stars are many, scattered, and different in brightness.
   EJ0160 - Observe that the position of the stars, with respect to each other (constellations) is unchanging.
   EJ0180 - Galaxies and Universe
   EJ0200 - GRADE 4EARTH, MOON, SUN SYSTEM
   EJ0220 - Observe patterns that result from the Earth's position relative to the sun and rotation of the Earth on its
axis.
   EJ0240 - Recognize and describe the phases of the moon.
   EJ0260 - Solar System
   EJ0280 - Describe Earth as one of several planets that orbit the sun and the moon as a satellite of the Earth.
   EJ0300 - Stars
   EJ0320 - Observe that stars are not all the same in brightness, size, and color.
   EJ0340 - Galaxies and Universe
   EJ0360 - Recognized that images of celestial objects can be magnified and seen in greater detail when observed
using binoculars and light telescopes.
   EJ0380 - Observe and record short-term and long-term changes in the night sky.
   EJ0400 - GRADE 6EARTH, MOON, SUN SYSTEM
   EJ0420 - Explain how the motions of the Earth, sun, and moon, define units of time including: days, months,
years
   EJ0500 - Recognize that changes in the Earth's position relative to the sun produces differing amounts of
daylight seasonally.
   EJ0520 - Solar System
   EJ0540 - Using models, demonstrate an understanding of the scale of the solar system that shows distance and
size relationships among the sun and planets.
   EJ0560 - Recognize that the sun's gravitational pull holds the planets in their orbits and that the planets'
gravitational pull holds their moons in their orbits.
   EJ0580 - Stars
   EJ0600 - Observe and record short-term and long-term changes in the positions of the constellations in the night
sky.
   EJ0620 - Observe that the planets appear to change their position against the background of stars.
   EJ0640 - Galaxies and Universe
   EJ0660 - GRADE 8EARTH, MOON, SUN SYSTEM
   EJ0680 - Investigate the Earth, moon, and sun as a system and explain how the motion of these bodies results in
the phases of the moon and eclipses.
   EJ0700 - Explain how the regular and predictable motions of the Earth and moon produce tides.
   EJ0720 - Explain how the tilt, rotation, and orbital pattern of the Earth relative to the sun produce seasons and
weather patterns.
   EJ0740 - Solar System
   EJ0760 - Describe the physical characteristics of the planets and other objects within the solar system and
compare Earth to the rest of the planets.
   EJ0780 - Stars
   EJ0800 - Understand that the sun is a star and that it shares characteristics with other stars.
   EJ0820 - Galaxies and Universe
   EJ0840 - Know that the universe consists of many billions of galaxies, each including billions of stars.
   EJ0860 - GRADE 12 EARTH, MOON, SUN SYSTEM REINFORCE INDICATORS FROM PREVIOUS
GRADE LEVEL.
   EJ0880 - Solar System
   EJ0900 - Explain that our solar system coalesced from a nebular cloud of gas and dust left from exploding stars.
   EJ0920 - Stars
   EJ0940 - Describe the physical characteristics, stages of development, and the apparent motions of stars.
   EJ0960 - Galaxies and Universe
   EJ0980 - Describe data gathering and observation technologies and explain how they are used to explore the
solar system and beyond.
   EJ1000 - Cite evidence to describe the scientific theory of the origin of the universe and the current explanations
of its evolution.
    EK0000 - STANDARD 5.10 (ENVIRONMENTAL STUDIES) ALL STUDENTS WILL DEVELOP AN
UNDERSTANDING OF THE ENVIRONMENT AS A SYSTEM OF INTERDEPENDENT COMPONENTS
AFFECTED BY HUMAN ACTIVITY AND NATURAL PHENOMENA.
   EK0020 - GRADE 2NATURAL SYSTEMS AND INTERACTIONS
   EK0040 - Associate organisms' basic needs with how they meet those needs within their surroundings.
   EK0060 - Human Interactions and Impact
   EK0080 - Identify various needs of humans that are supplied by the natural or constructed environment.
   EK0100 - GRADE 4NATURAL SYSTEMS AND INTERACTIONS
   EK0120 - Differentiate between natural resources that are renewable and those that are not.
   EK0140 - Human Interactions and Impact
   EK0160 - Explain how meeting human requirements affects the environment.
   EK0180 - GRADE 6NATURAL SYSTEMS AND INTERACTIONS
   EK0200 - Explain how organisms interact with other components of an ecosystem.
   EK0220 - Describe the natural processes that occur over time in places where direct human impact is minimal.
   EK0240 - Human Interactions and Impact
   EK0260 - Describe the effect of human activities on various ecosystems.
   EK0280 - Evaluate the impact of personal activities on the local environment.
   EK0300 - GRADE 8NATURAL SYSTEMS AND INTERACTIONS
   EK0320 - Investigate the impact of catastrophic events such as forest fires, floods, and hurricanes on the
environment of New Jersey.
   EK0340 - Human Interactions and Impact
   EK0360 - Compare and contrast practices that affect the use and management of natural resources.
   EK0380 - GRADE 12 NATURAL SYSTEMS AND INTERACTIONS
   EK0400 - Distinguish naturally occurring process from those believed to have been modified by human
interaction or activity: Climate change, ozone production, erosion and deposition, threatened and endangered
species
   EK0500 - Human Interactions and Impact
   EK0520 - Assess the impact of human activities on the cycling of matter and the flow of energy through
ecosystems.
   EK0540 - Use scientific, economic, and other data to assess environmental risks and benefits associated with
societal activity.
F00000 - SOCIAL STUDIES (NJ)
    FA0000 - STANDARD 6.1 ALL STUDENTS WILL UTILIZE HISTORICAL THINKING, PROBLEM
SOLVING, AND RESEARCH SKILLS TO MAXIMIZE THEIR UNDERSTANDING OF CIVICS, HISTORY,
GEOGRAPHY, AND ECONOMICS.
   FA0020 - GRADE 2SOCIAL STUDIES SKILLS
   FA0040 - Explain the concepts of long ago and far away.
   FA0060 - Apply terms related to time including past, present, and future.
   FA0080 - Identify sources of information on local, national, and international events (e.g., books, newspaper,
TV, radio, Internet).
   FA0100 - Retell events or stories with accuracy and appropriate sequencing.
   FA0120 - Develop simple timelines.
   FA0140 - GRADE 4SOCIAL STUDIES SKILLS
   FA0160 - Explain how present events are connected to the past.
   FA0180 - Apply terms related to time including years, decades, centuries, and generations.
   FA0200 - Locate sources for the same information (e.g., weather forecast on TV, the Internet or in a newspaper).
   FA0220 - Organize events in a time line.
   FA0240 - Distinguish between an eyewitness account and a secondary account of an event.
   FA0260 - Distinguish fact from fiction.
   FA0280 - GRADE 8SOCIAL STUDIES SKILLS
   FA0300 - Analyze how events are related over time.
   FA0320 - Use critical thinking skills to interpret events, recognize bias, point of view, and context.
   FA0340 - Assess the credibility of primary and secondary sources.
   FA0360 - Analyze data in order to see persons and events in context.
   FA0380 - Examine current issues, events, or themes and relate them to past events.
   FA0400 - Formulate questions based on information needs.
   FA0420 - Use effective strategies for locating information.
   FA0440 - Compare and contrast competing interpretations of current and historical events.
   FA0460 - Interpret events considering continuity and change, the role of chance, oversight and error, and
changing interpretations by historians.
   FA0480 - Distinguish fact from fiction by comparing sources about figures and events with fictionalized
characters and events.
   FA0500 - Summarize information in written, graphic, and oral formats.
   FA0520 - GRADE 12 SOCIAL STUDIES SKILLS
   FA0540 - Analyze how historical events shape the modern world.
   FA0560 - Formulate questions and hypotheses from multiple perspectives, using multiple sources.
   FA0580 - Gather, analyze, and reconcile information from primary and secondary sources to support or reject
hypotheses.
   FA0600 - Examine source data within the historical, social, political, geographic, or economic context in which
it was created, testing credibility and evaluating bias.
   FA0620 - Evaluate current issues, events, or themes and trace their evolution through historical periods.
   FA0640 - Apply problem-solving skills to national, state, or local issues and propose reasoned solutions.
   FA0660 - Analyze social, political, and cultural change and evaluate the impact of each on local, state, national,
and international issues and events.
   FA0680 - Evaluate historical and contemporary communications to identify factual accuracy, soundness of
evidence, and absence of bias and discuss strategies used by the government, political candidates, and the media to
communicate with the public.
    FB0000 - STANDARD 6.2 (CIVICS) ALL STUDENTS WILL KNOW, UNDERSTAND AND
APPRECIATE THE VALUES AND PRINCIPLES OF AMERICAN DEMOCRACY AND THE RIGHTS,
RESPONSIBILITIES, AND ROLES OF A CITIZEN IN THE NATION AND THE WORLD.
   FB0020 - GRADE 2CIVIC LIFE, POLITICS, AND GOVERNMENT
   FB0040 - Explain the need for rules, laws, and government.
   FB0060 - Give examples of authority and recognize problems that might arise from lack of effective authority.
   FB0080 - Describe how American citizens can participate in community and political life.
   FB0100 - Explain that justice means fairness to all.
   FB0120 - Explain that a responsibility means something you must or should do.
   FB0140 - Explore basic concepts of diversity, tolerance, fairness, and respect for others.
   FB0160 - American Values and Principles
   FB0180 - Identify symbols of American values and beliefs such as the American Flag and the Statue of Liberty.
   FB0200 - The Constitution and American Democracy
   FB0220 - Identify community and government leaders (e.g., mayor, town council, President of the United
States).
   FB0240 - Citizenship
   FB0260 - Identify examples of responsible citizenship in the school setting.
   FB0280 - Recognize real people and fictional characters who have demonstrated responsible leadership and
citizenship and identify the characteristics that have made them good examples.
   FB0300 - International Education: Global Challenges, Cultures, and Connections
   FB0320 - Explain that the United States is a diverse nation and one of many nations in the world.
   FB0340 - Identify traditions and celebrations of various cultures (e.g., Chinese New Year, Cinco de Mayo).
   FB0360 - Participate in activities such as dance, song, and games that represent various cultures.
   FB0380 - GRADE 4CIVIC LIFE, POLITICS, AND GOVERNMENT
   FB0400 - Describe the characteristics of an effective rule or law (e.g., achieves purpose, clear, fair, protects
rights and the common good).
   FB0420 - Differentiate between power and authority.
   FB0440 - Recognize that government exists at the community, county, state, and federal levels.
   FB0460 - Recognize national, state, and local legislators and government officials and explain how to contact
them for help or to express an opinion.
   FB0480 - Describe the contributions of voluntary associations and organizations in helping government provide
for its citizens.
   FB0500 - American Values and Principles
   FB0520 - Identify the fundamental values and principles of American democracy expressed in the Pledge of
Allegiance, the Declaration of Independence, the United States Constitution and the Bill of Rights, and the first
New Jersey Constitution.
   FB0540 - Explain the significance of symbols of American values and beliefs, including the Statue of Liberty,
the Statue of Justice, the American Flag, and the national anthem.
   FB0560 - Describe how American values and beliefs, such as equality of opportunity, fairness to all, equal
justice, separation of church and state, and the rights guaranteed by the United States Constitution and the Bill of
Rights, contribute to the continuation and improvement of American democracy.
   FB0580 - Evaluate the importance of traditions, values, and beliefs which form a common American heritage in
an increasingly diverse American society.
   FB0600 - The Constitution and American Democracy
   FB0620 - Discuss how the Constitution describes how the United States government is organized and how it
defines and limits the power of government.
   FB0640 - Discuss how governmental bodies make decisions and explain the impact of those decisions on school
and community life.
   FB0660 - Identify major services provided by state and local government.
   FB0680 - Delineate the respective roles of the three branches of the federal and state governments.
   FB0700 - Citizenship
   FB0720 - Explain that a citizen is a legally recognized member of the United States with rights and
responsibilities, such as voting in elections and serving on juries.
   FB0740 - Describe the significant characteristics of an effective citizen and discuss ways to influence public
policy (e.g., serving in elected office, working on a campaign).
   FB0760 - Describe the process by which immigrants can become United States citizens.
   FB0780 - International Education: Global Challenges, Cultures, and Connections
   FB0800 - Explain that the world is divided into many nations consisting of territory and people, with their own
government, languages, customs, and laws.
   FB0820 - Discuss how the United States interacts with other nations of the world through trade, treaties and
agreements, diplomacy, cultural contacts, and sometimes through the use of military force.
   FB0840 - Explain why it is important for nations to communicate and resolve disagreements through peaceful
means.
   FB0860 - Outline the purposes of the United Nations.
   FB0880 - Identify current issues that may have a global impact (e.g., pollution, diseases) and discuss ways to
address them.
   FB0900 - Explain why it is important to understand diverse peoples, ideas, and cultures.
   FB0920 - Explain that even within a culture, diversity may be affected by race, religion, or class.
   FB0940 - Identify aspects of culture and heritage presented in literature, art, music, sport, or the media.
   FB0960 - Examine common and diverse traits of other cultures and compare to their own culture.
   FB0980 - Use technology to learn about students and their families in other countries through classroom links,
email, and Internet research.
   FB1000 - Define stereotyping and discuss how it impacts self-image and interpersonal relationships.
   FB1020 - GRADE 6CIVIC LIFE, POLITICS, AND GOVERNMENT
   FB1040 - Discuss the sources, purposes, and functions of law and the importance of the rule of law for the
preservation of individual rights and the common good.
   FB1060 - Describe the underlying values and principles of democracy and distinguish these from authoritarian
forms of government.
   FB1080 - Discuss the major characteristics of democratic governments.
   FB1100 - Describe the processes of local government.
   FB1120 - Discuss examples of domestic policies and agencies that impact American lives, including the
Environmental Protection Agency (e.g., clean air and water), the Department of Labor (e.g., minimum wage) and
the Internal Revenue Service (e.g., Social Security, income tax).
   FB1140 - Explain how non-governmental organizations influence legislation and policies at the federal, state,
and local levels.
   FB1160 - American Values and Principles
   FB1180 - Analyze how certain values including individual rights, the common good, self-government, justice,
equality and free inquiry are fundamental to American public life.
   FB1200 - Describe representative government and explain how it works to protect the majority and the minority.
   FB1220 - Describe the continuing struggle to bring all groups of Americans into the mainstream of society with
the liberties and equality to which all are entitled, as exemplified by individuals such as Susan B. Anthony,
Frederick Douglass, Nat Turner, Paul Robeson, and Cesar Chavez.
   FB1240 - The Constitution and American Democracy
   FB1260 - Discuss the major principles of the Constitution, including shared powers, checks and balances,
separation of church and state, and federalism.
   FB1280 - Compare and contrast the purposes, organization, functions, and interactions of the legislative,
executive, and judicial branches of national, state, and local governments and independent regulatory agencies.
   FB1300 - Discuss the role of political parties in the American democratic system including candidates,
campaigns, financing, primary elections, and voting systems.
   FB1320 - Discuss major historical and contemporary conflicts over United States constitutional principles,
including judicial review in Marbury v. Madison, slavery in the Dred Scott Decision, separate but equal in Plessy
v. Ferguson, and the rights of minorities in the Indian Removal Act.
   FB1340 - Discuss major historical and contemporary conflicts over New Jersey constitutional principles (e.g.,
the impact of the New Jersey School Law of 1881 which required integration in the state's public schools,
Hedgepeth and Williams v. Trenton Board of Education, the Mount Laurel Decision, Jackman v. Bodine, Abbott v.
Burke).
   FB1360 - Research contemporary issues involving the constitutional rights of American citizens and other
individuals residing in the United States, including voting rights, habeas corpus, rights of the accused, and the
Patriot Act.
   FB1380 - Citizenship
   FB1400 - Discuss the rights and responsibilities of American citizens, including obeying laws, paying taxes,
serving on juries, and voting in local, state, and national elections.
   FB1420 - Discuss how the rights of American citizens may be in conflict with each other (e.g., right to privacy
vs. free press).
   FB1440 - Describe major conflicts that have arisen from diversity (e.g., land and suffrage for Native Americans,
civil rights, women's rights) and discuss how the conflicts have been addressed.
   FB1460 - Explain the benefits, costs, and conflicts of a diverse nation.
   FB1480 - Discuss basic contemporary issues involving the personal, political, and economic rights of American
citizens (e.g., dress codes, sexual harassment, fair trial, free press, minimum wage).
   FB1500 - International Education: Global Challenges, Cultures, and Connections
   FB1520 - Analyze ways in which nation-states interact with one another through trade, diplomacy, cultural
exchanges, treaties or agreements, humanitarian aid, economic incentives and sanctions, and the use or threat of
military force.
   FB1540 - Discuss factors that lead to a breakdown of order among nation-states (e.g., conflicts about national
interests, ethnicity, and religion; competition for territory or resources; absence of effective means to enforce
international law) and describe the consequences of the breakdown of order.
   FB1560 - Compare and contrast the powers the Constitution gives to Congress, the President, the Senate Foreign
Relations Committee, and the federal judiciary regarding foreign affairs.
   FB1580 - Evaluate current United States foreign policy issues and strategies and their impact on the nation and
the rest of the world.
   FB1600 - Discuss the purposes and functions of major international organizations (e.g., United Nations, World
Health Organization, International Red Cross, Amnesty International) and the role of the United States within
each.
   FB1620 - Describe how one's heritage includes personal history and experiences, culture, customs, and family
background.
   FB1640 - Analyze how the life, culture, economics, politics, and the media of the United States impact the rest
of the world.
   FB1660 - Discuss how global challenges are interrelated, complex, and changing and that even local issues may
have a global dimension (e.g., environmental issues, transportation).
   FB1680 - Discuss how cultures may change and that individuals may identify with more than one culture.
   FB1700 - Engage in activities that foster understanding of various cultures (e.g., clubs, dance groups, sports,
travel, community celebrations).
   FB1720 - Discuss the impact of the Internet and technology on global communication.
   FB1740 - Discuss the impact of stereotyping on relationships, achievement, and life goals.
   FB1760 - Analyze how prejudice and discrimination may lead to genocide as well as other acts of hatred and
violence for the purposes of subjugation and exploitation. Building upon knowledge and skills gained in preceding
grades, by the end of Grade 12, students will:
   FB1780 - GRADE 12 CIVIC LIFE, POLITICS, AND GOVERNMENT
   FB1800 - Analyze how reserved and jointly held powers in the United States Constitution result in tensions
among the three branches of government and how these tensions are resolved (e.g., Marbury v. Madison-1803;
Federalist #78; United States v. Nixon-1974, claims of Executive Privilege by Presidents Nixon, Clinton, and
Bush).
   FB1820 - Apply the concept of the rule of law to contemporary issues (e.g., impeachment of President Clinton,
use of Executive Privilege, recess appointments to federal courts, the Senate's advise and consent process, and the
use of litmus tests).
   FB1840 - Analyze how individual responsibility and commitment to law are related to the stability of American
society.
   FB1860 - Evaluate competing ideas about the purpose of the national and state governments and how they have
changed over time (e.g., the American version of federalism, the powers of the federal government and the states,
differing interpretations of Article I, Sections 8-10).
   FB1880 - Discuss how participation in civic and political life can contribute to the attainment of individual and
public good.
   FB1900 - Evaluate ways that national political parties influence the development of public policies and political
platforms, including political action committees, McCain-Feingold Act, platform committees, and political
campaigns.
   FB1920 - Analyze how public opinion is measured and used in public debate (e.g., electronic polling, focus
groups, Gallup polls, newspaper and television polls) and how public opinion can be influenced by the government
and the media.
   FB1940 - American Values and Principles
   FB1960 - Analyze major historical events and important ideas that led to and sustained the constitutional
government of the United States, including the Constitutional Convention of 1787, the Judiciary Act of 1789, the
first Cabinet under George Washington, and Amendments 1-15.
   FB1980 - Propose and justify new local, state, or federal governmental policies on a variety of contemporary
issues (e.g., definition of marriage, voting systems and procedures, censorship, religion in public places).
   FB2000 - Describe historic and contemporary efforts to reduce discrepancies between ideals and reality in
American public life, including Amendments 13-15, the Civil Rights Act of 1866 and 1875, the Abolitionist
movement, the Civil War, and the end of slavery in the United States.
   FB2020 - Discuss how a common and shared American civic culture is based on commitment to central ideas in
founding-era documents (e.g., United States Constitution) and in core documents of subsequent periods of United
States history (e.g., Washington's Farewell Address; Seneca Falls Declaration of Sentiments and Resolutions-1848;
The Gettysburg Address; President Franklin Roosevelt's "Four Freedoms" speech -1941; President Kennedy's
Inaugural Address-1961; the 17th, 19th, and 24th Amendments; Martin Luthe King Jr.'s "I Have a Dream" speech
and the "Letter from Birmingham Jail").
   FB2040 - Analyze the successes of American society and disparities between American ideals and reality in
American political, social, and economic life and suggest ways to address them (e.g., rights of minorities, women,
physically and mentally challenged individuals, foreign born individuals).
   FB2060 - Explore the importance and presence of voluntarism and philanthropy in America and examine the
role of local, state, national, and international organizations such as the American Red Cross, the Salvation Army,
and the Rotary.
   FB2080 - The Constitution and American Democracy
   FB2100 - Debate current issues and controversies involving the central ideas of the American constitutional
system, including representative government (e.g., Electoral College and the popular vote), civic virtue (e.g.,
increasing voter turnout through registrations and campaigns), checks and balances, and limits on governmental
power.
   FB2120 - Analyze, through current and historical examples and Supreme Court cases, the scope of
governmental power and how the constitutional distribution of responsibilities seeks to prevent the abuse of that
power.
   FB2140 - Compare the American system of representative government with systems in other democracies such
as the parliamentary systems in England and France.
   FB2160 - Compare and contrast the major constitutional and legal responsibilities of the federal government for
domestic and foreign policy and describe how disagreements are resolved.
   FB2180 - Describe the nature of political parties in America and how they reflect the spectrum of political views
on current state and federal policy issues.
   FB2200 - Explain the federal and state legislative process and analyze the influence of lobbying, advocacy
groups, the media, and campaign finance on the development of laws and regulations.
   FB2220 - Citizenship
   FB2240 - Evaluate the characteristics needed for effective participation in civic and political life.
   FB2260 - Compare and contrast the rights and responsibilities of government and its citizens as delineated in the
United States Constitution, the New Jersey Constitution of 1947, and the United Nations' Universal Declaration of
Human Rights.
   FB2280 - Compare and contrast the benefits of American citizenship (e.g., habeas corpus, secret ballots,
freedom of movement and expression) with those of citizens of other nations, including democratic and non-
democratic countries.
   FB2300 - Recommend ways that citizens can use knowledge of state or federal government policies and
decision-making processes to influence the formation, development, or implementation of current public policy
issues (e.g., First Amendment right to petition for redress of grievances).
   FB2320 - Discuss how citizens can participate in the political process at the local, state, or national level (e.g.,
registering to vote, voting, attending meetings, contacting representative, demonstrating, petitions, boycotting) and
analyze how these forms of political participation influence public policy.
   FB2340 - International Education: Global Challenges, Cultures, and Connections
   FB2360 - Compare and contrast key past and present United States foreign policy actions (e.g., diplomacy,
economic aid, humanitarian aid, military aid) and positions (e.g., treaties, sanctions, interventions) and evaluate
their consequences.
   FB2380 - Analyze and evaluate United States foreign policy actions and positions, including the Monroe
Doctrine, the Mexican Cession, the Truman Doctrine, the Cold War, the world-wide struggle against terrorism, and
the Iraq War.
   FB2400 - Describe how the world is organized politically into nation-states and alliances and how these interact
with one another through organizations such as the European Union, North Atlantic Treaty Organization (NATO),
the United Nations, the World Court, and the Group of Seven Industrialized Nations (G7).
   FB2420 - Analyze and evaluate the interconnections of local, regional, and national issues with global
challenges and issues, and recommend possible solutions.
   FB2440 - Discuss how global interconnections can have both positive and negative consequences (e.g.,
international companies, transfer of jobs to foreign plants, international security and access to transportation).
   FB2460 - Investigate a global challenge (e.g., hunger, AIDS, nuclear defense, global warming) in depth and
over time, predict the impact if the current situation does not change, and offer possible solutions.
   FB2480 - Participate in events to acquire understanding of complex global problems (e.g., Model United
Nations, international simulations, field trips to government sites).
   FB2500 - Justify an opinion or idea about a global issue while showing respect for divergent viewpoints.
   FB2520 - Discuss the impact of technology, migration, the economy, politics, and urbanization on culture.
   FB2540 - Compare and contrast common social and behavioral practices in various cultures (e.g., birth,
marriage, death, gender issues, family structure, health issues).
   FB2560 - Participate in activities that foster understanding and appreciation for diverse cultures (e.g., world
language instruction, student exchange, clubs, international forums, community service, speaker programs, arts,
sports).
   FB2580 - Analyze the impact of communication networks, technology, transportation, and international business
on global issues.
   FB2600 - Analyze how the media presents cultural stereotypes and images and discuss how this impacts beliefs
and behaviors.
   FB2620 - Connect the concept of universal human rights to world events and issues.
   FB2640 - Compare and contrast current and past genocidal acts and other acts of hatred and violence for the
purposes of subjugation and exploitation (e.g., Holocaust, Native Americans, Irish famine, Armenia, Ukrainian
collectivization, Cambodia, Rwanda) and discuss present and future actions by individuals and governments to
prevent th reoccurrence of such events.
   FC0000 - STANDARD 6.3 (WORLD HISTORY) ALL STUDENTS WILL DEMONSTRATE
KNOWLEDGE OF WORLD HISTORY IN ORDER TO UNDERSTAND LIFE AND EVENTS IN THE PAST
AND HOW THEY RELATE TO THE PRESENT AND THE FUTURE.
   FC0020 - GRADE 8THE BIRTH OF CIVILIZATION TO 1000 BCE
   FC0040 - Describe the physical and cultural changes that shaped the earliest human communities as revealed
through scientific methods, including:
   FC0060 - Early hominid development, including the development of language and writing
   FC0080 - Migration and adaptation to new environments
   FC0100 - Differences between wild and domestic plants and animals
   FC0120 - Locations of agricultural settlements
   FC0140 - Differences between hunter/gatherer, fishing, and agrarian communities 7 Adapted from: Rabb,
Theodore, 1999. History Matters. Newsletter of the National Council for History Education
   FC0160 - Describe how environmental conditions impacted the development of different human communities
(e.g., population centers, impact of the last Ice Age).
   FC0180 - Compare and contrast the economic, political, and environmental factors (e.g., climate, trade,
geography) that led to the development of major ancient civilizations including Mesopotamia (e.g., Hammurabi's
Code), Egypt, the Indus Valley, the Yellow River, and Kush (Nubia).
   FC0200 - Early Human Societies to 500CE
   FC0220 - Explain the historical context, origins, beliefs, and moral teachings of the major world religions and
philosophies, including:
   FC0240 - The origins of Judaism and Christianity and the emergence of the Judeo-Christian tradition
   FC0260 - The influence of Confucianism, Daoism, and Buddhism on the formation of Chinese civilization
   FC0280 - Hinduism, the Aryan migrations, and the caste system in India
   FC0300 - The influence of Buddhism in India
   FC0320 - Describe the political framework of Athenian society and its influence on modern society, including:
   FC0340 - The influence of Athenian political ideals on public life
   FC0360 - The importance of participatory government
   FC0380 - The role of women in Athenian society, their rights under law, and possible reasons why democracy
was limited to males
   FC0400 - Athenian ideas and practices related to political freedom, national security, and justice
   FC0420 - Describe the social and political characteristics of the Greek city-states, including:
   FC0440 - Similarities and differences between Athenian democracy and Spartan military aristocracy
   FC0460 - Location and political structure of the city-states
   FC0480 - Hierarchical relationships in Greek societies
   FC0500 - Civic, economic, and social tasks performed by men and women of different classes
   FC0520 - Describe the significant contributions of ancient Greece to Western Civilization, including:
   FC0540 - Characteristics of Classic Greek art and architecture and how they are reflected in modern art and
architecture
   FC0560 - Socrates' values and ideas
   FC0580 - Philosophy, including Plato and Aristotle
   FC0600 - Greek Drama, including Sophocles and Euripides
   FC0620 - History, including Herodotus, Xenophon, and Thucydides
   FC0640 - Greek mythology
   FC0660 - Discuss the cultural influences of Greece, Egypt, Persia, and India on Mediterranean cultures through
assimilation, conquest, migration, and trade.
   FC0680 - Discuss the origins and social framework of Roman society, including:
   FC0700 - The geographic location of various ethnic groups on the Italian peninsula and their influence on early
Roman society
   FC0720 - The legends of the founding of Rome and how they reflect the beliefs and values of its citizens
   FC0740 - Daily life in Rome and Pompeii
   FC0760 - Describe the political and social framework of Roman society, including:
   FC0780 - Political and social institutions of the Roman Republic and reasons for its transformation from
Republic to Empire
   FC0800 - The influence of key Roman leaders
   FC0820 - Analyze how shifts in the political framework of Roman society impacted the expansion of the empire
and how this expansion transformed Roman society, economy, and culture.
   FC0840 - Discuss the political events that may have contributed to the decline of the Roman\ Empire, including
internal divisions, significant battles, invasions, and political changes.
   FC0860 - Describe the development of the Mayan civilization from agricultural community to an urban
civilization, including the influence of the environment on agricultural methods, water utilization, and herding
methods.
   FC0880 - Describe the significant features of Mayan civilization, including the locations of Mayan city-states,
road systems, and sea routes, the role and status of elite men and women in Mayan society and their portrayal in
Mayan architecture, the role of religion and ceremonial games in Mayan culture, and the structure and purpose of
the Mayan pyramids.
   FC0900 - Expanding Zones of Exchange and Interaction to 1400 CE
   FC0920 - Discuss how Western civilization arose from a synthesis of Christianity and classical Greco-Roman
civilization with the cultures of northern European peoples.
   FC0940 - Discuss the spread of Islam in Southwest Asia, the Mediterranean region, and Northern Africa and the
influence of Islamic ideas and practices on other cultures and social behavior, including:
   FC0960 - The origin and development of Islamic law
   FC0980 - The significance of the Quran and the Five Pillars of Islam
   FC1000 - The diverse religious, cultural, and geographic factors that influenced the ability of the Muslim
government to rule
   FC1020 - The split into Sunni and Shi'ite factions
   FC1040 - The importance of Muslim civilization in mediating long-distance commercial, cultural, intellectual,
and food crop exchange across Eurasia and parts of Africa
   FC1060 - Discuss the significance of the developing cultures of Asia, including the Golden Age in China and
spread of Chinese civilization to Japan, Korea, and Southeast Asia and the rise of the Mongol Empire and its
impact on the Kievan Rus.
   FC1080 - Analyze the rise of the West African Empires of Ghana, Mali, and Songhay and compare with
changes in Asia, Europe, and the Americas.
   FC1100 - Analyze the relationships between Mesoamerican and Andean societies, including:
   FC1120 - The growth of urban societies and urban planning
   FC1140 - Religions and rituals
   FC1160 - Governing structure and economy
   FC1180 - The construction of the Mesoamerican calendar
   FC1200 - Similarities in agriculture, societal structures, and artisan crafts
   FC1220 - Explain the medieval origins of constitutional government in England (e.g., Edward I, Magna Carta,
Model Parliament of 1295, Common Law).
   FC1240 - Discuss the evolution of significant political, economic, social and cultural institutions and events that
shaped European medieval society, including Catholic and Byzantine churches, feudalism and manorialism, the
Crusades, the rise of cities, and changing technology.
   FC1260 - The Age of Global Encounters (1400-1750)
   FC1280 - Discuss factors that contributed to oceanic travel and exploration in the 15th and 16th centuries,
including technological innovations in ship building navigation, naval warfare, navigational inventions such as the
compass, and the impact of wind currents on the major trade routes.
   FC1300 - Describe the significant contributions of the Renaissance and Reformation to European society,
including major achievements in literature, music, painting, sculpture, and architecture.
   FC1320 - Compare the social and political elements of Incan and Aztec societies, including the major aspects of
government, the role of religion, daily life, economy, and social organization.
   FC1340 - GRADE 12 THE BIRTH OF CIVILIZATION TO 1000 BCE REINFORCE INDICATORS FROM
PREVIOUS GRADE LEVELS.
   FC1360 - Early Human Societies to 500 CE
   FC1380 - Expanding Zones of Exchange and Interaction to 1400 CE
   FC1400 - The Age of Global Encounters (1400-1750)
   FC1420 - Discuss the major developments in Asia, Africa, and the Americas, including China during the Ming
and Qing Dynasty, Japan during the Tokugawa Period, the influence of Islam in shaping the political and social
structure in the Middle East, including the Ottoman period, West Africa, including Mali and Songhay, India,
including the Mughal Empire, and the impact of European arrival in the Americas.
   FC1440 - Analyze and compare the ways that slavery and other forms of coerced labor or social bondage were
practiced in East Africa, West Africa, Southwest Asia, Europe, and the Americas.
   FC1460 - Describe the significant social and cultural changes that took place during the Renaissance, including
advances in printing press technology, the works of Renaissance writers and elements of Humanism, the revival of
Greco-Roman art, architecture, and scholarship, and differing ideas on the role of women.
   FC1480 - Describe the early influences on the Scientific Revolution and the Enlightenment,
   FC1500 - Renaissance Humanism with emphasis on human reason as opposed to total reliance on faith
   FC1520 - Medieval theology
   FC1540 - New global knowledge
   FC1560 - The use of reason and freedom of inquiry as challenges to authoritarianism, including the works of
Montesquieu, Locke, and Jefferson
   FC1580 - Discuss the contributions of the Scientific Revolution to European society, including important
discoveries in mathematics, physics, biology, and chemistry, and the significance of the scientific method
advanced by Descartes and Bacon.
   FC1600 - Discuss the major developments in European society and culture, including:
   FC1620 - The Protestant Reformation as a result of the weakening of the Papacy and revolts against corruption
in the Church
   FC1640 - Martin Luther and John Calvin as leaders of new sects that establish the importance of the individual
conscience, including religious choice
   FC1660 - European explorations and the establishment of colonial empires
   FC1680 - Trans-Atlantic slave trade and its impact on Africa
   FC1700 - Commercial Revolution
   FC1720 - The English Revolution and the strengthening of Parliament as a countervailing force to the monarchy
and importance of the balance of powers, including the Glorius Revolution and the English Bill of Rights
   FC1740 - Economic consequences of European expansion, including the role of the mercantilist economic
theory, the commercial revolution, and the early growth of capitalism
   FC1760 - The economic, social, religious, and political impact of the Plague
   FC1780 - The Age of Revolutionary Change (1750-1914)
   FC1800 - Discuss the causes and consequences of political revolutions in the late 18th and early 19th centuries,
including:
   FC1820 - The impact of the American Revolution on global political thought
   FC1840 - The ideas and events that shaped the French Revolution (e.g., monarchy vs. social ideals of liberty,
equality, and fraternity; political beliefs and writings; development of the empire)
   FC1860 - The spread of revolutionary ideas through the Napoleonic period (e.g., Napoleonic Code)
   FC1880 - The emergence of a politically active middle class and the rise of ideologies which questioned class
structure in many European countries contributing to socialism and communism
   FC1900 - How the Industrial Revolution, based on new manufacturing processes and the availability of labor,
began the preeminence of Europe in the world economy
   FC1920 - The concept of laissez-faire and the ideas of Adam Smith in Wealthof Nations
   FC1940 - Democratic and social reforms, including the struggle for women's rights and the expansion of
parliamentary government
   FC1960 - The rise of European nationalism, imperialism, and its effect on the European balance of power,
particularly the unification of Italy and Germany
   FC1980 - Discuss how industrialization shaped social class (e.g., child labor, conditions of social class) and the
development of labor organizations.
   FC2000 - Explain the main patterns of global change in colonizing Africa, Asia, the Middle East, and the
Americas, including the Indian Ocean and Pan Asian economies prior to the rise of Europe.
   FC2020 - Trace the growth of independence movements and the rejection of colonialism including the Haitian
Revolution and leaders such as Toussaint L'Ouverture, Simon Bolivar in Venezuela, and Jose Manti in Cuba.
   FC2040 - Evaluate the changes brought about by the Meiji Restoration period in Japan (e.g., modernization,
changes in policies on Western influence).
   FC2060 - Describe how Christianity, Islam, and Buddhism spread during this period, including the areas of
influence and reasons for the growth.
   FC2080 - Discuss events that shaped the social structure of Russia in the 19th and early 20th century, including:
   FC2100 - Peasants, aristocracy, and serfdom
   FC2120 - Czarist reforms and the abolition of serfdom
   FC2140 - Relations with the Ottoman Empire
   FC2160 - Development of the Trans-Siberian railroad and other forms of modernization
   FC2180 - The Era of the Great Wars (1914-1945)
   FC2200 - Analyze the causes and aftermath of World War I, including:
   FC2220 - The growth of European nationalism and increased competition for resources and markets
   FC2240 - Technology and the changing face of war
   FC2260 - The Russian Revolutions of 1905 and 1917 and the creation of the Soviet Union (e.g., Lenin's political
ideology, Marxist economic policies, Stalin's policies on industrialization)
   FC2280 - The League of Nations and the effects of the Versailles Conference on Europe, Africa, Asia, and the
Middle East
   FC2300 - Nationalism and propaganda
   FC2320 - Disintegration of the Ottoman Empire
   FC2340 - Analyze the background and global consequences of actions leading to World War II, including:
   FC2360 - The Great Depression, including the Stock Market Crash of 1929, massive business and bank failures,
and 12 million lost jobs
   FC2380 - The rise of totalitarian governments in the Soviet Union, Germany, and Italy
   FC2400 - The fall of the democratic Weimar Republic and the rise of Nazism and European anti-Semitism
resulting in the Holocaust and its impact on Jewish life and culture and European society
   FC2420 - Other twentieth century genocides, (e.g., Turkey/Armenia, Soviet forced
   FC2440 - collectivization in the Ukraine, Japan's occupations in China and Korea)
   FC2460 - Evaluate the importance of the beginning of the Atomic Age in science, the technological revolution,
and the implications of military technology used in
   FC2480 - The Modern World (1945-1979)
   FC2500 - Analyze the transition from wartime alliances to new patterns of global conflict and cooperation, and
the reconstruction of Europe and Asia, including:
   FC2520 - The origin and major developments of the Cold War
   FC2540 - Communist takeover in China, Korea, and Vietnam and the creation of NATO, SEATO, and CENTO
   FC2560 - The formation, structure, and purpose of the United Nations
   FC2580 - The Truman Doctrine and the Marshall Plan
   FC2600 - The growth and decline of Communism in Eastern Europe
   FC2620 - The rise of nationalism and the beginning of nation-building movements in Africa, Latin America, and
Asia
   FC2640 - The international arms race and nuclear proliferation
   FC2660 - The non-aligned nations during the Cold War as the voice of the Third World
   FC2680 - Apply historical analysis to explain global political, economic, and social changes in the 20th century,
including:
   FC2700 - Growth and adaptation of Communism in China
   FC2720 - Japan's economic and political transformation and growth of East Asian economies
   FC2740 - Conflicts in Eastern Europe and the Middle East
   FC2760 - The Israel/Palestine conflict
   FC2780 - The impact of Gandhi and the nonviolence movement
   FC2800 - Apartheid and South Africa
   FC2820 - Looking to the Future (1980-present)
   FC2840 - Analyze global political, economic, and social changes in the 20th century, including:
   FC2860 - The Gulf War
   FC2880 - The war in Iraq
   FC2900 - Growth of a world economy with the information, technological, and communications revolutions
   FC2920 - The oil crisis and impact of oil producing countries on world economy
   FC2940 - The development of Third World nations
   FC2960 - Assess the growth of a worldwide economy of interdependent regions and the development of a
dynamic new world order of increasingly interdependent regions, including NATO, the World Bank, the United
Nations, the World Court, the North American Free Trade Agreement, and the European Economic Union, IMF
and OPEC.
   FC2980 - Evaluate the paradoxes and promises of the 21st century, including:
   FC3000 - Technological growth
   FC3020 - Economic imbalance and social inequalities among the world's people
   FC3040 - New patterns of world migration shaped by international labor demands
   FC3060 - Global market, economy, trade, and communications
   FC3080 - Rapid population growth and increasing urbanization
   FC3100 - The growth of terrorism as a means of warfare
   FC3120 - Democratic reform
   FC3140 - Analyze the development and effects of multinational corporations on trade, employment, and the
environment.
    FD0000 - STANDARD 6.4 (UNITED STATES AND NEW JERSEY HISTORY) ALL STUDENTS WILL
DEMONSTRATE KNOWLEDGE OF UNITED STATES AND NEW JERSEY HISTORY IN ORDER TO
UNDERSTAND LIFE AND EVENTS IN THE PAST AND HOW THEY RELATE TO THE PRESENT AND
FUTURE.
   FD0020 - GRADE 2FAMILY AND COMMUNITY LIFE
   FD0040 - Recognize change and continuity in their lives.
   FD0060 - Describe their family history through two generations.
   FD0080 - Compare family life today with long ago.
   FD0100 - Tell about their family heritage using stories, songs, and drawings.
   FD0120 - State and Nation
   FD0140 - Recognize the names of major figures in American history, including George Washington, Abraham
Lincoln, Sacajawea, Harriet Tubman, Susan B. Anthony, and Martin Luther King Jr.
   FD0160 - Discuss the contributions of important women, African Americans, and Native Americans to United
States and New Jersey history.
   FD0180 - Explain the historical significance of major national holidays (e.g. Independence Day, Labor Day) and
American symbols.
   FD0200 - Relate why important national buildings, statues, and monuments are associated with our national
history.
   FD0220 - GRADE 4FAMILY AND COMMUNITY LIFE
   FD0240 - Discuss how families long ago expressed and transmitted their beliefs and values through oral
tradition, literature, songs, and celebrations.
   FD0260 - Compare family life in a community of the past to life in a community of the present.
   FD0280 - Discuss the reasons why various groups, voluntarily and involuntarily, immigrated to America and
New Jersey and describe the problems they encountered.
   FD0300 - Discuss the history of their community, including the origins of its name, groups and individuals who
lived there, and access to important places and buildings in the community.
   FD0320 - Explain that Americans have come from different parts of the world and have a common American
heritage, in addition to the heritage of the countries of origin.
   FD0340 - Describe situations in which people from diverse backgrounds work together to solve common
problems.
   FD0360 - State and Nation
   FD0380 - Compare the major early culture of the Lenape that existed in the region that became New Jersey prior
to contact with the Europeans.
   FD0400 - Discuss the reasons why revolutionary leaders, including George Washington, Thomas Jefferson,
Benjamin Franklin, and Governor William Livingston fought for independence from England.
   FD0420 - Discuss New Jersey's role during the American Revolution.
   FD0440 - Identify major documents and symbols in New Jersey and American history, including the Mayflower
Compact, the Declaration of Independence, the United States Constitution, the New Jersey State Seal, and Martin
Luther King Jr.'s "I Have a Dream" speech.
   FD0460 - Identify and discuss major scientific discoveries and inventions, the scientists and inventors who
developed them (e.g., Thomas Edison), and their impact on life today.
   FD0480 - Discuss the experiences of immigrants who came to the United States and New Jersey, including
reasons for immigrating, experiences at Ellis Island, and working and living conditions in America.
   FD0500 - Describe the population shift from the farm to the city in New Jersey.
   FD0520 - Discuss the value of the American national heritage including:
   FD0540 - Diverse folklore and cultural contributions from New Jersey and other regions in the United States
   FD0560 - History and values celebrated in American songs, symbols, slogans, and major holidays
   FD0580 - Historical preservation of primary documents, buildings, places of memory, and significant artifacts
   FD0600 - GRADE 6FAMILY AND COMMUNITY LIFE
   FD0620 - State and Nation
   FD0640 - Many Worlds Meet (to 1620)
   FD0660 - Discuss factors that stimulated European overseas explorations between the 15th and 17th centuries
and the impact of that exploration on the modern world.
   FD0680 - Trace the major land and water routes of the explorers.
   FD0700 - Compare the political, social, economic, and religious systems of Africans, Europeans, and Native
Americans who converged in the western hemisphere after 1492 (e.g., civic values, population levels, family
structure, communication, use of natural resources).
   FD0720 - Discuss the characteristics of the Spanish and Portuguese exploration and conquest of the Americas,
including Spanish interaction with the Incan and Aztec empires, expeditions in the American Southwest, and the
social composition of early settlers and their motives for exploration and conquest.
   FD0740 - Describe the migration of the ancestors of the Lenape Indians and their culture at the time of first
contact with Europeans.
   FD0760 - Compare and contrast historic Native American groups of the West, Southwest, Northwest, Arctic and
sub-Arctic, Great Plains, and Eastern Woodland regions at the beginning of European exploration.
   FD0780 - Analyze the cultures and interactions of peoples in the Americas, Western Europe, and Africa after
1450 including the transatlantic slave trade.
   FD0800 - Discuss how millions of Africans, brought against their will from Central Africa to the Americas,
including Brazil, Caribbean nations, North America and other destinations, retained their humanity, their families,
and their cultures during enslavement.
   FD0820 - Colonization and Settlement (1585-1763)
   FD0840 - Analyze the political, social, and cultural characteristics of the English colonies.
   FD0860 - Describe the political, religious, social, and economic institutions that emerged in Colonial America,
including New Netherland and colonial New Jersey.
   FD0880 - Explain the differences in colonization of the Americas by England, the Netherlands, France, and
Spain, including governance, relation to the mother countries, and interactions with other colonies and Native
Americans.
   FD0900 - Examine the interactions between Native Americans and European settlers, such as agriculture, trade,
cultural exchanges, and military alliances and conflicts.
   FD0920 - Describe Native American resistance to colonization, including the Cherokee War against the English,
the French and Indian War, and King George's War.
   FD0940 - Identify factors that account for the establishment of African slavery in the Americas.
   FD0960 - Discuss Spanish exploration, settlement, and missions in the American Southwest.
   FD0980 - Revolution and the New Nation (1754-1820)
   FD1000 - Discuss the background and major issues of the American Revolution, including the political and
economic causes and consequences of the revolution.
   FD1020 - Discuss the major events (e.g. Boston Tea Party, Battle of Trenton) and personalities (e.g., George
Washington, John Adams, John Witherspoon, William Franklin, Benjamin Franklin, Thomas Jefferson) of the
American Revolution.
   FD1040 - Identify major British and American leaders and describe their roles in key events, such as the First
and Second Continental Congresses, drafting and approving the Declaration of Independence (1776), the
publication of "Common Sense," and major battles of the Revolutionary War.
   FD1060 - Explain New Jersey's critical role in the American Revolution, including major battles, the
involvement of women and African Americans, and the origins of the movement to abolish slavery.
   FD1080 - Discuss the political and philosophical origins of the United States Constitution and its
implementation in the 1790s.
   FD1100 - Describe and map American territorial expansions and the settlement of the frontier during this period.
   FD1120 - Analyze the causes and consequences of continuing conflict between Native American tribes and
colonists (e.g., Tecumseh's rebellion).
   FD1140 - Discuss the background and major issues of the War of 1812 (e.g., sectional issues, role of Native
Americans).
   FD1160 - Expansion and Reform (1801-1861)
   FD1180 - Describe the political, economic, and social changes in New Jersey and American society preceding
the Civil War, including the early stages of industrialization, the growth of cities, and the political, legal, and social
controversies surrounding the expansion of slavery.
   FD1200 - Discuss American cultural, religious, and social reform movements in the antebellum period (e.g.,
abolitionists, the Second Great Awakening, the origins of the labor and women's movements).
   FD1220 - Explain the concept of the Manifest Destiny and its relationship to the westward movement of settlers
and territorial expansion, including the purchase of Florida (1819), the annexation of Texas (1845), the acquisition
of the Oregon Territory (1846), and territorial acquisition resulting from the Mexican War (1846-1848).
   FD1240 - Explain the characteristics of political and social reform movements in the antebellum period in New
Jersey, including the 1844 State Constitution, the temperance movement, the abolition movement, and the women's
rights movement.
   FD1260 - Explain the importance of internal improvements on the transformation of New Jersey's economy
through New Jersey's two canals and the Camden and Amboy Railroad.
   FD1280 - Discuss the economic history of New Jersey, including growth of major industries and businesses, the
lives of factory workers, and occupations of working people.
   FD1300 - Compare political interests and views regarding the War of 1812 (e.g., US responses to shipping
harassment, interests of Native Americans and white settlers in the Northwest Territory).
   FD1320 - Discuss sectional compromises associated with westward expansion of slavery, such as the Missouri
Compromise (1820) and the continued resistance to slavery by African Americans (e.g., Amistad Revolt).
   FD1340 - Describe and map the continuing territorial expansion and settlement of the frontier, including the
acquisition of new territories and conflicts with Native Americans, the Louisiana Purchase, the Lewis and Clark
expedition, and the California gold rush.
   FD1360 - Explain how state and federal policies influenced various Native American tribes (e.g., homeland vs.
resettlement, Black Hawk War, Trail of Tears).
   FD1380 - Understand the institution of slavery in the United States, resistance to it, and New Jersey's role in the
Underground Railroad.
   FD1400 - Civil War and Reconstruction (1850-1877)
   FD1420 - Explain the major events, issues, and personalities of the American Civil War including:
   FD1440 - The causes of the Civil War (e.g., slavery, states' rights)
   FD1460 - The course and conduct of the war (e.g., Antietam, Vicksburg, Gettysburg)
   FD1480 - Sectionalism
   FD1500 - The Dred Scott and other Supreme Court decisions
   FD1520 - The role of women
   FD1540 - The role of African Americans
   FD1560 - The Gettysburg Address
   FD1580 - The Emancipation Proclamation
   FD1600 - Juneteenth Independence Day
   FD1620 - Analyze different points of view in regard to New Jersey's role in the Civil War, including abolitionist
sentiment in New Jersey and New Jersey's vote in the elections of 1860 and 1864.
   FD1640 - Explain Reconstruction as a government action, how it worked, and its effects after the war.
   FD1660 - Discuss the impact of retaliatory state laws and general Southern resistance to Reconstruction.
   FD1680 - Discuss the Dawes Act of 1887, how it attempted to assimilate Native Americans by converting tribal
lands to individual ownership, and its impact on Native Americans.
   FD1700 - GRADE 12 FAMILY AND COMMUNITY LIFE REINFORCE INDICATORS FROM
PREVIOUS GRADE LEVELS.
   FD1720 - State and Nation
   FD1740 - Many Worlds Meet (to 1620)
   FD1760 - Colonization and Settlement (1585-1763)
   FD1780 - Analyze the major issues of the colonial period, including European hegemony over North America
and mercantilism and trade.
   FD1800 - Analyze how American colonial experiences caused change in the economic institutions of Europe,
Africa, and the native population by examining indentured servitude and slavery and the rights of men and women.
   FD1820 - Analyze the cultural reactions and survival techniques used by enslaved Africans to maintain their
family structure, culture, and faith.
   FD1840 - Analyze the political, religious, social, and economic institutions that emerged in colonial New Jersey.
   FD1860 - Discuss Spanish exploration, settlement, and missions in the American Southwest.
   FD1880 - Revolution and the New Nation (1754-1820)
   FD1900 - Discuss the social, political, and religious aspects of the American Revolution, including key
decisions leading to the Revolution, efforts by Parliament and the colonies to prevent revolution, the ideas of
different religious denominations, and the economic and social differences of Loyalists, Patriots, and those who
remained neutral.
   FD1920 - Analyze the social and economic impact of the Revolutionary War, including problems of financing
the war (e.g., wartime inflation, hoarding and profiteering), the impact of the war on women and African
Americans, and the personal and economic hardships on families involved with the war.
   FD1940 - Discuss the involvement of European nations during the Revolution and how their involvement
influenced the outcome and aftermath (e.g., the assistance of France and Spain, how the self-interests of France
and Spain differed from the United States after the war, the contributions of European military leaders, the creation
of the Alien Sedition Acts).
   FD1960 - Analyze strategic elements used during the Revolutionary War, discuss turning points during the war,
and explain how the Americans won the war against superior resources.
   FD1980 - Analyze New Jersey's role in the American Revolution, including New Jersey's Constitution of 1776
as a revolutionary document, why some New Jerseyans became Loyalists, and the Battles of Trenton, Princeton,
and Monmouth.
   FD2000 - Compare and contrast the major philosophical and historical influences on the development of the
Constitution (e.g., Washington's Farewell Address (1796), Locke's Second Treatise, the ideas of Alexander
Hamilton, James Madison, Thomas Jefferson, and William Paterson).
   FD2020 - Describe the early evolution of the system of government and political parties in the United States
(e.g., presidential elections of 1792, 1796, 1800).
   FD2040 - Discuss the implementation of the federal government under the United States Constitution during the
presidency of George Washington.
   FD2060 - Describe the origin and development of the political parties, the Federalists, and the Democratic
Republicans (1793-1801).
   FD2080 - Expansion and Reform (1801-1861)
   FD2100 - Discuss the political interests and views of the War of 1812 (e.g., US responses to shipping
harassment, role of Native Americans, role of white settlers in the Northwest Territory; congressional positions for
and against the war).
   FD2120 - Analyze American territorial expansion during this period, including the reasons for and consequences
of the Louisiana Purchase, the Monroe Doctrine, Manifest Destiny, the Mexican War, the settlement of the
frontier, and conflicts with Native-Americans.
   FD2140 - Analyze the political, economic, and social changes in New Jersey prior to the Civil War, including
the growth of New Jersey's cities, New Jersey's 1844 Constitution, the early stages of industrialization, including
Alexander Hamilton and the Society for the Establishment of Useful Manufacturing, and the political and
economic implications of the transportation monopolies.
   FD2160 - Compare and contrast the characteristics of cultural, religious, and social reform movements in the
antebellum period, including the abolition movement, the public school movement, the temperance movement, and
the women's rights movement (e.g., Seneca Falls Declaration of Sentiments).
   FD2180 - Civil War and Reconstruction (1850-1877)
   FD2200 - Analyze key issues, events, and personalities of the Civil War period, including New Jersey's role in
the Abolitionist Movement and the national elections, the development of the Jersey Shore, and the roles of women
and children in New Jersey factories.
   FD2220 - Assess the continuing social and political issues following the Civil War, including the various
Reconstruction plans, the amendments to the United States Constitution, and the women's suffrage movement.
   FD2240 - Describe New Jersey's role in the post-Civil War era, including New Jersey's votes on the 13th, 14th,
and 15th amendments to the United States Constitution.
   FD2260 - The Industrial Revolution (1870-1900)
   FD2280 - Analyze and evaluate key events, people, and groups associated with industrialization and its impact
on urbanization, immigration, farmers, the labor movement, social reform, and government regulation including:
   FD2300 - Inventions such as the telephone and electric light
   FD2320 - The formation of Standard Oil Trust
   FD2340 - The Interstate Commerce Act
   FD2360 - The Sherman Anti-Trust Act
   FD2380 - Analyze the development of industrialization in America and New Jersey during this period and the
resulting transformation of the country, including the construction of the transcontinental railroad, the introduction
of mechanized farming, the rise of corporations and organized labor, and the growth of cities.
   FD2400 - Analyze social and political trends in post Reconstruction America, including immigration
restrictions, Jim Crow Laws and racial segregation, the rise of extra legal organizations such as the Ku Klux Klan,
and the Plessy v. Ferguson decision.
   FD2420 - Describe the economic development by which the United States became a major industrial power in
the world and analyze the factors that contributed to industrialization.
   FD2440 - Discuss the causes and consequences of the Spanish-American War (e.g., United States' justifications,
the role of the United States in Cuba, impact on international relations, the acquisition of new territories).
   FD2460 - Discuss elements that contributed to late 19th century expansionist foreign policy, including racial
ideology, missionary zeal, nationalism, domestic tensions, and economic interests.
   FD2480 - The Emergence of Modern America (1890-1930)
   FD2500 - Analyze the Roosevelt Corollary to the Monroe Doctrine (1904) and explain how it modified the
Monroe Doctrine (1823), justifying a new direction in United States foreign policy.
   FD2520 - Discuss the rise of the Progressive Movement, including the relationship between Progressivism and
the Populist Movement, Woodrow Wilson as Governor of New Jersey, anti-trust reform, the woman suffrage
movement (e.g., Alice Paul), and municipal reform (e.g., Frank Hague).
   FD2540 - Analyze United States foreign policy through World War I, including relations with Japan and China,
the Spanish, Cuban, American War, and the building of the Panama Canal.
   FD2560 - Describe the major events, personalities, and decisions of World War I, including the causes of United
States involvement, social conditions on the home front, significant battles, Wilson's peace plan, and isolationism.
   FD2580 - Explore and evaluate the role of New Jersey industry in World War I.
   FD2600 - Analyze President Woodrow Wilson's "Fourteen Points" Address to Congress (1918) and explain how
it differed from proposals by French and British leaders for a treaty to conclude World War I.
   FD2620 - Discuss the ratification of the Versailles Treaty and United States non-participation in the League of
Nations.
   FD2640 - Compare and contrast the social, cultural, and technological changes in the inter-war period, including
the changing role of women, the rise of a consumer economy, the resurgence of nativism and racial violence, the
Harlem Renaissance, and the Great Migration of African Americans to New Jersey from the south.
   FD2660 - Discuss the working conditions in the Paterson silk mills and the strike of 1913.
   FD2680 - Discuss the creation of social, labor, political, and economic advocacy organizations and institutions,
including the National Association for the Advancement of Colored People (NAACP), the AFL/CIO and other
labor organizations, and the Women's Christian Temperance Union (WCTU).
   FD2700 - Discuss the role of Chief Sitting Bull, the outcome and impact of the Wounded Knee Tragedy of
1890, and the suppression of the American Indian revivalist movement known as Ghost Dance.
   FD2720 - The Great Depression and World War II (1929-1945)
   FD2740 - Explain the economic impact of the Hawley-Smoot Tariff (1930).
   FD2760 - Describe how the Great Depression and the New Deal of Franklin D. Roosevelt transformed America,
including the growth of the federal government, the rise of the Welfare State, and industrial unionism.
   FD2780 - Analyze how the Great Depression and the New Deal transformed New Jersey, including Work
Progress Administration (WPA) projects in New Jersey, the Jersey Homesteads, and New Deal projects.
   FD2800 - Discuss how the Depression contributed to the development of Social Security, the National Labor
Relations Board (NLRB), and the Federal Deposit Insurance Corporation (FDIC).
   FD2820 - Compare and contrast key events and people involved with the causes, course, and consequences of
World War II, including: Axis Powers, Allied Forces, Pearl Harbor, Battle of Midway, D-Day Invasion, Yalta
Conference, Potsdam Conference, Douglas MacArthur, Dwight Eisenhower, George Marshall, Winston Churchill,
Robert Oppenheimer and the Manhattan Project, Frankln D. Roosevelt, Harry Truman, Joseph Stalin and the role
of the USSR.
   FD3140 - Describe the political background leading to American involvement in World War II, the course of the
war in Europe and Asia, the mobilization of women and African Americans into the military and related industries,
the segregated military, the use of the Atom Bomb, and the founding of the United Nations.
   FD3160 - Describe New Jersey's role in World War II, including:
   FD3180 - The recruitment of Japanese-Americans from wartime detention camps to work at Seabrook Farm
   FD3200 - The role of women in defense industries
   FD3220 - Key military installations in New Jersey
   FD3240 - The role of the Battleship New Jersey
   FD3260 - The contributions of Albert Einstein
   FD3280 - Postwar Years (1945-1970s)
   FD3300 - Discuss how American policies following World War II developed as a result of the failures
experienced and lessons learned after World War I.
   FD3320 - Explain changes in the post war society of the United States and New Jersey, including the impact of
television, the interstate highway system, the growth of the suburbs, and the democratization of education.
   FD3340 - Interpret political trends in post-war New Jersey, including the New Jersey State Constitution of 1947,
the impact of legal cases such as Hedgepeth and Williams v. Trenton Board of Education on the banning of
segregation in the schools under the new State Constitution, the development and impact of New Jersey's Law
Against Discrimination (P.L. 1945, c.169), and the shift of political power from rural and urban areas to the
suburbs.
   FD3360 - Analyze United States foreign policy during the Cold War period, including US/USSR relations,
United States reaction to the Soviet subjugation of Eastern Europe, the Truman Doctrine, the Marshall Plan, the
Korean and Vietnam Wars, and relations with China.
   FD3380 - Analyze political trends in post war America, including major United States Supreme Court decisions
and the administrations of Harry Truman, Dwight D. Eisenhower, John
   FD3400 - Kennedy, and Lyndon B. Johnson.
   FD3420 - Analyze the Civil Rights and Women's Movements, including the Montgomery Bus Boycott, the Civil
Rights Act (1957 and 1964), the Little Rock Schools Crisis, the Voting Rights Act, Brown v. Board of Education,
the formation of the National Council of La Raza (NCLR), the American Indian Movement (AIM), the formation
of the National Organization for Women (NOW), and the passing of Title IX.
   FD3440 - Describe how changes in federal policy impacted immigration to New Jersey and America, including
the shift in places of origin from Western Europe to Latin America, the Caribbean, and Asia.
   FD3460 - Contemporary America (1968-present)
   FD3480 - Examine the administration of American presidents, beginning with President Richard
   FD3500 - Nixon, as a means to analyze political and economic issues in contemporary America, including
domestic policy and international affairs.
   FD3520 - Investigate the economic and social patterns in contemporary New Jersey, including\ shifts in
immigration patterns, urban decline and renewal, important New Jersey Supreme Court rulings (e.g., Mount Laurel
decision), and the issue of preserving open space.
   FD3540 - Describe the growth of the technology and pharmaceutical industries in New Jersey.
   FD3560 - Analyze United States domestic policies, including the civil rights movement, affirmative action, the
labor and women's movements, conservatism vs. liberalism, the post-industrial economy, free trade, and
international trade agreements such as the North American Free Trade Agreement (NAFTA) and General
Agreement on Tariffs and Trade (GATT).
   FD3580 - Compare and contrast key events and people associated with foreign policy, including the fall of
communism and the Soviet Union and the end of the Cold War, the Cuban Missile Crisis, United States
involvement in Haiti, Somalia, Bosnia, Herzegovina, and Kosovo, the Iran Hostage Crisis, and the war on
terrorism.
   FD3600 - Compare and contrast population trends and immigration and migration patterns in the United States
(e.g., growth of Hispanic population, demographic and residential mobility).
   FD3620 - Discuss major contemporary social issues, such as the evolution of governmental rights for
individuals with disabilities, multiculturalism, bilingual education, gay rights, free expression in the media, and the
modern feminist movement. Social Studies 33
    FE0000 - STANDARD 6.5 (ECONOMICS) ALL STUDENTS WILL ACQUIRE AN UNDERSTANDING
OF KEY ECONOMIC PRINCIPLES.
   FE0020 - GRADE 2ECONOMIC LITERACY
   FE0040 - Economics and Society
   FE0060 - GRADE 4ECONOMIC LITERACY
   FE0080 - Identify the basic goods and services a family needs for everyday life.
   FE0100 - Explain how the products individuals eat, wear, and use impact their health and safety and the
environment.
   FE0120 - Identify various forms of currency (e.g., penny, nickel, quarter, dollar).
   FE0140 - Explain what it means to "save" money.
   FE0160 - Economics and Society
   FE0180 - Identify various jobs and explain how workers in these jobs receive income for their work.
   FE0200 - GRADE 6ECONOMIC LITERACY
   FE0220 - Distinguish between goods (e.g., objects) and services (e.g., activities).
   FE0240 - Distinguish between a want and a need and explain how to choose needed goods and services.
   FE0260 - Explain the three functions of money in the economy.
   FE0280 - Medium of exchange (e.g., buying)
   FE0300 - Measure of value (e.g., price comparison)
   FE0320 - Store of value (e.g., saving)
   FE0340 - Discuss how natural, human, and capital resources are used to produce goods and to provide services.
   FE0360 - Explain that prices are the money value of goods and services and that prices change as a result of
supply and demand.
   FE0380 - Define consumers as buyers and producers as workers and sellers.
   FE0400 - Explain that people can improve their ability to earn income by gaining new knowledge, skills, and
experiences.
   FE0420 - Describe how to earn and save money in order to purchase a needed or desired item.
   FE0440 - Economics and Society
   FE0460 - Explain that some essential goods and services are provided by the government, such as roads,
schools, parks, police, and fire protection.
   FE0480 - Describe products and services that are developed, manufactured, or grown in New Jersey.
   FE0500 - GRADE 8ECONOMIC LITERACY
   FE0520 - Discuss how needs and wants change as one ages and the impact of planning, spending and saving.
   FE0540 - Explain the law of supply and demand.
   FE0560 - Compare ways to save money, including checking and savings accounts, stocks and bonds, and the
relationship between risk and return in investments.
   FE0580 - Describe the role credit plays in the economy and explain the difference in cost between cash and
credit purchases.
   FE0600 - Discuss the economic growth of a nation in terms of increasing productivity, investment in physical
capital, and investment in human capital.
   FE0620 - Describe how private industry acquires material and energy resources, provides jobs, raises financial
capital, manages production processes, and markets goods and services that create wealth in order to meet
consumer and industrial requirements.
   FE0640 - Discuss how innovation, entrepreneurship, competition, customer satisfaction, and continuous
improvement in productivity are responsible for the rise in the standard of living in the United States and other
countries with market economies.
   FE0660 - Compare and contrast the characteristics of the three basic economic systems: traditional or barter and
trade, market capitalism, and command (e.g., communism).
   FE0680 - Explain what taxes are, how they are collected, and how tax dollars are used by local, state, and
national governments to provide goods and services.
   FE0700 - Economics and Society
   FE0720 - Discuss how meeting the needs and wants of a growing world population impacts the environment and
economic growth.
   FE0740 - Describe the many ways federal, state, and local governments raise funds to meet the need for public
facilities and government services.
   FE0760 - Discuss how societies have been affected by industrialization and by different political and economic
philosophies.
   FE0780 - Describe how inventions and innovations have improved standards of living over the course of history.
   FE0800 - Compare and contrast various careers, examining educational requirements and costs, salary and
benefits, longevity, impact on society and the economy, and demand.
   FE0820 - Analyze and give examples of how business and industry influence the buying decisions of consumers
through advertising.
   FE0840 - Discuss the need for ethical behavior in economic decisions and financial transactions
   FE0860 - GRADE 12 ECONOMIC LITERACY
   FE0880 - Describe different types of local, state, and federal taxes such as sales, income, and social security,
discuss how deductions, exemptions, and credits reduce taxable income, and explain the difference between a
progressive and regressive tax.
   FE0900 - Describe the purposes of social security and Medicare.
   FE0920 - Explain and interpret basic economic indicators, including Gross Domestic Product (GDP), Consumer
Price Index (CPI) the rate of economic growth, the poverty rate, the deficit and national debt, and the trade deficit.
   FE0940 - Identify entrepreneurs in the community and describe the risks and rewards of starting a new business.
   FE0960 - Discuss how a market economy experiences periodic business cycles of prosperity and recession and
that the federal government can adjust taxes, interest rates, spending, and other policies to help restore economic
health.
   FE0980 - Analyze federal and state budgets, and discuss the proportional share of government spending to major
elements such as education, social programs, public safety, military, foreign aid, and welfare.
   FE1000 - Analyze the impact of supply and demand on market adjustments and prices (e.g., real estate and
interest rates).
   FE1020 - Define basic terms associated with international trade such as imports, exports, quotas, embargoes,
tariffs, and free trade.
   FE1040 - Compare and contrast forms of insurance that protect individuals from loss or damage (e.g., life,
property, health, disability, personal liability, bank deposits).
   FE1060 - Explain how changes in exchange rates impact the purchasing power of people in the United States
and other countries.
   FE1080 - Economics and Society
   FE1100 - Compare and contrast the roles of the United States government and the private sector in the United
States economy (e.g., Federal Reserve System, United States Mint, Stock Exchange).
   FE1120 - Evaluate international trade principles and policies.
   FE1140 - Analyze labor and environmental issues affecting American citizens raised by economic globalization
and free trade pacts.
   FE1160 - Discuss the value and role of free and fair competition versus the social need for cooperation and how
business, industry, and government try to reconcile these goals.
   FE1180 - Analyze the importance of economic issues to politics and be able to distinguish the economic views
of different political parties.
   FE1200 - Analyze the connections and potential effects of the widening gap between the rich and the poor in the
United States, the decline in labor union membership since 1950, rapidly advancing technology, globalization, and
problems of public schools.
   FE1220 - Compare and contrast the causes and consequences of discrimination in markets, employment,
housing, business, and financial transactions.
   FE1240 - Evaluate the activities and impact in various countries of major international institutions including the
World Bank, the International Monetary Fund, and the World Trade Organization.
   FE1260 - Describe how clearly defined and enforced property rights (e.g., copyright laws, patents) are essential
to a market economy.
    FF0000 - STANDARD 6.6 (GEOGRAPHY) ALL STUDENTS WILL APPLY KNOWLEDGE OF SPATIAL
RELATIONSHIPS AND OTHER GEOGRAPHIC SKILLS TO UNDERSTAND HUMAN BEHAVIOR IN
RELATION TO THE PHYSICAL AND CULTURAL ENVIRONMENT.
   FF0020 - GRADE 2THE WORLD IN SPATIAL TERMS
   FF0040 - Places and Regions
   FF0060 - Physical Systems
   FF0080 - Human Systems
   FF0100 - Environment and Society
   FF0120 - The World in Spatial Terms
   FF0140 - Explain the spatial concepts of location, distance and direction, including:
   FF0160 - The location of school, home, neighborhood, community, state, and country
   FF0180 - The relative location of the community and places within it
   FF0200 - The location of continents and oceans
   FF0220 - Explain that the globe is a model of the earth and maps are representations of local and distant places.
   FF0240 - Demonstrate basic globe and map skills.
   FF0260 - Places and Regions
   FF0280 - Describe the physical features of places and regions on a simple scale.
   FF0300 - Describe the physical and human characteristics of places.
   FF0320 - Geography Education Standards Project. 1994. Geography forLife. Washington, D.C.
   FF0340 - Physical Systems
   FF0360 - Recognize that the relationship of the Earth to the sun affects weather conditions, climate, and seasons.
   FF0380 - Human Systems
   FF0400 - Identify the types of transportation used to move goods and people.
   FF0420 - Identify the modes of communication used to transmit ideas.
   FF0440 - Environment and Society
   FF0460 - Describe the role of resources such as air, land, water, and plants in everyday life.
   FF0480 - Describe the impact of weather on everyday life.
   FF0500 - Act on small-scale, personalized environmental issues such as littering and recycling, and explain why
such actions are important.
   FF0520 - GRADE 4THE WORLD IN SPATIAL TERMS
   FF0540 - Use physical and political maps to identify locations and spatial relationships of places within local
and nearby communities.
   FF0560 - Describe and demonstrate different ways to measure distance (e.g., miles, kilometers, time).
   FF0580 - Estimate distances between two places on a map using a scale of miles.
   FF0600 - Identify the major cities of New Jersey, the United States, and the world.
   FF0620 - Identify the major countries, continents, bodies of water, and mountain ranges of the world.
   FF0640 - Locate time zones, latitude, longitude, and the global grid.
   FF0660 - Places and Regions
   FF0680 - Identify the physical and human characteristics of places and regions in New Jersey and the United
States (e.g., landforms, climate, vegetation, housing).
   FF0700 - Explain changes in places and regions over time and the consequences of those changes.
   FF0720 - Describe the geography of New Jersey.
   FF0740 - Discuss factors involved in the development of cities (e.g., transportation, food, marketplace, religion,
military protection).
   FF0760 - Physical Systems
   FF0780 - Describe the basic components of the Earth's physical systems, including landforms, water, erosion,
weather, and climate and discuss their impact on human development.
   FF0800 - Human Systems
   FF0820 - Describe the development of transportation and communication networks in New Jersey and the
United States.
   FF0840 - Identify the distribution and characteristics of populations for different regions of New Jersey and the
United States.
   FF0860 - Environment and Society
   FF0880 - Differentiate between living and non-living natural resources.
   FF0900 - Explain the nature, characteristics, and distribution of renewable and non-renewable resources.
   FF0920 - GRADE 8THE WORLD IN SPATIAL TERMS
   FF0940 - Distinguish among the distinct characteristics of maps, globes, graphs, charts, diagrams, and other
geographical representations, and the utility of each in solving problems.
   FF0960 - Translate maps into appropriate spatial graphics to display geographical information.
   FF0980 - Explain the spatial concepts of relative and absolute location and distance.
   FF1000 - Estimate distances between two places on a map using a scale of miles, and use cardinal and
intermediate directions when referring to a relative location.
   FF1020 - Use geographic tools and technologies to pose and answer questions about spatial distributions and
patterns on Earth.
   FF1040 - Distinguish among the major map types, including physical, political, topographic, and demographic.
   FF1060 - Explain the distribution of major human and physical features at country and global scales.
   FF1080 - Use thematic maps to describe places (e.g., patterns of population, diseases, rainfall).
   FF1100 - Describe and distinguish among the various map projections, including size, shape, distance, and
direction.
   FF1120 - Describe location technologies, such as Geographic Information Systems (GIS) and Global
Positioning Systems (GPS).
   FF1140 - Describe the significance of the major cities of New Jersey, the United States, and the world. B. Places
and Regions
   FF1160 - Compare and contrast the physical and human characteristics of places in regions in New Jersey, the
United States, and the world.
   FF1180 - Describe how regions change over time.
   FF1200 - Compare the natural characteristics used to define a region.
   FF1220 - Explain how regional systems are interconnected (e.g., watersheds, trade, transportation systems).
   FF1240 - Discuss how the geography of New Jersey impacts transportation, industry, and community
development.
   FF1260 - Discuss the similarities and differences among rural, suburban, and urban communities.
   FF1280 - Describe the types of regions and the influence and effects of region labels including:
   FF1300 - Formal regions: school districts, states
   FF1320 - Functional regions: marketing area of a newspaper, fan base of a sport team
   FF1340 - Perceptual regions: the Bible Belt, the Riviera in southern France
   FF1360 - Physical Systems
   FF1380 - Describe the characteristics and spatial distribution of major Earth ecosystems.
   FF1400 - Discuss how ecosystems function locally and globally.
   FF1420 - Predict effects of physical processes and changes on the Earth.
   FF1440 - Discuss how the community and its environment function as an ecosystem.
   FF1460 - Describe how the physical environment affects life in different regions (e.g., population density,
architecture, transportation systems, industry, building materials, land use, recreation).
   FF1480 - Human Systems
   FF1500 - Discuss how technology affects the ways in which people perceive and use places and regions.
   FF1520 - Analyze demographic characteristics to explain reasons for variations between populations.
   FF1540 - Compare and contrast the primary geographic causes for world trade.
   FF1560 - Analyze the patterns of settlement in different urban regions of the world.
   FF1580 - Discuss how and why people cooperate, but also engage in conflict, to control the Earth's surface.
   FF1600 - Compare the patterns and processes of past and present human migration.
   FF1620 - Explain and identify examples of global interdependence.
   FF1640 - Describe how physical and human characteristics of regions change over time.
   FF1660 - Environment and Society
   FF1680 - Discuss the environmental impacts or intended and unintended consequences of major technological
changes (e.g., autos and fossil fuels, nuclear power and nuclear waste).
   FF1700 - Analyze the impact of various human activities and social policies on the natural environment and
describe how humans have attempted to solve environmental problems through adaptation and modification.
   FF1720 - Compare and contrast conservation practices and alternatives for energy resources.
   FF1740 - Compare and contrast various ecosystems and describe their interrelationship and interdependence.
   FF1760 - Describe world, national, and local patterns of resource distribution and utilization, and discuss the
political and social impact.
   FF1780 - Analyze the importance of natural and manufactured resources in New Jersey.
   FF1800 - Delineate and evaluate the issues involved with sprawl, open space, and smart growth in New Jersey.
   FF1820 - GRADE 12 THE WORLD IN SPATIAL TERMS
   FF1840 - Discuss the application of geographic tools and supporting technologies, such as GIS, GPS, the
Internet, and CD databases.
   FF1860 - Use maps of physical and human characteristics of the world to answer complex geographical
questions.
   FF1880 - Analyze, explain, and solve geographical problems using maps, supporting technologies, and other
graphical representations.
   FF1900 - Use geographic tools and technologies to pose and answer questions about spatial distributions and
patterns on Earth.
   FF1920 - Apply spatial thinking to understand the interrelationship of history, geography economics, and the
environment, including domestic and international migrations, changing environmental preferences and settlement
patterns, and frictions between population groups.
   FF1940 - Places and Regions
   FF1960 - Analyze and compare the functions and spatial arrangements of cities both locally and globally.
   FF1980 - Evaluate how human interaction with the physical environment shapes the features of places and
regions.
   FF2000 - Analyze why places and regions are important factors to individual and social identity.
   FF2020 - Physical Systems
   FF2040 - Assess relationships between soil, climate, plant, and animal life and how this impacts the distribution
of ecosystems.
   FF2060 - Analyze the effects of both physical and human changes in ecosystems, such as acid rain, ozone layer,
carbon-dioxide levels, and clean water issues.
   FF2080 - Human Systems
   FF2100 - Analyze the impact of human migration on physical and human systems.
   FF2120 - Explain the spatial-technological processes of cultural convergence (cultural adaptations over
distances) and divergence (separating effects of cultural diffusion over distances).
   FF2140 - Analyze the historic movement patterns of people and their goods and their relationship to economic
activity.
   FF2160 - Analyze the processes that change urban areas.
   FF2180 - Analyze how cooperation and conflict influence the control of economic, political, and social entities
on Earth.
   FF2200 - Environment and Society
   FF2220 - Discuss the global impacts of human modification of the physical environment (e.g., the built
environment).
   FF2240 - Discuss the importance of maintaining biodiversity.
   FF2260 - Analyze examples of changes in the physical environment that have altered the capacity of the
environment to support human activity, including pollution, salinization, deforestation, species extinction,
population growth, and natural disasters.
   FF2280 - Compare and contrast the historical movement patterns of people and goods in the world, United
States, and New Jersey and analyze the basis for increasing global interdependence.
   FF2300 - Evaluate policies and programs related to the use of local, national and global resources.
   FF2320 - Analyze the human need for respect for and informed management of all resources (sustainability),
including human populations, energy, air, land, and water to insure that the earth will support future generations.
   FF2340 - Describe how and why historical and cultural knowledge can help to improve present and future
environmental maintenance.
   FF2360 - Delineate and evaluate the environmental impact of technological change in human history (e.g.,
printing press, electricity and electronics, automobiles, computer, and medical technology).
G00000 - WORLD LANGUAGES (NJ)
   GA0000 - STANDARD 7.1 (COMMUNICATION) ALL STUDENTS WILL BE ABLE TO COMMUNICATE
IN AT LEAST ONE WORLD LANGUAGE IN ADDITION TO ENGLISH. THEY WILL USE LANGUAGE
TO ENGAGE IN CONVERSATION, UNDERSTAND AND INTERPRET SPOKEN AND WRITTEN
LANGUAGE, PRESENT INFORMATION, CONCEPTS, AND IDEAS WHILE MAKING CONNECTIONS
WITH OTHER DISCIPLINES, AND COMPARE THE LANGUAGE/CULTURE STUDIED WITH THEIR
OWN.
   GA0020 - GRADE 2INTERPRETIVE MODE (UNDERSTANDING AND INTERPRETATION OF SPOKEN
OR WRITTEN COMMUNICATION)
   GA0040 - Demonstrate comprehension of simple, oral directions, commands, and requests through appropriate
physical response.
   GA0060 - Recognize common gestures, intonation, and other visual or auditory cues of the target culture.
   GA0080 - Identify familiar people, places, and objects based on oral and/or simple written descriptions.
   GA0100 - Comprehend brief oral exchanges on familiar topics.
   GA0120 - Grade level appropriate health topics (e.g., wellness, feelings and emotions)
   GA0140 - Grade level appropriate science topics (e.g., weather and seasons)
   GA0160 - Connect the learning of the target language to information studied in other core content areas.
   GA0180 - Grade level appropriate mathematics concepts (e.g., use of numbers to count, measure, label, or
locate)
   GA0200 - Grade level appropriate health topics (e.g., nutrition and food groups)
   GA0220 - Listen to simple passages from age-appropriate, culturally authentic selections for enjoyment and
information.
   GA0240 - Recognition of key words
   GA0260 - Main idea
   GA0280 - Interpersonal Mode (direct oral or written communication)
   GA0300 - Give and follow simple oral directions, commands, and requests for participating in age-appropriate
classroom and cultural activities.
   GA0320 - Imitate appropriate gestures and intonation of the target culture during greetings, leave-takings, and
daily interactions.
   GA0340 - Ask and respond to simple questions, make requests, and express preferences using memorized words
and phrases. World Languages 11
   GA0360 - Exchange information using words, phrases, and short sentences practiced in class on familiar topics
or topics studied in other core content areas.
   GA0380 - Grade level appropriate social studies topics (e.g., symbols of American and target culture: flags,
famous places, regions, and monuments)
   GA0400 - Grade level appropriate mathematics concepts (e.g., numerical operations: addition/subtraction of 2-
digit numbers; counting and performing simple computations with coins)
   GA0420 - Grade level appropriate science topics (e.g., plant and animal characteristics)
   GA0440 - Exchange basic information about the main characters, main idea, and setting from age-appropriate,
culturally authentic selections.
   GA0460 - Presentational Mode (spoken or written communication for an audience)
   GA0480 - Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.
   GA0500 - Copy/write words, phrases, or simple guided texts on familiar topics.
   GA0520 - Grade level appropriate mathematics concepts (e.g., calendar/time; color/shape/size of objects)
   GA0540 - Grade level appropriate science concepts (e.g., comparing and contrasting living and nonliving
things)
   GA0560 - Present orally or in writing information from age-appropriate, culturally authentic selections.
   GA0580 - Grade level appropriate language arts literacy activities (e.g., contributing to teacher-directed shared
writing activities; illustrating stories, or drawing and labeling pictures, charts, or diagrams)
   GA0600 - Name and label tangible products and imitate practices from the target culture.
   GA0620 - Grade level appropriate visual and performing arts activities (e.g., song, dance, and drama of the
target culture)
   GA0640 - Grade level appropriate social studies activities (e.g., participation in culturally authentic experiences
such as preparing and eating meals and snacks, playing authentic games, holiday celebrations)
   GA0660 - Novice-High Learner Range
   GA0680 - According to ACTFL, students who have begun the study of a second language in kindergarten in a
program that meets a minimum of 3 times a week for thirty minutes, and continue the study of that language in
subsequent grades in a program that meets for the same time allocations, should meet the following cumulative
progress indicators by the end of Grade 4.
   GA0700 - GRADE 4INTERPRETIVE MODE (UNDERSTANDING AND INTERPRETATION OF SPOKEN
OR WRITTEN COMMUNICATION)
   GA0720 - Demonstrate comprehension of a series of oral directions, commands, and requests through
appropriate physical response.
   GA0740 - Recognize common gestures, intonation, and other visual or auditory cues of the target-culture.
   GA0760 - Identify people, places, objects, and activities in daily life based on oral or written descriptions.
   GA0780 - Comprehend short conversations and brief written messages on familiar topics.
   GA0800 - Messages contained in media (e.g., illustrated texts, posters or advertisements)
   GA0820 - Connect the learning of the target language to information studied in other core content areas.
   GA0840 - Grade level appropriate visual and performing arts topics (e.g., famous artists and works of art)
   GA0860 - Grade level appropriate mathematics concepts (e.g., symbols for currency and appropriate place value
as used in the target culture)
   GA0880 - Grade level appropriate science topics (e.g., life cycle of plants and animals)
   GA0900 - Demonstrate comprehension of the main idea, and identify the principal characters in readings from
age-appropriate, culturally authentic selections.
   GA0920 - Interpersonal Mode (direct oral or written communication)
   GA0940 - Give and follow a series of oral directions, commands, and requests for participating in age-
appropriate classroom and cultural activities.
   GA0960 - Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture
during daily interactions.
   GA0980 - Ask and respond to questions, make requests, and express preferences in various social situations
using learned expressions and strings of sentences.
   GA1000 - Participate in guided conversations on a variety of familiar topics and/or topics studied in other core
content areas.
   GA1020 - Grade level appropriate math concepts (e.g., buying/selling transactions)
   GA1040 - Grade level appropriate health topics (e.g., basic human needs such as food, shelter, and clothing)
   GA1060 - Grade level appropriate social studies topics (e.g., geographical landmarks in home and target culture)
   GA1080 - Grade level science topics (e.g., scientists/inventors from the target culture(s) and their contributions)
   GA1100 - Identify the main characters, main idea, setting, and important events found in age-appropriate,
culturally authentic texts.
   GA1120 - Presentational Mode (spoken or written communication for an audience)
   GA1140 - Create and present orally or in writing brief messages, poems, rhymes, songs, short plays, or role-
plays using familiar vocabulary in a guided format.
   GA1160 - Describe in writing using a guided format people and things from the home/school environment.
   GA1180 - Tell or retell stories using a guided format from age-appropriate, culturally authentic selections orally
or in writing.
   GA1200 - Tell or write about products of the target culture and simulate common cultural practices.
   GA1220 - Grade level appropriate social studies topics (e.g., culinary contributions, crafts, or artifacts from the
target cultures)
   GA1240 - GRADE 8INTERPRETIVE MODE (UNDERSTANDING AND INTERPRETATION OF SPOKEN
OR WRITTEN COMMUNICATION)
   GA1260 - Demonstrate comprehension of oral and written instructions connected to daily activities through
appropriate responses.
   GA1280 - Compare and contrast the use of verbal and non-verbal etiquette in the target culture with their own
culture in the use of gestures, intonation, and other visual and auditory clues.
   GA1300 - Eye contact and interpersonal social distance
   GA1320 - Table manners and telephone practices
   GA1340 - Discuss people, places, objects, and daily activities based on oral or written descriptions.
   GA1360 - Grade level appropriate social studies topics (e.g., famous historical and contemporary personalities
from the target culture; regions, cities, historical and cultural sites in the target country; events from U.S. history
and target culture history from a specific era)
   GA1380 - Comprehend conversations and written information on a variety of topics.
   GA1400 - Academic and social interests
   GA1420 - Current or past issues and events at home or in the target country
   GA1440 - Apply knowledge and skills gained in other core content areas to the learning of the target language.
   GA1460 - Grade level appropriate social studies topics (e.g., converting maps into appropriate graphics to
display geographical information about the target culture country)
   GA1480 - Grade level appropriate health topics (e.g., comparing and contrasting health concerns that occur
during adolescence in the target culture with their own culture)
   GA1500 - Grade level appropriate mathematics concepts (e.g., selecting and using appropriate units of metric
measurement to solve real-life problems)
   GA1520 - Grade level appropriate science concepts (e.g., evaluating authentic weather reports from different
regions of the target country to predict weather conditions)
   GA1540 - Identify the main idea and theme, and describe the main characters and setting in readings from age-
appropriate, culturally authentic selections.
   GA1560 - Compare and contrast unique linguistic elements in English and the target language.
   GA1580 - Grade level appropriate language arts literacy topics/concepts (e.g., time and tense relationships;
commonly used words and phrases; idiomatic expressions)
   GA1600 - Interpersonal Mode (direct spoken or written communication)
   GA1620 - Give and follow a series of oral and written directions, commands, and requests for participating in
age-appropriate classroom and cultural activities.
   GA1640 - Use appropriate gestures, intonation and common idiomatic expressions of the target culture in
familiar situations.
   GA1660 - Ask and respond to factual and interpretive questions of a personal nature or on school-related topics.
   GA1680 - Reactions to an incident occurring in school or an event taking place in the school, community, or
world
   GA1700 - Grade level appropriate science topics (e.g., characteristics and shared characteristics of major
categories of organisms)
   GA1720 - Grade level appropriate social studies concepts (e.g., the role of the target culture country in
colonization and exploration of the Americas or in the American Revolution)
   GA1740 - Engage in short conversations about personal experiences or events, and/or topics studied in other
core content areas.
   GA1760 - Grade level social studies topics (e.g., family celebrations and coming of age customs)
   GA1780 - Describe the main characters, setting, and important events from age-appropriate, culturally authentic
selections both orally and in writing.
   GA1800 - Identify professions and careers that require proficiency in a language other than English
   GA1820 - Career preparation skills needed to engage in these professions
   GA1840 - Presentational Mode (spoken or written communication for an audience)
   GA1860 - Present student-created and/or authentic short plays, skits, poems, songs, stories or reports.
   GA1880 - Grade level appropriate visual and performing arts, language arts and career education (e.g., staging a
dramatic presentation of a significant aspect of the life of an important person in the target culture; doing an oral
presentation on a famous person, place, or event from target culture supported by research obtained in the target
language; creating a visual representation of region or country supported by technological resources and other
media)
   GA1900 - Use language creatively in writing to response to a variety of oral or visual prompts.
   GA1920 - Grade level appropriate language arts literacy topics and career education skills (e.g., writing short,
well-organized essays on personal and school-related topics; writing letters in response to ads in local or target
language newspapers)
   GA1940 - Engage in a variety of oral and written tasks using age-appropriate culturally authentic selections.
   GA1960 - Grade level appropriate language arts literacy topics (e.g., summary of the plot and characters;
dramatization of principal scenes in the text; role-playing a film critic to express opinions about the text)
   GA1980 - Describe orally, in writing, or through simulation, similarities and differences among products and
practices found in the target culture with their own.
   GA2000 - Grade level appropriate language arts literacy and social studies topics (e.g., origin and development
of a product or practice; physical characteristics of the product; use of the product within the culture; role-playing
cultural practices)
   GA2020 - GRADE 12 INTERPRETIVE MODE (UNDERSTANDING AND INTERPRETATION OF
SPOKEN OR WRITTEN COMMUNICATION)
   GA2040 - Demonstrate an understanding of spoken and written language, as expressed by speakers of the target
language in formal and informal settings through appropriate responses.
   GA2060 - Compare and contrast the use of verbal and non-verbal etiquette in the target culture with their own
culture to perform a variety of functions.
   GA2080 - Persuading, negotiating, offering advice
   GA2100 - Analyze the historical and political contexts that connect/have connected famous people, places and
events from the target culture with the U.S.
   GA2120 - Synthesize information from oral and written discourse dealing with a variety of topics.
   GA2140 - Television and cinema presentations
   GA2160 - Teen and adult social interactions
   GA2180 - Trends in education and business
   GA2200 - Apply knowledge and skills gained in other core content areas to interpret information on topics
related to the study of the target language and culture.
   GA2220 - Grade level appropriate social studies topics and career education and consumer, family and life skills
(e.g., drawing conclusions about political, economic and societal patterns in the target culture country through the
use of technological data obtained using authentic sources in the target language)
   GA2240 - Analyze and critique readings from authentic texts and/or from a variety of art genres.
   GA2260 - Main ideas, theme and supportive details
   GA2280 - Roles and significance of main characters
   GA2300 - Use of figurative language (e.g., symbolism, connotation and denotation)
   GA2320 - Analyze elements of the target language and comparable linguistic elements in English.
   GA2340 - Influence of languages on each other
   GA2360 - Syntax and morphology
   GA2380 - Interpersonal Mode (direct spoken and written communication)
   GA2400 - Give, respond, and ask for clarification on detailed oral and written directions, commands, and
requests.
   GA2420 - Interact in a variety of situations using culturally appropriate verbal and non-verbal communication
strategies.
   GA2440 - Ask and respond to questions as part of group discussion on topics of personal, academic or social
nature.
   GA2460 - Grade level appropriate health topics (e.g., explaining and supporting an opinion on a societal issue
such as violence or driving under the influence of controlled substances; participating in a panel or debate on a
school-wide problem such as harassment due to gender or sexual orientation)
   GA2480 - Engage in oral and/or written discourse in a variety of time frames on topics of personal or social
interest, or on topics studied in other core content areas.
   GA2500 - Grade level appropriate career education and consumer, family and life skills activities (e.g., college
and job interviews; transactions and negotiations: filling out a business form in the target culture, asking for
telephone service to be connected, demonstrating the ability to seek and apply for a job, compromising with a
parent over a weekend curfew)
   GA2520 - Grade level appropriate health topics (e.g., social issues: dating, behavior at school and non-school
events)
   GA2540 - Grade level appropriate social studies topics (e.g., analysis of the economic, scientific and political
factors that led to the age of European exploration and the commercial revolution)
   GA2560 - Analyze and critique a variety of culturally authentic selections.
   GA2580 - Reflection of target culture in text
   GA2600 - Purpose, message and style of the author
   GA2620 - Use of figurative language
   GA2640 - Political or social impact and relevance to self
   GA2660 - Use language in a variety of settings to further personal and/or career goals.
   GA2680 - Grade level appropriate career education and consumer, family, and life skills activities (e.g.,
participation in career exploration, competitive events in the target language, community service, or school-to-
work projects that use the target language and knowledge of its culture)
   GA2700 - Presentational Mode (spoken and written communication for an audience)
   GA2720 - Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or
exposure to perspectives from the target culture.
   GA2740 - Grade level appropriate health topics (e.g., problems and issues encountered in late adolescence)
   GA2760 - Grade level appropriate language arts literacy topics (e.g., themes found in fiction and nonfiction such
as hope, death, love, loyalty, honor, courage)
   GA2780 - Grade level appropriate career education and consumer, family, and life skills activities (e.g., media
presentation to "teach a class" about a specific topic related to other core content areas and/or the target culture)
   GA2800 - Use language creatively in writing for a variety of purposes.
   GA2820 - Grade level appropriate language arts literacy activities (e.g., writing a letter to the editor, an editorial
or an op-ed piece in the target language for a newspaper or magazine; writing a research paper using target
language sources)
   GA2840 - Explain the structural elements and/or cultural perspectives of authentic selections.
   GA2860 - Grade level appropriate language arts literacy activities (e.g., summary or retelling the selection with
substantive description and detail; analysis of character, theme and setting and how it reflects the target culture)
   GA2880 - Explain the perspectives of the target culture(s) as evidenced by their products and practices and
compare those with home cultural perspectives.
   GA2900 - Grade level appropriate social studies topics (e.g., attitudes and beliefs of the culture that influenced
the development of its products or practices: esthetics, concept of time, sex roles, rights and duties, etc.; how a
particular product or practice of the target culture compares with a similar product or practice in the U.S.)
   GA2920 - Grade level appropriate science topics (e.g., impact of the environment and natural resources on the
development of the products and practices of the target culture)
    GB0000 - STANDARD 7.2 (CULTURE) ALL STUDENTS WILL DEMONSTRATE AN
UNDERSTANDING OF THE PERSPECTIVES OF A CULTURE(S) THROUGH EXPERIENCES WITH ITS
PRODUCTS AND PRACTICES.
   GB0020 - GRADE 2INTERPRETIVE MODE (UNDERSTANDING AND INTERPRETATION OF SPOKEN
OR WRITTEN COMMUNICATION)
   GB0040 - Identify daily practices of people in the target culture(s).
   GB0060 - Identify basic geographical features and some common landmarks in countries where the target
language is spoken.
   GB0080 - Identify aspects of the target culture(s) presented in photographs, children's books, and plays.
   GB0100 - Identify distinctive cultural products of the target culture(s).
   GB0120 - Interpersonal Mode (direct spoken and written communication)
   GB0140 - Imitate culturally appropriate etiquette in verbal and nonverbal communication during greetings,
leave-takings, and daily classroom interactions.
   GB0160 - Participate in a variety of oral and/or written activities after listening to age-appropriate, culturally
authentic selections.
   GB0180 - Presentational Mode (spoken and written communication for an audience)
   GB0200 - Reproduce a variety of tangible products typical of the target culture(s).
   GB0220 - Identify and reproduce expressive products typical of the target culture(s).
   GB0240 - . Participate in age-appropriate activities related to special events celebrated in the target culture(s).
   GB0260 - GRADE 4INTERPRETIVE MODE (UNDERSTANDING AND INTERPRETATION OF SPOKEN
OR WRITTEN COMMUNICATION)
   GB0280 - Compare daily practices of people in the target culture(s) with their own.
   GB0300 - Describe the geographical features, types and effects of climate in countries where the target language
is spoken.
   GB0320 - Identify aspects of culture presented in photographs, plays, or films.
   GB0340 - Identify common tangible and intangible cultural products of the target culture(s).
   GB0360 - Interpersonal Mode (direct spoken and written communication)
   GB0380 - Imitate culturally appropriate etiquette in verbal and non-verbal communication during greetings,
leave-takings, and common social situations.
   GB0400 - Participate in a variety of oral and/or written activities after listening to and/or reading age-
appropriate, culturally authentic selections.
   GB0420 - Presentational Mode (spoken and written communication for an audience)
   GB0440 - Compare and contrast similarities and differences between tangible products of the target culture(s)
and their own.
   GB0460 - Describe and reproduce expressive products of the target culture(s).
   GB0480 - Participate in activities related to special events celebrated in the target culture(s) and make
comparisons with the U.S.
   GB0500 - GRADE 8INTERPRETIVE MODE (UNDERSTANDING AND INTERPRETATION OF SPOKEN
OR WRITTEN COMMUNICATION)
   GB0520 - Explain how the attitudes and beliefs (perspectives) of the target culture(s) are reflected in cultural
practices.
   GB0540 - Investigate how geography and climate influence the lives of people in the target culture(s) country
(ies).
   GB0560 - Show the relationship between the cultural characteristics found in films or videos to the cultural
perspectives of the target culture(s).
   GB0580 - Examine tangible products of the target culture(s) and begin to infer why people produce and use
them.
   GB0600 - Interpersonal Mode (direct spoken and written communication) 1. Use culturally appropriate etiquette
in verbal and non-verbal communication in a variety of social situations.
   GB0620 - Discuss various elements of age-appropriate, culturally authentic selections and identify how they
reflect certain aspects of the target culture.
   GB0640 - Demonstrate and discuss in some detail observable patterns of behavior and social conventions of the
peer group in the target culture(s) and make comparisons with the U.S.
   GB0660 - Discuss the characteristics of the school community in the target culture and compare with those in
the U.S.
   GB0680 - Describe past and present issues, events, and/or trends from the target culture perspective and the U.S.
perspective.
   GB0700 - Presentational Mode (spoken and written communication for an audience)
   GB0720 - Present the results of research showing the extent of diversity in products and practices that exist
within the target language/culture(s).
   GB0740 - Prepare an analysis showing how expressive products or innovations of the target culture(s) influence
the global community.
   GB0760 - GRADE 12 INTERPRETIVE MODE (UNDERSTANDING AND INTERPRETATION OF
SPOKEN OR WRITTEN COMMUNICATION)
   GB0780 - Analyze how the changing economic and political environment influences the development of new
products and contemporary practices in the target culture.
   GB0800 - Compare and contrast how the target country(ies) and the U.S. deal with current environmental issues.
   GB0820 - Compare and contrast varying perspectives that exist in different target cultures as seen in television,
film and other forms of the media.
   GB0840 - Compare and contrast tangible products of the target culture(s) to their own culture and formulate a
rationale about why people produce and use them.
   GB0860 - Interpersonal Mode (direct spoken and written communication)
   GB0880 - Interact in a wide range of social and professional contexts that reflect both peer-group and adult
activities within the culture studied, using appropriate etiquette in verbal or non-verbal communication.
   GB0900 - Discuss culturally authentic selections listened to, read, or viewed to demonstrate insights gained into
the products, practices and perspectives of the target culture(s).
   GB0920 - Compare and contrast for discussion common social practices in the U.S. and target culture(s) related
to universal life events, such as birth, marriage, and death.
   GB0940 - Analyze for discussion observable patterns of behavior and social conventions of various age groups
in the target culture(s) and compare them with the U.S.
   GB0960 - Analyze for discussion relationships among past and current economic and political structures and
their impact on the perspectives of the culture(s) studied.
   GB0980 - Presentational Mode (spoken and written communication for an audience)
   GB1000 - Develop a persuasive rationale showing how the study of the target language and its culture(s)
influences attitudes and views on diversity.
   GB1020 - Simulate activities characteristic of the transition between high school and the workplace/university in
the target culture.
H00000 - TECHNOLOGICAL LITERACY (NJ)
    HA0000 - STANDARD 8.1 (COMPUTER AND INFORMATION LITERACY ) ALL STUDENTS WILL
USE COMPUTER APPLICATIONS TO GATHER AND ORGANIZE INFORMATION AND TO SOLVE
PROBLEMS.
   HA0020 - GRADE 4BASIC COMPUTER SKILLS AND TOOLS
   HA0040 - Use basic technology vocabulary.
   HA0060 - Use basic features of an operating system (e.g., accessing programs, identifying and selecting a
printer, finding help).
   HA0080 - Input and access text and data, using appropriate keyboarding techniques or other input devices.
   HA0100 - Produce a simple finished document using word processing software.
   HA0120 - Produce and interpret a simple graph or chart by entering and editing data on a prepared spreadsheet
template.
   HA0140 - Create and present a multimedia presentation using appropriate software.
   HA0160 - Create and maintain files and folders.
   HA0180 - Use a graphic organizer.
   HA0200 - Use basic computer icons.
   HA0220 - Application of Productivity Tools
   HA0240 - Social Aspects
   HA0260 - Discuss the common uses of computer applications and identify their advantages and disadvantages.
   HA0280 - Recognize and practice responsible social and ethical behaviors when using technology, and
understand the consequences of inappropriate use including:
   HA0300 - Internet access
   HA0320 - Copyrighted materials
   HA0340 - On-line library resources
   HA0360 - Personal security and safety issues
   HA0380 - Practice appropriate Internet etiquette.
   HA0400 - Recognize the ethical and legal implications of plagiarism of copyrighted materials.
   HA0420 - Recognize the need for accessing and using information.
   HA0440 - Identify and use web browsers, search engines, and directories to obtain information to solve real
world problems.
   HA0460 - Locate specific information by searching a database.
   HA0480 - Recognize accuracy and/or bias of information.
   HA0500 - Problem Solving and Decision Making
   HA0520 - Solve problems individually and/or collaboratively using computer applications.
   HA0540 - Identify basic hardware problems and solve simple problems.
   HA0560 - GRADE 8BASIC COMPUTER SKILLS AND TOOLS
   HA0580 - Use appropriate technology vocabulary.
   HA0600 - Use common features of an operating system (e.g., creating and organizing files and folders).
   HA0620 - Demonstrate effective input of text and data, using touch keyboarding with proper technique.
   HA0640 - Input and access data and text efficiently and accurately through proficient use of other input devices,
such as the mouse.
   HA0660 - Create documents with advanced text-formatting and graphics using word processing.
   HA0680 - Create a file containing customized information by merging documents.
   HA0700 - Construct a simple spreadsheet, enter data, and interpret the information.
   HA0720 - Design and produce a basic multimedia project.
   HA0740 - Plan and create a simple database, define fields, input data, and produce a report using sort and query.
   HA0760 - Use network resources for storing and retrieving data.
   HA0780 - Choose appropriate electronic graphic organizers to create, construct, or design a document.
   HA0800 - Create, organize and manipulate shortcuts.
   HA0820 - Application of Productivity Tools
   HA0840 - Social Aspects
   HA0860 - Demonstrate an understanding of how changes in technology impact the workplace and society.
   HA0880 - Exhibit legal and ethical behaviors when using information and technology, and discuss consequences
of misuse.
   HA0900 - Explain the purpose of an Acceptable Use Policy and the consequences of inappropriate use of
technology.
   HA0920 - Describe and practice safe Internet usage.
   HA0940 - Describe and practice "etiquette" when using the Internet and electronic mail.
   HA0960 - Choose appropriate tools and information resources to support research and solve real world
problems, including but not limited to:
   HA0980 - On-line resources and databases
   HA1000 - Search engines and subject directories
   HA1020 - Evaluate the accuracy, relevance, and appropriateness of print and non-print electronic information
sources.
   HA1040 - Problem Solving and Decision Making
   HA1060 - Use computer applications to modify information independently and/or collaboratively to solve
problems.
   HA1080 - Identify basic hardware problems and demonstrate the ability to solve common problems.
   HA1100 - Determine when technology tools are appropriate to solve a problem and make a decision.
   HA1120 - GRADE 12 BASIC COMPUTER SKILLS AND TOOLS
   HA1140 - Create a multi-page document with citations using word processing software in conjunction with
other tools that demonstrates the ability to format, edit, and print.
   HA1160 - Create documents including a resume and a business letter using professional format.
   HA1180 - Construct a spreadsheet, enter data, use mathematical or logical functions to manipulate and process
data, generate charts and graphs, and interpret the results.
   HA1200 - Given a database, define fields, input data from multiple records, produce a report using sort and
query, and interpret the data.
   HA1220 - Produce a multimedia project using text, graphics, moving images, and sound.
   HA1240 - Produce and edit page layouts in different formats using desktop publishing and graphics software.
   HA1260 - Develop a document or file for inclusion into a website or web page.
   HA1280 - Discuss and/or demonstrate the capability of emerging technologies and software in the creation of
documents or files.
   HA1300 - Merge information from one document to another.
   HA1320 - Application of Productivity Tools
   HA1340 - Describe the potential and implications of contemporary and emerging computer applications for
personal, social, lifelong learning, and workplace needs.
   HA1360 - Exhibit legal and ethical behaviors when using information and technology, and discuss consequences
of misuse.
   HA1380 - Make informed choices among technology systems, resources, and services in a variety of contexts.
   HA1400 - Use appropriate language when communicating with diverse audiences using computer and
information literacy.
   HA1420 - Select and use specialized databases for advanced research to solve real world problems.
   HA1440 - Identify new technologies and other organizational tools to use in personal, home, and/or work
environments for information retrieval, entry, and presentation.
   HA1460 - Evaluate information sources for accuracy, relevance, and appropriateness.
   HA1480 - Compose, send, and organize e-mail messages with and without attachments.
   HA1500 - Problem-Solving and Decision Making
   HA1520 - Create and manipulate information, independently and/or collaboratively, to solve problems and
design and develop products.
   HA1540 - Identify, diagnose, and suggest solutions for non-functioning technology systems.
   HA1560 - Identify a problem in a content area and formulate a strategy to solve the problem using
brainstorming, flowcharting, and appropriate resources.
   HA1580 - Integrate new information into an existing knowledge base and communicate the results in a project
or presentation.
   HB0000 - STANDARD 8.2 (TECHNOLOGY EDUCATION) ALL STUDENTS WILL DEVELOP AN
UNDERSTANDING OF THE NATURE AND IMPACT OF TECHNOLOGY, ENGINEERING,
TECHNOLOGICAL DESIGN, AND THE DESIGNED WORLD AS THEY RELATE TO THE INDIVIDUAL,
SOCIETY, AND THE ENVIRONMENT.
   HB0020 - Nature and Impact of Technology
   HB0040 - Design Process and Impact Assessment
   HB0060 - Systems in the Designed World
   HB0080 - Nature and Impact of Technology
   HB0100 - Describe the nature of technology and the consequences of technological activity.
   HB0120 - Describe how components of a technological product, system, or environment interact.
   HB0140 - Describe how one technological innovation can be applied to solve another human problem that
enhances human life or extends human capability.
   HB0160 - Describe how technological activity has an affect on economic development, political actions, and
cultural change.
   HB0180 - Explain the cultural and societal effects resulting from the dramatic increases of knowledge and
information available today.
   HB0200 - Design Process and Impact Assessment
   HB0220 - Demonstrate and explain how the design process is not linear.
   HB0240 - Use hands on activities to analyze products and systems to determine how the design process was
applied to create the solution.
   HB0260 - Identify a technological problem and use the design process to create an appropriate solution.
   HB0280 - Describe how variations in resources can affect solutions to a technological problem.
   HB0300 - Select and safely use appropriate tools and materials in analyzing, designing, modeling or making a
technological product, system or environment.
   HB0320 - Systems in the Designed World
   HB0340 - Explain technological advances in medical, agricultural, energy and power, information and
communication, transportation, manufacturing, and construction technologies.
   HB0360 - Explain reasons why human-designed systems, products, and environments need to be monitored,
maintained, and improved to ensure safety, quality, cost efficiency, and sustainability.
   HB0380 - Explain the functions and interdependence of subsystems such as waste disposal, water purification,
electrical, structural, safety, climatic control, and communication. Building upon knowledge and skills gained in
preceding grades, by the end of Grade 12, students electing courses in technology education will:
   HB0400 - Nature and Impact of Technology
   HB0420 - Use appropriate data to discuss the full costs, benefits and trade-offs, and risks related to the use of
technologies.
   HB0440 - Explain how technological development is affected by competition through a variety of management
activities associated with planning, organizing, and controlling the enterprise.
   HB0460 - Provide various examples of how technological developments have shaped human history.
   HB0480 - Design Process and Impact Assessment
   HB0500 - Analyze a given technological product, system, or environment to understand how the engineering
design process and design specification limitations influenced the final solution.
   HB0520 - Evaluate the function, value, and appearance of technological products, systems, and environments
from the perspective of the user and the producer.
   HB0540 - Develop methods for creating possible solutions, modeling and testing solutions, and modifying
proposed design in the solution of a technological problem using hands-on activities.
   HB0560 - Use a computer assisted design (CAD) system in the development of an appropriate design solution.
   HB0580 - Diagnose a malfunctioning product and system using appropriate critical thinking methods.
   HB0600 - Create a technological product, system, or environment using given design specifications and
constraints by applying design and engineering principles.
   HB0620 - Systems in the Designed World
   HB0640 - Explain the life cycle of a product from initial design to reuse, recycling, remanufacture, or final
disposal, and its relationship to people, society, and the environment, including conservation and sustainability
principles.
   HB0660 - Analyze the factors that influence design of products, systems, and environments.
   HB0680 - Compare and contrast the effectiveness of various products, systems, and environments associated
with technological activities in energy, transportation, manufacturing, and information and communication.
J00000 - CAREER EDUCATION AND CONSUMER, FAMILY, AND LIFE SKILLS (NJ)
    JA0000 - STANDARD 9.1: (CAREER AND TECHNICAL EDUCATION) ALL STUDENTS WILL
DEVELOP CAREER AWARENESS AND PLANNING, EMPLOYABILITY SKILLS, AND FOUNDATIONAL
KNOWLEDGE NECESSARY FOR SUCCESS IN THE WORKPLACE.
   JA0020 - GRADE 4CAREER AWARENESS AND PLANNING
   JA0040 - Describe various life roles and work-related activities in the home, community, and school.
   JA0060 - Identify abilities and skills associated with various careers.
   JA0080 - Identify reasons people work and how work habits impact the quality of one's work.
   JA0100 - Employability Skills
   JA0120 - Describe and demonstrate the importance of personal and interpersonal skills.
   JA0140 - Identify positive work habits and attitudes necessary for home, community, and school.
   JA0160 - Identify reasons for working as part of a team.
   JA0180 - GRADE 8CAREER AWARENESS AND PLANNING
   JA0200 - Demonstrate the ability to distinguish between job, occupation, and career.
   JA0220 - Outline the steps in the career planning process.
   JA0240 - Apply research skills to career exploration.
   JA0260 - Analyze personal interests, abilities, and skills through various measures including self assessments.
   JA0280 - Explore careers using hands-on real life experiences within the sixteen States' Career Clusters.
   JA0300 - Develop an individual career plan and include in a portfolio.
   JA0320 - Plan and conduct a cooperative project that addresses one of the problems faced by the school and/or
community.
   JA0340 - Employability Skills
   JA0360 - Research local and state employment opportunities.
   JA0380 - Develop an employment package that includes a job application, letter of interest, and resume.
   JA0400 - Demonstrate job-seeking skills.
   JA0420 - Describe and demonstrate appropriate work habits and interpersonal skills needed to obtain and retain
employment.
   JA0440 - Compare and contrast possible choices based on identified/perceived strengths, goals, and interests.
   JA0460 - Identify and develop skills that are transferable from one occupation to another.
   JA0480 - GRADE 12 CAREER AWARENESS/PREPARATION
   JA0500 - Re-evaluate personal interests, abilities, and skills through various measures including self
assessments.
   JA0520 - Evaluate academic and career skills needed in various career clusters.
   JA0540 - Analyze factors that can impact an individual's career.
   JA0560 - Review and update their career plan and include the plan in a portfolio.
   JA0580 - Research current advances in technology that apply to a selected occupational career cluster.
   JA0600 - Employability Skills
   JA0620 - Assess personal qualities that are needed to obtain and retain a job related to career clusters.
   JA0640 - Communicate and comprehend written and verbal thoughts, ideas, directions, and information relative
to educational and occupational settings.
   JA0660 - Select and utilize appropriate technology in the design and implementation of teacher-approved
projects relevant to occupations and/or higher educational settings.
   JA0680 - Evaluate the following academic and career skills as they relate to home, school, community, and
employment:
   JA0700 - Communication
   JA0720 - Punctuality
   JA0740 - Time management
   JA0760 - Organization
   JA0780 - Decision making
   JA0800 - Goal setting
   JA0820 - Resources allocation
   JA0840 - Fair and equitable competition
   JA0860 - Safety
   JA0880 - Employment application skills
   JA0900 - Teamwork
   JA0920 - Demonstrate teamwork and leadership skills that include student participation in real world
applications of career and technical education skills.
   JA0940 - All students electing further study in career and technical education will also:
   JA0960 - Participate in a structured learning experience that demonstrates interpersonal communication,
teamwork, and leadership skills.
   JA0980 - Participate in simulated industry assessments, when and where appropriate.
   JA1000 - Prepare industry-specific technical reports/projects that incorporate graphic aids, when and where
appropriate.
   JA1020 - Demonstrate occupational health and safety skills related to industry-specific activities.
    JB0000 - STANDARD 9.2 (CONSUMER, FAMILY, AND LIFE SKILLS) ALL STUDENTS WILL
DEMONSTRATE CRITICAL LIFE SKILLS IN ORDER TO BE FUNCTIONAL MEMBERS OF SOCIETY.
   JB0020 - GRADE 4CRITICAL THINKING
   JB0040 - Recognize and define a problem.
   JB0060 - Plan and follow steps to make choices and decisions.
   JB0080 - Identify and access print and non-print resources that can be used to help solve problems.
   JB0100 - Demonstrate brainstorming skills.
   JB0120 - Self-Management
   JB0140 - Demonstrate an understanding of the relationship between personal behavior and self-image.
   JB0160 - Recognize and build upon personal strengths.
   JB0180 - Accept criticism and respond constructively.
   JB0200 - Recognize personal likes and dislikes.
   JB0220 - Demonstrate steps to deal with stress and conflict.
   JB0240 - Interpersonal Communication
   JB0260 - Develop positive social skills to interact with others.
   JB0280 - Select and use language appropriate to the situation.
   JB0300 - Develop skills for accepting self and others through awareness of different cultures, lifestyles, and
attitudes.
   JB0320 - Practice steps for effective conflict resolution.
   JB0340 - Work cooperatively with others to accomplish a task.
   JB0360 - Character Development and Ethics
   JB0380 - Demonstrate character traits that are important in day-to-day activities in the home, school, and
community such as trust, responsibility, respect, fairness, caring, and citizenship.
   JB0400 - Conduct a cooperative activity or project that addresses a character trait.
   JB0420 - Identify ethical behaviors in the home, school, and community.
   JB0440 - Explain a person's responsibility to obey the laws and rules.
   JB0460 - Consumer and Personal Finance
   JB0480 - Demonstrate a basic understanding of the value of money.
   JB0500 - Identify various sources of money for personal spending.
   JB0520 - Explore the relationship among wants, needs, and resources.
   JB0540 - Understand that prices of goods and services can be compared to make decisions about purchases.
   JB0560 - Explain how people can improve their ability to earn income by gaining new knowledge, skills, and
experiences.
   JB0580 - Describe how to earn and save money in order to purchase a desired item.
   JB0600 - Safety
   JB0620 - Identify common hazards associated with home, school, and community.
   JB0640 - Explain how common hazards can be eliminated in the home, school, and community.
   JB0660 - Describe and demonstrate the safe use of tools and equipment used at home and at school.
   JB0680 - GRADE 8CRITICAL THINKING
   JB0700 - Communicate, analyze data, apply technology, and problem solve.
   JB0720 - Describe how personal beliefs and attitudes affect decision-making.
   JB0740 - Identify and assess problems that interfere with attaining goals.
   JB0760 - Recognize bias, vested interest, stereotyping, and the manipulation and misuse of information.
   JB0780 - Practice goal setting and decision-making in areas relative to life skills.
   JB0800 - Self-Management
   JB0820 - Develop and implement a personal growth plan that includes short- and long-term goals to enhance
development.
   JB0840 - Demonstrate responsibility for personal actions and contributions to group activities.
   JB0860 - Explain the need for, and advantages of, lifelong learning.
   JB0880 - Interpersonal Communication
   JB0900 - Demonstrate respect and flexibility in interpersonal and group situations.
   JB0920 - Organize thoughts to reflect logical thinking and speaking.
   JB0940 - Work cooperatively with others to solve a problem.
   JB0960 - Demonstrate appropriate social skills within group activities.
   JB0980 - Practice the skills necessary to avoid physical and verbal confrontation in individual and group
settings.
   JB1000 - Participate as a member of a team and contribute to group effort.
   JB1020 - Character Development and Ethics
   JB1040 - Explain and demonstrate how character and behavior affects and influences the actions of others in the
home, school, and community.
   JB1060 - Describe and demonstrate appropriate character traits, social skills, and positive attitudes needed for
the home, school, community, and workplace.
   JB1080 - List problems and their causes, effects, and solutions that are faced in the home, school, and/or
community.
   JB1100 - Describe how personal ethics influence decision making.
   JB1120 - Consumer and Personal Finance Skills
   JB1140 - Identify and demonstrate personal finance skills in checkbook maintenance and investing.
   JB1160 - Construct a simple personal savings/spending plan.
   JB1180 - Understand that people make financial choices that have costs, benefits, and consequences.
   JB1200 - Explain the difference in cost between cash and credit purchases.
   JB1220 - Compare prices of similar items from different sellers.
   JB1240 - Safety
   JB1260 - Demonstrate appropriate safety procedures for hands-on experiences.
   JB1280 - Demonstrate the use of recommended safety and protective devices.
   JB1300 - Describe appropriate response procedures for emergency situations.
   JB1320 - GRADE 12 CRITICAL THINKING
   JB1340 - Apply communications and data analysis to the problem-solving and decision making processes in a
variety of life situations.
   JB1360 - Describe and apply constructive responses to criticism.
   JB1380 - Apply the use of symbols, pictures, graphs, objects, and other visual information to a selected project
in academic and/or occupational settings.
   JB1400 - Recognize bias, vested interest, stereotyping, and the manipulation and misuse of information while
formulating solutions to problems that interfere with attaining goals.
   JB1420 - Apply knowledge and skills needed to use various means of transportation within a community.
   JB1440 - Self-Management
   JB1460 - Revise and update the personal growth plan to address multiple life roles.
   JB1480 - Apply project planning and management skills in academic and/or occupational settings.
   JB1500 - Compare and contrast methods for maximizing personal productivity.
   JB1520 - Interpersonal Communication
   JB1540 - Model interpersonal and effective conflict resolution skills.
   JB1560 - Communicate effectively in a variety of settings with a diverse group of people.
   JB1580 - Character Development and Ethics
   JB1600 - Analyze how character influences work performance.
   JB1620 - Identify and research privileges and duties of citizens in a democratic society.
   JB1640 - Discuss consequences and sanctions when on-the-job rules and laws are not followed.
   JB1660 - Compare and contrast a professional code of ethics or code of conduct from various work fields and
discuss similarities and differences.
   JB1680 - Apply a professional code of ethics to a workplace problem or issue.
   JB1700 - Consumer and Personal Finance
   JB1720 - Analyze factors that influence gross and net income.
   JB1740 - Design, implement, and critique a personal financial plan.
   JB1760 - Discuss how to obtain and maintain credit.
   JB1780 - Prepare and use skills for budget preparation, making predictions about income and expenditures,
income tax preparation, and adjusting spending or expectations based on analysis.
   JB1800 - Use comparative shopping techniques for the acquisition of goods and services.
   JB1820 - Analyze the impact of advertising, peer pressure, and living arrangements on personal purchasing
decisions.
   JB1840 - Evaluate the actions a consumer might take in response to excess debt and personal financial status.
   JB1860 - Analyze the interrelationships between the economic system and consumer actions in a chosen career
cluster.
   JB1880 - Safety
   JB1900 - Engage in an informed discussion about rules and laws designed to promote safety and health.
   JB1920 - Describe and demonstrate basic first aid and safety procedures.
   JB1940 - Analyze the occurrence of workplace hazards.
   JB1960 - Practice the safe use of tools and equipment.
   JB1980 - Implement safety procedures in the classroom and workplace, where appropriate.
   JB2000 - Discuss motor vehicle safety, including but not limited to, New Jersey motor vehicle laws and
regulations, methods of defensive driving, and the importance of personal responsibility on public roads/streets.
L00000 - BEHAVIOR
    LA0000 - CURRICULAR AREA: BEHAVIOR-ATTENDING
   LAB000 - To develop attending skills
   LAC000 - To increase attending skills
   LAC010 - visually attend to an adult
   LAC020 - visually attend to a peer
   LAC030 - visually attend to an object being held up
   LAC040 - visually attend to an object on a table
   LAC050 - visually attend to a picture being held up
   LAC060 - visually attend to a picture on a table
   LAC070 - visually attend to a task on a table
   LAC080 - visually attend to an activity
    LB0000 - CURRICULAR AREA: BEHAVIOR-IN-SEAT
   LBB000 - To develop in-seat behavior
   LBC000 - To increase in-seat behavior
   LBC010 - remain seated during 1:1 instruction time
   LBC020 - remain seated during 2:1 instruction time
   LBC030 - remain seated in a group of 2-3
   LBC040 - remain seated in a group of 4-5
   LBC050 - remain seated in a group of 6 or more
   LBC060 - remain seated in the cafeteria
   LBC070 - remain seated and clam in classroom while sounds occur
    LC0000 - CURRICULAR AREA: BEHAVIOR-WAITING
   LCB000 - To develop waiting skills
   LCC000 - To increase waiting skills
   LCC010 - wait appropriately for a reinforcer
   LCC020 - wait appropriately for a desired item
   LCC030 - wait appropriately for a requested item
   LCC040 - wait appropriately when told "wait"
    LD0000 - CURRICULAR AREA: BEHAVIOR-FUNCTIONAL COMMUNICATION
   LDB000 - To develop functional communication
   LDC000 - To increase functional communication
   LDC010 - verbally request a break
   LDC020 - request a break using a break card
   LDC030 - request a break using an alternative form of communication
   LDC040 - verbally request help
   LDC050 - request help using an alternative form of communication
   LDC060 - say "no" to a peer
   LDC070 - say "no" to a peer using an alternative form of communication
   LDC080 - say "stop" to a peer
   LDC090 - say "stop" to a peer using an alternative form of communication
   LDC100 - verbally gain an adult's attention by calling his/her name
   LDC110 - gain an adult's attention by tapping his/her arm
   LDC120 - verbally gain an adult's attention by raising hand
LDC130 - verbally gain a peer's attention by calling his/her name
LDC140 - gain a peer's attention by tapping his/her arm
LE0000 - CURRICULAR AREA: BEHAVIOR-SOCIAL BEHAVIOR
LEB000 - To increase appropriate social behavior
LEC000 - To develop pro-social skills
LED000 - To increase pro-social skills
LED010 - sit while keeping materials on desk/table
LED020 - carry objects without throwing them
LED030 - sit next to a peer
LED040 - sit appropriately in a group of 2-3 students
LED050 - sit appropriately in a group of 4-5 students
LED060 - sit appropriately in a group of more than 5 students
LED070 - sit appropriately at the cafeteria table
LF0000 - CURRICULAR AREA: BEHAVIOR-CHOICE MAKING
LFB000 - To develop choice-making skills
LFC000 - To increase choice-making skills
LFC010 - make a choice between one desired and one non-desired item/activity
LFC020 - make a choice between at least 2 desired and non-desired items/activities
LFC030 - make a choice between at least 2 desired items/activities
LG0000 - CURRICULAR AREA: BEHAVIOR-TRANSITION
LGB000 - To develop the ability to transition
LGC000 - To increase ability to transition
LGC010 - appropriately transition from one task to another task
LGC020 - appropriately transition from one activity to another activity
LGC030 - appropriately transition from one area of a room to another area of the room
LGC040 - appropriately transition from one room to another room
LGC050 - appropriately transition from individual instruction to a group
LGC060 - appropriately accept a change in routine
LGC070 - appropriately accept a change in a visual schedule
LH0000 - CURRICULAR AREA: BEHAVIOR-AGGRESSIVE BEHAVIOR
LHB000 - To decrease aggressive behavior
LHB010 - decrease hitting behavior
LHB020 - decrease kicking behavior
LHB030 - decrease pinching behavior
LHB040 - decrease scratching behavior
LHB050 - decrease grabbing behavior
LHB060 - decrease banging behavior
LHB070 - decrease spitting behavior
LHB080 - decrease biting behavior
LHB090 - decrease pushing behavior
LHB100 - decrease hair-pulling behavior
LHB110 - decrease behavior of hitting other students
LHB120 - decrease behavior of kicking other students
LHB130 - decrease behavior of pinching other students
LHB140 - decrease behavior of scratching other students
LHB150 - decrease behavior of grabbing other students
LHB160 - decrease behavior of spitting on other students
LHB170 - decrease behavior of biting other students
LHB180 - decrease behavior of pushing other students
LHB190 - decrease behavior of pulling hair of other students
LHB200 - decrease head-butting behavior
LI0000 - CURRICULAR AREA: BEHAVIOR- INAPPROPRIATE
LIB000 - To decrease inappropriate behavior
LIB010 - decrease nail-biting behavior
LIB020 - decrease thumb-sucking behavior
LIB030 - decrease finger-sucking behavior
LIB040 - decrease hand-sucking behavior
LIB050 - decrease behavior of biting objects
LIB060 - decrease behavior of licking objects
LIB070 - decrease behavior of mouthing objects
LIB080 - decrease behavior of putting objects in mouth
LIB090 - decrease behavior of throwing self onto floor
LIB100 - decrease unnecessary touching of objects
LIB110 - decrease unnecessary touching of people
LIB120 - decrease tantrum behavior
LIB130 - decrease flopping behavior
LIB140 - decrease running behavior
LIB150 - decrease screaming behavior
LIB160 - decrease crying behavior
LIB170 - decrease whining behavior
LIB180 - decrease verbal refusal behavior
LIB190 - decrease out of seat behavior
LIB200 - decrease non-compliance behavior
LIB210 - decrease work-avoidance behavior
LIB220 - decrease attention-getting behavior
LIB230 - decrease inappropriate verbalization behavior
LIB240 - decrease inappropriate vocalization behavior
LIB250 - decrease stereotopies
LIB260 - decrease compulsive behavior
LIB270 - decrease behavior of stealing food
LIB280 - decrease behavior of eating off of the floor
LIB290 - decrease behavior of eating out of the garbage
LIB300 - decrease purposeful dropping of objects
LIB310 - decrease purposeful spilling
LIB320 - decrease behavior of knocking over furniture
LIB330 - decrease behavior of throwing furniture
LIB340 - decrease behavior of throwing objects
LIB350 - decrease behavior of throwing materials
LIB360 - decrease behavior of swiping table/desk
LJ0000 - CURRICULAR AREA: BEHAVIOR- DESTRUCTIVE
LJB000 - To decrease destructive behavior
LJB010 - decrease behavior of destroying materials
LJB020 - decrease behavior of ripping books
LJB030 - decrease behavior of ripping paper
LJB040 - decrease behavior of ripping paper off of walls
LJB050 - decrease behavior of ripping clothes
LK0000 - CURRICULAR AREA: BEHAVIOR- SELF-INJURIOUS
LKB000 - To decrease self-injurious behavior
LKB010 - decrease self-injurious hitting behavior
LKB020 - decrease self-injurious biting behavior
LKB030 - decrease self-injurious pinching behavior
LKB040 - decrease self-injurious scratching behavior
LKB050 - decrease self-injurious banging behavior
LKB060 - decrease self-injurious head-banging behavior
LKB070 - decrease self-injurious hair-pulling behavior
LL0000 - CURRICULAR AREA: BEHAVIOR-MONITOR EXTRANEOUS MOVEMENTS
LLB000 - To demonstrate improved ability to calm self and inhibit non-purposeful movements
LLB010 - participate in a stationary activity without extraneous movements
LLB020 - participate in a stationary activity with less than ------- extraneous movements
LLB030 - perform a desktop activity without extraneous movements
LLB040 - participate in a motor activity with less than -----extraneous movements
LM0000 - CURRICULAR AREA: BEHAVIOR-SELF-CONCEPT
LMB000 - To improve self-concept
LMC000 - To increase self-concept
LMC010 - become more assertive in peer interrelationships
LMC020 - decrease fear of failure
LMC030 - reduce general level of anxiety
LMC040 - exhibit pride in accomplishments
LMC050 - increase ability to accept correction and criticism
LMC060 - express emotions using mature methods
LMC070 - share with and confide in peers concerning problems and concerns
LMC080 - express personal needs and desires
LMC090 - become more independent in the performance of activities
LMC100 - learn to respect personal space of others
LMC110 - increase self-respect
LMC120 - express ownership or possession
LMC130 - identify self in the mirror
LMC140 - show pride in achievement
LMC150 - speak positively of self
LMC160 - know name and age
LMC170 - calls attention to own performance and accomplishments
LMC180 - asserts self in socially acceptable ways
LMC190 - demonstrates assertiveness by using phrases such as "Go away", It's mine"
LMC200 - speak in front of others without major discomfort
LMC210 - share with and confide in an adult or counselor concerning problems and concerns
LNA000 - CURRICULAR AREA: BEHAVIOR-INTERPERSONAL RELATIONSHIPS
LNB000 - To improve interpersonal relationships
LNB010 - interact appropriately with peers
LNB020 - listen to others in an acceptable manner
LNB030 - refrain from physical confrontation when frustrated
LNB040 - attempt to make at least one friend
LNB050 - participate in extracurricular activities
LNB060 - cooperate in group activities
LNB070 - respect the rights and feelings of others
LNB080 - act courteously to adults and peers
LNB090 - respond orally in an appropriate manner
LNB100 - take turns during conversation with peers and adults
LO0000 - CURRICULAR AREA: BEHAVIOR
LOB000 - To improve general behavior
LOB010 - accept feedback from authority
LOB020 - accept constructive criticism from peers and adults
LOB030 - accept the consequence of unacceptable behavior
LOB040 - demonstrate courteous behavior to adults and peers
LOB050 - control impulsive behavior
LOB060 - conform acceptably to rule and regulations
LOB070 - demonstrate acceptable behavior in unstructured situations
LOB080 - use appropriate language in social interactions
LOB090 - decrease disruptive behavior
LOB100 - decrease inappropriate attention getting behaviors
LOB110 - identify and avoid potentially dangerous situations
LOB120 - control temper outbursts
LOB130 - control aggressive behavior
   LOB140 - avoid inappropriate touching/physical contacts
   LOB150 - inhibit unnecessary touching of objects or people
   LOB160 - refrain from physical/verbal confrontations
   LOB170 - refrain from physical confrontations even when provoked
   LOB180 - avoid lying/cheating
   LOB190 - use acceptable means to gain attention
    LP0000 - CURRICULAR AREA: BEHAVIOR-SCHOOL
   LPB000 - To improve school behavior
   LPC000 - To demonstrate improved endurance during school activities
   LPC010 - use appropriate volume in class
   LPC020 - demonstrate appropriate behavior in the hallways
   LPC030 - demonstrate appropriate behavior in the classroom
   LPC040 - demonstrate appropriate behavior in the cafeteria
   LPC050 - demonstrate appropriate behavior on the school grounds
   LPC060 - demonstrate appropriate behavior on the bus
   LPC070 - demonstrate appropriate behavior in the bathroom
   LPC080 - demonstrate appropriate behavior during assemblies and on field trips
   LPC090 - demonstrate appropriate behavior in the locker room and gymnasium
   LPC100 - participate in a playground activity
   LPC110 - participate in a classroom activity
   LPC120 - participate in a desktop activity
   LPC130 - participate in a writing activity
   LQA000 - CURRICULAR AREA: BEHAVIORS-CLASSROOM/WORK BEHAVIORS
   LQB000 - develop appropriate classroom behaviors and work habits
   LQC000 - To improve appropriate classroom behaviors and work habits
   LQC010 - will raise hand and remain quiet until called on when the teacher asks a question of the group
   LQC020 - will independently raise hand, remain quiet while waiting for teacher to respond and state need to the
teacher when in need of assistance
   LQC030 - will raise hand to gain attention, remain quiet while waiting for teacher to respond and then ask
question
   LQC040 - will get seatwork folder, any items needed to complete the work, go to desk, complete work, return
materials to place and put seatwork folder in it's correct place when directed to do seatwork
   LQC050 - after completing independent seatwork/activity, will raise hand, remain quiet while waiting for
teacher to respond, then indicate to the teacher that the work/activity is finished
   LQC060 - will wait at desk, remain seated and quiet until the next direction is given after indicating that work is
finished and being told to wait for the next direction
    LR0000 - CURRICULAR AREA: BEHAVIOR-ACADEMIC
   LRB000 - To improve academic behavior
   LRB010 - demonstrate appropriate organizational skills
   LRB020 - complete homework assignments in a timely and acceptable manner
   LRB030 - demonstrate appropriate work/study skills
   LRB040 - complete class work assignments in a timely and acceptable manner
   LRB050 - have materials needed for class
   LRB060 - participate in class discussion
   LRB070 - follow written directions
   LRB080 - follow oral directions
   LRB090 - effectively manage time
   LRB100 - accept responsibility for making up missed assignments
    LS0000 - CURRICULAR AREA: BEHAVIOR-ADULT INTERACTIONS
   LSB000 - To improve adult interaction skills
   LSB010 - ask for a break
   LSB020 - show an awareness of people
   LSB030 - look at adult's face when speaking
   LSB040 - smile or vocalize in response to adult's attention
LSB050 - continue to vocalize when imitated
LSB060 - respond to adult praise, rewards, or promise of rewards
LSB070 - help with simple classroom tasks
LSB080 - greet familiar adults spontaneously
LSB090 - initiate contact with familiar adults
LSB100 - use an adult other than a parent as a resource
LSB110 - ask adult for help as needed
LSB120 - respond to social contact made by familiar adult
LSB130 - explain circumstances, problems
LSB140 - advocate for self
LT0000 - CURRICULAR AREA: BEHAVIOR-PEER INTERACTIONS
LTB000 - To increase peer interaction skills
LTB010 - initiate play with a peer(s)
LTB020 - play independently when peers are present
LTB030 - play alongside a peer in a parallel play situation
LTB040 - participate in group play
LTB050 - share property with others
LTB060 - interact appropriately with peers
LTB070 - play cooperatively with peers O; cooperate in group activities
LTB080 - take turns when playing with a peer
LTB090 - initiate social interactions with peers
LTB100 - participate in competitive play activities
LTB110 - use peers as resources to answers and to solve problems
LTB120 - provide ideas to others as well as accepting their ideas
LTB130 - serve as a leader in peer groups
LU0000 - CURRICULAR AREA: BEHAVIOR-FEELINGS/AFFECT
LUB000 - To increase expressions of feelings/affect
LUC000 - To develop emotional reciprocity
LUC010 - show anticipatory excitement
LUC020 - express emotions
LUC030 - show affection toward people, pets, or possessions
LUC040 - play cooperatively with peers
LUC050 - demonstrate enthusiasm for work and play
LUC060 - show sympathy toward others
LUC070 - comfort peers in distress
LUC080 - express positive attitude toward school
LV0000 - CURRICULAR AREA: BEHAVIOR-COPING
LVB000 - To increase coping skills
LVC000 - To demonstrate effective self-coping skills
LVC010 - generally follow directions related to daily routine
LVC020 - follow rules given by adult when playing a game
LVC030 - comply with adult directives
LVC040 - follow classroom rules and directions
LVC050 - waits turn for teacher's attention
LVC060 - seek alternatives without adult assistance when faced with a problem
LVC070 - demonstrates ability to calm self
LVC080 - indicates need to use a relaxation techniques
LVC090 - cope with criticism and teasing
LVC100 - demonstrate socially acceptable means to cope with criticism and teasing
LVC110 - participate in new situations
LVC120 - use adults to help in handling peer aggression directed toward self
LVC130 - cope in socially acceptable means with peer aggression directed toward self
LVC140 - cooperate when demands and requests are made
LVC150 - identify self by name upon request
   LVC160 - display orientation to familiar places within the environment
   LVC170 - participate in activities and tasks that are perceived as unfamiliar or challenging
   LVC180 - accept assistance during an activity
   LVC190 - adhere to rules and regulations
   LVC200 - seek assistance only after making an effort to independently perform the requested task
   LVC210 - exhibit tolerance and respect for authority
   LVC220 - show physical and verbal respect for others
   LVC230 - accept demonstration and instruction before or during an activity
   LVC240 - willingly change tasks
   LVC250 - exhibit a positive verbal response after competing a task
   LVC260 - exhibit a positive physical response after competing a task
   LVC270 - exhibit a functional level of frustration tolerance during difficult activities
   LVC280 - gather necessary materials in order to complete a task
   LVC290 - maintain socially acceptable eye contact with peers or staff
   LVC300 - direct negative feelings toward the task rather than self or others
   LVC310 - express frustration and/or negative feelings in a socially acceptable manner
   LVC320 - identify strengths and weaknesses of self
   LVC330 - indicate awareness of limitations and strengths by making appropriate choices or judgments regarding
participation in activities
   LVC340 - exhibit assertive behaviors to protect self from physical and emotional harm
   LW0000 - CURRICULAR AREA: BEHAVIOR-TASK COPING
   LWB000 - To demonstrate effective task coping skills
   LWB010 - follow a multi-step direction
   LWB020 - follow classroom procedures
   LWB030 - follow workplace procedures
   LWB040 - exhibit functional organization of materials to complete a specified task in the allotted time
   LWB050 - exhibit functional organization during a given task by maintaining the condition of all materials and
the surrounding work area
   LWB060 - complete a given task within
   LWB070 - complete a given task with attention to neatness and details
   LWB080 - complete work assignments with a consistent level of speed and accuracy
   LWB090 - correct errors on own initiative
   LX0000 - CURRICULAR AREA: BEHAVIOR-SOCIAL ROLES
   LXB000 - To increase knowledge of social roles
   LXC000 - To develop social reciprocity
   LXC010 - recognize facial expressions of primary emotions
   LXC020 - engage in role-play and imitation of appropriate behavior
   LXC030 - recognize another's need for help and give assistance
   LXC040 - respect property and rights of others
   LXC050 - ask permission to use other's property
   LXC060 - discriminate between socially acceptable and unacceptable behavior
   LXC070 - show moral responsibility
   LXC080 - admit responsibility for errors and wrong doings
   LXC090 - recognize the effect of one's own behavior on others
   LY0000 - CURRICULAR AREA: BEHAVIOR-ATTENDANCE
   LYB000 - To improve school attendance
   LYB010 - conform to school attendance policy
   LYB020 - reduce tardiness to school
   LYB030 - reduce tardiness to class
   LYB040 - eliminate cutting class
   LYB050 - eliminate leaving class/school without permission
M00000 - CLASSROOM MODIFICATIONS
   MANJ01 - Administering the assessment:
   MANJ02 - individually in a separate room
   MANJ03 - in a small group in a separate room
   MANJ04 - in the resource room
   MANJ05 - in a special education classroom
   MANJ06 - using carrels
   MANJ07 - at home or in a hospital (depending on the nature of the assessment task
   MANJ08 - Seating the student in the front of the room near the examiner or proctor
   MANJ09 - Seating the student facing the examiner or proctor
   MANJ10 - Provide special lighting
   MANJ11 - Providing special furniture (e - g - desks, trays, carrels)
   MANJ12 - Scheduling Accommodations
   MANJ13 - Adding time as needed
   MANJ14 - Providing frequent breaks
   MANJ15 - terminating a section of the test when student has indicated that he/she has completed al the items
he/she can - The examiner must ensure that the student has attempted all items in a section since items are not
ordered by difficulty - When this accommodation is used, the test must be administered in a small group or
individually to avoid distraction -
   MANJ16 - Modification of Test Materials
   MANJ17 - Administering the large-print version of test materials
   MANJ18 - Administering the Braille version of test materials
   MANJ19 - Modification of Test Procedures
   MANJ20 - Administration modifications
   MANJ21 - reading directions aloud
   MANJ22 - reading test questions aloud (You may not read aloud or sign the reading passages in the Reading
Section; however, you may read aloud or sign the Reading questions)
   MANJ23 - providing and ensuring that amplification (hearing aid and/or FM system) is in working order
   MANJ24 - using a sign language or cued speech interpreter for administration of directions or questions but not
the Reading passages
   MANJ25 - masking a portion of the test booklet and/or answer folder to eliminate visual distracters or providing
reading windows
   MANJ26 - repeating, clarifying or rewording directions
   MANJ27 - providing written directions from the Examiner Manual on a separate sheet or transparency
   MANJ28 - using an examiner who is familiar with the student
   MANJ29 - using an examiner who can communicate fluently in sign language (American Sign Language or a
form of Manually Coded English)
   MANJ30 - providing manipulatives for the Mathematics Section
   MANJ31 - using graph paper for the Mathematics Section
   MANJ32 - using a Braille ruler and talking calculator
   MANJ33 - using tactile or visual cues for deaf or hard of hearing students to indicate time to begin, time
remaining, and time to end a particular part of the test
   MATH01 - The student will do math adf a dsfa sdfa dsf asdfadsf asd fas dfasdf asdfasdf
   MEM001 - Read test to student.
   MEM002 - Use adapted text/worksheets.
   MEM003 - Give directions through several channels.
   MEM004 - Reduce number of essay items
   MEM005 - Grade for content, not mechanics or spelling.
   MEM006 - Use test results to review and reinforce learning.
   MEM100 - Classroom Organization:
   MEM101 - Vary grouping arrangements: Large, Small.
   MEM102 - Consider seating arrangements: Close to teacher. Away from distractions. Next to another student
who can help;
   MEM103 - Utilize peer/buddy system in cooperative learning effort.
   MEM104 - Set short term goals. Review progress daily.
   MEM105 - Maintain weekly progress reports and provide feedback on achievement.
   MEM106 - Cooperate with parents/guardians by providing them with instructions on homework and class
assignments.
   MEM107 - Develop a contract with student, setting criteria for success and reward in order to assure motivation
and good work habits.
   MEM108 - Develop a plan with parents for the home reinforcement of desirable behaviors in school.
   MEM109 - Develop classroom rules. Consistently and persistently enforce them.
   MEM110 - Modify Instructional Day: Length, Start, End
   MEM111 - Modify district's policy/procedures on homework, attendance, and completion of assignments.
   MEM112 - Develop strategies to meet the student's learning style. __ visual __ auditory __ tactile/kinesthetic
   MEM113 - Vary presentation: Demo, Verbal, Written, Audio-Visuals learning aids
   MEM114 - Make sure the instructional materials are appropriate for the student's physical and academic needs.
   MEM115 - Limit the assignment of work to that which can be completed correctly to demonstrate mastery of
the topic.
   MEM116 - Use different methods/materials to teach lesson.
   MEM117 - Provide copy of notes to student or Special Education Teacher.
   MEM118 - Provide practice in following written/oral directions
   MEM119 - Provide pupil with correctly completed examples.
   MEM120 - Permit student to type assignments.
   MEM121 - Provide assistance in note taking.
   MEM122 - Provide for frequent reviews.
   MEM123 - Highlight major points of a lesson.
   MEM124 - Break assignments into small series
   MEM125 - Reduce amount of paper and pencil work
   MEM126 - Shorten assignments. Allow more time.
   MEM127 - Read test to student.
   MEM128 - Use adapted text/worksheets.
   MEM129 - Give directions through several channels.
   MEM130 - Reduce number of essay items
   MEM131 - Grade for content, not mechanics or spelling.
   MEM132 - Use test results to review and reinforce learning.
   MEM133 - Vary grouping arrangements: Large, Small.
   MEM134 - Consider seating arrangements: Close to teacher. Away from distractions. Next to another student
who can help;
   MEM135 - Utilize peer/buddy system in cooperative learning effort.
   MEM136 - Set short term goals. Review progress daily.
   MEM137 - Maintain weekly progress reports and provide feedback on achievement.
   MEM138 - Cooperate with parents/guardians by providing them with instructions on homework and class
assignments.
   MEM139 - Develop a contract with student, setting criteria for success and reward in order to assure motivation
and good work habits.
   MEM140 - Develop a plan with parents for the home reinforcement of desirable behaviors in school.
   MEM141 - Develop classroom rules. Consistently and persistently enforce them.
   MEM142 - Modify Instructional Day: Length, Start, End
   MEM143 - Modify district's policy/procedures on homework, attendance, and completion of assignments.
   MEM144 - Vary presentation: Demo, Verbal, Written, Audio-Visuals learning aids
   MEM145 - Make sure the instructional materials are appropriate for the student's physical and academic needs.
   MEM146 - Limit the assignment of work to that which can be completed correctly to demonstrate mastery of
the topic.
   MEM147 - Use different methods/materials to teach lesson.
   MEM148 - Provide copy of notes to student or Special Education Teacher.
   MEM149 - Provide practice in following written/oral directions
   MEM150 - Provide pupil with correctly completed examples.
   MEM151 - Permit student to type assignments.
   MEM152 - Provide assistance in note taking.
   MEM154 - Provide for frequent reviews.
   MEM155 - Highlight major points of a lesson.
   MEO100 - There are no extracurricular and nonacademic activities for the student's age group
   MEO110 - Will be given the opportunity to participate in all extracurricular and nonacademic activities offered
to the general education public
   MFM001 - Develop strategies to meet the student's learning style.
   MFM002 - Vary presentation: Demo, Verbal, Written, Audio-Visuals learning aids
   MFM003 - Make sure the instructional materials are appropriate for the student's physical and academic needs.
   MFM004 - Limit the assignment of work to that which can be completed correctly to demonstrate mastery of the
topic.
   MFM005 - Use different methods/materials to teach lesson.
   MFM006 - Provide copy of notes to student or Special Education Teacher.
   MFM007 - Provide practice in following written/oral directions
   MFM008 - Permit student to type assignments.
   MFM009 - Provide assistance in note taking.
   MFM010 - Provide for frequent reviews.
   MFM011 - Highlight major points of a lesson.
   MFM012 - Break assignments into small segments.
   MFM013 - Reduce amount of paper and pencil work
   MFM014 - Shorten assignments. Allow more time.
   MGM001 - Vary the method of testing:
   MGM002 - Read test to student.
   MGM003 - Use adapted text/worksheets.
   MGM004 - Give directions through several channels.
   MGM005 - Reduce number of essay items
   MGM006 - Grade for content, not mechanics or spelling.
   MGM007 - Use test results to review and reinforce learning.
   MH - After-school help, weekly reports, peer tutoring, and extended time for tests and assignments were not
adequate supplemental aids and services to enable XXXXX to be successful in general education. XXXXX
benefits from increased coaching and monitoring with special education teachers, repetition and over-learning, and
help with organizating school materials.
   MH2 - Benefits of Regular Education: increased opportunity for socialization with mainstreamed peers, positive
role-modeling, and increased self confidence.
   MHSB00 - Instructional Strategies, Techniques, and Activities
   MHSB01 - Emphasize critical thinking skills
   MHSB02 - Use praise and encouragement
   MHSB03 - Discuss the purpose of each assignment
   MHSB04 - Use short, highly structured assignments
   MHSB05 - Give immediate feedback
   MHSB06 - Reward good behavior
   MHSB07 - Be consistent in expectations
   MHSB08 - Provide sample problems for reference
   MHSB09 - Use drill and repetition
   MHSB10 - Apply skills to practical everyday experiences
   MHSB11 - Encourage group discussion
   MHSB12 - Emphasize listening skills
   MHSB13 - Develop knowledge by using chronological order of events
   MHSB14 - Assign challenging projects
   MHSB15 - Establish eye contact before giving directions
   MHSB16 - Use area of student's interest
   MHSB17 - Assign independent projects
   MHSB18 - Limit length of assignments
   MHSB19 - Provide material at the student's level of functioning
   MHSB20 - Have the student repeat directions
MHSB21 - Use timed tests
MHSB22 - Encourage students to ask questions, to help understand a problem
MHSB23 - Use low level, with high interest material
MHSB24 - Correlate with regular classroom skills and materials
MHSB25 - Use VAKT method of instruction
MHSB26 - Reduce the amount of written work
MHSB27 - Encourage the use of typewriter or word processor for written work
MHSB28 - Administer tests in the LRC or individually by the teacher
MHSB29 - Allow the student to respond to test questions orally
MHSB30 - Provide extra time to take or complete tests
MHSB31 - Reduce the number of items on tests
MHSB32 - Read tests to the student
MHSB33 - Provide sample tests for practice
MHSC00 - Instructional Materials and Equipment
MHSC01 - Study carols to reduce distractibility
MHSC02 - Individual assignment sheets to foster organization skills
MHSC03 - Use large print materials
MHSM01 - Oral Presentation Modifications
MHSM02 - Student not currently capable of formal oral presentation
MHSM03 - Student can present with preparation and use of notes
MHSM04 - Should be required only after student is well adjusted to class
MHSM05 - Student is only capable of reading report
MHSM06 - Will perform much better as member of group
MHSM07 - Notify Teacher of Record in advance to arrange practice
MHSM08 - Behavior Management Recommendations
MHSM09 - Needs assistance dealing with low tolerance for frustration
MHSM10 - Needs frequent encouragement
MHSM11 - Avoid direct confrontation - if possible
MHSM12 - Behavior standards for class need to be very clear
MHSM13 - Needs high degree of structure for best performance
MHSM14 - Tasks need to be clear and well within level of competence
MHSM15 - Difficult tasks may trigger acting out behavior
MHSM16 - Minimize social interaction between student and teacher
MHSM17 - Student's sensitive nature requires special attention
MHSM18 - Peer relations require monitoring and intervention
MHSM19 - Permit self-removal from class to prevent escalation of frustration
MHSM20 - Course Content Modifications
MHSM21 - Abstractions need to be simplified
MHSM22 - Must relate abstractions to student's prior learning
MHSM23 - Make no assumptions about prior learning
MHSM24 - All concepts must be repeated over several days
MHSM25 - Limited or no ability to deal with abstractions
MHSM26 - Memory aids required for factual information
MHSM27 - Class Discussion Modifications
MHSM28 - Must be made extremely comfortable before participation can be expected
MHSM29 - Will need direct invitation in order to contribute
MHSM30 - Will participate better in small groups
MHSM31 - Irrelevant contributions should be challenged
MHSM32 - Homework Modifications
MHSM33 - Not capable of producing homework on a consistent basis
MHSM34 - Capable of short concrete assignments only
MHSM35 - Will produce better with structured assignments
MHSM36 - Not capable of long range planning - needs day-by-day segments
MHSM37 - Must write homework assignments on board
MHSM38 - Must insure homework is correctly recorded in notebook or assignment sheet
MHSM39 - Parents expect Homework daily
MHSM40 - Listening Requirements Modifications
MHSM41 - Needs front row seat
MHSM42 - Needs stimulation or visual aide to maintain focus - questioning and eye contact
MHSM43 - Student should sit in the front of the classroom
MHSM44 - Language must be simplified
MHSM45 - Main points should be repeated
MHSM46 - Main points should be printed on blackboard
MHSM47 - Voice volume and articulation of teacher critical
MHSM48 - Directions need concrete example
MHSM49 - Give one direction at a time
MHSM50 - Should be permitted to use a tape recorder
MHSM51 - Note Taking Modifications
MHSM52 - Student should sit in the front of the classroom
MHSM53 - Needs close supervision and organizational help
MHSM54 - Teacher must specify material required in notes
MHSM55 - List key vocabulary on board
MHSM56 - Write key material on board
MHSM57 - Permit copying of other student's notes
MHSM58 - Permit use of tape recorder as substitute
MHSM59 - Permit student to use computer to take notes when possible
MHSM60 - Reading Assignments Modifications
MHSM61 - Should not be required to read orally in class
MHSM62 - Will need help with sophisticated vocabulary
MHSM63 - Reads slowly - will need extra time for classroom reading
MHSM64 - Define critical vocabulary on board in advance
MHSM65 - Cannot handle long reading assignments - will fatigue in class
MHSM66 - Will need help with comprehension in class
MHSM67 - Teacher of Record will need to provide assistance for comprehension of all reading assignments
MHSM68 - Test Taking Modifications
MHSM69 - Give Teacher of Record advance notice to prepare student
MHSM70 - Teacher of Record should give all tests in resource center
MHSM71 - Simplify reading content to accommodate disability
MHSM72 - Limit writing to accommodate disability
MHSM73 - Explain key vocabulary so student understands task
MHSM74 - Recommend matching and closure type tests
MHSM75 - Student fatigues easily - tests need to be short
MHSM76 - Student incapable of retaining information for long periods - final exams
MHSM77 - May need to take tests in resource center to minimize distractions
MHSM78 - May need extended time on tests
MHSM79 - Writing Assignment Modifications
MHSM80 - Left-handed - needs appropriate workspace
MHSM81 - Limit writing requirements - fine motor disability - struggle to produce legible writing
MHSM82 - Slow in execution to gain control - needs extra time
MHSM83 - Will fatigue easily - needs work broken into small segments
MHSM84 - Cannot handle assignments of more than one page a day
MHSM85 - Permit student to use computer to produce writing assignments in class when possible
MHSM86 - Will need help organizing thoughts
MHSM87 - Spelling should be separate issue from content
MHSM88 - Needs review of one mechanical rule at a time
MHSM89 - Could better express thoughts into a tape recorder
MOD001 - Adjust length of assignments to avoid frustration
MOD002 - Aide will reinforce new skills and concepts when needed
MOD003 - Allow extra time for test taking, if necessary
MOD004 - Allow student to take tests orally
MOD005 - Ask student to summarize what has been read
MOD006 - Assess learning through oral discussions and participation
MOD007 - Assign writing assignments on topics within the student's interest
MOD008 - Avoid direct confrontation
MOD010 - Break new skills down into manageable parts
MOD011 - Classroom aide will monitor attention and cue student to stay on task
MOD012 - Communicate clear expectations for student performance
MOD013 - Cue student to self edit work
MOD014 - Emphasize listening
MOD015 - Encourage eye contact and active listening
MOD016 - Encourage student to ask questions for clarification
MOD017 - Establish eye contact before giving directions
MOD018 - Frequently check on comprehension
MOD019 - Give redirection and subtle prompting for classroom rules
MOD020 - Give student responsibilities and opportunities to help within the classroom
MOD021 - Have student repeat directions
MOD022 - Ignore minor misbehaviors which do not interfere with teaching
MOD023 - In - class support teacher or aide will circulate during the lesson to maintain on - task behavior
MOD024 - Modify amount of written work requirements
MOD025 - Modify reading and written work expectations
MOD026 - Precede written work with discussion to assist with organization and planning
MOD027 - Preferential seating
MOD028 - Provide consistent rewards for demonstrating self-control and following class rules
MOD029 - Provide direct instruction in editing techniques
MOD030 - Provide direct instruction in writing techniques
MOD031 - Provide extra opportunities to reinforce comprehension skills
MOD032 - Provide frequent opportunities to practice new skills
MOD033 - Provide frequent review of previously learned skills
MOD034 - Provide immediate feedback
MOD035 - Provide sample problems for reference
MOD036 - Read all test directions orally
MOD037 - Remove from classroom if behavior is disruptive
MOD038 - Repeat directions, at least once, if not understood
MOD039 - Rephrase information when a concept is misunderstood
MOD040 - Re-teach and/or review requisite skills before introducing a new skill or concept
MOD041 - Reward/reinforce on-task behavior
MOD042 - Reward/reinforce productivity and compliance
MOD043 - Seat student near positive role model
MOD044 - Teacher will frequently check on level of comprehension
MOD045 - Test orally when appropriate
MOD046 - Train in the use of pre-reading strategies to assist with comprehension
MOD047 - Use a behavior modification system with specific goals and rewards/consequences
MOD048 - Use frequent comprehension checks to insure understanding
MOD049 - Use positive reinforcement
MOD050 - Use sequencing activities; ask student to sequence events from reading story
MOD051 - Use verbal prompts
MOD052 - Word problems may be read to student when necessary
MOD501 - Allow extra time for test taking, if necessary
MOD502 - Assess learning through oral discussion and projects
MOD503 - Assist student in setting short-term goals
MOD505 - Break new skills down into manageable parts
MOD506 - Communicate clear expectations for student performance
  MOD507 - Conduct pre-reading discussions
  MOD508 - Consistently enforce posted classroom guidelines for behavior
  MOD509 - Correlate vocabulary with content area subjects
  MOD510 - Cue student to self edit work
  MOD511 - Cue student to self-edit work
  MOD512 - Cue student to stay on task (i.e. private signal)
  MOD513 - Emphasize listening skills
  MOD514 - Encourage active listening and participation; provide immediate feedback during unproductive
periods
  MOD515 - Encourage participation in class; ask questions that provide a high likelihood of success
  MOD516 - Encourage student to ask questions to help understand material
  MOD517 - Encourage student to be an active participant in topic discussions
  MOD518 - Encourage student to respect physical boundaries and areas of personal space; review this
expectation frequently; reinforce compliance
  MOD519 - Establish eye contact before giving directions
  MOD520 - Generate spelling words from reading vocabulary
  MOD521 - Get the student's attention before giving directions
  MOD522 - Give student responsibilities and opportunities to help within the classroom
  MOD524 - Have student edit sentences and/or paragraphs that contain errors
  MOD525 - Have student repeat directions
  MOD526 - Have student verbalize the steps in a mathematical process
  MOD527 - Help him to relate learning to events in his life
  MOD528 - Ignore minor misbehaviors which do not interfere with teaching
  MOD529 - Incorporate drill and repetition into lessons
  MOD530 - Make editing a required part of writing process
  MOD531 - Make positive, specific comments on written or verbal class work
  MOD532 - Monitor language skills
  MOD533 - Monitor student's attention regulation frequently
  MOD534 - Post rules, consequences, and rewards in the classroom
  MOD535 - Praise and encourage frequently
  MOD536 - Precede written work with oral discussion to assist with organization and planning
  MOD537 - Precede written work with oral discussion to prompt ideas and aid organization
  MOD538 - Pre-teach vocabulary words in the context in which they will be read
  MOD539 - Preview difficult vocabulary prior to reading
  MOD540 - Prompt appropriate social behavior either verbally or with private signs
  MOD541 - Provide assignment book
  MOD543 - Provide direct instruction in editing techniques
  MOD544 - Provide direct instruction in writing techniques
  MOD545 - Provide extra opportunities to reinforce comprehension skills
  MOD546 - Provide frequent opportunities to play with sounds and words - (rhyming, segmentation, blending)
  MOD547 - Provide frequent opportunities to practice new skills
  MOD548 - Provide frequent opportunities to read both orally and silently at independent and instructional levels
  MOD549 - Provide frequent review of previously learned skills
  MOD550 - Provide graph paper for counting and place value
  MOD551 - Provide immediate feedback
  MOD552 - Send daily/weekly progress reports home
  MOD553 - Provide multiple and varied reading opportunities
  MOD554 - Provide opportunities for structured social success
  MOD555 - Provide opportunities to use a computer for writing tasks
  MOD556 - Provide oral reading opportunities
  MOD557 - Provide sample problems for reference
  MOD558 - Provide silent reading opportunities
  MOD559 - Provide student with plenty of opportunities for visual and physical involvement
  MOD561 - Read all test directions orally
   MOD562 - Reinforce importance of regular school attendance
   MOD563 - Reinforce on-task behaviors
   MOD564 - Reinforce writing skills from classroom; provide assistance with completing class work as needed
   MOD565 - Rephrase information when a concept is misunderstood
   MOD566 - Re-teach and/or review requisite skills before introducing a new skill or concept
   MOD568 - Reward/reinforce on - task behavior
   MOD569 - Reward/reinforce productivity and compliance
   MOD570 - Reward/reinforce pro-social behavior
   MOD571 - Send daily/weekly progress reports home
   MOD572 - Use a multi-sensory approach
   MOD573 - Use frequent and varied writing assignments
   MOD574 - Use frequent comprehension checks to insure understanding
   MOD575 - Use high interest, relevant instructional materials which provide clear opportunities for success
   MOD576 - Use manipulatives and resistive activities to increase strength
   MOD577 - Use multi-sensory approach
   MOD578 - Use paper/pencil tasks
   MOD579 - Use structured writing assignments using topics of interest to student
   MOD580 - Use teacher/student created contracts to set clear expectations for learning
   MOD581 - Word problems may be read to student when necessary
   MOD582 - Work individually with students offering suggestions for improvement
N00000 - NJ TESTING MODIFICATIONS
   NA0000 - A-SETTING ACCOMMODATIONS
   NA1000 - A1-Administering the assessment:
   NA1A00 - A1A-individually in a separate room
   NA1B00 - A1B-in a small group in a separate room
   NA1C00 - A1C-in the resource room
   NA1D00 - A1D-in a special education classroom
   NA1E00 - A1E-using carrels
   NA1F00 - A1F-at home or in a hospital (this will depend on the nature of the assessment task)
   NA2000 - A2-Seating the student in the front of the room near the examiner or proctor
   NA3000 - A3-Seating the student facing the examiner or proctor
   NA4000 - A4-Providing special lighting
   NA5000 - A5-Providing special furniture (e.g., desks, trays, carrels)
   NB0000 - B-SCHEDULING ACCOMMODATIONS
   NB1000 - B1-Adding time as needed
   NB2000 - B2-Providing frequent breaks
   NB3000 - B3-Terminating a section of the test when a student has indicated that he or she has completed all the
items he or she can. The examiner must ensure that the student has attempted all items in a section since items are
not ordered by difficulty. When this accommodation is used, the test must be administered in a small group or
individually to avoid distraction.
   NC0000 - C-TEST MATERIALS MODIFICATIONS
   NC1000 - C1-Administering the large-print version of test materials
   NC2000 - C2-Administering the Braille version of test materials
   NC3000 - C3-Allowing separate additional continuation pages for writing tasks. These pages MUST be properly
marked to link them to the correct student for credit.
   ND0000 - D-TEST PROCEDURES ACCOMMODATIONS/MODIFICATIONS
   ND1000 - D1-Administration accommodations/modifications:
   ND1A00 - D1A-reading directions out loud
   ND1B00 - D1B-reading test questions aloud (you may not read aloud or sign the reading passages in Language
Arts Literacy- you may read the reading questions.)
   ND1C00 - D1C-providing and ensuring that amplification (hearing aid and/or FM system) is in working order
   ND1D00 - D1D-using a sign language or cued speech interpreter for administration of directions or questions
but not reading passages
   ND1E00 - D1E-masking a portion of the test booklet and/or answer folder to eliminate visual distractors or
providing reading windows
   ND1F00 - D1F-repeating, clarifying, or rewording directions
   ND1G00 - D1G-providing written directions on a separate sheet or transparency
   ND1H00 - D1H-using an examiner who is familiar with the student
   ND1I00 - D1I-using an examiner who can communicate fluently in sign language (American Sign Language or
a form of Manually Coded English)
   ND1J01 - using an abacus
   ND1J02 - using counting chips
   ND1J03 - using a number line
   ND1J04 - using a calculator
   ND1K00 - D1K-using graph paper for math section
   ND1L00 - D1L-using a Braille ruler and talking calculator
   ND1M00 - D1M-using tactile or visual cues for deaf or hard of hearing students to indicate time to begin, time
remaining, and time to end a particular part of the test
   ND2000 - D2-Response accommodations/modifications
   ND2A00 - D2A-having an examiner record the student’s identifying information on the test booklet or answer
folder (see test manuals for specific information)
   ND2B00 - D2B-dictating oral responses to a scribe (person who writes from dictation) -student must indicate all
punctuation and must spell all key words
   ND2C00 - D2C-using a Braille writer to record responses
   ND2D00 - D2D-signing responses to sign language interpreter (student must indicate all punctuation and must
spell all key words)
   ND2E00 - D2E-recording responses on a word processor (tools, e.g., spelling and grammar tools are not
permitted)
   ND2F00 - D2F-using large face calculators (except for non-calculator section)
   ND2G00 - D2G-using talking calculators (except for non-calculator section)
   ND2H00 - D2H-using an Augmentative Communication device
   ND2I00 - D2I-using a larger diameter or modified special grip #2 pencil
   ND2J00 - D2J-masking portions of the test booklet to eliminate visual distractors
   ND2K00 - D2K-marking answers in the test booklet (an examiner will transfer the answers to an answer folder
for GEPA/HSPA)
P00000 - OCCUPATIONAL THERAPY
   P10000 - OCCUPATIONAL THERAPY-VISUAL/PERCEPTUAL MOTOR SKILLS-VISUAL FIGURE
GROUND
   P1B000 - To demonstrate improved visual figure ground skills
   P1B010 - locate the requested objects in the classroom environment
   P1B020 - find a requested object among a group of objects
   P1B030 - find a requested object among a group of similar objects
   P1B040 - find a presented picture among a group of pictures
   P1B050 - find a requested shape among a group of shapes
   P1B060 - find a presented number among a group of numbers
   P1B070 - find a presented letter among a group of letters
   P1B080 - identify pictures hidden in the background of a picture
   P1B090 - identify numbers hidden in the background of a picture
   P1B100 - identify letters hidden in the background of a picture
   P1B110 - identify a shape or letter that has been outlined
   P20000 - OCCUPATIONAL THERAPY: PERCEPTUAL MOTOR SKILLS
   P2B000 - Improve fine motor and perceptual motor skills for optimal performance in classroom activities
   P2B010 - develop hand dominance
   P2B020 - improve hand and arm control necessary for the completion of fine motor tasks
   P2B030 - improve isolated finger control
   P2B040 - improve in-hand manipulation of objects
   P2B050 - use tongs (squeeze scissor type) to pick-up and release objects
 P2B060 - use tweezers to pick-up and release items
 P2B070 - refine scissoring skills
 P2B080 - manipulate items using a pincer grip
 P2B090 - manipulate items using a tripod grasp
 P2B100 - hold a writing implement using a tripod grasp
 P2B110 - demonstrate a dynamic tripod grasp on a writing implement
 P2B120 - demonstrate a purposeful and accurate reach toward objects
 P2B130 - demonstrate appropriate release patterns
 P2B140 - utilize a controlled release of an object into a container with wrist extension (pincer or tripod grasp)
 P2B150 - grasp objects into the palm of the hand with fingers flexed and thumb adducted
 P2B160 - grasp objects into the palm of the hand with fingers flexed and thumb abducted
 P2B170 - hold an item with thumb opposed to fingertips
 P2B180 - demonstrate a lateral grasp pattern (thumb to side of index finger)
 P2B190 - use the assisting non-dominant hand to stabilize items during bimanual or writing activities
 P2B200 - demonstrate the ability to use a ruler
  P30000 - OCCUPATIONAL THERAPY: GROSS MOTOR MOVEMENTS
 P3B010 - improve shoulder and arm control for better participation in fine motor activities
 P3B020 - maintain functional range of motion of the arms and legs for participation in class activities
 P3B030 - improve functional range of motion of arms and legs for participation in class activities
 P3B040 - learn to gallop
 P3B050 - improve galloping skills
 P3B060 - learn to skip
 P3B070 - improve skipping skills
 P3B080 - improve running skills
 P3B090 - catch a large ball
 P3B100 - catch a medium ball
 P3B110 - catch a tennis ball with 2 hands
 P3B120 - catch a tennis ball with 1 hand when thrown
 P3B130 - catch a bounced tennis ball with 1 hand
 P3B140 - hop on 1 foot
 P3B150 - learn to perform a jumping jack for multiple repetitions
 P3B160 - learn to jump rope and perform multiple repetitions
 P3B170 - demonstrate the ability to simultaneously use both hands/sides of the body to perform different
movements
 P3B180 - demonstrate the ability to simultaneously use both hands/sides of the body to perform rhythmical
movements
 P3B300 - Improve gross motor skills for optimal participation in school-related activities
  PA0000 - OCCUPATIONAL THERAPY:SENSORY
 PAB000 - To improve the ability to use sensory information for participation in activities
 PAC000 - To demonstrate improved accommodation to touch sensations
 PAD000 - To demonstrate improved awareness and discrimination of touch sensations
 PAD010 - participate in various tactile activities
 PAD020 - find objects hidden in a container of textured materials
  PB0000 - OCCUPATIONAL THERAPY: SENSORY
 PBB000 - To demonstrate improved accommodations to movement sensations
 PBB010 - initiate participation in an activity involving self-imposed movement on an immobile surface
 PBB020 - initiate participation in an activity involving self-imposed movement on a moveable surface
 PBB030 - participation in an activity involving self-imposed movement on an immobile surface
 PBB040 - participation in an activity involving self-imposed movement on a moveable surface
  PC0000 - OCCUPATIONAL THERAPY: SENSORY
 PCB000 - To improve the ability to use sensory information for optimal participation in school activities
 PCB010 - demonstrate improved accommodation to touch sensations
 PCB020 - demonstrate improved awareness and discrimination of touch sensation
 PCB030 - demonstrate improved accommodations to movement sensations
   PCB040 - demonstrate improved organization of auditory input
   PCB050 - improve spontaneous use of protective responses
   PCB060 - improve balance/equilibrium reactions
   PCB070 - improve awareness of positions and movements of body parts
   PCB080 - demonstrate efficient crossing of the midline of the body
   PCB090 - demonstrate the ability to simultaneously use both sides of the body to perform the same movements
   PCB100 - demonstrate the ability to simultaneously use both hands/sides of the body to perform different
movements
   PCB110 - demonstrate the ability to simultaneously use both sides of the body to perform rhythmical reciprocal
movements
   PCB120 - improve visual tracking skills
   PCB130 - demonstrate visual scanning skills
   PCB140 - demonstrate improved body awareness
   PCB150 - improve spatial awareness of self and the relationship of such to objects in the environment
   PCB160 - identify fingers consecutively by name
   PCB170 - randomly identify fingers by name
   PCB180 - improve the ability to balance on one foot
   PCB190 - improve right/left awareness on own body and or items
   PCB200 - monitor pressure exerted on a writing implementation and/or other classroom items
   PCB210 - improve the ability to oppose thumb with and without vision consecutively to the other fingers
   PCB220 - maintain balance when shifted off balance in all planes
   PD0000 - OCCUPATIONAL THERAPY: AUDITORY INPUT
   PDB000 - To demonstrate improved organization of auditory input
   PDB010 - remain seated and calm in an activity while sounds occur
   PDB020 - continuously engage in an activity when auditory distractions are present
   PE0000 - OCCUPATIONAL THERAPY: POSTURAL CONTROL
   PEB000 - To improve postural control to provide a stable base of support needed to facilitate - better hand use
for manipulation of classroom materials
   PEC000 - To improve postural control to provide a stable base of support needed to facilitate - better posture
while working
   PED000 - To improve postural control to provide a stable base of support needed to facilitate - better mobility in
the school environment
   PEE000 - To demonstrate improved balance between flexor and extensor musculature
   PEF000 - To improve spontaneous use of protective responses
   PEF010 - maintain a lifted and extended posture of the head and upper body
   PEF020 - maintain a lifted and extended posture of the legs, with the legs straight and thighs slightly off the
floor
   PEF030 - maintain a lifted and extended posture of the entire body
   PEF040 - maintain an extended trunk and head position with arms outreached to the sides while lifted with
support at the chest and legs wrapped around the therapists waist
   PEF050 - maintains a lifted and curled position of the neck and shoulders, with arms crossed over the chest
   PEF060 - maintain a lifted position of the knees into the chest
   PEF070 - maintain a lifted and curled position of the entire body with arms crossed over the chest
   PEF080 - maintain a lifted and extended posture of the head, upper body, and legs while propelling a scooter
board
   PEF090 - hold onto a bolster with arms and legs wrapped around it and with the back positioned toward the
ceiling while the bolster is tilted at an angle of 45degrees from the floor
   PEF100 - maintain a functional sitting posture with upright head and trunk, hips at 90 degrees, and feet flat on
the floor
   PEF110 - maintain a functional sitting posture with upright head and trunk, hips at 90 degrees, and feet flat on
the floor without support of arms
   PEF120 - demonstrate a protective response when moved quickly forward while prone
   PEF130 - demonstrate a protective response when shifted off balance on the floor
   PEF140 - demonstrate a protective response when shifted off balance while sitting in a chair
   PF0000 - OCCUPATIONAL THERAPY: POSTURAL CONTROL
   PFB000 - Improve postural control to provide a stable base of support for optimal participation in classroom
activities
   PFB010 - increase the ability to maintain a position of prone extension
   PFB020 - increase the ability to maintain a position of supine flexion
   PFB030 - increase the ability to sit erect and upright with proper hip and knee flexion and feet flat on the floor
during tabletop activities
   PFB040 - maintain a lifted and extended posture of head and upper body during an activity
   PFB050 - maintain a lifted and extended posture of the legs with knees extended and thighs slightly off of the
floor
   PFB060 - maintain a lifted and curled position of the neck and shoulders with arms crossed over the chest
   PFB070 - maintain a lifted position of the knees into the chest
   PG0000 - OCCUPATIONAL THERAPY: BALANCE
   PGB000 - To improve balance/equilibrium reactions
   PGB010 - respond with trunk, arm, and leg movement of one side when shifted to the opposite side
   PGB020 - maintain balance when shifted off balance in all planes
   PGB030 - maintain posture or position during functional activities
   PGB040 - stand on one foot with eyes open and arms crossed over the chest
   PGB050 - walk on a balance beam
   PGB060 - walk on a balance beam using a heel-toe pattern
   PH0000 - OCCUPATIONAL THERAPY- FINE MOTOR
   PHB000 - To improve shoulder, arm, and hand control necessary for the completion of fine - motor tasks
   PHB010 - demonstrate purposeful and accurate reach toward objects
   PHB020 - use an appropriate reach pattern
   PHB030 - demonstrate appropriate release patterns
   PHB040 - utilize controlled release above a container with wrist extension
   PHB050 - release a small object from a pincer grasp with wrist extension
   PHB060 - demonstrate appropriate grasp or pinch pattern
   PHB070 - use voluntary flexion of fingers only against the surface to grasp objects
   PHB080 - use flexion of fingers against object pressed into palm with thumb adduction to grasp objects
   PHB090 - use flexion of fingers against object pressed into thumb side of palm with thumb opposition to grasp
objects
   PHB100 - hold object between opposed thumb and pads of fingers with no palm involvement
   PHB110 - hold object between adducted thumb and side of index finger
   PHB120 - hold object between thumb and index finger
   PHB130 - hold object between pads of opposed thumb, index and middle finger (three point grasp)
   PHB140 - hold object between pads of opposed thumb and index finger with thumb and finger slightly flexed
index
   PHB150 - hold object between tips of opposed thumb and index finger use static tripod grasp
   PHB160 - use dynamic tripod grasp
   PHB170 - grasp objects using a functional grip
   PHB180 - use adaptive equipment to grasp objects
   PI0000 - OCCUPATIONAL THERAPY-FINE MOTOR-HAND DOMINANCE
   PIB000 - Demonstrate hand dominance
   PIB010 - reach and grasp object with dominant hand
   PIB020 - reach and manipulate an object with dominant hand
   PIB030 - initiate and complete an activity using dominant hand
   PIB040 - use non dominate hand as an assisting hand to complete bimanual tasks
   PIB050 - cut with dominate hand while other hand assists with turning the paper
   PIB060 - hold ruler in place with nondominant hand while making pencil line with dominant hand
   PIB070 - identify right and left sides of the body on self
   PIB080 - identify right and left sides on an object
   PIB090 - identify right and left sides of paper
   PIB100 - identify right and left sides of the body during a motor activity
   PIB110 - form horizontal line on paper moving left to right
   PIB120 - form left to right and right to left diagonal lines on paper
   PIB130 - demonstrate midrange control with appropriate force and accuracy to complete motor activities
   PIB140 - demonstrate midrange control with appropriate force and accuracy to complete classroom activities
   PIB150 - demonstrate midrange control with appropriate force and accuracy to complete functional activities
   PIB160 - maintain adequate pressure on a glue bottle to evenly cover the materials
   PIB170 - squeeze and release a glue bottle to form small glue dots grasp objects without crushing the object
   PIB180 - reach for objects while propped on forearms in prone position
   PIB190 - reach for object with alternating hands while propped on forearms in prone position
   PIB200 - reach for objects with free hand while supported on the other forearm in a side-sit position
   PIB210 - reach for objects with free hand across the midline while supported on an extended arm in a side-sit
position
   PIB220 - reach for objects with alternating hands while maintaining quadiped position
   PIB230 - reach for objects with alternating hands while prone on extended arms over a bolster
   PIB240 - reach for objects with alternating hands while prone on extended arms over a therapy ball
   PIB250 - reach for objects with alternating hands while in a long sitting position
   PIB260 - push off from a wall using hands while in a prone position while on a scooter board
   PIB270 - propel a scooter board while in a prone position
   PIB280 - wheel barrel walk with support provided at the hips
   PIB290 - pull along rope using hand over hand pattern while prone on a scooter board
   PIB300 - move forward and backward while sitting in a taylor sitting position on a scooter board
   PJ0000 - OCCUPATIONAL THERAPY-FINE MOTOR- FINGER CONTROL
   PJB000 - Demonstrate isolated finger control
   PJB010 - extend each finger consecutively in counting
   PJB020 - point with index finger, keeping all other fingers flexed
   PJB030 - trace desired item with one extended finger
   PJB040 - trace desired item with extended finger while keeping all other fingers flexed abduct and adduct
exte4nded fingers
   PJB050 - consistently touch thumb to each finger one at a time
   PJB060 - flick an object with thumb and designated finger
   PJB070 - draw vertical lines connecting two parallel lines that area designated distance apart using isolated
finger movements
   PJB080 - draw circle between two parallel lines that are a designated distance apart using isolated finger
movements
   PJB090 - draw connected loops between two parallel lines that are a designated distance apart using isolated
finger movements
   PJB100 - use isolated finger movements to write the alphabet in upper and lower case letters
   PK0000 - OCCUPATIONAL THERAPY-FINE MOTOR- OBJECT MANIPULATION
   PKB000 - Demonstrate in-hand manipulation of objects
   PKB010 - form a string-like strand of clay or dough by rolling the clay between the thumb and first two
fingertips
   PKB020 - form a small ball from clay using one hand
   PKB030 - grasp and place a peg in a pegboard using one hand
   PKB040 - pick-up peg one at a time and retain them in the same hand
   PKB050 - move a rubber band from around knuckles to the fingertips and thumbs using thumb and finger
movements
   PKB060 - hold and then move a coin or chip from palm of hand to fingertips using the same hand
   PKB070 - hold and sort cards one at a time using one hand
   PKB080 - hold and sort coins one at a time using one hand
   PKB090 - alternately hold two objects and sort the objects while holding the objects in the hand and using the
same hand
   PKB100 - hold pegs in palm of hand and, using the same hand, place pegs one at a time into the pegboard
   PKB110 - spin a small top twist an object using only thumb and finger movements
   PKB120 - reposition pencil from writing position to erasing position using one hand
   PL0000 - OCCUPATIONAL THERAPY- PRE-SCISSOR SKILLS
  PLB000 - Demonstrate pre-scissor skills
  PLB010 - use squeeze tongs to pick-up and release objects of varying weight and size
  PLB020 - use scissor tongs to pick-up and release objects of varying weight and size
  PLB030 - use tweezers to pick-up and release small objects
  PLB040 - use a hole punch to punch holes on dots
  PLB050 - use tongs to pick-up and release food items
   PM0000 - OCCUPATIONAL THERAPY: SCISSOR SKILLS
  PMB000 - To develop scissoring skills
  PMC000 - To refines scissoring skills
  PMD000 - Improve fine motor and visual/perceptual motor skills for optimal participation in classroom
activities
  PMD010 - use one hand to open and close scissors
  PMD020 - open and close scissors
  PMD030 - snip edge of paper
  PMD040 - snip paper
  PMD050 - cut off paper
  PMD060 - cut paper using consecutive movements
  PMD070 - cut along a straight line
  PMD080 - cut along a zigzag line containing a minimum of 2 diagonals
  PMD090 - cut along a S-curved line
  PMD100 - cut out a square
  PMD110 - cut out a triangle
  PMD120 - cut out a circle
  PMD130 - cut out various shapes
  PMD140 - cut out irregular shapes
  PMD150 - cut out a complex form containing angles and curves
  PMD160 - cut using a neutral approach with both hands
  PMD170 - reposition the paper while cutting
  PMD180 - cut using a balance of thumb and finger flexion and extension
  PMD190 - cut, grasping the scissors with the thumb and first two fingers
  PMD200 - cut, grasping the scissors with the thumb and middle or index finger
  PMD210 - cut paper, opening and closing the scissor only half-way
   PN0000 - OCCUPATIONAL THERAPY: RANGE OF MOTION
  PNB000 - To maintain functional range of motion
  PNC000 - To improve functional range of motion
  PNC010 - extend involved arm(s) over head as in raising hand to answer question
  PNC020 - extend involved arm(s) out to front as in reach for an object
  PNC030 - extend involved arm(s) to the sides as in spacing a distance from another person
  PNC040 - place hands across chest to touch opposite shoulders
  PNC050 - touch hand to shoulder on the same side
  PNC060 - place hands behind the neck with elbows out to the side as in adjusting a collar
  PNC070 - put hands behind the back with the elbows out to the side at waist level as in tucking in a shirt
  PNC080 - turn palms up and down while keeping elbows flexed at sides as in turning a paper over and back
  PNC090 - move hand side to side and up and down at the wrist in a waving motion
  PNC100 - make a tightly closed fist
  PNC110 - open hand completely and spread fingers
   PO0000 - OCCUPATIONAL THERAPY-BODY AWARENESS
  POB000 - To demonstrate improved awareness of positions and movements of body parts
  POB010 - with eyes closed, accurately duplicate an imposed position on self on the opposite side of the body
  POB020 - with eyes closed, accurately duplicate an imposed movement on self on the opposite side of the body
  POB030 - draw a designated object on a chalkboard with eyes closed, correctly imitating the previously
demonstrated visual and physical movement
  POB040 - indicate right/left side of body on self
   POB050 - indicate right/left side of body on other
    PP0000 - OCCUPATIONAL THERAPY-BODY AWARENESS-MIDLINE
   PPB000 - To demonstrate efficient crossing midline of the body
   PPB010 - use one hand to retrieve and place objects on the opposite side of the body
   PPB020 - trace a horizontal figure 8 pattern while sitting at a desk with minimal displacement or turning of the
midline
   PPB030 - trace a horizontal figure 8 pattern while standing with minimal displacement or turning of the midline
   PPB040 - complete consecutive crossover patterns of clapping a hand song
   PPB050 - use only a foot-over-foot pattern to walk sideways along a line while facing in the same direction
    PQ0000 - OCCUPATIONAL THERAPY-BODY AWARENESS-SYMMETRICAL MOVEMENTS
   PQB010 - pull apart pop-beads
   PQB020 - push together pop-beads
   PQB030 - scoop a small quantity of an object with hands and transfer item into a container without separating
hands until reach the container
   PQB040 - remove pegs from a pegboard with both hands and place in a container
   PQB050 - propel self forward on a scooter board while using both hands symmetrically
   PQB060 - propel self forward on a scooter board while using both feet symmetrically
   PQB100 - To demonstrate the ability to simultaneously use both sides of the body to perform the - same
movements
    PR0000 - OCCUPATIONAL THERAPY- - BODY AWARENESS-SYMMETRICAL MOVEMENTS
   PRB000 - To demonstrate the ability to simultaneously use both hands/sides of the body to - perform different
movements
   PRB010 - use involved extremity as a functional assist
   PRB020 - consistently stabilize a bowl with one hand while stirring or scooping food with a spoon held in the
other hand
   PRB030 - open a jar using one hand to stabilize the jar and the other hand to unscrew the lid
   PRB040 - open a door with one arm while holding objects in the other arm
   PRB050 - stabilize paper with one hand while coloring with the other
   PRB060 - stabilize paper with one hand while writing with the other
   PRB070 - string beads using one hand to pick up and manipulate the bead and the other hand to manage the
string
   PRB080 - unscrew a nut from a bolt or screw
   PRB090 - open a milk container using both hands
   PRB100 - pour liquid from a container into a small drinking cup held with the other hand
   PRB110 - sharpen a pencil using a manual pencil sharpener
   PRB120 - hold the ruler in place with one hand while drawing a straight line along the ruler edge with the other
hand
   PRB130 - completely erase pencil markings without crinkling or ripping the paper
   PRB140 - hold a stencil in place while drawing along the stenciled edges
   PRB150 - tie shoelaces in a bow
    PS0000 - OCCUPATIONAL THERAPY-BODY AWARENESS-SYMMETRICAL MOVEMENTS
   PSB000 - To demonstrate ability to simultaneously use both sides of the body to perform - rhythmical reciprocal
movements
   PSB010 - propel self forward while sitting on a scooter board using feet in a walking pattern
   PSB020 - propel self forward while prone on a scooter board alternately using hands
   PSB030 - ascend steps placing one foot on each step
   PSB040 - descend steps placing one foot on each step
   PSB050 - use a foot driven stationary or mobile car or bike
   PSB060 - use a hand driven stationary or mobile car or bike
   PSB070 - wring or twist a cloth
   PSB080 - hit a light weight object into the air using hands in an alternating pattern
   PSB090 - open the fingers of one fisted hand while forming a fist with the other hand
    PT0000 - OCCUPATIONAL THERAPY-BODY AWARENESS-SPATIAL AWARENESS
  PTB000 - To demonstrate improved spatial awareness of self in space and the relationship of self - to objects
and the environment
  PTB010 - navigate to familiar places within the environment
  PTB020 - maneuver through the environment while maintaining the condition of self, materials and
surroundings
   PU0000 - OCCUPATIONAL THERAPY-VISUAL/PERCEPTUAL MOTOR SKILLS-VISUAL TRACKING
  PUB000 - To visually tracking objects
  PUB010 - maintain visual contact with a descending balloon from above the head to the floor
  PUB020 - follow a ball suspended from a string as it swings horizontally at eye level
  PUB030 - maintain visual contact with a small object as it moves through a multiplane track
  PUB040 - maintain visual contact with a variable speed and direction wind-up toy
  PUB050 - disassociate eye movements from the head during functional activities
  PUB060 - maintain visual contact while the teacher is moving about the room
  PUB070 - follow the second hand of a classroom clock and correctly indicate as it passes over each number
   PV0000 - OCCUPATIONAL THERAPY-VISUAL/PERCEPTUAL MOTOR SKILLS -VISUAL SCANNING
  PVB000 - To demonstrate visual scanning skills
  PVB010 - locate an object from a shelf or closet
  PVB020 - locate indicated pictures/numbers on a bingo card
  PVB030 - locate the designated letters from standard typed lines
  PVB040 - locate the designated numbers in vertical columns
  PVB050 - locate the alphabet keys on a keyboard by typing the alphabet
   PW0000 - OCCUPATIONAL THERAPY - VISUAL/PERCEPTUAL MOTOR SKILLS -VISUAL
LOCALIZATION
  PWB000 - To demonstrate functional visual localization
  PWC000 - To demonstrate improved awareness of forms and spatial relationships of objects to - each other
  PWC010 - place scattered forms into a puzzle
  PWC020 - complete the requested number piece non-interlocking puzzle
  PWC030 - complete the requested number piece interlocking puzzle within a frame
  PWC040 - complete the requested number piece interlocking puzzle without a frame
  PWC050 - correctly orient an object/picture when it is displaced in a space join a shape divided into pieces
  PWC060 - connect dots which are a designated distance apart using straight lines
  PWC070 - connect a picture or design composed of dots
  PWC080 - copy letters or numbers from a paper
  PWC090 - copy letters or numbers from a chalkboard
  PWC100 - copy a sentence composed of a minimum of 5 words from a paper or book
  PWC110 - copy a sentence composed of a minimum of 5 words from a chalkboard
   PX0000 - OCCUPATIONAL THERAPY - VISUAL/PERCEPTUAL MOTOR SKILLS -VISUAL
SEQUENCING
  PXB000 - To demonstrate visual memory
  PXC000 - To demonstrate visual sequencing
  PXC010 - after viewing a set of objects, indicate which object has been removed
  PXC020 - look at a picture and recall details
  PXC030 - look at a picture and recall details after the picture has been removed
  PXC040 - duplicate the correct sequence of at least a 3 part visual stimulus immediately after viewing the model
Q00000 - PHYSICAL/MOTOR SKILLS
   QA0000 - TO IMPROVE FINE MOTOR CONTROL
  QA0010 - Develop pencil/crayon/paper skills
  QA0020 - Develop lacing/tying skills
  QA0030 - Use common fasteners (buttons, zippers, snaps)
  QA0040 - Perform cutting and pasting tasks
   QB0000 - TO IMPROVE GROSS MOTOR CONTROL
  QB0010 - Establish lateral dominance
  QB0020 - Perform gross motor coordination tasks
  QB0030 - Develop a sense of directionality
QB0040 - Perform eye-hand coordination
QB0050 - Perform motor sequences
QB0060 - Balance in a variety of activities
QC0000 - TO IMPROVE PHYSICAL FITNESS
QC0010 - Develop cardiorespiratory endurance
QC0020 - Improve physical strength
QC0030 - Improve physical coordination
QE0000 - TO INCREASE MUSCLE CONTROL
QE0010 - Hold head erect for one minute when held
QE0020 - Lift head and hold it up for at least five seconds while lying on stomach
QE0030 - Turn head freely from side to side while supported in sitting position
QE0040 - Sit without support for at least five seconds
QE0060 - Stand in upright position without support for 30 or more seconds
QF0000 - TO INCREASE BODY COORDINATION
QF0010 - Bring hands together at midline
QF0020 - Move object held in hand to mouth
QF0030 - Pull self to standing position while holding on to a solid object
QF0040 - Move from lying position (on back) to sitting position without assistance
QF0050 - Carry large object while walking 10 feet
QF0060 - Stoop or squat to pick up object, pick it up, and return to standing position without falling
QF0070 - Throw ball forward at least three feet
QF0080 - Kick ball forward without falling
QF0090 - Walk two or more steps on line on floor, alternating feet forward
QF0100 - Stand on one foot momentarily without support
QF0110 - Throw ball five feet forward with direction
QF0120 - Turn forward somersault without assistance
QF0130 - Imitate arm positions of examiner
QF0140 - Hop forward on one foot without support
QF0150 - Walk heel-to-toe for four or more steps
QF0160 - Hop on one foot for 10 feet
QF0170 - Catch ball
QF0180 - Stand on each foot alternately with eyes closed
QF0190 - Do standing broad jump
QF0210 - Walk six-foot line heel-to-toe with eyes open
QF0220 - Throw ball at target
QF0230 - Jump rope without assistance
QF0240 - Maintain crouched position on tiptoe, with arms extended horizontally at sides and eyes closed
QF0250 - Catch with one hand a tennis ball tossed from six feet away
QG0000 - TO INCREASE LOCOMOTION SKILLS
QG0010 - Make stepping movements when held in upright position
QG0020 - Move three or more feet by crawling
QG0030 - Walk three or more steps with assistance
QG0040 - Creep or crawl up four steps without assistance
QG0050 - Walk without support for 10 feet without falling
QG0060 - Move from sitting to standing without support from object or person
QG0070 - Walk up four steps with support
QG0080 - Walk down four steps with support
QG0090 - Run 10 feet without falling
QG0100 - Walk up and down stairs without assistance, placing both feet on each step (marking time)
QG0110 - Jump forward with both feet together
QG0120 - Walk down stairs alternating feet
QG0130 - Skip on alternate feet for 20 feet
QH0000 - TO INCREASE FINE MUSCLE SKILLS
QH0010 - Hold hands in open, loosely fisted position when not grasping object
  QH0020 - Hold object with fingers against heel of palm (ulnar-palmer prehension)
  QH0030 - Pick up raisin with several fingers opposed to thumb (partial finger prehension)
  QH0040 - Transfer object from one hand to other hand
  QH0050 - Pull up raisin with ends of thumb and index finger in overhand approach (neat pincer grasp)
  QH0060 - Extend toy to person and release it from grasp
  QH0070 - Pick up raisin with ends of thumb and index finger in overhand approach (neat pincer grasp)
  QH0080 - Open door by turning knob
  QH0100 - Turn pages of book one at a time
  QH0160 - Crumple piece of paper into ball with each hand
  QH0180 - Touch fingertips of each hand successively with thumb of same hand
  QI0000 - TO INCREASE PERCEPTUAL - MOTOR SKILLS
  QI0010 - Reach for object placed before him/her and touches it
  QI0020 - Place raisin in a bottle
  QI0030 - Build tower of two cubes
  QI0040 - Place four rings on post in any order
  QI0050 - Remove raisin from bottle
  QI0060 - Copy vertical line
  QI0070 - Copy circle
  QI0080 - Copy cross
  QI0090 - Cut with scissors following line
  QI0100 - Copy V, H, and T
  QI0110 - Copy triangle
  QI0120 - Draw person with six parts
  QI0130 - Copy square
  QI0140 - Copy simple words
  QI0150 - Copy numerals 1 through 5
  QI0160 - Copy words with upper- and lower-case letters
  QI0170 - Copy directional arrows
  QI0180 - Copy diamonds
  QI0190 - Copy two tilted triangles
  QI0200 - Write simple sentence in manuscript

R00000    - PRE-SCHOOL EXPECTATIONS

RA0000 - I: SOCIAL/EMOTIONAL DEVELOPMENT
RAB000 - EXPECTATION l: Children demonstrate self-confidence.
RABB00 - 1.1 Makes independent decisions about materials to use in order
to express individuality.
RABC00 - 1.2 Makes independent choices and plans from a broad range of
diverse interest centers.
   RABD00 - 1.3 Participates independently in using household and classroom
materials.
   RABE00 - 1.4 Expresses ideas for activities and initiates discussions.
   RABF00 - 1.5 Participates in discussions with teachers and friends.
   RABG00 - 1.6 Acknowledges actions and accomplishments verbally and
nonverbally.
RAC000 - EXPECTATION 2: Children demonstrate self-direction.
   RACB00 - 2.1 Explores and experiments with a wide variety of
developmentally appropriate, curriculum referenced materials and
activities.
   RACC00 - 2.2 Demonstrates self-help skills (e.g., puts blocks away, pours
juice, uses soap when washing hands).
   RACD00 - 2.3 Moves through the classroom routines and activities with
minimal teacher direction.
RAD000 - EXPECTATION 3: Children identify and express feelings.
   RADB00 - 3.1 Labels and describes a wide range of feelings, including
sadness, anger, fear and happiness.
   RADC00 - 3.2 Empathizes with feelings of others (e.g., gets blanket for
friend and comforts him/her when he/she feels sad).
   RADD00 - 3.3 Channels negative feelings such as anger and impulse through
specific techniques (e.g., taking three deep breaths, using
words, pulling self out of play to go to "safe spot" to relax,
expressive activities).
RAE000 - EXPECTATION 4: Children exhibit positive interactions with other
  children and adults.
   RAEB00 - 4.1 Participates appropriately in classroom activities.
   RAEC00 - 4.2 Demonstrates socially appropriate affection for teachers and
friends (e.g., hugs, gets a tissue, sits next to, holds hands).
   RAED00 - 4.3 Says "thank you," "please" and "excuse me."
   RAEE00 - 4.4 Respects rights of others (e.g., "This painting belongs to
Carlos.")
   RAEF00 - 4.5 Expresses needs verbally to teacher and peers without being
aggressive (e.g., "I don't like it when you call me dummy.
Stop!").
   RAEG00 - 4.6 Demonstrates verbal problem-solving skills without being
aggressive (e.g., talks about problem, talks about feelings
relating to problem and negotiates solutions).
   RAEH00 - 4.7 Uses self-talk (thinking aloud) as a positive behavior
strategy (e.g., after Paula's friend asked her to play, Paula
said, "I don't feel like playing right now, so I am going to sit
on the on the beanbag chair in the quiet area until I feel
better.").
RAF000 - EXPECTATION 5: Children exhibit pro-social behaviors.
   RAFB00 - 5.1 Plays independently, in pairs and small groups.
   RAFC00 - 5.2 Knows how to pretend play.
   RAFD00 - 5.3 Knows how to enter into play when a group of children are
already involved in play.
   RAFE00 - 5.4 Takes turns.
   RAFF00 - 5.5 Understands the concept of sharing, and at times, is able to
share.
RAG000 - EXPECTATION 6: Children exhibit attending and focusing skills.
   RAGB00 - 6.1 Is relaxed and attentive with sufficient energy to meet
challenges of the preschool day (i.e., quiet and rest times are
alternated with more active classroom and outdoor activities).
   RAGC00 - 6.2 Attends to task for an average of 15 minutes.
   RAGD00 - 6.3 Moves onto next activity without exhibiting signs of stress
(i.e., transitions are anticipated by the children and cued by
the teacher).
   RAGE00 - 6.4 Demonstrates conversation skills (e.g., listening and waiting
for turn to talk).
RAH000 - EXPECTATION 7: Children participate in group routines.
   RAHB00 - 7.1 Separates easily from parent.
   RAHC00 - 7.2 Engages in purposeful activity for most of the time while
moving independently from one activity to another.
   RAHD00 - 7.3 Uses toys and materials with care and cleans up or puts them
away when finished.
   RAHE00 - 7.4 Moves through daily schedule and routines with ease.
   RB0000 - I: CREATIVE ARTS
RBB000 - EXPECTATION 1: Children express themselves and develop an
 appreciation for music.
   RBBB00 - 1.1 Sings alone or with others.
   RBBC00 - 1.2 Uses a variety of musical instruments (e.g., traditional
instruments, homemade instruments, his/her body) to create music
alone and/or with others.
   RBBD00 - 1.3 Discusses his/her reactions/feelings to diverse musical
genres and or styles (e.g., in reaction to listening to a classic
lullaby a child might say, "This music makes me feel quiet
inside.").
RBC000 - EXPECTATION 2: Children develop an appreciation for dance and
 movement.
   RBCB00 - 2.1 Explores different ways of moving his/her body with and
without music.
   RBCC00 - 2.2 Attempts to move to the beat of music.
   RBCD00 - 2.3 Responds to changes in tempo (e.g., moving slowly or quickly,
on tiptoes to soft music, gliding to a waltz).
RBD000 - EXPECTATION 3: Children develop an appreciation for dramatic play
 and storytelling.
   RBDB00 - 3.1 Plays a role observed in his/her life experiences (e.g., mom,
baby, fire fighter, police officer, doctor, car mechanic).
   RBDC00 - 3.2 Makes up new roles and acts them out, especially from
familiar stories.
   RBDD00 - 3.3 Participates with others in dramatic play, negotiating roles
and setting up events.
   RBDE00 - 3.4 Differentiates between pretend and real.
RBE000 - EXPECTATION 4: Children develop awareness and appreciation for
 visual arts (e.g., painting, sculpting, and drawing).
   RBEB00 - 4.1 Plans and works independently to create own art
representations.
   RBEC00 - 4.2 Recognizes and describes various art forms (e.g.,
photographs, sculpture, paintings).
   RBED00 - 4.3 Explores and describes art choices (e.g., "I used red for my
screaming mouth," or "I made lots of little circles because it is
snowing so hard.").
  RC0000 - I: HEALTH, SAFETY AND PHYSICAL EDUCATION
RCB000 - EXPECTATION 1: Children develop the knowledge and skills
 necessary to make nutritious food choices.
   RCBB00 - 1.1 Identifies and differentiates among foods and food groups
(e.g., fruits, vegetables, meats).
   RCBC00 - 1.2 Describes taste, colors, textures, smells, and shapes of
food.
   RCBD00 - 1.3 Compares and contrasts foods that are representative of
various cultures (e.g., matzo and naan, plantains and bananas).
   RCBE00 - 1.4 Demonstrates and illustrates understanding of nutritious food
choices (e.g., through dramatic play, art and creating stories).
RCC000 - EXPECTATION 2: Children develop self-help skills and personal
 hygiene skills.
   RCCB00 - 2.1 Washes hands at appropriate times.
   RCCC00 - 2.2 Demonstrates strategies that limit the spread of germs (e.g.,
covering mouth, using clean tissues, or throwing away food that
drops on the floor).
   RCCD00 - 2.3 Discusses, describes and demonstrates personal and oral
hygiene skills (e.g., through dramatic play, conversations,
story-telling).
    RCCE00 - 2.4 Demonstrates brushing teeth, dressing and grooming techniques
(e.g., dramatic play and putting on shoes).
    RCCF00 - 2.5 Pours from small pitchers and serves themselves and others.
    RCCG00 - 2.6 Uses utensils at meals to serve self and others.
    RCCH00 - 2.7 Demonstrates appropriate behavior during meals (e.g., food
handling, turn taking).
RCD000 - EXPECTATION 3: Children develop an awareness of potential hazards
  to their health.
    RCDB00 - 3.1 Recognizes, identifies and alerts adults to potentially
harmful conditions/situations.
    RCDC00 - 3.2 Identifies and recognizes warning symbols and communicates
their meaning (e.g., red light, stop sign, poison symbol, etc.).
    RCDD00 - 3.3 Behaves appropriately during emergency evacuation drills.
    RCDE00 - 3.4 Identifies community helpers who assist in maintaining a safe
environment.
    RCDF00 - 3.5 Knows how to dial 911 for help.
RCE000 - EXPECTATION 4: Children develop competence and confidence in
  activities that require gross motor skills.
    RCEB00 - 4.1 Demonstrates large movements (e.g., hopping, galloping,
jumping, running and marching).
    RCEC00 - 4.2 Uses objects and props to demonstrate coordination and
expands spatial and cognitive learning (e.g., balls, hula-hoops,
Frisbees, balance beams).
    RCED00 - 4.3 Independently selects gross motor activities in which to
participate.
    RCEE00 - 4.4 Demonstrates safe behaviors while using playground equipment
and participating in activities.
RCF000 - EXPECTATION 5: Children develop competence and confidence in
  activities requiring fine motor skills.
    RCFB00 - 5.1 Demonstrates an increase in fine motor skills (i.e., hand
movements that require control, dexterity and eye-hand
coordination).
    RCFC00 - 5.2 Independently selects and engages in fine-motor activities of
his/her choice.
   RD0000 - I: LANGUAGE ARTS/LITERACY
RDB000 - EXPECTATION 1: Children listen with understanding to
  environmental sounds, directions and conversations.
    RDBB00 - 1.1 Follows oral directions that involve several actions.
    RDBC00 - 1.2 Identifies sounds in the environment and distinguishes among
them (e.g., a phone ringing, a truck passing by or blowing its
horn, animal sounds, musical instruments, voices of peers in
room, etc.).
    RDBD00 - 1.3 Listens for various purposes (e.g., demonstrate that a
response is expected when a question is asked; enter into
dialogue after listening to others; repeat parts of stories,
poems, or songs).
    RDBE00 - 1.4 Shows interest, pleasure and enjoyment during listening
activities by responding with appropriate eye contact, body
language and facial expressions.
RDC000 - EXPECTATION 2: Children converse effectively in their home
  language, English or sign language for a variety of purposes
  relating to real experiences and different audiences.
    RDCB00 - 2.1 Describes previous experiences and relates them to new
experiences or ideas.
   RDCC00 - 2.2 Asks questions to obtain information.
   RDCD00 - 2.3 Uses language to express relationships, make connections,
describe similarities and differences, express feelings and
initiate play with others.
   RDCE00 - 2.4 Listens and responds appropriately in conversations and group
interactions by taking turns and generally staying on topic.
   RDCF00 - 2.5 Joins in singing, finger plays, chanting, retelling and
inventing stories.
   RDCG00 - 2.6 Uses language and imitates sounds appropriate to roles in
dramatic play and sets the stage by describing actions and
events.
   RDCH00 - 2.7 Uses language to communicate and negotiate ideas and plans
for activities.
   RDCI00 - 2.8 Uses new vocabulary and asks questions to extend
understanding of words.
   RDCJ00 - 2.9 Connects new meanings of words to vocabulary already known
(e.g., "It's called bookend because the books end.").
   RDCK00 - 2.10 Uses complex sentence structure such as compound sentences,
if-then statements, and explanations (e.g., "I wanted to make a
long snake but Mimi has the scarf." "If I set the table, then you
can eat." "Pigs wouldn't like it on the moon because there isn't
any mud.").
RDD000 - EXPECTATION 3: Children demonstrate emergent reading skills.
   RDDB00 - 3.1 Identifies the meaning of common signs and symbols (e.g.,
pictures, recipes, icons on computers or rebuses).
   RDDC00 - 3.2 Recognizes print in the local environment (e.g., exit sign,
area labels, written directions such as such as the steps for
hand-washing).
   RDDD00 - 3.3 Recognizes that a variety of print letter formations and text
forms are used for different functions (e.g., grocery list, menu,
store sign, telephone book, newspaper and magazine).
   RDDE00 - 3.4 Identifies some alphabet letters by their shapes, especially
those in his/her own name.
   RDDF00 - 3.5 Recognizes own name in a variety of contexts.
   RDDG00 - 3.6 Recognizes that letters form words.
   RDDH00 - 3.7 Recognizes that it is the print that is read in stories.
   RDDI00 - 3.8 Displays book handling knowledge (e.g., turning the book
right side up, using left to right sweep, turning one page at a
time, recognizing familiar books by cover).
   RDDJ00 - 3.9 Exhibits reading-like behavior (e.g., pretend to read to self
and others and read own writing).
   RDDK00 - 3.10 Uses a familiar book as a cue to retell their version of the
story.
   RDDL00 - 3.11 Shows an understanding of story structure (e.g., comment on
characters, predict what will happen next, ask appropriate
questions and act out familiar stories).
   RDDM00 - 3.12 Asks questions and makes comments pertinent to the story
being read and connects information in books to his/her personal
life experiences.
   RDDN00 - 3.13 Engages in language play (e.g., manipulate separable and
repeating sounds).
   RDDO00 - 3.14 Makes up and chants own rhymes (e.g., when playing in the
water table, saying "squishy, wishy, dishy soap," or at
lunchtime, children are conversing and say, "A light is for
night.").
    RDDP00 - 3.15 Plays with alliterative language (e.g., "Peter, Peter
Pumpkin Eater").
RDE000 - EXPECTATION 4: Children demonstrate emergent writing skills.
    RDEB00 - 4.1 "Writes" messages as part of play and other activities (e.g.,
drawing, scribbling, making letter-like forms, using invented
spelling and conventional letter forms).
    RDEC00 - 4.2 Attempts to write own name on work.
    RDED00 - 4.3 Attempts to make own names using different materials, such as
magnetic letters, play dough, rubber stamps, alphabet blocks or a
computer.
    RDEE00 - 4.4 Asks adults to write (e.g., asks for labels on block
structures, dictation of stories and list of materials needed for
a project).
   RE0000 - I: MATHEMATICS
REB000 - EXPECTATION 1: Children demonstrate an understanding of number
  and numerical operations.
    REBB00 - 1.1 Demonstrates understanding of one-to-one correspondence
(e.g., places one placemat at each place, gives each child one
cookie, places one animal in each truck, hands out manipulatives
to be shared with a friend saying "One for you, one for me.").
    REBC00 - 1.2 Spontaneously counts for own purposes (e.g., counting blocks
or cars, counting beads while stringing them, handing out
napkins).
    REBD00 - 1.3 Learns to say the counting numbers.
    REBE00 - 1.4 Discriminates numbers from other symbols in the environment
(e.g., street signs, license plates, room number, clock, etc.).
    REBF00 - 1.5 Recognizes and names some written numerals.
    REBG00 - 1.6 Compares numbers in different contexts (e.g., using words
such as more and less).
    REBH00 - 1.7 Uses estimation as a method for approximating an appropriate
amount (e.g., at snack time, deciding how many napkins to take
from a large pile for the group, determining number of blocks to
use when building structures).
    REBI00 - 1.8 Adds two groups of concrete objects by counting the total
(e.g., three blue pegs, three yellow pegs, six pegs altogether).
    REBJ00 - 1.9 Subtracts one group of concrete objects from another by
taking some away and then counting the remainder (e.g., "I have
four carrot sticks. I'm eating one! Now I have 3!").
REC000 - EXPECTATION 2: Children develop knowledge of spatial concepts,
  e.g., shapes and measurement.
    RECB00 - 2.1 Identifies basic shapes in the environment (e.g., circle,
square, triangle, cube, sphere).
    RECC00 - 2.2 Uses standard and nonstandard measurement units (e.g.,
measuring body length with unifix cubes, using a tape measure to
gauge height of block construction, counting the number of cups
it takes to fill a bucket with water).
    RECD00 - 2.3 Uses vocabulary to describe distances (e.g., "It was a really
long walk to the playground.").
    RECE00 - 2.4 Uses vocabulary to describe directional concept (e.g., "Watch
me climb up the ladder and slide down.").
    RECF00 - 2.5 Uses positional words in a functional way (e.g., "I put the
red block on top of the cabinet.").
    RECG00 - 2.6 Makes three-dimensional constructions and models (e.g.,
sculptures that have height, depth and width).
    RECH00 - 2.7 Makes connections between two dimensional and three
dimensional forms (e.g., circle-sphere, square-cube,
triangle-pyramid).
RED000 - EXPECTATION 3: Children understand patterns, relationships and
  classification.
    REDB00 - 3.1 Sorts objects into groups (e.g., separate basket of collected
items into piles of pinecones, acorns and twigs).
    REDC00 - 3.2 Classifies objects by sorting them into subgroups by one or
more attributes (e.g., sorting counting bears by color into
trays, separating a mixture of beans by individual size and
shape).
    REDD00 - 3.3 Describes an object by characteristics it does or does not
possess (e.g., "This button doesn't have holes.").
    REDE00 - 3.4 Seriates objects according to various properties including
size, number, length, heaviness, texture (rough to smooth) or
loudness.
    REDF00 - 3.5 Identifies patterns in the environment (e.g., "Look at the
rug. It has a circle, then a number, then a letter...").
    REDG00 - 3.6 Represents patterns in a variety of ways (e.g., stringing
beads red/green/red/green/red/green, arranging buttons
big/bigger/biggest, or singing songs that follow a simple
pattern).
REE000 - EXPECTATION 4: Children develop knowledge of sequence and
  temporal awareness.
    REEB00 - 4.1 Starts and stops on a signal (e.g., freezing in position when
the music stops).
    REEC00 - 4.2 Describes the sequence of the daily routine and demonstrates
understanding of basic temporal relations (e.g., "We will go
outside after snack time.").
    REED00 - 4.3 Arranges pictures of events in temporal order (e.g., first, a
photo of the child eating breakfast; second, a photo of the child
getting on the bus; third, a photo of the child in the
classroom).
REF000 - EXPECTATION 5: Children use mathematical knowledge to represent,
  communicate and solve problems in their environment.
    REFB00 - 5.1 Uses mathematical terms when conversing with others (e.g.,
"Which car is faster?" "My building is taller than yours." "I
have more sand in my bucket.").
    REFC00 - 5.2 Uses emergent mathematical knowledge as a problem-solving
tool (e.g., Maritza notices that Juan has more carrot sticks than
she does. She says, "May I have some of yours? Then we will have
the same amount." Jorge decides to fill his bucket by using small
cups of water when he realizes that he cannot fit the bucket
under the faucet).
    REFD00 - 5.3 Describes how he/she solved mathematical problems in his/her
own way.
   RF0000 - I: SCIENCE
RFB000 - EXPECTATION 1: Children develop inquiry skills, including problem
  solving and decision-making.
    RFBB00 - 1.1 Asks questions relating to own interests and current
classroom activities (e.g., "What do you think the inside of this
nut looks like?").
    RFBC00 - 1.2 Makes observations (e.g., "Look, this tree has big, green
leaves. That one has needles.").
    RFBD00 - 1.3 Makes predictions (e.g., "This car is really heavy. I'll bet
it sinks to the bottom of the water.").
    RFBE00 - 1.4 Answers questions or tests predictions using simple
experiments or research media (e.g., cracking a nut to look
inside, putting a toy car in water to determine whether it sinks
or using a book or Web site to find out about different types of
leaves).
    RFBF00 - 1.5 Discusses, shares and records findings (e.g., drawing and
"writing" in journals, making rubbings, charting the growth of
plants).
RFC000 - EXPECTATION 2: Children observe and investigate the properties of
  objects, both living and nonliving.
    RFCB00 - 2.1 Acquires and uses basic vocabulary for plants, animals and
humans, as well as their parts and characteristics.
    RFCC00 - 2.2 Explains that living things have specific needs (e.g., water,
air, food, light).
    RFCD00 - 2.3 Demonstrates knowledge that living things exist in different
environments (e.g., "Fish can live in the ocean because they can
breathe under water.").
    RFCE00 - 2.4 Explains the differences between nonliving and living things
(e.g., "The bunny is alive. He needs to eat." "The shell isn't
alive. The hermit crab is!").
RFD000 - EXPECTATION 3: Children explore the concept of change in both
  living and nonliving entities and in the environment.
    RFDB00 - 3.1 Uses language to demonstrate knowledge of physical change
(e.g., "When I add the red paint to the white paint, it is going
to change.").
    RFDC00 - 3.2 Describes how matter can change form (e.g., snow melting in
the water table, water left in the watering can, making cookies,
gelatin, etc.).
    RFDD00 - 3.3 Demonstrates understanding that living things change as they
grow (life cycle) (e.g., "When we first got our fish, they were
small. Now they are big and have spots.").
    RFDE00 - 3.4 Uses words related to weather and environmental phenomena and
change (sunny, clouds, rain, snow, lightning, temperature, wind,
thunder) and night and sky objects (sun, moon, stars).
    RFDF00 - 3.5 Associates the seasons with changes in the climate and
environment.
RFE000 - EXPECTATION 4: Children develop an awareness of the environment
  and participate in its care.
    RFEB00 - 4.1 Demonstrates care of the environment (e.g., cleaning up after
snack outside).
    RFEC00 - 4.2 Participates in sorting materials for recycling (e.g., items
for the trash can, yogurt containers and cups to be used in the
art area).
    RFED00 - 4.3 Discusses in simple terms how humans can care for or harm the
environment (e.g., "If you throw garbage in the ocean it can hurt
fish. The water gets too dirty.").
   RG0000 - I: SOCIAL STUDIES, FAMILY AND LIFE SKILLS
RGB000 - EXPECTATION 1: Children identify unique characteristics of
  themselves and others.
    RGBB00 - 1.1 Describes characteristics of self.
    RGBC00 - 1.2 Compares characteristics of self with others.
    RGBD00 - 1.3 Creates visual displays of individual characteristics and
those of others.
    RGBE00 - 1.4 Expresses individuality and diversity through dress-ups,
dolls, puppets, etc.
    RGBF00 - 1.5 Discusses characteristics of children and adults in
multicultural literature and photos.
    RGBG00 - 1.6 Selects materials and activities based on choice and not
limited by bias.
RGC000 - EXPECTATION 2: Children communicate about their family, family
  roles and family traditions.
    RGCB00 - 2.1 Talks with classmates and teachers about his/her family.
    RGCC00 - 2.2 Identifies, compares and contrasts family members from a
photograph (e.g., "This is my mommy and she has brown hair.").
    RGCD00 - 2.3 Talks about family routines and activities (e.g., languages,
foods, celebrations, music, meals, etc.).
    RGCE00 - 2.4 Dramatizes roles and responsibilities of different family
members.
    RGCF00 - 2.5 Illustrates representations of families, roles and traditions
through different media (e.g., paints, crayons, play dough,
collage, cut-outs, etc.).
RGD000 - EXPECTATION 3: Children become contributing active members of the
  classroom community.
    RGDB00 - 3.1 Understands rules and will follow most classroom rules.
    RGDC00 - 3.2 Performs assigned jobs and responsibilities.
    RGDD00 - 3.3 Takes responsibility for simple classroom tasks.
    RGDE00 - 3.4 Identifies other children in the classroom and uses names in
conversations.
    RGDF00 - 3.5 Works together (e.g., pair, triads and small groups) to
complete projects and activities.
RGE000 - EXPECTATION 4: Children will demonstrate knowledge of
  neighborhood and community.
    RGEB00 - 4.1 Differentiates among types of homes.
    RGEC00 - 4.2 Creates representations of different homes (e.g., draw, build
block structure, use boxes, make 3-D structures).
    RGED00 - 4.3 Identifies and discusses the duties of a variety of common
community occupations (e.g., nurse, postmaster, secretary,
clerk).
    RGEE00 - 4.4 Dramatizes community roles and activities.
    RGEF00 - 4.5 Identifies tools used for different occupations (e.g., cash
register, adding machine, stethoscope, etc.).
RGF000 - EXPECTATION 5: Children participate in activities that reflect
  the cultures within their classroom and their community.
    RGFB00 - 5.1 Identifies characteristics of other cultures in discussions
and play (e.g., "Either a man or a woman can be the president.").
    RGFC00 - 5.2 Participates in cultural activities.
   RH0000 - I: WORLD LANGUAGES
RHB000 - EXPECTATION 1: Children know that others may use different
  languages (including sign) to communicate and will express simple
  greetings, words and phrases in a language other than their own.
    RHBB00 - 1.1 Acknowledges that a language other than his/her own is being
spoken.
    RHBC00 - 1.2 Responds appropriately to commands or instructions given in a
language other than English.
   RHBD00 - 1.3 Says simple greetings, words and phrases in a language other
than his/her own.

S00000 - SPEECH & LANGUAGE
   S10000 - LANGUAGE/AUDITORY GOALS
   S11010 - To improve understanding of basic conceptual terms in the areas temporal (time), spatial, quantitative
(number), and miscellaneous concepts based on the Boehm Test of Basic Concepts.
   S11015 - To improve the ability to identify key content words in simple sentences.
   S11020 - To receptively demonstrate an understanding of vocabulary from a wide variety of word classes,
including the following specific categories: - nouns (include people, body parts, toys, animals, food, clothing,
household items) - verbs - modifiers (words to describe size, color, number, feelings, condition) - demonstratives -
prepositions - locatives The number of pictures/objects from which the child must discriminate the target item will
gradually be increased.
   S11030 - To receptively demonstrate understanding of word classes in different combinations and complexity
by varying the vocabulary and increasing the length of syntactic constructions. The number of critical elements
from which the child must discriminate will gradually be increased from 1 to 4 by varying the number of nouns,
verbs, modifiers, demonstratives, prepositions and locatives to which the child must attend.
   S11040 - To improve the ability to identify vocabulary items from a wide variety of semantic classes by
pointing the appropriate pictures as named by the clinician.
   S11050 - To demonstrate ability to label pictures of age appropriate vocabulary items from a variety of semantic
classes when presented by the clinician.
   S11060 - To improve overall expressive vocabulary skills within a conversation format.
   S11070 - To improve expressive and receptive knowledge of curriculum related vocabulary terms.
   S11080 - To increase vocabulary and word finding/retrieval skills when given a series of homonyms and
homographs by defining the word or using it in a phrase or sentence to indicate comprehension of the various
meanings of the word.
   S11090 - To improve the ability to give verbal descriptions and/or definitions using precise language to convey
meaning.
   S11110 - To improve the ability to receptively and expressively compare and contrast characteristics of items
using size, shape, use, locations, color, sound, texture, category descriptions, etc
   S11120 - To improve the ability to reason and tell how words and items are associated or related.
   S11130 - To improve syntax skills in order to be able to combine two or more simple sentences to form one
grammatically correct compound or complex sentence.
   S11140 - To improve the usage of meaningful and socially appropriate language through modeling and
experiential language therapy. The client will produce language of increasing length and grammatical complexity.
   S11150 - To improve the ability to identify key content words in simple sentences.
   S11160 - To improve the ability to identify incorrect grammar in spoken sentences, and present the
grammatically correct form in a sentence.
   S11170 - To improve the ability to identify incorrect grammar in spoken sentences, and present the
grammatically correct form in a sentence.
   S11180 - To improve expressive use of prepositions when describing pictures or manipulating objects.
   S11190 - To improve the ability to describe simple object functions.
   S111A0 - To improve the ability to express simple ideas, thoughts, or emotions through body movements
coordinated with facial expressions (i.e., pantomime)
   S11210 - To improve the ability to recognize and use correct word order in sentences, by listening to scrambled
sentences presented orally, and rearranging the words to produce a grammatically correct sentence.
   S11220 - To improve the ability to analyze, correct, and explain absurd sentences when they are presented
orally.
   S11230 - To improve the ability to identify the underlying meaning of utterances that may have several
meanings such as idioms, similes, provers. (For ex: "I could eat a horse." "She's as quiet as a mouse." "Don't cry
over spilt milk.")
   S11240 - To improve the ability to classify and determine which items can be grouped into a category, and why
other items don't belong. The following types of activities may be done: a) When told a specific semantic category,
the client will name a variety of items which belong to that semantic category. (Ex. For the semantic category
"clothing", responses could be sock, shoe, boots, slippers, stockings, shirt, sweater, blouse, etc.) b) When given
examples of items belonging to one semantic category, the client will name that category. c) When presented with
two or more words belonging to a given category, and one word which does not belong, the client will identify
which does not belong and tell why.
   S11250 - To improve the ability to analyze morphological elements of words and to demonstrate competency in
correct usage. The following types of activities will be utilized: a) When given a sentence with the target word
missing, the client will correctly state the missing word. (Ex. Bob has a shirt and Bill has a shirt. They have 2
shirts.) b) When given a target word, the client will give an example sentence or utterance to demonstrate
understanding of the word and its morphological rule. (i.e. root word: quick bound morpheme: ly quickly The
horse ran quickly.)
   S11260 - To improve the ability to determine the logical relationships and supply the appropriate grammatical
form of the missing word in a sentence completion task using grammatical analogies. (Ex. "Blow" is to "Blew" as
"run" is to "ran".)
   S11270 - To improve the ability to perceive relationships between verbal concepts and identify word pairs
which are associated by class membership, antonyms, agent-action, or super ordinate-subordinate relationships.
   S11280 - To improve the ability to perceive relationships between verbal concepts and identify word pairs
which are associated by class membership, antonym, agent-action, or super ordinate-subordinate relationships.
   S11290 - To improve the ability to process and interpret oral directions which contain linguistic concepts
requiring logical operations (and, either ... or, if ...then).
   S112A0 - To improve the ability to identify opposite word relationships.
   S11300 - To improve the ability to process and interpret sentences which contain cause and effect, comparative,
passive, temporal, sequential, familial and analogous relationships, as well as idioms (ambiguities) and proverbs
(figurative language).
   S11310 - To improve the ability to interpret, recall and execute oral commands of increasing length and
complexity.
   S11320 - To improve the ability to process ad interpret spoken paragraphs and recall key information presented.
   S11330 - To improve the ability to accurately recall and produce automatic sequential word series (Ex: days of
the week, months of the year, rote counting).
   S11340 - To improve accuracy, fluency and speed in retrieving common words when given a specific category.
   S11350 - To improve quality and quantity in retrieving semantically related word series from long term
memory.
   S11360 - To improve the ability to immediately recall sentences of increasing length and complexity.
   S11370 - To improve the ability to formulate sentences of increasing grammatical complexity when given a
semantic constraint.
   S11380 - To facilitate development of compensatory strategies for dealing with auditory information, the
following teaching strategies will be implemented: a) Directions to clients will be prefaced with the use of name
and eye contact. b) Sentence length will be limited, key words emphasized and repeated as often as necessary. c)
Client will be encouraged to auditorize while working, and to repeat directions and chunk information before
beginning a task.
   S11390 - To improve the ability to comprehend the spoken word, the client will respond "yes" or "no" to orally
presented questions. (Ex: Do children play? Do airplanes fly?)
   S11400 - To improve auditory discrimination skills by: a) Discriminating 2 monosyllabic meaningful words as
being same or different when presented aloud. b) Responding yes/no when questioned concerning the presence f a
specific phoneme in the initial or final position of words presented aloud. c) Generating a meaningful word
beginning with a specific phoneme orally presented. d) Discriminating monosyllabic words as ending the same or
differently when presented aloud. e) Discriminating the word ending differently (the one that does not rhyme)
when presented with 3 or 4 monosyllabic words. f) Generating a rhyming word retaining the final sound when
presented with a monosyllabic word. g) Identifying a word by choosing from pictures which are phonetically
similar in response to an auditorily presented stimulus.
   S11410 - To improve critical listening and discrimination skills, the client will identify the number of syllables
contained in each word or utterance presented aloud.
   S11420 - To further develop critical listening and discrimination skills, the client will attend to heteronym pairs
orally presented and then use the words in meaningful language. (Ex: "live" I live in an apartment.
   S11430 - To improve short-term auditory memory skills by repeating a series of related and/or unrelated words.
   S11440 - To improve short-term auditory memory skills by inserting missing information when progressively
longer digit and/or word patterns are presented.
   S11450 - To improve auditory memory skills by using a blind board or barrier, the client must be able to follow
a series of commands or directions which use a variety of linguistic concepts spoken by the therapist, as well as be
able to expressively give a series of commands to a listener.
   S11460 - To improve auditory memory skills by following 3, 4, and 5 element oral commands using varying
linguistic concepts requiring logical operations such as "instead....take", "if...then", "except ...all"
   S11470 - To be able to follow a series of 1-5 direction in sequential order.
   S11480 - To improve the ability to conceptualize and express a story including sequencing events, naming
characters, and attempting humor.
   S11490 - To improve recognition memory by determining whether or not a given word has been previously
presented when read verbally from a list.
   S11500 - To improve memory for content by pointing to two pictures that were not name in a longer list of
words which range in length from 2-9 items
   S11510 - To improve memory for sequence by arranging picture cards into the correct sequence in which they
were read.
   S11520 - To improve the ability to relate spoken words in a meaningful way by: a) Filling in the missing word
in a sentence presented orally using context and/or phoneme cues b) Using analogies, the client must determine the
logical relationships and supply the appropriate missing word in a sentence completion task. c) Identifying each
word part when given a compound word in a meaningful language. d) Generating a compound word when given
one part of the compound word. e) Identifying synonymous word relationships f) Using the clues provided, the
client will solve a riddle or make inferences.
   S11530 - To improve the ability to critically listen to verbally presented information, and to fill in missing parts
which were deleted in auditory presentation.
   S11540 - To improve sound mimicry skills by repeating a series of words presented by the clinician.
   S11550 - To improve sound analysis skills by repeating the initial, medial, or final sound of a syllable or word.
   S11560 - To improve sound-symbol association skills by learning new associations between words and pictures,
and pointing to the correct item when the clinician verbalizes the word.
   S11570 - To improve the ability to associate sound to letters by sounding out a series of words, repeating the
word out loud, and spelling the word.
   S11580 - To improve auditory sound blending/phonemic synthesis skills by combining or blending the separate
sounds or syllables heard into meaningful whole words. (Ex:c-u-t = cut, pa-per = paper)
   S11590 - To improve auditory sound blending/phonemic synthesis skills by filling in the missing word in a
sentence by using context and/or phonemic cues.
   S11600 - To improve the ability to attend to information presented verbally in the presence of competing
background sounds that increase from a positive to a negative signal to noise ratio.
   S11L00 - To establish strategies for interpersonal verbal interactions
   S11S00 - To learn the process of strategy acquisition through the use of
   S11SLM - Level 1: To target (actively identify) features of a stimulus or context that may or may not be
significant in formulating hypotheses and plans of action -- Achieved in an active search to identify all potentially
significant features Level 2: To perceive a pattern in the targeted features of the stimulus or context -- Achieved by
an active search for similar patterns stored in memory from past experiences Level 3: To formulate hypotheses to
guide the interpretation or use of language -- Achieved by using one or more of the targeted features or the pattern
to form one or more hypotheses Level 4: To test the hypotheses formulated to arrive at a single hypothesis that best
fits the pattern in the stimulus or context -- Achieved by testing one or more hypotheses successively or
simultaneously Level 5: To select the best plan of action by accepting the hypotheses with the best or the highest
probability, and then acting on it --Achieved by accepting the hypothesis with the best fit and probability and
acting on it Level 6: To execute the selected plan of action, either to its conclusion or to the point where the learner
recognizes that the plan is inefficient -- Achieved by following the plan of action to conclusion or to recognition of
its failure Level 7: To evaluate the efficacy of the performance -- Achieved by judging the outcome against a goal,
standard, or external criterion Level 8: To revise or repair a response if he/she judges the performance to be
inadequate -- Achieve
   S12000 - PRAGMATIC
   S12610 - To facilitate the understanding of pragmatic rules of language to determine who says what to whom,
how, when, why, and under what circumstances.
   S12620 - To improve ability to understand intended meaning of an utterance, as opposed to the literal meaning.
   S12630 - To improve the ability to interact with a communicative partner through initiation of conversation and
maintaining his position in the speaker-listener relationship.
   S12640 - To improve or develop specific pragmatic skills such as: - topic elaboration - use of conversational
rules - request for information - use of persuasive language - use of assertiveness - question asking
   S12650 - To appropriately use gestures and/or utterances which express recognition subsequent to the entrance
of a person into a situation.
   S12660 - To attend to a speaker though establishing eye contact shifting attention to various speakers in a group,
ceasing an activity to attend to the speaker when necessary, and attending to the speaker in the presence of
competing stimuli.
   S12670 - To gain attention in a small group or classroom setting by raising hand to obtain permission to speak.
   S12680 - To improve the ability to verbally initiate comment on actions and experiences, verbally protest to
indicate disagreement or dislike, and to appropriately verbalize guilt or dispute the veracity of a statement.
   S12690 - To improve the ability to make choices from several objects, actions, or activities.
   S12700 - To improve the ability to initiate requests for objects, clarification, and information.
   S12710 - To improve the ability to respond when called upon, to volunteer to communicate, and to attend to the
speaker without interruption.
   S12720 - To improve the ability to verbally respond to requests for clarification.
   S12730 - To improve the ability to initiate and specify and appropriate topic and make an initial comment.
   S12740 - To improve the ability to maintain a topic for specified number of exchanges by responding to an
using contingent questions, indicating acknowledgment by saying yes or no, and/or interjecting and opinion.
   S12750 - To improve the ability to signal topic changes.
   S12760 - To improve the ability to understand questions by responding appropriately.
   S12770 - To improve the ability to sequence details coherently by reconstructing a story told by the clinician,
sequencing the story, constructing a meaningful story from pictorial stimuli, and by generating a meaningful,
imaginative story.
   S12780 - To improve the ability to sequence a daily routine and to be able to relate events using specific concept
terms.
   S12790 - Improve problem solving abilities by expressing logical and reasonable answers to questions
   S12810 - Improve overall communication by demonstrating appropriate conversational skills at appropriate
times
   S13000 - NON VERBAL COMMUNICATION AIDS
   S13790 - To demonstrate understanding of items depicted on communication aid by pointing to correct
object/picture/button upon verbal command.
   S13800 - To improve the ability to make appropriate selection of object/picture/button to communicate needs in
actual communicative exchange.
   S13810 - To demonstrate the ability to exchange/initiate usage of communication aid appropriately with
additional verbal and gestural responses.
   S13820 - To demonstrate the ability to utilize more complex communication aids or additional items added to
existing aid independently.
   S13830 - To demonstrate the ability to be responsible for maintenance of communication aid.
   S13840 - To demonstrate the ability to carry communication aid when traveling between classes, school,
community trips, etc
   S15000 - FLUENCY
   S15100 - TO PRODUCE FLUENT SPEECH
   S15101 - Experience fluency during structured activities using a variety of techniques
   S15102 - Increase fluency during structured activities using a variety of techniques
   S15103 - Be desensitized to fluency disrupters and learn control techniques
   S15104 - Transfer fluent speech from structured tasks to real-life speaking situations
   S15105 - Identify, reduce and eliminate secondary characteristics
   S15106 - Identify and describe feelings and attitudes associated with the problem
   S15107 - Identify and describe the types of dysfluencies (prolongations, hesitations, repetitions, blocks).
   S15108 - Produce fluent speech in conversations in all speaking situations
   S15109 - Maintain fluent speech in everyday speaking situations
   S15200 - To develop the awareness needed to assert control over the speech mechanism by learning an
organized system of strategies known as THE METHOD so that stutter-free speech may be produced moment-by-
moment despite the presence of habituated speech patterns and an inherited tendency to speech blockage under
certain social conditions (STUTTERING THERAPY STEP-BY-STEP)
   S15210 - To develop appropriate breath control skills
   S15220 - To apply breath control to the controlled production of a relaxed, very quiet H sound (QH)
   S15221 - To extend learned skills to the initiation of vocalization in such a way that breath control and vocal
cord tension lead smoothly to the production of a minimal vocal cord vibration which is known as QUIETEST
VOICE POSSIBLE (QVP)
   S15222 - To add the final basic step, Gliding Onset (GO), to Breath Control, Quiet H and Quietest Voice
Possible, thus allowing speech to be initiated (started) without stuttering
   S15230 - To apply the skills learned when using THE METHOD for saying "ah," to the task of applying THE
METHOD to words that start with one of a variety of vowel sounds
   S15231 - To use THE METHOD with vowel-consonant words instead of just vowel sounds alone
   S15232 - To reply to a question using a vowel-start one-word answer
   S15240 - To transfer skills learned in vowel-start word production to words that start with consonants utilizing
C1 consonants in one-syllable words. C1 consonants are voiced and include w, r, l, y, z, v, voiced th, m, and n.
   S15241 - To use THE METHOD with C1 consonants in two-syllable words and phrases
   S15242 - To learn to initiate speech with C1 consonants under the more difficult condition of responding to
questions
   S15243 - To learn to handle more communication pressure by filling in the missing words in sentences (one-
word answers)
   S15244 - To reduce "response anxiety," the perceived need to speak immediately whether or not one feels ready
or willing to do so. To learn to delay a response or refrain from speaking altogether.
   S15250 - To extend skills learned using C1 consonants to the use of C2 consonants, which present a slightly
greater challenge, in one-syllable words. C2 consonants which are voiceless include s, voiceless th, h, f and sh.
   S15251 - To use THE METHOD with C2 consonants in two-syllable words/phrases
   S15252 - To use THE METHOD with C2 consonants in three-and four-syllable words/phrases
   S15253 - To utilize common phrases that start with C2 consonants while appropriately applying THE METHOD
   S15254 - To complete sentences with C2 consonant one-word answers while utilizing THE METHOD
   S15255 - To use THE METHOD appropriately with C2 consonants in sentence invention which increases
communication pressure
   S15260 - To apply THE METHOD to a difficult family of consonant sounds --C3 consonants in words and
phrases. C3 consonants include p, b, t, d, k, g, ch, and j.
   S15261 - To introduce additional communication pressure by requiring question inventions using C3 consonants
   S15270 - To apply THE METHOD to a most difficult family of sounds, C4 consonants in words/phrases. C4
consonants include bl, br, by, pl, pr, tr, tw, dr, cl, cr, qu, gl, gr, fl, fr, thr, sp, str, st, scr, squ, sk, sm, sl, and sw.
   S15271 - To use THE METHOD for saying a difficult group of special names
   S15280 - To review use of THE METHOD with words, phrases and sentences that start with vowel sounds (V2
Vowels)
   S15281 - To practice THE METHOD with the most frequently spoken word in the English language, I; to
provide a word that can readily be used for "carryover practice" because it is so common in spoken language; and
to get more experience in sentence invention
   S15282 - To learn to identify vowel-start words so that hard onsets of vocalization may be avoided whether a
vowel-start word begins the breath group or falls in the middle of it
   S15290 - To become aware of breath groups; to experience the stutter-free speech that accompanies use of THE
METHOD at the start of each breath group; to learn to use this technique skillfully, and eventually, automatically
   S15291 - To develop the skills needed to replace choppy speech with smoothly flowing speech, blending words
in a continuous speech chain
   S15292 - To learn to think about speech in a new, planned, smooth-talking way
   S15293 - To learn to loosen up the speech mechanism -- tongue, lips, jaw, facial muscles, and vocal mechanism;
to reverse any tendency to "hold back" when speaking; to help overcome any feeling of embarrassment that may
have become attached to speech muscles
   S15294 - To list as many feared words as possible; to practice saying them using THE METHOD; to break the
"jinx" these feared words represent
   S15295 - To learn to control rate of speech so that the stress caused by speeding can be eliminated
   S152C0 - To practice using THE METHOD with slowed, blended speech in an exercise that creates little
communication pressure
   S152C1 - To practice saying traditional expressions; to analyze the meaning of these expressions and
communicate that meaning using THE METHOD
   S152C2 - To use THE METHOD with sentences that are likely to create significant communication pressure
   S152C3 - To encourage use of THE METHOD with slowed, blended speech in an enjoyable activity where
short phrases are required
   S152C4 - To use THE METHOD with slowed, blended, "natural-sounding speech" while reading short
presentations aloud
   S152C5 - To practice THE METHOD in a speaking situation that is difficult regardless of which role is played,
interviewer or interviewee
   S152C6 - To confront "telephone anxiety," a fear of speaking on the telephone, using a series of relatively easy
tasks
   S152C7 - To practice THE METHOD using words that might be used when dealing with a busy store clerk
   S152D0 - To speak spontaneously (adlibbing) and fluently (without stuttering) on any subject, whether prepared
for that subject or not
   S152D1 - To lift any veil of shame, to revoke any pledge of secrecy, and to confront any taboo attached to
discussing the subject of stuttering; to derive the benefits of "candid admission"; to use THE METHOD with
slowed, blended, confident (well thought-out) speech while talking on a topic that has, in the past, probably been
avoided
   S152D2 - To learn to ask for directions from "a stranger" without allowing vocal cord voltage to trigger a block
   S152D3 - To toughen to adverse audience reactions to learn to speak without stuttering using THE METHOD
with slowed, blended speech under difficult circumstances; to discover that people taking charge of your feelings
can be prevented
   S152D4 - To use role playing for learning to cope with stressful communication situations; to learn to use THE
METHOD while resisting social pressure to speed up speech
   S152D5 - To gain experience in maintaining fluency while (1) joining conversations in progress, and (2)
interrupting conversations in progress
   S152D6 - To confront and overcome the fear of ordering in restaurants
   S152D7 - To confront "telephone anxiety" by making frequent phone calls
   S152D8 - To take the skills learned during role playing exercises and use them in real world speaking situations
   S152E0 - To provide daily practice tasks ranging in difficulty from relatively easy ( reading aloud) to quite
difficult (adlibbing)
   S152E1 - To deal with panic during speech and maintain deliberate control by using THE METHOD
   S152E2 - To maintain contact with the speech-pathologist on a bi-weekly basis
   S152E3 - To maintain contact with the speech-language pathologist on a monthly basis
   S152E4 - To maintain contact with the speech-language pathologist on a bi-monthly basis
   S15300 - To increase fluency in structured and spontaneous, conversational speech using the REEF technique --
R: Rate; E: Enunciation; E: Easy onset; F: Flow of speech
   S15310 - To understand and use a slower rate of speech
   S15320 - To understand and use enunciation while attending to oral cues
   S15330 - To understand and use easy vocal onset
   S15340 - To understand and use a smooth flow of speech
   S15400 - To provide fluency by establishing a conducive environment through environmental management
   S15410 - To provide a comprehensive description of the student's environment as it relates to communication
   S15420 - To indicate a realistic expectation of fluency for the student
   S15430 - To maintain a written record of the student's speech fluency behavior for a period of five to seven days
   S15440 - To establish an environment conducive to fluent speech
   S15450 - To maintain an environment conducive to fluent speech
   S15500 - To increase fluent speech through fluency building
   S15510 - To initiate voicing with easy onset
   S15520 - To sustain continuous voicing with easy onset
   S15530 - To establish fluent speech in syllables and words
   S15540 - To establish fluent speech in unison speaking, carrier phrases, and cloze tasks
   S15550 - To establish fluent speech in structured speaking tasks
   S15560 - To habituate fluent speech in structured speaking tasks
   S15570 - To habituate fluent speech in non-structured conversations
   S15600 - To achieve more normal fluency through dysfluency modification
   S15610 - To differentiate three kinds of fluency auditorily
   S15611 - To produce four kinds of speech in deliberate attempts to speak
   S15612 - To identify types of "hard stuttering" within the speech of others
   S15613 - To identify types of "hard stuttering" in own speech
   S15614 - To identify one to three dysfluency targets for modification
   S15615 - To establish use of controls for "easy stuttering"
   S15616 - To contrast voluntary stuttering with fluency
   S15617 - To use relaxation and prosodic strategies to enhance fluency
   S15618 - To establish increased fluency in structured speaking tasks
   S15619 - To habituate increased fluency in structured situations
   S15620 - To maintain increased fluency during speech disruptors-
   S15621 - To habituate increased fluency in non-structured conversation
   S15700 - To eliminate secondary speech disruptors through managing secondary behaviors
   S15710 - To describe the act of speaking in terms of verbal and nonverbal behaviors
   S15711 - To differentiate disrupting from non-disrupting behaviors accompanying speech
   S15712 - To relate disruptive secondary behaviors to increased speech tension and dysfluency
   S15713 - To identify disruptive secondary behaviors associated with own dysfluency patterns
   S15714 - To reduce or eliminate disruptive secondary behaviors
   S15715 - To habituate a behavioral pattern that enhances fluency and normal communication
   S15900 - To improve fluency by initiating a therapy program in which the objective is to establish one or less
stuttered word(s) per minute during all communicative activities within the therapy room during training
procedures which may involve modification of phontory, respiratory and articulatory processes; modification of
rate of speaking; and manipulation of length and complexity of utterances. These procedures may be accomplished
by use of the Delayed Auditory Feedback Machine in initially establishing fluency, and/or by use of a structured
program such as the Shine Systematic Fluency Program ("Easy-Speaking"), or Shames/Florance "Stutter-Free"
Speech Program. An additional objective may be to facilitate generalization of fluency within the clients everyday
school environment by pairing fluency within the therapy room with people from the immediate environment. This
may also include generalization of fluency within the client's everyday home environment by establishing an active
home program which may involve educating individuals within the home regarding ways to accomplish fluency.
   S15910 - To improve fluency by initiating the five step Shames/Florance Stuttering Protocol: Phase 1 - A
delayed auditory feedback machine will be used as a negative reinforcer to teach the client continuous phonation.
Fifteen to thirty minutes of stutter-free speech will be accumulated at each of the delay levels (250, 200, 150, 100,
50, msecs). Phase 2 - Independent self monitoring and self reinforcement will be facilitated by training the client to
maintain continuous phonation and target rate while of the DAF, and during different activities. The client will
learn to self evaluate speech behavior and then to self-consequate the speech behavior. Phase 3 - Target behaviors
will be transferred and generalized to the non-therapy environment by using contracts written with the client, up to
six per day for a child and the entire talking day for an adult. Phase 4 & 5 - Monitored speech will be replaced with
unmonitored speech by setting up a decreasing schedule of contracts to ensure that the new speech response
remains permanent and stable.
   S15920 - To improve fluency by initiating the six step Shine Systematic Fluency Training Program: Step 1 - An
"easy-speaking" voice will be established by teaching gentle onset, easy speaking, continuous vocal phonation and
appropriate prosodic patterns. Step 2 - Fluency will be established during spontaneous picture identification,
picture description, an telling a story about picture. Pairing of fluency with parents and others will occur in this and
subsequent steps through observation and/or therapy participation. Step 3 - Fluency will be established while
telling a story. Step 4 & 5 - Fluency will be established while asking questions, responding to questions,
responding to questions, repetition of standard phrases and conversing while involved in language experiences and
language games. Step 6 - Fluency will be established in conversation during a wide variety of speaking situations
involving individuals in client's environment.
   S15A00 - To help the child identify the feelings, attitudes, and behaviors that constitute the stuttering problem --
Structuring Stage
   S15A10 - To enable the child to identify and describe the types of dysfluencies experienced (prolongations,
repetitions, hesitations)
   S15A20 - To enable the child to identify and describe the concomitant stuttering behaviors including: a.
posturing behaviors b. respiratory behaviors c. facial behaviors d. syntactic and semantic behaviors e. vocal
behaviors
   S15A30 - To enable the child to identify and describe situation-avoidance behaviors
   S15A40 - To enable the child to identify and describe attitudes toward the stuttering
   S15B00 - To help the child understand the goals and the process of therapy -- Structuring Stage
   S15B10 - To enable the child to describe the final long-term goals of therapy
   S15B20 - To enable the child to describe the therapy process in general terms
   S15C00 - To eliminate distracting body and facial movements occurring during stuttering moments -- Targeting
Stage
   S15C10 - To reduce and/or eliminate distracting and extraneous facial behaviors such as loss of eye contact,
flaring nostrils, and excessive eyelid movements occurring during the moments of stuttering
   S15C20 - To reduce and/or eliminate distracting and extraneous posturing behaviors such as hand, finger, or leg
movements occurring during the moments of stuttering
   S15C30 - To reduce and/or eliminate distracting and extraneous respiratory, syntactic, semantic, and vocal
behaviors occurring during the moments of stuttering
   S15D00 - To establish a child-clinician relationship that will help the child explore feelings and make changes in
speech behavior -- Targeting Stage
   S15D10 - To create a child-clinician relationship in which the child feels free to express positive and negative
feelings about the stuttering, the therapy, and the clinician
   S15D20 - To identify and label the child's attitudes and feelings that facilitate or impede fluency changes, such
as "I don't think I have a speech problem," "I like therapy," and "I am dumb because I stutter."
   S15D30 - To identify and label the child's behaviors that facilitate or impede fluency changes, such as appearing
late for therapy, completing all speech assignments, and forgetting speech notebook
   S15E00 - To assist the child in becoming aware of attitudes, feelings, and behavior patterns that impede or
facilitate fluency changes --Targeting Stage
   S15E10 - To create a child-clinician relationship in which the child feels free to express positive and negative
feelings about the stuttering, the therapy, and the clinician
   S15E20 - To identify and label the child's attitudes and feelings that facilitate or impede fluency changes, such
as "I don't think I have a speech problem," "I like therapy," and "I am dumb because I stutter."
   S15E30 - To identify and label the child's behaviors that facilitate or impede fluency changes, such as appearing
late for therapy, completing all speech assignments, and forgetting speech notebook
   S15F00 - To help the child in adopting fluency-enhancing feelings and attitudes --Adjusting Stage
   S15F10 - To shape and reinforce the child's accurate and fluency-enhancing perceptions as identified in Stage 2:
Targeting
   S15F20 - To shape and reinforce fluency-enhancing behaviors as identified in Stage 2: Targeting
   S15G00 - To help the child in becoming an effective self-reinforcer -- Adjusting Stage
   S15G10 - To identify and develop the child's self-reinforcing activities such as expressions of positive feelings
toward self
   S15H00 - To help the child in the identification, development, and use of fluency-initiating gestures (FIGs)
   S15H10 - To identify the child's self-developed fluency-initiating gestures, such as "slowing down," "changing
words," and using "starter words."
   S15H20 - To identify fluency-related speech changes under various speech conditions, such as delayed auditory
feedback (DAF)
   S15H30 - To develop the use of the Universal FIGs in the clinical situation: Slow Speech, Easy Onset, Deep
Breath, Loudness Control, Smooth Speech, Syllable Stress
   S15I00 - To assist the child in developing the feeling of fluency control -- Regulating Stage
   S15I10 - To maintain and enhance the child's attitudes and behaviors that indicate: a. an accurate perception (as
judged by the clinician) of the stuttering behavior and the interpersonal ramifications of that behavior b. a realistic
emotional and intellectual appreciation of self c. a capability of self-reinforcement d. a knowledge, feeling, and
belief in the capability to gain the feeling of fluency control
   S15I20 - To generalize the child's use of fluency-initiating gestures (FIGs) in speech situations outside the
therapy situation varying for the child from the least difficult (in terms of maintaining fluency) to the most difficult
   S16000 - TO ESTABLISH FLUENCY BY USING SLOW, EASY SPEECH IN A VARIETY OF SPEAKING
CONTEXTS AT THE SPECIFIED CRITERIA LEVEL
   S16A00 - To prepare for fluency by demonstrating readiness for the learning process
   S16A10 - To demonstrate an understanding of the following terms: fluency, dysfluency, and stuttering
   S16A20 - To experience fluency
   S16A30 - To demonstrate an understanding of the steps involved in acquiring slow, easy speech
   S16A40 - To make a written commitment to the therapy process
   S16B00 - To distinguish fluency from stuttering by identifying easy dysfluencies and stuttering
   S16B10 - To identify easy dysfluencies and stuttering in the clinician's speech
   S16B20 - To identify easy dysfluencies and stuttering in the student's own speech
   S16C00 - To establish fluency by producing words, phrases, and sentences using slow, easy speech in structured
modeling tasks
   S16C10 - To imitate words, phrases, and sentences using slow, easy speech during a picture naming activity
   S16C20 - To imitate words, phrases, and sentences using slow, easy speech while reading
   S16C30 - To produce stereotyped or carrier sentences using slow, easy speech in a variety of structured
activities
   S16C40 - To answer or ask questions using slow, easy speech in structured tasks
   S16C50 - To formulate words, phrases, and sentences using slow, easy speech in structured tasks
   S16D00 - To desensitize to fluency disruptors by producing slow, easy speech in structured tasks in the presence
of fluency disruptors
   S16D10 - To use slow, easy speech in the presence of people during imitative tasks
   S16D20 - To use slow, easy speech in the presence of people during question and answer tasks
   S16D30 - To produce slow, easy speech in the presence of people during formulative tasks
   S16D40 - To use slow, easy speech in the presence of nonverbal and verbal noise during imitative tasks
   S16D50 - To use slow, easy speech in the presence of nonverbal and verbal noise during question and answer
tasks
   S16D60 - To produce slow, easy speech in the presence of nonverbal and verbal noise during formulative tasks
   S16D70 - To use slow, easy speech in the presence of movement during imitative tasks
   S16D80 - To produce slow, easy speech in the presence of movement during formulative tasks
   S16D90 - To use slow, easy speech in the presence of interruptions during imitative tasks
   S16D91 - To use slow, easy speech in the presence of interruptions during formulative tasks
   S16D92 - To produce slow, easy speech in the presence of interruptions during question and answer tasks and
formulative tasks
   S16D93 - To use slow, easy speech in a variety of locations during imitative tasks
   S16D94 - To use slow, easy speech in a variety of locations during question and answer tasks
   S16D95 - To produce slow, easy speech in a variety of locations during formulative tasks
   S16D96 - To use slow, easy speech in the presence of contradictions during question and answer tasks
   S16D97 - To produce slow, easy speech in the presence of contradictions during formulative tasks
   S16D98 - To use slow, easy speech in the presence of time pressure during imitative tasks
   S16D99 - To use slow, easy speech in the presence of time pressure during question and answer tasks
   S16D9A - To produce slow, easy speech in the presence of time pressure during formulative tasks
   S16D9B - To produce easy speech in the presence of time pressure during timed response tasks
   S16D9C - To use slow, easy speech in the presence of conversational time pressures
   S16D9D - To use slow, easy speech in the presence of emotional topics during imitative tasks
   S16D9E - To produce slow, easy speech in the presence of emotional topics while using stereotyped or carrier
sentences
   S16D9F - To produce slow, easy speech in the presence of emotional topics during formulative tasks
   S16D9G - To use slow, easy speech in the presence of competition during question and answer tasks
   S16D9H - To produce slow, easy speech in the presence of competition during formulative tasks
   S16D9I - To use slow, easy speech in the presence of combined disrupters during imitative tasks
   S16D9J - To use slow, easy speech in the presence of combined disrupters during question and answer tasks
   S16D9K - To use slow, easy speech in the presence of combined disrupters during formulative tasks
   S16E00 - To transfer fluency by using slow, easy speech in real-life situations
   S16E10 - To use slow, easy speech while giving directions
   S16E1B - To use slow, easy speech while explaining how to do various activities
   S16E1C - To use slow, easy speech while describing objects
   S16E1D - To use slow, easy speech while telling stories and talking about events
   S16E1E - To use slow, easy speech while giving a report
   S16E1F - To use slow, easy speech while narrating a program
   S16E1G - To use slow, easy speech while making announcements
   S16E1H - To use slow, easy speech during unstructured conversation
   S16E1I - To use slow, easy speech while making introductions
   S16E1J - To use slow, easy speech while making phone calls
   S16E1K - To use slow, easy speech while placing an order in a restaurant
   S16E1L - To use slow, easy speech in unstructured conversation while playing a game
   S16E1M - To use slow, easy speech while getting someone's attention
   S16E1N - To use slow, easy speech while asking for or giving clarification
   S16E1P - To use slow, easy speech while expressing greeting and departing phrases
   S16E1Q - To use slow, easy speech while taking or giving a message
   S16E1R - To use slow, easy speech while taking orders or requesting donations
   S16E1S - To use slow, easy speech while making and accepting or rejecting an invitation
   S16E1T - To use slow, easy speech while stating likes and dislikes
   S16E1U - To use slow, easy speech while talking about emotional topics
   S16E1V - To use slow, easy speech while criticizing
   S16E1W - To use slow, easy speech while congratulating
   S16E1X - To use slow, easy speech while giving and responding to compliments
   S16E1Z - To use slow, easy speech while expressing thanks
   S16E2A - To use slow, easy speech while apologizing
   S16E2B - To use slow, easy speech while taking a poll
   S16E2C - To use slow, easy speech while giving or asking for preferences and opinions
   S16E2D - To use slow, easy speech while asking for, giving, or refusing permission
   S16E2E - To use slow, easy speech while giving commands
   S16E2F - To use slow, easy speech while giving warnings
   S16E2G - To use slow, easy speech while persuading or negotiating
   S16E2H - To use slow, easy speech while making promises
   S16E2I - To use slow, easy speech while making threats or bribes
   S16E2J - To use slow, easy speech while asking for assistance or favors
   S16E2K - To use slow, easy speech while taking on the roles of family members
   S16E2L - To use slow, easy speech while taking on the roles of community helpers
   S16E2M - To use slow, easy speech while taking on the roles of entertainment figures, famous sports
personalities, fictional characters, and/or famous or historical characters
   S16E2N - To use slow, easy speech while creating imaginative dialogue
   S16F00 - To maintain use of slow, easy speech during increasingly longer periods of time without direct
therapeutic intervention
   S16F20 - To maintain the use of slow, easy speech as direct therapy contacts are reduced to two times a month
   S16F30 - To maintain the use of slow, easy speech as direct therapy contacts are reduced to one time a month
   S16F40 - To maintain the use of slow, easy speech as direct therapy contacts are reduced to one time in three
months
   S16F50 - To maintain the use of slow, easy speech as direct therapy contacts are reduced to a six-month recheck
   S16F60 - To maintain the use of slow, easy speech with home activities gradually reduced to one or two times a
week
  S16F70 - To maintain the use of slow, easy speech with home activities gradually decreased to an "as needed"
basis
  S16S10 - To maintain the use of slow, easy speech as direct therapy contacts are reduced to one time a week
   SA0000 - TO DEMONSTRATE GROWTH IN AUDITORY PROCESSING SKILLS
  SA0100 - Will reduce reliance on visual clues.
  SA0200 - Will expand short-term memory of auditory information.
  SA0300 - Will improve ability to sequence auditory information.
  SA0400 - Will process and respond to "win" questions.
  SA0500 - Will improve word retrieval abilities.
  SA0600 - Will discriminate among speech sounds.
  SA0700 - Will discriminate among environmental sounds.
  SA0800 - Will recall and/or repeat what has been spoken.
  SA0900 - Will improve ability to blend sounds into meaningful words.
  SA1000 - WILL SCREEN OUT BACKGROUND NOISE AND ATTEND TO RELEVANT INPUT.
  SA1100 - Will follow oral directions of increasing length and complexity.
  SA1200 - Will demonstrate comprehension of a story presented orally.
  SA1300 - Will process abstract and figurative language.
  SA1400 - Will respond to questions dealing with personal information and time orientation.
  SA1500 - Will use imagery/visualization to strengthen auditory skills.
  SA1600 - Will develop areas of strength to compensate for auditory weaknesses.
  SA1700 - Will complete and return assignments.
  SA1900 - Will discriminate among environmental sounds.
  SA2100 - Will recall and/or repeat what has been spoken.
  SA2300 - Will improve ability to blend sounds into meaningful words.
  SA2500 - Will screen out background noise and attend to relevant input.
  SA2700 - Will follow oral directions of increasing length and complexity.
  SA2900 - Will demonstrate comprehension of a story presented orally.
  SA3100 - Will process abstract and figurative language.
  SA3300 - Will respond to questions dealing with personal information and time orientation.
  SA3500 - Will use imagery/visualization to strengthen auditory skills.
  SA3700 - Will develop areas of strength to compensate for auditory weaknesses.
  SA3900 - Will complete and return assignments.
   SB0000 - ARTICULATION AND SOUND PRODUCTION
  SB0100 - Will be able to discriminate among environmental sounds.
  SB0200 - Will be able to discriminate between target sounds and other speech sounds.
  SB0300 - Will be able to discriminate between correct and incorrect production of sounds in
  SB0400 - Will be able to discriminate between the correct and incorrect sound production in
  SB0500 - Will be able to identify the position of a sound in a single word.
  SB0600 - Will use appropriate oral postures at rest.
  SB0700 - Will be able to produce the sound in controlled conversation.
  SB0800 - Will be able to produce the sound in spontaneous speech.
  SB0900 - Will be able to discriminate among environmental sounds.
  SB1100 - Will be able to discriminate between target sounds and other speech sounds.
  SB1300 - Will be able to discriminate between correct and incorrect production of sounds in the speech of
others.
  SB1500 - Will be able to discriminate between the correct and incorrect sound production in his/her own speech.
  SB1700 - Will be able to identify the position of a sound in a single word.
  SB2100 - ORAL POSTURES
  SB2500 - Will strengthen oral musculature.
  SB2700 - Will do oral exercises to decrease tongue-thrusting pattern.
  SB2900 - Will establish frontal air stream.
  SB3100 - Will identify the articulators used in the production of specific sounds.
  SB3300 - Will acquire correct placement of articulators.
  SB3500 - Will use appropriate oral postures at rest.
SB3900 - SOUND PRODUCTION
SB4300 - Will correct misarticulated sounds.
SB4500 - Will be able to produce *** in isolation.
SB4700 - Will be able to produce *** in syllables in the *** position.
SB4900 - Will be able to produce *** in words in the ***position.
SB5100 - Will be able to produce *** in phrases in the *** position.
SB5300 - Will be able to produce *** in sentences in the *** position.
SB5500 - Will be able to produce the sound in controlled conversation.
SB5700 - Will be able to produce the sound in spontaneous speech.
SB6100 - SPEECH INTELLIGIBILITY
SB6500 - Will increase orality.
SB6700 - Will decrease nasality.
SB6900 - Will improve production of "a" sounds.
SB7500 - PHONOLOGICAL PROCESSES
SBB000 - ARTICULATION AND SOUND
SC0000 - TO DEVELOP AGE APPROPRIATE PHONOLOGY
SC0100 - Will reduce the phonological process of final consonant deletion.
SC0200 - Will redone the phonological process of cluster deletion.
SC0300 - Will reduce the phonological process of unstressed syllable deletion.
SC0400 - Will reduce the phonological process of labial assimilation.
SC0500 - Will reduce the phonological process of velar assimilation.
SC0600 - Will reduce the phonological process of reduplication.
SC0700 - Will reduce the phonological process of nasal assimilation.
SC0800 - Will reduce the phonological process of stopping fricatives and affricates.
SC0900 - Will reduce the phonological process of glidings of liquids"
SC1000 - WILL REDUCE THE PHONOLOGICAL PROCESS VELAR FRONTING.
SC1100 - Will reduce the phonological process of labial assimilation.
SC1200 - Win reduce the phonological process of depalatization.
SC1300 - Will reduce the phonological process of prevocalic voicing.
SC1400 - Will reduce the phonological process of final voicing
SC1500 - Will reduce the phonological process of final consonant deletion.
SC1600 - Will reduce the phonological process of glottal replacement.
SC1700 - Will reduce the phonological process of hacking.
SC1800 - Will reduce the phonological process consonant vowel errors.
SC1900 - Will reduce the phonological process of stopping fricatives and affricates.
SC2100 - Will reduce the phonological process of glidings of liquids"
SC2300 - Will reduce the phonological process velar fronting.
SC2500 - Will reduce the phonological process of vocalization of syllabic liquids.
SC2700 - Win reduce the phonological process of depalatization.
SC2900 - Will reduce the phonological process of prevocalic voicing.
SC3100 - Will reduce the phonological process of final voicing
SC3300 - Will reduce the phonological process of final consonant deletion.
SC3500 - Will reduce the phonological process of glottal replacement.
SC3700 - Will reduce the phonological process of hacking.
SC3900 - Will reduce the phonological process consonant vowel errors.
SD0000 - TO IMPROVE SYNTACTIC AND/OR MORPHOLOGIC
SD0100 - Will develop a variety of one word utterances.
SD0200 - Will develop a variety of 2,3,4,5 word utterances.
SD0300 - Will use a variety of simple sentences.
SD0400 - Will use present progressive forms (noun and is/are verbing)
SD0500 - Will use regular plurals (cat/cats, boy/boys)
SD0600 - Will use appropriate subjective pronouns (I, we, he, she, you)
SD0700 - Will use appropriate objective pronouns (me, us, him, her)
SD0800 - Will use possessive pronouns (my, his, her).
   SD0900 - Will use regular past tense forms (climbed, jumped, etc.)
   SD1000 - WILL USE APPROPRIATE NOUN-VERB AGREEMENT IN SENTENCES
   SD1100 - Will use articles "the," "a," "an," properly.
   SD1200 - Will use appropriate verb tenses in sentences
   SD1300 - Will use "has/have" appropriately.
   SD1400 - Will use possessives (John's, the boy's, etc.) properly.
   SD1500 - Will use present progressive forms (noun and is/are verbing)
   SD1700 - Will use regular plurals (cat/cats, boy/boys)
   SD1900 - Will use appropriate subjective pronouns (I, we, he, she, you)
   SD2100 - Will use appropriate objective pronouns (me, us, him, her)
   SD2300 - Will use possessive pronouns (my, his, her).
   SD2500 - Will use regular past tense forms (climbed, jumped, etc.)
   SD2700 - Will use appropriate noun-verb agreement in sentences
   SD2900 - Will use articles "the," "a," "an," properly.
   SD3100 - Will use appropriate verb tenses in sentences
   SD3300 - Will use "has/have" appropriately.
   SD3500 - Will use possessives (John's, the boy's, etc.) properly.
   SD3700 - Complex Sentence Structure
   SD4100 - Will use irregular past tense forms (went, slept, etc.) appropriately.
   SD4300 - Will use appropriate irregular plurals (man/men, child/children, etc.).
   SD4500 - Will use negatives appropriately (don't, no, not).
   SD4700 - Will eliminate use of double negatives.
   SD4900 - Will use conjunctions effectively (and, but, or).
   SD5100 - Will use future tense appropriately (will swim, will run).
   SD5300 - Will use auxiliary verbs and copula verb forms.
   SD5500 - Will use "win" questions and use transformational skills to create questions.
   SD5700 - Will use compound and complex sentences.
   SD5900 - Will use regular and irregular comparative/superlatives.
   SD6100 - Will use infinitives (lobe, to swim, etc.).
   SD6300 - Will use contractions (can't, I'm, don't).
   SD6500 - Will increase mean length of utterance by expanding sentence length in imitation and spontaneous
language tasks.
   SD6700 - Will use appropriate word order/sequence in sentences.
   SE0000 - TO IMPROVE SEMANTIC LANGUAGE SKILLS
   SE0100 - Will expand receptive and/or expressive vocabulary.
   SE0200 - Will demonstrate use and understanding of basic concept words.
   SE0300 - Will categorize and classify words by property, location and function.
   SE0400 - Will understand how and why certain words are associated (shoe/sock, cup/saucer)
   SE0500 - Will understand and identify the functions of objects.
   SE0600 - Will demonstrate use and understanding of synonyms, antonyms and homonyms.
   SE0700 - Will expand vocabulary through defining words.
   SE0800 - Will understand and use multiple meaning words appropriately
   SE0900 - Will understand and use spatial relationships appropriately
   SE1100 - Will demonstrate use and understanding of basic concept words.
   SE1300 - Will categorize and classify words by property, location and function.
   SE1500 - Will understand how and why certain words are associated (shoe/sock, cup/saucer)
   SE1700 - Will understand and identify the functions of objects.
   SE1900 - Will demonstrate use and understanding of synonyms, antonyms and homonyms.
   SE2100 - Will expand vocabulary through defining words.
   SE2300 - Will understand and use multiple meaning words appropriately
   SE2500 - Will understand and use spatial relationships appropriately
   SE3900 - Will demonstrate use and understanding of nouns.
   SE4100 - Will demonstrate use and understanding of verbs.
   SE4300 - Will demonstrate use and understanding of prepositions.
   SE4500 - Will demonstrate use and understanding of adjectives/description/adverbs.
   SE4700 - Will demonstrate use and understanding of noun/verb agreement.
   SE5100 - ABSTRACT CONCEPTS
   SE5500 - Will understand and use figurative language.
   SE5700 - Will improve word retrieval skills.
   SE5900 - Will demonstrate language comprehension by following directions, and answering questions
appropriately.
   SE6100 - Will demonstrate use and understanding of feeling words.
   SE6300 - Will understand and use multiple meaning words.
   SF0000 - TO IMPROVE PRAGMATIC LANGUAGE SKILLS
   SF0200 - Will ask and respond to questions appropriately
   SF0300 - Will greet people appropriately
   SF0400 - Will clarify self and provide more information and/or explain
   SF0500 - Will use appropriate polite forms.
   SF0600 - Will state opinions.
   SF0700 - Will effectively describe remote and/or past events.
   SF0800 - Will gain another's attention in order to interact
   SF0900 - Will demonstrate appropriate turn-taking skills.
   SF1000 - WILL RECEIVE CUES FROM LISTENERS REGARDING NEED FOR CLARIFICATION.
   SF1100 - Will adjust communication to different listeners.
   SF1200 - Will effectively initiate conversation.
   SF1300 - Will use appropriate eye contact, posture and/or gestures.
   SF1400 - Will use appropriate intonation, stress, volume.
   SF1500 - Will provide evidence of attending to speaker.
   SF1600 - Will relate personal identification information
   SF1700 - Will use language for purpose other than information exchange (predicting, criticism,
   SF1800 - Will terminate a conversation appropriately.
   SF1900 - Will deliver a message accurately.
   SF2000 - WILL AVOID CONVERSATIONAL REDUNDANCY.
   SF2100 - Will understand parameters of personal space.
   SF2200 - Will effectively indicate a preference.
   SF2300 - Will volunteer independently.
   SF2400 - Will give compatible verbal/non-verbal gestures.
   SF2500 - Will summarize/sequence information.
   SF2600 - Will comprehend directions and descriptions.
   SF2700 - Will express descriptions and directions precisely, efficiently, accurately.
   SF2800 - Will be able to describe an action.
   SF2900 - Will be able to use a telephone appropriately.
   SF3000 - WILL BE ABLE TO DESCRIBE WEATHER.
   SF3100 - Will be able to distinguish between assertive and aggressive behavior.
   SF3200 - Will be able to apologize.
   SF3300 - Will be able to make a joke.
   SF3500 - Will use language for purpose other than information exchange (predicting, criticism, humor, fantasy,
etc.).
   SF3700 - Will terminate a conversation appropriately.
   SF3900 - Will deliver a message accurately.
   SF4100 - Will avoid conversational redundancy.
   SF4300 - Will understand parameters of personal space.
   SF4500 - Will effectively indicate a preference.
   SF4700 - Will volunteer independently.
   SF4900 - Will give compatible verbal/non-verbal gestures.
   SF5100 - Will summarize/sequence information.
   SF5300 - Will comprehend directions and descriptions.
   SF5500 - Will express descriptions and directions precisely, efficiently, accurately.
   SF5700 - Will be able to describe an action.
   SF5900 - Will be able to use a telephone appropriately.
   SF6100 - Will be able to describe weather.
   SF6300 - Will be able to distinguish between assertive and aggressive behavior.
   SF6500 - Will be able to apologize.
   SF6700 - Will be able to make a joke.
   SG0000 - TO IMPROVE SPEECH/LANGUAGE LISTENING SKILLS
   SG0100 - Will encourage an understanding of the importance of utilizing good listening skills.
   SG0200 - Will sit quietly during instructional activities.
   SG0300 - Will maintain attention to an activity despite distractions.
   SG0400 - Will be able to focus on a verbal message presented in significant background noise (s) and/or
   SG0500 - Will display effective attending behaviors by utilizing appropriate gestures, eye contact and
   SG0600 - Will demonstrate effective listening skills in structured activities and daily conversation.
   SG0700 - Will follow verbal directions that involve basic concepts and vocabulary.
   SG0800 - Will be able to follow two and three step directions presented orally.
   SG0900 - Will demonstrate comprehension of a story presented orally.
   SG1100 - Will develop an appropriate response time when processing rapidly presented information.
   SG1200 - Will identify missing sounds to form meaningful words or phrases.
   SG1300 - Will recognize when a spoken message is incomplete.
   SG1400 - Will be able to identify syntactical errors in speech of self or by others.
   SG1500 - Will demonstrate an increase in short term memory by giving an appropriate response to a
   SG1600 - Wi11 feel comfortable asking the speaker to explain or repeat information.
   SG1700 - Will be able to follow two and three step directions presented orally.
   SG1900 - Will demonstrate comprehension of a story presented orally.
   SG2100 - Will demonstrate the ability to retell stories and recall events that happened in the student's own past.
   SG2300 - Will develop an appropriate response time when processing rapidly presented information.
   SG2500 - Will identify missing sounds to form meaningful words or phrases.
   SG2700 - Will recognize when a spoken message is incomplete.
   SG2900 - Will be able to identify syntactical errors in speech of self or by others.
   SG3100 - Will demonstrate an increase in short term memory by giving an appropriate response to a specific
question.
   SG3300 - Wi11 feel comfortable asking the speaker to explain or repeat information.
   SH0000 - TO REDUCE DYSFLUENCIES IN EVERYDAY SPEECH
   SH0100 - Will imitate therapist/student discussions concerning feelings and attitudes
   SH0200 - Will recognize dysfluency types such as: repetitions, blocks, prolongations.
   SH0300 - Will recognize and identify own dysfluencies.
   SH0400 - Will self-monitor dysfluent behaviors.
   SH0500 - Will comprehend vocal mechanism and how interruptions in the vocal process can
   SH0600 - Will understand the nature and cause of own best method of fluency control
   SH0700 - Will eliminate hard glottal attack.
   SH0800 - Will reduce rate of speech.
   SH0900 - Will increase fluency of automatic and spontaneous speech.
   SH1000 - WILL USE RELAXATION TECHNIQUES TO DECREASE SITUATIONAL ANXIETY
   SH1100 - Will use systematic desensitization to decrease systematic desensitization
   SH1200 - Will use self cueing to decrease situational anxiety.
   SH1300 - Will carry out home practice with parent.
   SH1500 - Will comprehend vocal mechanism and how interruptions in the vocal process can result in
dysfluencies.
   SH1700 - Will understand the nature and cause of own best method of fluency control
   SH2100 - Fluency Control
   SH2500 - Will use his/her best method of fluency control in increasingly longer and more complex speaking
tasks.
   SH2700 - Will use his/her best method of fluency control in order to increase fluency in systematically
presented stress situations.
  SH2900 - Will reduce secondaries.
  SH3100 - Will utilize relaxation techniques to enhance awareness of physical tension (own).
  SH3300 - Will use relaxation of the breathing mechanism and related vocal structures.
  SH3500 - Will use easy onset.
  SH3700 - Will eliminate hard glottal attack.
  SH3900 - Will reduce rate of speech.
  SH4100 - Will increase fluency of automatic and spontaneous speech.
  SH4300 - Will use relaxation techniques to decrease situational anxiety
  SH4500 - Will use systematic desensitization to decrease systematic desensitization
  SH4700 - Will use self-cueing to decrease situational anxiety.
  SH4900 - Will carry out home practice with parent.
   SI0000 - APPROPRIATE VOICE USE IN EVERYDAY SPEAKING
  SI0100 - Will use abstract drawings to represent desirable and undesirable features of voice on tape or produced
by clinician.
  SI0200 - Will list all ways he/she abuses own voice
  SI0300 - Will count and chart the number of abusive instances
  SI0600 - Will discriminate target voice from old voice.
  SI0700 - Will be able to maintain use of optimal pitch in spontaneous speech and while reciting
  SI0800 - Will maintain optimal pitch level while reading sentences and short paragraphs and during
  SI0900 - Will develop appropriate play skills.
  SI1000 - WILL EXPRESS NEED TO USE THE BATHROOM.
  SI1100 - Will demonstrate appropriate eye contact when communicating.
  SI1200 - Will learn new tasks one step at a time.
  SI1300 - Will understand and use basic concept words.
  SI1400 - Will initiate communicative interaction.
  SI1500 - Will develop a core vocabulary of words needed to function in a school.
  SI1600 - Will follow classroom/group directions and routines with minimal prompting.
  SI1700 - Will follow an individualized direction independently.
  SI1800 - Will develop a core vocabulary of words needed to function in the community.
  SI2500 - Will be able to correct the pitch problems by improving pitch discrimination and pitch placement
skills.
  SI2700 - Will be able to locate habitual pitch and establish optimal pitch.
  SI2900 - Will be able to improve pitch production by improving pitch image.
  SI3100 - Will be able to produce a lower pitch as a result of reduced tension.
  SI3300 - Will practice appropriate intonation and inflection.
  SI3500 - Will be able to correct the falsetto by producing a lower pitch.
  SI3700 - Will be able to maintain use of optimal pitch in spontaneous speech and while reciting words lists.
  SI3900 - Will maintain optimal pitch level while reading sentences and short paragraphs and during spontaneous
conversation.
  SI4700 - Will decrease hypernasality.
  SI4900 - Will improve the direction of the breath streams.
  SI5100 - Will decrease hyponasality.
  SI5300 - Will increase orality.
   SJ0000 - DEVELOP APPROPRIATE SKILLS
  SJ0100 - Will improve response to environmental and localized sounds.
  SJ0200 - Will improve response to human voice.
  SJ0300 - Will improve visual awareness and visual attention to objects.
  SJ0400 - Will respond to own names.
  SJ0500 - Will give objects in response to a verbal command.
  SJ0600 - Will play appropriately with objects and/or toys
  SJ0700 - Will improve ability to match identical objects and/or pictures.
  SJ0800 - Wi11 sort like objects and/or pictures.
  SJ0900 - will express greetings verbally or nonverbally.
  SJ1000 - PROVIDE FOLLOW UP ACTIVITIES.
  SJ1100 - Will develop a variety of two and three word combinations.
  SJ1300 - Will express basic wants and needs.
  SJ1500 - Will learn names of classmates and teachers.
  SJ1700 - Will interact with peers.
  SJ1900 - Will initiate verbal communication with peers.
  SJ2100 - Will develop appropriate play skills.
  SJ2300 - Will express need to use the bathroom.
  SJ2500 - Will demonstrate appropriate eye contact when communicating.
  SJ2700 - Will learn new tasks one step at a time.
  SJ2900 - Will understand and use basic concept words.
  SJ3100 - Will initiate communicative interaction.
  SJ3300 - Will develop a core vocabulary of words needed to function in a school.
  SJ3500 - Will follow classroom/group directions and routines with minimal prompting.
  SJ3700 - Will follow an individualized direction independently.
  SJ3900 - Will develop a core vocabulary of words needed to function in the community.
  SK0000 - TO DEVELOP AGE APPROPRIATE ORAL
  SK0100 - Will develop awareness the oral mechanism.
  SK0200 - Will normalize oral tactile sensitivity.
  SK0300 - Will facilitate appropriate oral movement patterns.
  SK0400 - Will increase differentiation of oral movements.
  SK0500 - Will achieve successful speech sound productions.
  SK0600 - Will facilitate successful food manipulation and eating.
  SK0700 - Will imitate, spontaneously produce and sequence basic oral postures and movements.
  SK0800 - Will imitate, spontaneously produce and sequence target speech sounds.
  SK0900 - Will investigate factors contributor to drooling.
  SK1000 - WILL REDUCE DROOLING THROUGH THE FACILITATION OF SPECIFIC ORAL MOTOR
SKILLS.
  SK1100 - Will improve visual awareness and visual attention to objects.
  SK1300 - Will respond to own names.
  SK1500 - Will give objects in response to a verbal command.
  SK1600 - Will improve visual tracking.
  SK1800 - Will improve eye contact during interactions with adults and/or peers.
  SK1900 - Act on Objects
  SK2000 - WILL SIT APPROPRIATELY FOR INSTRUCTIONAL TASKS.
  SK2200 - Will increase on-task behaviors.
  SK2300 - Will reach for and grasp an object.
  SK2400 - Will eliminate off-task behaviors such as squirming, kicking, throwing.
  SK2500 - Will act on objects to make an action re-occur.
  SK2600 - Will decrease preservative behaviors.
  SK2700 - Will improve and/or establish object permanence.
  SK2800 - Will remain on task until completion.
  SK2900 - Will demonstrate function of an object.
  SK3100 - Will improve manipulation of an object and/or toy to achieve desired outcome
  SK3200 - INSTRUCTIONAL STRATEGIES - PHYSICAL DOMAIN
  SK3300 - Will play appropriately with objects and/or toys
  SK3500 - Will improve ability to match identical objects and/or pictures.
  SK3600 - Provide consultation with teachers, parents and/or other supporting staff.
  SK3700 - Will sort like objects and/or pictures.
  SK3800 - Provide verbal cues as required for ***
  SK4000 - PROVIDE A MULTI-SENSORY APPROACH AS REQUIRED.
  SK4100 - Communicative Intent
  SK4200 - Provide positive reinforcement.
  SK4400 - Provide structure for task completion.
  SK4500 - Will alternatively gaze at an object and an adult.
  SK4600 - Provide practice and repetition to reinforce skill development.
  SK4700 - Will gaze at and share on attention to the object with an adult.
  SK4800 - Adapt equipment to allow a child to function more independently.
  SK4900 - Will touch another individual to act on action repeated.
  SK5000 - ADAPT MATERIALS TO ALLOW A CHILD TO FUNCTION MORE INDEPENDENTLY.
  SK5100 - Will assist and/or guide another person to act on an object.
  SK5200 - Provide work space with minimal distractions.
  SK5300 - Will use an object or person as a tool to obtain a desired item.
  SK5400 - Provide follow up activities.
  SK5800 - ORAL MOTOR SKILLS
  SK6100 - Will improve imitation of motor acts involving use of objects.
  SK6300 - Will improve imitation of motor movements.
  SK6500 - Will demonstrate reciprocal imitation.
  SK6700 - Will imitate signs and/or gestures.
  SK6900 - Will imitate vocalizations.
  SK7100 - Will improve turn-taking abilities.
  SK8100 - Will improve means of obtaining adult attention (objects, gestures, vocalizations).
  SK8300 - Will respond to verbal command with gestures.
  SK8500 - Will use communicative gestures to indicate choices, wants, needs.
  SK8700 - Will request objects/actions verbally or nonverbally.
  SK8900 - Will call for attention verbally or nonverbally.
  SK9100 - Will express rejection/negation verbally or nonverbally.
  SK9300 - Will expressive affirmative agreement verbally or nonverbally.
  SK9500 - Will request recurrence verbally or nonverbally.
  SK9700 - Will express greetings verbally or nonverbally.
  SL0000 - DEMONSTRATE GROWTH IN LANGUAGE AND PROCESSING OF VERBAL REASONING
SKILLS
  SL0100 - Will improve word retrieval skills.
  SL0200 - Will be able to maintain word retrieval skills during spontaneous naming.
  SL0300 - Will decrease response time.
  SL0400 - Will develop comprehension and usage of target language concepts.
  SL0500 - Will develop categorization skills.
  SL0600 - Will develop classification skills for objects and events by property, location/function.
  SL0700 - Will state similarities and differences.
  SL0800 - Will understand multiple meanings of words.
  SL0900 - Will process messages of increasing length and complexity.
  SL1000 - WILL INCREASE COMPREHENSION OF A PARAGRAPH.
  SL1100 - Will increase comprehension of a story plot.
  SL1200 - Will identify words to complete a simile.
  SL1300 - Will identify absurdities in pictures.
  SL1400 - Will identify absurdities in sentences presented orally.
  SL1500 - Will identify non-essential information in paragraphs.
  SL1600 - Will make inferences from auditory clues.
  SL1700 - Will identify the main idea of a story.
  SL1800 - Will identify topic sentence.
  SL1900 - Will demonstrate an understanding of suffices and prefixes.
  SL2000 - WILL RECOGNIZE WORD ASSOCIATIONS.
  SL2100 - Will recall common associations.
  SL2200 - Will ask and answer "wh" questions.
  SL2300 - Will verbally summarize a story.
  SL2400 - Will answer riddles from given clues.
  SL2500 - Will complete analogous statements.
  SL2600 - Will predict possible outcomes.
  SL2700 - Will say two words to call attention to an object (this ball, my doll).
   SL2800 - Will say two words to show disappearance of object/person (no cookie, Mommy all gone).
   SL2900 - Will say two words to indicate recurrence of an object/action (more cookies).
   SL3000 - WILL SAY TWO WORDS TO INDICATE POSSESSION (MOMMY'S COAT, MY CAR).
   SL3100 - Will say two words that contain an adjective and a noun (big ball, dirty truck).
   SL3200 - Will say two word utterances which use action-object form (read book, eat cracker, hit that).
   SL3300 - Will say two word utterances which use action-agent form (baby cry, mommy go).
   SL3400 - Will develop vocabulary of signs.
   SL3500 - Will use total communication to expand vocabulary.
   SL3600 - Will increase spontaneous use of verbalizations/signs.
   SL3700 - Will build communicative confidence.
   SL3800 - Will express need for assistance.
   SL3900 - Will label common objects, actions, pictures.
   SL4000 - WILL LABEL BODY PARTS.
   SL4100 - Will name items within a category.
   SL4200 - Will express the functions of objects.
   SL4300 - Will express location of objects/people.
   SL4400 - Will improve word retrieval and language formulation.
   SL4500 - Will recognize/discriminate environmental sounds.
   SL4600 - Will repeat sequential patterns of speech sounds, clapping, tapping.
   SL4700 - Will repeat 3 digit or 3 word sentences.
   SL4800 - Will repeat phrase/sentences of increasing numbers of syllables.
   SL4900 - Will expand short-term auditory memory.
   SL5000 - WILL FOLLOW ORAL DIRECTIONS OF INCREASED LENGTH AND COMPLEXITY.
   SL5100 - Will develop appropriate chewing/biting skills.
   SL5200 - Will use a straw to drink liquids.
   SL5300 - Will drink from a cup.
   SL5400 - Will maintain lip closure while chewing.
   SL5500 - Will improve oral-motor skills, strength and control.
   SL5600 - Will improve respiratory control.
   SL5700 - Will imitate/produce selected speech sounds/features.
   SL5800 - Will transfer and maintain correct sound productions in spontaneous and connected speech.
   SL7600 - Establish classroom rules (work on/finish task expectations/remain seated)
   SL7700 - Have student question verbal directions/explanations/instructions
   SL8300 - Reduce verbal directions to single steps
   SL8400 - Stand next to student when giving verbal directions
   SL8500 - Ensure student's hearing is checked regularly
   SL8700 - Stop at key points when giving directions/explanations and instructions
   SL8800 - Give verbal/gestural cue to gain student's- attention
   SL9100 - Have student watch lips of person(s) speaking
   SL9400 - Use of tape recorder when note taking from lecture
   SL9500 - Use vocabulary that is within the student's level of comprehension
   SL9800 - Give student tangible reward when listening correctly - 99. Give student intangible reward when
listening correctly
    SM0000 - DEMONSTRATE GROWTH IN LANGUAGE AND PROCESSING OF VERBAL REASONING
SKILLS
   SM0300 - Language Processing
   SM0700 - Will improve word retrieval skills.
   SM0900 - Will be able to maintain word retrieval skills during spontaneous naming.
   SM1000 - TO IMPROVE INTELLIGIBILITY BY ELIMINATING PHONOLOGICAL PROCESSES
   SM1100 - Will decrease response time.
   SM1300 - Will develop comprehension and usage of target language concepts.
   SM1500 - Will develop categorization skills.
   SM1700 - Will develop classification skills for objects and events by property, location/function.
   SM1900 - Will state similarities and differences.
   SM1A00 - To eliminate the following phonological processes with 90% accuracy by implementing the
following intervention procedures: a. To introduce each process to help the student understand the process The
student's is using and what must be done to eliminate it through imitation of the correct and incorrect use of the
process b. To eliminate a process in the therapy setting by using minimal pairs including discrimination and
production c. To carry-over skills into the home environment by participating in a home program which
emphasizes skills trained in therapy (PHONOLOGICAL PROCESSES: ASSESSMENT AND INTERVENTION,
Bird and Higgins)
   SM1AA0 - Initial Consonant Deletion
   SM1AB0 - Deletion of Final Consonant
   SM1AC0 - Prevocalic Voicing
   SM1AD0 - Weak Syllable Deletion
   SM1AG0 - Consonant Cluster Reduction
   SM1AH0 - Postvocalic Devoicing
   SM1AI0 - Stridency Deletion
   SM2000 - TO INCREASE SPEECH INTELLIGIBILITY BY INCORPORATING A TREATMENT
PROGRAM WHICH INCORPORATES PREVALENT TREATMENT/ASSESSMENT TAXONOMIES OF THE
TRADITIONAL SOUND SPECIFIC APPROACH, MANNER-PLACE-AND VOICING, DISTINCTIVE
MATURE APPROACH OR PHONOLOGICAL PROCESSES(PHONEMES AND PROCESSES, VITALI AND
VITALI)
   SM2100 - Will understand multiple meanings of words.
   SM2300 - Will process messages of increasing length and complexity.
   SM2500 - Will increase comprehension of a paragraph.
   SM2700 - Will increase comprehension of a story plot.
   SM2900 - Will identify words to complete a simile.
   SM2A00 - To distinguish between current articulatory production and the target referent by being able to
identify and discriminate acceptable articulation of the target from current speech -- "KNOWLEDGE OF" PHASE
OF THERAPY (PHONEMES AND PROCESSES, Vitali and Vitali)
   SM2C00 - To generalize or carry-over to unrehearsed speech the articulatory competencies and performance
skills which were addressed directly in therapy -- "GENERALIZATION OF" PHASE OF THERAPY
(PHONEMES AND PROCESSES, Vitali and Vitali)
   SM3000 - TO IMPROVE SPEECH INTELLIGIBILITY BY REMEDIATING COMMON PHONOLOGICAL
PATTERNS (EASY DOES IT FOR PHONOLOGY, BLODGETT AND MILLER)
   SM3100 - Will identify absurdities in pictures.
   SM3300 - Will identify absurdities in sentences presented orally.
   SM3500 - Will identify non-essential information in paragraphs.
   SM3700 - Will make inferences from auditory clues.
   SM3900 - Will identify the main idea of a story.
   SM3A00 - To remediate stopping and stridency deletion by teaching the concept of fricatives
   SM3A10 - To become aware of fricatives in nonsense syllables and words
   SM3A20 - To become aware of fricatives in nonsense syllables and words that have been given meaning
   SM3A30 - To become aware of fricatives in real words
   SM3A40 - To become aware of the contrast between fricatives and stops in nonsense syllables and words
   SM3A50 - To become aware of the contrast between fricatives and stops in nonsense syllables and words that
have been given meaning
   SM3A60 - To become aware of the contrast between words with fricatives and words with stops
   SM3A70 - To produce fricatives in nonsense syllables and words
   SM3A80 - To produce fricatives in nonsense syllables and words that have been given meaning
   SM3A90 - To produce fricatives in real words
   SM3A91 - To produce fricative/stop contrast in nonsense syllables and words
   SM3A92 - To produce fricative/stop contrast in nonsense syllables and words that have been given meaning
   SM3A93 - To produce the fricative/stop contrast in real words
   SM3B00 - To eliminate the use of the phonological process of consonant deletion
   SM3B10 - To become aware of final consonants in nonsense syllables and words
   SM3B11 - To become aware of final consonants in nonsense syllables and words that have been given meaning
   SM3B12 - To become aware of final consonants in real words
   SM3B13 - To become aware of the contrast between the presence and absence of final consonants in nonsense
syllables and words
   SM3B14 - To become aware of the contrast between the presence and absence of final consonants in nonsense
syllables and words that have been given meaning
   SM3B15 - To become aware of the contrast between words with and without final consonants
   SM3B16 - To produce final consonants in nonsense syllables and words
   SM3B17 - To produce final consonants in nonsense syllables and words that have been given meaning
   SM3B18 - To produce final consonants in real words
   SM3B19 - To produce final consonant/no final consonant contrast in nonsense syllables and words
   SM3B20 - To produce the final consonant/no final consonant contrast in nonsense syllables and words that have
been given meaning
   SM3B21 - To produce final consonant/no final consonant contrast in real words
   SM3C00 - To eliminate the phonological process of fronting by learning to produce velar stops
   SM3C10 - To become aware of velar stops in nonsense syllables and words
   SM3C11 - To become aware of velar stops in nonsense syllables and words that have been given meaning
   SM3C12 - To become aware of velar stops in real words
   SM3C13 - To become aware of the contrast between velar stops and alveolar stops in nonsense syllables and
words
   SM3C14 - To become aware of the contrast between velar stops and alveolar stops in nonsense syllables and
words that have been given meaning
   SM3C15 - To become aware of the contrast between words with velar stops and words with alveolar stops
   SM3C16 - To produce velar stops in nonsense syllables and words
   SM3C17 - To produce velar stops in nonsense syllables and words that have been given meaning
   SM3C18 - To produce velar stops in real words
   SM3C19 - To produce the velar stop/alveolar stop contrast in nonsense syllables and words
   SM3C20 - To produce the velar stop/alveolar stop contrast in nonsense syllables and words that have been given
meaning
   SM3C21 - To produce the velar stop/alveolar stop contrast in real words
   SM3D00 - To eliminate the phonological processes of gliding and vowelization by learning to produce the /l/
sound
   SM3D10 - To become aware of the /l/ sound in nonsense syllables and words
   SM3D11 - To become aware of the /l/ sound in nonsense syllables and words that have been given meaning
   SM3D12 - To become aware of the /l/ sound in real words
   SM3D13 - To become aware of the contrast between the /l/ sound and glides or vowels in nonsense syllables
and words
   SM3D14 - To become aware of the contrast between the /l/ sound and glides or vowels in nonsense syllables
and words that have been given meaning
   SM3D15 - To become aware of the contrast between words with the /l/ sound and words with glides or vowels
   SM3D16 - To produce the /l/ sound in nonsense syllables and words
   SM3D17 - To produce the /l/ sound in nonsense syllables and words that have been given meaning
   SM3D18 - To produce the /l/ sound in real words
   SM3D19 - To produce the contrast between the /l/ sound and glides or vowels in nonsense syllables and words
   SM3D20 - To produce the contrast between the /l/ sound and glides or vowels in nonsense syllables and words
that have been given meaning
   SM3D21 - To produce the contrast between the /l/ sound and glides or vowels in real words
   SM3E00 - To eliminate the phonological process of gliding or vowelization by teaching the consonant and
vowelized /r/ phonemes
   SM3E10 - To become aware of /r/ sounds in nonsense syllables and words
   SM3E11 - To become aware of /r/ sounds in nonsense syllables and words that have been given meaning
   SM3E12 - To become aware of /r/ sounds in real words
   SM3E13 - To demonstrate awareness of the contrast between /r/ sounds and glides or vowels in nonsense
syllables and words
   SM3E14 - To demonstrate awareness of the contrast between /r/ sounds and glides or vowels in nonsense
syllables and words that have been given meaning
   SM3E15 - To demonstrate awareness of the contrast between /r/ sounds and glides or vowels in words
   SM3E16 - To produce /r/ sounds in nonsense syllables and words
   SM3E17 - To produce /r/ sounds in nonsense syllables and words that have been given meaning
   SM3E18 - To produce /r/ sounds in real words
   SM3E19 - To produce the contrast between /r/ sounds and glides or vowels in nonsense syllables and words
   SM3E20 - To produce the contrast between /r/ sounds and glides or vowels in nonsense syllables and words that
have been given meaning
   SM3E21 - To produce the contrast between /r/ sounds and glides or vowels in real words
   SM3F00 - To eliminate the phonological process of syllable deletion by learning how to produce multisyllabic
words
   SM3F10 - To demonstrate awareness of nonsense multisyllabic words
   SM3F11 - To demonstrate awareness of nonsense multisyllabic words that have been given meaning
   SM3F12 - To demonstrate awareness of real multisyllabic words
   SM3F13 - To demonstrate awareness of the contrast between nonsense multisyllabic and single-syllable words
   SM3F14 - To demonstrate awareness of the contrast between nonsense multisyllabic and single-syllable words
that have been given meaning
   SM3F15 - To demonstrate awareness of the contrast between real multisyllabic and single-syllable words
   SM3F16 - To produce nonsense multisyllabic words
   SM3F17 - To produce nonsense multisyllabic words that have been given meaning
   SM3F18 - To produce real multisyllabic words
   SM3F19 - To produce the contrast between nonsense multisyllabic and single-syllable words
   SM3F20 - To produce the contrast between nonsense multisyllabic and single-syllable words that have been
given meaning
   SM3F21 - To produce real multisyllabic and single-syllable words
   SM3G00 - To eliminate the phonological process of consonant deletion by targeting initial consonants
   SM3G10 - To demonstrate awareness of initial consonants in nonsense syllables and words
   SM3G11 - To demonstrate awareness of initial consonants in nonsense syllables and words that have been given
meaning
   SM3G12 - To demonstrate awareness of initial consonants in real words
   SM3G13 - To demonstrate awareness of the contrast between the presence and absence of initial consonants in
nonsense syllables and words
   SM3G14 - To demonstrate awareness of the contrast between the presence and absence of initial consonants in
nonsense syllables and words that have been given meaning
   SM3G15 - To demonstrate awareness of the contrast between the presence and absence of initial consonants in
real words
   SM3G16 - To produce initial consonants in nonsense syllables and words
   SM3G17 - To produce initial consonants in nonsense syllables and words that have been given meaning
   SM3G18 - To produce initial consonants in real words
   SM3G19 - To produce the contrast between the presence and absence of initial consonants in nonsense syllables
and words
   SM3G20 - To produce the contrast between the presence and absence of initial consonants in nonsense syllables
and words that have been given meaning
   SM3G21 - To produce the contrast between the presence and absence of initial consonants in real words
   SM3H00 - To eliminate the phonological process of voicing by targeting voiceless sounds
   SM3H10 - To demonstrate awareness of voiceless sounds in nonsense syllables and words
   SM3H11 - To demonstrate awareness of voiceless sounds in nonsense syllables and words that have been given
meaning
   SM3H12 - To demonstrate awareness of voiceless sounds in real words
   SM3H13 - To demonstrate awareness of the contrast between voiceless and voiced sounds in nonsense syllables
and words
   SM3H14 - To demonstrate awareness of the contrast between voiceless and voiced sounds in nonsense syllables
and words that have been given meaning
   SM3H15 - To demonstrate awareness of the contrast between voiceless and voiced sounds in real words
   SM3H16 - To produce voiceless sounds in nonsense syllables and words
   SM3H17 - To produce voiceless sounds in nonsense syllables and words that have been given meaning
   SM3H18 - To produce voiceless sounds in real words
   SM3H19 - To produce the contrast between voiceless and voiced sounds in nonsense syllables and words
   SM3H20 - To produce the contrast between voiceless and voiced sounds in nonsense syllables and words that
have been given meaning
   SM3H21 - To produce the contrast between voiceless and voiced sounds in real words
   SM3I00 - To eliminate the phonological process of backing by targeting alveolar stops
   SM3I10 - To demonstrate awareness of alveolar stops in nonsense syllables and words
   SM3I11 - To demonstrate awareness of alveolar stops in nonsense syllables and words that have been given
meaning
   SM3I12 - To demonstrate awareness of alveolar stops in real words
   SM3I13 - To demonstrate awareness of the contrast between alveolar stops and velar stops in nonsense syllables
and words
   SM3I14 - To demonstrate awareness of the contrast between alveolar stops and velar stops in nonsense syllables
and words that have been given meaning
   SM3I15 - To demonstrate awareness of the contrast between alveolar stops and velar stops in real words
   SM3I16 - To produce alveolar stops in nonsense syllables and words
   SM3I17 - To produce alveolar stops in nonsense syllables and words that have been given meaning
   SM3I18 - To produce alveolar stops in real words
   SM3I19 - To produce the contrast between alveolar stops and velar stops in nonsense syllables and words
   SM3I20 - To produce the contrast between alveolar stops and velar stops in nonsense syllables and words that
have been given meaning
   SM3I21 - To produce the contrast between alveolar stops and velar stops in real words
   SM3J00 - To eliminate the phonological process of cluster reduction by targeting consonant clusters
   SM3J10 - To demonstrate awareness of consonant clusters in nonsense syllables and words
   SM3J11 - To demonstrate awareness of consonant clusters in nonsense syllables and words that have been given
meaning
   SM3J12 - To demonstrate awareness of consonant clusters in real words
   SM3J13 - To demonstrate awareness of the contrast between the presence and absence of consonant clusters in
nonsense syllables and words
   SM3J14 - To demonstrate awareness of the contrast between the presence and absence of consonant clusters in
nonsense syllables and words that have been given meaning
   SM3J15 - To demonstrate awareness of the contrast between the presence and absence of consonant clusters in
real words
   SM3J16 - To produce consonant clusters in nonsense syllables and words
   SM3J17 - To produce consonant clusters in nonsense syllables and words that have been given meaning
   SM3J18 - To produce consonant clusters in real words
   SM3J19 - To produce the contrast between the presence and absence of consonant clusters in nonsense syllables
and words
   SM3J20 - To produce the contrast between the presence and absence of consonant clusters in nonsense syllables
and words that have been given meaning
   SM3J21 - To produce the contrast between the presence and absence of consonant clusters in real words
   SM4000 - TO IMPROVE INTELLIGIBILITY BY FACILITATING EMERGENCE OF THE FOLLOWING
PHONOLOGICAL PATTERNS:
   SM4100 - Will identify topic sentence.
   SM4300 - Will demonstrate an understanding of suffices and prefixes.
   SM4500 - Will recognize word associations.
   SM4700 - Will recall common associations.
   SM4900 - Will ask and answer "wh" questions.
   SM4A00 - The following steps will be used to elicit the targeted patterns: a) To listen to approximately 15 target
pattern words b) To draw 2 to 5 pictures of target words on 5" X 8" index cards c) To produce the target by naming
the picture cards while participating in 2 to 5 experiential play activities d) To listen again to target pattern words
   SM4A10 - syllable reduction
   SM4A11 - cluster reduction
   SM4A12 - obstruent deletion
   SM4A14 - velar deviations
   SM4A15 - prevocalic voicing
   SM4A16 - postvocalic devoicing
   SM4A17 - glottal replacement
   SM4A19 - nasal and glide deviation
   SM4A20 - liquid deviations
   SM5000 - TO IMPROVE ARTICULATION SKILLS BY IMPLEMENTING A THERAPY APPROACH
USING TACTILE, KINESTHETIC, AND VISUAL STIMULI TO FACILITATE 90% CORRECT
PRODUCTION OF TARGET PHONEMES IN THE FOLLOWING CONTEXTS:
   SM5100 - Will verbally summarize a story.
   SM5300 - Will answer riddles from given clues.
   SM5500 - Will complete analogous statements.
   SM5700 - Will predict possible outcomes.
   SM5A70 - Additional cues which may be used to help increase production of target phonemes include: a)
slowed rate of stimulus presentation b) systematic variation of stress and intonation (i.e. sing-song syllable chains
or use of equal stress c) speech response timed to body movement (i.e. hand gesture, tapping d) mouthing by the
clinician (as a reminder during client's production).
   SM6000 - TO IMPROVE ARTICULATION SKILLS BY IMPLEMENTING A MULTI-KINESTHETIC
APPROACH DESIGNED TO FACILITATE THE SEQUENCING OF ARTICULATORY GESTURES TO
ACHIEVE APPROPRIATE VOLITIONAL PURPOSE OF COMMUNICATION. THESE STEPS INCLUDE:
   SM7000 - TO PRODUCE TARGET SOUNDS CORRECTLY IN ALL POSITIONS OF WORDS IN
CONVERSATIONAL SPEECH
   SM7110 - To discriminate between correct and incorrect production of the target sound in the speech of others
   SM7120 - To discriminate between correct and incorrect production of the target phoneme in the student's own
speech
   SM7121 - To produce the target sound correctly in isolation
   SM7122 - To produce the target sound correctly in the initial, medial, and final positions of syllables
   SM7123 - To produce the target sound correctly in the initial position of words
   SM7124 - To produce the target sound correctly in the medial position of words
   SM7125 - To produce the target sound correctly in the final position of words
   SM7126 - To produce the target sound correctly in the appropriate position(s) in phrases
   SM7127 - To produce the target sound correctly in the appropriate position(s) in structured sentences
   SM7128 - To produce the target sound correctly in the appropriate position(s) in spontaneous sentences
   SM7129 - To produce the target sound correctly in the appropriate position(s) in connected speech during the
therapy session
   SM7130 - To produce the target sound correctly in the appropriate position(s) during conversation in the therapy
session
   SM7131 - To produce the target sound in the appropriate position(s) during conversation outside of the therapy
session
   SMB000 - TO IMPROVE ARTICULATION SKILLS
   SMB001 - Identify the target sound in a series of isolated speech sounds when presented verbally
   SMB002 - Identify the target sound when presented verbally in words
   SMB003 - Identify the target sound when presented verbally in sentences
   SMB004 - Identify correct and incorrect production of the target sound
   SMB005 - Produce the target sound in isolation
   SMB006 - Produce the target sound in the initial, medial and final position of syllables
   SMB007 - Produce the target sound in the initial, medial and final position of words
   SMB008 - Produce the target sound in the initial, medial and final position in phrases
   SMB009 - Produce the target sound in structured sentences
   SMB010 - Produce the target sound in structured reading activities
   SMB011 - Produce the target sound in all positions and blends in spontaneous connected speech during speech
class
   SMB012 - Produce the target sound in all positions and blends in spontaneous connected speech outside speech
class
   SMC000 - ARTICULATION -- CARRYOVER TO PRODUCE ALL SOUNDS CORRECTLY IN A
VARIETY OF SPEAKING SITUATIONS AT THE APPROPRIATE CRITERIA LEVEL
   SMC100 - To increase use of target sounds to more than 95% accuracy in unstructured conversational speech
   SMC110 - To produce target sound(s) with 75% accuracy in a one-minute structured conversation within the
therapy room
   SMC120 - To demonstrate the ability to self-monitor for correct target sounds by self-correcting at least 85% of
target sound errors during two minutes of structured conversational speech
   SMC130 - To produce target sound(s) correctly with 85% accuracy during three minutes of structured
conversational speech activities within the therapy room
   SMC140 - To make only one error or less during one minute of structured conversational speech within the
therapy room
   SMC150 - To produce target sound(s) correctly with 95% accuracy during three minutes of structured
conversational speech activities within the therapy room
   SMC160 - To make only one error or less during three minutes of structured conversational speech within the
therapy room
   SMC170 - To produce target sound(s) correctly with 95% accuracy during three minutes of structured
conversational speech activities within the therapy room during three consecutive speech sessions
   SMC180 - To produce target sound(s) correctly with one error or less during ten minutes of one speech session
   SMC190 - To produce target sound(s) correctly with one error or less during 15 minutes of three consecutive
speech sessions
   SMC210 - To produce target sound(s) correctly with one error or less during 15 minutes of unstructured
conversational speech, i.e., talking to peers within the therapy room
   SMC220 - To produce target sound(s) correctly with more than 95% accuracy for one half-hour speech session
   SMC230 - To produce target sound(s) correctly with more than 95% accuracy for three consecutive half-hour
speech sessions
   SMC300 - To improve the ability to carryover correct use of target sound(s) into all speaking situations both in
and out of the therapy room
   SMC310 - To demonstrate understanding of the term "carryover" by telling the correct definition at least once in
four different speech sessions
   SMC320 - To complete assigned "transitional" carryover assignments outside the therapy room and return them
signed by an appropriate listener
   SMC330 - To identify appropriate "reminders" to assist carryover and tell about at least one different carryover
reminder in three consecutive speech sessions
   SMC340 - To list verbally at least three situations where carryover is easy to accomplish and accurately explain
why
   SMC350 - To list verbally at least three situations where carryover is difficult to accomplish and accurately
explain why
   SMC360 - To identify ten times, places, and events that provide carryover opportunities
   SMC370 - To relate at least one specific carryover experience in eight different speech sessions by explaining
where and when it occurred, the topic of conversation, and the listener involved
   SMC380 - To complete assigned carryover assignments outside the therapy room and return them signed by
parent or guardian
   SMC390 - To complete assigned carryover assignments outside the therapy room and return them signed by
listeners other than parent or guardian
   SMC410 - To maintain 95% correct target sound(s) use in conversation while participating in "open"
unstructured activities within two speech sessions, i.e., running errands, conversing with peers, assisting with
bulletin boards
   SMC420 - To produce target sound(s) correctly with 95% or greater accuracy as reported by parent/guardian or
teachers
   SMC430 - To demonstrate 95% or greater target sound(s) accuracy when observed by the speech-language
pathologist in carryover situations, i.e., classrooms, hallway, cafeteria, office, after-school event
   SMC440 - To maintain 95% or greater target sound(s) accuracy while giving a three-minute talk within the
speech session explaining why the student's is ready for dismissal from speech therapy
   SMC450 - To participate in a conference with parent/guardian, teachers, and/or speech-language pathologist to
discuss dismissal from speech therapy and ways of maintaining carryover
   SMS000 - TO ENCOURAGE GOOD VOCAL HYGIENE, AID IN THE REDUCTION OF VOCAL ABUSE
AND MISUSE BEHAVIORS, AND EMPLOY TECHNIQUES TO ACHIEVE AN OPTIMAL VOICE (EASY
DOES IT FOR VOICE)
   SMS100 - To provide a foundation of the knowledge of the voice on which the Voice Detective Program is
based
   SMS110 - To demonstrate an understanding of the structures and functions of the respiratory tract
   SMS120 - To demonstrate an understanding of the student's voice disorder and why the stud qualifies for the
Voice Detective Program
   SMS130 - To demonstrate knowledge of the sources of vocal abuse and misuse
   SMS140 - To demonstrate knowledge of the places and situations that promote vocal abuse and misuse
   SMS150 - To demonstrate knowledge of the vocal mechanism, the voice disorder, vocal abuse, and the settings
that promote vocal abuse
   SMS200 - To identify and discriminate vocal abuse behaviors in situations that promote vocal abuse and misuse
as well as identify good vocal hygiene practices, alternatives, and situations
   SMS210 - To identify examples of vocal abuse and misuse within the student's environment
   SMS220 - To identify situations and settings that promote abuse or misuse of the voice
   SMS230 - To identify healthy voice usage in the student's environment
   SMS240 - To identify healthy voice alternatives when presented with examples of vocal abuse and misuse
   SMS250 - To identify healthy voice options in situations and settings that might encourage vocal abuse and
misuse
   SMS300 - To eliminate the identified vocal abuses and misuses by targeting one abuse at a time and using a
charting and monitoring system to assess daily progress
   SMS310 - To identify and count vocal abuses and misuses
   SMS320 - To identify the settings and situations associated with the student's vocal abuse and distinguish
between the settings and situations less harmful to the student's voice
   SMS330 - To make a hierarchy of the student's vocal abuses and the situations associated with the abuses
   SMS340 - To identify healthy voice alternatives for the student's vocal abuse behaviors
   SMS350 - To learn about vocal abuse reduction intervention techniques
   SMS351 - To increase respiratory support for speech, reduce excessive tension throughout the body, and relax
the hypertensive voice by using the following procedures: a. Tense entire body and hold the tension for 2-3
seconds and release (whole body relaxation) b. Gradually tense all large muscles of the body beginning at the feet,
hold tension 2-3 seconds, and gradually release tension in reverse order, starting at the head and going to the feet
(whole body relaxation) c. Slowly roll head around shoulders in a relaxed manner (head and neck relaxation) d.
Repeat above exercise (c.) while producing vowels (head and neck relaxation) e. Yawn deeply with a wide, open
mouth and then, release the air into a sustained, easy sigh (head and neck relaxation)

   SMS352 - To rest the voice and reduce vocal hoarseness by following the procedures below: a. Assign specific
quiet talking times and specific vocal rest times b. Caution the student not to use any abusive behaviors, such as,
yelling or imitating sounds c. Caution the student not to talk in strenuous vocal situations, such as, during gym, at
sporting events, or playing outside with friends
   SMS353 - To improve vocal tone, reduce hard glottal attack, and relax the hypertensive voice by following the
procedures given below: a. Demonstrate an exaggerated yawn followed by a slow, easy release of air, the sigh. Do
several times. b. Softly phonate "ah" in the middle of the sigh maintaining an easy, relaxed production during this
transition to phonation c. During the yawn-sigh, imitate "h + vowel" syllables during the sigh phase d. Imitate one-
syllable words beginning with /h/ during the sigh phase e. Imitate multi-syllabic words beginning with /h/ during
the sigh phase f. Imitate words beginning with vowels during the sigh phase g. Imitate phrases containing words
beginning with /h/ or vowels during the sigh phase h. Imitate sentences containing words beginning with /h/ or
vowels during the sigh phase i. Use easy, open productions during reading and conversation tasks j. Use easy, open
productions during spontaneous speech
   SMS354 - To decrease excessive loudness and vocal strain by following the procedures given below: a. Discuss
different loudness levels b. Discuss the harmful effect of using an excessively loud voice c. Determine appropriate
loudness levels according to the distance from the speaker and level of background noise d. Introduce strategies to
help reduce instances of excessive loudness, such as, move closer to the speaker, wait your turn instead of talking
over the group, use non-vocal means to get a person's attention, and turn down volume on TVs, radios, etc. e.
Increase awareness of specific use of excessive loudness by charting excessive loudness in others, the student's
instances of excessive loudness, and situations that promote excessive loudness
   SMS355 - To improve vocal tone, reduce hard glottal attack, and relax the hypertensive voice by following the
procedures given below: a. Explain an open-mouth big chew. Pretend to chew food using a wide-mouth, vigorous
chew with good tongue activity b. Continue practice of the imaginary chew until it is easily done without excess
tension c. Chew vigorously while producing a variety of elongated vowel sounds d. Chew vigorously while
producing multi-syllabic real or nonsense words e. Chew vigorously while producing simple vowel-loaded phrases
f. Chew vigorously while reciting nursery rhymes or familiar songs, or while reading short passages g. Chew
vigorously while giving short answers to questions progressing to longer sentences h. Reduce exaggerated
movements to a more normal mouth position while practicing words, phrases, and sentences
   SMS356 - To decrease abrupt hard onsets and relax the hypertensive voice by following the procedures given
below:
   SMS360 - To develop a treatment plan to eliminate and monitor vocal abuse behaviors
   SMS370 - To use the treatment plan by targeting one vocal abuse at a time, eliminating it, and monitoring
progress
   SMS400 - To maintain achieved criteria level for each vocal abuse for a predetermined amount of time
   SMS410 - To maintain and monitor healthy voice usage for one week
   SMS420 - To maintain and monitor healthy voice usage for two weeks
   SMS430 - To maintain and monitor healthy voice usage for one month
   SMS440 - To exhibit consistent healthy voice usage or maintain predetermined criterion levels for voice usage
   SMT000 - TO REDUCE AND ELIMINATE VOCAL ABUSE USING THE BOONE VOICE PROGRAM FOR
CHILDREN
   SMT110 - To explain how additive lesions occur using the story, A VOICE LOST AND FOUND
   SMT220 - To review the student's abuses
   SMT330 - To reduce the student's abuses in a systematic manner
   SMTA00 - To improve oral resonance -- Facilitating Approach #1: Changing Horizontal Focus
   SMTA10 - To explain and demonstrate tongue position and its effect on voice
   SMTA20 - To explain the student's habitual tongue carriage
   SMTA30 - To alter tongue position with a step-by-step approach
   SMTB00 - To increase or decrease the loudness of the voice -- Facilitating Approach #2: Changing Loudness
   SMTB10 - To explain various loudness levels
   SMTB20 - To discuss the student's habitual loudness level
   SMTB30 - To habituate a normal loudness level
   SMTC00 - To develop improved voice quality and resonance by transferring the child's vertical focus from the
lower vocal tract to the upper vocal tract -- Facilitating Approach #3: Changing Vertical Focus
   SMTC10 - To utilize small steps to balance vocal resonance and improve voice quality
   SMTC20 - To habituate improved resonance and quality
   SMTD00 - To reduce vocal hyper function by promoting greater oral movement and vocal tract relaxation
   SMTD10 - To explain the effect the chewing approach can have on voice
   SMTD20 - To discuss the student's habitual jaw, lip, and tongue movements
   SMTD30 - To habituate relaxation of the vocal tract through practice with the chewing approach
   SMTE00 - To improve the student's ability to listen. To improve the student's ability to discriminate between
musical tones and voice pitches, and to improve the student's tonal memory
   SMTE10 - To complete pitch discrimination tasks using pairs of musical tones
   SMTE20 - To complete tonal memory tasks for three- and four-tone sequences
   SMTE30 - To complete voice pitch discrimination tasks
   SMTF00 - To habituate easy onset of phonation -- Facilitating Approach #6: Eliminating Hard Glottal Attack
     SMTF10 - To demonstrate the difference between easy onset of phonation and hard glottal attack
     SMTF20 - To discuss the student's habitual onset of phonation
     SMTF30 - To habituate easy onset of phonation
     SMTG00 - To establish optimal voice pitch -- Facilitating Approach #7: Establishing New Pitch
     SMTG10 - To explain various pitch levels
     SMTG20 - To discuss the student's habitual pitch level
     SMTG30 - To habituate a natural pitch level
     SMTH00 - To let the student know about normal voice, the student's voice problem, and what may have caused
it
   SMTH10 - To explain how normal voice is produced
   SMTH20 - To explain vocal abuse or misuse
   SMTI00 - To find voice if no voice exists, or to improve voice if a functional dysphonia exists
   SMTJ00 - To increase greater mouth opening and develop greater vocal tract relaxation
   SMTJ10 - To explain the importance of oral openness
   SMTJ20 - To discuss the student's habitual mouth opening
   SMTJ30 - To habituate greater mouth opening
   SMTK00 - To establish firmer vocal fold approximation, improving voice quality and loudness
   SMTK10 - To utilize three pushing techniques to establish firm glottal approximation
   SMTK20 - To habituate firm glottal approximation without pushing
   SMTL00 - To develop relaxed phonation and reduce hard glottal attack
   SMTL10 - To explain the effect the yawn-sigh approach can have on voice
   SMTL20 - To discuss the student's habitual oral tightness
   SMTL30 - To habituate relaxed phonation
   SMTM00 - To Improve Vocal Quality
   SMTM01 - Identify voice disorder and its manner of production
   SMTM02 - Identify between correct and incorrect vocal production
   SMTM03 - Develop a written diary as prescribed by the therapist
   SMTM04 - Modify and eliminate poor vocal habits
   SMTM05 - Develop and maintain efficient vocal production in structured setting
   SMTM06 - Develop and maintain efficient vocal production during speech sessions
   SMTM07 - Develop and maintain efficient vocal production in conversational speech
   SMTM08 - Identify and eliminate vocal abuse
   SMU000 - TO PRODUCE SPEECH IN SPONTANEOUS COMMUNICATIVE INTERACTIONS THAT
INCLUDES SUFFICIENT CORRECT SOUNDS AND SOUND SEQUENCES TO BE INTELLIGIBLE TO
NEW LISTENERS
   SMU100 - To imitate a variety of oral movements and movement sequences produced by the speech-language
pathologist using a mirror and other facilitating techniques (80% oral movements produced correctly, and without
groping, immediately following the speech-language pathologist's model, for 3 sessions)
   SMU200 - To produce intelligible approximations of sustained isolated vowels and continuant consonants
following the speech-language pathologist's models, using a mirror and phonemic placement/shape reminders (4/5
acceptable productions with 2 to 3 second delay between speech-language pathologist model and the student's
response)
   SMU300 - To produce target phoneme(s) in single and reduplicated CV and VC syllables (following a visual
and auditory model produced by the speech-language pathologist) in unison with the speech-language pathologist,
using gestural emphasis and visual feedback (3 consecutive correct productions of 80% of practice syllables):
   SMU310 - --using phoneme combinations that have been identified as easier for the student
   SMU320 - --using phoneme combinations that have been identified as more difficult for the student
   SMU330 - --using reduplicated CV CV or VC VC sound patterns
   SMU400 - To produce target phonemes in nonsense syllable combinations and/or words (following a visual and
auditory model produced by the speech-language pathologist) in unison with the speech-language pathologist,
using gestural emphasis and controlled rate (3 consecutive correct productions of 80% of practice CVC contexts):
   SMU410 - --using phonetically controlled CVC contexts
   SMU420 - --using phonetically controlled VCV contexts
   SMU430 - --using phonetically controlled CVCV contexts
   SMU440 - --using phonetically controlled VCVC contexts
   SMU450 - --using single syllable words with consonant clusters
   SMU460 - --using two syllable words without consonant clusters
   SMU470 - --using two syllable words with consonant clusters
   SMU480 - --using multisyllabic words
   SMU500 - To produce target words and phrases with acceptable accuracy in each step of the following eight-
step task continuum (Rosenbek et al. 1973) moving each practice item on to the next step after success is achieved,
starting each session with the highest step at which success can be achieved on each practice item, and skipping
steps when it can be done without adverse effects (9/10 practice items produced correctly in 4/5 role playing
contexts):
   SMU510 - --using integral stimulation of "watch me," "listen to me," and simultaneous production
   SMU520 - --using integral auditory and visual stimulation in a model produced by the speech-language
pathologist, followed by a brief delay, after which the student produces the target material in unison with the
speech-language pathologist's mimed, but silent, production
   SMU530 - --using integral auditory and visual stimulation in a model produced by the speech-language
pathologist, followed by a brief delay, after which the student produces the target material with no simultaneous
cues
   SMU540 - --using integral auditory and visual stimulation in a model produced by the speech-language
pathologist, followed by a brief delay, after which the student produces the target material 3 or 4 times
consecutively without intervening cues

   SMU550 - --using a written model, which the student reads
   SMU560 - --using a written model, which is then removed, following which The student says what was written
   SMU570 - --using questions asked by the speech-language pathologist, such that one of the target utterances can
be spoken by the student (without a model) to provide an appropriate answer to the question
   SMU580 - --using role playing situations involving the student, the speech-language pathologist, and others, in
which the target utterances can be elicited in structured conversations
   SMU600 - To produce newly acquired phonemes and phoneme sequences with acceptable accuracy in slow
speech with appropriate monitoring in spontaneous speaking contexts (target phonemes correctly produced
initially, or following self-monitoring revision, in 80% of required contexts):
   SMU610 - --with the speech-language pathologist in the therapy room
   SMU620 - --with the speech-language pathologist outside the therapy room
   SMU630 - --with a peer in the therapy room
   SMU640 - --with others outside the therapy room
   SMV000 - TO IMPROVE SPEECH INTELLIGIBILITY IN CONNECTED/CONVERSATIONAL SPEECH
BY USING A MULTI-SENSORY APPROACH (USE OF AUDITORY, VISUAL, TACTILE, AND
KINESTHETIC CUES) WITH EMPHASIS ON DEVELOPING SOUND SEQUENCING SKILLS AND
CLOSED SYLLABLES IN INCREASINGLY MORE COMPLEX TASKS (EASY DOES IT FOR APRAXIA
AND MOTOR PLANNING)
   SMV100 - To produce consistently vowel sequences and isolated consonants
   SMV110 - To produce vowel sequences
   SMV120 - To produce consistently isolated consonants the student already uses
   SMV130 - To produce consistently new consonants in isolation
   SMV200 - To combine consonants and vowels to form syllables
   SMV210 - To produce consonant-vowel (CV) and vowel-consonant (VC) syllables
   SMV220 - To produce consonant-vowel (CV) syllable sequences using an unchanging consonant and vowel
   SMV230 - To produce consonant-vowel (CV) syllable sequences using an unchanging consonant and a
changing vowel
   SMV240 - To produce consonant-vowel (CV) sequences using a changing consonant and an unchanging vowel
   SMV250 - To produce consonant-vowel (CV) sequences using varied consonants and vowels
   SMV300 - To produce one-syllable words using consonant-vowel-consonant (CVC) combinations
   SMV310 - To produce consonant-vowel-consonant (CVC) words using the same consonant in both positions of
the word
   SMV320 - To produce syllables in consonant-vowel-consonant (CVC) productions using different consonants in
each position of the word
   SMV400 - To produce multisyllabic words
   SMV410 - To sequence syllables into two-syllable words
   SMV420 - To sequence syllables into three-syllable words
   SMV430 - To sequence syllables into four-and five-syllable words
   SMV500 - To produce phrases and sentences
   SMV510 - To use common, highly functional two- and three-word phrases
   SMV520 - To produce target words in carrier phrases
   SMV530 - To produce target words in sentences
   SMV540 - To produce syntactically correct sentences
   SMV600 - To produce consonant blends in words
   SMV610 - To produce /s/ blends in words
   SMV620 - To produce /l/ blends in words
   SMV630 - To produce /r/ blends in words
   SMW000 - TO REDUCE NASALITY THROUGH A SYSTEMATIC, HIGHLY PHONETICALLY BASED
PROGRAM WITH EMPHASIS ON DEVELOPING THE COARTICULATORY SKILLS NEEDED TO CARRY
OVER APPROPRIATE RESONANCE INTO CONVERSATIONAL SPEECH (HYPERNASALITY
MODIFICATION PROGRAM, RAY AND BAKER)
   SMW100 - To produce the mono-syllabic words with appropriate resonance in all 16 contexts during each of the
following types of productions:
   SMW110 - single productions of each word --Slowly say each word once (put, tip, peak)
   SMW120 - rapid repetitions of each word -- Quickly repeat a word several times (put-put-put, tip-tip-tip)
   SMW130 - rapid alternations between two words -- Rapidly say pairs of words (put-took, took-tip, tip-peak)
   SMW200 - To achieve acceptable resonance of multisyllabic words that contain no nasal sounds in the
following types of productions:
   SMW210 - single productions of each word -- Slowly say each word once (put, tip, peak)
   SMW220 - rapid repetitions of each word -- Quickly repeat a word several times (put-put-put, tip-tip-tip)
   SMW230 - rapid alternations between two words -- Rapidly say pairs of words (put-took, took-tip, tip-peak)
   SMW300 - To achieve acceptable resonance of multisyllabic words containing nasals in the following types of
productions:
   SMW310 - single productions of each word -- Slowly say each word once (put, tip, peak)
   SMW320 - rapid repetitions of each word -- Quickly repeat a word several times (put-put-put, tip-tip-tip)
   SMW330 - rapid alternations between two words -- Rapidly say pairs of words (put-took, took-tip, tip-peak)
   SMW400 - To achieve acceptable resonance during spontaneous naming activities
   SMW500 - To achieve acceptable resonance of phrases that contain no nasal consonants in the following types
of productions:
   SMW510 - single productions of each word -- Slowly say each word once (put, tip, peak)
   SMW520 - rapid repetitions of each word -- Quickly repeat a word several times (put-put-put, tip-tip-tip)
   SMW530 - rapid alternations between two words -- Rapidly say pairs of words (put-took, took-tip, tip-peak)
   SMW600 - To achieve acceptable resonance of phrases that contain nasal consonants in the following types of
productions:
   SMW610 - single productions of each word -- Slowly say each word once (put, tip, peak)
   SMW620 - rapid repetitions of each word -- Quickly repeat a word several times (put-put-put, tip-tip-tip)
   SMW630 - rapid alternations between two words -- Rapidly say pairs of words (put-took, took-tip, tip-peak)
   SMW700 - To achieve acceptable resonance of sentences that contain no nasal consonants in the following
types of productions:
   SMW710 - single productions of each word -- Slowly say each word once (put, tip, peak)
   SMW720 - rapid repetitions of each word -- Quickly repeat a word several times (put-put-put, tip-tip-tip)
   SMW730 - rapid alternations between two words -- Rapidly say pairs of words (put-took, took-tip, tip-peak)
   SMW800 - To achieve acceptable resonance of sentences that contain nasal consonants in the following types of
productions:
   SMW810 - single productions of each word -- Slowly say each word once (put, tip, peak)
   SMW820 - rapid repetitions of each word -- Quickly repeat a word several times (put-put-put, tip-tip-tip)
  SMW830 - rapid alternations between two words -- Rapidly say pairs of words (put-took, took-tip, tip-peak)
  SMW910 - To achieve acceptable resonance of self-generated sentences
  SMW920 - To demonstrate acceptable resonance while reading aloud and discussing the content of the passage
  SMW930 - To achieve resonance during structured speaking situations
  SMW940 - To achieve acceptable resonance in conversational speech
   SN0000 - TO DEVELOP EARLY SPEECH AND LANGUAGE SKILLS
  SN0700 - Response to Stimuli
  SN1000 - WILL DEVELOP VOCABULARY OF SIGNS.
  SN1100 - Will build attention span for group and one-to-one activities.
  SN1200 - Will use total communication to expand vocabulary.
  SN1300 - Will sit quietly for instructional activities.
  SN1400 - Will increase spontaneous use of verbalizations/signs.
  SN1500 - Will screen out visual and auditor distractions.
  SN1600 - Vocabulary flash cards
  SN1700 - Will screen out background noise and attend to "important" input.
  SN2000 - TOYS/DOLLS/PUPPETS
  SN2200 - Will build communicative confidence.
  SN2400 - Will express need for assistance.
  SN2500 - Will identify common actions, objects and pictures receptively.
  SN2600 - Will label common objects, actions, pictures.
  SN2700 - Will identify familiar people receptively.
  SN2800 - Will label body parts.
  SN2900 - Will identify body parts receptively.
  SN3000 - WILL NAME ITEMS WITHIN A CATEGORY.
  SN3100 - Will improve responses to simple commands.
  SN3200 - Will express the functions of objects.
  SN3300 - Will improve response to 2-3 simple commands given in one long utterance.
  SN3400 - Will express location of objects/people.
  SN3500 - Will identify objects by their function.
  SN3600 - Will improve word retrieval and language formulation.
  SN3700 - Will act out given verbs (actions).
  SN3800 - Memory drill worksheets & games
  SN3900 - Will improve comprehension of adjectives/attributes.
  SN4000 - FISHER PRICE ANIMALS/BARN.
  SN4100 - Will improve comprehension to simple location words.
  SN4200 - Perceptual skill activities
  SN4300 - Will improve response to questions (who, where, what, etc.).
  SN4700 - One Word Utterance
  SN5000 - WILL RECOGNIZE/DISCRIMINATE ENVIRONMENTAL SOUNDS.
  SN5100 - Will express basic wants and needs through verbalization, sign or gesture.
  SN5200 - Will repeat sequential patterns of speech sounds, clapping, tapping.
  SN5300 - Well develop a variety of early one word utterances.
  SN5400 - Will repeat 3 digit or 3 word sentences.
  SN5500 - Will say "no", "gone", "all gone", "no more", "away", "bye-bye", (or name object in a questioning
tone) to indicate non-existence or disappearance of object/person.
  SN5600 - Will repeat phrase/sentences of increasing numbers of syllables.
  SN5700 - Will say "more," "again", "another" to indicate recurrence of an object or action.
  SN5800 - Will expand short-term auditory memory.
  SN5900 - Will say "no" or another word to indicate rejection of an object or action.
  SN6000 - WILL FOLLOW ORAL DIRECTIONS OF INCREASED LENGTH AND COMPLEXITY.
  SN6100 - Will say "no" in denying the truth of a statement.
  SN6200 - Vocabulary software
  SN6300 - Will name object or person.
   SN6500 - Will say action words to describe what's being done, what will be done or what he/she wants see or
others to do
   SN6600 - Writing skills software
   SN6700 - Will say a word indicating possession of an object ("my", "mine") or of the object's owner.
   SN6800 - Will develop appropriate chewing/biting skills.
   SN6900 - Will say words describing attributes of objects ("dirty", "big", "hat").
   SN7000 - WILL USE A STRAW TO DRINK LIQUIDS.
   SN7100 - Will say a word indicating movements/location ("up", "down").
   SN7200 - Will drink from a cup.
   SN7400 - Will maintain lip closure while chewing.
   SN7500 - Two Word Utterance
   SN7600 - Sequence pictures/stories
   SN7800 - Speech Production
   SN7900 - Will develop a variety of two word utterances.
   SN8000 - LISTENING ACTIVITIES
   SN8100 - Will say two words to call attention to an object (this ball, my doll).
   SN8200 - Will improve oral-motor skills, strength and control.
   SN8300 - Will say two words to show disappearance of object/person (no cookie, Mommy all gone).
   SN8400 - Will improve respiratory control.
   SN8500 - Will say two words to indicate recurrence of an object/action (more cookies).
   SN8600 - Will imitate/produce selected speech sounds/features.
   SN8700 - Will say two words to indicate possession (Mommy's coat, my car).
   SN8800 - Will transfer and maintain correct sound productions in spontaneous and connected speech.
   SN8900 - Will say two words that contain an adjective and a noun (big ball, dirty truck).
   SN9000 - SIMON
   SN9100 - Will say two word utterances which use action-object form (read book, eat cracker, hit that).
   SN9200 - Multi-sound Articulation Program
   SN9300 - Will say two word utterances which use action-agent form (baby cry, mommy go).
   SN9400 - INSTRUCTIONAL MATERIALS
   SN9600 - Minimal pair cards
   SN9700 - Total Communication
Y00000 - LIFE & CAREER EDUCATION COMPETENCIES - TRANSITION SKILLS
   YA0000 - DAILY LIVING SKILLS
   YAA000 - MANAGING PERSONAL FINANCES
   YAA010 - Identify coins
   YAA020 - Count sums of up to five coins from stacks of pennies, nickels, dimes, quarters, and half dollars
   YAA030 - Identify bills up to $20
   YAA040 - Count currency with sums less than $20
   YAA050 - Identify coins and bills less than or equal to $100.00 in value
   YAA060 - Count money in coins and bill denominations with sums less than or equal to $20.00
   YAA070 - Make correct change from both bills and coins for amounts less than or equal to $50.00.
   YAA080 - Student selects appropriate items from teacher list.
   YAA090 - Recognize and request assistance
   YAA100 - Locate cashier
   YAA110 - Calculate and give appropriate purchase amount
   YAA120 - Receive purchase and change
   YAA130 - Identify prices on labels and tags of merchandise.
   YAA140 - Choose most economical buy among like items of a similar quality.
   YAA150 - Identify purchases as necessities or luxuries in the areas of food, clothing, housing, and
transportation.
   YAA160 - Determine amount of money saved by buying sale items.
   YAA170 - Compare prices of an item in three stores.
   YAA180 - Student selects appropriate coins for use in making vending machine selection.
   YAA190 - Student selects wanted item and inserts money and pushes button to operate school vending machine.
  YAA200 - Student receives vending machine purchase and change from school vending machine.
  YAA210 - Student requests help in resolving a problem operating vending machines.
  YAA220 - Identify weekly personal income
  YAA230 - Identify weekly and/or monthly expenses
  YAA240 - Calculate daily/weekly/monthly expenses
  YAA250 - Compare expenses to date with remaining personal income.
  YAA260 - Identify financial information and financial records that should be retained.
  YAA270 - Record personal major income and expenses for 1 month.
  YAA280 - Calculate balances of major debts.
  YAA290 - Student develops a list of the basic financial record-keeping terms from a devised monthly personal
budget.
  YAA300 - Student practices copying information from ID card to account application for opening a checking
account at school bank.
  YAA310 - Student practices copying information from ID card to account application for opening a savings
account at school bank.
  YAA320 - Student practices writing a check and recording transactions at school bank.
  YAA330 - Student practices making deposits and withdrawals and recording transactions at school bank.
  YAA340 - Student requests help in resolving problems when making checking or savings transactions.
  YAA350 - Student uses check-cashing cards/services.
  YAA360 - Student requests help in resolving a problem when using check-cashing cards/services.
  YAA370 - Student knows types of taxes normally assessed in the geographic area.
  YAA380 - Student knows penalties and deadlines for the payment of taxes.
  YAA390 - Student knows sources of assistance for the filing of taxes
  YAA400 - Student completes a 1040 tax form.
  YAA410 - Student identifies resources for obtaining a loan.
  YAA420 - Student names advantages and disadvantages of using credit cards.
  YAA430 - Student completes a loan application.
  YAB000 - SELECTING AND MAINTAINING LIVING ENVIRONMENTS
  YAB010 - Identify available living environments
  YAB020 - Student selects appropriate living environment for his/her needs.
  YAB030 - Student identifies procedures for renting and connecting utilities.
  YAB040 - Identify routine cleaning tasks
  YAB050 - Plan daily/weekly cleaning routine
  YAB060 - Identify and use common household cleaning products.
  YAB070 - Identify and demonstrate safe use of household cleaning products.
  YAB080 - Perform daily/weekly cleaning routine.
  YAB090 - Identify when and where to obtain common household cleaning products.
  YAB100 - Identify basic appliances and tools used in exterior maintenance.
  YAB110 - Identify common household appliances and tools and their uses.
  YAB120 - Demonstrate appropriate use of common household appliances and tools.
  YAB130 - Identify safety procedures when using household appliances and tools.
  YAB140 - Request appropriate assistance for household repair tasks.
  YAB150 - Perform basic home care tasks.
  YAB160 - Identify and select personal living space
  YAB170 - Identify and select personal living space furnishings
  YAB180 - Arrange personal living space
  YAB190 - List personal or family housing requirements, including space, location, and yard.
  YAB200 - Identify different types of housing available in the community.
  YAB210 - Identify advantages and disadvantages of different types of housing.
  YAB220 - Identify procedures for renting a house or apartment.
  YAB230 - Identify procedures for buying a house.
  YAB240 - Identify procedures for connecting utility services.
  YAB250 - Student identifies basic household items in the house.
  YAB260 - Student identifies furniture and major appliances in the house.
  YAB270 - Perform common home maintenance and repairs (e.g., grass cutting, painting, bush trimming, etc.)
  YAC000 - CARING FOR PERSONAL HEALTH
  YAC010 - Identify grooming products and where to obtain them.
  YAC020 - Identify and practice body care skills.
  YAC030 - Identify and practice oral/dental hygiene skills.
  YAC040 - Identify and practice hair care skills.
  YAC050 - Identify and practice toileting skills
  YAC060 - Know ways nutrition relates to health.
  YAC070 - Know a meal balanced for nutritional and caloric content.
  YAC080 - Know ways in which exercise relates to health.
  YAC090 - Identify and demonstrate correct ways of performing common physical exercises.
  YAC100 - Select clothing for different weather conditions
  YAC110 - Select clothing for different activities
  YAC120 - Select and coordinate appropriate fitting clothing.
  YAC130 - Maintain neat appearance
  YAC140 - Identify signs/symptoms of common illnesses/diseases
  YAC150 - Contact medical assistance.
  YAC160 - Identify how cleanliness is related to health.
  YAC170 - Locate sources of assistance with medical problems.
  YAC180 - Identify dosage information from a medicine bottle label.
  YAC190 - Identify common medicines found in the home and their uses.
  YAC200 - Demonstrate basic first aid techniques.
  YAC210 - Identify emergency situations
  YAC220 - Contact emergency assistance
  YAC230 - Follow emergency procedures
  YAC240 - Identify situations that are dangerous in the home, community, and at work.
  YAC250 - Identify safety precautions to avoid personal injury in the home, community, and at work.
  YAC260 - Identify self-protection procedures
  YAC270 - Practice precautions when dealing with strangers
  YAC280 - Identify ways to secure home from intruders.
  YAC290 - List and demonstrate actions to take in the event of an emergency.
  YAD000 - DEVELOPING AND MAINTAINING APPROPRIATE INTIMATE RELATIONSHIPS
  YAD010 - Identify basic male and female sexual differences.
  YAD020 - Identify the human reproduction process
  YAD030 - Identify personal responsibilities/behaviors.
  YAD040 - Identify the physical needs of dating
  YAD050 - Identify the social-emotional needs of dating.
  YAD060 - Student states parents'/guardians' position on dating and dating behavior.
  YAD070 - Identify physical responsibilities involved in child care.
  YAD080 - Given a hypothetical situation, demonstrate basic safety measures for a child who has ingested
poison or is severely cut.
  YAD090 - Identify common childhood illnesses and a symptom and treatment for each.
  YAD100 - Identify basic stages of child development and a characteristic of each.
  YAD110 - Identify potential dangers to children outside the home.
  YAD120 - Demonstrate procedures for care of child's physical health.
  YAD130 - Identify changes when a child enters the family.
  YAD140 - Identify psychological needs of the child and tell how these can be provided.
  YAD150 - Identify parental responsibilities involved in the psychological care of the child.
  YAD160 - Identify common family problems and a way of dealing with each of the problems.
  YAD170 - Identify reasons for marriage.
  YAD180 - Identify a personal responsibility in marriage.
  YAD190 - Identify joint responsibility in marriage.
  YAE000 - EATING AT HOME AND IN THE COMMUNITY.
  YAE010 - Construct shopping list from weekly word or picture menu.
YAE020 - Locate food items on list.
YAE030 - Recognize and request assistance as needed.
YAE040 - Locate cashier.
YAE050 - Calculate and give appropriate purchase amount.
YAE060 - Receive purchase and change.
YAE070 - Construct a weekly shopping list within a budget.
YAE080 - List characteristics of perishable foods.
YAE090 - Identify types and cuts of meat, fish, and poultry.
YAE100 - Identify how to use newspaper ads to take advantage of sales.
YAE110 - Identify the importance of personal hygiene in food preparation areas.
YAE120 - Identify and demonstrate uses of basic kitchen tools and appliances.
YAE130 - Select recipe
YAE140 - Collect foods and utensils listed on recipe.
YAE150 - Follow simple recipe
YAE160 - List reasons for cleaning work area and materials after food preparation.
YAE170 - Identify and demonstrate appropriate cleaning procedures.
YAE180 - Identify and demonstrate appropriate waste disposal procedures.
YAE190 - Identify the need for proper food storage.
YAE200 - Identify appropriate food storage techniques.
YAE210 - Identify appearance of foods when they have spoiled.
YAE220 - Identify and demonstrate food storage procedures.
YAE230 - Identify food preparation procedures.
YAE240 - Identify and demonstrate the use of basic appliances and tools.
YAE250 - List basic recipe abbreviations and cooking terms.
YAE260 - Practice kitchen safety procedures.
YAE270 - Prepare a full course meal for one or more people.
YAE280 - Demonstrate table setting
YAE290 - Demonstrate appropriate serving of food.
YAE300 - Demonstrate appropriate eating manners.
YAE310 - Identify the need for proper manners and eating behavior.
YAE320 - Identify and demonstrate proper manners and eating behavior at a meal.
YAE330 - Identify and demonstrate the proper way to set a table and serve food.
YAE340 - Identify and demonstrate proper manners and eating behavior at a public place.
YAE350 - Identify the basic food groups required in each meal.
YAE360 - Identify appropriate foods eaten at typical daily meals.
YAE370 - Plan a day's meals within a given budget.
YAE380 - Identify types of restaurants
YAE390 - Estimate meal costs and bring sufficient money to dine out.
YAE400 - Order from wall/printed menus
YAE410 - Demonstrate appropriate eating manners when dining out.
YAE420 - Pay bill and tip appropriately.
YAF000 - BUYING AND CARING FOR CLOTHING.
YAF010 - Identify the following laundry products and their uses: bleaches, detergents, and fabric softeners.
YAF020 - Identify and demonstrate appropriate laundering procedures for different types of clothing.
YAF030 - Demonstrate use of laundry facilities at a laundromat.
YAF040 - Identify basic articles of clothing
YAF050 - Identify personal body measurements and clothing sizes.
YAF060 - List major clothing categories by dress, work, casual, sports, school.
YAF070 - Given a hypothetical budget, select a school wardrobe.
YAF080 - State the importance of matching colors and fabrics.
YAF090 - Identify and demonstrate proper ironing procedures for common fabric.
YAF100 - Demonstrate appropriate safety precautions for using ironing equipment.
YAF110 - Identify when, how, and where to store clothing.
YAF120 - Identify and demonstrate procedures for mending clothing.
  YAG000 - EXHIBITING RESPONSIBLE CITIZENSHIP.
  YAG010 - Identify basic civil rights when being questioned by law enforcement officials.
  YAG020 - Locate resources where one can acquire legal aid.
  YAG030 - Identify actions to take when a crime has been witnessed.
  YAG040 - List basic civil rights.
  YAG050 - Identify who must register with the selective service.
  YAG060 - Identify when eligible individuals must register.
  YAG070 - Locate the address of the selective service or recruitment office nearest the student's home.
  YAG080 - Identify the purpose of government.
  YAG090 - Define democracy and representative government.
  YAG100 - Identify the branches of government, their functions, and one major official of each branch of
government.
  YAG110 - Identify one way states might be different without a federal government.
  YAG120 - Identify one duty of each level of government.
  YAG130 - List types of local law.
  YAG140 - Identify possible consequences of violating laws.
  YAG150 - List basic reasons for government and laws.
  YAG160 - Explain and demonstrate the basic court system and its procedures.
  YAG170 - Locate community services available to citizens.
  YAG180 - List major responsibilities of citizens.
  YAG190 - Identify voting requirements and demonstrate procedures.
  YAG200 - Identify why it is important to be an informed voter.
  YAG210 - List the dates for primary and general elections, and demonstrate procedures for registration.
  YAG220 - Identify sources that inform the voter about election issues.
  YAH000 - UTILIZING RECREATIONAL FACILITIES AND ENGAGING IN LEISURE
  YAH010 - Identify types of individual leisure/recreational activities.
  YAH020 - Identify types of group leisure/recreational activities
  YAH030 - Locate equipment and facilities of leisure/recreational activities.
  YAH040 - List sources of information about specific recreational activities.
  YAH050 - List activities appropriate to each season of the year.
  YAH060 - Locate recreational facilities and equipment in the community.
  YAH070 - Participate in recreational activities outside the home.
  YAH080 - Identify personal leisure/recreational activities and interests.
  YAH090 - Identify costs, time, and physical requirements of leisure/recreational activities.
  YAH100 - Develop weekly schedule of leisure/recreational activities.
  YAH110 - List differences between leisure that involves non-paid work activity and relaxation.
  YAH120 - List ways in which recreation affects both physical and mental health.
  YAH130 - Identify reasons for participating in group activities.
  YAH140 - Identify and demonstrate knowledge of rules of group activities.
  YAH150 - List qualities of good sportsmanship.
  YAH160 - Identify and demonstrate the proper care of sports equipment.
  YAH170 - Identify general safety rules of physical activities.
  YAH180 - Identify financial considerations involved in planning a vacation.
  YAH190 - List time considerations involved in planning a vacation.
  YAH200 - List possible vacation activities.
  YAH210 - Locate resources available for help with making vacation plans.
  YAH220 - Construct a proposed vacation plan, including cost, time, transportation, facilities, and activities.
  YAI000 - GETTING AROUND IN THE COMMUNITY
  YAI010 - Identify common traffic and safety signs and rules.
  YAI020 - Practice following common traffic and safety signs and rules.
  YAI030 - Identify the purpose and demonstrate procedures for pedestrian safety signs.
  YAI040 - List reasons for common traffic and safety rules and practices.
  YAI050 - Identify vehicle safety signs of the driver's education sign test.
  YAI060 - Identify routinely used community locations
YAI070 - Plan and practice following important community routes.
YAI080 - Request assistance as needed.
YAI090 - Identify modes of transportation in the community.
YAI100 - Identify requirements of each mode of community transportation.
YAI110 - Practice using modes of community transportation.
YAI120 - Request assistance for using modes of community transportation.
YAI130 - Identify and develop strategies for coping with disruption in primary community transportation mode.
YAI140 - Identify types of transportation available in the community.
YAI150 - Identify reasons transportation is needed and the type most appropriate.
YAI160 - Identify and demonstrate procedures to take a train, interstate, bus, taxi, and airplane.
YAI170 - Given a picture of a numbered house, identify numbers of houses on either side.
YAI180 - Given city and state maps, identify directions, symbols, and distance.
YAI190 - Identify basic community resources.
YAI200 - Given driving problems related to weather, demonstrate knowledge of appropriate technique.
YAI210 - Describe appropriate procedures to follow after being involved in an accident.
YAI220 - Identify everyday basic driving knowledge.
YAI230 - Demonstrate proficiency on the written portion of the operator's exam.
YB0000 - PERSONAL-SOCIAL IDENTITY
YBA000 - ACQUIRING SELF-IDENTITY
YBA010 - Identify and describe personal interests.
YBA020 - Identify and describe personal abilities
YBA030 - Identify physical and psychological needs
YBA040 - Identify interests and abilities.
YBA050 - Identify emotions
YBA060 - Demonstrate knowledge of physical self
YBA070 - Identify different emotions
YBA080 - Identify ways to express emotions
YBA090 - Practice appropriate ways to express emotions
YBA100 - Request assistance for coping with emotions
YBA110 - Express feelings of self worth
YBA120 - Describe others' perception of self
YBA130 - Accept and give praise.
YBA140 - Accept and give criticism
YBA150 - Develop confidence in oneself
YBA160 - Identify positive aspects of people in general
YBA170 - Identify positive aspects of self
YBA180 - Practice displaying self-confidence and self-worth
YBA190 - Identify critical statements
YBA200 - Identify statements of praise
YBA210 - Identify appropriate/inappropriate responses to criticism
YBA220 - Identify appropriate/inappropriate responses to praise
YBA230 - Respond to accepting criticism
YBA240 - Respond to receiving praise
YBA250 - Develop respect for the rights and property of others
YBA260 - Recognize authority and follow instructions
YBA270 - Demonstrate appropriate behavior in public places
YBA280 - Know important character traits
YBA290 - Recognize personal roles
YBA300 - Demonstrate listening and responding skills
YBA310 - Establish and maintain close relationships
YBA320 - Make and maintain friendships
YBA330 - Strive toward self-actualization
YBA340 - Demonstrate self-organization
YBA350 - Demonstrate awareness of how one's behavior affects others
YBA360 - Locate and utilize sources of assistance
YBA370 - Anticipate consequences
YBA380 - Develop and evaluate alternatives
YBA390 - Recognize nature of problems
YBA400 - Develop goal-seeking behavior
YBA410 - Demonstrate knowledge of personal interests and abilities
YBA420 - Demonstrate appropriate responses to emotions
YBA430 - Display self-confidence and self-worth
YBA440 - Demonstrate giving and accepting praise and criticism
YBB000 - EXHIBITING SOCIALLY RESPONSIBLE BEHAVIOR
YBB010 - Identify appropriate/inappropriate behavior at home
YBB020 - Identify appropriate/inappropriate behavior at work
YBB030 - Identify appropriate/inappropriate behavior at training programs
YBB040 - Identify appropriate/inappropriate behavior in the community
YBB050 - Practice appropriate behavior at work
YBB060 - Practice appropriate behavior at work
YBB070 - Practice appropriate behavior at school/training program
YBB080 - Practice appropriate behavior in the community
YBB090 - Demonstrate respect for others' rights and property
YBB100 - Demonstrate respect for authority
YBB110 - Identify current personal roles
YBB120 - Identify future personal roles
YBB130 - Describe how personal roles differ from those of significant others
YBB140 - Describe how personal roles interact with others' roles
YBB150 - Identify personal property and rights of others
YBB160 - Identify reasons for respecting personal property and rights of others
YBB170 - Practice respecting others' personal property and rights
YBB180 - Identify actions for borrowing items
YBB190 - Identify actions when others' personal property has been damaged
YBB200 - Identify actions when others' personal rights have been violated
YBB210 - Identify authority figures
YBB220 - Identify roles of authority figures
YBB230 - Identify consequences of not respecting authority
YBB240 - Practice respecting authority
YBB250 - Identify importance of following authority directions/instructions
YBB260 - Identify actions of not following authority directions/instructions
YBB270 - Practice following authority directions/instructions
YBB280 - Identify community services available to citizens
YBB290 - Locate community services available to citizens
YBB300 - Identify major rights of citizens
YBB310 - Identify major responsibilities of citizens
YBB320 - Identify citizens' duties to governments
YBB330 - Practice being a good citizen
YBB340 - Identify how personal behavior can affect others
YBB350 - Identify cues others provide when personal behavior is inappropriate
YBB360 - Describe ways to change inappropriate behavior
YBC000 - DEVELOPING AND MAINTAINING APPROPRIATE SOCIAL RELATIONSHIPS
YBC010 - Identify why friendship is important
YBC020 - Identify characteristics of friendship
YBC030 - Describe how to select a friend
YBC040 - Practice developing friends
YBC050 - Identify ways to keep and lose friends
YBC060 - Identify how to select a date
YBC070 - Identify procedures for dating
 YBC080 - Identify appropriate responses to intimacy with close friends
 YBC090 - Practice maintaining friendships
 YBD000 - EXHIBITING INDEPENDENT BEHAVIOR
 YBD010 - Identify the importance of setting personal goals.
 YBD020 - Identify how to set goals
 YBD030 - Identify reasons to reach goals
 YBD040 - Identify how to modify/revise goals
 YBD050 - Practice setting and meeting goals
 YBD060 - Identify routine daily activities
 YBD070 - Develop plan of daily activities
 YBD080 - Identify areas of responsibility in personal life
 YBD090 - Identify importance of organizing personal activities
 YBD100 - Practice daily self-organization
 YBD110 - Request assistance with self-organization
 YBD120 - Identify importance of practicing self-determination
 YBD130 - Practice self-determination
 YBD140 - Request assistance with self-determination
 YBE000 - MAKING INFORMED DECISIONS
 YBE010 - Identify personal problems/conflicts
 YBE020 - Identify why personal problems/conflicts exist
 YBE030 - Request assistance in identifying personal problems/conflicts
 YBE040 - Identify situations in which individuals need advice
 YBE050 - Identify available sources for providing assistance in resolving personal problems/conflicts
 YBE060 - Identify outcomes of seeking help in resolving personal problems/conflicts
 YBE070 - 9Seek appropriate sources in helping to resolve personal problems/conflicts
 YBE080 - Identify solutions to personal problems/conflicts
 YBE090 - Select best solutions developed to personal problems/conflicts
 YBE100 - Seek assistance in helping to develop and select best solutions to personal problems/conflicts
 YBE110 - Practice developing and selecting best solutions to personal problems/conflicts
 YBE120 - Identify importance of making decisions
 YBE130 - Identify steps in making informed decisions
 YBE140 - Seek help in making decisions
 YBF000 - COMMUNICATING WITH OTHERS
 YBF010 - Identify the importance of listening and responding
 YBF020 - Identify appropriate listening techniques
 YBF030 - Identify appropriate responding techniques
 YBF040 - Practice attentive listening and responding
 YBF050 - Identify modes of communication
 YBF060 - Identify appropriate speaking methods
 YBF070 - Identify inappropriate speaking methods
 YBF080 - Identify methods of expressing needs and feelings
 YBF090 - Identify appropriate techniques of communicating on the telephone
 YBF100 - Identify nonverbal cues and communication skills
 YBF110 - Practice effective communication
 YBF120 - Identify signs of an emergency situation
 YBF130 - Identify appropriate authorities to contact in different emergency situations
 YBF140 - Practice communicating in emergency situations
 YBF150 - Communicate with understanding
 YBF160 - Know subtleties of communication
 YBF170 - Communicate in emergency situations
 YBF180 - Demonstrate effective communication
  YC0000 - OCCUPATIONAL GUIDANCE AND PREPARATION - TRANSITION SKILLS
 YCA000 - EXPLORING AND LOCATING OCCUPATIONAL TRAINING AND JOB PLACEMENT
OPPORTUNITIES
YCA010 - Identify the importance of working
YCA020 - Discuss the rewards for working
YCA030 - Identify the reasons some jobs pay more than others
YCA040 - Identify personal needs that are met through work
YCA050 - Identify how work is part of one's personal identity
YCA060 - Identify ways workers contribute to society
YCA070 - Identify ways society rewards different types of jobs
YCA080 - Identify sources for locating occupational training and job placement information
YCA090 - Discuss different types of occupational training possibilities
YCA100 - Identify general job placement possibilities
YCA110 - Identify general training possibilities
YCA120 - Practice locating available occupational training possibilities
YCA130 - Request assistance for locating occupational training possibilities
YCB000 - MAKING OCCUPATIONAL TRAINING AND JOB PLACEMENT CHOICES
YCB010 - Identify occupational interests
YCB020 - Discuss types of jobs matching personal occupational interests
YCB030 - Request assistance regarding matching jobs with personal occupational interests
YCB040 - Identify occupational strengths and weaknesses
YCB050 - Discuss jobs matching personal occupational strengths
YCB060 - Request assistance regarding matching jobs with personal occupational strengths
YCB070 - Identify jobs of interest
YCB080 - State jobs of interest that match personal occupational strengths and weaknesses
YCB090 - Discuss job-related requirements of jobs matching personal occupational interests
YCB100 - Identify occupational training and job placement options
YCB110 - Develop plan to meet identified occupational training and job placement options
YCB120 - Request assistance to help plan and make realistic occupational training and job placement choices
YCB130 - Identify steps in developing occupational choice training plan
YCB140 - Develop occupational choice training plan
YCC000 - APPLYING FOR AND MAINTAINING OCCUPATIONAL TRAINING AND JOB PLACEMENT
YCC010 - Identify steps in applying for occupational training and job placements
YCC020 - Collect and develop personal data card for completing application forms
YCC030 - Complete applications for occupational training and job placements
YCC040 - Request assistance for occupational training and/or job placement
YCC050 - Identify appropriate interview skills for occupational training and job placement
YCC060 - Practice mock interviews for occupational training and job placement
YCC070 - Practice interviews for occupational training and job placement
YCC080 - Request help in preparing and interviewing for occupational training and job placement
YCC090 - Identify potential problems encountered in occupational training and job placement
YCC100 - Identify potential solutions to problems encountered in occupational training and job placements
YCC110 - Identify factors that determine successful work adjustment
YCC120 - Identify factors that determine unsuccessful work adjustment
YCC130 - Identify reasons for occupational training or employment changes or termination
YCC140 - Identify factors relating to being promoted in jobs
YCC150 - Request assistance in making changes in employment status
YCD000 - DEVELOPING AND MAINTAINING APPROPRIATE WORK SKILLS AND BEHAVIOR
YCD010 - Identify the importance of following directions and meeting requirements
YCD020 - Perform a series of tasks in response to verbal instructions
YCD030 - Identify reasons for good attendance and punctuality
YCD040 - Identify actions to take for tardiness or absence from work
YCD050 - Identify appropriate behavior when being supervised
YCD060 - Exhibit appropriate response to supervision
YCD070 - Identify the importance of job safety
YCD080 - Identify potential job hazards
YCD090 - Identify safety measures in job choices
   YCD100 - Exhibit job safety
   YCD110 - Identify reasons for working with others
   YCD120 - Practice working cooperatively with others
   YCD130 - Identify reasons for work quality standards
   YCD140 - Identify reasons for work quality standards
   YCD150 - Identify consequences of not meeting work quality and quantity standards
   YCD160 - Practice meeting work quality and quantity standards
   YCE000 - MATCHING PHYSICAL/MANUAL SKILLS TO OCCUPATIONAL TRAINING AND
EMPLOYMENT
   YCE010 - Identify need for good fine motor dexterity in occupational training and employment
   YCE020 - Identify jobs in which fine motor dexterity is critical
   YCE030 - Demonstrate fine motor dexterity in occupational training programs and/or at job sites
   YCE040 - Request assistance in developing fine motor dexterity in occupational training and job placement
   YCE050 - Identify need for gross motor dexterity in occupational training and employment
   YCE060 - Identify jobs in which gross motor dexterity is critical
   YCE070 - Demonstrate gross motor dexterity in occupational training programs and/or at job sites
   YCE080 - Request assistance in developing gross motor dexterity in occupational training and job placements
   YCE090 - Demonstrate size and shape discrimination
   YCE100 - Demonstrate color discrimination
   YCE110 - Demonstrate auditory discrimination
   YCE120 - Demonstrate adequate sensory discrimination in occupational training and job placement
   YCE130 - Request assistance in developing size, shape, color, auditory, and sensory discrimination in
occupational training and job placements
   YCE140 - Identify need for stamina and endurance in occupational training programs and job placements
   YCE150 - Identify jobs in which stamina and endurance are critical
   YCE160 - Work at demonstrating satisfactory stamina and endurance in occupational training programs and job
placements
   YCE170 - Request assistance in developing satisfactory stamina and endurance in occupational training and job
placement.
   YCF000 - KNOWING AND EXPLORING OCCUPATIONAL POSSIBILITIES
   YCF010 - Identify remunerative aspects of work
   YCF020 - Locate sources of occupational and training information
   YCF030 - Identify personal values met through work
   YCF040 - Identify societal values met through work
   YCF050 - Classify jobs into occupational categories
   YCF060 - Investigate local occupational and training opportunities
   YCG000 - SELECTING AND PLANNING OCCUPATIONAL CHOICES
   YCG010 - Make realistic occupational choices
   YCG020 - Identify requirements of appropriate and available jobs
   YCG030 - Identify occupational aptitudes
   YCG040 - Identify major occupational interests
   YCH000 - EXHIBITING APPROPRIATE WORK HABITS AND BEHAVIOR
   YCH010 - Identify major occupational needs
   YCH020 - Follow directions and observe regulations
   YCH030 - Recognize importance of attendance and punctuality
   YCH040 - Recognize importance of supervision
   YCH050 - Demonstrate knowledge of occupational safety
   YCH060 - Work with others
   YCH070 - Meet demands of quality work
   YCH080 - Work at a satisfactory rate
   YCI000 - SEEKING, SECURING, AND MAINTAINING EMPLOYMENT
   YCI010 - Search for a Job
   YCI020 - Apply for a job
   YCI030 - Interview for a job
YCI040 - Know how to maintain post-school occupational adjustment
YCI050 - Demonstrate knowledge of competitive standards
YCI060 - Know how to adjust to change in employment
YCJ000 - EXHIBITING SUFFICIENT PHYSICAL/MANUAL SKILLS
YCJ010 - Demonstrate stamina and endurance
YCJ020 - Demonstrate satisfactory balance and coordination
YCJ030 - Demonstrate manual dexterity
YCJ040 - Demonstrate sensory discrimination
YH0000 - LIFE AND WORK SKILLS
YHB001 - The student will develop a sense of IDENTITY
YHB002 - Understand more clearly the role of family members; peer group.
YHB003 - Develop social techniques to resolve or lessen problem areas.
YHB004 - Participate in family/school rule making.
YHB005 - Evaluate strengths/weaknesses.
YHB006 - Participate in defining own vocational interests.
YHB007 - Participate, where possible, in vocational activities.
YHB008 - Become more understanding of own emotional needs.
YHB009 - Set realistic goals to improve socialization skills.
YHB010 - Become more understanding of the emotional needs of others.
YHB011 - Participate in activities which could build self-confidence.
YHB012 - Avoid self-destructive activities.
YHB013 - Develop realistic expectations of self.
YHB014 - Evaluate own strengths/weaknesses.
YHB015 - Recognize the range of possibilities for career choice.
YHB016 - Participate in a course of study which could lead toward the career areas of choice.
YHB017 - Develop friendships.
YHB018 - Develop trust in peers.
YHB019 - Participate in peer social activities.
YHB020 - Develop individual friendships and acquaintanceships.
YHB021 - Develop group friendships and memberships.
YHB022 - Develop strategies to limit negative peer pressure.
YHB023 - Acquire information about social roles and expectancies.
YHB024 - Learn about human sexuality in an age-appropriate manner.
YHC001 - The student will develop a sense of INDEPENDENT WORK SKILLS.
YHC002 - Engage in relationships involving mutual respect.
YHC003 - Overcome isolating behaviors.
YHC004 - Demonstrate sustained effort towards achievement.
YHC005 - Set own standards and compare to objective criteria.
YHC006 - Think through own decisions.
YHC007 - Lessen frequency of hostile or aggressive behaviors.
YHC008 - Move from isolated position to participating member of group.
YHC009 - Take pride in results of the joint effort/achievement.
YHC010 - Recognize own role/part in group project.
YHC011 - Take pride in own contribution as well as the completed work of the group.
YHC012 - Take credit for accomplishments.
YHC013 - Share information with others.
YHC014 - Share skills freely.
YHC015 - Share objects willingly.
YHC016 - Participate in same-sex group activities.
YHC017 - Participate in heterosexual group activities.
YHC018 - Participate in acceptable age-appropriate social activities.
YHC019 - Develop organizational skills involved with planning work activities.
YHC020 - Follow through with plans developed.
YHC021 - Evaluate completed plans (results) and analyze alternative actions.
YHC022 - Become aware of sex differences and sex role differences in the work place.
YHC023 - Work and socialize with members of opposite sex in an appropriate manner.
YHC024 - Acquire age-appropriate information about human sexuality.
YHC025 - Complete assigned tasks.
YHC026 - Produce activities/work of own initiative.
YHC027 - Take pride in work accomplishment.
YHC028 - Work with peers cooperatively on joint ventures
YHC029 - Contribute as a member of the group.
YHC030 - Contribute in a leadership role on occasion.
YHC031 - Develop cognitive skills.
YHC032 - Develop manipulative skills.
YHC033 - Develop spatial relationship skills.
YHD001 - The student will develop a sense of INITIATIVE.
YHD002 - Formulate demands on self, which are not overly stringent to begin to develop own standards.
YHD003 - Formulate demands on self, which are not overly lax to develop own standards.
YHD004 - Develop a sense of principles.
YHD005 - Participate in sustained work activity.
YHD006 - Work toward improvement and completion of assignments.
YHD007 - Become more tolerant of own mistakes, shortcomings, and become less frustrated in work endeavors.
YHD008 - Be motivated by specific interests.
YHD009 - Take pride in own work.
YHD010 - Set realistic standards for own work.
YHD011 - Know own strengths and limitations.
YHD012 - Start to expand range of interests, abilities.
YHD013 - Be willing to improve abilities and broaden interests.
YHD014 - Identify career, athletic academic opportunities/possibilities for self.
YHD015 - Participate in creative activities.
YHD016 - Participate in new/different class activities.
YHD017 - Demonstrate self-initiated tasks by describing interests.
YHD018 - Participate in hobbies.
YHD019 - Participate in athletics.
YHD020 - Explore future work through play; through career plans and develop realistic ambitions.
YHD021 - Assess own abilities.
YHD022 - Assess own interests related to career plans.
YHD023 - Express future aspirations and develop realistic purposes in life.
YHD024 - Express hopefulness about future for self.
YHD025 - Feel that own hopes are possible.
YHD026 - Engage in productive activities, develop and enhance skills and abilities.
YHD027 - Take pride in things produced.
YHD028 - Persist at tasks until completed.
YHD029 - Participate in activities with peers.
YHD030 - Follow directions of teachers.
YHD031 - Share objects with others.
YHE001 - The student will develop a sense of AUTONOMY.
YHE002 - Attempt to understand the nature of the situation/problem
YHE003 - Separate relevant from irrelevant information.
YHE004 - Formulate a position based on the perception of the situation.
YHE005 - Care for own belongings and increasingly assume responsibilities.
YHE006 - Respect the property of others.
YHE007 - Perform tasks assigned.
YHE008 - Be willing to cooperate.
YHE009 - Subordinate own needs, demands, position.
YHE010 - Be willing to compromise.
YHE011 - Speak up for self.
  YHE012 - Make own needs known.
  YHE013 - Demonstrate more assertive self-expression.
  YHE014 - Be willing to risk stating own opinion.
  YHE015 - Be willing to risk stating own feelings.
  YHE016 - Be willing to risk stating own interests.
  YHE017 - Express self without hostile acts.
  YHE018 - Express anger without harming the rights of others.
  YHE019 - Express self without physical aggression.
  YHE020 - Develop thinking skills (i.e., logic) and make decisions.
  YHE021 - Consider advice or relevant information prior to completion of decision-making.
  YHE022 - Exhibit flexibility in thinking process.
  YHE023 - Recognize states of own emotions.
  YHE024 - Express emotions spontaneously (if withdrawn).
  YHE025 - Describe accurately own emotional states.
  YHE026 - Label fairly/accurately the emotional states of others.
  YHE027 - Identify responsibilities of others in behavioral sequences.
  YHE028 - Not revert to blame or shame in regard to actions of others.
  YHE029 - Make independent choices.
  YHE030 - Develop preferences for own grooming.
  YHE031 - Describe interests/activities and likes/dislikes.
  YHE032 - Accept change or disappointments.
  YHE033 - Be able to engage in give-and-take behavior.
  YHE034 - Subordinate some self-interest and become less willful or stubborn.
  YHE035 - Learn to control own impulses, develop self-control.
  YHE036 - Reduce expression of hasty decisions.
  YHE037 - Organize self and requirements of a situation.
  YHE038 - Develop cognitive skills.
  YHE039 - Develop physical skills.
  YHE040 - Develop an awareness of social surroundings and control aspects of own environment (non-
manipulative).
  YHE041 - Improve in problem areas of language development.
  YHE042 - Improve social skills and develop self-expression.
  YHE043 - Improve decision-making skills.
  YHE044 - Understand the consequences of own actions and accept responsibility for own behavior.
  YHE045 - Plan and decide own course of action related to positive concerns.
  YHE046 - Perceive own behavior accurately.
  YHF001 - The student will develop a sense of BASIC TRUST.
  YHF002 - Meet and accept new people, begin to develop long lasting friendships.
  YHF003 - Begin to develop casual friendships with peers.
  YHF004 - Identify own different social roles.
  YHF005 - Participate in age-appropriate social activities.
  YHF006 - Demonstrate interest in surroundings.
  YHF007 - Engage in a range of athletic activities.
  YHF008 - Follow the established classroom rules.
  YHF009 - Follow the established school rules.
  YHF010 - Follow the rules of games and/or the playing field.
  YHF011 - Confide in family members.
  YHF012 - Confide in teacher/counselor.
  YHF013 - Confide in peers.
  YHF014 - Demonstrate some thought for future through play activities.
  YHF015 - Express career interests/possibilities.
  YHF016 - Express social expectations for self (e.g., family, work).
  YHF017 - Recognize persons and their roles in family; in school.
  YHF018 - Engage in social conversation with peers and adults.
   YHF019 - Develop closer personal relationships with selected peers.
   YHF020 - Become more familiar with the school area.
   YHF021 - Become more familiar with areas around home and community.
   YHF022 - Be more willing to travel to distant places with family, school personnel.
   YHF023 - Increase attention span gradually (teacher states time increments).
   YHF024 - Be more able to delay gratification (teacher states time increments).
   YHF025 - Demonstrates sustained effort (teacher states time increments).
   YHF026 - Learn the coping process; deal with situations, which challenge emotional or physical security (risk
taking).
   YHF027 - Act to resolve problems by oneself or with help of others.
   YHF028 - Attempt to resolve situations rather than 'give up' on them.
   YHF029 - Increase abilities in self-help areas (coping strategies).
   YHF030 - Verbalize expression of own feelings and ideas truthfully.
   YHF031 - Begin to accurately assess social situations (coping strategies).
   YHF032 - Take care of aspects of own physical well-being, and participate in nutrition education training.
   YHF033 - Learn about basic personal health care.
   YHF034 - Acquire personal grooming skills.
   YHF035 - Learn about safety (home, school, community).
   YHF036 - Differentiate between reality-based fears/uncertainties and imagined ones.
   YHF037 - Express fears/uncertainties.
   YHF038 - Appraise persons and problems realistically prior to forming an opinion.
   YHG001 - The student will demonstrate ACCEPTABLE SKILLS DIRECTED
   YHG002 - TOWARD OTHERS.
   YHG003 - Respond appropriately to friendly overtures from others.
   YHG004 - Comply with the requests of adults in positions of authority.
   YHG005 - Accept the consequences of not following school rules.
   YHG006 - Resist peer pressure to perform acts which result in a reprimand.
   YHG007 - Accept constructive criticism.
   YHG008 - Use classroom equipment and materials correctly.
   YHG009 - Seek assistance when frustrated by an assigned task.
   YHG010 - Participate appropriately in class discussions.
   YHG011 - Follow rules in emergency situations.
   YHG012 - Demonstrate good social behavior during group activities.
   YHG013 - Share materials with others within the classroom situation.
   YHG014 - Work cooperatively on a task with another student.
   YHG015 - Accept the outcome of participating in competitive situations.
   YHG016 - Participate in a role-playing situation.
   YHG017 - Display tolerance and understanding for persons with characteristics different from one's own.
   YHG018 - Use others' property or possessions with their permission and return without damaging it.
   YHG019 - Considerate of the rights and feelings of others.
   YHG020 - Reacts appropriately with members of opposite sex.
   YHG021 - Uses socially acceptable language.
   YHG022 - Requests information from people appropriately.
   YHG023 - Expresses appreciation and sympathy to others.
   YHG024 - Accepts praise from adults or peers.
   YHG025 - Refrains from initiating conflicts between others.
   YHG026 - Accepts adult help in crisis situations.
   YHH001 - The student will demonstrate acceptable skills toward others.
   YHH002 - SELF-IMPROVEMENT.
   YHH003 - Recognize and develop one's assets.
   YHH004 - Recognize and accept one's limitations.
   YHH005 - Cope with unpleasant feelings.
   YHH006 - Make judgments based on fact and not opinion.
   YHH007 - Accept the consequences of one's actions.
YHH008 - Understand the differences between positive and negative approaches to things.
YHH009 - Demonstrate alternative solutions and/or resources to aid in dealing with emotional problems.
YHH010 - Attend to assigned tasks rather than irrelevant stimuli.
YHH011 - Develop a feeling of pride in achievements and progress.
YHH012 - Develop feelings of positive self-worth, security and self-assurance.
YHH013 - Reduce temper tantrums.
YHH014 - Channel fear in an appropriate manner.
YHH015 - Refer to abilities in a realistic manner.
YHH016 - Demonstrate an ability to plan before beginning a task.
YHH017 - Describe one's own feelings or moods in an appropriate verbal fashion.
YHH018 - Find productive use of time while waiting for teacher assistance.
YHH019 - Find acceptable ways of using free time when work is completed.
YHH020 - Work steadily for the required length of time in the classroom.
YHH021 - Adhere to school's attendance policy.
YHH022 - Bring required materials to school.
YHH023 - Attend individual classes.

				
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