Demonstrator 2. Aligned and Rigorous Curriculum
An aligned and rigorous curriculum provides access to a common academic core for all students as defined by state and national standards.
Click on the links below to see evidence from each school.
a) PL/CS curriculum develops core knowledge, motor skills, confidence, life skills, and self-management abilities that are essential to personal growth and development of all students.
b) The PL/CS curriculum provides opportunities for all students to develop decision-making skills impacting their own health, nutrition and environment.
c) PL/CS curriculum provides opportunity for all students to practice life skills such as goal-setting, critical thinking, problem solving, coping, accessing information and resources, and decision-making.
d) Studies of historical and current leaders are integrated into the PL/CS curriculum.
e) Students are routinely exposed to guest speakers in a variety of leadership positions and career fields.
a) The K-12 Health education curriculum is planned, sequential and integrated to meet the health and safety needs of all students.
b) The K-12 curriculum addresses all local, state and national health education standards appropriate to the applicable grade levels.
c) The health education curriculum provides active learning strategies and activities of most of the National Health Education Standards, and covers most of the health education content areas.
d) Information about healthy relationships and the life skills to interact appropriately with family, peers and the workplace, is integrated into the PL/CS curriculum.
a) A physical education curriculum exists, with many consistencies with the expectations delineated by the CDC’s Physical Education Curriculum Analysis Tool (PECAT).
b) Students develop and implement individual Frequency, Intensity, Type, Time (FITT) Plans using skill and health related components of fitness.
c) All students actively participate in three components of a comprehensive school-based physical activity program (e.g., classroom physical activity breaks, recess/activity breaks, out-of-school program, intramurals, activities including parents, and community based programs, etc.).
Consumerism / Financial Literacy
a) All students learn about consumer rights, responsibilities, and decision-making (e.g. wants, needs, values, comparing products/services, evaluating advertising techniques/media).
b) Instruction and opportunities are provided for all students to evaluate the impact of consumer decisions on the environment (e.g. reducing, reusing, recycling, green choices).
c) Curriculum includes current information on product safety and value (e.g. recalls, ratings, consumer reports).
d) Instruction and opportunities are provided for all students to evaluate impact of consumer decisions on nutrition and health.
e) All students have opportunities to learn about problem-solving and critical thinking regarding money management, financial planning, savings, investments and consumer credit.
f) The PL/Cs curriculum includes content related to taxes and its impact on services provided by various government agencies.
g) Students engage in financial decision-making or entrepreneurial experiences.
h) Students have opportunities to learn from outside experts about available resources of financial systems (e.g. guest speakers from local banks, credit unions, financial planners).
a) In high school, career pathways are implemented in4-9 of the state's 14 identified Career Clusters.
b) The PL/CS curriculum incorporates connections to community, society, industry, and current events.
c) In high school, a limited number of articulation and dual-credit agreements are part of the career pathways.
d) All students are introduced to the 14 Career Clusters at the elementary levels.
e) A formalized plan for introducing and using an ILP starts in the 6th grade.
f) All high school students select (and note in thier ILP) at least 4 courses related to thier career major and one of the state's 14 Career Clusters.