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Alaska Education Statutes and Codes REFERENCE POINTS

Current educational policy for Alaska is defined in the Alaska Statutes and the Alaska Administrative Code. This chapter cites the portions of State education policy that underlie the Alaska English/Language Arts Framework.

State Education Policy

Skills for Graduating Students

Education Planning

School Curriculum and Personnel

Teacher Education Standards

Statewide Student Assessment

Equity Regulations

Standards for the State of Alaska

Arts

English/Language Arts

Geography

Government and Citizenship

Healthy Life Skills

History

Math

Science

Technology

World Languages

State Education Policy

It is the policy of this State that the purpose of education is to help ensure that all students will succeed in their education and work, shape worthwhile and satisfying lives for themselves, exemplify the best values of society, and be effective in improving the character and quality of the world around them.

Skills for Graduating Students

A goal of the State public school system is to graduate students who will:

1. communicate effectively;
2. think logically and critically;
3. discover and nurture their own creative talents;
4. master essential vocational and technological skills;
5. be responsible citizens;
6. be committed to their own health and fitness; and
7. accept personal responsibility for sustaining themselves economically.

Education Planning

1. A district shall annually file with the Department, and make available to the public, a report that
   1. establishes district goals and priorities for improving education in the district;
   2. includes a plan for achieving district goals and priorities; and
   3. includes a means of measuring the achievement of district goals and priorities.
2. The department shall summarize the reports submitted under (a) of this section as a statewide report, and provide a copy to the governor and to each member of the legislature.
3. A district shall make efforts to encourage students, parents, teachers, and other members of the community to participate in the preparation of the report submitted under (a) of this section.
4. Each public school shall, by May 31 of each year, prepare a report on the school's performance and the performance of the school's students. The report shall be presented to parents, students, and community members at a public meeting and forwarded to the chief school administrator of the district.
5. A district shall, by October 31 of each year, provide to the state board, and make available to the public, a report on the performance of each public school and public school students in the district. The report must be entitled "School District Report Card to the Public" and must be prepared on a form prescribed by the department. The report must include
   1. the percent of district students in the top and bottom quarter of standardized national achievement examinations; results under this paragraph shall be disclosed in a manner that does not reveal the individual identities of students;
   2. the percent of students who are not promoted to the next grade;
   3. student, parent, and community member comments on the school's performance;
   4. the annual percent change in enrollment and the percent of enrollment change due to student transfers into and out to the district;
   5. attendance, retention, and graduation rates;
   6. the ways in which meaningful parent involvement in school performance was achieved;
   7. a summary and evaluation of the environmental education curriculum described in AS 14.30.380;
   8. other indicators of school performance required by the state board; and
   9. other indicators of school performance selected by the district.

School Curriculum

1. The governing body of a district shall adopt, in the manner required by AS 14.14.100(a), a curriculum which describes what will be taught students in grades kindergarten through 12. The curriculum must contain at least:
   (4 AAC 05.080).
   1. a statement that the document is being used as a guide for planning instructional strategies;
   2. a statement of goals that the curriculum is designed to accomplish;
   3. content which can reasonably be expected to accomplish the goals; and
   4. a description of a means of evaluating the effectiveness of the
   5. curriculum.
2. The governing body of a district shall provide for the systematic evaluation of its curriculum on an ongoing basis with each content area undergoing review at least once every six years. This requirement does not relieve a school district of the independent annual planning and evaluation requirement imposed by 4 AAC 05.070.
3. The governing body of a district shall provide for the annual assessment of academic progress made by students in attendance in the district using a test, administered at the appropriate grade levels, that is appropriate for the grade tested, and that is designed to assess student skill level of achievement in at least reading and mathematics. The test required by this subsection must be approved by the commissioner before it is administered for the first time.
4. The governing body of a district shall ensure that each school provides the educational program described in the plan developed under 4 AAC 05.070(a) and the curriculum required by this section.

Teacher Education Standards

The State of Alaska has approved the following eleven Standards as guidelines for teacher preparation and professional development decisions. This section provides a checklist to help your district prioritize professional development agendas based upon the skills, knowledge, and other attributes embodied in the Standards. (See Resources section of this framework for a partial listing of statewide professional development options.)

1. A classroom teacher in a public school should reflect the highest abilities of the teaching profession.
2. A classroom teacher should be able to describe the teacher's philosophy of education and demonstrate its relationship to the teacher's teaching practice. A teacher who meets this goal should be able to:
   1. demonstrate consistency between the teacher's philosophy of education and the teacher's teaching practice; and
   2. engage in thoughtful and critical examination of the teacher's teaching practice.
3. A classroom teacher should understand how students learn and develop and should be able to apply that knowledge in the teacher's teaching practice. A teacher who meets this goal should:
   1. know the characteristics of human development and teach to the developmental abilities of students; and
   2. understand students' differences in intelligence, perception, and cognitive processes and should be able to broaden the teacher's teaching practices to incorporate these differences.
4. A classroom teacher should be able to teach students with respect for their individual and cultural characteristics. A teacher who meets this goal should:
   1. be able to recognize and build on the cultural strengths of the teacher's students and community; and
   2. understand and address a student's individual and special needs.
5. A classroom teacher should know the teacher's subject and know how to teach it. A teacher who meets this goal should:
   1. be able to demonstrate an understanding of the complexities of the teacher's subject;
   2. understand the particular instructional challenges the teacher's subject presents to students who are at different developmental levels;
   3. be able to draw from a wide repertoire of strategies and adapt them to fit the instructional context; and
   4. be able to connect the teacher's subject to other subjects and to practical situations encountered.
6. A classroom teacher should be able to facilitate and monitor student learning. A teacher who meets this goal should:
   1. be able to organize instruction based on the characteristics of the students and the curricular goals;
   2. be able to create, select, adapt and use a variety of instructional resources that are aligned with the curricular goals;
   3. be able to create and select a variety of evaluation strategies that provide information about student learning, that are aligned with the curricular goals, and that assist students in reflecting on their own progress;
   4. be able to reflect on information gained from assessments and adjust the teacher's teaching practices as necessary; and
   5. understand the advantages and disadvantages of a variety of methods of reporting to students and parents.
7. A classroom teacher should be able to create and maintain an environment where students are contributing members of a learning community. A teacher who meets this goal should
   1. be able to create and maintain:
      1. a stimulating, inclusive, and safe learning community in which students take intellectual risks and work independently and collaboratively; and
      2. high expectations for all students; and
   2. understand and be able to use a variety of classroom management techniques to support student learning.
8. A classroom teacher should be able to use technology as an educational tool. A teacher who meets this goal should be able to:
   1. enhance instruction and student leaning;
   2. access current trends, strategies and resources in the teaching profession;
   3. organize and maintain information about student learning; and
   4. connect classroom activities to practical situations encountered outside of school.
9. A classroom teacher should be able to work as a partner with student families and with the community. A teacher who meets this goal should be able to:
   1. promote clear two-way communication among the school, student families, and the community;
   2. support comprehensive programs for parental involvement;
   3. help student families support their children's learning efforts;
   4. participate in the community; and
   5. connect school and classroom activities with student homes, work places, and the community.
10. A classroom teacher should be able to participate in and contribute to the teaching profession. A teacher who meets this goal should be able to:
    1. maintain a high standard of professional ethics;
    2. maintain and update the teacher's knowledge base;
    3. engage in program, instruction, and curriculum development; and
    4. work cooperatively with the teacher's colleagues in the learning community.
11. A classroom teacher should receive post secondary training in special education.

Statewide Student Assessment

Purpose

Statewide student assessment is one component in a system to measure and make accountable the state education system. The purposes of statewide student assessment specifically are to

1. ascertain on a statewide basis the extent to which children of the state are attaining statewide student performance standards ;
2. roduce statewide information to facilitate sound decision making by policy makers, parents, educators, and the public; and
3. provide a focus for instructional improvement;

Statewide Student Assessment System

The commissioner may develop a statewide student assessment system composed of multiple indicators. One of the indicators must be a standardized norm referenced test to measure student achievement in reading, language arts, and mathematics in grades four, eight, and eleven. As other indicators, the commissioner may use a questionnaire and measurement techniques such as portfolios of student work, evaluated student performances, and direct writing assessments.

The commissioner shall conduct an annual review of the statewide student assessment program. This review must include:

1. an annual evaluation of the assessment program; and

2. annual recommendations to the state board regarding proposed changes, if any, to state education requirements.

1. The commissioner shall select a standardized norm referenced test to be used in the state. The test may be used for up to six consecutive years. If after review the commissioner determines that continued use of the test is in the best interests of the state, the commissioner may select the test again.
2. Not later than May 1, 1995, a school district shall notify the department of the district's standardized norm referenced test dates. The dates must be within the empirical norming period for the selected test. After May 1, 1995, if a school district seeks to change its test dates, it shall notify the department of the new test dates not later than May 1 preceding the new test dates.
3. Except as provided in (e) of this section, a school district shall administer the standardized norm referenced test annually to the students enrolled in the district in grades four, eight, and eleven.
4. A school district shall ensure that students and unauthorized personnel do not have access to the district's standardized norm referenced test materials except during regular, supervised test administration times.
5. A student need not take the standardized norm referenced test if
   1. the student is eligible for special education and related services under 4 AAC 52.130 and the student's child study team has determined that the test results would not accurately reflect the student's achievement level; if the student's current individualized education program (IEP) under 4 AAC 52.140 contains recommendations regarding group standardized testing, those recommendations apply and a new determination is unnecessary;
   2. the student is identified in language dominance category A or B under 4 AAC 34.050 and the student, for less than three full school years immediately preceding the test dates, has been in a classroom where instruction is predominantly in English; or
   3. at the request of a school district, the commissioner, in the commissioner's discretion, finds compelling reasons to conclude that the test would be inappropriate or unnecessary for a student of the district and waives testing for that student.

1. Except as provided in (e) of this section, a student's standardized norm referenced test result is confidential and may not be disclosed.
2. The commissioner shall compile the results of the standardized norm referenced test by school district, school, classroom, and individual.
3. The commissioner shall annually provide the results compiled under (b) of this section to the state board and the legislature.
4. The commissioner shall provide to a school district the district, school, classroom and individual student results for the district.
5. A school district shall distribute in a timely manner
   1. classroom and individual student results to the attendance area administrator, for the attendance area;
   2. individual student results to a teacher, for the teacher's classroom; and
   3. individual student results to a parent, for the parent's child.

The commissioner may prepare a questionnaire to be completed by the administrators of the public schools in the state. The questionnaire may be used to interpret statewide student assessment, to assess the needs and conditions of schools, and to advance the purposes set out at 4 AAC 06.700.

EQUITY REGULATIONS

1. Hiring practices that are prohibited by AS 14.18.020(1) include the use of any position description, job qualification, or collective bargaining agreement that has the direct or indirect effect of giving preference to an applicant on the basis of gender or race, except that gender may be used as a criterion with respect to jobs requiring personal supervision of persons using locker rooms, showers, or toilet facilities.
2. Nothing in 4 AAC 06.500 - 4 AAC 06.600 prevents a school district from using gender or race as a criterion for meeting employment goals under a valid affirmative action plan.

3. In addition to the requirements of AS 14.18 and this section, the requirements of AS 18.80.220 also apply to hiring practices in public education. (Eff. 10/31/82, Register 84; am 6/4/93, Register 126)

4 AAC 06.520 Recreational And Athletic Activities

1. Before February 1, 1994, and thereafter every third school year, each school district shall conduct a survey of students in grades five through 11, in a manner to be established by the district, to determine student interest in specific extracurricular recreational activities, interscholastic athletic activities, and intrascholastic athletic activities.
2. Before March 1 of each school year beginning in 1994, each school district shall adopt a plan that sets out all extracurricular recreational activities, interscholastic athletic activities, and intrascholastic athletic activities that will be offered by the district during the following school year. The plan required by this subsection must provide substantially equal opportunities for each gender, and must, to the maximum extent practicable, accommodate the interests of students as expressed in the survey required by
3. In developing or amending a plan under (b) of this section, each school district shall evaluate its extracurricular recreational activities, interscholastic athletic activities, and intrascholastic athletic activities to ensure that the activities available to each gender are substantially equal based on the following criteria:
1. the provision of equipment and supplies;
2. (2) the schedule of games and practice times;
3. (3) travel schedules and trips taken;
4. (4) opportunities to receive coaching;
5. (5) assignment of coaches and tutors;
6. (6) provision of locker, practice, and competitive
7. provision of administrative support services; and
8. publicity.
4. A summary of the results of the survey required by (a) of this section and a copy of the plan required by (b) of this section must be available for public inspection at each school in the district by September 15 of each school year. (Eff. 10/31/82, Register 84; am 6/4/93, Register 126)

4 AAC 06.530 Guidance And Counseling Services

1. School personnel assigned to provide guidance and counseling services, shall plan and implement programs and services, and use materials, that encourage students to explore and develop their individual interests in vocational programs and career opportunities without regard to gender. This may include encouraging students to consider nontraditional occupations.
2. Before December 15 of the school year beginning after 6/4/93, each school district shall establish, have on file, and implement written procedures for the biennial training of all certificated personnel who are assigned to provide guidance and counseling services. Training must include the recognition of gender bias in counseling materials and specific techniques that may be used with students to overcome the effects of gender bias. (Eff. 10/31/82, Register 84; am 6/4/93, Register 126)

4 AAC 06.540 Course Offerings
Except as provided in AS 14.18.050(b), no school district may require or deny participation in any course, program, or activity on the basis of gender. (Eff. 10/31/82, Register 84; am 6/4/93, Register 126)

1. Instructional materials must portray people or characters of each gender in a wide variety of occupational, emotional, and behavioral situations, and present each gender in a broad range of its human potential.
2. Before December 15 of the school year beginning after 6/4/93, each school district shall establish and implement written procedures
1. for the biennial training of certificated personnel in the recognition of gender bias
2. in instructional materials,
3. in career instruction, and
4. in instruction techniques that may be used to overcome the effects of gender bias and discrimination; this training must be at least three hours in length;
3. for the review of textbooks and instructional materials for evidence of gender bias; or discrimination; this review may occur as part of a district's established curriculum review cycle; and
4. for the replacement or supplementation of materials found to exhibit gender bias or discrimination, according to the general textbook and instructional materials replacement procedure of the district.
5. The procedures required by (b) of this section must be submitted to the commissioner within 30 days after their establishment or modification.
6. Nothing in this section requires a district that is in substantial compliance with the requirements of this section to adopt new or different procedures. (Eff. 10/31/82, Register 84; am 6/4/93, Register 126)

(The remainder of Article 2, Prohibition of Sex Discrimination, addresses the following topics.)

Standards for the State of Alaska

This section sets out statewide goals for public education and performance goals for content areas. The performance standards for Math and Science will be available in 1996.

The purpose of the goals are to

1. encourage the school districts to envision and develop local educational plans that are unique to each district's culture, geography, and climate, and that will graduate world-class students;
2. empower the public with the knowledge that the skills and subjects included in the standards are of great importance to education so that the public can participate in local educational planning with more authority and effect; and
3. set standards against which the public, school districts, teachers, and students can measure the quality of education that students receive.

Performance standards have been developed in the following content areas: Arts, English/Language Arts, Geography, Government and Citizenship, Healthy Life Skills, History, Math, Science, Technology, and World Languages

4 AAC 04 is amended by adding new sections as follows:

1. The provisions of this section apply to all state public school students.
2. A student should be able to create and perform in the arts.
3. A student should be able to understand the historical and contemporary role of the arts in Alaska, the nation, and the world.
4. A student should be able to critique the student's art and the art of others.
5. A student should be able to recognize beauty and meaning through the arts in the student's life.
6. A student who meets the performance goal set out in (b) of this section should be able to
1. participate in dance, drama, music, visual arts, and creative writing;
2. refine artistic skills and develop self-discipline through rehearsal, practice, and revision;
3. appropriately use new and traditional materials, tools, techniques, and processes in the arts;
4. demonstrate the creativity and imagination necessary for innovative thinking and problem solving;
5. collaborate with others to create and perform works of art;
6. integrate two or more art forms to create a work of art; and
7. investigate careers in arts production.
7. A student who meets the performance goal set out in (c) of this section should
1. recognize Alaska Native cultures and their arts;
2. recognize U.S. and world cultures and their arts;
3. recognize the role of tradition and ritual in the arts;
4. be able to investigate the relationships between the arts and the individual, the society, and the environment;
5. recognize universal themes in the arts such as love, war, childhood, and community;
6. recognize specific works of art created by artists from diverse backgrounds;
7. be able to explore similarities and differences in the arts of world cultures;
8. respect differences in personal and cultural perspectives; and
9. investigate careers relating to arts history and culture.
8. A student who meets the performance goal set out in (d) of this section should
1. know the criteria used to evaluate the arts; these may include craftsmanship, function, organization, originality, technique, and theme;
2. be able to examine historical and contemporary works of art, the works of peers, and the student's own works as follows:
   1. identify the piece;
   2. describe the use of basic elements;
   3. analyze use of basic principles;
   4. interpret meaning and artist's intent;
   5. express and defend an informed opinion;
3. be able to accept and offer constructive criticism;
4. recognize and consider an individual's artistic expression;
5. be able to exhibit appropriate audience skills; and
6. investigate careers relating to arts criticism.
9. A student who meets the performance goal set out in (e) of this section should
1. be able to make statements about the significance of the arts and beauty in the student's life
2. be able to discuss what makes an object or performance a work of art;
3. recognize that people tend to devalue what they do not understand;
4. be able to listen to another individual's beliefs about a work of art and consider the individual's reasons for holding those beliefs;
5. consider other cultures' beliefs about works of art;
6. recognize that people connect many aspects of life through the arts;
7. be able to make artistic choices in everyday living; and
8. investigate careers related to the search for beauty and meaning--aesthetics.

4 AAC 04.040. ENGLISH AND LANGUAGE ARTS PERFORMANCE STANDARDS.

1. The provisions of this section apply to all state public school students.
2. A student should be able to speak and write well for a variety of purposes and audiences.
3. A student should be a competent and thoughtful reader, listener, and viewer of literature, technical materials, and a variety of information.
4. A student should be able to identify and select from multiple strategies in order to complete projects independently and cooperatively.
5. A student should be able to think logically and reflectively in order to present and explain positions based on relevant and reliable information.
6. A student should understand and respect the perspectives of others in order to communicate effectively.
7. A student who meets the performance goal set out in (b) of this section should be able to
1. apply elements of effective writing and speaking; these elements include ideas, organization, vocabulary, sentence structure, and personal style;
2. in writing, demonstrate skills in sentence and paragraph structure, including grammar, spelling, capitalization, and punctuation;
3. in speaking, demonstrate skills in volume, intonation, and clarity;
4. write and speak well to inform, to describe, to entertain, to persuade, and to clarify thinking in a variety of formats, including technical communication;
5. revise, edit, and publish the student's own writing as appropriate;
6. when appropriate use visual techniques to communicate ideas; these techniques may include role playing, body language, mime, sign language, graphics, Braille, art and dance;
7. communicate ideas using varied tools of electronic technology; and
8. evaluate the student's own speaking and writing and that of others using high standards.
8. A student who meets the performance goal set out in (c) of this section should be able to
1. comprehend the meaning from written text and oral and visual information by applying a variety of reading, listening, and viewing strategies; these strategies include phonic, context, and vocabulary cues in reading, critical viewing, and active listening;
2. reflect on, analyze, and evaluate a variety of oral, written, and visual information and experiences, including discussions, lectures, art, movies, television, technical materials, and literature; and
3. relate what the student views, reads, and hears to practical purposes in the student's own life, to the world outside, and to other texts and experiences.
9. A student who meets the performance goal set out in (d) of this section should be able to
1. make choices about a project after examining a range of possibilities;
2. organize a project by
   1. understanding directions;
   2. making and keeping deadlines; and
   3. seeking, selecting, and using relevant resources;
3. select and use appropriate decision-making processes;
4. set high standards for project quality; and
5. when working on a collaborative project
   1. take responsibility for individual contributions to the project;
   2. share ideas and workloads;
   3. incorporate individual talents and perspectives;
   4. work effectively with others as an active participant and as a responsive audience; and
   5. evaluate the process and work of self and others.
10. A student who meets the performance goal set out in (e) of this section should be able to
    1. develop a position by
       1. reflecting on personal experiences, prior knowledge, and new information;
       2. formulating and refining questions;
       3. identifying a variety of pertinent sources of information;
       4. analyzing and synthesizing information; and
       5. determining an author's purposes;
    2. evaluate the validity, objectivity, reliability, and quality of information read, heard, and seen;
    3. give credit and cite references as appropriate; and
    4. explain and defend a position orally, in writing, and with visual aids as appropriate.
11. A student who meets the performance goal set out in (f) of this section should
1. be able to use information, both oral and written, and literature of many types and cultures to understand self and others;
2. be able to evaluate content from the speaker's or author's perspective;
3. recognize bias in all forms of communication; and
4. recognize the communication styles of different cultures and their possible effects on others. (Eff. 1/4/95, Register 133)

4 AAC 04.080. GEOGRAPHY PERFORMANCE STANDARDS.

1. The provisions of this section apply to all state public school students.
2. A student should be able to make and use maps, globes, and graphs to gather, analyze, and report spatial (geographic) information.
3. A student should be able to utilize, analyze, and explain information about the human and physical features of places and regions.
4. A student should understand the dynamic and interactive natural forces that shape the earth's environments.
5. A student should understand and be able to interpret spatial (geographic) characteristics of human systems, including migration, movement, interactions of cultures, economic activities, settlement patterns, and political units in the state, nation, and world.
6. A student should understand and be able to evaluate how humans and physical environments interact.
7. A student should be able to use geography to understand the world by interpreting the past, knowing the present, and preparing for the future.
8. A student who meets the performance goal set out in (b) of this section should
1. be able to use maps and globes to locate places and regions;
2. be able to make maps, globes, and graphs;
3. understand how and why maps are changing documents;
4. be able to use graphic tools and technologies to depict and interpret the world's human and physical systems;
5. be able to evaluate the importance of the locations of human and physical features in interpreting geographic patterns; and
6. be able to use spatial (geographic) tools and technologies to analyze and develop explanations and solutions to geographic problems.
9. A student who meets the performance goal set out in (c) of this section should
1. know that places have distinctive geographic characteristics;
2. be able to analyze how places are formed, identified, named, and characterized;
3. be able to relate how people create similarities and differences among places;
4. be able to discuss how and why groups and individuals identify with places;
5. be able to describe and demonstrate how places and regions serve as cultural symbols, such as the Statue of Liberty;
6. be able to make informed decisions about where to live, work, travel, and seek opportunities;
7. understand that a region is a distinct area defined by one or more cultural or physical features; and
8. be able to compare, contrast, and predict how places and regions change with time.
10. A student who meets the performance goal set out in (d) of this section should
1. be able to analyze the operation of the earth's physical systems, including ecosystems, climate systems, erosion systems, the water cycle, and tectonics;
2. be able to distinguish the functions, forces, and dynamics of the physical processes that cause variations in natural regions; and
3. recognize the concepts used in studying environments and recognize the diversity and productivity of different regional environments.
11. A student who meets the performance goal set out in (e) of this section should
1. know that the need for people to exchange goods, services, and ideas creates population centers, cultural interaction, and transportation and communication links;
2. be able to explain how and why human networks, including networks for communications and for transportation of people and goods, are linked globally;
3. be able to interpret population characteristics and distributions;
4. be able to analyze how changes in technology, transportation, and communication impact social, cultural, economic, and political activity; and
5. be able to analyze how conflict and cooperation shape social, economic, and political use of space.
12. A student who meets the performance goal set out in (f) of this section should
1. understand how resources have been developed and used;
2. recognize and be able to assess local, regional, and global patterns of resource use;
3. understand the varying capacities of physical systems, such as watersheds, to support human activity;
4. be able to determine the influence of human perceptions on resource utilization and the environment;
5. be able to analyze the consequences of human modification of the environment and be able to evaluate the changing landscape; and
6. be able to evaluate the impact of physical hazards on human systems.
13. A student who meets the performance goal set out in (g) of this section should be able to
1. analyze and evaluate the impact of physical and human geographical factors on major historical events;
2. compare, contrast, and predict how places and regions change with time;
3. analyze resource management practices to assess their impact on future environmental quality;
4. interpret demographic trends to project future changes and impacts on human environmental systems;
5. examine the impacts of global changes on human activity; and
6. utilize geographic knowledge and skills to support interdisciplinary learning and build competencies required of citizens. (Eff. / / , Register )

1. The provisions of this section apply to all state public school students.
2. A student should know and understand how societies define authority, rights, and responsibilities through a governmental process.
3. A student should understand the constitutional foundations of the American political system and the democratic ideals of this nation.
4. A student should understand the character of government in the state.
5. A student should understand the role of the United States in international affairs.
6. A student should have the knowledge and skills necessary to participate effectively as informed and responsible citizens.
7. A student should understand the economies of the United States and the state and their relationships to the global economy.
8. A student should understand the impact of economic choices and be able to participate effectively in the local, state, national, and global economies.
9. A student who meets the performance goal set out in (b) of this section should
1. understand the necessity and purpose of government;
2. understand the meaning of fundamental ideas, including equality, authority, power, freedom, justice, privacy, property, responsibility, and sovereignty;
3. understand how nations organize their governments; and
4. be able to compare and contrast how different societies have governed themselves over time and in different places.
10. A student who meets the performance goal set out in (c) of this section should
1. understand the ideals of this nation as expressed in the Declaration of Independence, the United States Constitution, and the Bill of Rights;
2. recognize American heritage and culture, including the republican form of government, capitalism, free enterprise system, patriotism, strong family units, and freedom of religion;
3. understand the United States Constitution, including separation of powers, the executive, legislative, and judicial branches of government, majority rule, and minority rights;
4. know how power is shared in the United States' constitutional government at the federal, state, and local levels;
5. understand the importance of individuals, public opinion, media, political parties, associations, and groups in forming and carrying out public policy;
6. recognize the significance of diversity in the American political system;
7. be able to distinguish between constitution-based ideals and the reality of American political and social life;
8. understand the place of law in the American political system; and
9. recognize the role of dissent in the American political system.
11. A student who meets the performance goal set out in (d) of this section should
1. understand the various forms of the state's local governments and the agencies and commissions that influence students' lives and property;
2. accept responsibility for protecting and enhancing the quality of life in the state through the political and governmental processes;
3. understand the Constitution of Alaska and sec. 4 of the Alaska Statehood Act, which is known as the Statehood Compact;
4. understand the importance of the historical and current roles of Alaska Native communities;
5. understand the Alaska Native Claims Settlement Act and its impact on the state;
6. understand the importance of the multicultural nature of the state;
7. understand the obligations that land and resource ownership place on the residents and government of the state; and
8. be able to identify the roles of and relationships among the federal, tribal, and state governments and understand the responsibilities and limits of the roles and relationships.
12. A student who meets the performance goal set out in (e) of this section should
1. be able to analyze how domestic politics, the principles of the United States Constitution, foreign policy, and economics affect relations with other countries;
2. be able to evaluate circumstances in which the United States has politically influenced other nations and how other nations have influenced the politics and society of the United States;
3. understand how national politics and international affairs are interrelated with the politics and interests of the state;
4. understand the purpose and function of international government and non-governmental organizations in the world today; and
5. be able to analyze the causes, consequences, and possible solutions to current international issues.

13. A student who meets the performance goal set out in (f) of this section should
1. know the important characteristics of citizenship;
2. recognize that it is important for citizens to fulfill their public responsibilities;
3. be able to exercise political participation by discussing public issues, building consensus, becoming involved in political parties and political campaigns, and voting;
4. be able to establish, explain, and apply criteria useful in evaluating rules and laws;
5. be able to establish, explain, and apply criteria useful in selecting political leaders;
6. recognize the value of community service; and
7. be able to implement ways of solving problems and resolving conflict.
14. A student who meets the performance goal set out in (g) of this section should
1. understand how the government and the economy interrelate through regulations, incentives, and taxation;
2. be aware that economic systems determine how resources are used to produce and distribute goods and services;
3. be able to compare alternative economic systems;
4. understand the role of price in resource allocation;
5. understand the basic concepts of supply and demand, the market system, and profit;
6. understand the role of economic institutions in the United States, including the Federal Reserve Board, trade unions, banks, investors, and the stock market;
7. understand the role of self-interest, incentives, property rights, competition, and corporate responsibility in the market economy;
8. understand the indicators of an economy's performance, including gross domestic product, inflation, and the unemployment rate;
9. understand those features of the economy of the state that make it unique, including the importance of natural resources, government ownership and management of resources, Alaska Native regional corporations, the Alaska Permanent Fund Corporation, the Alaska Housing Finance Corporation, and the Alaska Industrial Development and Export Authority; and
10. understand how international trade works.
15. A student who meets the performance goal set out in (h) of this section should
1. be able to apply economic principles to actual world
2. understand that choices are made because resources are scarce;
3. be able to identify and compare the costs and benefits when making choices;
4. be able to make informed choices on economic issues;
5. understand how jobs are created and their role in the economy;
6. understand that wages and productivity depend on investment in physical and human capital; and

7. understand that economic choices influence public and private institutional decisions. (Eff. / / , Register)

1. The provisions of this section apply to all state public school students.
2. A student should be able to acquire a core knowledge related to well-being. A student who meets the performance goal set out in this standard should
3. A student should be able to demonstrate responsibility for the student's well-being.
4. A student should understand how well-being is affected by relationships with others.
5. A student should be able to contribute to the well-being of families and communities.
6. A student who meets the performance goal set out in (b) of this section should
1. understand that a person's well-being is the integration of health knowledge, attitudes and behaviors;
2. understand how the human body is affected by behaviors related to eating habits, physical fitness, personal hygiene, harmful substances, safety, and environmental conditions;
3. understand and be able to identify the causes, preventions and treatments of diseases, disorders, injuries and addictions;
4. recognize patterns of abuse directed at self or others and understand how to break these patterns;
5. be able to use knowledge and skills to promote the well-being of the family;
6. be able to use knowledge and skills related to physical fitness, consumer health, independent living, and career choices to contribute to well-being;
7. understand the physical and behavioral characteristics of human sexual development and maturity; and
8. understand the ongoing life changes throughout the life span and healthful responses to these changes.
7. A student who meets the performance goal set out in (c) of this section should
1. be able to demonstrate an ability to make responsible decisions by discriminating among risks and identifying consequences;
2. be able to demonstrate a variety of communication skills that contribute to well-being;
3. be able to assess the effects of culture, heritage and traditions on personal well-being;
4. develop an awareness of how personal life roles are affected by and contribute to the well-being of families, communities, and cultures;
5. be able to evaluate what is viewed, read, and heard for its effect on personal well-being;
6. understand how personal relationships, including those with family, friends, and co-workers, impact personal well-being.
8. A student who meets the performance goal set out in (d) of this section should
1. be able to resolve conflicts responsibly;
2. be able to communicate effectively within relationships;
3. be able to evaluate how similarities and differences among individuals contribute to relationships;
4. understand how respect for the rights of self and others contributes to relationships;
5. understand how attitude and behavior affect the well-being of self and others; and
6. be able to assess the effects of culture, heritage and traditions on well-being.
9. A student who meets the performance goal set out in (e) of this section should
1. make responsible decisions as a member of a family or community;
2. take responsible actions to create safe and healthy environments;
3. describe how public policy affects the well-being of families and communities;
4. identify and evaluate the roles and influences of public and private organizations that contribute to the well-being of communities;
5. describe how volunteer service at all ages can enhance community well-being; and
6. use various methods of communication to promote community well-being.

1. The provisions of this section apply to all state public school students.
2. A student should understand that history is a record of human experiences that links the past to the present and the future.
3. A student should understand historical themes through factual knowledge of time, places, ideas, institutions, cultures, people, and events.
4. A student should develop the skills and processes of historical inquiry.
5. A student should be able to integrate historical knowledge with historical skill to effectively participate as a citizen and as a lifelong learner.
6. A student who meets the performance goal set out in (b) of this section should
1. understand chronological frameworks for organizing historical thought and be able to place significant ideas, institutions, people, and events within time sequences;
2. know that the interpretation of history may change as new evidence is discovered;
3. recognize different theories of history, be able to detect the weakness of broad generalization, and be able to evaluate the debates of historians;
4. understand that history relies on the interpretation of evidence;
5. understand that history is a narrative told in many voices and expresses various perspectives of historical experience;
6. know that cultural elements, including language, literature, the arts, customs, and belief systems, reflect the ideas and attitudes of a specific time and know how the cultural elements influence human interaction;
7. understand that history is dynamic and composed of key turning points;
8. know that history is a bridge to understanding groups of people and an individual's relationship to society; and
9. understand that history is a fundamental connection that unifies all fields of human understanding and endeavor.
7. A student who meets the performance goal set out in (c) of this section should
1. be able to comprehend the forces of change and continuity that shape human history through the following persistent organizing themes:
1. the development of cultures, the emergence of civilizations, and the accomplishments and mistakes of social organizations;
2. human communities and their relationships with climate, subsistence base, resources, geography, and technology;
3. the origin and impact of ideologies, religions, and institutions upon human societies;
4. the consequences of peace and violent conflict to societies and their cultures;
5. major developments in societies as well as changing patterns related to class, ethnicity, race, and gender;
2. understand the people and the political, geographic, economic, cultural, social, and environmental events that have shaped the history of the state, the United States and the world;
3. recognize that historical understanding is relevant and valuable in the student's life and for participating in local, state, national, and global communities;
4. recognize the importance of time, ideas, institutions, people, places, cultures, and events in understanding larger historical patterns; and
5. be able to evaluate the influence of context upon historical understanding.
8. A student who meets the performance goal set out in (d) of this section should be able to
1. use appropriate technology to access, retrieve, organize, and present historical information;
2. use historical data from a variety of primary resources, including letters, diaries, oral accounts, archeological sites and artifacts, art, maps, photos, historical sites, documents, and secondary research materials, including almanacs, books, indices, and newspapers;
3. apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and evaluating, to understand the historical record; and
4. use historical perspective to solve problems, make decisions, and understand other traditions.
9. A student who meets the performance goal set out in (e) of this section should
1. understand that the student is important in history;
2. be able to solve problems by using history to identify issues and problems, generate potential solutions, assess the merits of options, act, and evaluate the effectiveness of actions;
3. be able to define a personal position on issues while understanding the historical aspects of the positions and roles assumed by others;
4. recognize and be able to demonstrate that various issues may require an understanding of different positions, jobs, and personal roles depending on place, time, and context;
5. be able to base personal citizenship action on reasoned historical judgment with recognition of responsibility for self and others; and
6. be able to create new approaches to issues by incorporating history with other disciplines, including economics, geography, literature, the arts, science, and technology.

4 AAC 04.050. MATHEMATICS PERFORMANCE STANDARDS

1. The provisions of this section apply to all state public school students.
2. A student should understand mathematical facts, concepts, principles, and theories.
3. A student should understand and be able to select and use a variety of problem-solving strategies.
4. A student should understand and be able to form and use appropriate methods to define and explain mathematical relationships.
5. A student should be able to use logic and reason to solve mathematical problems.
6. A student should be able to apply mathematical concepts and processes to situations within and outside of school.
7. A student who meets the performance goal set out in (b) of this section should
1. understand and be able to use numeration, including
1. numbers, number systems, counting numbers, whole numbers, integers, fractions, decimals, and percents; and
2. irrationals and complex numbers;
2. be able to select and use appropriate systems, units, and tools of measurement, including estimation;
3. be able to perform basic arithmetic functions, make reasoned estimates, and select and use appropriate methods or tools for computation or estimation including mental arithmetic, paper and pencil, a calculator, and a computer;
4. be able to represent, analyze, and use mathematical patterns, relations, and functions using methods such as tables, equations, and graphs;
5. be able to construct, draw, measure, transform, compare, visualize, classify, and analyze the relationships among geometric figures; and
6. be able to collect, organize, analyze, interpret, represent, and formulate questions about data and make reasonable and useful predictions about the certainty, uncertainty, or impossibility of an event.
8. A student who meets the performance goal set out in (c) of this section should be able to
1. use computational methods and appropriate technology as problem-solving tools;
2. use problem solving to investigate and understand mathematical content;
3. formulate mathematical problems that arise from everyday situations;
4. develop and apply strategies to solve a variety of problems;
5. check the results against mathematical rules;
6. use common sense to help interpret results;
7. apply what was learned to new situations, and
8. use mathematics with confidence
9. A student who meets the performance goal set out in (d) of this section should be able to
1. express and represent mathematical ideas using oral and written presentations, physical materials, pictures graphs, charts, and algebraic expressions;
2. relate mathematical terms to everyday language;
3. develop, test, and defend mathematical hypotheses; and
4. clarify mathematical ideas through discussion with others.
10. A student who meets the performance goal set out in (e) of this section should be able to
1. analyze situations;
2. draw logical conclusions;
3. use models, known facts, and relationships to explain the student's reasoning;
4. use deductive reasoning to verify conclusions, judge the validity of arguments, and construct valid arguments; and
5. use inductive reasoning to recognize patterns and form mathematical propositions.
11. A student who meets the performance goal set out in (f) of this section should be able to
1. explore problems and describe results using graphical, numerical, physical, algebraic, and verbal mathematical models or representations;
2. use mathematics in daily life; and
3. use mathematics in other curriculum areas.

1. The provisions of this section apply to all state public school students.
2. A student should understand scientific facts, concepts, principles, and theories.
3. A student should possess and understand the skills of scientific inquiry.
4. A student should understand the nature and history of science.
5. A student should be able to apply scientific knowledge and skills to make reasoned decisions about the use of science and scientific innovations.
6. A student who meets the performance goal set out in (b) of this section should
1. understand models describing the nature of molecules, atoms, and sub-atomic particles and particles and the relation of models to the structure and behavior of matter;
2. understand the physical, chemical, and nuclear changes and interactions that result in observable changes in the properties of matter;
3. understand models describing the composition, age, and size of our universe, galaxy, and solar system and understand that the universe is constantly moving and changing;
4. understand observable natural events such as tides, weather, seasons, and moon phases in terms of the structure and motion of the earth;
5. understand the strength and effects of forces of nature, including gravity and electromagnetic radiation;
6. understand that forces of nature cause different types of motion and be able to describe the relationship between these forces and motion;
7. understand how the earth changes because of plate tectonics, earthquakes, volcanoes, erosion and deposition, and living things;
8. understand the scientific principles and models that
1. describe the nature of physical, chemical, and nuclear reactions;
2. state that whenever energy is reduced in one place, it is increased somewhere else by the same amount; and
3. state that whenever there is a transformation of energy, some energy is spent in ways that make it unavailable for use;
9. understand the transfers and transformation of matter and energy that link living things and their physical environment, from molecules to ecosystems;
10. understand that living things are made up mostly of cells and that all life processes occur in cells;
11. understand that similar features are passed on by genes through reproduction;
12. be able to distinguish the patterns of similarity and differences in the living world in order to understand the diversity of life and understand the theories that describe the importance of diversity for species and ecosystems;
13. understand the theory of evolution and natural selection as an explanation for evidence of changes in life forms over time;
14. understand
1. the interdependence between living things and their environments;
2. that the living environment consists of individuals, populations, and communities; and
3. that a small change in a portion of an environment may affect the entire environment;
15. be able to use science to understand and describe the local environment; and
16. understand basic concepts about the theory of relativity, which changed the view of the universe by uniting matter and energy and by linking time with space.
7. A student who meets the performance goal set out in (c) of this section should
1. be able to use the processes of science; these processes include observing, classifying, measuring, interpreting data, inferring, communicating, controlling variables, developing models and theories, hypothesizing, predicting, and experimenting;
2. be able to design and conduct scientific investigations using appropriate instruments;
3. understand that scientific inquiry often involves different ways of thinking, curiosity, and the exploration of multiple paths;
4. understand that personal integrity, skepticism, openness to new ideas, creativity, collaborative effort, and logical reasoning are all aspects of scientific inquiry;
5. employ ethical standards, including unbiased data collection and factual reporting of results; and
6. employ strict adherence to safety procedures in conducting scientific investigations.
8. A student who meets the performance goal set out in (d) of this section should
1. know how the words "fact", "observation," "concept," "principle," "law,' and "theory" are generally used in the scientific community;
2. understand that scientific knowledge is validated by reapeated specific experiments that conclude in similar results;
3. understand that society, culture, history, and environment affect the development of scientific knowledge;
4. understand that some personal and societal beliefs accept non-scientific methods for validating knowledge;
5. understand that sharing scientific discoveries is important to influencing individuals and society and in advancing scientific knowledge;
6. understand that scientific discovery is often a combination of an accidental happening and observation by a knowledgeable person with an open mind.
7. understand that major scientific breakthroughs may link large amounts of knowledge, build upon the contributions of many scientists, and cross different lines of study; and
8. understand that acceptance of a new idea depends upon supporting evidence and that new ideas that conflict with beliefs or common sense are often resisted.
9. A student who meets the performance goal set out in (e) of this section should
1. be able to apply scientific knowledge and skills to understand issues and everyday events;
2. understand that scientific innovations may affect our economy, safety, environment, health, and society and that these effects may be long or short term, positive or negative, and expected or unexpected;
3. be able to recommend solutions to everyday problems by applying scientific knowledge and skills;
4. be able to evaluate the scientific and social merits of solutions to everyday problems;
5. be able to participate in reasoned discussions of public policy related to scientific innovations and proposed technological solutions to problems; and
6. be able to act upon reasoned decisions and evaluate the effectiveness of the action.

1. The provisions of this section apply to all state public school students.
2. A student should be able to operate technology-based tools.
3. A student should be able to use technology to locate, select, and manage information.
4. A student should be able to use technology to explore ideas, solve problems, and derive meaning.
5. A student should be able to use technology to express ideas and exchange information.
6. A student should be able to use technology responsibly and understand its impact on individuals and society.
7. A student who meets the performance goal set out in (b) of this section should be able to
1. use a computer to enter and retrieve information;
2. use technological tools for learning, communications, and productivity;
3. use local and world-wide networks;
4. manage and maintain technology tools; and
5. diagnose and solve common technology problems.
8. A student who meets the performance goal set out in (c) of this section should be able to
1. identify and locate information sources using technology;
2. choose sources of information from a variety of media; and
3. select relevant information by applying accepted research methods.
9. A student who meets the performance goal set out in (d) of this section should be able to
1. use technology to observe analyze, interpret, and draw conclusions;
2. solve problems both individually and with others; and
3. create new knowledge by evaluating.
10. A student who meets the performance goal set out in (e) of this section should be able to
1. convey ideas to a variety of audiences using publishing, multimedia and communications tools;
2. use communications technology to exchange ideas and information; and
3. use technology to explores new and innovative methods for interaction with others.
11. A student who meets the performance goal set out in (f) of this section should
1. evaluate the potentials and limitations of existing technologies;
2. discriminate between responsible and irresponsible use of technology;
3. respect others' rights of privacy in electronic environments;
4. be able to demonstrate ethical and legal behavior regarding intellectual property, which is the manifestation of an original idea, such as computer software, music, or literature;
5. be able to examine the role of technology in the workplace and explore careers that require the use of technology;
6. be able to evaluate ways that technology impacts culture and the environment;
7. be able to integrate the use of technology into daily living; and
8. recognize the implications of emerging technologies.

1. The provisions of this section apply to all state public school students.
2. A student should be able to communicate in two or more languages, one of which is English.
3. A student should expand the student's knowledge of peoples and cultures through language study.
4. A student should possess the language skills and cultural knowledge necessary to participate successfully in multilingual communities and the international marketplace.
5. A student who meets this performance goal set out in (b) of this section should be able to
   1. understand written and oral communication in two or more languages
   2. write and speak understandably in two or more languages
   3. use two or more languages effectively in real life situations; and
   4. use two or more languages to learn new information in academic subjects.
6. A student who meets this performance goal set out in (c) of this section should
1. understand the relationship between language and culture
2. be able to learn about and experience surface characteristics, including art, cuisine, dance, dress, geography, history, music and literature;
3. be able to learn about and experience deep characteristics, including folkways, mores, laws, traditions, customs, and patterns of behavior;
4. be able to improve the student's understanding of the student's language and culture through experiences with other languages and cultures;
5. be able to apply knowledge of the functions and structures of one language to the study of another language; and
6. recognize through language study that all cultures contribute to the global society.
7. A student who meets this performance goal set out in (d) of this section should be able to
1. interact appropriately in multilingual communities through various means, including printed and electronic media, audio and visual sources, face-to-face conversations, penpals, and travel;
2. use experiences with language and culture to explore the student's personal interests and career options;
3. learn how language skills and cultural knowledge enhance a person's competitiveness in the international marketplace; and
4. apply language skills and cultural knowledge to enhance the student's intellectual and social growth and to promote life-long learning.

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