Demonstrator+2+CI

//An aligned and rigorous curriculum provides access to a common academic core for all students as defined by state and national standards// a) PL/CS curriculum develops core knowledge, motor skills, life skills, confidence, self-management abilities that are essential to personal growth and development of all students.
 * Demonstrator 2. Aligned and Rigorous Curriculum **
 * PL/CS (includes Health, PE, Careers and Consumerism) **

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 exposd 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.
 * Health Education **

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 workspace, is integrated into the PL/CS curriculum.


 * Physical Education **

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 four or more 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) Consumer rights, responsibilities, and decision-making (e.g. wants, needs, valuse, comparing products/services, evaluating advertising tecniques/media) are neglected components of the PL/CS curriculum.

b) Few Instructional opportunities are provided for students to evaluate impact of consumer decisions on the environment.

c) Curriculum includes current information on product safety and value (e.g. recalls, ratings, consumer reports).

d)Few instructional opportunities are provided for all students to evaluate the impact of consumer decisions on nutrition and health.

e) Problem-solving and critical thinking regarding money management, financial planning, savings, investments and consumer credit are neglected components of the financial literacy curriculum.

f) The PL/CS curriculum does not include content related to taxes and its impact on services provided by various government agencies.

g) Limited for no opportunities are provided for students to engage in financial decision-making or entrepreneurial experiences.

h) Students have limited or opportunities to learn from outside experts about available resources of financial systems ( e.g., guest speakers from local banks, credit unions, financial planners ).


 * Career Studies **

a) In high school, career pathways are implemented in 10 or more 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 level.

e) A formalized plan for introducing and using an ILP is started in the 6 th grade and is monitored and revised to reflect student needs and interests over time.

f) All high school students select (and note in their ILP) at least 4 courses related to their career major and one of the state’s 14 Career Clusters and receive additional support and guidance to prepare for postsecondary training and/or education within this Career Cluster.