§ 4.1. Statutory authority.

 The following words and terms, when used in this chapter, have the following meanings, unless the context clearly indicates otherwise:

   AVTS—Area vocational-technical school—A public school that provides vocational-technical education to secondary school students, out-of-school youth and adults in a geographical area comprised and operated by one or more school districts and established under sections 1840—1853 of the School Code (24 P. S. § §  18-1840—18-1853).

   Academic standard—What a student should know and be able to do at a specified grade level.

   Apprenticeship program—A competency-based program that coordinates and integrates classroom instruction with a structured work-based employment experience designed for students.

   Assessment—A valid and reliable measurement of student performance on a set of academic standards in a subject area that captures student understanding of the set as a whole and the central concepts, knowledge and skills of each content area.

   Board—The State Board of Education established by sections 2601-B—2606-B of the School Code (24 P. S. § §  26-2601-B—26-2606-B).

   Cooperative vocational-technical education—A planned method of instruction developed through a signed cooperative arrangement among school representatives, students, parents and employers in the community to provide students with an opportunity to alternate in-school academic and vocational-technical instruction in entry-level paid employment in an occupational field, in which the student’s total occupational work experience is planned, coordinated and supervised by the school in close cooperation with the employer.

   Curriculum—A series of planned instruction aligned with the academic standards in each subject that is coordinated and articulated and implemented in a manner designed to result in the achievement at the proficient level by all students.

   Department—The Department of Education of the Commonwealth.

   ESOL—English to speakers of other languages.

   Employment area—A geographic area where vocational-technical education program completers are most likely to be employed.

   Individuals with Disabilities Education Act—20 U.S.C.A. § §  1400—1482.

   Intermediate unit—A regional educational service agency established under sections 951—974 of the School Code (24 P. S. § §  9-951—9-974), which provides educational services to participating school districts as part of the public school system of this Commonwealth.

   PSSA—Pennsylvania System of School Assessment.

   Parent or guardian—A person legally responsible for a student’s care.

   Planned instruction—Instruction offered by a school entity based upon a written plan to enable students to achieve the academic standards under §  4.12 (relating to academic standards) and additional academic standards determined in strategic plans under §  4.13 (relating to strategic plans).

   Prekindergarten—A program operated by a school district or by a community agency under contract from a school district that is open to children who are at least 3 years of age and completed prior to the school district’s entry age for kindergarten.

   School Code—The Public School Code of 1949 (24 P. S. § §  1-101—27-2702).

   School entity—A local public education provider (for example, public school district, charter school, cyber charter school, AVTS or intermediate unit).

   School organization—The organization of a school district’s programs into kindergarten, primary, intermediate level, middle level and high school programs, including programs operated at AVTSs.

   Secretary—The Secretary of Education of the Commonwealth.

   Strategic plan—A comprehensive plan for education developed under §  4.13.

   Tech-prep program—A combined secondary and postsecondary program which leads to an associate degree or certificate and employment by providing technical preparation in engineering technology, applied science, mechanical, industrial or practical art or trade, agriculture, health or business, including development of competence in mathematics, science and communications through a sequential course of study.

   Vocational-technical education—Programs under public supervision and control which provide an organized process of learning experiences designed to develop integrated academic and occupational skills, knowledge, attitudes, work habits and leadership ability for entry into and advancement within various levels of employment in occupational areas of agriculture, business, marketing and distribution, health, home economics and trade and industry and for participation in postsecondary education and training.

   The provisions of this §  4.3 amended under section 2603-B of the Public School Code of 1949 (24 P. S. §  26-2603-B).

   The provisions of this §  4.3 amended December 15, 2006, effective December 16, 2006, 36 Pa.B. 7542; amended February 15, 2008, effective February 16, 2008, 38 Pa.B. 872. Immediately preceding text appears at serial pages (332005) and (332006).

 (a)  It is the policy of the Board that the local curriculum be designed by school entities to achieve the academic standards under §  4.12 (relating to academic standards) and additional academic standards designated in strategic plans under §  4.13 (relating to strategic plans).

 (b)  It is the policy of the Board that local school entities have the greatest possible flexibility in curriculum planning consistent with providing quality education and in compliance with the School Code, including requirements for courses to be taught (24 P. S. § §  15-1501 and 16-1605); subjects to be taught in the English language (24 P. S. §  15-1511); courses adapted to the age, development and needs of the pupils (24 P. S. §  15-1512); minimum school year of 180 days and minimum of 900 hours of instruction at the elementary level and 990 hours of instruction at the secondary level (24 P. S. § §  15-1501 and 15-1504); employment of sufficient numbers of qualified professional employees (24 P. S. §  11-1106) and superintendents to enforce the curriculum requirements of State law (24 P. S. §  10-1005); and this part.

 (c)  Access to educational programs shall be provided without discrimination on the basis of a student’s race, sex, color, religion, disability, sexual orientation or national origin.

 (d)  School entities shall adopt policies to assure that parents or guardians have the following:

   (1)  Access to information about the curriculum, including academic standards to be achieved, instructional materials and assessment techniques.

   (2)  A process for the review of instructional materials.

   (3)  The right to have their children excused from specific instruction that conflicts with their religious beliefs, upon receipt by the school entity of a written request from the parents or guardians.

   (4)  The right of the parent or guardian to review the State assessments in the school entity, at least 2 weeks prior to their administration, during convenient hours for parents and guardians. Necessary security requirements to maintain the validity of the assessment shall be taken in accordance with the State assessment administration instructions.

   (5)  If upon inspection of State assessments parents or guardians find the assessments in conflict with their religious belief and wish their students to be excused from the assessment, the right of the parents or guardians will not be denied upon written request to the applicable school district superintendent, charter school chief executive officer or AVTS director.

   (6)  Opportunity for involvement in the strategic planning process under §  4.13.

   (7)  The right to have their children excluded from research studies or surveys conducted by entities other than a school entity unless prior written consent has been obtained.

   The provisions of this §  4.4 amended under section 2603-B of the Public School Code of 1949 (24 P. S. §  26-2603-B).

   The provisions of this §  4.4 amended February 15, 2008, effective February 16, 2008, 38 Pa.B. 872. Immediately preceding text appears at serial pages (332006), (323733) and (307695).

   This section cited in 22 Pa. Code §  11.7 (relating to religious objections).

ACADEMIC STANDARDS AND PLANNING

§ 4.11. Purpose of public education.

 (a)  This section and § §  4.12 and 4.13 (relating to academic standards; and strategic plans planning) describe the purpose of public education, the academic standards, their relationship with one another and strategic plans.

 (b)  Public education prepares students for adult life by attending to their intellectual and developmental needs and challenging them to achieve at their highest level possible. In conjunction with families and other community institutions, public education prepares students to become self-directed, life-long learners and responsible, involved citizens.

 (c)  Together with parents, families and community institutions, public education provides opportunities for students to:

   (1)  Acquire knowledge and skills.

   (2)  Develop integrity.

   (3)  Process information.

   (4)  Think critically.

   (5)  Work independently.

   (6)  Collaborate with others.

   (7)  Adapt to change.

 (d)  The academic standards describe the knowledge and skills which students will be expected to demonstrate before graduating from a public school.

 (e)  Achievement of high academic standards in public education is dependent upon the quality of instruction in schools and student effort supported by the involvement of family and community.

 (f)  Assessment in public education is designed to determine student attainment of State and local academic standards.

 (g)  Public schools provide instruction throughout the curriculum so that students may develop knowledge and skills in the following areas:

   (1)  Reading, writing, speaking and listening.

   (2)  Mathematics.

   (3)  Science and technology.

   (4)  Environment and ecology.

   (5)  Social studies (civics and government, geography, economics and history).

   (6)  Arts and humanities.

   (7)  Career education and work.

   (8)  Health, safety and physical education.

   (9)  Family and consumer science.

 (h)  Public education provides planned instruction to enable students to attain academic standards under §  4.12. Planned instruction consists of at least the following elements:

   (1)  Objectives of a planned course, instructional unit or interdisciplinary studies to be achieved by all students.

   (2)  Content, including materials and activities, and estimated instructional time to be devoted to achieving the academic standards. Courses, instructional units or interdisciplinary studies of varying lengths of time may be taught.

   (3)  The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards specified under §  4.12 and to those determined in the school district’s (including charter schools) or AVTS’s strategic plan under §  4.13.

   (4)  Procedures for measurement of the objectives of a planned course, instructional unit or interdisciplinary studies.

   The provisions of this §  4.11 amended under the Public School Code of 1949 (24 P. S. 26-2603-B).

 (a)  School entities may develop, expand or improve existing academic standards in the following content areas:

   (1)  Science and technology. Study of the natural world and facts, principles, theories and laws in the areas of biology, chemistry, physics and earth sciences. Technology is the application of science to enable societal development, including food and fiber production, manufacturing, building, transportation and communication. Science and technology share the use of the senses, science processes, inquiry, investigation, analysis and problem solving strategies.

   (2)  Environment and ecology. Understanding the components of ecological systems and their interrelationships with social systems and technologies. These components incorporate the disciplines of resource management, agricultural diversity, government and the impact of human actions on natural systems. This interaction leads to the study of watersheds, threatened and endangered species, pest management and the development of laws and regulations.

   (3)  Social studies.

     (i)   History. Study of the record of human experience including important events; interactions of culture, race and ideas; the nature of prejudice; change and continuity in political systems; effects of technology; importance of global-international perspectives; and the integration of geography, economics and civics studies on major developments in the history of the Commonwealth, the United States and the world.

     (ii)   Geography. Study of relationships among people, places and environments, of geographic tools and methods, characteristics of place, concept of region and physical processes.

     (iii)   Civics and government. Study of United States constitutional democracy, its values and principles, study of the Constitution of the Commonwealth and government including the study of principles, operations and documents of government, the rights and responsibilities of citizenship, how governments work and international relations.

     (iv)   Economics. Study of how individuals and societies choose to use resources to produce, distribute and consume goods and services. Knowledge of how economies work, economic reasoning and basic economic concepts, economic decision making, economic systems, the Commonwealth and the United States economy and international trade.

   (4)  Arts and humanities. Study of dance, theatre, music, visual arts, language and literature including forms of expression, historical and cultural context, critical and aesthetic judgment and production, performance or exhibition of work.

   (5)  Career education and work. Understanding career options in relationship to individual interests, aptitudes and skills including the relationship between changes in society, technology, government and economy and their effect on individuals and careers. Development of knowledge and skill in job-seeking and job-retaining skills and, for students completing vocational-technical programs, the skills to succeed in the occupation for which they are prepared.

   (6)  Health, safety and physical education. Study of concepts and skills which affect personal, family and community health and safety, nutrition, physical fitness, movement concepts and strategies, safety in physical activity settings, and leadership and cooperation in physical activities.

   (7)  Family and consumer science. Understanding the role of consumers as a foundation for managing available resources to provide for personal and family needs and to provide basic knowledge of child health and child care skills.

   (8)  Reading, writing, speaking and listening.

     (i)   Reading. The application of phonemic awareness, phonics and word study, vocabulary, fluency and text comprehension in reading critically across subject areas; the interpretation and analysis of literary expression with analysis of the origins and structures of the English language and learning how to search a variety of texts to conduct research.

     (ii)   Writing. Narrative, informational and persuasive formal writing for an audience, including spelling and editing skills; and informal writing to capture and organize information for individual use.

     (iii)   Speaking and listening. Participation in conversation and formal speaking presentations.

   (9)  Mathematics. The understanding of fundamental ideas and the development of proficient mathematical skills in numbers, computation, measurement, statistics and data analysis, probability and predictions, algebra and functions, geometry, trigonometry and concepts of calculus. Using this content, students will learn to think, reason and communicate mathematically.

 (b)  In designing educational programs, school entities shall provide for the attainment of the academic standards under subsections (a) and (c) and any additional academic standards that they describe in their strategic plans under §  4.13(c) (relating to strategic plans). Attaining the academic standards in this section requires students to demonstrate the acquisition and application of knowledge.

 (c)  School entities shall prepare students to attain academic standards in mathematics, reading, writing, speaking and listening as contained in Appendix A and incorporated here by reference and additional standards as may be adopted by the Board and promulgated as amendments to this chapter.

 (d)  A school entity’s curriculum shall be designed to provide students with planned instruction needed to attain these academic standards.

 (e)  School entities shall apply academic standards for students in all areas described under subsections (a) and (c). The local assessment plan under §  4.52 (relating to local assessment system) must include a description of how the academic standards will be measured and how information from the assessments is used to assist students having difficulty meeting the academic standards.

 (f)  School entities shall assess the attainment of academic standards developed under subsections (a) and (c) and any other academic standards that they develop and describe in their strategic plans under §  4.52(c) for purposes of high school graduation and strategies for assisting students to attain them. Plans for assessment developed by school entities must take into account that academic standards in subsections (a) and (c) may be attained by students in various ways and shall be assessed in various ways. Children with disabilities may attain the academic standards by completion of their individualized education programs under the Individuals with Disabilities Education Act and this part.

 (g)  In planning any revision of the academic standards in subsection (a) content areas, the Secretary will consult with educators, business and community leaders and parents.

 (h)  School entities are responsible under subsections (a), (c) and (g), and §  4.13(c)(5) for assessing individual student attainment of academic standards and for assisting those students having difficulty attaining them. Upon request by a school entity, the Department will provide the requestor with technical assistance in the development of academic standards and assessments that are sufficient to assure that students are making progress toward the attainment of standards required for high school graduation under subsection (f) and those identified in the strategic plan under §  4.13(c)(3).

 (i)  Every 3 years, the Board will review the State academic standards and State assessments under this section to determine if they are appropriate, clear, specific and challenging, and will make revisions as necessary by revising this chapter.

   The provisions of this §  4.12 amended under the Public School Code of 1949 (24 P. S. 26-2603-B).

   The provisions of this §  4.12 amended February 15, 2008, effective February 16, 2008, 38 Pa.B. 872. Immediately preceding text appears at serial pages (252321) to (252322) and (323735).

 (a)  Every school district (including a charter school) shall develop and file with the Department a strategic plan once every 6 years and review that plan for revision at the mid-point according to an implementation schedule developed by the Department. The Department will notify each school district, by letter, of the due date for submission of the school district’s plan to the Department at least 1 calendar year prior to its due date. A school district plan must incorporate appropriate components of the plan submitted under subsection (b) by an AVTS in which the district participates. In the development of a strategic plan, a school district (including a charter school) will, upon request, receive technical assistance from the Department

 (b)  Every AVTS, in conjunction with and with the approval of the majority of its participating school districts, shall develop and file with the Department a strategic plan once every 6 years and review that plan at the mid-point according to an implementation schedule developed by the Department. The Department will notify each AVTS, by letter, of the due date for submission of the AVT’s plan to the Department at least 1 calendar year prior to its due date. The strategic plan must incorporate appropriate components of the strategic plan submitted under subsection (a) by participating districts. In the development of the strategic plan, an AVTS will, upon request, receive technical assistance from the Department.

 (c)  The strategic plan must be based upon an analysis of internal and external needs, leading to the specifications of priorities for action and action plans. The requirement in subsections (a) and (b) to develop plans every 6 years and revisions every 3 years does not limit a school district’s (including charter schools) or AVTS’s ability to conduct a continuous strategic planning process. The plan must include the following components in addition to others the school district (including charter schools) or AVTS determines to include:

   (1)  A mission statement.

   (2)  A listing of the school district’s (including charter schools) or AVTS’s educational and organizational goals as they relate to student achievement and high school graduation requirements.

   (3)  A description of academic standards for student achievement which must be consistent with those under §  4.12 (relating to academic standards).

   (4)  The planned instruction to be offered and the instructional and assessment practices to be used to strive for the academic goals and attain academic standards under paragraph (3) and the high school graduation requirements under §  4.24 (relating to high school graduation requirements).

   (5)  An assessment plan under §  4.52 (relating to local assessment system) to determine the degree to which students are achieving academic standards under paragraph (3) including descriptions of methods and measures used to determine achievement, how information from the assessments shall be used to assist students who have not demonstrated attainment of the academic standards at a proficient level or higher and how information from the assessments shall be made available to the public.

   (6)  A plan for improving students’ achievement, including specific, measurable goals for student growth and plans (including those listed in this section) that are designed to attain students’ achievement goals. Achievement goals must demonstrate a connection to the academic standards under §  4.12 including, but not limited to, annual improvement goals for student scores on State and local assessments.

   (7)  The professional development plan under section 1205.1 of the School Code (24 P. S. §  12-1205.1) and §  49.17 (relating to continuing professional development) and the induction plan under §  49.16 (relating to approval of induction plans).

   (8)  A description of the school district’s (including charter schools) or AVTS’s organization and organizational goals and their relationship to differing student needs within the school district’s (including charter schools) or AVTS’s goals under paragraph (2) and the attainment of academic standards under paragraph (3).

   (9)  A description of the professional personnel, school library, classroom and other resources the school district (including charter schools) or AVTS plans to devote to the attainment of academic standards.

   (10)  A brief description of the process used to develop the strategic plan, including a list of persons involved in its development.

   (11)  A plan for additional instructional opportunities for students not achieving at the proficient level including identification procedures, alternate instructional strategies, monitoring of assessment procedures and opportunities for extended learning time.

   (12)  A description of how the school district will accomplish coordination with community operated infant and toddlers and preschool early intervention programs and the following before or after school programs and services for all grade levels, including prekindergarten, if offered, through grade 12:

     (i)   Child care.

     (ii)   After school programs.

     (iii)   Youth workforce development programs.

     (iv)   Tutoring.

   (13)  A school district that offers prekindergarten shall describe the prekindergarten program and explain how the district will coordinate with agencies that serve preschool age children with disabilities. The plan must address coordination activities designed to identify and serve children with disabilities and the supports and accommodations available to ensure both physical and programmatic access. The plan must address pre-kindergarten programs operated directly by the school district and those operated by community agencies under contract from the school district.

   (14)  A brief description of how the school district will provide for a smooth transition for prekindergarten students, when prekindergarten is offered, from the home setting and any early childhood care or education setting the students attend, to the school setting. This description must include how the district will coordinate with the infants and toddlers and preschool early intervention agencies that serve children with disabilities to ensure a smooth transition for those children to the school district’s prekindergarten program.

 (d)  Strategic plans, the 6-year plan, mid-term review report, annual updates and other revisions to the plan, shall be developed through active participation by parents, students, school directors, teachers, school administrators, other school personnel and business and community representatives. Teacher representatives shall be chosen by teachers and administrative representatives shall be chosen by the administrative personnel; and school director representatives shall be chosen by the board of the school district or AVTS.

 (e)  Prior to its approval by the board of directors, the strategic plan and revisions of it shall be made available for public inspection in the school district’s or AVTS’s offices, on the school district’s or AVTS’s web site and nearest public library until the next regularly scheduled board meeting or a minimum of 28 days whichever comes first. The plan shall be filed with the Department after it is recommended by the school superintendent of record or chief executive officer and is approved by the school district’s or AVTS’s board of directors or charter school’s board of trustees. If the board of directors or trustees alters the proposed strategic plan developed under subsection (d), it shall consult with the committee which developed it to reach the greatest possible consensus prior to its submission and include any minority report which is developed.

 (f)  A locally approved strategic plan shall remain in effect until it is superseded by a locally approved revision or a new strategic plan developed under this section.

   The provisions of this §  4.13 amended under section 2603-B of The Public School Code of 1949 (24 P. S. §  26-2603-B).

   The provisions of this §  4.13 amended December 15, 2006, effective December 16, 2006, 36 Pa.B. 7542; amended February 15, 2008, effective February 16, 2008, 38 Pa.B. 872; amended March 7, 2008, effective February 16, 2008. Immediately preceding text appears at serial pages (332266) to (332269).

   This section is cited in 22 Pa. Code §  4.3 (relating to definitions); 22 Pa. Code §  4.4 (relating to general policies); 22 Pa. Code §  4.11 (relating to purpose of public education); 22 Pa. Code §  4.12 (relating to academic standards); 22 Pa. Code §  4.20 (relating to prekindergarten education); 22 Pa. Code §  4.21 (relating to elementary education: primary and intermediate levels); 22 Pa. Code §  4.22 (relating to middle level education); 22 Pa. Code §  4.23 (relating to high school education); 22 Pa. Code §  4.24 (relating to high school graduation requirements); 22 Pa. Code §  4.31 (relating to vocational-technical education); 22 Pa. Code §  4.33 (relating to advisory committees); 22 Pa. Code §  4.51 (relating to State assessment system); 22 Pa. Code §  4.52 (relating to local assessment system); 22 Pa. Code §  4.61 (relating to school profiles); 22 Pa. Code §  12.41 (relating to student services); and 22 Pa. Code §  14.104 (relating to educational plans).

CURRICULUM AND INSTRUCTION

§ 4.20. Prekindergarten education.

 School districts are not required to offer a prekindergarten program, and parents are not required to enroll their children in those programs if offered. Prekindergarten programs shall be designed so that students complete the program prior to their reaching the school district’s entry age for kindergarten. The program, when offered, must provide a comprehensive program appropriate for the age and varying developmental levels of the students; be based on how young children develop and learn; include instruction to support each child’s development in the areas of approaches to learning—creative expression, language and literacy, math, logic and science, social-personal development and physical development and health—and must be open to children with disabilities.

   (1)  The Secretary will provide academic standards, appropriate for early learning at the prekindergarten level, as guidance for the use of school districts that offer prekindergarten programs.

   (2)  Curriculum and instruction in the prekindergarten program must be standards-based.

   (3)  Prekindergarten programs may be offered to all 3 and 4 year olds or may be targeted to children who are most in need of prekindergarten services who reside in the district. Targeted programs may serve children who are at risk of school failure because of limited English proficiency, community factors, economic disadvantage, but may not exclude or be limited exclusively to children with disabilities. If a program is limited to an attendance area, children with disabilities must live in that attendance area to participate in the program. An attendance area is the geographic area within a school district designated by the school board for the purpose of assigning students to a school.

   (4)  The Secretary will issue guidance to school districts on developmentally appropriate curriculum, instruction and assessments for prekindergarten.

   (5)  Each school district that provides prekindergarten shall design an assessment system that includes prekindergarten and uses a variety of assessment strategies, which may include those listed in §  4.52(d) (relating to local assessment system), as appropriate.

   (6)  Prekindergarten programs must have a student/teacher ratio of no more than 20 students for one teacher and one teacher aide in a classroom (2 adults in a classroom for every 20 students). Programs of high quality ordinarily have a student/teacher ratio of 17 students for one teacher and one teacher aide in a classroom (2 adults for every 17 students). Programs operating under contract with community providers must comply with staffing qualifications as required by §  49.85(c) (relating to limitations).

   (7)  Beginning in the 2009-2010 school year, a teacher aide in a prekindergarten program shall meet one of the following criteria:

     (i)   Completion of a least 2 years of postsecondary study.

     (ii)   Possession of an associate’s degree or higher.

     (iii)   Ability to meet a rigorous standard of quality and demonstration through a formal State or local academic assessment of knowledge in and ability to assist in instructing reading, writing and mathematics. A rigorous standard of quality includes a demonstration of competence in basic literacy skills, including the ability to speak and write standard English and instruction of prekindergarten students in the acquisition of the knowledge, skills and abilities described in the early learning standards issued under paragraph (1).

   (8)  The Secretary may approve a meritorious prekindergarten program that does not meet all regulatory requirements for the program when, in the Secretary’s judgment, the program provides high quality learning opportunities for students and meets the following conditions:

     (i)   The school district has submitted to the Secretary a written request that provides justification for the waiver and includes a description of how the meritorious program will provide high quality learning opportunities for students.

     (ii)   The approval of the meritorious prekindergarten program is valid only for 1 school year.

     (iii)   Requests for renewals include evidence of positive student outcomes.

   (9)  A school district may make individual exceptions to the age of prekindergarten students based upon local policy to permit the enrollment of children under 3 years of age and 5 years of age or older.

   (10)  A school district planning to offer or contract with a community agency to offer a prekindergarten program shall develop an implementation plan that describes the program and its target population. The plan must identify the facilities, staffing needs and other resources that it will use to deliver the program. The school district shall consult with parents, community agencies and organizations, and child care, early intervention and head start representatives when developing the implementation plan. In years subsequent to the initial year of the program, the implementation plan must become part of the strategic plan described in §  4.13 (relating to strategic plans) and included in the mid-term review and annual updates described in §  4.13.

   (11)  School district contracted prekindergarten programs operated by a community provider shall provide a lead teacher for each classroom who meets the following minimum qualifications:

     (i)   An associate’s degree or greater in early childhood education or child development.

     (ii)   For programs operating before December 16, 2006, lead teachers shall possess a bachelor’s degree and early childhood certificate as provided in §  49.85(a) (relating to limitations) on or before December 16, 2011.

     (iii)   For programs contracted after December 16, 2006, lead teachers shall possess a bachelor’s degree and early childhood certificate as provided in §  49.85(a) within 5 years from the date students first attend the prekindergarten program.

   The provisions of this §  4.20 issued under section 2603-B of The Public School Code of 1949 (24 P. S. §  26-2603-B).

 (a)  The primary program shall ordinarily be completed by children who are approximately 8 years of age. School districts shall provide opportunities for individualized rates of learning and social and emotional development that reflect differing rates of development and learning styles of young children.

 (b)  Curriculum and instruction in the primary program must be standards-based and focus on introducing young children to formal education, developing an awareness of the self in relation to others and the environment, and developing skills of communication, thinking and learning. Literacy skills, including phonemic awareness, phonological awareness, fluency, vocabulary and comprehension and developmental writing will begin in prekindergarten and kindergarten, if offered, and developed appropriately for the primary grade level.

 (c)  The intermediate level program shall ordinarily be completed by children who are approximately 11 years of age.

 (d)  Standards-based curriculum and instruction in the intermediate level must enable all students to reach the proficient level on the local assessment system and the Statewide assessment system. Academic standards will guide the focus on learning specific subject matter content.

 (e)  Planned instruction aligned with academic standards in the following areas shall be provided to every student every year in the primary program. Planned instruction may be provided as separate course or other interdisciplinary activity.

   (1)  Language arts, integrating reading, writing, phonics, spelling, listening, speaking, literature and grammar, and information management, including library skills.

   (2)  Mathematics, including problem-solving and computation skills.

   (3)  Science and technology education, involving active learning experiences for students.

   (4)  Environment and ecology education, involving active learning experiences for students.

   (5)  Social studies (civics and government, economics, geography and history).

   (6)  Health, safety and physical education, including instruction in concepts and skills which affect personal, family and community health and safety, nutrition, the prevention of alcohol, chemical and tobacco abuse, knowledge and practice of lifetime physical activities, personal fitness, basic movement skills and concepts, motor skill development, principles and strategies of movement, and safety practices in physical activity settings.

   (7)  The arts, including active learning experiences in art, music, dance and theatre.

 (f)  Planned instruction in the following areas shall be provided to every student every year in the intermediate level program. Planned instruction may be provided as a separate course or as an instructional unit within another course or other interdisciplinary instructional activity:

   (1)  Language arts, integrating reading, writing, spelling, listening, speaking, literature and grammar.

   (2)  Mathematics, including problem-solving and computation skills.

   (3)  Science and technology, including instruction about agriculture and agricultural science.

   (4)  Environment and ecology, including instruction about agriculture and agricultural science.

   (5)  Social studies (civics and government, economics, geography and history).

   (6)  The arts, including art, music, dance and theatre.

   (7)  Understanding and use of library and other information sources.

   (8)  Health, safety and physical education, including instruction in concepts and skills which affect personal, family and community health and safety, nutrition, the prevention of alcohol, chemical and tobacco abuse, knowledge and practice of lifetime physical activities, personal fitness, basic movement skills and concepts, motor skill development, principles and strategies of movement and safety practices in physical activity settings.

 (g)  Planned instruction aligned with academic standards in the following areas shall be provided to every student at least once by the end of elementary school. Planned instruction may be provided as a separate course or as an instructional unit within another course or other interdisciplinary instructional activity. See section 1511 of the School Code (24 P. S. §  15-1511).

   (1)  History of the United States.

   (2)  History of the Commonwealth.

   (3)  Geography.

   (4)  Civics.

 (h)  This section does not preclude the teaching of other planned instruction designed to achieve a school entity’s mission, goals and academic standards.

 (i)  School districts, including charter schools, shall determine the most appropriate way to operate their primary and intermediate level elementary programs to achieve the purposes under subsections (b) and (d) and the mission, goals and academic standards in their strategic plans under §  4.13 (relating to strategic plans).

 (j)  Students who have not achieved proficiency in reading and mathematics during their primary grades (K—3), as determined by the school entity, shall be afforded additional instructional opportunities through a grade-level learning plan developed by the school entity. The plan will assist the student in acquiring the knowledge and skills necessary to achieve at the proficient level. Assessments to measure proficiency shall be described in the local assessment system under §  4.52 (relating to local assessment system).

 (k)  Students who have not achieved proficiency in reading and mathematics by the end of grade 5 as determined on State assessments under §  4.51 (relating to State assessment system) shall be afforded instructional opportunities to develop knowledge and skills necessary to achieve the proficient level.

   The provisions of this §  4.21 amended under the Public School Code of 1949 (24 P. S. 26-2603-B).

   The provisions of this §  4.21 amended February 15, 2008, effective February 16, 2008, 38 Pa.B. 872. Immediately preceding text appears at serial pages (323741) and (252327) to (252328).

 (a)  The middle level planned instruction aligned with academic standards serves children who are approximately 11—14 years of age. School entities may modify the grouping of students based upon student needs identified in their strategic plans under §  4.13 (relating to strategic plans).

 (b)  Curriculum and instruction in the middle level program must be standards-based and focus on mastery of academic subjects, the development of critical and creative thinking, information literacy, good health and encourage active participation in the school and community.

 (c)  Planned instruction aligned with academic standards in the following areas shall be provided to every student in the middle level program. Planned instruction may be provided as a separate course or as an instructional unit within a course or other interdisciplinary instructional activity:

   (1)  Language arts, integrating reading, writing, listening, speaking, literature and grammar.

   (2)  Mathematics, including mathematical reasoning, algebra and problem-solving.

   (3)  Science and technology, which involves active learning experiences and which may include laboratory experiments and instruction in agriculture and agricultural science.

   (4)  Social studies (civics and government, economics, geography and history, including the history and cultures of the United States, the Commonwealth, and the world).

   (5)  Environment and ecology, including social, political and economic aspects of ecology, and instruction in agriculture and agricultural science.

   (6)  Information skills, including access to traditional and electronic information sources, computer use and research.

   (7)  Health, safety and physical education, including instruction in concepts and skills which affect personal, family and community health and safety, nutrition, physical fitness, movement concepts, motor skill development, safety in physical activity settings, and the prevention of alcohol, chemical and tobacco abuse.

   (8)  The arts, including art, music, dance and theatre.

   (9)  Career education, including exposure to various career options and the educational preparation necessary to achieve those options.

   (10)  Technology education, emphasizing practical application of academic skills and problem-solving experiences facilitated by technology.

   (11)  Family and consumer science, including principles of consumer behavior and basic knowledge of child health and child care skills.

 (d)  This section does not preclude the teaching of other planned instruction designed to achieve a school entity’s academic standards.

 (e)  School entities shall determine the most appropriate way to operate their middle level programs to achieve the purposes under subsection (b) and the academic standards in their strategic plans under §  4.13.

   The provisions of this §  4.22 amended under the Public School Code of 1949 (24 P. S. 26-2603-B).

   The provisions of this §  4.22 amended February 15, 2008, effective February 16, 2008, 38 Pa.B. 872. Immediately preceding text appears at serial pages (252328) and (293049).

 (a)  Instruction in the high school program must focus on the development of abilities needed to succeed in work and advanced education through planned instruction.

 (b)  Curriculum and instruction in the high school must be standards-based and provide all students opportunities to develop the skills of analysis, synthesis, evaluation and problem-solving and information literacy.

 (c)  Planned instruction aligned with academic standards in the following areas shall be provided to every student in the high school program. Planned instruction may be provided as a separate course or as an instructional unit within a course or other interdisciplinary instructional activity:

   (1)  Language arts, integrating reading, writing, listening, speaking, literature and grammar.

   (2)  Mathematics, including problem-solving, mathematical reasoning, algebra, geometry and concepts of calculus.

   (3)  Science and technology, including participation in hands-on experiments and at least one laboratory science chosen from life sciences, earth and space sciences, chemical sciences, physical sciences and agricultural sciences.

   (4)  Social studies (civics and government, economics, geography and history, including the history and cultures of the United States, the Commonwealth and the world).

   (5)  Environment and ecology, including scientific, social, political and economic aspects of ecology.

   (6)  The arts, including art, music, dance, theatre and humanities.

   (7)  Use of applications of microcomputers and software, including word processing, database, spreadsheets and telecommunications; and information skills, including access to traditional and electronic information sources, computer use and research.

   (8)  Health, safety and physical education, including instruction in concepts and skills which affect personal, family and community health and safety, nutrition, physical fitness, movement concepts, motor skill development, safety in physical activity settings, and the prevention of alcohol, chemical and tobacco abuse.

   (9)  Family and consumer science, including principles of consumer behavior and basic knowledge of child health, child care and early literacy skill development.

 (d)  The following planned instruction shall be made available to every student in the high school program:

   (1)  Vocational-technical education under § §  4.3 and 4.31—4.35 (relating to definitions; and vocational-technical education).

   (2)  Business education, including courses to assist students in developing business and information technology skills.

   (3)  World languages under §  4.25 (relating to languages).

   (4)  Technology education, incorporating technological problem-solving and the impacts of technology on individuals and society.

 (e)  College-level advanced placement courses may be offered as planned instruction in the high school curriculum.

 (f)  This section does not preclude the teaching of other planned instruction designed to achieve a school district’s, including a charter school’s, academic standards.

 (g)  School districts, including a charter school, shall determine the most appropriate way to operate their high school programs to achieve the purposes under subsection (a) and the academic standards in their strategic plans under §  4.13 (relating to strategic plans).

   The provisions of this §  4.23 amended under the Public School Code of 1949 (24 P. S. 26-2603-B).

   The provisions of this §  4.23 amended February 15, 2008, effective February 16, 2008, 38 Pa.B. 872. Immediately preceding text appears at serial pages (293049) to (293050).

 (a)  Each school district, including a charter school, shall specify requirements for graduation in the strategic plan under §  4.13 (relating to strategic plans). Requirements must include course completion and grades, completion of a culminating project and results of local assessments aligned with the academic standards. Students shall demonstrate proficiency in reading, writing and mathematics on either the State assessments administered in grade 11 or 12 or local assessment aligned with academic standards and State assessments under §  4.52 (relating to local assessment system) at the proficient level or better to graduate. The purpose of the culminating project is to assure that students are able to apply, analyze, synthesize and evaluate information and communicate significant knowledge and understanding.

 (b)  Beginning in the 2002-2003 school year, students who attain a score at the proficient level on any State assessed discipline administered in grade 10, 11 or 12 shall be granted a Pennsylvania Certificate of Proficiency for that discipline. Students with disabilities who meet the required proficiency level on State assessments with appropriate accommodations shall be granted a Pennsylvania Certificate of Proficiency.

 (c)  Beginning in the 2002-2003 school year, students who attain a score at the advanced level of proficiency on any State assessed discipline administered in grade 10, 11 or 12 shall be granted a Pennsylvania Certificate of Distinction for that discipline. Students with disabilities who meet the required proficiency level on State assessments with appropriate accommodations shall be granted a Pennsylvania Certificate of Distinction.

 (d)  Each school district, including a charter school, shall describe in its strategic plan under §  4.13 how its planned instruction is designed to prepare students to meet the requirements of subsection (a).

 (e)  Children with disabilities who satisfactorily complete a special education program developed by an Individualized Education Program team under the Individuals with Disabilities Education Act and this part shall be granted and issued a regular high school diploma by the school district of residence. This subsection applies if the special education program of a child with a disability does not otherwise meet all requirements of this chapter. Children with disabilities who meet the required proficiency level on State assessments shall be granted the appropriate Certificate of Proficiency or Distinction.

 (f)  The Department will develop Pennsylvania Certificates of Proficiency and Distinction for each of the State assessed disciplines. The Department will distribute the certificates to each school district in sufficient quantity for the school district to issue to its students who have earned the Certificates. School districts shall enter student names on the appropriate certificate as described in subsections (b) and (c) and present the certificates to the student.

 (g)  The Department will develop, or cause to be developed, Certificates of Proficiency to acknowledge and recognize those students who attain a level of at least proficient in all State assessed disciplines. The certificates will be distinctive and differentiated from the certificates described in subsection (f). The certificates shall be awarded to students as appropriate in lieu of those prescribed in subsection (b).

 (h)  The Department will develop, or cause to be developed, Certificates of Distinction so as to acknowledge and recognize those students who attain a score at the advanced level of proficiency in all State assessed disciplines. The certificates will be distinctive and differentiated from the certificates described in subsection (f). The certificates shall be awarded to students as appropriate in lieu of those prescribed in subsection (c).

 (i)  Beginning in the 2003-04 school year, PSSA scores in each assessed discipline shall be included on student transcripts and may be released only with the permission of the student and parent or guardian, or the student only if the student is 18 years of age or older.

 (j)  This section does not allow for the release of individual student PSSA scores to the Department or other Commonwealth entities in accordance with §  4.51(c) (relating to State assessment system).

   The provisions of this §  4.24 amended under section 32 of the act of June 29, 2002 (P. L. 524, No. 88).

   The provisions of this §  4.24 amended October 25, 2002, effective October 26, 2002, 32 Pa.B. 5266; amended February 15, 2008, effective February 16, 2008, 38 Pa.B. 872. Immediately preceding text appears at serial pages (293050) and (304973) to (304974).

   IEP Compliance

   Court determined that hearing officer, when reaching the conclusion that the student had completed the graduation requirements, failed to consider whether the requirements of the student’s individualized education program (IEP) were fulfilled, as required by §  4.24(e). Because school district did not fulfill IEP obligation, it was required to pay tuition and fees for a transitional program after high school for one year, which the court found fulfilled the graduation requirements of §  4.24(e), Susquehanna Township School District v. Frances J., 823 A.2d 249, 255-56 (Pa.Cmwlth. 2003).

 (a)  World language programs must prepare students to be proficient in meeting the World Language Standards issued by the Department and available on its web site. Every school district shall provide planned instruction in at least two languages in addition to English, at least one of which shall be a modern language, and at least one of which shall be offered in a minimum 4-year sequence in the secondary program (middle level and high school).

 (b)  World language planned instruction under subsection (a) may be offered beginning at any grade level, including the elementary grades.

 (c)  World Language Standards issued by the Department will address the ability of students to communicate in a language other than English, including the ability to understand and interpret written and spoken language on a variety of topics and to develop knowledge and understanding of other cultures.

 (d)  As used in this section, the term ‘‘world language’’ means the study of the language, cultures, traditions and histories of different communities of people who communicate in languages other than English. American sign language is a world language.

   The provisions of this §  4.25 amended under the Public School Code of 1949 (24 P. S. 26-2603-B).

   The provisions of this §  4.25 amended February 15, 2008, effective February 16, 2008, 38 Pa.B. 872. Immediately preceding text appears at serial page (304974).

 (a)  Physical education shall be taught as required under § §  4.21(e)(5) and (f)(8), 4.22(c)(7) and 4.23(c)(9) (relating to elementary education: primary and intermediate levels; middle level education; and high school education).

 (b)  The physical education program must be adapted for students who are medically unable to participate in the regular physical education program.

 (c)  The physical education program shall provide coeducational instruction, except that separation by sex may be permitted in courses involving contact sports. Separation by sex may not be used to exclude students of either sex from participating in any physical education instruction.

 (d)  In addition to physical education instruction under subsections (a)—(c), students of both sexes shall have equal access in interscholastic and intramural athletic programs to all of the following:

   (1)  School facilities.

   (2)  Coaching and instruction.

   (3)  Scheduling of practice time and games.

   (4)  Number of activities at each level of competition.

   (5)  Equipment, supplies and services.

   (6)  Funding appropriate to the sport.

 (e)  School districts may sponsor coeducational teams in interscholastic and intramural sports programs.

 (f)  Interscholastic and intramural teams playing contact sports may be separated by sex, but this subsection may not be used to exclude students of either sex from participating in a sport.

   The provisions of this §  4.27 amended under the Public School Code of 1949 (24 P. S. 26-2603-B).

 (a)  Under the Individuals with Disabilities Education Act and this part, children with disabilities shall be provided an education which enables them to be involved in and progress in the general curriculum under this chapter.

 (b)  Students who are gifted as defined in this part shall be provided an education that enables them to participate in acceleration or enrichment, or both, as appropriate.

 (c)  The educational program provided to children with disabilities shall be in accordance with their Individualized Education Programs under the Individuals with Disabilities Education Act and this part, even if the Individualized Education Program does not otherwise meet all requirements of this chapter.

 (a)  Instruction regarding prevention of human immunodeficiency virus (HIV) infection/acquired immunodeficiency syndrome (AIDS) and other life-threatening and communicable diseases shall be given for primary, intermediate, middle school and high school education and shall follow the requirements of subsections (b) and (c).

 (b)  Educational materials and instruction shall be determined by the local school district and be appropriate to the age group being taught. The program of instruction must include information about the nature of the diseases, treatments and cures, methods of transmission and how infection can be prevented. The school district may omit instruction in the elementary grades on transmission of disease through sexual activity. Programs discussing transmission through sexual activity must stress that abstinence from sexual activity is the only completely reliable means of preventing sexual transmission. Programs must stress that avoidance of illegal drug use is the only completely reliable means of preventing transmission of disease through shared drug paraphernalia.

 (c)  A school entity shall excuse a pupil from HIV/AIDS instruction when the instruction conflicts with the religious beliefs or principles of the pupil or parent or guardian of the pupil and when excusal is requested in writing. Prior to the commencement of instruction, a school district shall publicize that detailed curriculum outlines and curricular materials used in conjunction with the instruction are available to parents and guardians during normal school hours or at teacher-parent conferences. Curricular materials, if practical, shall be made available by the school entity for home instructional use by a parent or guardian if the student has been excused from the school entity’s HIV/AIDS instruction.

   The provisions of this §  4.29 amended under the Public School Code of 1949 (24 P. S. 26-2603-B).

   The provisions of this §  4.29 amended February 15, 2008, effective February 16, 2008, 38 Pa.B. 872. Immediately preceding text appears at serial page (252333).

VOCATIONAL-TECHNICAL EDUCATION

§ 4.31. Vocational-technical education.

 (a)  Vocational-technical education courses shall be developed in the planned instruction format and be accessible to all high school students attending those grades in which vocational-technical education courses are offered. All students and their parents or guardians shall be informed of the students’ rights to participate in vocational-technical education programs and courses and that students with disabilities enrolled in the programs are entitled to services under Chapter 14 (relating to special education services and programs). Students who complete approved vocational-technical education programs shall have their occupational competency assessed by completion of the appropriate assessment under the Pennsylvania Skills Certificate Program or by completion of another occupational competency assessment approved by the Department. A student with a disability shall be provided appropriate accommodations when provided for in the student’s individualized education program. Students shall also demonstrate proficiency in meeting academic standards as required under §  4.24(a) (relating to high school graduation requirements), including §  4.12(f) (relating to academic standards) and §  4.24(e) for students with disabilities with an individualized education program.

 (b)  Vocational-technical education courses may be taught at AVTSs or other high schools.

 (c)  Vocational-technical education programs must consist of a series of planned academic and vocational-technical education courses that are articulated with one another so that knowledge and skills are taught in a systematic manner. When appropriate, vocational-technical education programs must adopt, in program areas for which they are available, industry recognized skills standards and may also include cooperative vocational-technical education and participation in vocational student organizations to develop leadership skills.

 (d)  Vocational-technical education courses must include content based upon occupational analysis, clearly stated performance objectives deemed critical to successful employment and assessment of student competencies based upon performance standards. In listing planned instruction in its strategic plan under §  4.13 (relating to strategic plans), a school district or AVTS shall indicate which courses meet the requirements of this section.

 (e)  The record of a student enrolled in a vocational-technical education program must include the student’s educational and occupational objectives and the results of the assessment of student competencies under subsection (d).

 (f)  Safety education, consisting of safety practices, accident prevention, occupational health habits and environmental concerns shall be integrated into the instruction and practices in vocational-technical education programs.

 (g)  School districts and AVTSs administering vocational-technical education programs shall develop written policies regarding admissions. Course announcements, guidance materials and other communications must convey the philosophy of equal access to students considering enrolling in AVTSs and include a description of admissions policies. The policies must assure that when admissions to AVTSs must be limited, the admissions shall be on a nondiscriminatory basis.

   The provisions of this §  4.31 amended under the Public School Code of 1949 (24 P. S. 26-2603-B).

   The provisions of this §  4.31 amended February 15, 2008, effective February 16, 2008, 38 Pa.B. 872. Immediately preceding text appears at serial pages (252333) to (252334).

 (a)  The Secretary is responsible for the promulgation of standards appropriate for implementing §  4.31 (relating to vocational-technical education). Present standards, to the extent that they are inconsistent, are superseded by this chapter.

 (b)  The Secretary will report annually to the Board on the status of vocational-technical education programs, including tech-prep and apprenticeship programs. Reports will include numbers and types of programs, numbers of students, post-program status of students, Statewide competency standards and assessment information.

 (a)  A school district or AVTS administering or planning to administer vocational-technical education programs shall appoint a local advisory committee. Membership on the committee shall consist of business and industry representatives, public sector employers, agriculture, labor organizations, community organizations, postsecondary education institutions and the general public. The appointed advisory committee shall meet at least once each year and give advice to the board and the administration concerning the program of the school, including its general philosophy, academic and other standards, strategic plans, course offerings, support services, safety requirements and the skill needs of employers. An advisory committee may serve multiple institutions where employment areas overlap.

 (b)  An administrative committee, composed of chief school administrators representing participating school districts, shall be included in the organization of each AVTS. The committee shall play an integral part in the development of the AVTS strategic plan under §  4.13 (relating to strategic plans) and advise the AVTS board and the administration concerning the educational program and policies of the school.

 (c)  An occupational advisory committee shall be established for each vocational-technical education program or cluster of related programs offered by a school district or AVTS. The committee shall be appointed by the board of directors, and a majority of the members of the committee shall be employees and employers in the occupation for which training is provided. The committee shall meet at least twice each year to advise the board, administration and staff on curriculum, equipment, instructional materials, safety requirement, program evaluation and other related matters and to verify that the programs meet industry standards and, if appropriate, licensing board criteria and that they prepare students with occupation related competencies.

   The provisions of this §  4.33 amended under the Public School Code of 1949 (24 P. S. 26-2603-B).

   The provisions of this §  4.33 amended February 15, 2008, effective February 16, 2008, 38 Pa.B. 872. Immediately preceding text appears at serial page (323743).

 (a)  A satellite vocational-technical education program may be operated by an AVTS board in conformity with a memorandum of understanding adopted with the participating school district’s board of school directors.

 (b)  Certified guidance personnel in each secondary school and AVTS shall be assigned responsibility to provide pupils with vocational-technical guidance services.

 (c)  Equipment will be deemed appropriate if it is compatible, insofar as practical, to that used in occupations or households for which vocational-technical education is provided.

 (a)  AVTS attendance areas shall conform to the plan of the State Board for Vocational Education. Boards of school directors may petition the State Board for Vocational Education for attendance area assignment or reassignment.

 (b)  The following provisions apply to the establishment of AVTSs:

   (1)  Where more than one district constitutes an attendance area, the appropriate intermediate unit may, and upon the request of any school district shall, call for an election by the boards of school directors within the attendance area to determine if an AVTS shall be established.

   (2)  A school district within the attendance area may elect to participate in the establishment of the AVTS.

   (3)  Where a single school district constitutes an attendance area, the board of school directors of that district may establish and operate AVTSs and be considered an AVTS board.

 (c)  The following provisions apply to articles of agreement for the establishment and operation of AVTSs:

   (1)  The boards of school directors of the school districts electing to participate in the AVTS shall enter into a written agreement setting forth rights and obligations of the participating school districts.

   (2)  No change will be made in the articles of agreement under paragraph (1) without the consent of each participating school district by the affirmative vote of each board of school directors.

   (3)  No school district may withdraw from the articles of agreement under paragraph (1) without the consent of each participating school district.

   This section cited in 22 Pa. Code §  4.23 (relating to high school education).

SCHEDULING AND LEARNING OPTIONS

§ 4.41. Scheduling.

 (a)  Kindergarten programs shall provide each kindergarten student with at least 2 1/2 hours of instruction each day for the full school term unless the school district, including charter schools, obtains prior Department approval for an alternative kindergarten program.

 (b)  A school district, including charter schools, shall obtain approval of the Department prior to scheduling 1/2-day sessions other than in kindergarten under subsection (a). A school district is not required to obtain approval of the Department prior to scheduling 1/2 day sessions for prekindergarten under subsection (e).

 (c)  A school district shall obtain approval of the Department prior to establishing a new school or changing school organization.

 (d)  Planned instruction offered in summer school may be designed as credit or noncredit offerings.

 (e)  School districts with prekindergarten programs shall provide prekindergarten students with at least 2 1/2 hours of instruction each day for the full school term unless the school district obtains prior Department approval for an alternative prekindergarten program.

   The provisions of this §  4.41 amended under section 2603-B of The Public School Code of 1949 (24 P. S. §  26-2603-B).

 This chapter does not require educational programs to be organized in traditional grades according to students’ chronological ages or academic achievement levels.

ASSESSMENT

§ 4.51. State assessment system.

 (a)  The State assessment system shall be designed to serve the following purposes:

   (1)  Provide students, parents, educators and citizens with an understanding of student and school performance consistent with the No Child Left Behind Act of 2001 the act of January 8, 2002 (Pub. L. No. 107-110, 115 Stat. 1425).

   (2)  Determine the degree to which school programs enable students to attain proficiency of academic standards under §  4.12 (relating to academic standards).

   (3)  Provide results to school entities for consideration in the development of strategic plans under §  4.13 (relating to strategic plans).

   (4)  Provide information to State policymakers including the General Assembly and the Board on how effective schools are in promoting and demonstrating student proficiency of academic standards.

   (5)  Provide information to the general public on school performance.

   (6)  Provide results to school entities based upon the aggregate performance of all students, for students with an Individualized Education Program (IEP) and for those without an IEP.

 (b)  State assessment instruments administered in reading, writing and mathematics in grades 5, 8 and 11 will be standards-based and criterion referenced and include essay or open-ended response items in addition to other item formats. The proportion of type of items will vary by grade level. Neither State assessments nor academic standards under §  4.12 may require students to hold or express particular attitudes, values or beliefs. The Department will make samples of assessment questions, instrument formats, and scoring guides available to the public after each administration of State assessments. The criteria for judging performance on State assessments are as follows:

   (1)  Performance on State reading assessments shall be demonstrated by students’ responses to comprehension questions about age-appropriate reading passages and by their written responses to in-depth comprehension questions about the passages.

   (2)  Performance on State mathematics assessments shall be demonstrated by students’ responses to questions about grade-appropriate content and by the quality of their responses to questions that require a written solution to a problem.

   (3)  Performance on State writing assessments shall be demonstrated by the quality of students’ written compositions on a variety of topics and modes of writing.

   (4)  Levels of proficiency shall be advanced, proficient, basic and below basic. In consultation with educators, students, parents and citizens, the Department will develop and recommend to the Board for its approval specific criteria for advanced, proficient, basic and below basic levels of performance.

 (c)  The Department will develop or cause to be developed State assessments based on academic standards in mathematics, reading and writing under §  4.12 and contained in Appendix A. In developing assessments, the Department will consult with educators, students, parents and citizens regarding the specific methods of assessment. To ensure that information regarding student performance is available to parents and teachers, State assessments developed under this section shall include student names. Individual test results shall be used in planning instruction only by parents, teachers, administrators and guidance counselors with a need to know based upon local board policy on testing and in reporting academic progress. The Department or other Commonwealth entities are prohibited from collecting individual student test scores, and may only collect aggregate test scores by school and district.

 (d)  The State assessments shall be administered annually and include assessments of the State academic standards in mathematics and reading at grades 3—8 and 11; in writing at grades 5, 8 and 11; and in science at grades 4, 8 and 11.

 (e)  Students not achieving at the proficient level in the administration of State assessments in grade 11 shall be provided one additional opportunity in grade 12 to demonstrate a proficient level on State assessments.

 (f)  The Board will authorize the expansion of the State assessment system through a revision of this chapter.

 (g)  The Department will implement provisions for security of the State assessment system, including the following provisions:

   (1)  Action by a professional employee or commissioned officer that is willfully designed to divulge test questions, falsify student scores or in some other fashion compromise the integrity of the State assessment system as determined by the school entity shall be subject to disciplinary action under the Professional Educator Discipline Act (24 P. S. § §  2070.1a—2070.18a).

   (2)  Cheating by students or employees other than those covered in paragraph (1) shall be subject to disciplinary action by the school district.

   (3)  Cheating or breaches of assessment security shall be reported to the Secretary as soon as detected.

 (h)  The Secretary has the authority to establish guidelines for the administration of the State assessment system.

 (i)  The Secretary will report each September to the Board and the General Assembly information and pertinent data relating to the State assessment system. The Secretary will also provide each school entity information and pertinent data for the school entity and its students.

 (j)  Children with disabilities and children with limited English proficiency shall be included in the State assessment system as required by Federal law, with appropriate accommodations, when necessary. As appropriate, the Commonwealth will develop guidelines for the participation of children with disabilities in alternate assessments for those children who cannot participate in the State assessment as determined by each child’s Individualized Education Program team under the Individuals with Disabilities Education Act and this part.

   The provisions of this §  4.51 amended under the Public School Code of 1949 (24 P. S. 26-2603-B).

   The provisions of this §  4.51 amended February 15, 2008, effective February 16, 2008, 38 Pa.B. 872. Immediately preceding text appears at serial pages (323745) to (323747).

 (a)  Each school entity shall design an assessment system to do the following:

   (1)  Determine the degree to which students are achieving academic standards under § §  4.12 and 4.13(c)(3) (relating to academic standards; and strategic plans). The school entity shall provide assistance to students not attaining academic standards at the proficient level or better and the assistance to be provided shall be indicated in the strategic plan under §  4.13.

   (2)  Use assessment results to improve curriculum and instructional practices, to guide instructional strategies and to develop future strategic plans under §  4.13.

   (3)  Provide information requested by the Department regarding the achievement of academic standards, which does not include student names, identification numbers or individually identifiable information.

   (4)  Provide summary information including results of assessments under this section to the general public regarding the achievement of students, which does not include student names, identification numbers or individually identifiable information.

 (b)  The local assessment system shall be implemented no later than 1 year after its strategic plan or revision is approved by the board of school directors under §  4.13.

 (c)  The local assessment system shall be described in the school entity’s strategic plan under §  4.13(c)(5).

 (d)  The local assessment system shall be described in the district’s (including a charter school’s) or AVTS’s strategic plan under §  4.13(c)(5), including industry certifications earned by vocational-technical students, Pennsylvania skill certificates earned by vocational technical education students, and projects completed by vocational-technical education students which demonstrate their occupational competency.

 (e)  The local assessment system shall be designed to include a variety of assessment strategies which may include the following:

   (1)  Written work by students.

   (2)  Scientific experiments conducted by students.

   (3)  Works of art or musical, theatrical or dance performances by students.

   (4)  Other demonstrations, performances, products or projects by students related to specific academic standards.

   (5)  Examinations developed by teachers to assess specific academic standards.

   (6)  Nationally-available achievement tests.

   (7)  Diagnostic assessments.

   (8)  Evaluations of portfolios of student work related to achievement of academic standards.

   (9)  Other measures as appropriate, which may include standardized tests.

 (f)  Individual test information shall be maintained in a student’s educational record in a manner consistent with section 438 of the Family Educational Rights and Privacy Act of 1974 (20 U.S.C.A §  1232g) and 34 CFR Part 99 (relating to family educational rights and privacy).

 (g)  Children with disabilities shall be included in the local assessment system, with appropriate accommodations, when necessary. As appropriate, the school district, including charter schools, or AVTS shall develop guidelines for the participation of children with disabilities in alternate assessments for those children who cannot participate in the local assessment as determined by each child’s Individualized Education Program team under the Individuals with Disabilities Education Act and this part.

   The provisions of this §  4.52 amended under the Public School Code of 1949 (24 P. S. 26-2603-B).

   The provisions of this §  4.52 amended February 15, 2008, effective February 16, 2008, 38 Pa.B. 872. Immediately preceding text appears at serial pages (323747) to (323748).

   This section cited in 22 Pa. Code §  4.12 (relating to academic standards); 22 Pa. Code §  4.13 (relating to strategic plans); 22 Pa. Code §  4.20 (relating to prekindergarten education); 22 Pa. Code §  4.21 (relating to elementary education: primary and intermediate levels); 22 Pa. Code §  4.24 (relating to high school graduation requirements); and 22 Pa. Code §  14.105 (relating to personnel).

SCHOOL PROFILES

§ 4.61. School profiles.

 (a)  School profiles developed by the Secretary will include information as required under section 220 of the School Code (24 P. S. §  2-220).

 (b)  In compiling school profiles under this chapter, the Department will provide school entities interpretive information to assist in using the profiles for strategic planning under §  4.13 (relating to strategic plans).

 (c)  The Secretary will prescribe procedures for reporting State assessment data to schools and communities.

 (d)  The Secretary will make available to the public, and report to the public with the same frequency and in the same detail as for children who are nondisabled, all data as required under the Individuals with Disabilities Education Act.

   The provisions of this §  4.61 amended under the Public School Code of 1949 (24 P. S. 26-2603-B).

   The provisions of this §  4.61 amended February 15, 2008, effective February 16, 2008, 38 Pa.B. 872. Immediately preceding text appears at serial pages (323748) and (252341).

PROVISIONS RELATING TO OTHER THAN PUBLIC SCHOOLS

§ 4.71. Certification by principal of nonpublic nonlicensed school.

 The requirements for a Commonwealth secondary school diploma are as follows:

   (1)  The Commonwealth secondary school diploma may be issued to an applicant who is a resident of this Commonwealth and does not possess a secondary school diploma upon presentation of evidence of full matriculation and the satisfactory completion of a minimum of 1 full year or 30 semester hours of study at an accredited institution of postsecondary education.

   (2)  In addition to the provisions of paragraph (1), the Commonwealth secondary school diploma may be issued to an applicant who is a resident of this Commonwealth, does not possess a secondary school diploma and is not enrolled in a public, licensed private, registered accredited or licensed nonpublic secondary school upon earning a passing score as determined by the Department on the high school level tests of General Educational Development (GED). A person 18 years of age or older may qualify for GED testing upon request. A person between 16 and 18 years of age may qualify for GED testing upon the issuance of a court order or at the written request of one of the following:

     (i)   An employer who requires a high school equivalency credential for job opportunities.

     (ii)   An official of an accredited institution of postsecondary education which accepts applicants on the basis of GED test scores.

     (iii)   A recruiting officer of a branch of the armed forces that requires a high school equivalency credential for entry of new recruits.

     (iv)   The director of a State institution on behalf of residents, patients or inmates.

   (3)  The Department will not ordinarily issue a diploma until after the high school class of which the applicant was a member has been graduated. This restriction may be waived by the Department upon the recommendation of the school district for persons between 16 and 18 years of age who meet the higher education or GED requirements for the secondary school diploma.

 (a)  A foreign student without educational credentials may earn the Commonwealth secondary school diploma by meeting the requirements under §  4.72 (relating to credentials other than the high school diploma).

 (b)  A graduate of a secondary school in another state which is not on an approved list of secondary schools may earn an appropriate credential by passing an examination administered by the education agency of that state or by its designee or by meeting the requirements for the Commonwealth secondary school diploma under §  4.72.

 (c)  Credit granted by a public school in this Commonwealth shall be accepted by all public schools and institutions in this Commonwealth upon the transfer of a student.

ENFORCEMENT AND IMPLEMENTATION

§ 4.81. Allegations of deficiencies.

 (a)  The Secretary will receive and investigate allegations of curriculum deficiencies from professional employees, commissioned officers, parents of students or other residents of a school entity.

 (b)  The Secretary will notify the school entity’s superintendent or chief executive of allegations and may require the superintendent or chief executive to submit one or more of the following:

   (1)  Relevant descriptions of planned instruction.

   (2)  A series of written articulated courses of instructional units.

   (3)  Relevant student assessment information.

   (4)  Information on staff assignments.

   (5)  Other information pertinent to investigating a specific allegation.

 (c)  If the Secretary determines that a curriculum deficiency exists, the school entity shall be required to submit to the Secretary for approval a plan to correct the deficiency.

 (d)  Within 1 year of the implementation of a corrective action plan under subsection (c), the Secretary will review the actions taken to correct the deficiency. If the deficiency remains uncorrected, the Secretary will send a formal notice of deficiency to the governing board of the school entity, and the notice shall be announced at the meeting of the school entity’s governing board immediately following its receipt.

 (e)  If the school entity does not take appropriate actions to correct the deficiency after the notice of deficiency is announced, the Secretary will take action under State law.

   The provisions of this §  4.81 amended under the Public School Code of 1949 (24 P. S. 26-2603-B).

   The provisions of this §  4.81 amended February 15, 2008, effective February 16, 2008, 38 Pa.B. 872. Immediately preceding text appears at serial page (286559).

   Inapplicable Offense

 (a)  The Secretary may grant exceptions to specific provisions of this chapter when it is necessary to adapt them to the curriculum needs of individual school entities or to facilitate transition to the revised provisions of this chapter. Specific exception may be made for school entities that develop or implement academic standards that are comparable to or exceed those found in §  4.12 (relating to academic standards). Exceptions may be granted under the following conditions:

   (1)  The request for an exception must be in writing and include relevant information supporting the need for the exception.

   (2)  The exception will be valid for a limited term not to exceed 2 years.

   (3)  The request shall be made prior to initiating the action requiring approval and shall have the prior approval of the board of school directors.

 (b)  The Secretary will report annually to the Board on the nature and status of requests for exceptions under this section.

   The provisions of this §  4.82 amended under the Public School Code of 1949 (24 P. S. 26-2603-B).

   The provisions of this §  4.83 reserved February 15, 2008, effective February 16, 2008, 38 Pa.B. 872. Immediately preceding text appears at serial page (286560).

APPENDIX A

I. TABLE OF CONTENTS

 Introduction … II.

 THE ACADEMIC STANDARDS

II. INTRODUCTION

 This document includes Reading, Writing, Speaking and Listening Standards:

 • 1.1. Learning to Read Independently

 • 1.2. Reading Critically in All Content Areas

 • 1.3. Reading, Analyzing and Interpreting Literature

 • 1.4. Types of Writing

 • 1.5. Quality of Writing

 • 1.6. Speaking and Listening

 • 1.7. Characteristics and Function of the English Language

 • 1.8. Research

 The Reading, Writing, Speaking and Listening Standards describe what students should know and be able to do with the English Language at four grade levels (third, fifth, eighth and eleventh). The standards provide the targets for instruction and student learning essential for success in all academic areas, not just language arts classrooms. Although the standards are not a curriculum or a prescribed series of activities, school entities will use them to develop a local school curriculum that will meet local students’ needs.

 The language arts—Reading, Writing, Speaking and Listening—are unique because they are processes that students use to learn and make sense of their world. Students do not read “reading”; they read about history, science, mathematics and other content areas as well as about topics for their interest and entertainment. Similarly, students do not write “writing”; they use written words to express their knowledge and ideas and to inform or entertain others.

 Because of the unique nature of the language arts, all teachers in a school will use the Reading, Writing, Speaking and Listening Standards. The standards define the skills and strategies employed by effective readers and writers; therefore, all teachers will assist their students in learning them through multiple classroom situations in all the subject areas.

 The Reading, Writing, Speaking and Listening standards also provide parents and community members with information about what students should know and be able to do as they progress through the educational program and at graduation. With a clearly defined target provided by the standards, parents, students, educators and community members become partners in learning success.

 A glossary is included to assist the reader in understanding terminology contained in the standards.

III. GLOSSARY

Alliteration:	The repetition of initial consonant sounds in neighboring words.
Allusion:	An implied or indirect reference in literature to a familiar person, place or event.
Analysis:	The process or result of identifying the parts of a whole and their relationships to one another.
Antonym:	A word that is the opposite of another word.
Characterization:	The method an author uses to reveal characters and their various personalities.
Compare:	Place together characters, situations or ideas to show common or differing features in literary selections.
Context clues:	Information from the reading that identifies a word or group of words.
Conventions of  Language:	Mechanics, usage and sentence completeness.
Evaluate:	Examine and judge carefully.
Figurative  language:	Language that cannot be taken literally since it was written to create a special effect or feeling.
Fluency:	The clear, easy, written or spoken expression of ideas. Freedom from word-identification problems which might hinder comprehension in silent reading or the expression of ideas in oral reading.
Focus:	The center of interest or attention.
Genre:	A category used to classify literary works, usually by form, technique or content (e.g., prose, poetry).
Graphic organizer:	A diagram or pictorial device that shows relationships.
Homophone:	One of two or more words pronounced alike, but different in spelling or meaning (e.g., hair/hare, scale (fish)/scale (musical)).
Hyperbole:	An exaggeration or overstatement (e.g., I was so embarrassed I could have died.).
Idiomatic  language:	An expression peculiar to itself grammatically or that cannot be understood if taken literally (e.g., Let’s get on the ball.).
Irony:	The use of a word or phrase to mean the exact opposite of its literal or usual meaning; incongruity between the actual result of a sequence of events and the expected result.
Literary conflict:	The struggle that grows out of the interplay of the two opposing forces in a plot.
Literary elements:	The essential techniques used in literature (e.g., characterization, setting, plot, theme).
Literary devices:	Tools used by the author to enliven and provide voice to the writing (e.g., dialogue, alliteration).
Literary  structures:	The author’s method of organizing text, (e.g., foreshadowing and flashbacks).
Metaphor:	The comparison of two unlike things in which no words of comparison (like or as) are used (e.g., That new kid in class is really a squirrel.).
Meter:	The repetition of stressed and unstressed syllables in a line of poetry.
Narrative:	A story, actual or fictional, expressed orally or in writing.
Paraphrase:	Restate text or passage in other words, often to clarify meaning or show understanding.
Pattern book:	A book with a predictable plot structure and often written with predictable text; also known as predictable book.
Personification:	An object or abstract idea given human qualities or human form (e.g., Flowers danced about the lawn.).
Phonics:	The relationship between letters and sounds fundamental in beginning reading.
Point of view:	The way in which an author reveals characters, events and ideas in telling a story; the vantage point from which the story is told.
Public document:	A document that focuses on civic issues or matters of public policy at the community level and beyond.
Reading critically:	Reading in which a questioning attitude, logical analysis and inference are used to judge the worth of text; evaluating relevancy and adequacy of what is read; the judgment of validity or worth of what is read, based on sound criteria.
Reading rate:	The speed at which a person reads, usually silently.
Research:	A systematic inquiry into a subject or problem in order to discover, verify or revise relevant facts or principles having to do with that subject or problem.
Satire:	A literary tone used to ridicule or make fun of human vice or weakness.
Self-monitor:	Know when what one is reading or writing is not making sense; adjust strategies for comprehension.
Semantics:	The study of meaning in language.
Simile:	A comparison of two unlike things in which a word of comparison (like or as) is used (e.g., She eats like a bird.).
Sources:
Primary:	Text and/or artifacts that tell or show a first-hand account of an event; original works used when researching.
Secondary:	Text and/or artifacts used when researching that are derived from something original.
Subject area:	An organized body of knowledge; a discipline; a content area.
Style:	How an author writes; an author’s use of language, its effects and appropriateness to the author’s intent and theme.
Synonym:	One of two or more words in a language that have highly similar meanings (e.g., sorrow, grief, sadness).
Syntax:	The pattern or structure of word order in sentences, clauses and phrases.
Theme:	A topic of discussion or writing; a major idea broad enough to cover the entire scope of a literary work.
Thesis:	The basic argument advanced by a speaker or writer who then attempts to prove it; the subject or major argument of a speech or composition.
Tone:	The attitude of the author toward the audience and characters (e.g., serious or humorous).
Voice:	The fluency, rhythm and liveliness in writing that makes it unique to the writer.

Academic Standards for Mathematics

IV. TABLE OF CONTENTS

   Introduction … V.

 THE ACADEMIC STANDARDS

V. INTRODUCTION

   This document includes Mathematics Standards:

 • 2.1.  Numbers, Number Systems and Number Relationships

 • 2.2.  Computation and Estimation

 • 2.3.  Measurement and Estimation

 • 2.4.  Mathematical Reasoning and Connections

 • 2.5.  Mathematical Problem Solving and Communication

 • 2.6.  Statistics and Data Analysis

 • 2.7.  Probability and Predictions

 • 2.8.  Algebra and Functions

 • 2.9.  Geometry

 • 2.10.  Trigonometry

 • 2.11.  Concepts of Calculus

 The Mathematics Standards describe what students should know and be able to do at four grade levels (third, fifth, eighth and eleventh). They reflect the increasing complexity and sophistication that students are expected to achieve as they progress through school.

 This document avoids repetition of learned skills, making an obvious progression across grade levels less explicit. Teachers shall expect that students know and can apply the concepts and skills expressed at the preceding level. Consequently, previous learning is reinforced but not retaught.

 Students who achieve these mathematical standards will be able to communicate mathematically. Although it is an interesting and enjoyable study for its own sake, mathematics is most appropriately used as a tool to help organize and understand information from other academic disciplines. Because our capacity to deal with all things mathematical is changing rapidly, students must be able to bring the most modern and effective technology to bear on their learning of mathematical concepts and skills.

 A glossary is included to assist the reader in understanding terminology contained in the standards.

VI. GLOSSARY

Combination:	A subset of the elements in a given set, without regard to the order in which those elements are arranged.
Composite number:	Any positive integer exactly divisible by one or more positive integers other than itself and 1.
Congruent:	Having the same shape and the same size.
Conjecture:	A statement believed to be true but not proved.
Coordinate system:	A method of locating points in the plane or in space by means of numbers. A point in the plane is located by its distances from both a horizontal and a vertical line called the axes. The horizontal line is called the x-axis. The vertical line is called the y-axis. The pairs of numbers are called ordered pairs. The first number, called the x-coordinate, designates the distance along the horizontal axis. The second number, called the y-coordinate, designates the distance along the vertical axis. The point at which the two axes intersect has the coordinates (0,0) and is called the origin.
Correlation:	A measure of the mutual relationship between two variables.
Customary system:	A system of weights and measures frequently used in the United States. The basic unit of weight is the pound; the basic unit of capacity is the quart.
Deductive reasoning:	The process of reasoning from statements accepted as true to reach a conclusion.
Direct variation:	Two variables are so related that their ratio remains constant.
Domain:	The set of all possible values for the unknown in an open sentence.
Equation:	A statement of equality between two mathematical expressions (e.g., X + 5 = Y - 2).
Equivalent forms:	Different forms of numbers that name the same number (e.g., fraction, decimal, percent as 1/2, .5, 50%).
Expanded notation:	Involves writing the number in expanded form to show the value of each digit (e.g., 15,629 = 10,000 + 5,000 + 600 + 20 + 9).
Exponential function:	A function whose general equation is y = a x bx or y = a x bkx, where a, b and k stand for constants.
Exponent:	A numeral used to tell how many times a number or variable is used as a factor (e.g., a2, 2n, yx).
Expression:	A mathematical phrase that can include operations, numerals and variables. In algebraic terms: 2l + 3x; in numeric terms: 13.4 - 4.7.
Factor:	The number or variable multiplied in a multiplication expression.
Factorial:	The expression n! (n factorial) is the product of all the numbers from 1 to n for any positive integer n.
Function:	A relation in which each value of an independent variable is associated with a unique value of the dependent value.
Geoboard:	A board with pegs aligned in grid fashion that permits rubber bands to be wrapped around pegs to form geometric figures.
Graphing calculator:	A calculator that will store and draw the graphs of several functions at once.
Independent events:	Events such that the outcome of the first event has no effect on the probabilities of the outcome of the second event (e.g., two tosses of the same coin are independent events).
Inductive reasoning:	Generalizations made from particular observations in a common occurrence.
Inequality:	A mathematical sentence that contains a symbol, (e.g., ›, ‹, ›=, ‹= or µ') in which the terms on either side of the symbol are unequal (e.g., x ‹ y, 7 › 3, n ›= 4).
Infinite:	Has no end or goes on forever.
Integer:	A number that is a positive whole number, a negative whole number or zero.
Inverse:	A new conditional formed by negating both the antecedent and the consequent of a conditional.
Inverse operations:	Operations that undo each other (e.g., addition and subtraction are inverse operations; multiplication and division are inverse operations).
Inverse variation:	When the ratio of one variable to the reciprocal of the other is constant, one of them is said to vary inversely as the other.
Irrational number:	A number that cannot be written as a simple fraction. It is an infinite and nonrepeating decimal.
Limit:	A number to which the terms of a sequence get closer so that beyond a certain term all terms are as close as desired to that number.
Line of best fit:	The line that fits a set of data points with the smallest value for the sum of the squares of the errors (vertical distances) from the data points to the line; the regression line.
Linear function:	A function whose general equation is y = mx + b, where m and b stand for constants and m µ' 0.
Linear measurement:	Measurement in a straight line.
Logarithm:	The exponent indicating the power to which a fixed number, the base, must be raised to produce a given number. For example, if nx = a, the logarithm of a, with n as the base, is x; symbolically, logna = x. If the base is 10, the log of 100 is 2.
Manipulatives:	Materials that allow students to explore mathematical concepts in a concrete mode.
Mathematical model:	A representation in the mathematical world of some phenomenon in the real world. It frequently consists of a function or relation specifying how two variables are related.
Matrix:	A rectangular array of numbers representing such things as the coefficients in a system of equations arranged in rows and columns.
Maximum:	The greatest number in a set of data.
Mean:	The sum of the set of numbers divided by n, the number of numbers in the set.
Median:	The number that lies in the middle when a set of numbers is arranged in order. If there are two middle values, the median is the mean of these values.
Metric system:	A system of measurement used throughout the world based on factors of 10. It includes measures of length, weight and capacity.
Minimum:	The least number in a set of data.
Missing addend:	A member of an addition number sentence in which that term is missing (e.g., 5 + = 8).
Mode:	The number(s) that occurs most often in a set of numbers (e.g., in the set 1, 2, 3, 3, 5, 8; the mode is 3).
Multiple:	A number that is the product of a given integer and another integer (e.g., 6 and 9 are multiples of 3).
Normal curve:	A graphical plot of a mathematical function (frequency distribution) which is unimodal and symmetrical.
One-to-one correspondence:	When one and only one element of a second set is assigned to an element of a first set, all elements of the second set are assigned, and every element of the first set has an assignment, the mapping is called one-to-one (e.g., in the set Bill Clinton, George Bush, Ronald Reagan, Jimmy Carter, Hillary Clinton, Barbara Bush, Nancy Reagan and Rosalynn Carter, there is a one-to-one correspondence between the pairs.)
Open sentence:	A statement that contains at least one unknown. It becomes true or false when a quantity is substituted for the unknown (e.g., x + 5 = 9, y - 2 = 7).
Order of operations:	Rules for evaluating an expression: work first within parentheses; then calculate all powers, from left to right; then do multiplications or divisions, from left to right; then do additions and subtractions, from left to right.
Patterns:	Regularities in situations such as those in nature, events, shapes, designs and sets of numbers (e.g., spirals on pineapples, geometric designs in quilts, the number sequence 3, 6, 9, 12, . . ).
Permutation:	An arrangement of a given number of objects from a given set in which the order of the objects is significant.
Perpendicular lines:	Two lines that intersect to form right angles. (e.g., , |, |- ).
Plotting points:	Locating points by means of coordinates, or a curve by plotted points, representing an equation by means of a curve so constructed.
Polygon:	A union of segments connected end to end, so that each segment intersects exactly two others at its endpoints.

Powers:	A number expressed using an exponent. The number 53 is read five to the third power or five cubed.
Prime:	An integer greater than one whose only positive factors are 1 and itself (e.g., 2, 3, 5, 7, 11, 13, 17 and 19).
Probability:	A number from 0 to 1 that indicates how likely something is to happen.
Problem solving:	Finding ways to reach a goal when no routine path is apparent.
Proof by contradiction:	A proof in which, if s is to be proven, one reasons from not-s until a contradiction is deduced; from this it is concluded that not-s is false, which means that s is true.
Proportion:	An equation of the form a/b = c/d that states that the two ratios are equivalent.
Quadrilateral:	A four-sided polygon.
Quartiles:	The three values that divide an ordered set into four subsets of approximately equal size. The second quartile is the median.
Radian:	A unit of angular measure equal to 1/2[pgr ] of a complete revolution.
Range (1):	The difference between the greatest number and the least number in a set of data.
Range (2):	The set of output values for a function.
Rate of change:	The limit of the ratio of an increment of the function value at the point to that of the independent variable as the increment of the variable approaches zero.
Ratio:	A comparison of two numbers by division.
Rational numbers:	Any number that can be written in the form a/b where a is any interger and b is any integer except zero.
Real numbers:	The set consisting of all rational numbers and all irrational numbers.
Reasonableness:	Quality of a solution so that it is not extreme or excessive.
Reciprocal:	The fractional number that results from dividing one by the number.
Rectangular prism:	A three-dimensional figure whose sides are all rectangles; a box.
Reflection:	A transformation that produces the mirror image of a geometric figure.
Regression:	The line that represents the least deviation from the points in a scatter plot of data.
Regular polygon:	A polygon in which all sides have the same measure and all angles have the same measure.
Relation:	A set of ordered pairs.
Reliability:	The extent to which a measuring procedure yields the same results on repeated trials.
Repeated addition:	A model for multiplication (e.g., 2 + 2 + 2 = 3 x 2).
Rotation:	A transformation that maps every point in the plane to its image by rotating the plane around a fixed point or line.
Scientific calculator:	A calculator that represents very large or very small numbers in scientific notation and with the powering, factorial, square root, negative and reciprocal keys.
Scientific notation:	A way of writing a number of terms of an integer power of 10 multiplied by a number greater than or equal to 1 and less than 10.
Sequence:	A set of ordered quantities (e.g., positive integers).
Series:	The indicated sum of the terms of a sequence.
Similarity:	Having the same shape but not necessarily the same size.
Simple event:	An event whose probability can be obtained from consideration of a single occurrence (e.g., the tossing of a coin is a simple event).
Simulation:	Modeling a real event without actually observing the event.
Slope:	The slope of a line is the ratio of the change in y to the corresponding change in x; the constant m in the linear function equation; rise/run.
Standard deviation:	The square root of the variance.
Stem-and-leaf plot:	A frequency distribution made by arranging data (e.g., student scores on a test were 98, 96, 85, 93, 83, 87, 85, 87, 93, 75, 77 and 83. This data are displayed in a stem-and-leaf plot below.    9  8, 6, 3, 3    8  7, 7, 5, 5, 3, 3     7  7, 5
Systems of equations:	Two or more equations that are conditions imposed simultaneously on all the variables, but may or may not have common solutions (e.g., x + y = 2, and 3x + 2y = 5).
Symmetry:	A line of symmetry separates a figure into two congruent halves, each of which is a reflection of the other (e.g., [odot ]u, the line through the center of the circle divides it into congruent halves).
t-test:	A statistical test done to test the difference of means of two samples.
Tessellation:	A repetitive pattern of polygons that covers an area with no holes and no overlaps, like floor tiles.
Transformation:	An operation on a geometric figure by which each point gives rise to a unique image.
Translation:	A transformation that moves a geometric figure by sliding each of the points the same distance in the same direction.
Tree diagram:	A diagram used to show the total number of possible outcomes in a probability experiment.
Trigonometric functions:	A function (e.g., sine, cosine, tangent, cotangent, secant, cosecant) whose independent variable is an angle measure, usually in degrees or radians.
Valid argument:	An argument with the property no matter what statements are substituted in the premises, the truth value of the form is true. If the premises are true, then the conclusion is true.
Variable:	A symbol used to stand for any one of a given set of numbers or other objects (e.g., in the equation y = x + 5, y and x are variables).
Variance:	In a data set, the sum of the squared deviations divided by one less than the number of elements in the set (sample variance s2) or by the number of elements in the set (population variance 2).
Vector:	A quantity that has both magnitude and direction (e.g., physical quantities such as velocity and force).
Venn diagram:	A display that pictures unions and intersections of sets.

APPENDIX B

   The provisions of this Appendix B adopted January 4, 2002, effective January 5, 2002, 32 Pa.B. 17, unless otherwise noted

VII. TABLE OF CONTENTS

 Introduction… VIII.

 THE ACADEMIC STANDARDS

VIII. INTRODUCTION

 This document describes what students should know and be able to do in the following eight areas:

 • 3.1. Unifying Themes of Science

 • 3.2. Inquiry and Design

 • 3.3. Biological Sciences

 • 3.4. Physical Science, Chemistry and Physics

 • 3.5. Earth Sciences

 • 3.6. Technology Education

 • 3.7. Technological Devices

 • 3.8. Science, Technology and Human Endeavors

 These standards describe what students should know and be able to do by the end of fourth, seventh, tenth and twelfth grade. In addition, these standards reflect the increasing complexity and sophistication that students are expected to achieve as they progress through school.

 This document avoids repetition, making an obvious progression across grade levels less explicit. Teachers shall expect that students know and can apply the concepts and skills expressed at the preceding level. Consequently, previous learning is reinforced but not retaught.

 Standards are arranged by categories, for example, 3.5 Earth Science. Under each category are standard statements that are preceded by a capital letter; for example, in 3.1 Unifying Themes, grade 10.B, ‘‘Describe concepts of models as a way to predict and understand science and technology.’’ Following the standard statements are bulleted standard descriptors, which explain the nature and scope of the standard. Descriptors specify the nature of the standard and the level of complexity needed in meeting that standard in a proficient manner. Descriptors serve to benchmark the standard statement. Curriculum, instruction and assessment should focus on meeting the standard statement. Technology education, computer applications and science are separate curricular areas. Meeting standards should be approached as a collaborative effort among all curricular areas.

 The following descriptors explain the intent of each standard category:

 What Is Science? Any study of science includes the search for understanding the natural world and facts, principles, theories and laws that have been verified by the scientific community and are used to explain and predict natural phenomena and events.

 Acquiring scientific knowledge involves constructing hypotheses using observation and knowledge in the content area in order to formulate useful questions that provoke scientific inquiry. As a result of repeated, rigorous testing over time and applying multiple perspectives to a problem, consistent information emerges. A theory describes this verifiable event or phenomena. Theories are powerful elements in science and are used to predict other events. As theories lose their ability to predict, they are modified, expanded or generalized or incorporated into a broader theory.

 Knowledge of what science is incorporates carefully developed and integrated components:

 • Nature of science—the ways in which scientists search for answers to questions and explanations of observations about the natural world; includes process knowledge of observing, classifying, inferring, predicting, measuring, hypothesizing, experimenting and interpreting data

 • Unifying themes of science—concepts, generalizations and principles that result from and lead to inquiry

 • Knowledge—facts, principles, theories and laws verifiable through scientific inquiry by the world community of scientists; includes physics, chemistry, earth science and biological sciences

 • Inquiry—an intellectual process of logic that includes verification of answers to questions about and explanations for natural objects, events and phenomena

 • Process skills—Recognition by students how knowledge is acquired and applied in science by observing, classifying, inferring, predicting, measuring, computing, estimating, communicating, using space/time relationships, defining operationally, formulating hypotheses, testing and experimenting, designing controlled experiments, recognizing variables, manipulating variables, interpreting data, formulating models, designing models and producing solutions.

 • Problem solving—application of concepts to problems of human adaptation to the environment that often leads to recognition of new problems; has social implications and leads to personal decision-making and action; a process which forms the link for interactions between scientific and technological results or findings; involves operational definitions, recognizing variables, formulating models and asking questions

 • Scientific thinking—the disposition to suspend judgment, not make decisions and not take action until results, explanations or answers have been tested and verified with information.

 What Is Technology Education? It is the means by which we teach technology. Technology is a body of knowledge separate from but related to the sciences, with specific content, curriculum and specific certification requirements. Technology is the application of tools, materials, processes and systems by humans to solve problems and provide benefits to humankind. We use technology in an attempt to improve our environment. These improvements may relate to survival needs (e.g., food, shelter, defense) or they may relate to human aspirations (e.g., knowledge, art, control). They can include unexpected benefits, unexpected costs and unexpected risks.

 Technology education involves a broad spectrum of knowledge and activities. Effective technology education combines knowledge of content, process and skills to provide students with a holistic approach to learning. Technology education offers unique opportunities to apply numerous academic concepts through practical, hands-on applications. Instructional technology, on the other hand, deals specifically with use of computers and different software to solve problems and communicate effectively. Knowledge of content, process and skills should be used together to effectively engage students and promote a complete understanding of the sciences, related technologies and their interrelationship. The relationship between science and technology is one where science builds principles or theories and technology provides the practical application of those principles or theories.

 Knowledge of content, process and skills in technology involves learning processes that include these components:

 • Methods of designing and developing solutions

 • Standards for selecting and using appropriate materials, tools and processes

 • Experimental and design specifications for testing and evaluating solutions

 • Criteria for judging the performance and impact of the solutions

 • Evaluating the impact of modifying a system to improve performance.

 Technology education can be divided into three main systems that include biotechnological, informational, and physical technologies:

IX. GLOSSARY

Allele:	Any of a set of possible forms of a gene.
Biochemical conversion:	The changing of organic matter into other chemical forms.
Biomass conversion:	The changing of organic matter that has been produced by photosynthesis into useful liquid, gas or fuel.
Biomedical technology:	The application of health care theories to develop methods, products and tools to maintain or improve homeostasis.
Biomes:	A community of living organisms of a single major ecological region.
Biotechnology:	The ways that humans apply biological concepts to produce products and provide services.
Carbon chemistry:	The science of the composition, structure, properties and reactions of carbon based matter, especially of atomic and molecular systems; sometimes referred to as organic chemistry.
Construction technology:	The ways that humans build structures on sites.
Desalinization:	To remove salts and other chemicals from sea or saline water.
Dichotomous:	Divided or dividing into two parts or classifications.
Electronic communication:	System for the transmission of information using electronic technology (e.g., digital cameras, cellular telephones, Internet, television, fiber optics).
Embryology:	The branch of biology dealing with the development of living things from fertilized egg to its developed state.
Engineering:	The application of scientific, physical, mechanical and mathematical principles to design processes, products and structures that improve the quality of life.
Enzyme:	A protein that increases the rate of a chemical reaction without being changed by the reaction; an organic catalyst.
Ergonomical:	Of or relating to the design of equipment or devices to fit the human body’s control, position, movement and environment.
Evolution:	A process of change that explains why what we see today is different from what existed in the past; it includes changes in the galaxies, stars, solar system, earth and life on earth. Biological evolution is a change in hereditary characteristics of groups of organisms over the course of generations.
Fact:	Information that has been objectively verified.
Geologic hazard:	A naturally occurring or man-made condition or phenomenon that presents a risk or is a potential danger to life and property (e.g., landslides, floods, earthquakes, ground subsidence, coastal and beach erosion, faulting, dam leakage and failure, mining disasters, pollution and waste disposal, sinkholes).
Geologic map:	A representation of a region on which is recorded earth information (e.g., the distribution, nature and age relationships of rock units and the occurrences of structural features, mineral deposits and fossil localities).
Hydrology:	The scientific study of the properties, distribution and effects of water on the earth’s surface, in the soil and underlying rocks and in the atmosphere.
Hypothesis:	An assertion subject to verification or proof as a premise from which a conclusion is drawn.
Information technology:	The technical means that humans create to store and transmit information.
Inquiry:	A systematic process for using knowledge and skills to acquire and apply new knowledge.
Instructional technology:	Any mechanical aid (including computer technology) used to assist in or enhance the process of teaching and learning.
Law:	Summarizing statement of observed experimental facts that has been tested many times and is generally accepted as true.
Manufacturing technology:	The ways that humans produce goods and products.
Mitosis:	The sequential differentiation and segregation of replicated chromosomes in a cell’s nucleus that precedes complete cell division.
Model:	A description, analogy or a representation of something that helps us understand it better (e.g., a physical model, a conceptual model, a mathematical model).
Nova:	A variable star that suddenly increases in brightness to several times its normal magnitude and returns to its original appearance in a few weeks to several months or years.
Patterns:	Repeated processes that are exhibited in a wide variety of ways; identifiable recurrences of the element and/or the form.
Physical technology:	The ways that humans construct, manufacture and transport products.
Radioactive isotope:	An atom that gives off nuclear radiation and has the same number of protons (atomic number) as another atom but a different number of neutrons.
Relationship between science and technology:	Science builds principles or theories while technology is the practical application of those principles or theories.
Scale:	Relates concepts and ideas to one another by some measurement (e.g., quantitative, numeral, abstract, ideological); provides a measure of size and/or incremental change.
Science:	Search for understanding the natural world using inquiry and experimentation.
System:	A group of related objects that work together to achieve a desired result.
Open Loop system:	A group of related objects that do not have feedback and cannot modify themselves.
Closed Loop system:	A group of related objects that have feedback and can modify themselves.
Subsystem:	A group of related objects that make up a larger system (e.g., automobiles have electrical systems, fuel systems).
Technology education:	The application of tools, materials, processes and systems to solve problems and extend human capabilities.
Technological design process:	Recognizing the problem, proposing a solution, implementing the solution, evaluating the solution and communicating the problem, design and solution.
Theory:	Systematically organized knowledge applicable in a relatively wide variety of circumstances; especially, a system of assumptions, accepted principles and rules of procedure devised to analyze, predict or otherwise explain the nature or behavior of a specified set of phenomena.
Theory of evolution:	A theory that the various types of animals and plants have their origin in other preexisting types and that the distinguishable differences are due to modification in successive generations.
Topographic map:	A representation of a region on a sufficient scale to show detail, selected man-made and natural features of a portion of the land surface including its relief and certain physical and cultural features; the portrayal of the position, relation, size, shape and elevation of the area.
Transportation systems:	A group of related parts that function together to perform a major task in any form of transportation.
Transportation technology:	The physical ways humans move materials, goods and people.
Tool:	Any device used to extend human capability including computer-based tools.

Academic Standards for Environment and Ecology

X. TABLE OF CONTENTS

Introduction…	XI.
THE ACADEMIC STANDARDS
Watersheds and Wetlands …	4.1.
A. Cycles
B. Role of Watersheds
C. Physical Factors
D. Characteristics and Functions of   Wetlands
E. Impacts of Watersheds and Wetlands
Renewable and Nonrenewable Resources …	4.2.
A. Uses
B. Availability
C. Management
D. Influential Factors
Environmental Health …	4.3.
A. Environmental Health Issues
B. Human Actions
C. Biological Diversity
Agriculture and Society …	4.4.
A. Society’s Needs
B. Agricultural Science
C. Agricultural Systems
D. Technology
Integrated Pest Management …	4.5.
A. Effects, Benefits and Impacts
B. Health Risks
C. Management Practices
Ecosystems and their Interactions …	4.6.
A. Living and Nonliving Components
B. Cycles
C. Change over Time
Threatened, Endangered and Extinct Species…	4.7.
A. Diversity
B. Adaptation
C. Management Strategies
Humans and the Environment…	4.8.
A. Societal Needs
B. Sustainability
C. Human Impacts
D. Supply and Demand
Environmental Laws and Regulations…	4.9.
A. Environmental Laws and their Impact
Glossary…	XII.

XI. INTRODUCTION

 This document includes Environment and Ecology standards that describe what students should know and be able to do in these areas:

 • 4.1. Watersheds and Wetlands

 • 4.2. Renewable and Nonrenewable Resources

 • 4.3. Environmental Health

 • 4.4. Agriculture and Society

 • 4.5. Integrated Pest Management

 • 4.6. Ecosystems and their Interactions

 • 4.7. Threatened, Endangered and Extinct Species

 • 4.8. Humans and the Environment

 • 4.9. Environmental Laws and Regulations

 The Declaration of Rights, Article l of the Pennsylvania Constitution states in Section 27: ‘‘The people have a right to clean air, pure water, and to the preservation of the natural, scenic, historic and aesthetic values of the environment. Pennsylvania’s public natural resources are the common property of all people, including generations yet to come. As trustee of these resources, the Commonwealth shall conserve and maintain them for the benefit of all the people.’’ To this end it is our responsibility to develop a citizenry that is aware of and concerned about the total environment and has the knowledge and skills to work toward solutions to current problems and the prevention of new ones.

 Environment and Ecology is grounded in the complexity of the world we live in and our impact on its sustainability. The human interactions with the ecosystem and the results of human decisions are the main components of this academic area. Environment and Ecology examines the world with respect to the economic, cultural, political and social structure as well as natural processes and systems. This integration across systems is what sets this academic area apart from all others.

 Environment and Ecology places its main emphasis in the real world. It allows students to understand, through a sound academic content base, how their everyday lives evolve around their use of the natural world and the resources it provides. As we move into a more technologically driven society, it is crucial for every student to be aware of his/her dependence on a healthy environment. The 2lst century will demand a more sophisticated citizen capable of making sound decisions that will impact our natural systems forever.

 These standards establish the essential elements of what students should know and be able to do at the end of grades four, seven, ten and twelve. The sequential nature of this document reflects the need for rigorous academic content that students will be expected to achieve. The standards will help students understand decision-making processes, the art of compromise and problem solving skills. The document reinforces all areas across the grade levels with increasing degrees of difficulty as the students mature intellectually.

 Environment and Ecology is a very engaging academic area that captivates students’ innate interests in their surroundings of the natural and built environment. The skills and knowledge that are addressed in this area of study will serve as tools for student participation in a democratic world of constantly evolving issues and concerns. As they achieve these standards, students will become aware of the role they play in the community in reaching decisions related to the environment.

 The study of Environment and Ecology will allow students to be active participants and problem solvers in real issues that affect them, their homes, schools and communities.

 A glossary is included to assist the reader in understanding terminology contained in the standards.