Florida Department Of Education Specifications For The .
Florida Department of EducationSpecifications for the 2015-16 Florida Instructional Materials AdoptionVisual and Performing ArtsIntroductionThis document specifies the requirements for the 2015-16 Florida instructional materialsadoption for Visual and Performing Arts. Publishers should review this information carefully.The criteria contained in this document will serve as the basis for the evaluation of instructionalmaterials bid for adoption.The Visual and Performing Arts call for adoption is comprised of the courses listed in Tables 1-4of this document. Each course has an updated course description available onlineat www.cpalms.org (the course numbers in Tables 1-4 link to the appropriate course page inCPALMS). Materials bids for adoption must clearly and completely align to each of thestandards included in the applicable course description to be deemed acceptable foradoption.Materials will be thoroughly evaluated to ensure the content is accurate,appropriately rigorous, and comprehensive in their coverage of each of thestandards in the course description and the additional criteria outlined in thisdocument.Special attention should be given to both the version description and any additionalnotes that are contained in each course description.This adoption is for materials to be utilized in the classroom in the 2016-2017 academic yearand later. As such, publishers must be sure to select the course description for the latestavailable academic year. The latest version of each course description, which should be utilizedfor developing materials for the 2015-16 Visual and Performing Arts adoption, is indicated inTables 1-4 below.2015-16 Visual and Performing Arts Course Call (Music, Dance, Theatre, Visual Arts)Florida will only accept bids for materials designed to serve as the major tool of instruction(which may include ancillary materials) for the courses listed in the four tables below.Table 1 MusicMusicMusicMusicCourseTitleMusic – Grade KindergartenMusic – Grade 1Music – Grade 2Music – Intermediate 1Music – Intermediate 2Music – Intermediate 31CourseVersion2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond
MusicMusicM/J Music Theory 1Exploring Music 1Exploring Music 2Exploring Music 3M/J Keyboard 1M/J Guitar 1M/J Band 1M/J Band 2M/J Band 3M/J Orchestra 1M/J Orchestra 2M/J Chorus 1M/J Chorus 2M/J Chorus 32014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and usicMusicMusicMusic Theory 1Music of the WorldGuitar 1Keyboard 1Band 1Band 2Band 3Band 4Orchestra 1Orchestra 2Chorus 1Chorus 2Music Technology and SoundEngineering 12014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyondTable 2 urseCategoryDanceDanceM/J Dance 1M/J Dance 129-12DanceDanceDanceDanceDanceWorld DanceDance Techniques 1Dance Techniques 2Dance Choreography/Performance 1Dance Repertory2CourseTitleCourseVersion2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond
Table 3 04005159-12Theatre040066004007009-129-12M/J Theatre 1M/J Theatre 2CourseTitleCourseVersion2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyondTheatreTheatreTheatre 1Theatre 2Acting 1Technical Theatre: Design andProduction 1The Business of Theatre: Management& PromotionTheatre, Cinema, & Film ProductionMusical Theatre 12014 and beyond2014 and beyond2014 and beyondTable 4 Visual 505001060GradeLevelK12345CourseCategoryVisual ArtsVisual ArtsVisual ArtsVisual ArtsVisual ArtsVisual ArtsCourseTitleArt – Grade KindergartenArt – Grade 1Art – Grade 2Art – Intermediate 1Art – Intermediate 2Art – Intermediate 8Visual ArtsVisual ArtsVisual ArtsVisual ArtsVisual ArtsVisual ArtsVisual ArtsVisual ArtsVisual ArtsVisual ArtsM/J Introduction to Art HistoryM/J Art in World CulturesM/J Exploring Two-Dimensional ArtM/J Two-Dimensional Studio Art 1M/J Two-Dimensional Studio Art 2M/J Exploring Three-Dimensional ArtM/J Three-Dimensional Studio Art 1M/J Three-Dimensional Studio Art 2M/J Creative Photography 1M/J Digital Art & Design 1CourseVersion2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and 9-129-129-129-12Visual ArtsVisual ArtsVisual ArtsVisual ArtsVisual ArtsVisual ArtsVisual ArtsVisual ArtsVisual ArtsVisual ArtsIntroduction to Art HistoryArt History and Criticism 1 HonorsTwo-Dimensional Studio Art 1Two-Dimensional Studio Art 2Three-Dimensional Studio Art 1Three-Dimensional Studio Art 2Creating Two-Dimensional ArtCreating Three-Dimensional ArtCeramics/Pottery 1Ceramics/Pottery 22014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond3
isual ArtsVisual ArtsVisual ArtsVisual ArtsVisual ArtsVisual ArtsVisual ArtsVisual ArtsVisual ArtsDigital Art Imaging 1Drawing 1Painting 1Film 1Visual Technology 1Creative Photography 1Creative Photography 2Sculpture 1Architectural Design and Drawing 142014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond2014 and beyond
PROGRAM DESIGNIt is important that the program meets the needs of Florida’s students and teachers. A number ofdifferent components included in the evaluation document capture the overall quality of the program’sdesign. It is important that the program design include access for all students including EnglishLanguage Learners (ELL) and students with disabilities.For ELLs, features are important in establishing the readability of instructional material language andconcepts including: language that clarifies, simplifies, and explains informationtransition words such as “yet,” “also,” “next,” “for example,” “moreover,” or “however”words with concrete and specific imagesactive rather than passive voicevaried sentence structures and avoidance of both choppy sentences and unnecessary wordsspecific questions or directions to guide student attention to visuals or key informationchunking textvisuals that are relevant, clear, vivid, and simple enough for students to understandquantity of visuals suitable for the intended studentsvisuals that contain information in a form different from the textgraphs, charts, maps, and other visual representations integrated at their point of useInstructional materials should include multilingual glossaries/dictionaries with content area vocabularytranslated into Florida’s primary languages: Spanish, Haitian-Creole, Portuguese, Vietnamese, French,Arabic, Chinese, Russian, Tagalog and Urdu.For ESE students, all special education students are entitled to grade level accessible instructionalmaterials, therefore publishers who submit material for consideration will be required to incorporatestrategies, materials, activities, accessibility, etc. that consider the special needs of these students. Inproviding for students with special needs, Florida evaluators should consider the guidelines andinformation provided by the National Center on Universal Design for Learning at www.UDLCenter.org.Providing access in a timely manner to both appropriate and accessible instructional materials (AIM) isan inherent component of the provision of a free and appropriate public education (FAPE) under theIndividuals with Disabilities Education Act of 2004 (IDEA) for students with disabilities (34 Code ofFederal Regulations [CFR] 300.210(b)(3)). The individual educational plan (IEP) team is responsible fordetermining if a student needs accessible instructional materials, the format of such materials, and thenecessary related accommodations for the student to participate in the general curriculum. One way toprovide AIM is by ensuring that programs include flexible digital instructional materials.5
Flexible Digital Instructional MaterialsAll instructional materials must be provided in formats that are appropriate and accessible for studentswith disabilities and struggling students to ensure that all students can effectively and independentlycomplete instructional activities addressing the common core standards. The following are features thatshould be available in all digital and online instructional materials.Presentation Features Fonts can be adjusted in type and size. Font colors and background colors can be adjusted. High contrast color settings are available. Text-to-speech tools are included or text can be selected and used with text-to-speechutilities. Text-to-speech tools read math formulas correctly. All images have alt tags. All videos are captioned. Text, image tags, and captioning can be sent to refreshable Braille displays.Navigation Features Non-text navigation elements (buttons, icons, etc.) can be adjusted in size. All navigation elements and menu items have keyboard shortcuts. All navigation information can be sent to refreshable Braille displays.Study Tools Highlighters are provided in the 4 standard colors (yellow, rose, green, blue). Highlighted text can be automatically extracted into another document. Note taking tools are available for students to write ideas online as they are processingcurriculum content. Resizable digital calculators are available in all math materials.Assistive Technology Supports Assistive technology software can be run in the background. Examples merican Sign Language4.On-screen keyboards5.Switch scanning controls6.Speech-to-textFlexible digital materials can also support all students within a Universal Design for Learning framework,not just students with disabilities. A feature that supports a student with a disability can also be used byother students. For example, text-to-speech and text-to-audio tools can be used as a reading scaffold forany student who struggles with decoding text. These tools can also be used by gifted students to convertprint to audio so they can listen to the content while multi-tasking. Being able to adjust the size ofmenus and navigation elements helps students who are using switch systems to control a computer aswell as help any students use the instructional materials on smaller screens, such as a mobile device ortablet.6
Major Priorities for Instructional Materials - Content, Presentation, LearningThe priorities as described in this specification document were developed from research findings aboutwhat makes instructional materials effective. These priorities have undergone review by individuals whohave served on state and district committees, by curriculum specialists, by instructional designers, byevaluation specialists, and by administrators of the statewide adoption system.Instructional materials must be effective in three major priority areas: content, presentation, andlearning. The following sections describe essential features for each of these priority areas. Thesefeatures generally apply to all formats of instructional materials, whether print or other media/multiplemedia formats.ContentSome features of content coverage have received progressively more attention over the past decade. Thesefeatures include:A.Alignment with Curriculum RequirementsB.Level of Treatment of ContentC.Expertise for Content DevelopmentD.Accuracy of ContentE.Currentness of ContentF.Authenticity of ContentG.Multicultural RepresentationH.Humanity and CompassionA. ALIGNMENT WITH CURRICULUM REQUIREMENTSContent must align with the state’s standards for the subject, grade level, and learning outcomes. SeeSections 1006.34(2)(b); 1006.38(3)(b); 1006.31(2), Florida Statutes.Correlations: Publishers are expected to provide correlation reports in the provided form to showexactly where and to what extent (mentioned or in-depth) the instructional materials cover eachrequired standard.Scope: The content should address Florida’s required curriculum standards for the subject, grade level,and learning outcomes, including thinking and learning skills.Completeness: The content of the major tool should be complete enough to stand on its own. To beuseful for classroom instruction, instructional materials must be adaptable to the instructional goals andcourse outlines for individual school districts, as well as the state standards. Content should have nomajor omissions in the required content coverage and be free of unrelated facts and information thatwould detract from achievement of Florida’s standards.7
B. LEVEL OF TREATMENT OF CONTENTThe level of complexity or difficulty of content must be appropriate for the standards, student abilitiesand grade level, and time periods allowed for teaching. See Sections 1006.31(2); 1006.34(2)(b), FloridaStatutes.Objectives: Content should be simple, complex, technical, or nontechnical enough for the intendedobjectives.Students: Content should be developmentally appropriate for the age and maturity level of theintended students. It should contain sufficient details for students to understand the significance of theinformation presented and to engage in reflection and discussion.Time: The level of complexity or difficulty of content also should allow for its coverage during the timeperiods available for teaching the subject.C. EXPERTISE FOR CONTENT DEVELOPMENTExpertise in the content area and in education of the intended students must be reflected in theauthors, reviewers, and sources that contributed to the development of the materials. See Section1006.38(14), Florida Statutes.Authorship: The authors, consultants, and reviewers must have actually contributed to thedevelopment of the instructional materials and should have credentials that reflect expertise in thesubject area, course, course category, grade level, pedagogy, education, teaching, or classroominstruction. Qualifications may include expertise in educational psychology or instructional design.Sources: Primary and secondary sources should reflect expert information for the subject, such asrelevant data from research journals, and other recognized scientific sources. The type of sourcesconsidered appropriate will vary with the particular subject area.D. ACCURACY OF CONTENTContent must be accurate in historical context and contemporary facts and concepts. See Sections1006.38(8); 1006.31(2); 1006.35, Florida Statutes.Objectivity: Content that is included in the materials should accurately represent the domain ofknowledge and events. It should be factual and objective. It should be free of mistakes, errors,inconsistencies, contradictions within itself, and biases of interpretation. It should be free of the biasedselection of information. Materials should distinguish between facts and possible interpretations oropinions expressed about factual information. Visuals or other elements of instruction should contributeto the accuracy of text or narrative.Representativeness: The selection of content should not misrepresent the domain of knowledge andevents. It should include the generally accepted and prevalent theories, major concepts, laws,standards, and models used within the discipline of the subject area.Correctness: Presentation of content should be free of typographical and visual errors. It should includecorrect grammar, spelling, linguistics, terminology, definitions, descriptions, visuals, graphs, sounds,videos, and all other components of the instructional materials.8
E. CURRENTNESS OF CONTENTContent must be up-to-date for the academic discipline and the context in which the content ispresented. See Sections 1006.38(8); 1006.31(2), Florida Statutes.Dates or editions: Copyright dates for photographs and other materials and editions should suggestsufficient currentness of content. Copyright dates and editions serve as indicators about currentness.However, neither the copyright date nor the edition guarantees currentness. Subsequent editionsshould reflect more up-to-date information than earlier editions.Informed examination of the text, narrative, and visuals contained in the materials provides the mostdirect information about currentness of the materials.Context. Text or narrative, visuals, photographs, and other features should reflect the time periodsappropriate for the objectives and the intended learners. Sometimes context should be current. For example, a photograph used to show stages ofhuman growth and development will be more relevant when the clothing, hairstyles, andactivities reflect present-day styles. Sometimes context should be historical. For example, illustrations and photographs of historicalevents should reflect the historical time period. Sometimes context should be both current and historical. For example, historic imagesalongside modern ones would convey changes in styles over time. At all times the context should be relevant to the learner, to the Curriculum Frameworks, and tothe concept presented.F. AUTHENTICITY OF CONTENTContent should include problem-centered connections to life in a context that is meaningful tostudents. See Sections 1006.31(2); 1006.34(2)(b); 1003.42, Florida Statutes.Life connections: Instructional materials should include connections to the student’s life situations inorder to make the content meaningful. Students might be expected to deal with time constraints,consider risks and trade-offs in decision-making, and work with teams. Connections may be made tosituations of daily home life, careers, vocation, community events and services, and leisure orrecreation.Interdisciplinary treatment: Instructional materials also should include interdisciplinary connections inorder to make content meaningful. Examples of situations that connect a variety of subject areas includebuilding projects, playing sports, retrieving information or objects, balancing budgets, creating products,and researching information. In addition to subject area connections, instructional materials shouldconnect the course or course category to other disciplines. Examples of approaches to interdisciplinaryconnections include: explanations and activities for using skills and knowledge from other academicdisciplines; assignments that require students to relate learning from other disciplines rather than toisolate knowledge or skills; the focus on common themes across several subject areas (infusion, parallel,transdisciplinary, or multidisciplinary instruction).G. MULTICULTURAL REPRESENTATION9
Portrayal of gender, ethnicity, age, work situations, and various social groups must includemulticultural fairness and advocacy. See Sections 1003.42; 1006.31(2)(a); 1006.34(2)(b), Flori
5013110 5 Music Music – Intermediate 3 2014 and beyond . 2 1300000 6-8 Music M/J Music Theory 1 2014 and beyond 1301090 6-8 Music Exploring Music 1 2014 and beyond . complete instructional activities addressing the common core standards. The following are features that should be available in all digital and online instructional materials.
with the Florida Department of Environmental Protection, Florida Fish and Wildlife Conser vation Commission, and Florida Department of Agriculture and Consumer Services. Members of the Florida Oceans and Coastal Council are as follows: Acknowledgments E X O F F I C I O M E M B E R S Florida Department of Environmental Protection Co chair:
Mar 25, 2020 · Geometry EOC Item Specifications The draft Florida Standards Assessments (FSA) Test Item Specifications (Specifications) are based upon the Florida Standards and the Florida Course Descriptions as provided in CPALMs. The Specifications are a resource that defines the content and format o
FLORIDA WETLAND PLANTS, AN mENTIFICATION MANUAL can be purchased from the University of Florida, Food and Agricultural Sciences. 1-800-226-1764, P.O. Box 110011, University of Florida, Gainesville, Florida 32611-0011. Introduction For use the the manual: FLORIDA WETLAND PLANTS, AN mENTIFICATION MANUAL
C) Florida Department of Public Health and Human Services D) Florida Department of Corrections E) Florida Department of Children & Families F) Florida Department of Law Enforcement 2. The query will request identification information on: current facilities, planned facilities, and
K-12 English Language Arts . Introduction . These specifications are based upon Rule changes for 6A-7.0710 that are anticipated to be considered and approved by the State Board of Education in October 2018. While the specifications are subject to change based upon action of the State Board, the proposed specifications are being provided at this .
The Annual Florida Equity Report is required under Florida statutes as follows: The Florida Educational Equity Act (Section 1000.05 F.S.) and the Florida Board of Governors Regulation 2.003 Equity and Access. The Uni-versity of South Florida System (USF System), which is comprised of three institutions USF Tampa, USF St.
Some Common Diseases of Pepper in Florida Ken Pernezny and Tom Kucharek, Respectively, Professor, Plant Pathology, Everglades Research and Education Center, Belle Glade; and Professor, Univer-sity of Florida, Plant Pathology Department, Gainesville, Florida.1991; Revised November 1999. Pepper is an important commercial veg-etable crop in Florida.
Grade 5 Mathematics Item Specifications Florida Standards Assessments 2 Page May 2016 The draft Florida Standards Assessments (FSA) Test Item Specifications (Specifications) are based upon the Florida Standards a
