[Rev. 3/27/2014 6:51:11 PM]

 

This chapter of NAC has changes which have been adopted but have not been codified; you can see those changes by viewing the following regulation(s) on the Nevada Register of Administrative Regulations: R062-13

[NAC-389 Revised Date: 11-13]

CHAPTER 389 - EXAMINATIONS, COURSES, STANDARDS AND DIPLOMAS

GENERAL PROVISIONS

389.011              Definitions.

389.015              “Adjusted diploma” defined.

389.017              “Adult standard diploma” defined.

389.018              “Aesthetic position” defined.

389.019              “Certificate of attendance” defined.

389.0195            “Criterion-referenced examination” defined.

389.020              “Demonstrate” defined.

389.021              “Dramatized event” defined.

389.022              “Dramatized idea or story” defined.

389.024              “Elements of music” defined.

389.027              “High school proficiency examinations” defined.

389.028              “Historical periods” defined.

389.029              “Information literate” defined.

389.030              “Level of musical difficulty” defined.

389.034              “Semester” defined.

389.035              “Standard diploma” defined.

389.0355            “The arts” defined.

389.036              “Trimester” defined.

389.040              “Unit of credit” defined.

389.042              “Visual arts” defined.

389.043              “Visual characteristics” defined.

ADMINISTRATION OF ACHIEVEMENT AND PROFICIENCY EXAMINATIONS

389.048              Eligibility for pupil to take high school proficiency examinations.

389.051              Times for administration; special administration.

389.0515            General requirements for examinations.

389.054              Confidentiality and security of testing materials.

389.056              Procedures for administration.

389.0565            Use of calculators on examinations.

389.057              Eligibility for reexamination.

389.058              Reporting of results to Department of Education.

389.059              Restriction on reporting scores of individual pupils; reporting of aggregated scores.

389.061              Specific criterion-referenced examinations required.

389.071              Proficiency examinations in writing: High school; fifth and eighth grades.

389.076              Nevada High School Proficiency Examination in Reading.

389.079              Nevada High School Proficiency Examination in Science.

389.081              Nevada High School Proficiency Examination in Mathematics.

389.083              Maintenance of results of examinations and list of names and scores.

KINDERGARTEN THROUGH HIGH SCHOOL

389.187              Academic, career, and personal and social development.

PREKINDERGARTEN, ELEMENTARY SCHOOL, MIDDLE SCHOOL AND JUNIOR HIGH SCHOOL

Prescribed Courses

389.195              Elementary school.

Instruction: Prekindergarten Through Second Grade

389.232              Kindergarten: Common Core Standards for English language arts.

389.237              Kindergarten: Common Core Standards for mathematics.

389.238              Kindergarten: Social studies.

389.2418            First grade: Common Core Standards for English language arts.

389.24195          First grade: Common Core Standards for mathematics.

389.2421            First grade: Social studies.

389.2423            Prekindergarten through second grade: Health.

389.2424            Kindergarten through second grade: Technology and computers.

389.2425            Second grade: Physical education.

389.2431            Second grade: Common Core Standards for English language arts.

389.2433            Second grade: Information literacy.

389.2436            Second grade: Common Core Standards for mathematics.

389.2437            Second grade: Social studies.

389.244              Kindergarten through second grade: Science.

Instruction: Third Grade

389.247              Third grade: Common Core Standards for English language arts.

389.248              Information literacy.

389.252              Third grade: Common Core Standards for mathematics.

389.254              Social studies.

389.272              The arts.

389.283              Physical education.

Instruction: Fourth Grade

389.2931            Fourth grade: Common Core Standards for English language arts.

389.2932            Information literacy.

389.2933            Social studies.

389.2935            Fourth grade: Common Core Standards for mathematics.

Instruction Through Fifth Grade

389.2938            Third through fifth grades: Health.

389.2939            Third through fifth grades: Science.

389.29415          Fifth grade: Information literacy.

389.2942            Fifth grade: Social studies.

389.29425          Fifth grade: Common Core Standards for English language arts.

389.29435          Fifth grade: Common Core Standards for mathematics.

389.2946            Fifth grade: Physical education.

389.2948            Fifth grade: Technology and computers.

389.2949            Fifth grade: The arts.

Instruction: Sixth Through Eighth Grades

389.2985            Sixth grade: Common Core Standards for English language arts.

389.299              Sixth grade: Information literacy.

389.302              Sixth grade: Common Core Standards for mathematics.

389.322              Seventh grade: Common Core Standards for English language arts.

389.324              Seventh grade: Common Core Standards for mathematics.

389.372              Sixth through eighth grades: Social studies.

389.381              Sixth through eighth grades: Health.

389.386              Eighth grade: Physical education.

389.3905            Eighth grade: Technology and computers.

389.391              Eighth grade: Introduction to technology.

389.393              Eighth grade: Home and career skills.

389.395              Seventh and eighth grades: Required courses where subjects taught by different teachers.

389.402              Eighth grade: Common Core Standards for English language arts.

389.407              Eighth grade: Common Core Standards for mathematics.

389.411              Eighth grade: Science.

Elective Courses of Study

389.432              Foreign language: Instruction in kindergarten.

389.434              Foreign language: Instruction through third grade.

389.436              Foreign language: Instruction through fifth grade.

389.438              Foreign language: Instruction in middle school or junior high school through ninth grade.

389.443              The arts: Instruction in sixth through eighth grades.

Requirements for Promotion to High School

389.445              Required units of credit; pupils with disabilities; pupils who transfer between schools; recognition of certain programs of homeschool study.

HIGH SCHOOL

Required Courses of Study

389.450              Prescribed courses of study for graduation.

389.452              Arts and humanities.

389.455              Health.

389.4612            Common Core Standards for English language arts.

389.465              Mathematics: Generally.

389.4675            Mathematics: Performance standards.

389.468              Prealgebra.

389.470              Algebra I.

389.472              Geometry.

389.474              Algebra II.

389.476              Trigonometry.

389.478              Analytic geometry.

389.480              Precalculus.

389.482              Calculus.

389.484              Probability and statistics.

389.485              Physical education.

389.488              Exemption from physical education.

389.491              Science: Generally.

389.4915            Science: Standards.

389.492              Life science.

389.494              Earth science.

389.496              Physical science.

389.498              Environmental science.

389.505              Technology and computers.

389.511              Social studies.

Elective Courses of Study

389.516              Permissible elective courses of study.

389.541              The arts.

389.551              Business math.

389.555              Employability skills for career readiness.

389.556              Journalism.

389.558              Speech.

389.562              Career and technical education in cooperation with private employer: Contents.

389.564              Career and technical education in cooperation with private employer: Duties of teacher.

389.566              Career and technical education in cooperation with private employer: Duties of employer.

389.568              Drivers’ education.

389.569              Foreign language: First year.

389.5695            Foreign language: Second year.

389.570              Foreign language: Fourth year.

389.571              American Sign Language: First year.

389.5712            American Sign Language: Second year.

389.5714            American Sign Language: Third year.

389.5716            American Sign Language: Fourth year.

389.605              Graphic communications and production.

389.644              Skills to obtain employment: Contents.

389.646              Skills to obtain employment: Eligible pupils.

389.648              Skills to obtain employment: Duties of teacher.

389.650              Skills to obtain employment: Duties of participating employer.

389.6533            Introduction to keyboarding.

389.6549            Great Basin Native American language.

Requirements for Promotion to Next Higher Grade Level and Issuance of Diplomas

389.655              Passage of proficiency examinations; exceptions for demonstration of proficiency by alternative method.

389.657              Alternative method to demonstrate proficiency in writing.

389.6575            Alternative method to demonstrate proficiency in science.

389.658              Submission of results of proficiency examinations.

389.659              Units of credit or semesters required for promotion to next higher grade level; waiver of certain requirements.

389.660              Provision of remedial study for pupil in grade 11 or 12.

389.661              Enrollment in remedial study required for failure of proficiency examinations two or more times; waiver by school district.

389.662              Proficiency examinations for pupil who transfers to Nevada high school.

389.663              Units of credit and grade point average required to receive advanced diploma.

389.664              Units of credit required to receive standard diploma.

389.666              Units applicable toward graduation.

389.668              Credit which may be granted in fractional time units.

389.670              Credit granted for performance on examination in lieu of course attendance: Board of trustees required to prescribe application and eligible courses of study; effect of pupil’s withdrawal from school; authority of State Board to review examination and minimum score required.

389.672              Academic credit for a course of study in career and technical education: Limitations and prerequisites.

389.673              Academic credit for courses of study in career and technical education: Periodic review and approval of each course.

389.674              Credit for equivalent experience outside campus or program.

389.676              Credit for sectarian religious courses not allowed.

389.678              Summer school units applicable toward graduation.

389.680              Credit for correspondence courses.

389.682              Requirements for graduation for pupils transferring to Nevada high school.

389.684              Schools prohibited from reducing or reevaluating credits transferred from another school.

389.686              Exemptions for certain high schools from requirements for graduation.

389.688              Requirements for adult standard diploma.

389.690              Credit received through adult high school program applicable toward adult standard diploma.

389.692              Other credits applicable toward adult standard diploma.

389.694              Waiver of credits for adult standard diploma.

389.695              Attendance at adult high school program for test preparation.

389.696              Individualized program of education for pupil with disability.

389.698              Adjusted diploma for pupil with disability.

389.699              Requirements for certificate of attendance; subsequent issuance of diploma.

Miscellaneous Provisions

389.700              Transcript of high school record.

Program of Independent Study

389.710              “Independent study” defined.

389.720              Plan to operate program; approval or denial of plan; written policy; system of recordkeeping.

389.730              Courses allowed; courses outside school district.

389.740              Licensing of instructors; supervision required for certain courses.

389.750              Written agreement with pupil.

Program of Career and Technical Education

389.800              General requirements for program.

389.803              Program areas.

389.805              Duties of Department of Education and school district.

389.810              Establishment and duties of joint technical skills committees and career and technical education councils.

389.815              Requirements for endorsement on diploma indicating successful completion of program.

COLLEGE READINESS

389.830              “College readiness” defined.

389.835              Standards for college readiness.

389.840              Indications of college readiness.

389.845              Scope of college readiness.

VETERANS

389.850              Issuance of standard high school diploma to certain veterans who left high school to serve in Armed Forces.

 

 

GENERAL PROVISIONS

      NAC 389.011  Definitions. (NRS 385.080)  As used in this chapter, unless the context otherwise requires, the words and terms defined in NAC 389.015 to 389.043, inclusive, have the meanings ascribed to them in those sections.

     (Added to NAC by Bd. of Education, eff. 12-16-82; A 1-26-90; R065-99, 11-3-99; R086-99, 11-3-99, eff. 1-1-2000; R037-99, 11-3-99, eff. 7-1-2000; R073-00, 6-20-2000; R013-03, 10-30-2003)

      NAC 389.015  “Adjusted diploma” defined. (NRS 385.080)  “Adjusted diploma” means a diploma which evidences the graduation from high school of a pupil with a disability after the pupil has met special requirements or adjusted standards.

     (Added to NAC by Bd. of Education, eff. 12-16-82; A by R072-01, 11-7-2001)

      NAC 389.017  “Adult standard diploma” defined. (NRS 385.080)  “Adult standard diploma” means a diploma which evidences the graduation from high school of a person who has met the requirements for graduation through:

     1.  An adult high school program established by a school district; or

     2.  An alternative program for the education of pupils at risk of dropping out of school established by a school district pursuant to NRS 388.537.

     (Added to NAC by Bd. of Education, eff. 12-16-82; A by R067-97, 12-10-97; R134-07, 6-17-2008)

      NAC 389.018  “Aesthetic position” defined. (NRS 385.080)  “Aesthetic position” means a point of view concerning the nature of the visual arts such as formalism, functionalism, hedonism, expressionism and realism.

     (Added to NAC by Bd. of Education by R073-00, eff. 6-20-2000)

      NAC 389.019  “Certificate of attendance” defined. (NRS 385.080)  “Certificate of attendance” means a certificate that evidences the satisfaction of all the requirements for graduation from high school or completion of an adult high school program except that a pupil has not passed one or more of the high school proficiency examinations or has not satisfied the alternative criteria prescribed by the State Board of Education pursuant to NRS 389.805, if applicable. The term “certificate of attendance” is not equivalent to nor does it replace or include a standard diploma, advanced diploma, adjusted diploma or adult standard diploma.

     (Added to NAC by Bd. of Education by R086-99, 11-3-99, eff. 1-1-2000; A by R091-99, 1-14-2000; R134-07, 6-17-2008)

      NAC 389.0195  “Criterion-referenced examination” defined. (NRS 385.080)  “Criterion-referenced examination” means an examination in which the achievement and proficiency of a pupil on the examination is compared to an expected level of achievement and proficiency on the examination that is based on the specific academic standards, knowledge and skills that the examination was designed to measure.

     (Added to NAC by Bd. of Education by R065-99, eff. 11-3-99; A by R072-01, 11-7-2001)

      NAC 389.020  “Demonstrate” defined. (NRS 385.080)  “Demonstrate” means the ability to define, identify or list the major components of a subject and, if the subject is part of an activity, to perform the activity in accordance with commonly held standards or, when applicable, to standards set by government or industry.

     (Added to NAC by Bd. of Education, 1-26-90, eff. 9-1-92)

      NAC 389.021  “Dramatized event” defined. (NRS 385.080)  “Dramatized event” means a method of telling a story through the use of stage, film, television, radio or computer discs.

     (Added to NAC by Bd. of Education by R073-00, eff. 6-20-2000)

      NAC 389.022  “Dramatized idea or story” defined. (NRS 385.080)  “Dramatized idea or story” means a method of communicating an idea or telling a story through a variety of theatrical techniques such as pantomime, creative movement, improvisation, creative drama, storytelling, choral reading, story theater, puppetry, readers’ theater, role-playing and theater games.

     (Added to NAC by Bd. of Education by R073-00, eff. 6-20-2000)

      NAC 389.024  “Elements of music” defined. (NRS 385.080)  “Elements of music” means pitch, rhythm, harmony, dynamics, timbre, texture and form.

     (Added to NAC by Bd. of Education by R073-00, eff. 6-20-2000)

      NAC 389.027  “High school proficiency examinations” defined. (NRS 385.080)  “High school proficiency examinations” means the criterion-referenced examinations that:

     1.  Are administered to pupils in this State before the completion of grade 10 pursuant to NRS 389.015;

     2.  Are administered to pupils in this State before the completion of grade 11 pursuant to NRS 389.015 and 389.550; and

     3.  Pupils must pass to receive a standard high school diploma.

     (Added to NAC by Bd. of Education by R065-99, eff. 11-3-99; A by R072-01, 11-7-2001; R042-05, 10-31-2005)

      NAC 389.028  “Historical periods” defined. (NRS 385.080)  “Historical periods” means major points in the history of mankind in which significant contributions to the theater have been made, such as fifth century Greece, the Elizabethan era, the French neoclassic period and the Restoration.

     (Added to NAC by Bd. of Education by R073-00, eff. 6-20-2000)

      NAC 389.029  “Information literate” defined. (NRS 385.080)  “Information literate” means attaining the literacy level established by NAC 389.2433, 389.248, 389.2932, 389.29415 or 389.299 for the grade level in which a pupil is enrolled.

     (Added to NAC by Bd. of Education by R013-03, eff. 10-30-2003)

      NAC 389.030  “Level of musical difficulty” defined. (NRS 385.080)  “Level of musical difficulty” means a level of difficulty for playing music on a scale with six levels that are more particularly described as follows:

     1.  Level 1 is the “very easy” level and is characterized by the ability of the pupil to perform music that uses easy keys, meters and rhythms, and contains limited ranges.

     2.  Level 2 is the “easy” level and is characterized by the ability of the pupil to perform music that may include changes of tempo, key and meter, and contains modest ranges.

     3.  Level 3 is the “moderately easy” level and is characterized by the ability of the pupil to perform music that contains moderate technical demands, expanded ranges and varied interpretive requirements.

     4.  Level 4 is the “moderately difficult” level and is characterized by the ability of the pupil to perform music that requires well-developed technical skills, attention to phrasing and interpretation, and the ability to perform various meters and rhythms in a variety of keys.

     5.  Level 5 is the “difficult” level and is characterized by the ability of the pupil to perform music that requires advanced technical and interpretive skills, the ability to perform unusual meters, complex rhythms and subtle dynamic requirements, and contains key signatures with numerous sharps and flats.

     6.  Level 6 is the “very difficult” level and is characterized by the ability of the pupil to perform music that is suitable for pupils who are musically mature and of exceptional competence.

     (Added to NAC by Bd. of Education by R073-00, eff. 6-20-2000)

      NAC 389.034  “Semester” defined. (NRS 385.080)  “Semester” means one of the two academic terms that make up the school year at a school that offers a traditional 9-month school schedule.

     (Added to NAC by Bd. of Education by R037-99, 11-3-99, eff. 7-1-2000)

      NAC 389.035  “Standard diploma” defined. (NRS 385.080)  “Standard diploma” means a diploma which evidences a pupil’s graduation from high school but which is not an adjusted diploma or an adult standard diploma.

     (Added to NAC by Bd. of Education, eff. 12-16-82)

      NAC 389.0355  “The arts” defined. (NRS 385.080)  “The arts” means the areas of visual arts, music and theater.

     (Added to NAC by Bd. of Education by R073-00, eff. 6-20-2000)

      NAC 389.036  “Trimester” defined. (NRS 385.080)  “Trimester” means one of the three academic terms that make up the school year at a school that offers a 12-month school program or a school program involving alternative scheduling whose regular academic year consists of three terms.

     (Added to NAC by Bd. of Education by R037-99, 11-3-99, eff. 7-1-2000)

      NAC 389.040  “Unit of credit” defined. (NRS 385.080)  “Unit of credit” means an amount of credit which is awarded to a pupil for successful completion of a course containing at least 120 hours of instruction or the equivalent.

     (Added to NAC by Bd. of Education, eff. 12-16-82)

      NAC 389.042  “Visual arts” defined. (NRS 385.080)  “Visual arts” means a broad category of art that includes, without limitation:

     1.  Traditional art such as drawing, painting, printmaking and sculpture;

     2.  Communication and design art such as film, television, graphics and production design;

     3.  Architecture and environmental art such as urban, interior and landscape design;

     4.  Folk art; and

     5.  Works in ceramic, fibers, jewelry, wood, paper and other materials.

     (Added to NAC by Bd. of Education by R073-00, eff. 6-20-2000)

      NAC 389.043  “Visual characteristics” defined. (NRS 385.080)  “Visual characteristics” means distinguishing traits, qualities or properties that may be seen and identified in a work of visual art.

     (Added to NAC by Bd. of Education by R073-00, eff. 6-20-2000)

ADMINISTRATION OF ACHIEVEMENT AND PROFICIENCY EXAMINATIONS

      NAC 389.048  Eligibility for pupil to take high school proficiency examinations. (NRS 385.080, 389.015)

     1.  Except as otherwise provided in subsection 2, to determine the eligibility of a pupil who has completed at least grade 9 to take the high school proficiency examinations, the pupil shall be deemed in:

     (a) Grade 10 if the pupil has completed at least 5 units of credit or 2 semesters of high school.

     (b) Grade 11 if the pupil has completed at least 11 units of credit or 4 semesters of high school.

     (c) Grade 12 if the pupil has completed at least 17 units of credit or 6 semesters of high school.

     2.  If a pupil has an academic plan which projects that the pupil will graduate from high school before the pupil is granted the number of opportunities to take the high school proficiency examinations that is otherwise granted to pupils in grades 11 and 12, the pupil may submit a written request to the superintendent of schools of the school district in which the pupil is enrolled or the governing body of the charter school in which the pupil is enrolled to take the high school proficiency examinations for the first time before the pupil has earned the 5 units of credit or completed the 2 semesters of high school required for grade 10.

     (Added to NAC by Bd. of Education by R072-01, eff. 11-7-2001; A by R022-09, 10-27-2009)

      NAC 389.051  Times for administration; special administration. (NRS 385.080, 389.015, 389.550)

     1.  Except as otherwise provided in subsection 2, the board of trustees of each school district and the governing body of each charter school, respectively, shall administer the examinations required by NRS 389.015 and 389.550 in each public school in that district and each charter school which has the appropriate grades at the following times:

     (a) For grades 3 through 8, the criterion-referenced examinations in reading and mathematics as provided in NAC 389.061 must be administered in the spring semester on the dates specified by the Department of Education.

     (b) For grades 5 and 8, the criterion-referenced examinations in writing and science must be administered in the spring semester on the dates specified by the Department of Education.

     (c) For grade 11, the high school proficiency examination in writing must be administered in the fall and spring semesters on the dates specified by the Department of Education.

     (d) For grade 12 and for adults, the high school proficiency examination in writing must be administered in:

          (1) The spring semester;

          (2) The summer months; and

          (3) The fall semester,

Ê on the respective dates specified by the Department of Education.

     (e) For grade 12 and for adults, the high school proficiency examination in writing may be administered, upon the direction of the Department of Education, to those pupils who have not yet passed the examination, on a date specified by the Department which must be approximately 4 weeks before the date of graduation.

     (f) For grade 10, the high school proficiency examinations in reading, mathematics and science must be administered in the spring semester on the dates specified by the Department of Education.

     (g) For grade 11, the high school proficiency examinations in reading, mathematics and science must be administered in:

          (1) The spring semester; and

          (2) The fall semester,

Ê on the respective dates specified by the Department of Education.

     (h) For grade 12 and for adults, the high school proficiency examinations in reading, mathematics and science must be administered in:

          (1) The spring semester;

          (2) The summer months; and

          (3) The fall semester,

Ê on the respective dates specified by the Department of Education.

     (i) For grade 12 and for adults, the high school proficiency examinations in reading, mathematics and science may be administered, upon the direction of the Department of Education, to those pupils who have not yet passed one or more of those examinations, on the dates specified by the Department, which must be approximately 4 weeks before the date of graduation.

     2.  Not later than May 1 of each year, the board of trustees of a school district in which a school with a 12-month school program is located or the governing body of a charter school with a 12-month school program shall, if pupils who attend the school are not expected to be in session on one of the dates prescribed in subsection 1 for the administration of an examination, consult with the Assessment, Program Accountability and Curriculum Office of the Department of Education to establish another date for the administration of that examination. Not later than June 1 of that year, the Assessment, Program Accountability and Curriculum Office shall provide the board of trustees or the governing body of a charter school with written confirmation of the date agreed upon pursuant to this subsection.

     3.  The Department of Education may schedule a special administration of any examination required to be passed for graduation if:

     (a) The person taking the examination is a pupil enrolled in grade 12;

     (b) The person, through no fault on the part of the person, was not able to take the examination at its most recent administration; and

     (c) No regular administration of the examination is scheduled before the date on which the person is otherwise eligible to graduate.

     (Added to NAC by Bd. of Education, eff. 3-9-88; A 9-15-89; 9-13-91; 10-8-93, eff. 9-1-94; 11-17-95; R115-97, 12-10-97; R115-97, 12-10-97, eff. 7-1-98; R019-98, 4-17-98; R019-98, 4-17-98, eff. 7-1-98; R065-99, 11-3-99; R065-99, 11-3-99, eff. 9-1-2000; R072-01, 11-7-2001; R072-01, 11-7-2001, eff. 7-1-2002; R042-05, 10-31-2005; R020-09, 10-27-2009)

      NAC 389.0515  General requirements for examinations. (NRS 385.080, 389.015, 389.550)

     1.  An examination that is administered to assess the achievement and proficiency of pupils in this State must:

     (a) If the examination is administered pursuant to NRS 389.550, measure the achievement and proficiency of pupils in the standards of content established by the Council to Establish Academic Standards for Public Schools, as adopted by the State Board of Education pursuant to NRS 389.520;

     (b) If the examination is administered pursuant to NRS 389.015 in any grade, measure the achievement and proficiency of pupils in the subjects set forth in subsection 1 of NRS 389.015 and in the standards of content established by the Council to Establish Academic Standards for Public Schools, as adopted by the State Board of Education pursuant to NRS 389.520;

     (c) Be designed so that data relating to past and future trends of the examination scores of pupils may be compiled;

     (d) Measure the specific knowledge and skills or level of achievement and proficiency that it was designed to measure;

     (e) Be fair to all potential examinees and, insofar as practicable, be designed to account for differences among the examinees in their gender, culture and primary language; and

     (f) Be useful in determining the achievement and proficiency of a pupil relative to a particular level of achievement and proficiency.

     2.  The costs of such an examination must not exceed the appropriations made by the Legislature for the administration of the examination.

     3.  The results of such an examination must be reported in a manner that:

     (a) Is clear to parents and teachers; and

     (b) Avoids the use of technical terms.

     4.  The Department of Education shall provide a program of professional development for teachers relating to the interpretation of the results of such an examination.

     (Added to NAC by Bd. of Education by R065-99, eff. 11-3-99; A by R072-01, 11-7-2001; R072-01, 11-7-2001, eff. 7-1-2002)

      NAC 389.054  Confidentiality and security of testing materials. (NRS 385.080, 389.015, 389.550, 389.616)

     1.  The board of trustees of each school district and the governing body of each charter school shall ensure that the employees of the school district or charter school, respectively, who have access to the materials necessary to administer the examinations required by NRS 389.015 and 389.550 are familiar with:

     (a) The provisions of this section, subsection 6 of NRS 389.015 and NRS 389.600 to 389.648, inclusive; and

     (b) Any instructions that are issued by the Department of Education relating to the confidentiality of those materials.

     2.  A person shall not make or distribute copies of the questions contained in the examinations required by NRS 389.015 and 389.550 or the approved answers used for grading them unless that person has received written authorization to do so from the publisher of the examination and the Department of Education.

     3.  Before the examinations required by NRS 389.015 and 389.550 are distributed to the schools in which the examinations will be administered, the board of trustees or the governing body shall ensure that the materials used to administer the examinations and the approved answers used for grading them are stored in such a manner that only those persons to whom the materials and answers may be disclosed pursuant to subsection 6 of NRS 389.015 have access to them.

     4.  The secure examination materials that are used to administer the examinations required by NRS 389.015 and 389.550 must not be distributed to the schools in which the examinations will be administered until such time as is necessary to allow the schools adequate time to prepare to administer the examinations.

     5.  The principal of each school to which an examination is delivered shall ensure that:

     (a) The questions contained in the examination are stored in a secure location and are not distributed until the examination is administered; and

     (b) The materials used to administer the examination are stored in a secure manner before the end of the day on which the examination is administered.

     6.  On or before September 15 of each year, the principal of each public school and charter school, respectively, shall submit to the Department of Education a statement that the principal will ensure that the school complies with the provisions of this section, the provisions of NRS 389.600 to 389.648, inclusive, and any instructions issued by the Department relating to the confidentiality of testing materials. The statement required pursuant to this subsection must be on a form prescribed by the Department.

     7.  The examinations required by NRS 389.015 and 389.550 must be administered:

     (a) In a facility that is approved by the board of trustees of the school district or the governing body of the charter school; and

     (b) By employees of the school district or charter school who are designated to administer the examinations by the board of trustees of the school district or the governing body of the charter school, respectively.

     (Added to NAC by Bd. of Education by R115-97, eff. 12-10-97; A by R065-99, 11-3-99; R072-01, 11-7-2001)

      NAC 389.056  Procedures for administration. (NRS 385.080, 389.015, 389.550)  Achievement and proficiency examinations must be administered as follows:

     1.  For grades 5 and 8, the examination in writing must be administered pursuant to the instructions in the current edition of the manual for the administration of the proficiency examination in writing adopted by the Department of Education.

     2.  For grades 3 through 8, the criterion-referenced examinations must be administered pursuant to the instructions in the current edition of the manual for the administration of the criterion-referenced examinations adopted by the Department of Education.

     3.  For grades 10 and above, the high school proficiency examinations must be administered pursuant to the instructions in the current edition of the manual for the administration of the high school proficiency examinations adopted by the Department of Education.

     (Added to NAC by Bd. of Education, eff. 3-9-88; A 9-15-89; 12-11-89; 9-13-91; 10-8-93, eff. 9-1-94; 11-17-95; R115-97, 12-10-97; R019-98, 4-17-98; R072-01, 11-7-2001; R042-05, 10-31-2005; R020-09, 10-27-2009)

      NAC 389.0565  Use of calculators on examinations. (NRS 385.080, 389.015, 389.550)

     1.  Except as otherwise provided in this section, calculators may not be used by pupils taking any examination in mathematics described in NAC 389.061, including, without limitation, the Nevada High School Proficiency Examination in Mathematics.

     2.  A pupil may use a calculator while taking the Nevada High School Proficiency Examination in Mathematics or the Nevada Criterion-Referenced Examination in Mathematics if the pupil is enrolled in a program of special education pursuant to NRS 388.440 to 388.520, inclusive, and the pupil’s individualized education program specifies that the pupil may use a calculator for assessment purposes.

     3.  A pupil may use a calculator while taking a portion of the Nevada High School Proficiency Examination in Mathematics or the Nevada Criterion-Referenced Examination in Mathematics if the Department of Education has specified that a calculator may be used while taking that portion of the examination.

     (Added to NAC by Bd. of Education by R115-97, eff. 12-10-97; A by R019-98, 4-17-98; R065-99, 11-3-99; R065-99, 11-3-99, eff. 9-1-2000; R072-01, 11-7-2001; R042-05, 10-31-2005; R020-09, 10-27-2009)

      NAC 389.057  Eligibility for reexamination. (NRS 385.080, 389.015, 389.550)

     1.  A pupil who fails a proficiency examination administered during grade 10 or 11 is eligible to be reexamined only at the times that the examination is administered for the grade level of the pupil pursuant to NAC 389.051.

     2.  If the pupil does not pass a proficiency examination before the completion of grade 12, the pupil may be reexamined any time that the examination is administered to adults pursuant to NAC 389.051 after providing proof to the school district or, if the pupil attends a charter school, to the charter school that the pupil has completed appropriate remedial study.

     (Added to NAC by Bd. of Education, eff. 10-8-93; A by R065-99, 11-3-99; R072-01, 11-7-2001; R020-09, 10-27-2009)

      NAC 389.058  Reporting of results to Department of Education. (NRS 385.080, 389.015, 389.550)  A private entity that has contracted with the State Board of Education to score the examinations administered pursuant to NRS 389.015 or 389.550 shall report the results of the examinations in writing to the Department of Education.

     (Added to NAC by Bd. of Education, eff. 9-15-89; A 12-11-89; 9-13-91; 10-8-93, eff. 9-1-94; R115-97, 12-10-97; R072-01, 11-7-2001; R042-05, 10-31-2005)

      NAC 389.059  Restriction on reporting scores of individual pupils; reporting of aggregated scores. (NRS 385.080, 389.015, 389.017, 389.550)

     1.  Except as otherwise provided by a specific statute or regulation, the Department of Education shall not report the scores achieved by an individual pupil on an examination required by NRS 389.015 or 389.550 to a person or governmental agency.

     2.  The Department may report the aggregated scores of 10 or more pupils.

     (Added to NAC by Bd. of Education, eff. 9-13-91; A by R065-99, 11-3-99; R072-01, 11-7-2001; R059-04, 8-25-2004)

      NAC 389.061  Specific criterion-referenced examinations required. (NRS 385.080, 389.015, 389.550)  The following criterion-referenced examinations must be used as examinations of achievement and proficiency:

     1.  For grade 3, the criterion-referenced examinations that must be used are the Nevada Criterion-Referenced Examinations in Mathematics and Reading prescribed by the Department of Education for each testing period. Each edition of those examinations must be based upon the standards of content and performance adopted pursuant to NRS 389.520.

     2.  For grade 4, the criterion-referenced examinations that must be used are the Nevada Criterion-Referenced Examinations in Mathematics and Reading prescribed by the Department of Education for each testing period. Each edition of those examinations must be based upon the standards of content and performance adopted pursuant to NRS 389.520.

     3.  For grade 5, the criterion-referenced examinations that must be used are:

     (a) The Nevada Fifth Grade Proficiency Examination in Writing prescribed by the Department of Education for each testing period; and

     (b) The Nevada Criterion-Referenced Examinations in Mathematics, Reading and Science prescribed by the Department of Education for each testing period. Each edition of those examinations must be based upon the standards of content and performance adopted pursuant to NRS 389.520.

     4.  For grade 6, the criterion-referenced examinations that must be used are the Nevada Criterion-Referenced Examinations in Mathematics and Reading prescribed by the Department of Education for each testing period. Each edition of those examinations must be based upon the standards of content and performance adopted pursuant to NRS 389.520.

     5.  For grade 7, the criterion-referenced examinations that must be used are the Nevada Criterion-Referenced Examinations in Mathematics and Reading prescribed by the Department of Education for each testing period. Each edition of those examinations must be based upon the standards of content and performance adopted pursuant to NRS 389.520.

     6.  For grade 8, the criterion-referenced examinations that must be used are:

     (a) The Nevada Eighth Grade Proficiency Examination in Writing prescribed by the Department of Education for each testing period; and

     (b) The Nevada Criterion-Referenced Examinations in Mathematics, Reading and Science prescribed by the Department of Education for each testing period. Each edition of those examinations must be based upon the standards of content and performance adopted pursuant to NRS 389.520.

     7.  For grade 10, the criterion-referenced examinations that must be used are:

     (a) The Nevada High School Proficiency Examination in Reading;

     (b) The Nevada High School Proficiency Examination in Mathematics; and

     (c) The Nevada High School Proficiency Examination in Science,

Ê prescribed by the Department of Education for each testing period.

     8.  For grades 11 and above, the criterion-referenced examinations that must be used are:

     (a) The Nevada High School Proficiency Examination in Reading;

     (b) The Nevada High School Proficiency Examination in Mathematics;

     (c) The Nevada High School Proficiency Examination in Science; and

     (d) The Nevada High School Proficiency Examination in Writing,

Ê prescribed by the Department of Education for each testing period.

     (Added to NAC by Bd. of Education, eff. 3-9-88; A 9-15-89; 12-11-89; 9-13-91; 10-8-93, eff. 9-1-94; R115-97, 12-10-97; R019-98, 4-17-98; R065-99, 11-3-99; R072-01, 11-7-2001; R072-01, 11-7-2001, eff. 7-1-2002; R042-05, 10-31-2005; R020-09, 10-27-2009; R037-12, 9-14-2012)

      NAC 389.071  Proficiency examinations in writing: High school; fifth and eighth grades. (NRS 385.080, 389.015, 389.550)  Each edition of the Nevada High School Proficiency Examination in Writing and the Nevada Fifth and Eighth Grade Proficiency Examinations in Writing must be based upon the standards of content and performance in English language arts adopted pursuant to NRS 389.520.

     (Added to NAC by Bd. of Education, eff. 3-9-88; A 9-13-91; 10-8-93, eff. 9-1-94; R072-01, 11-7-2001; R042-05, 10-31-2005; R020-09, 10-27-2009)

      NAC 389.076  Nevada High School Proficiency Examination in Reading. (NRS 385.080, 389.015)  For grades 10, 11 and 12, and for adults, each edition of the Nevada High School Proficiency Examination in Reading must be based upon the standards of content and performance in English language arts adopted pursuant to NRS 389.520.

     (Added to NAC by Bd. of Education, eff. 3-9-88; A 9-15-89; R115-97, 12-10-97; R065-99, 11-3-99; R072-01, 11-7-2001; R072-01, 11-7-2001, eff. 7-1-2002; R072-01, 11-7-2001, eff. 7-1-2003; A by Bd. for Career & Tech. Educ. by R172-05, 2-23-2006; A by Bd. of Education by R020-09, 10-27-2009)

      NAC 389.079  Nevada High School Proficiency Examination in Science. (NRS 385.080, 389.015)  Each edition of the Nevada High School Proficiency Examination in Science must be based upon the standards of content and performance in science adopted pursuant to NRS 389.520.

     (Added to NAC by Bd. of Education by R072-01, eff. 11-7-2001; A by R020-09, 10-27-2009)

      NAC 389.081  Nevada High School Proficiency Examination in Mathematics. (NRS 385.080, 389.015)  For grades 10, 11 and 12, and for adults, each edition of the Nevada High School Proficiency Examination in Mathematics must be based upon the standards of content and performance in mathematics adopted pursuant to NRS 389.520.

     (Added to NAC by Bd. of Education, eff. 3-9-88; A 9-15-89; R115-97, 12-10-97; R065-99, 11-3-99; R072-01, 11-7-2001; R072-01, 11-7-2001, eff. 7-1-2002; R072-01, 11-7-2001, eff. 7-1-2003; R020-09, 10-27-2009)

      NAC 389.083  Maintenance of results of examinations and list of names and scores. (NRS 385.080, 389.015, 389.550)

     1.  A school district shall keep the results of all examinations administered pursuant to NRS 389.550 to pupils in grades 3 through 8 for 4 years after the date of the administration of the examinations.

     2.  The Department of Education shall keep the results of all examinations administered pursuant to NRS 389.550 to pupils in grades 3 through 8 for 4 years after the date of the administration of the examinations.

     3.  The Department of Education shall maintain a list of the name and scores of each pupil who takes the High School Proficiency Examinations for 10 years after the date of the administration of the Examinations. A school district shall maintain a list of the name and scores of each pupil who takes the High School Proficiency Examinations for 10 years after the date of the administration of the Examinations.

     (Added to NAC by Bd. of Education, eff. 9-13-91; A 1-26-94, eff. 9-1-94; R072-01, 11-1-2001; R042-05, 10-31-2005; R020-09, 10-27-2009; R037-12, 9-14-2012)

KINDERGARTEN THROUGH HIGH SCHOOL

      NAC 389.187  Academic, career, and personal and social development. (NRS 385.080, 385.110, 389.0185, 389.180)  A course of study in academic, career, and personal and social development must include instruction designed to teach pupils in kindergarten through the completion of the 12th grade, as applicable:

     1.  For the area of academic development, how to implement strategies and activities which support and maximize the ability of a pupil to learn, as demonstrated by the pupil’s ability to:

     (a) Improve the academic self-concept of the pupil;

     (b) Develop skills that contribute to effective learning and use those skills to improve the ability of the pupil to learn;

     (c) Achieve success in school;

     (d) Develop and implement plans which enable the pupil to achieve his or her goals; and

     (e) Understand the relationship between the education of the pupil and his or her life experiences.

     2.  For the area of career development, how to provide the foundation for the development of skills, attitudes and knowledge which are necessary for the pupil to make a successful transition from school to his or her career and from career to career throughout his or her life span, as demonstrated by the pupil’s ability to:

     (a) Develop an awareness of career choices and acquire information relating to those careers;

     (b) Develop and implement employability skills;

     (c) Identify the career goals of the pupil and acquire the knowledge necessary to achieve those goals; and

     (d) Apply the skills necessary to achieve the pupil’s career goals.

     3.  For the area of personal and social development, how to develop the foundation for the personal and social development of the pupil as the pupil progresses from kindergarten through high school and into adulthood, as demonstrated by the pupil’s ability to:

     (a) Acquire self-knowledge and interpersonal and personal safety skills, including, without limitation, safety skills relating to the use of electronic technology and electronic devices; and

     (b) Apply self-knowledge when making decisions, setting goals and taking the necessary actions to achieve those goals.

     (Added to NAC by Bd. of Education by R010-03, eff. 10-30-2003; A by R169-12, 11-1-2012)

PREKINDERGARTEN, ELEMENTARY SCHOOL, MIDDLE SCHOOL AND JUNIOR HIGH SCHOOL

Prescribed Courses

      NAC 389.195  Elementary school. (NRS 385.080, 385.110, 389.0185)

     1.  The State Board of Education prescribes the following courses of study for elementary schools:

     (a) Reading.

     (b) Language.

     (c) Social studies.

     (d) Mathematics.

     (e) Science.

     (f) Art.

     (g) Music.

     (h) Health.

     (i) Physical education.

     (j) Computers.

     2.  In addition to the courses prescribed by subsection 1, a course of study in:

     (a) Introduction to technology is prescribed for pupils in sixth, seventh or eighth grade.

     (b) Academic achievement, career exploration, and personal and social development is prescribed for pupils in seventh or eighth grade.

     3.  A local school board may offer:

     (a) A course in a foreign language as an elective course for pupils in kindergarten through the eighth grade.

     (b) A course in home and career skills as an elective course for pupils in seventh and eighth grades.

     (Added to NAC by Bd. of Education, 8-26-85, eff. 8-1-86; A 5-27-92; R065-97, 12-10-97; R010-03, 10-30-2003)

Instruction: Prekindergarten Through Second Grade

      NAC 389.232  Kindergarten: Common Core Standards for English language arts. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)

     1.  The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for kindergarten are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts for kindergarten may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

     2.  For the 2011-2012 school year and each school year thereafter, instruction in kindergarten in English language arts must be designed so that by the completion of kindergarten, pupils meet the standards adopted pursuant to subsection 1.

     (Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)

      NAC 389.237  Kindergarten: Common Core Standards for mathematics. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)

     1.  The Common Core Standards for mathematics developed by the Common Core State Standards Initiative for kindergarten are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for mathematics for kindergarten may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

     2.  For the 2011-2012 school year and each school year thereafter, instruction in kindergarten in mathematics must be designed so that by the completion of kindergarten, pupils meet the standards adopted pursuant to subsection 1.

     (Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)

      NAC 389.238  Kindergarten: Social studies. (NRS 385.080, 385.110, 389.0185, 389.520)  Instruction in kindergarten in social studies must be designed so that pupils meet the following performance standards by the completion of kindergarten:

     1.  For the area of social study skills:

     (a) Acquire and apply skills of reading, writing and oral communication to construct knowledge, as demonstrated by the ability of the pupil to:

          (1) Interpret illustrations.

          (2) Listen to a story to acquire information on a main idea.

          (3) Identify vocabulary using illustrations.

     (b) Acquire, organize, use and evaluate information that prepares a pupil to be an active, informed and literate citizen, as demonstrated by the ability of the pupil to:

          (1) Gather and present information orally.

          (2) Identify maps, graphs and charts.

          (3) Use appropriate technological resources which support learning.

     (c) Demonstrate historical comprehension by analyzing and interpreting historical documents and artifacts that present alternative voices, accounts and interpretations or perspectives on past events, as demonstrated by the ability of the pupil to:

          (1) Understand the concepts of yesterday, today and tomorrow.

          (2) Identify sources of information.

          (3) Listen to historical fiction.

     (d) Demonstrate skills which prepare a pupil to be an active, informed and literate citizen, as demonstrated by the ability of the pupil to:

          (1) Demonstrate responsibility for the well-being of himself or herself.

          (2) Listen and participate as a member of a group in the classroom.

     2.  For the area of history:

     (a) Understand the development, characteristics and interaction of persons, cultures, societies, religions and ideas, as demonstrated by the ability of the pupil to:

          (1) Discuss the importance of working with other persons to complete tasks.

          (2) Listen to stories of family members, residents and prominent persons that emphasize the human experience.

          (3) Listen to stories of persons and families from around the world.

     (b) Understand the influences of persons, events, ideas and conflicts in the development of nations, empires, cultures and political and economic ideas, as demonstrated by the ability of the pupil to identify problems that arise when persons live and work together.

     (c) Understand the influences of social ideas and personal action on social, political, economic and technological change, as demonstrated by the ability of the pupil to:

          (1) Recognize differences between the home in which the pupil lives and the school in which the pupil is enrolled.

          (2) Describe the importance of working with other persons to complete tasks.

          (3) Identify the occupations of persons in the school in which the pupil is enrolled.

          (4) Demonstrate respect for other pupils in the classroom and in the school.

          (5) Discuss events that are important to the pupil and the pupil’s family.

     3.  For the area of geography:

     (a) Use maps, globes and other geographic tools and technologies to locate and extrapolate information about persons, places and environments, as demonstrated by the ability of the pupil to recognize that a globe is a representation of Earth and use vocabulary related to direction and location, including, without limitation, up, down, left, right, near, far, above and beyond.

     (b) Understand the physical and human features of places, and use that information to define and study regions and their patterns of changes, as demonstrated by the ability of the pupil to:

          (1) Identify the areas in the home and the classroom that have different purposes, including, without limitation, the kitchen, bedroom, exit door and teacher’s desk.

          (2) Describe himself or herself as a unique person with characteristics that are similar to other pupils.

          (3) Recall from memory the street on which the pupil lives.

          (4) Identify the geographic setting of a picture or a story.

     (c) Understand how economic, political and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation, as demonstrated by the ability of the pupil to explain that persons move from one location to another.

     (d) Understand the effects of interactions between human and physical systems, and changes in the use, distribution and importance of resources, as demonstrated by the ability of the pupil to recognize seasonal changes in weather and how persons adapt to those changes.

     4.  For the area of economics:

     (a) Understand how scarcity and incentives affect choices, how markets work, why markets form, how supply and demand interact to determine market price and how changes in prices act as economic signals to coordinate trade, as demonstrated by the ability of the pupil to:

          (1) Demonstrate the scarcity of resources.

          (2) Identify jobs in the community.

     (b) Identify indicators used to measure economic performance, understand important aspects of how the economy acts as a system, and understand the roles of money, interest rates, saving and borrowing, financial institutions and the central banking system in the economy, as demonstrated by the ability of the pupil to identify the currency used in the United States.

     (c) Identify the causes of economic change and explain how the economic system of the United States responds to those changes and how other economic systems respond to changes, as demonstrated by the ability of the pupil to make decisions regarding resources in the classroom.

     5.  For the area of civics:

     (a) Know why society needs rules, law and governments, and understand the roles, rights and responsibilities of citizens, as demonstrated by the ability of the pupil to:

          (1) Identify and follow classroom and school rules concerning behavior and resolution of conflicts.

          (2) Identify a pupil’s rights within the classroom.

          (3) Recognize personal choices.

          (4) Recognize the Pledge of Allegiance.

          (5) Name a traditional patriotic activity, holiday or symbol of the United States.

     (b) Explain the different political systems in the world and how those systems relate to the United States and the citizens of the United States, as demonstrated by the ability of the pupil to name the school in which the pupil is enrolled.

     (Added to NAC by Bd. of Education by R011-09, eff. 10-27-2009)

      NAC 389.2418  First grade: Common Core Standards for English language arts. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)

     1.  The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for the first grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts for the first grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

     2.  By the beginning of the first grade, pupils must know and be able to do everything required in kindergarten for English language arts offered in public schools.

     3.  For the 2011-2012 school year and each school year thereafter, instruction in the first grade in English language arts must be designed so that by the completion of the first grade, pupils meet the standards adopted pursuant to subsection 1.

     (Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)

      NAC 389.24195  First grade: Common Core Standards for mathematics. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)

     1.  The Common Core Standards for mathematics developed by the Common Core State Standards Initiative for the first grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for mathematics for the first grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

     2.  By the beginning of the first grade, pupils must know and be able to do everything required in kindergarten for mathematics offered in public schools.

     3.  For the 2011-2012 school year and each school year thereafter, instruction in the first grade in mathematics must be designed so that by the completion of the first grade, pupils meet the standards adopted pursuant to subsection 1.

     (Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)

      NAC 389.2421  First grade: Social studies. (NRS 385.080, 385.110, 389.0185, 389.520)  By the beginning of the first grade, pupils must know and be able to do everything required in kindergarten for social studies offered in public schools. Instruction in the first grade in social studies must be designed so that pupils meet the following performance standards by the completion of the first grade:

     1.  For the area of social study skills:

     (a) Acquire and apply skills of reading, writing and oral communication to construct knowledge, as demonstrated by the ability of the pupil to:

          (1) Listen for main ideas in text that is read to the pupil.

          (2) Listen for the main idea and sequence of events in the context of social studies.

          (3) Use vocabulary in sentences.

     (b) Acquire, organize, use and evaluate information that prepares a pupil to be an active, informed and literate citizen, as demonstrated by the ability of the pupil to:

          (1) Research a prescribed topic in social studies.

          (2) Conduct research by locating, gathering and organizing information.

          (3) Present information orally.

          (4) Identify maps, graphs, charts and diagrams as sources of information.

          (5) Practice the responsible use of technology.

          (6) Use technological resources for solving problems, communicating and illustrating thoughts and ideas.

     (c) Demonstrate historical comprehension by analyzing and interpreting historical documents and artifacts that present alternative voices, accounts and interpretations or perspectives on past events, as demonstrated by the ability of the pupil to:

          (1) Identify events that took place yesterday and events that take place today.

          (2) Identify sources of information.

          (3) Read or listen, or both, to historical fiction.

          (4) Identify self-perspective.

     (d) Demonstrate skills which prepare a pupil to be an active, informed and literate citizen, as demonstrated by the ability of the pupil to:

          (1) Demonstrate responsibility for the well-being of himself or herself.

          (2) Listen and participate as a member of a group in the classroom.

     2.  For the area of history:

     (a) Understand the development, characteristics and interactions of persons, cultures, societies, religions and ideas, as demonstrated by the ability of the pupil to:

          (1) Describe lifeways of persons who lived in the local community in the past, including, without limitation, their jobs, schools, methods of communication, transportation and recreation.

          (2) Listen to stories that reflect the beliefs, customs, ceremonies and traditions of the different cultures in the neighborhood around the school.

          (3) Listen to histories of important landmarks in the community that create a sense of community among persons in the community.

          (4) Listen to stories that reflect the beliefs, customs, ceremonies, traditions and social practices of cultures from around the world.

          (5) Identify landmarks from around the world.

     (b) Understand the influences of persons, events, ideas and conflicts in the development of nations, empires, cultures and political and economic ideas, as demonstrated by the ability of the pupil to identify methods of sharing that resolve problems in the classroom and at the school.

     (c) Understand the influences of social ideas and personal action on social, political, economic and technological change, as demonstrated by the ability of the pupil to:

          (1) Describe the neighborhood around the school in which the pupil is enrolled.

          (2) Compare or contrast, or both, the daily life of the pupil with the daily life of the pupil’s parent or legal guardian.

          (3) Identify and describe occupations in the community that help persons, including, without limitation, law enforcement officers, firefighters and nurses.

          (4) Demonstrate respect for other pupils and persons in the neighborhood around the school.

          (5) Discuss events that are happening at the school in which the pupil is enrolled.

     3.  For the area of geography:

     (a) Use maps, globes and other geographic tools and technologies to locate and extrapolate information about persons, places and environments, as demonstrated by the ability of the pupil to:

          (1) Differentiate between and identify water and land on a map and globe, and use the terms “ocean” and “continent.”

          (2) Describe maps as representations of places.

          (3) Recognize the shape of North America on a map of the world.

          (4) Use simple maps to illustrate direction.

          (5) Display geographic information in a visual manner using simple lists, graphs and maps.

     (b) Understand the physical and human features of places, and use that information to define and study regions and their patterns of changes, as demonstrated by the ability of the pupil to:

          (1) Sort and group pictures that display geographic features, including, without limitation, forests, deserts and lake regions.

          (2) Identify the similarities and differences between persons in the community.

          (3) Identify patterns of change within the community, including, without limitation, construction.

          (4) Recall the home address and telephone number of the pupil.

     (c) Understand how economic, political and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation, as demonstrated by the ability of the pupil to:

          (1) Use the classroom population to categorize simple demographic information.

          (2) Explain that a person may live in a location other than the location where the person was born.

          (3) Identify characteristics of rural and urban communities.

     (d) Understand the effects of interactions between human and physical systems, and changes in the use, distribution and importance of resources, as demonstrated by the ability of the pupil to:

          (1) Tell how the physical environment affects activity at school, including, without limitation, having recess inside or outside.

          (2) Identify locations in which a pupil may access basic resources available to the pupil, including, without limitation, food and water.

     4.  For the area of economics:

     (a) Understand how scarcity and incentives affect choices, how markets work, why markets form, how supply and demand interact to determine the market price and how changes in prices act as economic signals to coordinate trade, as demonstrated by the ability of the pupil to:

          (1) Give examples of “all-or-nothing” choices.

          (2) Identify a consumer.

          (3) Identify a producer.

          (4) Give examples of ways persons earn money.

     (b) Identify indicators used to measure economic performance, understand important aspects of how the economy acts as a system, and understand the roles of money, interest rates, saving and borrowing, financial institutions and the central banking system in the economy, as demonstrated by the ability of the pupil to explain what money is and how money is used.

     (c) Identify the causes of economic change and explain how the economic system of the United States responds to those changes and how other economic systems respond to changes, as demonstrated by the ability of the pupil to identify resources that are shared in the classroom and the community.

     (d) Explore trends in international trade, the impact of trade on the economy of the United States and the role of exchange rates, as demonstrated by the ability of the pupil to define trade.

     5.  For the area of civics:

     (a) Know why society needs rules, law and governments, and understand the roles, rights and responsibilities of citizens, as demonstrated by the ability of the pupil to:

          (1) Identify and follow classroom and school rules concerning behavior and resolution of conflicts.

          (2) Identify a pupil’s rights within the classroom.

          (3) Participate in making decisions for the class, including, without limitation, decisions regarding personal responsibilities in the classroom and school.

          (4) Recognize the Pledge of Allegiance.

          (5) Name a traditional patriotic activity, holiday or symbol of the United States.

     (b) Understand the United States Constitution and the government created by the United States Constitution, including, without limitation, the relationship between national and sub-national governments, and the structure and function of state and local governments, as demonstrated by the ability of the pupil to name the current President of the United States.

     (c) Describe the roles of political parties, elections, interest groups, the media and public opinion in the democratic process, as demonstrated by the ability of the pupil to identify sources of information.

     (d) Explain the different political systems in the world and how those systems relate to the United States and the citizens of the United States, as demonstrated by the ability of the pupil to name the school in which the pupil is enrolled.

     (Added to NAC by Bd. of Education by R011-09, eff. 10-27-2009)

      NAC 389.2423  Prekindergarten through second grade: Health. (NRS 385.080, 385.110, 389.0185, 389.520)  Instruction in prekindergarten, kindergarten, first grade and second grade in health must be designed so that pupils meet the following performance standards by the completion of the second grade:

     1.  Comprehend concepts related to the promotion of health and the prevention of disease to enhance health, as demonstrated by the ability of the pupil to:

     (a) Identify behaviors concerning the health of a person that impact personal health;

     (b) Identify basic human anatomy, including, without limitation, the eyes, nose, ears and teeth;

     (c) Identify and respect the physical, emotional and intellectual differences of persons;

     (d) Describe how healthy eating and participating in daily physical activities promote health and well-being;

     (e) Identify substances which benefit the body and substances which are harmful to the body;

     (f) Recognize methods for preventing injuries and avoiding hazards common to children;

     (g) Identify school personnel and health and safety officials, including, without limitation, law enforcement officers and emergency personnel;

     (h) Recognize germs which may cause illnesses and diseases and measures which can be taken to help prevent the spread of those illnesses and diseases; and

     (i) Identify elements of the environment which may affect the health of a person, including, without limitation, the sun, air, water, soil, food and pollutants.

     2.  Access reliable health information, products and services to enhance health, as demonstrated by the ability of the pupil to identify:

     (a) Persons who are trustworthy to help promote health; and

     (b) Providers of health care.

     3.  Practice health-enhancing behaviors and avoid and reduce health risks, as demonstrated by the ability of the pupil to:

     (a) Identify responsible health behaviors;

     (b) Select foods that are healthy and help a person grow;

     (c) Explore movements that promote a lifestyle which is active and healthy; and

     (d) Identify the actions that may be taken for the personal safety of a person, including, without limitation, use of safety precautions while exposed to the sun, use of a helmet, obeying pedestrian rules, use of a safety belt, exercising safety around guns, use of emergency 911 services, using proper fire safety procedures and taking general safety precautions.

     4.  Analyze the influence of family, peers, culture, media, technology and other factors on behaviors concerning health, as demonstrated by the ability of the pupil to:

     (a) Identify different sources that influence behaviors which affect personal health;

     (b) Discuss the nutrition and physical activities of families from diverse cultures; and

     (c) Discuss different sources of influence that promote the use of substances which benefit the body and substances which are harmful to the body.

     5.  Use interpersonal communication skills to enhance health and to reduce or avoid health risks, as demonstrated by the ability of the pupil to:

     (a) List healthy ways to communicate the wants, needs and feelings of the pupil and to listen to other persons who express wants, needs and feelings; and

     (b) Identify ways in which the pupil may respond to and report a situation that is unwanted, threatening or dangerous to the pupil or another person.

     6.  Use goal-setting skills to enhance health, as demonstrated by the ability of the pupil to:

     (a) Define the terms “short-term personal health goal” and “long-term personal health goal”;

     (b) Develop goals for practicing daily habits which promote health, including, without limitation, personal hygiene, safety precautions while exposed to the sun, nutrition and physical activity; and

     (c) Identify resources to assist the pupil with developing short-term personal health goals and long-term personal health goals, including, without limitation, goals concerning recycling, water conservation, proper disposal of garbage and trash, and food choices.

     7.  Promote and support personal, family and community health, as demonstrated by the ability of the pupil to:

     (a) Identify ways to promote personal and family health; and

     (b) Identify messages regarding consumer and environmental health.

     8.  Use decision-making skills to enhance health, as demonstrated by the ability of the pupil to:

     (a) Discuss choices which are beneficial and choices which are harmful to the health of the pupil;

     (b) Identify resources and persons that assist in making decisions to enhance the health of the pupil;

     (c) Identify situations which require decisions regarding the health of a person; and

     (d) Differentiate between situations in which a pupil must make a decision regarding health by himself or herself and situations in which a pupil must make a decision regarding health with the assistance of another person.

     9.  As used in this section, “prekindergarten” means a developmental program offered by a school district or charter school for pupils with special needs.

     (Added to NAC by Bd. of Education by R032-00, 6-20-2000, eff. 7-1-2000; A by R013-09, 10-27-2009)

      NAC 389.2424  Kindergarten through second grade: Technology and computers. (NRS 385.080, 385.110, 389.0185, 389.520)  Instruction in kindergarten through the second grade in technology and computers must be designed so that pupils meet the following performance standards by the completion of the second grade:

     1.  For the areas of creativity and innovation, demonstrate creative thinking, build knowledge and develop innovative products and processes using technology, as demonstrated by the ability of the pupil to:

     (a) Use digital tools to brainstorm and organize ideas;

     (b) Create an original work using a variety of digital tools to demonstrate personal or group expression;

     (c) With assistance from the teacher, use digital models and simulations; and

     (d) Identify patterns and predict possibilities in data from the classroom using digital tools.

     2.  For the areas of communication and collaboration, use digital media and environments to communicate and work in collaboration with other pupils, including pupils outside of the classroom, to support the learning of the pupil and the learning of other pupils, as demonstrated by the ability of the pupil to:

     (a) Work in groups in the classroom to create and publish digital products;

     (b) Communicate information and ideas to other pupils and the parents of the pupil using digital text and illustrations;

     (c) Use digital resources to learn about places, persons, celebrations and maps; and

     (d) Work in a team to solve problems using digital tools.

     3.  For the area of fluency of research and information, gather, evaluate and use information, as demonstrated by the ability of the pupil to:

     (a) Determine the steps necessary to answer a question using digital tools;

     (b) Identify and organize keywords and use multiple sources to answer a question;

     (c) Recognize that different sources of information and digital tools are appropriate for completing different tasks; and

     (d) Collect and display data using a variety of technological resources and report the results.

     4.  For the areas of critical thinking, problem solving and decision making, use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using the digital tools and resources that are appropriate for the specific task, as demonstrated by the ability of the pupil to:

     (a) Investigate a problem that arises in an everyday situation using digital resources;

     (b) Use a digital planning tool;

     (c) Use data to answer a problem that arises in an everyday situation using digital tools; and

     (d) Explore alternative solutions to and diverse perspectives on problems that arise in everyday situations using digital tools.

     5.  For the area of the appropriate use of technology, understand human, cultural and societal issues relating to technology and practice legal and ethical behaviors when using technology, as demonstrated by the ability of the pupil to:

     (a) List the rules of the classroom governing the safe use of technology;

     (b) List potential dangers in digital environments and how to report situations that are potentially unsafe;

     (c) Use technologies in learning activities;

     (d) Describe how technology can enhance learning; and

     (e) Describe what it means to use technology in an appropriate manner and the responsibilities associated with using technology.

     6.  For the areas of technological operations and concepts, demonstrate an understanding of technological concepts, systems and operations, as demonstrated by the ability of the pupil to:

     (a) List examples of technological tools;

     (b) Use proper techniques for basic keyboarding skills;

     (c) Use software that is appropriate for the age of the pupil;

     (d) Demonstrate proper care of equipment; and

     (e) Use routine procedures for the technological tools in the classroom.

     (Added to NAC by Bd. of Education by R008-10, eff. 6-30-2010)

      NAC 389.2425  Second grade: Physical education. (NRS 385.080, 385.110, 389.0185, 389.520)  By the end of the second grade, pupils must know and be able to do everything required in the previous grades for courses in physical education offered in public schools. Instruction in the second grade in physical education must be designed so that pupils meet the following performance standards by the completion of the second grade:

     1.  Apply concepts relating to movement to the knowledge and development of motor skills, as demonstrated by the ability of the pupil to:

     (a) Understand the vocabulary of simple patterns of movement;

     (b) Identify the basic elements of forms of movement, including, without limitation, opposition;

     (c) Identify and respond to cues that enhance skill performance, including, without limitation, to look, reach and give when catching an object; and

     (d) Identify the physiological signs of moderate physical activity, including, without limitation, a fast heart rate and heavy breathing.

     2.  Demonstrate competency in many forms of movement and proficiency in a few forms of movement, as demonstrated by the ability of the pupil to:

     (a) Combine in a sequence two or more locomotor or nonlocomotor skills;

     (b) Perform a variety of basic manipulative skills in isolation; and

     (c) Demonstrate a combination of two simple movements relating to weight transfer and balance.

     3.  Understand dance through the use of skills, techniques and choreography, and as a form of communication, as demonstrated by the ability of the pupil to:

     (a) Create shapes at high, medium and low levels in a sequence of movement;

     (b) Use locomotor movements in varying directions and pathways;

     (c) Apply qualities of movement;

     (d) Create, with or without a prop, a sequence of movement that has a beginning, a middle and an end;

     (e) Demonstrate a quality of relationship between forms of movement, including, without limitation, imitation through echoing or mirroring, “close/near” or “over/under” movements and contrasting movements;

     (f) Discuss and demonstrate how dance is used to communicate to other persons;

     (g) Perform, with or without a prop and with few errors, various locomotor and nonlocomotor movements to a steady beat; and

     (h) Perform simple folk dances or social dances, or both.

     4.  Achieve and maintain a health-enhancing level of individual fitness for an active lifestyle, as demonstrated by the ability of the pupil to:

     (a) Identify health-related components of fitness, including, aerobic endurance, muscular strength, muscular endurance and flexibility;

     (b) Identify those health-related components which are addressed in selected exercises;

     (c) Engage in moderate, daily, structured physical activity; and

     (d) Perform various structured exercises in a safe manner.

     5.  Practice personal responsibility, positive social interaction and respect for diversity in settings in which physical activities occur, as demonstrated by the ability of the pupil to:

     (a) Apply class rules, procedures and safe practices, with reinforcement from a teacher;

     (b) Engage in physical activity involving cooperation and sharing;

     (c) Show respect for other pupils during activities, regardless of personal differences; and

     (d) Participate in multicultural activities.

     (Added to NAC by Bd. of Education by R033-00, 6-20-2000, eff. 7-1-2000)

      NAC 389.2431  Second grade: Common Core Standards for English language arts. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)

     1.  The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for the second grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts for the second grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

     2.  By the beginning of the second grade, pupils must know and be able to do everything required in the previous grades for English language arts offered in public schools.

     3.  For the 2011-2012 school year and each school year thereafter, instruction in the second grade in English language arts must be designed so that by the completion of the second grade, pupils meet the standards adopted pursuant to subsection 1.

     (Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)

      NAC 389.2433  Second grade: Information literacy. (NRS 385.080, 385.110, 389.0185, 389.520)  By the end of the second grade, pupils must know and be able to do everything required in the previous grades to be information literate. Instruction in the second grade, regardless of whether it takes place in the library or the classroom, must be designed so that pupils meet the following standards for information literacy by the completion of the second grade:

     1.  For the areas of understanding the process of obtaining information in such a manner as to access information efficiently and effectively, evaluate information critically and competently, and use information accurately and creatively, a pupil must demonstrate the ability to:

     (a) Recognize the need for information by giving examples of situations in which information beyond the pupil’s own knowledge is needed to resolve an information problem or question.

     (b) Recognize that accurate and comprehensive information is the basis for intelligent decision making by selecting examples of accurate and inaccurate information and complete and incomplete information.

     (c) Formulate questions by stating at least one broad question that will help in finding the needed information.

     (d) Identify a variety of potential sources of information by listing several sources of information and explaining the kind of information found in each source.

     (e) Develop and use successful strategies for locating information by listing some ideas for identifying and finding the needed information.

     (f) Distinguish among fact, point of view and opinion by recognizing those concepts in various sources and products of information.

     (g) Select information appropriate to a specific problem or question by recognizing information that is applicable to that problem or question.

     (h) Organize information for practical application by describing several ways to organize information, including chronologically, topically and hierarchically.

     (i) Integrate new information into a pupil’s existing knowledge by recognizing and understanding new information and ideas.

     (j) Apply information using critical thinking and problem-solving skills by identifying information that meets a particular need for information.

     (k) Produce and communicate information and ideas in appropriate formats by naming a variety of different formats for presenting different kinds of information.

     2.  For the areas of pursuing information related to personal interests, appreciating literature and other creative expressions of information, and striving for excellence in seeking information and generating knowledge, a pupil must demonstrate the ability to:

     (a) Seek information relating to various dimensions of personal well-being, such as vocational interests, involvement in community, matters concerning health and recreational pursuits by:

          (1) Occasionally seeking information about topics of personal interest or aspects of well-being; and

          (2) Generally expanding beyond the pupil’s own knowledge to seek information concerning topics of personal interest or aspects of well-being.

     (b) Design, develop and evaluate information and conclusions based upon that information relating to topics of personal interest to the pupil by organizing and presenting basic information gathered by the pupil relating to those topics of personal interest.

     (c) Function as a competent and self-motivated reader by explaining and discussing various examples of fiction.

     (d) Derive meaning from information presented creatively in a variety of formats by explaining and discussing films, plays and other creative presentations of information.

     (e) Develop creative methods of conveying information in a variety of formats by expressing information and ideas creatively in simple formats.

     (f) Assess the quality of the process and outcome of the pupil’s efforts to obtain information by retracing the steps the pupil took to find information and explaining which were most useful for resolving a problem or question concerning the information.

     3.  For the areas of recognizing the importance of information to a democratic society, practicing ethical behavior in regard to information and information technology, and participating effectively in groups to pursue and generate information, a pupil must demonstrate the ability to:

     (a) Seek information from diverse sources, contexts, disciplines and cultures by identifying several appropriate sources for resolving an information problem or question.

     (b) Respect the principle of equitable access to information by explaining why it is important for all pupils to have access to information, information sources and information technology.

     (c) Respect the principles of intellectual freedom by defining or giving examples of “intellectual freedom.”

     (d) Respect intellectual property rights by giving examples of what it means to respect intellectual property rights.

     (e) Use information technology responsibly by stating the main points of the policy of the pupil’s school regarding the use of computing and communications hardware, software and networks.

     (f) Share and contribute knowledge and information with other pupils in groups by seeking and communicating specific facts, opinions and points of view related to information problems or questions.

     (g) Respect the ideas and backgrounds of other pupils and acknowledge the contributions of other pupils by describing their ideas accurately and completely.

     (h) Collaborate with others, both in person and through technologies, to identify information problems and to seek solutions by:

          (1) Expressing the pupil’s own ideas appropriately and effectively, in person and remotely through technologies, while working in groups to identify and resolve information problems;

          (2) Participating actively in discussions with others, in person and remotely through technologies, to analyze information problems and suggest solutions; and

          (3) Participating actively in discussions with others, in person and remotely through technologies, to devise solutions to information problems that integrate the information and ideas of group members.

     (Added to NAC by Bd. of Education by R071-01, eff. 11-1-2001; A by R013-03, 10-30-2003)

      NAC 389.2436  Second grade: Common Core Standards for mathematics. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)

     1.  The Common Core Standards for mathematics developed by the Common Core State Standards Initiative for the second grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for mathematics for the second grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

     2.  By the beginning of the second grade, pupils must know and be able to do everything required in the previous grades for mathematics offered in public schools.

     3.  For the 2011-2012 school year and each school year thereafter, instruction in the second grade in mathematics must be designed so that by the completion of the second grade, pupils meet the standards adopted pursuant to subsection 1.

     (Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)

      NAC 389.2437  Second grade: Social studies. (NRS 385.080, 385.110, 389.0185, 389.520)  By the beginning of the second grade, pupils must know and be able to do everything required in the previous grades for social studies offered in public schools. Instruction in the second grade in social studies must be designed so that pupils meet the following performance standards by the completion of the second grade:

     1.  For the area of social study skills:

     (a) Acquire and apply skills of reading, writing and oral communication to construct knowledge, as demonstrated by the ability of the pupil to:

          (1) Listen for main ideas in text that is read to the pupil.

          (2) Listen for the main idea and sequence of events in the context of social studies.

          (3) Identify fact and opinion.

          (4) Use reading and writing to respond to literature.

          (5) Identify graphic organizers as a method for organizing information.

          (6) Use vocabulary in sentences.

     (b) Acquire, organize, use and evaluate information that prepares a pupil to be an active, informed and literate citizen, as demonstrated by the ability of the pupil to:

          (1) Research a prescribed topic in social studies.

          (2) Conduct research by locating, gathering and organizing information.

          (3) Present information orally or in writing.

          (4) Use maps, graphs, charts and diagrams.

          (5) Demonstrate acceptable social behaviors when using technology.

          (6) Use technological resources for solving problems, communicating and illustrating thoughts and ideas.

     (c) Demonstrate historical comprehension by analyzing and interpreting historical documents and artifacts that present alternative voices, accounts and interpretations or perspectives on past events, as demonstrated by the ability of the pupil to:

          (1) Demonstrate an understanding of chronology by reading a timeline.

          (2) Identify past, present and future events.

          (3) Discuss sources of information that are appropriate.

          (4) Read or listen, or both, to historical fiction.

          (5) Identify different perspectives.

     (d) Demonstrate skills which prepare a pupil to be an active, informed and literate citizen, as demonstrated by the ability of the pupil to:

          (1) Demonstrate responsibility for the well-being of himself or herself and his or her family.

          (2) Listen and participate as a member of a group in the classroom.

     2.  For the area of history:

     (a) Understand the development, characteristics and interactions of persons, cultures, societies, religions and ideas, as demonstrated by the ability of the pupil to:

          (1) Compare the local community to communities from around the United States.

          (2) Examine artifacts in the United States to understand the daily life of persons from the time period of those artifacts.

          (3) Examine artifacts from around the world for important clues to ascertain the daily life of persons from the time period of those artifacts.

          (4) Explain why important events, persons or customs, or any combination thereof, in the United States are recognized by holidays.

          (5) Explain why important events, persons and customs, or any combination thereof, from around the world are recognized by holidays.

          (6) Recognize similarities and differences of earlier generations, including, without limitation, similarities and differences in occupations, clothes, mannerisms, stories, games and festivals.

          (7) Compare communities from around the world to the local community.

     (b) Understand the influences of persons, events, ideas and conflicts in the development of nations, empires, cultures and political and economic ideas, as demonstrated by the ability of the pupil to:

          (1) Identify methods in which persons cooperate to achieve a common goal.

          (2) Explore the importance of both local and national landmarks and explain how those landmarks create a sense of community.

     (c) Understand the influences of social ideas and personal action on social, political, economic and technological change, as demonstrated by the ability of the pupil to:

          (1) Identify public and private spaces within the community.

          (2) Compare or contrast, or both, the daily life of the pupil with the daily lives of children from around the world.

          (3) Explain why persons and events are honored by commemorative holidays.

          (4) Demonstrate respect for other pupils and persons in the community.

          (5) Define the term “technology” and identify uses for technology in the daily life of the pupil.

          (6) Listen to and discuss events in the community that are reported by the media.

     3.  For the area of geography:

     (a) Use maps, globes and other geographic tools and technologies to locate and extrapolate information about persons, places and environments, as demonstrated by the ability of the pupil to:

          (1) Identify titles and symbols on maps.

          (2) Recognize spatial patterns, including, without limitation, political units and physical features, on a map and globe.

          (3) Construct a key from map symbols and choose a map title.

          (4) Give and follow simple oral directions to move from one location to another.

          (5) Use a simple letter and number grid system to find a specific location.

          (6) Identify geographic information within media sources, including, without limitation, maps, books and photographs.

     (b) Understand the physical and human features of places, and use that information to define and study regions and their patterns of changes, as demonstrated by the ability of the pupil to:

          (1) Define the term “region” and provide examples of regions.

          (2) Describe neighborhoods and communities as places where persons live, work and play.

          (3) Identify traditions and customs that are practiced by families.  

          (4) Identify patterns of changes in the community.

          (5) Provide examples of geographical uses of machines, tools and technologies, including, without limitation, surveying tools and map navigation programs.

          (6) Demonstrate that different locations have different addresses.

          (7) Locate the city and state in which the pupil resides on a map.

     (c) Understand how economic, political and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation, as demonstrated by the ability of the pupil to:

          (1) Construct a visual model of the distribution of population, including, without limitation, a graph, table or a choropleth map.

          (2) Categorize different ways to move persons, goods and ideas, including, without limitation, air, water, land, telephones and computers.

          (3) Define the terms “rural community” and “urban community” and compare the characteristics of each.

          (4) List the types of social groups to which persons belong.

     (d) Understand the effects of interactions between human and physical systems, and changes in the use, distribution and importance of resources, as demonstrated by the ability of the pupil to:

          (1) Tell how the physical environment affects community activity, including, without limitation, recreation and water usage.

          (2) Provide examples of tools that assist in finding geographic locations.

          (3) Identify how persons shape their physical environment.

          (4) Define the term “natural hazards” and provide examples of natural hazards.

          (5) Identify natural resources and the location of natural resources in the neighborhood.

     4.  For the area of economics:

     (a) Understand how scarcity and incentives affect choices, how markets work, why markets form, how supply and demand interact to determine the market price, and how changes in prices act as economic signals to coordinate trade, as demonstrated by the ability of the pupil to:

          (1) Give examples of what is given up when a choice is made.

          (2) Identify consumers and where they make purchases.

          (3) Identify producers in the neighborhood and community in which the pupil lives.

          (4) Discuss why persons work.

     (b) Identify indicators used to measure economic performance, understand important aspects of how the economy acts as a system, and understand the roles of money, interest rates, saving and borrowing, financial institutions and the central banking system in the economy, as demonstrated by the ability of the pupil to:

          (1) Discuss the concept that money is limited.

          (2) Identify reasons for saving money.

     (c) Identify the causes of economic change, and explain how the economic system of the United States responds to those changes and how other economic systems respond to changes, as demonstrated by the ability of the pupil to:

          (1) Identify businesses in the community.

          (2) Describe ways to share classroom resources.

     (d) Explore trends in international trade, the impact of trade on the economy of the United States and the role of exchange rates, as demonstrated by the ability of the pupil to demonstrate an understanding of trade by providing an example of trade.

     5.  For the area of civics:

     (a) Know why society needs rules, law and governments, and understand the roles, rights and responsibilities of citizens, as demonstrated by the ability of the pupil to:

          (1) Identify and follow classroom and school rules concerning behavior and resolution of conflicts.

          (2) Identify a pupil’s rights within the classroom and the school.

          (3) Participate in making decisions for the class, including, without limitation, decisions regarding personal responsibilities in the classroom.

          (4) Recognize the Pledge of Allegiance.

          (5) Describe traditional patriotic activities, holidays or symbols from around the world.

     (b) Understand the United States Constitution and the government created by the United States Constitution, including, without limitation, the relationship between national and sub-national governments, and the structure and function of state and local governments, as demonstrated by the ability of the pupil to name the current President of the United States.

     (c) Describe the roles of political parties, elections, interest groups, the media and public opinion in the democratic process, as demonstrated by the ability of the pupil to identify sources of information.

     (d) Explain the different political systems in the world and how those systems relate to the United States and the citizens of the United States, as demonstrated by the ability of the pupil to name the school in which the pupil is enrolled and the community in which the pupil resides.

     (Added to NAC by Bd. of Education by R074-00, eff. 6-20-2000; A by R011-09, 10-27-2009)

      NAC 389.244  Kindergarten through second grade: Science. (NRS 385.080, 385.110, 389.0185, 389.520)  Instruction in kindergarten through the second grade in science must be designed so that pupils meet the following standards by the completion of the second grade:

     1.  For the area of science inquiry:

     (a) Understand that science is an active process of systematically examining the natural world;

     (b) Know how to make observations and provide descriptions of such observations using words, numbers and drawings;

     (c) Know that tools can be used safely to gather data and to extend the senses; and

     (d) Know that observable patterns can be used to predict future events or sort items.

     2.  For the areas of science, technology and society:

     (a) Understand that many people contribute to the field of science, including, without limitation, men and women of all ages and backgrounds; and

     (b) Know that teamwork is beneficial to the study of science, including, without limitation, working and sharing findings with others.

     3.  For the area of matter:

     (a) Understand that matter has observable properties;

     (b) Know that matter can exist in a solid form or liquid form;

     (c) Know that certain properties of materials can be changed by heating, freezing, mixing, cutting or bending the material;

     (d) Know that matter can be categorized by observable properties, including, without limitation, color, size, shape and weight; and

     (e) Know that different objects can be made of many different types of materials.

     4.  For the areas of force and motion:

     (a) Understand that the position and motion of an object can be described;

     (b) Know that the position and motion of an object can be changed by pushing or pulling the object;

     (c) Know that an object can move:

          (1) In various manners and directions, including, without limitation, straight lines, zigzags, vibrations and circular motions; and

          (2) At various speeds, including, without limitation, fast and slow;

     (d) Know that magnets can be used to make certain objects move without being touched; and

     (e) Know that an object will fall to the ground unless something holds the object off of the ground.

     5.  For the area of energy:

     (a) Understand that heat, light and sound can be produced;

     (b) Know that the sun is a source of heat and light;

     (c) Know that sound is produced through the vibration of one or more objects; and

     (d) Know that an object can be described as hot or cold in relation to another object.

     6.  For the area of heredity:

     (a) Understand that living things, including, without limitation, plants and animals, pass certain characteristics to their offspring that make them resemble each other; and

     (b) Know that differences exist among individuals of the same kind of plant or animal.

     7.  For the area of the structure of life:

     (a) Understand that living things have identifiable characteristics; and

     (b) Know that humans and other animals use their senses to understand and adapt to their environment.

     8.  For the area of organisms and their environment:

     (a) Understand that living things live in different places and environments;

     (b) Know that plants and animals need certain resources for energy and growth;

     (c) Know that a habitat includes, without limitation, food, water, shelter and space; and

     (d) Know that living things exist almost everywhere on the earth.

     9.  For the area of the diversity of life:

     (a) Understand that there are many kinds of living things on the earth;

     (b) Know that plants and animals can be distinguished by observable characteristics and behaviors; and

     (c) Know that certain plants and animals are extinct.

     10.  For the areas of the atmospheric processes and the cycle of water:

     (a) Understand that changes in the weather can transform the state of water from a liquid form to a solid form or a solid form to a liquid form;

     (b) Know that the sun is a source of heat and light;

     (c) Know that the water on the earth exists in a liquid form or solid form and can transform from one form to the other form;

     (d) Know that the weather changes from day to day and from season to season; and

     (e) Know that the weather can be described in terms of certain measurements, including, without limitation, the degree of the temperature, the direction and speed of the wind, and the amount of precipitation.

     11.  For the areas of the solar system and the universe:

     (a) Understand that there are objects in the sky which display patterns, including, without limitation, how they look, where they are located and how they move;

     (b) Know that the sun rises every day and the moon can rise during the day and night;

     (c) Know that the sun and moon appear to move across the sky; and

     (d) Know that the shape of the moon appears to change over the course of a month.

     12.  For the area of the structure and composition of the earth:

     (a) Understand that the earth is composed of various materials, including, without limitation, rock, soil and water;

     (b) Know that rocks exist in various sizes, shapes, textures and colors;

     (c) Know that different objects are made of different types of materials; and

     (d) Know that the color and texture of soil depends upon the composition of the soil.

     (Added to NAC by Bd. of Education by R075-99, eff. 11-4-99; A by R041-05, 10-31-2005)

Instruction: Third Grade

      NAC 389.247  Third grade: Common Core Standards for English language arts. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)

     1.  The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for the third grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts for the third grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

     2.  By the beginning of the third grade, pupils must know and be able to do everything required in the previous grades for English language arts.

     3.  For the 2011-2012 school year and each school year thereafter, instruction in the third grade in English language arts must be designed so that by the completion of the third grade, pupils meet the standards adopted pursuant to subsection 1.

     (Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)

      NAC 389.248  Information literacy. (NRS 385.080, 385.110, 389.0185, 389.520)  By the end of the third grade, pupils must know and be able to do everything required in the previous grades to be information literate. Instruction in the third grade, regardless of whether it takes place in the library or the classroom, must be designed so that pupils meet the following standards for information literacy by the completion of the third grade:

     1.  For the areas of understanding the process of obtaining information in such a manner as to access information efficiently and effectively, evaluate information critically and competently, and use information accurately and creatively, a pupil must demonstrate the ability to:

     (a) Recognize the need for information by:

          (1) Giving examples of situations in which additional information beyond the pupil’s own knowledge is needed to resolve an information problem or question;

          (2) Determining whether additional information beyond the pupil’s own knowledge is needed to resolve an information problem or question; and

          (3) By selecting examples of accurate and inaccurate information and complete and incomplete information.

     (b) Recognize that accurate and comprehensive information is the basis for intelligent decision making by explaining the differences between accurate and inaccurate information.

     (c) Formulate questions by:

          (1) Stating at least one broad question that will help in finding the needed information; and

          (2) Stating both broad and specific questions that will help in finding the needed information.

     (d) Identify a variety of potential sources of information by listing several sources of information and by explaining the kind of information found in each source.

     (e) Develop and use successful strategies for locating information by listing some ideas for identifying and finding information that is needed.

     (f) Determine accuracy, relevance and comprehensiveness by defining “accuracy,” “relevance” and “comprehensiveness” and giving examples of their applications.

     (g) Distinguish among fact, point of view and opinion by:

          (1) Recognizing those concepts in various sources and products of information; and

          (2) Explaining how those concepts are different from the others.

     (h) Identify inaccurate and misleading information by explaining how such information can lead to faulty conclusions.

     (i) Select information that is appropriate to a specific problem or question by recognizing information that is applicable to that problem or question.

     (j) Organize information for practical application by:

          (1) Describing several ways to organize information, including chronologically, topically and hierarchically; and

          (2) Organizing the information in different ways according to the specific information problem or question.

     (k) Integrate new information into the pupil’s existing knowledge by:

          (1) Recognizing and understanding new information and ideas; and

          (2) Combining what is already known about a topic with new information and drawing conclusions using the combined information.

     (l) Apply information in critical thinking and problem solving by:

          (1) Identifying information that meets a particular need for information; and

          (2) Using information from a variety of sources to resolve an information problem or question.

     (m) Produce and communicate information and ideas in appropriate formats by:

          (1) Naming a variety of different formats for presenting different kinds of information; and

          (2) Choosing an appropriate format for presenting information from a variety of sources based on the information itself, the audience, and the nature of the information problem or question to determine the applicability of that format to a specific information problem or question.

     2.  For the areas of pursuing information related to personal interests, appreciating literature and other creative expressions of information, and striving for excellence in seeking information and generating knowledge, a pupil must demonstrate the ability to:

     (a) Seek information relating to various dimensions of personal well-being, such as vocational interests, involvement in community, matters concerning health and recreational pursuits by:

          (1) Occasionally seeking information about topics of personal interest or aspects of well-being; and

          (2) Generally expanding beyond the pupil’s own knowledge to seek information concerning topics of personal interest or aspects of well-being.

     (b) Design, develop and evaluate information and conclusions based upon that information relating to topics of personal interest to the pupil by:

          (1) Organizing and presenting basic information gathered by the pupil relating to those topics of personal interest; and

          (2) Creating solutions and methods of conveying information concerning those topics of personal interest.

     (c) Function as a competent and self-motivated reader by:

          (1) Explaining and discussing various examples of fiction; and

          (2) Choosing fiction and other types of literature to read and analyze.

     (d) Derive meaning from information presented creatively in a variety of formats by explaining and discussing films, plays and other creative presentations of information.

     (e) Develop creative methods of conveying information in a variety of formats by:

          (1) Expressing information and ideas creatively in simple formats; and

          (2) Expressing information and ideas creatively in ways that combine several formats.

     (f) Assess the quality of the process and outcome of the pupil’s efforts to obtain information by:

          (1) Retracing the steps the pupil took to obtain information and explaining which were most useful for resolving a problem or question concerning the information; and

          (2) Assessing each step the pupil took to obtain information with respect to a specific problem concerning the information and assessing the result.

     (g) Devise basic strategies for revising, improving and updating self-generated knowledge by explaining those basic strategies.

     3.  For the areas of recognizing the importance of information to a democratic society, practicing ethical behavior in regard to information and information technology, and participating effectively in groups to pursue and generate information, a pupil must demonstrate the ability to:

     (a) Seek information from diverse sources, contexts, disciplines and cultures by identifying several appropriate sources for resolving an information problem or question.

     (b) Respect the principle of equitable access to information by:

          (1) Explaining why it is important for all pupils to have access to information, information sources and information technology; and

          (2) Using information, information sources and information technology efficiently so that they are available for other pupils to use.

     (c) Respect the principles of intellectual freedom by:

          (1) Defining or giving examples of “intellectual freedom”; and

          (2) Analyzing a situation in terms of its relationship to intellectual freedom, including, without limitation, issuing a personal opinion of a book or video in the library media center.

     (d) Respect intellectual property rights by:

          (1) Giving examples of what it means to respect intellectual property rights; and

          (2) Analyzing situations to determine the steps necessary to respect intellectual property rights, including, without limitation, the creation of a term paper or the development of a multimedia product.

     (e) Use information technology responsibly by stating the main points of the policy of the pupil’s school regarding the use of computing and communications hardware, software and networks.

     (f) Share and contribute knowledge and information with other pupils in groups by:

          (1) Seeking and communicating specific facts, opinions and points of view related to information problems or questions; and

          (2) Using information sources and selecting information and ideas that will contribute directly to the success of group projects.

     (g) Respect the ideas and backgrounds of other pupils and acknowledge their contributions by:

          (1) Describing the ideas of other pupils accurately and completely; and

          (2) Encouraging consideration of ideas and information from all group members.

     (h) Collaborate with others, both in person and through technologies, to identify information problems and to seek solutions by:

          (1) Expressing the pupil’s own ideas appropriately and effectively, in person and remotely through technologies, while working in groups to identify and resolve information problems;

          (2) Participating actively in discussions with others, in person and remotely through technologies, to analyze information problems and suggest solutions; and

          (3) Participating actively in discussions with others, in person and remotely through technologies, to devise solutions to information problems that integrate the information and ideas of group members.

     (Added to NAC by Bd. of Education by R071-01, eff. 11-1-2001; A by R013-03, 10-30-2003)

      NAC 389.252  Third grade: Common Core Standards for mathematics. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)

     1.  The Common Core Standards for mathematics developed by the Common Core State Standards Initiative for the third grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for mathematics for the third grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

     2.  By the beginning of the third grade, pupils must know and be able to do everything required in the previous grades for mathematics offered in public schools.

     3.  For the 2013-2014 school year and each school year thereafter, instruction in the third grade in mathematics must be designed so that by the completion of the third grade, pupils meet the standards adopted pursuant to subsection 1.

     (Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012; A by R019-11, 5-30-2012, eff. 7-1-2013)

      NAC 389.254  Social studies. (NRS 385.080, 385.110, 389.0185, 389.520)  By the beginning of the third grade, pupils must know and be able to do everything required in the previous grades for social studies offered in public schools. Instruction in the third grade in social studies must be designed so that pupils meet the following performance standards by the completion of the third grade:

     1.  For the area of social study skills:

     (a) Acquire and apply skills of reading, writing and oral communication to construct knowledge, as demonstrated by the ability of the pupil to:

          (1) Use prereading strategies to skim text for main ideas.

          (2) Identify main ideas and the sequences of events in the context of social studies.

          (3) Use reading and writing to respond to literature.

          (4) Identify fact and opinion.

          (5) Increase comprehension using graphic organizers.

          (6) Use content specific vocabulary in sentences.

     (b) Acquire, organize, use and evaluate information that prepares a pupil to be an active, informed and literate citizen, as demonstrated by the ability of the pupil to:

          (1) Research a prescribed topic in social studies.

          (2) Conduct research by locating, gathering and organizing information.

          (3) Present information orally and in writing.

          (4) Read maps, graphs, charts and diagrams for information.

          (5) Demonstrate acceptable social and ethical behaviors when using technology and discuss the consequences of the inappropriate use of technology.

          (6) Use technological resources for solving problems, communicating and illustrating thoughts and ideas.

          (7) Use technology to effectively access information.

     (c) Demonstrate historical comprehension by analyzing and interpreting historical documents and artifacts that present alternative voices, accounts and interpretations or perspectives on past events, as demonstrated by the ability of the pupil to:

          (1) Demonstrate an understanding of chronology by reading a timeline.

          (2) Read and discuss historical fiction.

          (3) Identify different perspectives.

     (d) Demonstrate skills which prepare a pupil to be an active, informed and literate citizen, as demonstrated by the ability of the pupil to:

          (1) Demonstrate responsibility for the well-being of himself or herself and his or her family.

          (2) Listen and participate as a member of a group in the classroom.

     2.  For the area of history:

     (a) Understand the development, characteristics and interactions of persons, cultures, societies, religions and ideas, as demonstrated by the ability of the pupil to:

          (1) Learn about persons in the community and discuss the contributions of those persons to the community.

          (2) Use artifacts and other primary resources to investigate the contributions of persons and families to the founding and development of the local community.

          (3) Learn about persons from around the world and discuss the contributions of those persons.

     (b) Understand the influences of persons, events, ideas and conflicts in the development of nations, empires, cultures and political and economic ideas, as demonstrated by the ability of the pupil to:

          (1) Discuss the resolution of conflicts through compromise.

          (2) Explain how memorials honor and remember persons.

     (c) Understand the influences of social ideas and personal action on social, political, economic and technological change, as demonstrated by the ability of the pupil to:

          (1) Explain how the actions of heroes and heroines make a difference.

          (2) Determine what it means to be a citizen of the United States and describe the achievements of famous and ordinary citizens.

          (3) Define the term “ethnicity” and explain that persons who make contributions to their communities include persons who have diverse ethnic origins, customs and traditions.

          (4) Demonstrate respect for other pupils, the community and the world.

          (5) Explain how technology in the pupil’s home and school affects the pupil’s life.

          (6) Discuss the effects of events reported by the media on persons in the community.

     3.  For the area of geography:

     (a) Use maps, globes and other geographic tools and technologies to locate and extrapolate information about persons, places and environments, as demonstrated by the ability of the pupil to:

          (1) Identify and use the cardinal directions on a compass rose to locate places on a map.

          (2) Differentiate between a city and a state using appropriate examples.

          (3) Compare uses of maps and globes.

          (4) Identify and explain simple spatial patterns on a map, including, without limitation, population centers, farmland and mountains.

          (5) Construct a simple map which includes, without limitation, a title, symbols and directions from a bird’s-eye view.

          (6) Recognize different types of maps, including, without limitation, maps of the neighborhood, school and classroom.

          (7) List careers that require the use of geographic tools.

     (b) Understand the physical and human features of places, and use that information to define and study regions and their patterns of changes, as demonstrated by the ability of the pupil to:

          (1) Distinguish between physical and human features.

          (2) Identify characteristics of neighborhoods and communities, including, without limitation, the physical and geographical differences, land use and population density.

          (3) Identify ways persons can express their culture.

          (4) List ways persons view their own communities, including, without limitation, a ranching community and a tourist destination.

          (5) List ways persons use technology for geographic purposes, including, without limitation, for forecasting the weather and taking aerial photographs to measure changes in population over a period of time.

          (6) Locate and name the states that surround Nevada.

          (7) Identify latitude and longitude on a map or globe.

     (c) Understand how economic, political and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation, as demonstrated by the ability of the pupil to:

          (1) Compare population distribution across regions using maps and mathematical representations, including, without limitation, tables and graphs.

          (2) Identify the types of transportation and communication networks.  

          (3) List reasons for choosing to live in urban and rural communities.

          (4) Use a map to display information about an economic product.

          (5) Describe the purposes for various organizations.

     (d) Understand the effects of interactions between human and physical systems, and changes in the use, distribution and importance of resources, as demonstrated by the ability of the pupil to:

          (1) Predict possible geographic changes that could take place in the neighborhood or community.

          (2) List tools, machines or technologies that persons use to change the physical environment.

          (3) Compare ways persons modify the physical environment.

          (4) Identify persons, groups and organizations that respond to natural hazards.

          (5) Describe ways persons depend on and manage natural resources within their communities.

     4.  For the area of economics:

     (a) Understand how scarcity and incentives affect choices, how markets work, why markets form, how supply and demand interact to determine the market price and how changes in prices act as economic signals to coordinate trade, as demonstrated by the ability of the pupil to:

          (1) Identify needs as high priority wants and identify wants as goods, service or leisure activities.

          (2) Give examples of the prices consumers have paid when buying goods and services.

          (3) Give examples of the prices set by businesses for selling goods and services.

          (4) Demonstrate an understanding of income and give examples.

     (b) Identify indicators used to measure economic performance, understand important aspects of how the economy acts as a system, and understand the roles of money, interest rates, saving and borrowing, financial institutions and the central banking system in the economy, as demonstrated by the ability of the pupil to:

          (1) Identify forms of money used by persons across time and in different places.

          (2) Define terms used in banking, including, without limitation, “saving,” “interest” and “borrowing.”

          (3) Identify reasons persons use banks.

     (c) Identify the causes of economic change, and explain how the economic system of the United States responds to those changes and how other economic systems respond to changes, as demonstrated by the ability of the pupil to:

          (1) Identify and explain what business owners do.

          (2) Identify classroom resources that are limited and must be shared.

     (d) Explore trends in international trade, the impact of trade on the economy of the United States and the role of exchange rates, as demonstrated by the ability of the pupil to differentiate between barter and monetary trade.

     5.  For the area of civics:

     (a) Know why society needs rules, law and governments, and understand the roles, rights and responsibilities of citizens, as demonstrated by the ability of the pupil to:

          (1) Identify rules, laws and authorities that keep persons safe and property secure and discuss examples of each.

          (2) Discuss that the democratic process involves voting, majority rule and the setting of rules.

          (3) Explain personal responsibilities in the classroom and the school.

          (4) Recognize the Pledge of Allegiance and discuss its purpose.

          (5) Explain why we have patriotic activities, holidays and symbols.

     (b) Understand the United States Constitution and the government created by the United States Constitution, including, without limitation, the relationship between national and sub-national governments, and the structure and function of state and local governments, as demonstrated by the ability of the pupil to:

          (1) Name the current President of the United States.

          (2) Name the current mayor of the town in which the pupil resides, if applicable.

     (c) Describe the roles of political parties, elections, interest groups, the media and public opinion in the democratic process, as demonstrated by the ability of the pupil to:

          (1) List the qualities of a leader.

          (2) Discuss why persons form interest groups.

          (3) Introduce sources of information which persons use to form an opinion.

     (d) Explain the different political systems in the world and how those systems relate to the United States and the citizens of the United States, as demonstrated by the ability of the pupil to identify the city, state and country in which the pupil resides.

     (Added to NAC by Bd. of Education by R074-00, eff. 6-20-2000; A by R011-09, 10-27-2009)

      NAC 389.272  The arts. (NRS 385.080, 385.110, 389.0185, 389.520)  By the end of the third grade, each pupil must know and be able to do everything required in the previous grades for courses in the arts offered in public elementary schools. Instruction in the arts in the third grade must be designed so that pupils meet the following standards of performance by the completion of the third grade:

     1.  For the area of music:

     (a) Sing a varied repertoire of music alone and with others as demonstrated by the ability of the pupil to:

          (1) Sing folk songs, patriotic songs and multicultural songs with the correct pitch and mood using the head tone;

          (2) Sing simple ostinatos on pitch; and

          (3) Maintain a part while singing a round in an ensemble.

     (b) Perform a varied repertoire of music on instruments alone and with others as demonstrated by the ability of the pupil to:

          (1) Play a melodic or rhythmic pattern on instruments in the classroom using the proper technique; and

          (2) Accompany simple folk, traditional and multicultural music using accurate rhythmic and melodic patterns.

     (c) Improvise melodies, variations and accompaniments as demonstrated by the ability of the pupil to improvise a rhythmic and melodic phrase while maintaining a steady beat.

     (d) Compose and arrange music within specified guidelines as demonstrated by the ability of the pupil to:

          (1) Organize sounds into musical interpretations of stories, rhymes and poetry in large groups;

          (2) With assistance from the teacher, create a two-phrase song or instrumental piece with a beginning, middle and end using a pentatonic scale; and

          (3) Organize simple pieces of music using a variety of sound sources.

     (e) Read and notate music as demonstrated by the ability of the pupil to:

          (1) Read quarter notes, quarter rests and eighth notes and perform through speaking, body percussion and instruments that are out of pitch;

          (2) Sing and play simple pentatonic patterns using solfege, numbers or letters;

          (3) Use music symbols such as fermata, repeat signs and double bar lines;

          (4) Notate a simple oral rhythmic pattern; and

          (5) Notate a simple oral melodic pattern.

     (f) Listen to, analyze and describe music as demonstrated by the ability of the pupil to:

          (1) Identify rhythmic and melodic patterns that are repeated within a musical piece;

          (2) Describe a simple musical form;

          (3) Recognize the difference in vocal timbres among the male and female voices of children when presented separately; and

          (4) Recognize instruments that are out of pitch in a musical example.

     (g) Evaluate music and musical performances as demonstrated by the ability of the pupil to:

          (1) Use criteria provided by the teacher to evaluate performances and compositions; and

          (2) Evaluate performances and compositions in his or her own words.

     (h) Demonstrate knowledge of the historical periods and cultural diversity of music, including, without limitation, the ability to:

          (1) Identify various styles of music from diverse cultures; and

          (2) Recognize that various styles of music are used in different settings.

     2.  For the area of theater:

     (a) Understand the components of a theatrical production, including, without limitation, scriptwriting, directing and production as demonstrated by the ability of the pupil to:

          (1) Write or improvise a simple script based on personal experience, imagination or the retelling of a story;

          (2) Create simple sets and sound effects for a dramatized idea or story; and

          (3) Create props, costumes, masks or makeup for a dramatized idea or story.

     (b) Understand and demonstrate the role of an actor in the theater as demonstrated by the ability of the pupil to:

          (1) Identify two of the different traits of a given person, animal or object;

          (2) Portray two of the traits of a given person, animal or object; and

          (3) Vocally and physically portray in a dramatized idea or story the varied emotions of a character.

     (c) Apply and demonstrate critical and creative thinking skills in theater, film, television and electronic media as demonstrated by the ability of the pupil to:

          (1) Express opinions related to a performance of another student or a visiting artist; and

          (2) Differentiate between what is real and what is make-believe.

     (d) Recognize and explain how theatrical experiences contribute to a better understanding of history, culture and human relationships as demonstrated by the ability of the pupil to state the similarities and differences between dramatic characters and real people.

     3.  For the area of visual arts:

     (a) Know and apply media, techniques and processes for developing visual arts as demonstrated by the ability of the pupil to create works of visual art using different media, techniques and processes and meeting most criteria assigned by the teacher.

     (b) Use knowledge of the characteristics, purposes and functions of the visual arts as demonstrated by the ability of the pupil to:

          (1) Identify selected elements and principles of design in nature and works of visual art; and

          (2) Create works of visual art using various visual characteristics of visual art.

     (c) Choose, apply and evaluate a range of subject matter, symbols and ideas for visual art as demonstrated by the ability of the pupil to create works of visual art that demonstrate a choice of subject matter and symbols to communicate meaning through such works.

     (d) Understand the visual arts in relation to history and culture as demonstrated by the ability of the pupil to:

          (1) Match a work of visual art to a particular culture, time or place; and

          (2) Create a work of visual art that is influenced by a particular historical period or culture.

     (e) Analyze and assess characteristics, merits and meaning in the pupil’s own works of visual art and the works of others as demonstrated by the ability of the pupil to brainstorm possible meanings for a work of visual art.

     (Added to NAC by Bd. of Education by R073-00, eff. 6-20-2000)

      NAC 389.283  Physical education. (NRS 385.080, 385.110, 389.0185, 389.520)  By the end of the third grade, pupils must know and be able to do everything required in the previous grades for courses in physical education offered in public schools. Instruction in the third grade in physical education must be designed so that pupils meet the following performance standards by the completion of the third grade:

     1.  Understand and apply concepts relating to movement to the knowledge and development of motor skills, as demonstrated by the ability of the pupil to:

     (a) Use a vocabulary relating to movement for manipulative, locomotor and nonlocomotor movement activities correctly;

     (b) Apply the basic elements of a form of movement in a dynamic environment;

     (c) Identify simple cues in the performance of the pupil’s peers; and

     (d) Monitor physiological changes which occur during moderate physical activity.

     2.  Demonstrate competency in many forms of movement and proficiency in a few forms of movement, as demonstrated by the ability of the pupil to:

     (a) Maintain a mature form in all locomotor and nonlocomotor movements with a partner;

     (b) Perform a variety of manipulative skills in a dynamic environment; and

     (c) Sequence combinations of more complex movements relating to weight transfer and balance.

     3.  Understand dance through the use of skills, techniques and choreography, and as a form of communication, as demonstrated by the ability of the pupil to:

     (a) Create, with a partner and with few errors, shapes at high, medium and low levels in a sequence of movement;

     (b) Perform, with a partner, locomotor movements in varying directions and pathways;

     (c) Demonstrate the qualities of movement with a partner;

     (d) Create, with a partner and with or without a prop, a sequence of movement with a beginning, a middle and an end;

     (e) Use appropriate skills with a partner;

     (f) Express emotion through movement;

     (g) Observe and discuss how dance differs from and is the same as sports and everyday activities;

     (h) Perform, with a partner and with or without a prop, various movements to a steady beat;

     (i) Move to a steady beat at various tempos; and

     (j) Perform folk dances or social dances, or both, from various cultures.

     4.  Achieve and maintain a health-enhancing level of individual fitness for an active lifestyle, as demonstrated by the ability of the pupil to:

     (a) Describe the implications of the results of health-related assessments of fitness;

     (b) Sustain moderate physical activity that will promote the development of the health-related components of fitness;

     (c) Engage in activities that promote the development of the health-related components of fitness; and

     (d) Identify proper techniques for warming up, conditioning and cooling down, and state the reasons for using those techniques.

     5.  Practice personal responsibility, positive social interaction and respect for diversity in settings in which physical activities occur, as demonstrated by the ability of the pupil to:

     (a) Apply class rules, procedures, safety practices and etiquette with limited reinforcement from a teacher;

     (b) Identify acceptable responses to challenges, successes and failures in physical activity;

     (c) Understand the purpose for modifying activities with regard to diversity in physical activity; and

     (d) Understand the connection between a dance, game or sport and the culture in which the dance, game or sport originates.

     (Added to NAC by Bd. of Education by R033-00, 6-20-2000, eff. 7-1-2000)

Instruction: Fourth Grade

      NAC 389.2931  Fourth grade: Common Core Standards for English language arts. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)

     1.  The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for the fourth grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts for the fourth grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

     2.  By the beginning of the fourth grade, pupils must know and be able to do everything required in the previous grades for English language arts offered in public schools.

     3.  For the 2011-2012 school year and each school year thereafter, instruction in the fourth grade in English language arts must be designed so that by the completion of the fourth grade, pupils meet the standards adopted pursuant to subsection 1.

     (Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)

      NAC 389.2932  Information literacy. (NRS 385.080, 385.110, 389.0185, 389.520)  By the end of the fourth grade, pupils must know and be able to do everything required in the previous grades to be information literate. Instruction in the fourth grade, regardless of whether it takes place in the library or the classroom, must be designed so that pupils meet the following standards for information literacy by the completion of the fourth grade:

     1.  For the areas of understanding the process of obtaining information in such a manner as to access information efficiently and effectively, evaluate information critically and competently, and use information accurately and creatively, a pupil must demonstrate the ability to:

     (a) Recognize the need for information by:

          (1) Giving examples of situations in which additional information beyond the pupil’s own knowledge is needed to resolve an information problem or question; and

          (2) Determining whether additional information beyond the pupil’s own knowledge is needed to resolve an information problem or question.

     (b) Recognize that accurate and comprehensive information is the basis for intelligent decision making by:

          (1) Selecting examples of accurate and inaccurate information and complete and incomplete information; and

          (2) Explaining the difference between accurate and inaccurate information and complete and incomplete information.

     (c) Formulate questions by:

          (1) Stating at least one broad question that will help in finding the needed information; and

          (2) Stating both broad and specific questions that will help in finding the needed information.

     (d) Identify a variety of potential sources of information by:

          (1) Listing several sources of information and explaining the kind of information found in each source; and

          (2) Brainstorming a range of sources of information that will meet a need for information.

     (e) Develop and use successful strategies for locating information by:

          (1) Listing some ideas for identifying and finding the needed information; and

          (2) Explaining and applying a plan to access the needed information.

     (f) Determine accuracy, relevance and comprehensiveness by:

          (1) Defining the terms “accuracy,” “relevance” and “comprehensiveness” and giving examples of their applications; and

          (2) Comparing and contrasting sources related to a topic.

     (g) Distinguish among fact, point of view and opinion by:

          (1) Recognizing those concepts in various sources and products of information; and

          (2) Explaining how each concept is different from the others.

     (h) Identify inaccurate and misleading information by:

          (1) Recognizing inaccurate and misleading information in sources and products of information; and

          (2) Explaining how such information can lead to faulty conclusions.

     (i) Select information that is appropriate to a specific problem or question by:

          (1) Recognizing information that is applicable to that problem or question; and

          (2) Analyzing information from a variety of sources to determine its applicability to that problem or question.

     (j) Organize information for practical application by:

          (1) Describing several ways to organize information, including chronologically, topically and hierarchically; and

          (2) Organizing the information in different ways according to the specific information problem or question.

     (k) Integrate new information into the pupil’s existing knowledge by:

          (1) Recognizing and understanding new information and ideas; and

          (2) Combining what is already known about a topic with new information and drawing conclusions using the combined information.

     (l) Apply information in critical thinking and problem solving by:

          (1) Identifying information that meets a particular need for information; and

          (2) Using information from a variety of sources to resolve an information problem or question.

     (m) Produce and communicate information and ideas in appropriate formats by:

          (1) Naming a variety of different formats for presenting different kinds of information; and

          (2) Choosing an appropriate format for presenting information based on the information itself, the audience, and the nature of the information problem or question.

     2.  For the areas of pursuing information related to personal interests, appreciating literature and other creative expressions of information, and striving for excellence in seeking information and generating knowledge, a pupil must demonstrate the ability to:

     (a) Seek information relating to various dimensions of personal well-being, such as vocational interests, involvement in community, matters concerning health and recreational pursuits by:

          (1) Occasionally seeking information about topics of personal interest or aspects of well-being;

          (2) Generally expanding beyond the pupil’s own knowledge to seek information concerning topics of personal interest or aspects of well-being; and

          (3) Exploring a range of sources to obtain information concerning topics of personal interest or aspects of well-being.

     (b) Design, develop and evaluate information and conclusions based upon that information relating to topics of personal interest to the pupil by:

          (1) Organizing and presenting basic information gathered by the pupil relating to those topics of personal interest; and

          (2) Creating solutions and methods of conveying information concerning those topics of personal interest.

     (c) Function as a competent and self-motivated reader by:

          (1) Explaining and discussing various examples of fiction;

          (2) Choosing fiction and other types of literature to read and analyze; and

          (3) Reading avidly and evaluating the strengths and weaknesses of literature read.

     (d) Derive meaning from information presented creatively in a variety of formats by explaining and discussing films, plays and other creative presentations of information.

     (e) Develop creative methods of conveying information in a variety of formats by:

          (1) Expressing information and ideas creatively in simple formats; and

          (2) Expressing information and ideas creatively in ways that combine several formats.

     (f) Assess the quality of the process and outcome of the pupil’s efforts to obtain information by:

          (1) Retracing the steps the pupil took to obtain information and explaining which were most useful for resolving a problem or question concerning the information; and

          (2) Assessing each step the pupil took to obtain information with respect to a specific problem concerning the information and assessing the result.

     (g) Devise basic strategies for revising, improving and updating self-generated knowledge by explaining those strategies.

     3.  For the areas of recognizing the importance of information to a democratic society, practicing ethical behavior in regard to information and information technology, and participating effectively in groups to pursue and generate information, a pupil must demonstrate the ability to:

     (a) Seek information from diverse sources, contexts, disciplines and cultures by:

          (1) Identifying several appropriate sources for resolving an information problem or question; and

          (2) Using a variety of sources covering diverse perspectives to resolve an information problem or question.

     (b) Respect the principle of equitable access to information by:

          (1) Explaining why it is important for all pupils to have access to information, information sources and information technology; and

          (2) Using information, information sources and information technology efficiently so that they are available for other pupils to use.

     (c) Respect the principles of intellectual freedom by:

          (1) Defining or giving examples of “intellectual freedom”; and

          (2) Analyzing a situation in terms of its relationship to intellectual freedom, including, without limitation, issuing a personal opinion of a book or video in the library media center.

     (d) Respect intellectual property rights by:

          (1) Giving examples of what it means to respect intellectual property rights; and

          (2) Analyzing situations to determine the steps necessary to respect intellectual property rights, including, without limitation, the creation of a term paper or the development of a multimedia product.

     (e) Use information technology responsibly by:

          (1) Stating the main points of the policy of the pupil’s school regarding the use of computing and communications hardware, software and networks; and

          (2) Locating appropriate information efficiently with the school’s computing and communications hardware, software and networks.

     (f) Share and contribute knowledge and information with other pupils in groups by:

          (1) Seeking and communicating specific facts, opinions and points of view related to information problems or questions; and

          (2) Using information sources and selecting information and ideas that will contribute directly to the success of group projects.

     (g) Respect the ideas and backgrounds of other pupils and acknowledge their contributions by:

          (1) Describing the ideas of other pupils accurately and completely; and

          (2) Encouraging consideration of ideas and information from all group members.

     (h) Collaborate with others, both in person and through technologies, to identify information problems and to seek solutions by:

          (1) Expressing the pupil’s own ideas appropriately and effectively, in person and remotely through technologies, while working in groups to identify and resolve information problems;

          (2) Participating actively in discussions with others, in person and remotely through technologies, to analyze information problems and suggest solutions; and

          (3) Participating actively in discussions with others, in person and remotely through technologies, to devise solutions to information problems that integrate the information and ideas of group members.

     (i) Collaborate with others, both in person and through technologies, to design, develop and evaluate products and solutions of information to create and evaluate simple products of information.

     (Added to NAC by Bd. of Education by R071-01, eff. 11-1-2001; A by R013-03, 10-30-2003)

      NAC 389.2933  Social studies. (NRS 385.080, 385.110, 389.0185, 389.520)  By the beginning of the fourth grade, pupils must know and be able to do everything in the previous grades for social studies offered in public schools. Instruction in the fourth grade in social studies must be designed so that pupils meet the following performance standards by the completion of the fourth grade:

     1.  For the area of social study skills:

     (a) Acquire and apply skills of reading, writing and oral communication to construct knowledge, as demonstrated by the ability of the pupil to:

          (1) Skim text for main ideas.

          (2) Identify the main idea, sequence of events, and cause and effect in the context of social studies.

          (3) Identify fact and opinion.

          (4) Use reading and writing to respond to historical literature.

          (5) Increase comprehension by taking notes and using graphic organizers.

     (b) Acquire, organize, use and evaluate information that prepares a pupil to be an active, informed and literate citizen, as demonstrated by the ability of the pupil to:

          (1) Ask questions to identify a research topic.

          (2) Conduct research by locating, gathering and organizing information.

          (3) Present information orally and in writing.

          (4) Create maps, graphs, charts and diagrams to demonstrate knowledge.

          (5) Demonstrate acceptable social and ethical behaviors when using technology and discuss the consequences of the inappropriate use of technology.

          (6) Use technological tools for personal and collaborative writing, communication and publishing.

          (7) Use technology to efficiently and effectively access information.

     (c) Demonstrate historical comprehension by analyzing and interpreting historical documents and artifacts that present alternative voices, accounts and interpretations or perspectives on past events, as demonstrated by the ability of the pupil to:

          (1) Demonstrate an understanding of chronology by recording events on a timeline.

          (2) Read folk tales and legends regarding the history of Nevada.

          (3) Discuss multiple perspectives of history.

     (d) Demonstrate skills which prepare a pupil to be an active, informed and literate citizen, as demonstrated by the ability of the pupil to:

          (1) Demonstrate responsibility for the well-being of himself or herself and his or her family.

          (2) Listen and participate as a member of a group in the classroom.

          (3) Participate as a member of the school community.

     2.  For the area of history:

     (a) Understand the development, characteristics and interaction of persons, cultures, societies, religions and ideas, as demonstrated by the ability of the pupil to:

          (1) Describe the lifestyles of the Desert Archaic culture of Nevada.

          (2) Define the term “hunter-gatherer.”

          (3) Describe the lifestyles of the Native American cultures of Nevada.

          (4) Discuss the interactions of pioneers with the Native Americans in the Great Basin region.

          (5) Identify the contributions of immigrants in Nevada.

     (b) Understand the influences of persons, events, ideas and conflicts in the development of nations, empires, cultures and political and economic ideas, as demonstrated by the ability of the pupil to:

          (1) Discuss examples of compromise and conflict within Nevada, including, without limitation, the Pyramid Lake Wars, water allocation and the Sagebrush Rebellion.

          (2) Describe the experiences of pioneers who moved west.

          (3) Identify explorers and settlers in preterritorial Nevada.

          (4) Identify the diversity within the population of early settlers in Nevada and discuss their experiences.

          (5) Explain the symbols, mottos and slogans related to Nevada, including, without limitation, the phrase “Battle Born,” the State Seal and the phrase “Silver State.”

          (6) Explain how the conflicts of the United States affected life and society in Nevada.

     (c) Understand the influences of social ideas and personal action on social, political, economic and technological change, as demonstrated by the ability of the pupil to:

          (1) Compare or contrast, or both, the daily life of the pupil to children who lived in Nevada in the past.

          (2) Recognize that communities include persons who have diverse ethnic origins, customs and traditions.

          (3) Recognize persons in the community who make contributions to Nevada.

          (4) Define the term “social responsibility.”

          (5) Explain how advances in technologies have affected Nevada, including, without limitation, advances in railroads, mining and gaming.

          (6) Discuss major events at the local and state level that are reported by the media.

     (d) Understand the interactions and interdependence among nations around the world and the impact of economics, politics, religions and cultures on international relationships, as demonstrated by the ability of the pupil to describe the economic and cultural influences of other nations on Nevada.

     3.  For the area of geography:

     (a) Use maps, globes and other geographic tools and technologies to locate and extrapolate information about persons, places and environments, as demonstrated by the ability of the pupil to:

          (1) Identify and use intermediate directions on a compass rose to locate places on a map of Nevada.

          (2) Identify spatial patterns on a map of Nevada, including, without limitation, deserts, mountains and populations.

          (3) Construct a map of Nevada displaying human and physical features.

          (4) Use different types of maps of Nevada to understand spatial distribution, including, without limitation, population maps and physical maps.

     (b) Understand the physical and human features of places, and use that information to define and study regions and their patterns of changes, as demonstrated by the ability of the pupil to:

          (1) Describe the distinguishing features of the historical regions of Nevada, including, without limitation, the tribal territories of Native Americans, pioneer trails and settlement areas.

          (2) Identify the regional changes in Nevada over a period of time.

          (3) Identify and describe the diversity and cultural traditions of the residents of Nevada, including, without limitation, Native Americans and the Basque community.

          (4) Demonstrate how regional change in Nevada from one decade to the next decade has affected the characteristics of a place, including, without limitation, how plows allow farmers to prepare the land for planting and how pick axes assist in mining operations.

          (5) Locate the counties of Nevada and their county seats.

          (6) Identify the equator, prime meridian and international date line.

     (c) Understand how economic, political and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation, as demonstrated by the ability of the pupil to:

          (1) Describe differences in the distribution of population within regions of Nevada.

          (2) List examples of the movement of persons, goods and ideas into and across Nevada.

          (3) Describe the differences among rural, suburban and urban settlements in Nevada.

          (4) Describe historical and current economic issues in Nevada using geographic resources, including, without limitation, illustrating demographic changes due to mining and gaming.

          (5) Describe why types of organizations may differ by geographic region in Nevada.

     (d) Understand the effects of interactions between human and physical systems, and changes in the use, distribution and importance of resources, as demonstrated by the ability of the pupil to:

          (1) Describe ways physical environments affect human activity in Nevada using historical and contemporary examples.

          (2) Describe how technologies altered the physical environment in Nevada and the effects those changes have on the residents of Nevada.

          (3) Explore the impact of human modifications to the physical environment of Nevada on the residents of Nevada.

          (4) Identify natural hazards in Nevada and the impact of those hazards on the population of Nevada.

          (5) Describe the distribution patterns of natural resources in Nevada.

     4.  For the area of economics:

     (a) Understand how scarcity and incentives affect choices, how markets work, why markets form, how supply and demand interact to determine the market price and how changes in prices act as economic signals to coordinate trade, as demonstrated by the ability of the pupil to:

          (1) Give examples of incentives and determine whether those incentives are positive or negative.

          (2) Give reasons why consumers choose to purchase a good or service, including, without limitation, why consumers purchase more of a good or service when the price for the good or service is low and why consumers purchase less of a good or service when the price for the good or service is high.

          (3) Identify factors within the control of a person that affect the likelihood of employment.

          (4) Explain why persons who trade must benefit from the trade, including, without limitation, trading lunch items.

     (b) Identify indicators used to measure economic performance, understand important aspects of how the economy acts as a system, and understand the roles of money, interest rates, saving and borrowing, financial institutions and the central banking system in the economy, as demonstrated by the ability of the pupil to:

          (1) Discuss how the discovery of silver in Nevada affected the forms of money in circulation.

          (2) Identify instances in which persons might pay interest or receive interest.

          (3) Discuss the reasons persons use banks.

          (4) Define the term “productive resources.”

          (5) Define the term “per capita.”

     (c) Identify the causes of economic change, and explain how the economic system of the United States responds to those changes and how other economic systems respond to changes, as demonstrated by the ability of the pupil to:

          (1) Identify a for-profit and a not-for-profit organization within the community and a service each such organization provides.

          (2) Define the term “entrepreneur” and identify entrepreneurs in Nevada.

          (3) Describe resources that are limited in Nevada and ways in which resources are shared.

     (d) Explore trends in international trade, the impact of trade on the economy of the United States and the role of exchange rates, as demonstrated by the ability of the pupil to:

          (1) Define the terms “imports” and “exports.”

          (2) Identify goods that would not be readily available in Nevada without international trade.

     5.  For the area of civics:

     (a) Know why society needs rules, law and governments, and understand the roles, rights and responsibilities of citizens, as demonstrated by the ability of the pupil to:

          (1) Identify rules, laws and authorities that keep persons safe and property secure in Nevada and discuss examples of each.

          (2) Explain that democracy involves voting, majority rule and setting rules.

          (3) Describe the criteria for Nevada residency.

          (4) Discuss the symbolic importance of the Pledge of Allegiance.

          (5) Explain why we celebrate Nevada Day.

     (b) Understand the United States Constitution and the government created by the United States Constitution, including, without limitation, the relationship between national and sub-national governments, and the structure and function of state and local governments, as demonstrated by the ability of the pupil to:

          (1) Describe the relationship between classroom rules and school rules.

          (2) Name the current President of the United States.

          (3) Name the current Governor of Nevada.

          (4) Explain why local governments are created.

          (5) Name the three branches of State Government.

          (6) Understand the role of courts.

     (c) Describe the roles of political parties, elections, interest groups, the media and public opinion in the democratic process, as demonstrated by the ability of the pupil to:

          (1) Describe the qualities of a leader.

          (2) Define and give examples of state and local interest groups.

          (3) Identify sources of information persons use to form opinions.

     (d) Explain the different political systems in the world and how those systems relate to the United States and the citizens of the United States, as demonstrated by the ability of the pupil to identify the county, city, state and country in which the pupil resides.

     (Added to NAC by Bd. of Education by R011-09, eff. 10-27-2009)

      NAC 389.2935  Fourth grade: Common Core Standards for mathematics. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)

     1.  The Common Core Standards for mathematics developed by the Common Core State Standards Initiative for the fourth grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for mathematics for the fourth grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

     2.  By the beginning of the fourth grade, pupils must know and be able to do everything required in the previous grades for mathematics offered in public schools.

     3.  For the 2013-2014 school year and each school year thereafter, instruction in the fourth grade in mathematics must be designed so that by the completion of the fourth grade, pupils meet the standards adopted pursuant to subsection 1.

     (Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012; A by R019-11, 5-30-2012, eff. 7-1-2013)

Instruction Through Fifth Grade

      NAC 389.2938  Third through fifth grades: Health. (NRS 385.080, 385.110, 389.0185, 389.520)  Instruction in third grade, fourth grade and fifth grade in health must be designed so that pupils meet the following performance standards by the completion of the fifth grade:

     1.  Comprehend concepts related to the promotion of health and the prevention of disease to enhance health, as demonstrated by the ability of the pupil to:

     (a) Describe the relationship between behaviors concerning the health of a person and personal health;

     (b) Explain the basic structure, function and developmental processes of the systems of the human body, including, without limitation, the human reproductive system in accordance with NRS 389.065;

     (c) Describe the physical, emotional and intellectual differences of persons and how those differences affect the well-being of those persons;

     (d) Identify the nutrients that are essential to a person’s health, the functions served by such nutrients and the role those nutrients have in the promotion of health;

     (e) Identify the health-related components of an active lifestyle;

     (f) Explain how the use of substances can affect the way a person makes decisions and performs tasks;

     (g) Describe methods for preventing injuries and avoiding hazards common to children;

     (h) Explain the safety procedures a person can take when confronted with violence or other hazards;

     (i) Differentiate between contagious and noncontagious diseases and illnesses and explain ways to prevent and control those diseases and illnesses;

     (j) Identify programs that are designed to promote community health, including, without limitation, recycling, proper disposal of garbage and trash, and water conservation; and

     (k) Explain the relationship between the environment and:

          (1) Positive behaviors concerning the health of a person; and

          (2) The prevention of injury, illness, disease and premature death.

     2.  Access reliable health information, products and services to enhance health, as demonstrated by the ability of the pupil to:

     (a) Locate resources which provide reliable health information, including, without limitation, resources from home, school and the community; and

     (b) Describe situations which require services from providers of health care.

     3.  Practice health-enhancing behaviors and avoid and reduce health risks, as demonstrated by the ability of the pupil to:

     (a) Demonstrate behaviors that avoid or reduce health risks;

     (b) Demonstrate the ability to interpret information regarding nutrition, including, without limitation, food labels;

     (c) Engage in behaviors that promote physical activity;

     (d) Explain how substances can affect the way people make decisions and perform tasks;

     (e) Describe basic procedures in first aid and proper responses to common emergency situations;

     (f) Assess situations and practices that are dangerous and situations and practices that are not dangerous; and

     (g) Demonstrate personal health care practices that prevent the spread of communicable diseases and chronic diseases.

     4.  Analyze the influence of family, peers, culture, media, technology and other factors on behaviors concerning health, as demonstrated by the ability of the pupil to:

     (a) Identify how different sources affect a person’s thoughts, feelings and behaviors concerning health;

     (b) Discuss nutrition and physical activity habits in diverse cultures;

     (c) Describe the influence of sources, including, without limitation, family, peers and information, on the practice and behaviors of a person;

     (d) Describe the influence of technology on the health of a person and the person’s risk of contracting a disease; and

     (e) Analyze how stated and implied messages from the media influence behaviors concerning health.

     5.  Use interpersonal communication skills to enhance health and to reduce or avoid health risks, as demonstrated by the ability of the pupil to:

     (a) Model types of effective verbal and nonverbal communications;

     (b) Discuss ways to communicate with other persons about the stages of growth and development;

     (c) Demonstrate refusal and negotiation skills;

     (d) Recognize refusal skills when the pupil is confronted with situations that are not healthy for the pupil, including, without limitation, situations involving alcohol, tobacco and other drugs; and

     (e) Demonstrate nonviolent strategies to manage or resolve conflicts.

     6.  Use goal-setting skills to enhance health, as demonstrated by the ability of the pupil to:

     (a) Set short-term personal health goals and long-term personal health goals and track the progress of the pupil in achieving those goals;

     (b) Implement other personal health goals to enhance the daily health habits of the pupil; and

     (c) Compare resources available to a pupil in developing personal health goals, including, without limitation, products for oral health, safety precautions while exposed to the sun and food choices.

     7.  Promote and support personal, family and community health, as demonstrated by the ability of the pupil to:

     (a) Describe ways to influence and support a person in making positive health choices; and

     (b) Compare messages regarding consumer and environmental health.

     8.  Use decision-making skills to enhance health, as demonstrated by the ability of the pupil to:

     (a) Apply a choice that is healthy when making decisions regarding personal health;

     (b) Predict consequences relating to the use and abuse of substances, including, without limitation, the consequences to the person making the decision and to other persons;

     (c) Predict consequences relating to decisions regarding behaviors concerning the health of a person; and

     (d) Analyze when a person needs assistance in making a decision regarding health.

     (Added to NAC by Bd. of Education by R032-00, 6-20-2000, eff. 7-1-2000; A by R013-09, 10-27-2009)—(Substituted in revision for NAC 389.2944)

      NAC 389.2939  Third through fifth grades: Science. (NRS 385.080, 385.110, 389.0185, 389.520)  By the end of the fifth grade, pupils must understand, know and be able to do everything required in the previous grades for courses in science offered in public schools. Instruction in the third grade through the fifth grade in science must be designed so that pupils meet the following standards by the completion of the fifth grade:

     1.  For the area of science inquiry:

     (a) Understand that the study of science involves asking and answering questions and comparing the answers to what scientists already know about the world;

     (b) Know that scientific progress is made by conducting careful investigations, recording data and communicating the results of investigations and data in an accurate manner;

     (c) Know how to compare the results of a scientific experiment to what scientists already know about the world;

     (d) Know how to draw conclusions from scientific evidence;

     (e) Know that graphic representations of recorded data can be used to make predictions;

     (f) Know how to plan and conduct a safe and simple investigation; and

     (g) Know that a model is a tool which can be used to learn about the object or properties the model is designed to resemble.

     2.  For the areas of science, technology and society:

     (a) Understand that people from all cultures and levels of education, experience and ability contribute to the fields of science and technology;

     (b) Know that people of diverse cultures have contributed to scientific knowledge and technology throughout history;

     (c) Know that technology has positive and negative impacts on society; and

     (d) Know that there are benefits to working with others in a team and sharing findings.

     3.  For the area of matter:

     (a) Understand the properties of objects and materials;

     (b) Know that matter exists in different states which have distinct physical properties, including, without limitation, solids, liquids and gases;

     (c) Know that heating and cooling can change some common materials from one state to another, including, without limitation, water;

     (d) Know that materials can be classified by their observable physical and chemical properties, including, without limitation, magnetism, conductivity, density and solubility;

     (e) Know that a material can be created by combining two or more different materials and that the properties of the newly created material may be different from the properties of the original materials;

     (f) Know that the mass of a material remains constant whether the material is together, separated into parts or changed to a different state or form; and

     (g) Know that materials are composed of certain elements that are too small to be seen without magnification.

     4.  For the areas of force and motion:

     (a) Understand that certain forces applied to an object can change the position or motion of the object, including, without limitation, gravitational, electrical and magnetic forces;

     (b) Know that an object will speed up, slow down or move in a different direction if an unbalanced force is applied to the object;

     (c) Know that the strength of a force which is applied to an object and the mass of the object will influence the amount of change in the motion of the object;

     (d) Know that a magnetic force can cause certain objects to attract or repel each other;

     (e) Know that an electrically charged particle can attract or repel another electrically charged particle or material; and

     (f) Know that the gravity of the earth can pull any object toward the surface of the earth without touching the object.

     5.  For the area of energy:

     (a) Understand that energy exists in different forms;

     (b) Know that light can be described in terms of simple properties, including, without limitation, color, brightness and reflection;

     (c) Know the wave characteristics of sound;

     (d) Know that heat can be produced as a by-product when one form of energy converts to another form of energy, including, without limitation, the conversion of stored energy to motion through the use of a machine or a living organism;

     (e) Know that heat can transfer from one object to another by conduction and that certain materials conduct heat better than other materials; and

     (f) Know the organization of a simple electrical circuit, including, without limitation, a battery, generator or a wire through which an electrical current can pass.

     6.  For the area of heredity:

     (a) Understand that certain characteristics in living things are inherited and certain characteristics are not inherited;

     (b) Know certain physical characteristics and behaviors that are inherited in animals and plants;

     (c) Know that reproduction is an essential characteristic for the continuation of every species;

     (d) Know that the offspring of an animal or plant can:

          (1) Resemble the animal or plant from which the offspring was generated;

          (2) Resemble other offspring of the animal or plant from which the offspring was generated; and

          (3) Exhibit differences in characteristics from the animal or plant from which the offspring was generated;

     (e) Know how to observe and describe differences between different persons of the human population; and

     (f) Know that certain behaviors of animals are learned behaviors.

     7.  For the area of the structure of life:

     (a) Understand that living things have specialized structures that perform a variety of life functions;

     (b) Know that plants and animals have structures that enable them to grow, reproduce and survive; and

     (c) Know that living things have predictable life cycles.

     8.  For the area of organisms and their environment:

     (a) Understand that there are a variety of ecosystems on the earth and that different organisms interact with one another within their ecosystems;

     (b) Know the organization of simple food webs;

     (c) Know that organisms interact with one another and with the nonliving elements of their ecosystem;

     (d) Know that changes to an environment can be beneficial or detrimental to certain organisms;

     (e) Know that all organisms, including, without limitation, human beings, can cause changes to their environment; and

     (f) Know that plants and animals can adapt in certain ways to survive in certain ecosystems.

     9.  For the area of the diversity of life:

     (a) Understand that living things can be classified according to physical characteristics, behaviors and habitats;

     (b) Know that animals and plants can be classified according to their observable characteristics;

     (c) Know that fossils are evidence of past life on the earth; and

     (d) Know that certain differences between each animal or plant within a species can provide the animal or plant with advantages or disadvantages for survival and reproduction.

     10.  For the areas of the atmospheric processes and the cycle of water:

     (a) Understand the relationship between the weather and the cycle of water;

     (b) Know that the sun is the main source of energy for the earth;

     (c) Know the processes of the cycle of water and the role of the sun in the cycle of water;

     (d) Know that most of the surface of the earth is covered with fresh water or salt water;

     (e) Know the role of water in various phenomena involving the weather, including, without limitation, the role of water in thunderstorms, snowstorms, floods and droughts; and

     (f) Know that air is a substance that surrounds the earth, takes up space and moves around the earth in the form of wind.

     11.  For the areas of the solar system and the universe:

     (a) Understand that there are many components in the solar system, including, without limitation, the earth;

     (b) Know that there are more stars than can easily be counted by the human eye;

     (c) Know that stars are not the same color or brightness and are not scattered evenly throughout the solar system;

     (d) Know that the solar system includes, without limitation, the sun, planets and moons;

     (e) Know that the sun is a star;

     (f) Know that stars other than the sun are so far away from the earth that they look like points of light;

     (g) Know that there are cyclical patterns of observable objects in the solar system; and

     (h) Know that the patterns of stars in the sky stay the same, except that the patterns of stars appear to move across the sky each night and that different stars can be seen in different seasons.

     12.  For the area of the composition and structure of the earth:

     (a) Understand that features on the surface of the earth are constantly changed by a combination of slow and rapid processes;

     (b) Know that fossils are evidence of past life;

     (c) Know that water, wind and ice constantly change the surface of the land on the earth through erosion of rock and soil in some geographic locations and the deposit of rock and soil in other geographic locations;

     (d) Know that landforms can be created from:

          (1) Slow processes, including, without limitation, erosion and deposition of rock and soil; and

          (2) Fast processes, including, without limitation, volcanoes, earthquakes, landslides, floods and human activity;

     (e) Know that rock is composed of various combinations of minerals; and

     (f) Know that soil varies from place to place and contains biological and mineral components.

     (Added to NAC by Bd. of Education by R075-99, eff. 11-4-99; A by R041-05, 10-31-2005)—(Substituted in revision for NAC 389.2947)

      NAC 389.29415  Fifth grade: Information literacy. (NRS 385.080, 385.110, 389.0185, 389.520)  By the end of the fifth grade, pupils must know and be able to do everything required in the previous grades to be information literate. Instruction in the fifth grade, regardless of whether it takes place in the library or the classroom, must be designed so that pupils meet the following standards for information literacy by the completion of the fifth grade:

     1.  For the areas of understanding the process of obtaining information in such a manner as to access information efficiently and effectively, evaluate information critically and competently, and use information accurately and creatively, a pupil must demonstrate the ability to:

     (a) Recognize the need for information by:

          (1) Giving examples of situations in which additional information beyond the pupil’s own knowledge is needed to resolve an information problem or question;

          (2) Determining whether additional information beyond the pupil’s own knowledge is needed to resolve an information problem or question; and

          (3) Assessing whether a range of information problems or questions can be resolved based on the pupil’s own knowledge or whether additional information is required.

     (b) Recognize that accurate and comprehensive information is the basis for intelligent decision making by:

          (1) Selecting examples of accurate and inaccurate information and complete and incomplete information; and

          (2) Explaining the difference between accurate and inaccurate information and complete and incomplete information.

     (c) Formulate questions by:

          (1) Stating at least one broad question that will help in finding the needed information; and

          (2) Stating both broad and specific questions that will help in finding the needed information.

     (d) Identify a variety of potential sources of information by:

          (1) Listing several sources of information and explaining the kind of information found in each source;

          (2) Brainstorming a range of sources of information that will meet a need for information; and

          (3) Using a full range of sources of information to meet different needs for information.

     (e) Develop and use successful strategies for locating information by:

          (1) Listing some ideas for identifying and finding information that is needed; and

          (2) Explaining and applying a plan to access information that is needed.

     (f) Determine accuracy, relevance and comprehensiveness by:

          (1) Defining the terms “accuracy,” “relevance” and “comprehensiveness” and giving examples of their applications; and

          (2) Comparing and contrasting sources related to a topic.

     (g) Distinguish among fact, point of view and opinion by:

          (1) Recognizing those concepts in various sources and products of information;

          (2) Explaining how each concept is different from the others; and

          (3) Assembling them, as appropriate, in the pupil’s own work.

     (h) Identify inaccurate and misleading information by:

          (1) Recognizing inaccurate and misleading information in sources and products of information; and

          (2) Explaining how such information can lead to faulty conclusions.

     (i) Select information that is appropriate to a specific problem or question by:

          (1) Recognizing information that is applicable to that problem or question;

          (2) Analyzing information from a variety of sources to determine its applicability to that problem or question; and

          (3) Integrating accurate, relevant and comprehensive information to resolve that information problem or question.

     (j) Organize information for practical application by:

          (1) Describing several ways to organize information, including chronologically, topically and hierarchically;

          (2) Organizing the information in different ways according to the specific information problem or question; and

          (3) Organizing a product of information that presents different types of information in the most effective ways.

     (k) Integrate new information into the pupil’s existing knowledge by:

          (1) Recognizing and understanding new information and ideas;

          (2) Combining what is already known about a topic with new information and drawing conclusions using the combined information; and

          (3) Integrating the pupil’s existing knowledge with information from a variety of sources to create new meaning.

     (l) Apply information in critical thinking and problem solving by:

          (1) Identifying information that meets a particular need for information;

          (2) Using information from a variety of sources to resolve an information problem or question; and

          (3) Devising creative approaches to use information to resolve information problems or questions.

     (m) Produce and communicate information and ideas in appropriate formats by:

          (1) Naming a variety of different formats for presenting different kinds of information;

          (2) Choosing an appropriate format for presenting information based on the information itself, the audience, and the nature of the information problem or question; and

          (3) Choosing the most appropriate format for presenting information and justifying that choice.

     2.  For the areas of pursuing information related to personal interests, appreciating literature and other creative expressions of information, and striving for excellence in seeking information and generating knowledge, a pupil must demonstrate the ability to:

     (a) Seek information relating to various dimensions of personal well-being, such as vocational interests, involvement in community, matters concerning health and recreational pursuits by:

          (1) Occasionally seeking information about topics of personal interest or aspects of well-being;

          (2) Generally expanding beyond the pupil’s own knowledge to seek information concerning topics of personal interest or aspects of well-being; and

          (3) Exploring a range of sources to obtain information concerning topics of personal interest or aspects of well-being.

     (b) Design, develop and evaluate information and conclusions based upon that information relating to topics of personal interest to the pupil by:

          (1) Organizing and presenting basic information gathered by the pupil relating to those topics of personal interest;

          (2) Creating solutions and methods of conveying information concerning those topics of personal interest; and

          (3) Judging the quality of the pupil’s own solutions and methods of conveying information concerning those topics of personal interest.

     (c) Function as a competent and self-motivated reader by:

          (1) Explaining and discussing various examples of fiction;

          (2) Choosing fiction and other types of literature to read and analyze; and

          (3) Reading avidly and evaluating the strengths and weaknesses of literature read.

     (d) Derive meaning from information presented creatively in a variety of formats by explaining and discussing films, plays and other creative presentations of information.

     (e) Develop creative methods of conveying information in a variety of formats by:

          (1) Expressing information and ideas creatively in simple formats; and

          (2) Expressing information and ideas creatively in ways that combine several formats.

     (f) Assess the quality of the process and outcome of the pupil’s efforts to obtain information by:

          (1) Retracing the steps the pupil took to obtain information and explaining which were most useful for resolving a problem or question concerning the information;

          (2) Assessing each step the pupil took to obtain information with respect to a specific problem concerning the information and assessing the result; and

          (3) Evaluating the process of obtaining information at each step as it occurs and making such adjustments as are necessary to improve both the process and the outcome.

     (g) Devise basic strategies for revising, improving and updating self-generated knowledge by:

          (1) Explaining those strategies; and

          (2) Selecting and applying such strategies as are appropriate.

     3.  For the areas of recognizing the importance of information to a democratic society, practicing ethical behavior in regard to information and information technology, and participating effectively in groups to pursue and generate information, a pupil must demonstrate the ability to:

     (a) Seek information from diverse sources, contexts, disciplines and cultures by:

          (1) Identifying several appropriate sources for resolving an information problem or question; and

          (2) Using a variety of sources covering diverse perspectives to resolve an information problem or question.

     (b) Respect the principle of equitable access to information by:

          (1) Explaining why it is important for all pupils to have access to information, information sources and information technology;

          (2) Using information, information sources and information technology efficiently so that they are available for other pupils to use; and

          (3) Proposing strategies for ensuring that pupils and other people have equitable access to information, information sources and information technology.

     (c) Respect the principles of intellectual freedom by:

          (1) Defining or giving examples of “intellectual freedom”; and

          (2) Analyzing a situation in terms of its relationship to intellectual freedom, including, without limitation, issuing a personal opinion of a book or video in the library media center.

     (d) Respect intellectual property rights by:

          (1) Giving examples of what it means to respect intellectual property rights;

          (2) Analyzing situations to determine the steps necessary to respect intellectual property rights, including, without limitation, the creation of a term paper or the development of a multimedia product; and

          (3) Avoiding plagiarism, correctly citing sources and making copies and incorporating text and images only with appropriate approval when creating products of information.

     (e) Use information technology responsibly by:

          (1) Stating the main points of the policy of the pupil’s school regarding the use of computing and communications hardware, software and networks;

          (2) Locating appropriate information efficiently with the school’s computing and communications hardware, software and networks; and

          (3) Following all guidelines and policies of the school relating to the use of computing and communications hardware, software and networks when resolving information problems or questions.

     (f) Share and contribute knowledge and information with other pupils in groups by:

          (1) Seeking and communicating specific facts, opinions and points of view related to information problems or questions;

          (2) Using information sources and selecting information and ideas that will contribute directly to the success of group projects; and

          (3) Integrating the pupil’s own knowledge and information with that of other pupils in the group.

     (g) Respect the ideas and backgrounds of other pupils and acknowledge their contributions by:

          (1) Describing the ideas of other pupils accurately and completely;

          (2) Encouraging consideration of ideas and information from all group members; and

          (3) Helping to organize and integrate the contributions of all the members of the group into products of information.

     (h) Collaborate with others, both in person and through technologies, to identify information problems and to seek solutions by:

          (1) Expressing the pupil’s own ideas appropriately and effectively, in person and remotely through technologies, while working in groups to identify and resolve information problems;

          (2) Participating actively in discussions with others, in person and remotely through technologies, to analyze information problems and suggest solutions; and

          (3) Participating actively in discussions with others, in person and remotely through technologies, to devise solutions to information problems that integrate the information and ideas of group members.

     (i) Collaborate with others, both in person and through technologies, to design, develop and evaluate products and solutions of information to create and evaluate simple products of information.

     (Added to NAC by Bd. of Education by R071-01, eff. 11-1-2001; A by R013-03, 10-30-2003)

      NAC 389.2942  Fifth grade: Social studies. (NRS 385.080, 385.110, 389.0185, 389.520)  By the beginning of the fifth grade, pupils must know and be able to do everything required in the previous grades for social studies offered in public schools. Instruction in the fifth grade in social studies must be designed so that pupils meet the following performance standards by the completion of the fifth grade:

     1.  For the area of social studies skills:

     (a) Acquire and apply skills of reading, writing and oral communication to construct knowledge, as demonstrated by the ability of the pupil to:

          (1) Skim text for the main ideas.

          (2) Use reading strategies to identify key words and supporting details to build comprehension.

          (3) Identify cause and effect, and fact and opinion.

          (4) Use reading and writing to respond to historical literature.

          (5) Gather information by making outlines and creating graphic organizers.

     (b) Acquire, organize, use and evaluate information that prepares a pupil to be an active, informed and literate citizen, as demonstrated by the ability of the pupil to:

          (1) Ask questions to identify a research topic.

          (2) Conduct research by locating, gathering and organizing information using online and print resources.

          (3) Present information orally, in writing and through the use of a multimedia presentation.

          (4) Explain information through the use of maps, graphs, charts and diagrams.

          (5) Demonstrate acceptable social and ethical behaviors when using technology and discuss the consequences of the inappropriate use of technology.

          (6) Use technological tools that are specific for the purpose of supporting learning.

          (7) Evaluate the accuracy, relevancy and bias of online, print and media resources.

     (c) Demonstrate historical comprehension by analyzing and interpreting historical documents and artifacts that present alternative voices, accounts and interpretations or perspectives on past events, as demonstrated by the ability of the pupil to:

          (1) Demonstrate an understanding of chronology by creating a timeline and interpreting the events on the timeline.

          (2) Identify and discuss primary and secondary resources.

          (3) Read folk tales and legends regarding the history of America.

          (4) Discuss multiple perspectives of history.

     (d) Demonstrate skills which prepare a pupil to be an active, informed and literate citizen, as demonstrated by the ability of the pupil to:

          (1) Demonstrate responsibility for the well-being of himself or herself and his or her family.

          (2) Listen and participate as a member of a group in the classroom.

          (3) Participate as a member of the school community.

     2.  For the area of history:

     (a) Understand the development, characteristics and interaction of persons, cultures, societies, religions and ideas, as demonstrated by the ability of the pupil to:

          (1) Identify and describe lifeways of Native Americans living in North America and the various cultural regions before European contact.

          (2) Identify and describe the attributes of Native American nations in the local region and in North America.

          (3) Discuss the interactions of early explorers with native cultures.

          (4) Identify the contributions of Native Americans, Europeans and Africans to North American beliefs and traditions.

          (5) Describe the social, political and religious lives of persons in the New England, Middle and Southern colonies.

          (6) Identify persons and groups responsible for founding and settling the American colonies.

          (7) Examine the cultural exchange among Native Americans, Europeans and Africans.

     (b) Understand the influences of persons, events, ideas and conflicts in the development of nations, empires, cultures and political and economic ideas, as demonstrated by the ability of the pupil to:

          (1) Describe the motivations for European exploration of the Americas and describe the expeditions of the European explorers.

          (2) Describe issues of compromise and conflict within the United States.

          (3) Describe the competition among the English, French, Spanish, Dutch and Indian nations for control of North America.

          (4) Explain why slavery was introduced into colonial America.

          (5) Explain how the interactions among Native Americans, Europeans and Africans during colonial America resulted in unique economic, social and political institutions.

          (6) Identify the events that led to the Declaration of Independence.

          (7) Identify the causes, key events and key persons of the American Revolution.

          (8) Explain the relationship between the American colonies and England and discuss the impact of that relationship on the independence of the American colonies.

     (c) Understand the influences of social ideas and personal action on social, political, economic and technological change, as demonstrated by the ability of the pupil to:

          (1) Compare or contrast, or both, the daily lives of children throughout the United States in the past and in the present.

          (2) Recognize that communities include persons who have diverse ethnic origins, customs and traditions.

          (3) Recognize persons in the community who make contributions to the United States.

          (4) Describe ways in which a person displays social responsibility.

          (5) Explain how technologies throughout the history of the United States changed the way persons lived.

          (6) Discuss major events at the local, state, national and global level that are reported by the media and provide an example.

     (d) Understand the interactions and interdependence among nations from around the world and the impact of economics, politics, religions and cultures on international relationships, as demonstrated by the ability of the pupil to discuss the economic, political and cultural relationships of the United States with other countries.

     3.  For the area of geography:

     (a) Use maps, globes and other geographic tools and technologies to locate and extrapolate information about persons, places and environments, as demonstrated by the ability of the pupil to:

          (1) Identify and locate major geographic features of Nevada and the United States using maps and map elements.

          (2) Identify spatial patterns of the United States.

          (3) Describe the purposes of different types of maps and globes, including, without limitation, topographical, political and physical maps.

          (4) Construct maps, graphs and charts to display information about human and physical features in the United States.

          (5) Identify the purpose and content of various maps of the United States.

          (6) Derive geographic information from photographs, maps, graphs, books and technological resources.

     (b) Understand the physical and human features of places, and use that information to define and study regions and their patterns of changes, as demonstrated by the ability of the pupil to:

          (1) Provide examples of the interactions between humans and the environment in the United States.

          (2) Identify regions in the United States in which historical events occurred, including, without limitation, the 13 colonies, the Underground Railroad and the California gold fields.

          (3) Provide examples of cultural identity in communities or regions from different perspectives.

          (4) Demonstrate how regional change in the United States from one decade to the next decade has affected the characteristics of a place, including, without limitation, the use of salt and sand to melt ice, flood basins and levees.

          (5) Label a map of the United States by identifying each state and the capital of each state.

          (6) Define the term “absolute location.”

     (c) Understand how economic, political and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation, as demonstrated by the ability of the pupil to:

          (1) Explain differences in the distribution of population in the United States.

          (2) List the “push-pull” factors that influence human migration and settlement in the United States.

          (3)  Describe the differences among rural, suburban and urban settlements in the United States.

          (4) Describe historical and current economic issues in the United States using geographic resources, including, without limitation, illustrating demographic changes as a result of mining and gaming.

          (5) Describe why the types of organizations are different based upon geographic regions in the United States.

     (d) Understand the effects of interactions between human and physical systems, and changes in the use, distribution and importance of resources, as demonstrated by the ability of the pupil to:

          (1) Describe ways physical environments affect activity of persons in the United States using historical and contemporary examples.

          (2) Describe how technologies altered the physical environment in the United States and the effect those changes had on the residents of the United States.

          (3) Explore the impact of human modifications to the physical environment of the United States on the residents of the United States.

          (4) Identify and locate potential natural hazards in the United States and the impact those hazards have on the land and population.

          (5) Describe and compare the patterns of distribution of natural resources and the use of those resources in the United States.

     4.  For the area of economics:

     (a) Understand how scarcity and incentives affect choices, how markets work, why markets form, how supply and demand interact to determine the market price and how changes in prices act as economic signals to coordinate trade, as demonstrated by the ability of the pupil to:

          (1) Describe how scarcity requires a person to make a choice and identify the costs associated with that choice.

          (2) Demonstrate an understanding that a person can be a consumer and producer at the same time.

          (3) Identify the resources that are needed for production in households, schools and community groups.

          (4) Describe how income reflects the choices persons make about education, training, development of skills, lifestyles and careers.

          (5) Demonstrate an understanding of supply and demand in a market.

     (b) Identify indicators used to measure economic performance, understand important aspects of how the economy acts as a system, and understand the roles of money, interest rates, saving and borrowing, financial institutions and the central banking system in the economy, as demonstrated by the ability of the pupil to:

          (1) Define the terms “trade” and “commodity.”

          (2) Identify how interest rates affect borrowing, saving and purchasing of goods or services using credit.

          (3) Identify services offered by different types of financial institutions.

          (4) Illustrate how a person’s spending becomes another person’s income.

          (5) Recognize the three types of productive resources.

          (6) Define the terms “inflation” and “deflation.”

          (7) Define the terms “labor force” and “unemployment.”

          (8) Demonstrate per capita measures in the classroom.

     (c) Identify the causes of economic change and explain how the economic system of the United States responds to those changes and how other economic systems respond to change, as demonstrated by the ability of the pupil to:

          (1) Explain the purposes for establishing for-profit and not-for-profit organizations.

          (2) Provide an example of how purchasing a tool or acquiring an education can increase the ability to produce goods.

          (3) Describe the steps an entrepreneur would take to start a business.

          (4) Explain why specialization increases productivity and interdependence.

          (5) Describe what it means to compete and give examples of ways sellers compete.

          (6) Define the term “mercantilism.”

          (7) Identify resources that are scarce and identify how those resources are allocated in the United States.

     (d) Explore trends in international trade, the impact of trade on the economy of the United States and the role of exchange rates, as demonstrated by the ability of the pupil to:

          (1) Explain why the United States exports and imports goods.

          (2) Define the term “exchange rate.”

          (3) Define the term “globalization” and explain how the United States economy is affected by international trade.

     5.  For the area of civics:

     (a) Know why society needs rules, law and governments, and understand the roles, rights and responsibilities of citizens, as demonstrated by the ability of the pupil to:

          (1) Explain that the United States Constitution, the Declaration of Independence and the Bill of Rights are written documents that are the foundation of the government of the United States.

          (2) Describe the operation of a representative government.

          (3) Describe the criteria for United States citizenship.

          (4) Explain the symbolic importance of the Pledge of Allegiance and the Fourth of July.

     (b) Understand the United States Constitution and the government created by the United States Constitution, including, without limitation, the relationship between national and sub-national governments, and the structure and function of state and local governments, as demonstrated by the ability of the pupil to:

          (1) Describe examples of national, state and local laws.

          (2) Identify the three branches of the Federal Government.

          (3) Name the two houses of the Congress of the United States and explain how representation in those houses is determined.

          (4) Identify powers of the Congress of the United States, including, without limitation, the power to tax, the power to declare war and the power to impeach the President of the United States.

          (5) Identify the duties of the President of the United States within the Executive Branch.

          (6) Explain that the United States Supreme Court is the highest court of the country.

          (7) Describe the purpose of a judge and a jury in a trial as they relate to resolving disputes.

     (c) Describe the roles of political parties, elections, interest groups, the media and public opinion in the democratic process, as demonstrated by the ability of the pupil to:

          (1) Explain the qualities of leadership.

          (2) Name the two major political parties.

          (3) Give examples of national interest groups.

          (4) Compare sources of information which persons use to form opinions.

          (5) Define the term “propaganda” and give examples.

     (d) Explain the different political systems in the world and how those systems relate to the United States and the citizens of the United States, as demonstrated by the ability of the pupil to describe the influence of other nations on the development of the political system of the United States.

     (Added to NAC by Bd. of Education by R074-00, eff. 6-20-2000; A by R011-09, 10-27-2009)

      NAC 389.29425  Fifth grade: Common Core Standards for English language arts. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)

     1.  The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for the fifth grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts for the fifth grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

     2.  By the beginning of the fifth grade, pupils must know and be able to do everything required in the previous grades for English language arts offered in public schools.

     3.  For the 2011-2012 school year and each school year thereafter, instruction in the fifth grade in English language arts must be designed so that by the completion of the fifth grade, pupils meet the standards adopted pursuant to subsection 1.

     (Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)

      NAC 389.29435  Fifth grade: Common Core Standards for mathematics. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)

     1.  The Common Core Standards for mathematics developed by the Common Core State Standards Initiative for the fifth grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for mathematics for the fifth grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

     2.  By the beginning of the fifth grade, pupils must know and be able to do everything required in the previous grades for mathematics offered in public schools.

     3.  For the 2013-2014 school year and each school year thereafter, instruction in the fifth grade in mathematics must be designed so that by the completion of the fifth grade, pupils meet the standards adopted pursuant to subsection 1.

     (Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012; A by R019-11, 5-30-2012, eff. 7-1-2013)

      NAC 389.2946  Fifth grade: Physical education. (NRS 385.080, 385.110, 389.0185, 389.520)  By the end of the fifth grade, pupils must know and be able to do everything required in the previous grades for courses in physical education offered in public schools. Instruction in the fifth grade in physical education must be designed so that pupils meet the following performance standards by the completion of the fifth grade:

     1.  Understand and apply concepts relating to movement to the knowledge and development of motor skills, as demonstrated by the ability of the pupil to:

     (a) Use vocabulary correctly to differentiate between more complex gamelike strategies, including, without limitation, strategies for offense and for defense;

     (b) Identify the intermediate elements of forms of movement;

     (c) Apply simple strategies to gamelike situations;

     (d) Identify the characteristics of a skilled performance in a few forms of movement; and

     (e) Explain the physiological factors affecting individual differences in levels of physical fitness.

     2.  Demonstrate competency in many forms of movement and proficiency in a few forms of movement, as demonstrated by the ability of the pupil to:

     (a) Use locomotor and nonlocomotor movements in physical activities;

     (b) Execute a combination of manipulative skills in a new dynamic environment; and

     (c) Create and perform a sequence of movement, alone or within a group, that combines movements relating to weight transfer and balance.

     3.  Understand dance through the use of skills, techniques and choreography, and as a form of communication, as demonstrated by the ability of the pupil to:

     (a) Create, within a group, sequences of movement which clearly demonstrate the use of shapes, levels and pathways;

     (b) Perform a range of qualities of movement clearly;

     (c) Observe and identify actions and elements of movement within brief sequences of movement;

     (d) Create and perform, with or without rhythmic accompaniment, a brief sequence of movement which has an identifiable beginning, middle and end;

     (e) Apply one partner skill while creating a sequence of movement with another person;

     (f) Create a brief movement phrase, accurately repeat the phrase and then vary the phrase by making changes in time, space or qualities of movements, or any combination thereof;

     (g) Recognize the elements of movement found in dance, sport and everyday activities;

     (h) Create a sequence of movement to express an idea or a concept;

     (i) Discuss interpretations and reactions to a sequence of movement;

     (j) Create and perform, within a group and with or without a prop, various movements to a steady beat;

     (k) Move to a musical beat and respond to changes in tempo; and

     (l) Perform more technically complex folk dances or social dances, or both, from various cultures, and identify the cultural and historical context of the folk or social dance.

     4.  Achieve and maintain a health-enhancing level of individual fitness for an active lifestyle, as demonstrated by the ability of the pupil to:

     (a) Create personal goals related to an assessment of his or her physical fitness;

     (b) Maintain a continuous aerobic activity for a specified time;

     (c) Engage in physical activity at a target heart rate for a specified time;

     (d) Identify the health-related components of fitness in various activities; and

     (e) Use proper techniques for warming up, conditioning and cooling down.

     5.  Practice personal responsibility, positive social interaction and respect for diversity in settings in which physical activities occur, as demonstrated by the ability of the pupil to:

     (a) Make correct decisions in applying rules and procedures and using proper etiquette;

     (b) Respond in a positive manner to challenges, successes and failures in physical activity;

     (c) Manage conflict positively, regardless of differences with other persons, with reinforcement from a teacher;

     (d) Demonstrate teamwork and positive sportsmanship while interacting with other persons, regardless of differences; and

     (e) Identify similarities of and differences between games, sports and dances from different cultures.

     (Added to NAC by Bd. of Education by R033-00, 6-20-2000, eff. 7-1-2000)

      NAC 389.2948  Fifth grade: Technology and computers. (NRS 385.080, 385.110, 389.0185, 389.520)  By the beginning of the fifth grade, pupils must know and be able to do everything required in the previous grades for technology and computers offered in public schools. Instruction in the fifth grade in technology and computers must be designed so that pupils meet the following performance standards by the completion of the fifth grade:

     1.  For the areas of creativity and innovation, demonstrate creative thinking, build knowledge and develop innovative products and processes using technology, as demonstrated by the ability of the pupil to:

     (a) Process new ideas that are based on prior knowledge to brainstorm solutions to a problem that arises in an everyday situation using digital tools;

     (b) With limited assistance from the teacher, create an original work in a digital format to demonstrate personal or group expression;

     (c) Use digital models and simulations to explore complex systems and issues; and

     (d) Identify and represent trends to make predictions using data from the classroom.

     2.  For the areas of communication and collaboration, use digital media and environments to communicate and work in collaboration with other pupils, including pupils outside of the classroom, to support the learning of the pupil and the learning of other pupils, as demonstrated by the ability of the pupil to:

     (a) Collaborate with other pupils to create and publish a digital product and make the product available outside the classroom;

     (b) Communicate information and ideas using digital text, images and sound;

     (c) Describe the appropriate media and format for a specific audience;

     (d) Use digital resources to research places, persons and different cultures from around the world;

     (e) Contribute to a group to produce an original work in a digital format; and

     (f) Describe the different ways to interact with other persons and contribute to a digital product.

     3.  For the area of fluency of research and information, gather, evaluate and use information, as demonstrated by the ability of the pupil to:

     (a) For a research project, use digital tools to plan a timeline and track the progress of the project;

     (b) Use keywords to search, organize, locate and synthesize information in multiple sources to create an original product;

     (c) Explain the importance of using more than one source and recognize the possible biases in digital resources;

     (d) Discern the differences between fact and opinion in digital content;

     (e) Choose and use a digital tool that is appropriate for a task; and

     (f) Collect, organize, analyze and manipulate data using digital tools and report the results in a format that is appropriate to the task.

     4.  For the areas of critical thinking, problem solving and decision making, use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using the digital tools and resources that are appropriate for the specific task, as demonstrated by the ability of the pupil to:

     (a) Develop questions that will guide the pupil in the investigation of a problem that arises in an everyday situation using digital resources;

     (b) Plan and manage projects using a digital planning tool;

     (c) Propose a solution to a problem that arises in an everyday situation using digital tools and data that has been collected; and

     (d) Explore alternative solutions to and diverse perspectives on problems that arise in everyday situations and propose a solution to those problems using digital tools.

     5.  For the area of the appropriate use of technology, understand human, cultural and societal issues relating to technology and practice legal and ethical behaviors when using technology, as demonstrated by the ability of the pupil to:

     (a) Describe the code of conduct for the use of technology at the school in which the pupil is enrolled and the consequences of violating that code of conduct;

     (b) Describe unacceptable and unsafe behaviors when using technology, including, without limitation, cyber-bullying, divulging personal information and plagiarism;

     (c) Use technological resources for solving problems, directing personal learning, collaborating and extending learning activities;

     (d) Describe why a pupil needs lifelong learning in a world that is global and dynamic; and

     (e) Explain the concepts of using technology in an appropriate manner, accessing technology in an appropriate manner and technological literacy, and explain the personal and societal responsibilities associated with those concepts.

     6.  For the areas of technological operations and concepts, demonstrate an understanding of technological concepts, systems and operations, as demonstrated by the ability of the pupil to:

     (a) Give examples of technological systems;

     (b) Demonstrate appropriate keyboarding skills;

     (c) Choose the appropriate digital tools for a specific learning activity;

     (d) Analyze and apply specific strategies for solving common hardware and software problems; and

     (e) Generalize routine procedures for a variety of technologies.

     (Added to NAC by Bd. of Education by R038-00, 6-20-2000, eff. 7-1-2000; A by R008-10, 6-30-2010)

      NAC 389.2949  Fifth grade: The arts. (NRS 385.080, 385.110, 389.0185, 389.520)  By the end of the fifth grade, each pupil must know and be able to do everything required in previous grades for courses in the arts offered in public elementary schools. Instruction in the arts in the fifth grade must be designed so that pupils meet the following standards of performance by the completion of the fifth grade:

     1.  For the area of music:

     (a) Sing a varied repertoire of music alone and with others as demonstrated by the ability of the pupil to:

          (1) Sing folk songs, patriotic songs and multicultural songs demonstrating correct pitch, mood and tempo while using the head voice;

          (2) Respond to cues from a conductor;

          (3) Consistently sing complex ostinatos on pitch; and

          (4) Maintain his or her own parts while singing descants, partner songs and three-part rounds in a large ensemble.

     (b) Perform a varied repertoire of music on instruments alone and with others as demonstrated by the ability of the pupil to:

          (1) Play a melodic, rhythmic and chordal pattern on instruments in the classroom using the proper technique;

          (2) Echo an eight-beat rhythmic and melodic pattern; and

          (3) Play or accompany folk, traditional and multicultural music using accurate rhythm and melodic patterns.

     (c) Improvise melodies, variations and accompaniments as demonstrated by the ability of the pupil to improvise:

          (1) Two rhythmic and melodic phrases while maintaining a steady beat; and

          (2) By playing, speaking or singing a specific section of music, such as introductions and codas.

     (d) Compose and arrange music within specified guidelines as demonstrated by the ability of the pupil to:

          (1) Organize sounds into musical representations of characters, places, objects, actions, events or feelings to accompany readings and dramatizations in a large group; and

          (2) With assistance from the teacher, create and perform songs and instrumental pieces in a specific form using a variety of sound sources.

     (e) Read and notate music as demonstrated by the ability of the pupil to:

          (1) Demonstrate knowledge of whole, half, dotted half, quarter and eighth notes and rests through speaking and body percussion;

          (2) Read melodic patterns in the treble clef with solfege, letters or numbers;

          (3) Define and use musical symbols such as dynamics and tempo;

          (4) Sight-read a rhythmic and pentatonic pattern;

          (5) Notate an eight-beat rhythmic pattern in standard notation; and

          (6) Notate an eight-beat melodic pattern in standard notation.

     (f) Listen to, analyze and describe music as demonstrated by the ability of the pupil to:

          (1) Identify groups of repeated rhythmic and melodic patterns in a listening selection and recognize simple form;

          (2) Describe musical examples using appropriate musical terminology such as tempo, dynamics and mood; and

          (3) Identify families of instruments.

     (g) Evaluate music and musical performances as demonstrated by the ability of the pupil to:

          (1) Construct criteria for evaluating musical performances and compositions; and

          (2) Evaluate performances and compositions using standard musical vocabulary.

     (h) Demonstrate knowledge of the historical periods and cultural diversity of music, including, without limitation, the ability to:

          (1) Connect music with various historical periods and various cultures of the world; and

          (2) Identify roles of musicians and offer an example of each.

     2.  For the area of theater:

     (a) Understand the components of a theatrical production, including, without limitation, scriptwriting, directing and production as demonstrated by the ability of the pupil to:

          (1) Write or improvise a script with two or more characters which has a beginning, middle and end and which has a setting and character descriptions;

          (2) Plan, rehearse and present a dramatized idea or story in a cooperative setting;

          (3) Draw or build a simple model set utilizing basic craft materials; and

          (4) Use materials in the classroom or home to create props and costumes to suggest a specific time and locale in a dramatized event.

     (b) Understand and demonstrate the role of the actor in the theater as demonstrated by the ability of the pupil to:

          (1) Describe the traits of characters by examining their specific actions and what they say;

          (2) Demonstrate character through movement, pantomime, improvisation or voice; and

          (3) Portray the traits of a character through appropriate movement, voice and language in a dramatized idea or story.

     (c) Apply and demonstrate critical and creative thinking skills in theater, film, television and electronic media as demonstrated by the ability of the pupil to:

          (1) Discuss what the pupil sees and hears in a performance;

          (2) Explain how a performance made him or her feel and state his or her preference for a particular genre; and

          (3) Explain two differences between comedy and tragedy, giving examples.

     (d) Recognize and explain how theatrical experiences contribute to a better understanding of history, culture and human relationships as demonstrated by the ability of the pupil to:

          (1) Cite two examples from movies or television that give historical and cultural information; and

          (2) Identify the conflict between characters in a dramatized event.

     3.  For the area of visual arts:

     (a) Know and apply media, techniques and processes for developing visual arts as demonstrated by the ability of the pupil to:

          (1) Cite one example that demonstrates the different uses of media, techniques and processes in works of art;

          (2) Describe how the response of the audience changes because of different media, techniques and processes; and

          (3) Identify and demonstrate the appropriate use of various media, techniques and processes to communicate ideas.

     (b) Use knowledge of characteristics, purposes and functions of the visual arts as demonstrated by the ability of the pupil to:

          (1) Describe selected visual characteristics of visual art;

          (2) Explain purposes and functions of selected works of visual art;

          (3) Explain how visual characteristics, purposes and functions of selected works of visual art cause different responses from the audience; and

          (4) Choose visual characteristics to create a work that communicates an intended purpose to the audience.

     (c) Choose, apply and evaluate a range of subject matter, symbols and ideas as demonstrated by the ability of the pupil to:

          (1) Explain what a work of visual art is about by identifying subject matter, symbols and ideas;

          (2) Create a work of visual art that integrates subject matter and symbols with ideas to convey meaning to the audience; and

          (3) Explain how and why subject matter, symbols and ideas are chosen to present meaning in the pupil’s work.

     (d) Understand the visual arts in relation to history and culture as demonstrated by the ability of the pupil to:

          (1) Place accurately a variety of works of visual art in historical or cultural contexts; and

          (2) Create works of visual art that show the influence of a particular time and place.

     (e) Analyze and assess characteristics, merits and meaning in the pupil’s own works of visual art and the works of others as demonstrated by the ability of the pupil to:

          (1) Compare and contrast two works of visual art based on the observations of the pupil;

          (2) Identify merits in various works of visual art;

          (3) Present various interpretations of a work of visual art; and

          (4) Identify preferred characteristics or meanings in works of visual art.

     (Added to NAC by Bd. of Education by R073-00, eff. 6-20-2000)

Instruction: Sixth Through Eighth Grades

      NAC 389.2985  Sixth grade: Common Core Standards for English language arts. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)

     1.  The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for the sixth grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts for the sixth grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

     2.  By the beginning of the sixth grade, pupils must know and be able to do everything required in the previous grades for English language arts offered in public schools.

     3.  For the 2011-2012 school year and each school year thereafter, instruction in the sixth grade in English language arts must be designed so that by the completion of the sixth grade, pupils meet the standards adopted pursuant to subsection 1.

     (Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)

      NAC 389.299  Sixth grade: Information literacy. (NRS 385.080, 385.110, 389.0185, 389.520)  By the end of the 6th grade, and continuing through the 12th grade, pupils must know and be able to do everything required in the previous grades to be information literate. Instruction in the 6th grade, regardless of whether it takes place in the library or the classroom, must be designed so that pupils meet the following standards for information literacy by the completion of the 6th grade and continuing through the completion of the 12th grade:

     1.  For the areas of understanding the process of obtaining information in such a manner as to access information efficiently and effectively, evaluate information critically and competently, and use information accurately and creatively, a pupil must demonstrate the ability to:

     (a) Recognize the need for information by:

          (1) Giving examples of situations in which additional information beyond the pupil’s own knowledge is needed to resolve an information problem or question;

          (2) Determining whether additional information beyond the pupil’s own knowledge is needed to resolve an information problem or question; and

          (3) Assessing whether a range of information problems or questions can be resolved based on the pupil’s own knowledge or whether additional information is required.

     (b) Recognize that accurate and comprehensive information is the basis for intelligent decision making by:

          (1) Selecting examples of accurate and inaccurate information and of complete and incomplete information;

          (2) Explaining the difference between accurate and inaccurate information and between complete and incomplete information; and

          (3) Judging the quality of decisions in terms of the accuracy and completeness of the information on which they are based.

     (c) Formulate questions by:

          (1) Stating at least one broad question that will help in finding the needed information;

          (2) Stating both broad and specific questions that will help in finding the needed information; and

          (3) Revising, adding and deleting questions as the needs for information change.

     (d) Identify a variety of potential sources of information by:

          (1) Listing several sources of information and explaining the kind of information found in each source;

          (2) Brainstorming a range of sources of information that will meet a need for information; and

          (3) Using a full range of information sources to meet different needs for information.

     (e) Develop and use successful strategies for locating information by:

          (1) Listing some ideas for identifying and finding information that is needed;

          (2) Explaining and applying a plan to access information that is needed; and

          (3) Formulating and revising plans for accessing information for a range of needs and situations.

     (f) Determine accuracy, relevance and comprehensiveness by:

          (1) Defining the terms “accuracy,” “relevance” and “comprehensiveness” and giving examples of their application;

          (2) Comparing and contrasting sources related to a topic; and

          (3) Judging the accuracy, relevance and comprehensiveness of sources of information in relation to a range of topics and information problems.

     (g) Distinguish among fact, point of view and opinion by:

          (1) Recognizing those concepts in various sources and products of information;

          (2) Explaining how each concept is different from the others; and

          (3) Assembling them, as appropriate, in the pupil’s own work.

     (h) Identify inaccurate and misleading information by:

          (1) Recognizing inaccurate and misleading information in sources and products of information;

          (2) Explaining how such information can lead to faulty conclusions; and

          (3) Judging, and supporting judgments of, the degree of inaccuracy, bias or misleading information in sources and products of information.

     (i) Select information appropriate to a specific problem or question by:

          (1) Recognizing information that is applicable to that problem or question;

          (2) Analyzing information from a variety of sources to determine its applicability to that problem or question; and

          (3) Integrating accurate, relevant and comprehensive information to resolve that problem or question.

     (j) Organize information for practical application by:

          (1) Describing several ways to organize information, including chronologically, topically and hierarchically;

          (2) Organizing the information in different ways according to the specific information problem or question; and

          (3) Organizing a product of information that presents different types of information in the most effective ways.

     (k) Integrate new information into the pupil’s existing knowledge by:

          (1) Recognizing and understanding new information and ideas;

          (2) Combining what is already known about a topic with new information and drawing conclusions using the combined information; and

          (3) Integrating the pupil’s existing knowledge with information from a variety of sources to create new meaning.

     (l) Apply information in critical thinking and problem solving by:

          (1) Identifying information that meets a particular need for information;

          (2) Using information from a variety of sources to resolve an information problem or question; and

          (3) Devising creative approaches to use information to resolve information problems or questions.

     (m) Produce and communicate information and ideas in appropriate formats by:

          (1) Naming a variety of different formats for presenting different kinds of information;

          (2) Choosing an appropriate format for presenting information based on the information itself, the audience, and the nature of the information problem or question; and

          (3) Choosing the most appropriate format for presenting information and justifying that choice.

     2.  For the areas of pursuing information related to personal interests, appreciating literature and other creative expressions of information, and striving for excellence in seeking information and generating knowledge, a pupil must demonstrate the ability to:

     (a) Seek information relating to various dimensions of personal well-being, such as vocational interests, involvement in community, matters concerning health and recreational pursuits by:

          (1) Occasionally seeking information about topics of personal interest or aspects of well-being;

          (2) Generally expanding beyond the pupil’s own knowledge to seek information concerning topics of personal interest or aspects of well-being; and

          (3) Exploring a range of sources to obtain information concerning topics of personal interest or aspects of well-being.

     (b) Design, develop and evaluate information and conclusions based upon that information relating to topics of personal interest to the pupil by:

          (1) Organizing and presenting basic information gathered by the pupil relating to those topics of personal interest;

          (2) Creating solutions and methods of conveying information concerning those topics of personal interest; and

          (3) Judging the quality of the pupil’s own solutions and methods of conveying information concerning those topics of personal interest.

     (c) Function as a competent and self-motivated reader by:

          (1) Explaining and discussing various examples of fiction;

          (2) Choosing fiction and other types of literature to read and analyze; and

          (3) Reading avidly and evaluating the strengths and weaknesses of literature read.

     (d) Derive meaning from information presented creatively in a variety of formats by explaining and discussing films, plays and other creative presentations of information.

     (e) Develop creative methods of conveying information in a variety of formats by:

          (1) Expressing information and ideas creatively in simple formats; and

          (2) Expressing information and ideas creatively in ways that combine several formats.

     (f) Assess the quality of the process and outcome of the pupil’s efforts to obtain information by:

          (1) Retracing the steps the pupil took to obtain information and explaining which were most useful for resolving a problem or question concerning the information;

          (2) Assessing each step the pupil took to obtain information with respect to a specific problem concerning the information and assessing the result; and

          (3) Evaluating the process of obtaining information at each step as it occurs and making such adjustments as are necessary to improve both the process and the outcome.

     (g) Devise basic strategies for revising, improving and updating self-generated knowledge by:

          (1) Explaining those strategies;

          (2) Selecting and applying such strategies as are appropriate; and

          (3) Recognizing gaps in the pupil’s own knowledge and applying appropriate strategies for filling those gaps.

     3.  For the areas of recognizing the importance of information to a democratic society, practicing ethical behavior in regard to information and information technology, and participating effectively in groups to pursue and generate information, a pupil must demonstrate the ability to:

     (a) Seek information from diverse sources, contexts, disciplines and cultures by:

          (1) Identifying several appropriate sources for resolving an information problem or question;

          (2) Using a variety of sources covering diverse perspectives to resolve an information problem or question; and

          (3) Seeking sources representing a variety of contexts, disciplines and cultures and evaluating their usefulness for resolving an information problem or question.

     (b) Respect the principle of equitable access to information by:

          (1) Explaining why it is important for all pupils to have access to information, information sources and information technology;

          (2) Using information, information sources and information technology efficiently so that they are available for other pupils to use; and

          (3) Proposing strategies for ensuring that pupils and others have equitable access to information, information sources and information technology.

     (c) Respect the principles of intellectual freedom by:

          (1) Defining or giving examples of “intellectual freedom”;

          (2) Analyzing a situation in terms of its relationship to intellectual freedom, including, without limitation, issuing a personal opinion of a book or video in the library media center; and

          (3) Predicting what might happen if the principles of intellectual freedom were ignored in the pupil’s own community.

     (d) Respect intellectual property rights by:

          (1) Giving examples of what it means to respect intellectual property rights;

          (2) Analyzing situations to determine the steps necessary to respect intellectual property rights, including, without limitation, the creation of a term paper or the development of a multimedia product; and

          (3) Avoiding plagiarism, citing sources properly and making copies and incorporating text and images only with appropriate approval when creating products of information.

     (e) Use information technology responsibly by:

          (1) Stating the main points of the policy of the pupil’s school regarding the use of computing and communications hardware, software and networks;

          (2) Locating appropriate information efficiently with the school’s computing and communications hardware, software and networks; and

          (3) Following all guidelines and policies of the school relating to the use of computing and communications hardware, software and networks when resolving information problems or questions.

     (f) Share and contribute knowledge and information with other pupils in groups by:

          (1) Seeking and communicating specific facts, opinions and points of view related to information problems or questions;

          (2) Using information sources and selecting information and ideas that will contribute directly to the success of group projects; and

          (3) Integrating the pupil’s own knowledge and information with that of other pupils in the group.

     (g) Respect the ideas and backgrounds of other pupils and acknowledge their contributions by:

          (1) Describing the ideas of other pupils accurately and completely;

          (2) Encouraging consideration of ideas and information from all group members; and

          (3) Helping to organize and integrate the contributions of all the members of the group into products of information.

     (h) Collaborate with others, both in person and through technologies, to identify information problems and to seek a solution by:

          (1) Expressing the pupil’s own ideas appropriately and effectively, in person and remotely through technologies, while working in groups to identify and resolve information problems;

          (2) Participating actively in discussions with others, in person and remotely through technologies, to analyze information problems and suggest solutions; and

          (3) Participating actively in discussions with others, in person and remotely through technologies, to devise solutions that integrate the information and ideas of group members.

     (i) Collaborate with others, both in person and through technologies, to design, develop and evaluate products and solutions of information by:

          (1) Working with others, in person and remotely through technologies, to create and evaluate simple products of information;

          (2) Working with others, in person and remotely through technologies, to create and evaluate products of information that communicate complex information and ideas; and

          (3) Working with others, in person and remotely through technologies, to create and evaluate complex products of information that integrate information in a variety of formats.

     (Added to NAC by Bd. of Education by R071-01, eff. 11-1-2001; A by R013-03, 10-30-2003)

      NAC 389.302  Sixth grade: Common Core Standards for mathematics. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)

     1.  The Common Core Standards for mathematics developed by the Common Core State Standards Initiative for the sixth grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards in mathematics for the sixth grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

     2.  By the beginning of the sixth grade, pupils must know and be able to do everything required in the previous grades for mathematics offered in public schools.

     3.  For the 2013-2014 school year and each school year thereafter, instruction in the sixth grade in mathematics must be designed so that by the completion of the sixth grade, pupils meet the standards adopted pursuant to subsection 1.

     (Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012; A by R019-11, 5-30-2012, eff. 7-1-2013)

      NAC 389.322  Seventh grade: Common Core Standards for English language arts. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)

     1.  The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for the seventh grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts for the seventh grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

     2.  By the beginning of the seventh grade, pupils must know and be able to do everything required in the previous grades for English language arts offered in public schools.

     3.  For the 2011-2012 school year and each school year thereafter, instruction in the seventh grade in English language arts must be designed so that by the completion of the seventh grade, pupils meet the standards adopted pursuant to subsection 1.

     (Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)

      NAC 389.324  Seventh grade: Common Core Standards for mathematics. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)

     1.  The Common Core Standards for mathematics developed by the Common Core State Standards Initiative for the seventh grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards in mathematics for the seventh grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

     2.  By the beginning of the seventh grade, pupils must know and be able to do everything required in the previous grades for mathematics offered in public schools.

     3.  For the 2013-2014 school year and each school year thereafter, instruction in the seventh grade in mathematics must be designed so that by the completion of the seventh grade, pupils meet the standards adopted pursuant to subsection 1.

     (Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012; A by R019-11, 5-30-2012, eff. 7-1-2013)

      NAC 389.372  Sixth through eighth grades: Social studies. (NRS 385.080, 385.110, 389.0185, 389.520)  By the beginning of the sixth grade, pupils must know and be able to do everything required in the previous grades for social studies offered in public schools. Instruction in the sixth, seventh and eighth grades in social studies must be designed so that pupils meet the following performance standards by the completion of the eighth grade:

     1.  For the area of social study skills:

     (a) Acquire and apply skills of reading, writing and oral communication to construct knowledge, as demonstrated by the ability of the pupil to:

          (1) Read text using reading strategies, including, without limitation, strategies that employ prior knowledge, use key vocabulary words and employ context clues.

          (2) Read text to identify cause and effect relationships, compare and contrast information, identify fact and opinion and identify author bias.

          (3) Apply reading and writing strategies to construct and express knowledge.

          (4) Use reading and writing to respond to historical literature.

          (5) Gather information by taking notes, making outlines and creating graphic organizers.

          (6) Formulate essential questions on a prescribed topic.

     (b) Acquire, organize, use and evaluate information that prepares a pupil to be an active, informed and literate citizen, as demonstrated by the ability of the pupil to:

          (1) Formulate appropriate research questions.

          (2) Conduct research by locating, gathering, organizing and evaluating information and data from online and print resources and evaluating those resources.

          (3) Effectively communicate and present information orally, in writing and by developing multimedia presentations and using other forms of technology.

          (4) Identify propaganda, censorship and bias in the media.

          (5) Explain information through the use of maps, graphs, charts and diagrams.

          (6) Use technological resources for problem solving, self-directed learning and extended learning activities.

          (7) Demonstrate acceptable social and ethical behaviors when using technology and discuss the consequences of the inappropriate use of technology.

          (8) Use technological tools that are specific for the purpose of supporting learning and research.

          (9) Evaluate the accuracy, relevancy, appropriateness and bias of online and print resources.

     (c) Demonstrate historical comprehension by analyzing and interpreting historical documents and artifacts that present alternative voices, accounts and interpretations or perspectives on past events, as demonstrated by the ability of the pupil to:

          (1) Develop a sense of historical time to identify the sequence in which events occurred, including, without limitation, a sense of the past, present and future.

          (2) Identify primary and secondary resources which contain historical content.

          (3) Identify historical myths and historical facts.

          (4) Apply social studies to situations involving actual events that are currently taking place.

          (5) Formulate questions pertaining to history.

          (6) Interpret history through the use of primary and secondary resources.

          (7) Identify multiple perspectives of historical events.

          (8) Answer a question pertaining to history through the interpretation of primary resources.

     (d) Demonstrate skills which prepare a pupil to be an active, informed and literate citizen, as demonstrated by the ability of the pupil to:

          (1) Accept responsibility for the well-being of himself or herself, his or her family and the community in which he or she lives.

          (2) Identify issues and events that have an impact on persons at local, state, national and global levels.

          (3) Actively participate in civics and community life at the local, state, national and global level.

          (4) Ask meaningful questions to evaluate information.

          (5) Use effective decision-making and problem-solving skills in public and private life.

          (6) Collaborate effectively as a member of a group.

     2.  For the area of history:

     (a) Understand the development, characteristics and interaction of persons, cultures, societies, religions and ideas, as demonstrated by the ability of the pupil to:

          (1) Describe the cultural contributions of Native Americans in Nevada and in the United States.

          (2) Investigate ways in which Native Americans and immigrants helped create North American culture.

          (3) Describe the interaction among Native Americans, Europeans and Africans.

          (4) Compare lifestyles in the New England, Middle and Southern colonies as determined by race, class and gender.

          (5) Identify American industrialists and discuss their contributions to the social, economic and political way of life.

          (6) Explain how literature, music, architecture and visual arts reflect time periods.

          (7) Explore the attraction of the American West and the reality of life on the frontier as it relates to communication, farming, issues regarding water, mining and ranching.

          (8) Describe the contributions of immigrant groups to the emerging American culture.

          (9) Discuss the characteristics of American culture.

          (10) Describe the role of farming, railroads and mining in the settlement of the American West.

          (11) Explain the effects of World War I and World War II on social and cultural life in Nevada and in the United States.

          (12) Identify and describe the characteristics of preagricultural societies.

          (13) Identify and describe the technological innovations of early agrarian societies.

          (14) Identify the characteristics of pre-Columbian civilizations in South America that became part of the American culture.

          (15) Evaluate factors that contributed to the fall of the pre-Columbian civilizations.

          (16) Identify the characteristics of a civilization.

          (17) Explain how the geographic location of a civilization influences the development of the civilization.

          (18) Describe the achievements of ancient and classical civilizations.

          (19) Locate ancient, classical and regional civilizations and describe their contributions to social structures, religions and political systems.

          (20) Describe the origins, traditions, customs and spread of Judaism, Christianity, Islam, Hinduism and Buddhism.

          (21) Describe the cultural achievements of societies in the Middle East, the Far East, the Americas, Africa, South Asia and Europe.

          (22) Identify contributions of persons from around the world during the Middle Ages.

          (23) Explain the impact of the Crusades, trade and the bubonic plague on societies during the Middle Ages.

     (b) Understand the influences of persons, events, ideas and conflicts in the development of nations, empires, cultures and political and economic ideas, as demonstrated by the ability of the pupil to:

          (1) Summarize the contributions of the diverse populations of the early settlers of Nevada.

          (2) Explain the events that led to Nevada attaining statehood.

          (3) Describe how compromise and conflict among persons contributed to political, economic and cultural divisions.

          (4) Identify and explain the importance of immigrant and native groups to mining, ranching, railroads and commerce in Nevada and in the United States.

          (5) Describe the impact of the United States military and atomic testing on Nevada.

          (6) Describe the effects of tourism and gaming on Nevada.

          (7) Describe the goals and accomplishments of labor unions in Nevada.

          (8) Determine the significance of the First Continental Congress and Second Continental Congress and committees of correspondence.

          (9) Describe the events, course and results of the American Revolution, including, without limitation, the contributions of women, African Americans and Native Americans.

          (10) Explain how the failures of the Articles of Confederation led to the creation of the United States Constitution.

          (11) Explain the issues involved in the creation and ratification of the United States Constitution and the government established by the United States Constitution.

          (12) Identify the rights of persons and rights of states that are protected by the Bill of Rights and the continued significance of those rights.

          (13) Evaluate the influences of persons in the development of a national identity, including, without limitation, Chief Pontiac, George Washington and Abigail Adams.

          (14) Describe the factors that contributed to the development of national identity following the War of 1812.

          (15) Describe the patterns of colonization, immigration and settlement in the United States, including, without limitation, the role of economic incentives, the effects of geography and politics, and the role of transportation systems.

          (16) Define the concept of Manifest Destiny and explain the events that led to the expansion of the United States.

          (17) Discuss and analyze the interactions between the pioneers and Native Americans during the expansion of the American West.

          (18) Describe the institutionalization of slavery in America, the resistance of persons who were enslaved and the ongoing struggle between proponents and opponents of slavery.

          (19) Identify and describe the causes, important persons and events of the Civil War.

          (20) Identify and discuss the immediate outcomes and long-term effects of the Civil War.

          (21) Summarize the successes and failures of the Reconstruction.

          (22) Describe the effects of industrialization and new technologies on the development of the United States.

          (23) Explain the causes of the Great Depression and the impact of the Great Depression on society and the political policies of the United States.

          (24) Identify the characteristics that led to the emergence and decline of empires around the world.

          (25) Identify the characteristics of various political systems of ancient civilizations.

          (26) Explain how feudal relationships provided a foundation for political order in Europe and Japan.

          (27) Determine the causes and consequences of political revolutions.

          (28) Define the term “nation-state” and explain the political development of nation-states.

          (29) Define the term “mercantilism” and explain how mercantilism influenced patterns of economic activity.

          (30) Explore how a desire for foreign goods led to an increase in economic and cultural diversity.

     (c) Understand the influences of social ideas and personal action on social, political, economic and technological change, as demonstrated by the ability of the pupil to:

          (1) Describe the similarities and differences of the political, religious, linguistic, economic and social customs among the European colonial communities in North America.

          (2) Explain the political and economic causes and effects of the American Revolution.

          (3) Describe the important political ideas that influenced the American Revolution and the formation of the United States.

          (4) Explain the major ideas expressed in the Declaration of Independence.

          (5) Describe the social reform and religious movements of antebellum America.

          (6) Define the term “abolition” and identify important persons and events of the Abolitionist Movement.

          (7) Explain the struggle between the rights of states and the idea of federalism and the impact of those struggles on the national identity of the United States.

          (8) Explore the causes, events, major inventions and technologies of the Industrial Revolution and explain their impact on the way of life in Nevada and the United States.

          (9) Identify the 13th, 14th and 15th Amendments to the United States Constitution and explain their impact on the expansion of human rights.

          (10) Identify the Black Codes and Jim Crow Laws and explain how they reflected attitudes about race.

          (11) Discuss the rise of the Populist and Progressive Movements and explain how they reflected social change.

          (12) Explain the major social, technological and cultural developments of the 1920s.

          (13) Explain how democratic principles introduced by the Greeks and Romans developed the concept of social responsibility.

          (14) Analyze the social impact of technology, including, without limitation, the introduction of ships, iron, a water delivery system, the wheel and the printing press.

          (15) Explain the spread of Judaism, Christianity, Islam, Hinduism and Buddhism and the impact of those religions on society.

          (16) Identify institutions of social responsibility, including, without limitation, churches, governments and families, and explain the impact of those institutions on society.

          (17) Compare the economic and social importance of slavery with other forms of coerced labor from ancient times to the present.

          (18) Explain how civilizations create order through social groupings, including, without limitation, caste systems, class systems and feudalism.

     (d) Understand the interactions and interdependence among nations from around the world and the impact of economics, politics, religions and cultures on international relationships, as demonstrated by the ability of the pupil to:

          (1) Describe major local, national and world issues and explain the impact of those issues on international relations.

          (2) Describe the causes and effects of the French and Indian War on the political policies of the United States and the expansion of the territory of the United States.

          (3) Describe the influence of the American Revolution on Europe and the Americas.

          (4) Describe the contributions of foreign persons and nations to the outcome of the American Revolution.

          (5) Examine the involvement of the United States in World War I.

          (6) Examine the political and economic effects of World War I on the United States.

          (7) Identify the causes of World War II and the reasons for the United States entering the war.

          (8) Discuss the effects of World War II on the economic and political policies of the United States.

          (9) Identify the motivations for groups coming to the United States and discuss the political policies of the United States regarding immigration.

          (10) Examine how the Crusades led to a diffusion of ideas throughout Europe and Asia.

          (11) Examine how decisions made in the settlement of the American West affected modern foreign commerce, including, without limitation, energy, mining and multinational corporations.

          (12) Explain the significance of major events in Nevada, in the United States and throughout the world that are reported by the media.

     3.  For the area of geography:

     (a) Use maps, globes and other geographic tools and technologies to locate and extrapolate information about persons, places and environments, as demonstrated by the ability of the pupil to:

          (1) Use map elements, including, without limitation, scale, to locate physical and human features in the United States and in the world.

          (2) Compare the characteristics and purposes of several types of maps, map projections and other geographic representations.

          (3) Make and defend a spatial decision applying basic geographic vocabulary, tools and concepts.

          (4) Construct a mental map from memory.

          (5) Create maps about human and physical features around the world and compare those maps for purpose, accuracy, content, form and design.

          (6) Provide oral directions to move from one location to another.

          (7) Compare the physical and human features of Earth using maps, fieldwork, graphic representations, aerial photographs, satellite images and technological resources.

     (b) Understand the physical and human features of places, and use that information to define and study regions and their patterns of changes, as demonstrated by the ability of the pupil to:

          (1) Describe physical and human features, including, without limitation, the cultural characteristics of places and regions in Nevada, the United States and the world.

          (2) Locate major civilizations from ancient times to current times and describe how and why those civilizations changed over time.

          (3) Illustrate the relationship between the physical and cultural characteristics of a region.

          (4) Evaluate the role regions have played in historical events.

          (5) Define geographic terms, including, without limitation, “archipelago,” “gulf,” “basin” and “tundra.”

          (6) Describe the relationships between regions and belief systems and state how these relationships are important to cultural identity.

          (7) Compare how cultural characteristics affect different points of view of places and regions.

          (8) Compare the uses of technology across cultures in the world.

          (9) Use absolute and relative location, including, without limitation, longitude and latitude, to locate prominent countries, cities and physical features in different regions of the world.

     (c) Understand how economic, political and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation, as demonstrated by the ability of the pupil to:

          (1) Describe the characteristics of developed and developing countries using demographic concepts.

          (2) Describe how movements of persons, goods, ideas and resources have affected events and conditions in the past and present.

          (3) Identify the conditions necessary for the development of civilizations and the cultural, political and economic characteristics resulting from the growth of civilizations.

          (4) Identify patterns of rural and urban settlements in developed and developing countries.

          (5) Identify a regional or international economic issue and explain that issue from a spatial perspective.

          (6) Explain how the physical and human geography of a region influences the allocation of resources in that region.

          (7) Compare cultural, political and economic organizations in the United States.

     (d) Understand the effects of interactions between human and physical systems, and changes in the use, distribution and importance of resources, as demonstrated by the ability of the pupil to:

          (1) Describe and predict the regional or global impact of changes in the physical environment.

          (2) Evaluate the role of technology in the human modification of the physical environment.

          (3) Describe the changes caused by human modification of the physical environment.

          (4) Discuss the impact of natural hazards on the use and distribution of resources.

          (5) Research a specific natural hazard and document its effect on human systems.

          (6) Define renewable resources, nonrenewable resources and artificially created resources.

          (7) Categorize and locate examples of renewable resources, nonrenewable resources and artificially created resources.

          (8) Evaluate different viewpoints regarding a resource.

     4.  For the area of economics:

     (a) Understand how scarcity and incentives affect choices, how markets work, why markets form, how supply and demand interact to determine the market price and how changes in prices act as economic signals to coordinate trade, as demonstrated by the ability of the pupil to:

          (1) Discuss choices persons make, including, without limitation, the concepts of opportunity cost and total benefit of making a choice.

          (2) Identify factors, including, without limitation, price, income, availability of substitutes and self-interest, that affect purchasing decisions.

          (3) Identify factors, including, without limitation, output prices, input prices and technology, that affect the decision of a producer to supply goods.

          (4) Discuss career paths, taking into consideration the specific skills required for a career, the wages that may be earned in a career and the impact of the skills of a person on the wages he or she can earn.

          (5) Demonstrate and explain an understanding of supply and demand in a market, including, without limitation, the law of supply and demand.

     (b) Identify indicators used to measure economic performance, understand important aspects of how the economy acts as a system, and understand the roles of money, interest rates, saving and borrowing, financial institutions and the central banking system in the economy, as demonstrated by the ability of the pupil to:

          (1) Describe the transition from the use of commodities as money to the use of modern forms of money.

          (2) Illustrate how prices that are stated in terms of money help persons compare the values of products.

          (3) Explain why loans that are considered a high risk to the lender have a higher interest rate than loans that are considered safe.

          (4) Identify the advantages and disadvantages of using cash and the advantages and disadvantages of using a credit card.

          (5) Compare the rewards and risks of saving money in a financial institution.

          (6) Explain the circular flow of economic activity.

          (7) Explain how the current use of a productive resource affects the availability of that resource in the future.

          (8) Explain how inflation affects persons as they use their incomes to buy goods and services.

          (9) Identify factors that can affect the likelihood that a person will be unemployed and give examples of the costs of unemployment to the economy as a whole.

          (10) Determine the per capita gross domestic product using data on population and determine the gross domestic product for several countries and compare those gross domestic products with the gross domestic product of the United States.

          (11) Explain gross domestic product and how it is used to describe the economic output of a country.

          (12) Compare the buying power of the United States dollar in one year with the buying power of the United States dollar in another year by using the consumer price index.

          (13) Distinguish between a high rate of unemployment for the United States economy and a low rate of unemployment for the United States economy over a period of time.

          (14) Explain the purposes and functions of financial institutions by comparing and contrasting the services the financial institutions provide and evaluate the risks and rewards to persons who borrow and save at those financial institutions.

     (c) Identify the causes of economic change and explain how the economic system of the United States responds to those changes and how other economic systems respond to change, as demonstrated by the ability of the pupil to:

          (1) Describe for-profit and not-for-profit organizations and explain why not-for-profit organizations are exempt from paying certain taxes.

          (2) Explain how investment in either physical capital or human capital improves the standard of living by increasing productivity.

          (3) Determine the advantages and disadvantages of being an entrepreneur.

          (4) Give examples of how specialization is facilitated by trade.

          (5) Illustrate how competition among sellers decreases prices, while competition among buyers increases prices.

          (6) Identify the role of government in a market economy regarding public goods, externalities, monopoly power, redistribution of income and the definition and protection of property rights.

          (7) Discuss the rise of the merchant class, the development of mercantilism and the move toward industrialization.

          (8) Define stereotypical economic systems by contrasting capitalism and socialism, and command economy and market economy.

          (9) Explain ways in which households, schools or community groups allocate resources.

          (10) Explain how the reactions of consumers and producers to changes in prices affects the allocation of resources.

     (d) Explore trends in international trade, the impact of trade on the economy of the United States and the role of exchange rates, as demonstrated by the ability of the pupil to:

          (1) Describe how the exchange of goods and services around the world creates interdependence among persons in different countries and affects the standard of living in those countries.

          (2) Explain how a change in the exchange rate affects purchasing power.

          (3) Describe the rise of international economies, the emergence of capitalism and the emergence of free markets around the world.

          (4) Explain how governments use tariffs or quotas to restrict trade.

     5.  For the area of civics:

     (a) Know why society needs rules, law and governments, and understand the roles, rights and responsibilities of citizens, as demonstrated by the ability of the pupil to:

          (1) Explain the difference between the rule of law and the rule of mankind, including, without limitation, the difference between the divine right of monarchs and dictatorships.

          (2) Identify major social, political and economic conflicts and analyze the role of compromise in the resolution of those conflicts.

          (3) Describe the significance of the Declaration of Independence and the United States Constitution as the foundation of democracy in the United States.

          (4) Describe how the Nevada Constitution and the United States Constitution preserve state and national principles and serve as methods of change, including, without limitation, the process for amending a constitution.

          (5) Explain the influence of ancient civilizations on the roles, rights and responsibilities of citizens.

          (6) Explain the necessity of protecting personal rights in a democratic society.

          (7) Define the term “popular sovereignty” and explain popular sovereignty and the need for citizen involvement at all levels of government.

          (8) Identify and explain the rights, privileges and responsibilities that are associated with being a citizen of Nevada and the United States, including, without limitation, voting, holding office, serving on a jury and serving in the military.

          (9) Explain the significance of mottos and symbols to the cultural and political identities of various societies.

     (b) Understand the United States Constitution and the government created by the United States Constitution, including, without limitation, the relationship between national and sub-national governments, and the structure and function of state and local governments, as demonstrated by the ability of the pupil to:

          (1) Define the term “federalism.”

          (2) Give examples of governmental powers that are distributed between national and state governments, including, without limitation, the power to tax, the power to declare war and the power to issue drivers’ licenses.

          (3) Explain how the Supremacy Clause of the United States Constitution defines the relationship between the Federal Government and state governments.

          (4) Explain the purpose of a tribal government.

          (5) Explain the functions of the Executive, Legislative and Judicial Branches of government found in the United States Constitution and the Nevada Constitution.

          (6) Explain the system of checks and balances and the principle of limited powers in the design of the United States Constitution.

          (7) Explain the organization and function of state and local governments.

          (8) Explain the historic compromises that created a two-house Congress and identify the responsibilities of each house.

          (9) Describe the powers of the United States Congress.

          (10) Describe the duties of the President of the United States and other officials within the Executive Branch.

          (11) Describe the function of the United States Supreme Court, including, without limitation, judicial review and the use of landmark court cases.

          (12) Identify the state and local judicial process, including, without limitation, juvenile, civil and criminal court systems.

     (c) Describe the roles of political parties, elections, interest groups, the media and public opinion in the democratic process, as demonstrated by the ability of the pupil to:

          (1) Describe the election process.

          (2) Provide examples of how political parties have changed.

          (3) Identify the impact of interest groups and public opinion on the political process.

          (4) Identify the influence of the media in forming public opinion.

          (5) Identify propaganda and persuasion in political advertising and literature.

          (6) Provide examples of contemporary public issues that may require public solutions.

     (d) Explain the different political systems in the world and how those systems relate to the United States and the citizens of the United States, as demonstrated by the ability of the pupil to:

          (1) Define the characteristics of a country, including, without limitation, sovereignty, territory, population and organized government.

          (2) Define the major political systems of the world, including, without limitation, monarchies, totalitarian dictatorships, presidential systems, parliamentary systems, socialism and communism.

          (3) Identify nations that play a significant role in the foreign policy of the United States.

          (4) Define the term “foreign policy” and describe the ways in which nations interact diplomatically, including, without limitation, through the use of treaties, trade, humanitarian aid and military intervention.

          (5) List and describe international organizations, including, without limitation, the United Nations, the World Bank, Amnesty International and the International Red Cross.

     (Added to NAC by Bd. of Education by R074-00, eff. 6-20-2000; A by R011-09, 10-27-2009)

      NAC 389.381  Sixth through eighth grades: Health. (NRS 385.080, 385.110, 389.0185, 389.520)  Instruction in sixth grade, seventh grade and eighth grade in health must be designed so that pupils meet the following performance standards by the completion of the eighth grade:

     1.  Comprehend concepts related to the promotion of health and the prevention of disease to enhance health, as demonstrated by the ability of the pupil to:

     (a) Analyze the relationship between behaviors concerning the health of a person and personal health;

     (b) Identify the behaviors of a person that affect the function and development of the systems of the human body, including, without limitation, the human reproductive system in accordance with NRS 389.065;

     (c) Explain the interrelationships between the physical, emotional, intellectual and social health in adolescence;

     (d) Describe how age, gender, physical activity, lifestyle and heredity affect the nutrient needs of a person;

     (e) Analyze the use of a substance that is beneficial to a person and the use of a substance that is harmful to a person;

     (f) Develop a plan for personal safety to reduce or prevent injuries;

     (g) Examine the likelihood that a person will suffer a serious injury or illness if the person engages in behaviors that increase the risk of such an injury or illness;

     (h) Describe how behaviors of a person, pathogens, heredity and other factors relate to the prevention of illnesses and diseases;

     (i) Discuss how the behaviors concerning the health of a person affect that person’s risk of contracting an illness or a disease;

     (j) Identify the applicable laws and regulations which protect community health; and

     (k) Apply the actions a person may take to contribute to the enhancement of the environment.

     2.  Access reliable health information, products and services to enhance health, as demonstrated by the ability of the pupil to:

     (a) Describe situations which may require services from providers of health care; and

     (b) Determine the accessibility of products and services that enhance health.

     3.  Practice health-enhancing behaviors and avoid and reduce health risks, as demonstrated by the ability of the pupil to:

     (a) Explain the importance of a person assuming responsibility for healthy behaviors;

     (b) Create a wellness plan that meets dietary guidelines and includes moderate to vigorous physical activity;

     (c) Demonstrate methods of responding to behaviors that put a pupil at risk, including, without limitation, the use of alcohol, tobacco and other drugs;

     (d) Understand basic procedures in safety, first aid and life-saving measures, including, without limitation, the use of and procedures for using recreational safety equipment;

     (e) Evaluate the behaviors of the pupil that put the pupil at risk for injury, including, without limitation, self-harming behaviors and harmful trends; and

     (f) Analyze the behaviors of a pupil that increase the risk of the pupil spreading communicable diseases, including, without limitation, sexually transmitted diseases, mononucleosis, tuberculosis and influenza.

     4.  Analyze the influence of family, peers, culture, media, technology and other factors on behaviors concerning health, as demonstrated by the ability of the pupil to:

     (a) Explain how different sources affect the practices and behaviors concerning the health of a person;

     (b) Explain how a person’s perceptions of norms affect the behaviors concerning his or her health and the health-related risks taken by him or her;

     (c) Examine how different sources influence a person’s food choices;

     (d) Examine the influence of family, peers and information on the decision of a person to use, misuse and abuse substances;

     (e) Explain how school policies and public health policies affect the promotion of health and the prevention of diseases; and

     (f) Critique a variety of consumer influences that affect decisions concerning the health of a person.

     5.  Use interpersonal communication skills to enhance health and to reduce or avoid health risks, as demonstrated by the ability of the pupil to:

     (a) Practice refusal and negotiation skills that avoid or reduce health risks;

     (b) Express ways to communicate with other persons about the pupil’s perceived body image;

     (c) Practice appropriate methods for responding to situations that present a risk of harm to a person, including, without limitation, situations involving the use of alcohol, tobacco and other drugs;

     (d) Demonstrate the ways to ask for assistance to enhance the health of the pupil and other persons; and

     (e) Implement refusal and negotiation skills to resolve conflicts.

     6.  Use goal-setting skills to enhance health, as demonstrated by the ability of the pupil to:

     (a) Apply skills and strategies for the efficient management of time to reach a long-term personal health goal;

     (b) Analyze how short-term personal health goals and long-term personal health goals change throughout a person’s life; and

     (c) Analyze how short-term personal health goals and long-term personal health goals affect the community and environment.

     7.  Promote and support personal, family and community health, as demonstrated by the ability of the pupil to:

     (a) Demonstrate ways to influence and support a person in making positive health choices; and

     (b) Analyze how a message influences community practices affecting the environment and consumer health.

     8.  Use decision-making skills to enhance health, as demonstrated by the ability of the pupil to:

     (a) Defend the selection of choices that are healthy and eliminate choices that are not healthy when making a decision;

     (b) Compare the short-term and long-term consequences of a person’s choice regarding the use and abuse of substances;

     (c) Compare the short-term and long-term consequences of a person’s health decisions; and

     (d) Apply a decision-making process to a health issue or significant problem.

     (Added to NAC by Bd. of Education by R032-00, 6-20-2000, eff. 7-1-2000; A by R013-09, 10-27-2009)

      NAC 389.386  Eighth grade: Physical education. (NRS 385.080, 385.110, 389.0185, 389.520)  By the end of the eighth grade, pupils must know and be able to do everything required in the previous grades for courses in physical education offered in public schools. Instruction in the eighth grade in physical education must be designed so that pupils meet the following performance standards by the completion of the eighth grade:

     1.  Pupils must understand and be able to apply concepts relating to movement to the learning and development of motor skills, as demonstrated by the ability of the pupil to:

     (a) Describe, using the appropriate vocabulary, strategies relating to movement and games;

     (b) Describe and apply the advanced elements of forms of movement and game strategies;

     (c) Evaluate forms of movement for the improvement of skills; and

     (d) Recognize the physical benefits of exercise during and after physical activity.

     2.  Demonstrate competency in many forms of movement and proficiency in a few forms of movement, as demonstrated by the ability of the pupil to:

     (a) Refine locomotor and nonlocomotor movements in a sports setting;

     (b) Refine previously learned manipulative skills;

     (c) Demonstrate the basic elements of more advanced manipulative skills; and

     (d) Explain how scientific principles apply to movements relating to weight transfer and balance.

     3.  Understand dance through the use of skills, techniques and choreography, and as a form of communication, as demonstrated by the ability of the pupil to:

     (a) Identify and demonstrate basic dance steps, positions and patterns from two different theatrical styles or traditional styles, or both theatrical and traditional styles;

     (b) Observe and describe the actions and qualities of movement in a dance sequence, using appropriate vocabulary relating to movement;

     (c) Accurately transfer a rhythmic pattern from the aural, verbal or visual form, or any combination thereof, to a kinesthetic form, with some assistance from a teacher; and

     (d) Perform traditional style dance or theatrical style dance, or both, from different times, periods or cultures, and describe the differences in the steps and style of movement.

     4.  Achieve and maintain a health-enhancing level of individual fitness for an active lifestyle, as demonstrated by the ability of the pupil to:

     (a) Design a personal health-related program of fitness based on an accurately assessed profile of fitness;

     (b) Understand principles of training or conditioning and apply those principles to regular activities for fitness;

     (c) Identify or participate in, or both identify and participate in, a variety of health-related activities in both the school and the community; and

     (d) Compare exercises which are safe with exercises which are unsafe, and demonstrate exercises which are safe.

     5.  Practice personal responsibility, positive social interaction and respect for diversity in settings in which physical activities occur, as demonstrated by the ability of the pupil to:

     (a) Analyze potential consequences when confronted with a choice in behavior;

     (b) Work cooperatively within a group to achieve goals in cooperative and in competitive situations;

     (c) Engage in behaviors that are supportive and inclusive of all levels of abilities of other persons in settings in which physical activities occur; and

     (d) Demonstrate a sport, dance or game, or any combination thereof, from another culture.

     (Added to NAC by Bd. of Education by R033-00, 6-20-2000, eff. 7-1-2000)

      NAC 389.3905  Eighth grade: Technology and computers. (NRS 385.080, 385.110, 389.0185, 389.520)  By the beginning of the eighth grade, pupils must know and be able to do everything required in the previous grades for technology and computers offered in public schools. Instruction in the eighth grade in technology and computers must be designed so that pupils meet the following performance standards by the completion of the eighth grade:

     1.  For the areas of creativity and innovation, demonstrate creative thinking, build knowledge and develop innovative products and processes using technology, as demonstrated by the ability of the pupil to:

     (a) Independently apply prior knowledge to develop new ideas, products or processes using digital tools;

     (b) Create an original work in a digital format to demonstrate personal or group expression;

     (c) Use digital models and simulations to answer questions or solve problems; and

     (d) Use technology to track trends, predict possibilities, and make and justify predictions using evidence, experiments and collaboration.

     2.  For the areas of communication and collaboration, use digital media and environments to communicate and work in collaboration with other pupils, including pupils outside of the classroom, to support the learning of the pupil and the learning of other pupils, as demonstrated by the ability of the pupil to:

     (a) Collaborate with other pupils to create and publish digital products for real audiences in a variety of digital environments;

     (b) Communicate information and ideas using digital text, images, sounds and video;

     (c) Create digital products in formats that are appropriate for specific audiences and purposes;

     (d) Use digital resources to communicate with other pupils and persons from a variety of cultures and places;

     (e) Contribute to a group project to produce original works or solve problems; and

     (f) Choose a method of interacting electronically for a specific goal or purpose.

     3.  For the area of fluency of research and information, gather, evaluate and use information, as demonstrated by the ability of the pupil to:

     (a) Use digital tools to plan and organize a research-based inquiry;

     (b) For a research project, use digital tools to plan a timeline, track the progress of the project and cite the sources the pupil used for the project;

     (c) Use techniques for advanced searches to locate, access, synthesize and evaluate information in multiple sources to create an original product;

     (d) Use digital tools to organize information with main ideas and supporting documents;

     (e) Evaluate and compare facts and opinions in different sources of digital content and describe the point of view of the content;

     (f) Choose and justify the use of appropriate digital resources to accomplish a variety of tasks;

     (g) Use multiple digital tools to collect and process data to test theories and hypotheses; and

     (h) Use a variety of formats to report results and evaluate the strengths and weaknesses of those formats.

     4.  For the areas of critical thinking, problem solving and decision making, use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using the digital tools and resources that are appropriate for the specific task, as demonstrated by the ability of the pupil to:

     (a) Use digital resources to identify a problem that arises in an everyday situation and develop questions that will guide the pupil in the investigation of the problem;

     (b) Choose the appropriate digital planning tools for a project and use those tools to complete the project;

     (c) Use data, examine patterns and use digital tools to research a problem that arises in an everyday situation and present a solution to the problem; and

     (d) Use multiple processes to explore alternative solutions to and diverse perspectives on problems that arise in everyday situations and use digital tools to present a solution to the problems.

     5.  For the area of the appropriate use of technology, understand human, cultural and societal issues relating to technology and practice legal and ethical behaviors when using technology, as demonstrated by the ability of the pupil to:

     (a) Model legal and ethical behaviors while using information and technology, including, without limitation, properly selecting, acquiring and citing a resource;

     (b) Develop an argument for using technological resources in a safe, legal and responsible manner;

     (c) Explain the value of current and emerging technologies to persons, society and the world;

     (d) Assess the potential of current and emerging technologies to address personal, societal, lifelong learning and career needs; and

     (e) Describe principles of leadership and ways to use current and emerging technologies in a responsible manner to foster leadership skills.

     6.  For the areas of technological operations and concepts, demonstrate an understanding of technological concepts, systems and operations, as demonstrated by the ability of the pupil to:

     (a) Explain the uses for and advantages of technological systems;

     (b) Demonstrate keyboarding skills by completing a variety of assignments in a timely manner;

     (c) Choose and justify the use of digital tools and resources to accomplish a variety of tasks;

     (d) Develop and apply strategies for solving common hardware and software problems; and

     (e) Apply prior knowledge of technology to a current or emerging technology to answer a question that arises in everyday situations.

     (Added to NAC by Bd. of Education by R038-00, 6-20-2000, eff. 7-1-2000; A by R008-10, 6-30-2010)

      NAC 389.391  Eighth grade: Introduction to technology. (NRS 385.080, 385.110)  A course in the study of biological, informational, communicative and physical technology must include instruction designed to teach the pupil by the completion of the eighth grade to:

     1.  Demonstrate how the evolution in each area of technology has contributed to a progression from the agricultural era to the industrial era to the information era.

     2.  Describe the evolution of a modern tool, device or method within each area of technology and describe how each has changed daily routines and contributed to human progress.

     3.  Describe examples of technological innovation in each area of technology.

     4.  List examples of the seven resources of technology—people, information, tools, materials, capital, energy and time—and identify their different forms.

     5.  Use technological resources to produce a given product.

     6.  Identify technological alternatives for satisfying a given human need in two selected nations of differing cultural conditions and differing amounts of nonrenewable resources.

     7.  Design and carry out an optimal solution to a given technological problem.

     8.  Recognize the limitations of resources which limit solutions to technological problems.

     9.  Describe examples of common technological systems in each area of technology.

     10.  Apply the model for technological systems to the safe assembly or construction and operation of a technological system.

     11.  Demonstrate a functional open-loop system, add feedback to close the loop and operate the system to produce a given result.

     12.  Identify the subsystems of a modern, complex technological system in each area of technology and describe how each is combined to generate a new system resulting in improved or additional human capabilities.

     13.  Demonstrate a technological system in each area of technology and describe results that are desired, undesired, expected and unexpected in one of the areas.

     14.  Identify instances of conflict between a technological system, the human user and the resulting environment made by humans in each area of technology and demonstrate techniques for resolving each instance of conflict.

     15.  Identify instances of conflict between a technological system and the natural environment in each area of technology, and demonstrate techniques for improving each instance of conflict.

     16.  Demonstrate a solution to a problem within each area of technology and identify needed and alternative resources to solve the problem.

     17.  Investigate the properties of various synthetic, raw and biological materials through testing and describe why materials are often chosen on the basis of their properties.

     18.  Demonstrate a functional technological system by substituting the use of different resources to optimize the results of the system within given constraints.

     19.  Demonstrate a variety of traditional and modern processes for converting materials within each area of technology.

     20.  Process information and communicate a message using graphic, photographic or electronic means.

     21.  Use information from data stored in a computer to solve a problem in a technological system.

     22.  Perform a variety of processes for converting energy within each area of technology.

     23.  Use a computer to apply computer software to verify the solution to a problem related to processing resources in a technological system.

     24.  Describe examples of open-loop and closed-loop systems in each area of technology using graphic illustrations.

     25.  Demonstrate how human and technological sensors are used to monitor the results of a technological process.

     26.  Assemble and operate a closed-loop technological system.

     27.  Use a computer to control a technological system.

     28.  Use techniques of extrapolating the effect of changes in society on the future to anticipate the consequences of a new technology.

     29.  Describe how technology has created new jobs and made other jobs obsolete.

     30.  Describe a local, national and global problem, propose alternative technological solutions to each problem and demonstrate a solution to one of the problems.

     31.  Draw and label a diagram depicting a systems approach to solving a problem in each area of technology.

     32.  Use a systems approach to solve a technological problem.

     33.  Use a computer to document progress toward reaching the optimal solution to a technological problem.

     34.  Demonstrate basic math skills and concepts regarding whole numbers, common fractions, decimal fractions and percents in the solution of a technological problem.

     (Added to NAC by Bd. of Education, 1-26-90, eff. 9-1-93; A 5-27-92)—(Substituted in revision for NAC 389.444)

      NAC 389.393  Eighth grade: Home and career skills. (NRS 385.080, 385.110)  A course of study in home and career skills must include instruction designed to teach the pupil by the completion of the eighth grade to:

     1.  Describe how decisions are made.

     2.  Describe how different types of decisions differ with regard to frequency, level and complexity when given the opportunity to analyze typical activities of teenagers.

     3.  Explain how human needs, wants, values, goals and standards affect decision making when given a variety of life situations.

     4.  Apply the principles of making decisions to given life situations.

     5.  Apply the process of solving problems to a given life situation and select a solution from a group of alternatives.

     6.  Demonstrate how human and nonhuman resources can be used to accomplish a given task.

     7.  Apply the principles of management to demonstrate the interchangeable nature of resources.

     8.  Demonstrate the interrelationship among the skills of decision making, problem solving and management.

     9.  Relate self concept and factors which affect its formation and development to the pupil’s own situation.

     10.  Recognize that personal judgments of others are affected by appearance, behavior and gender.

     11.  Establish a goal for personal improvement.

     12.  Identify and resolve concerns common to adolescents.

     13.  Apply the skills of decision making, problem solving and management to attain a goal established for personal improvement.

     14.  Develop a plan to manage personal time that incorporates personal values, standards and goals.

     15.  Analyze the influence of peers and “significant others” on personal development.

     16.  Analyze the influence of the family on personal development.

     17.  Develop communication skills used in interpersonal relationships.

     18.  Recognize the adolescent’s role in providing for the needs of others who are dependent upon him or her.

     19.  Analyze how roles and responsibilities change in relation to personal development.

     20.  Identify the factors that influence the practices of the consumer.

     21.  Identify the rights and responsibilities of the consumer and the alternative choices that a consumer possesses regarding money, nutrition, wardrobe and the management of his or her personal environment.

     22.  Demonstrate skills related to comparative shopping.

     23.  Apply the principles of managing money to a personal spending plan.

     24.  Evaluate safe, efficient and profitable methods of saving money to manage personal resources.

     25.  Apply procedures that will protect personal money and avoid unnecessary risks.

     26.  Describe the significance of the cultural, social, psychological, biological, economic, political, global and leisure conditions which affect a person’s choice of food.

     27.  Evaluate dietary patterns to meet nutritional needs.

     28.  Apply the skills of decision making, problem solving and management to purchasing food and preparing meals.

     29.  Plan a wardrobe and accessories based on personal wants, values and finances.

     30.  Demonstrate care and maintenance of a personal wardrobe and accessories.

     31.  Describe the human need for personal privacy and the respect for the property of others.

     32.  Apply the skills of decision making, problem solving and management in selecting, using and maintaining living accommodations.

     33.  Identify the reasons for working, using descriptions of different work environments.

     34.  Identify characteristics of workers that contribute to individual and group success.

     35.  Predict the effects of technology and the changing roles of society on work and workers in the 21st century.

     36.  Apply the skills of decision making, problem solving and management to planning a career.

     37.  Determine alternative career interests and the suitability of entrepreneurship as a career choice.

     38.  Analyze factors that lead to the success of a small enterprise.

     (Added to NAC by Bd. of Education, 1-26-90, eff. 9-1-92)—(Substituted in revision for NAC 389.442)

      NAC 389.395  Seventh and eighth grades: Required courses where subjects taught by different teachers. (NRS 385.080, 385.110, 389.0185)  The following courses of study are required for the seventh and eighth grades where the subjects offered by the school are taught by different teachers:

     1.  Mathematics.

     2.  Science.

     3.  Social studies, which must include instruction in at least three of the following areas by completion of the eighth grade:

     (a) Civics.

     (b) Economics.

     (c) The history of Nevada.

     (d) The history of the United States.

     (e) The geography of the world.

     4.  English language arts.

     (Added to NAC by Bd. of Education, eff. 5-4-87; A 1-26-90; 5-27-92; R076-99, 11-4-99; R074-00, 6-20-2000)

      NAC 389.402  Eighth grade: Common Core Standards for English language arts. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)

     1.  The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for the eighth grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts for the eighth grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

     2.  By the beginning of the eighth grade, pupils must know and be able to do everything required in the previous grades for English language arts offered in public schools.

     3.  For the 2011-2012 school year and each school year thereafter, instruction in the eighth grade in English language arts must be designed so that by the completion of the eighth grade, pupils meet the standards adopted pursuant to subsection 1.

     (Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)

      NAC 389.407  Eighth grade: Common Core Standards for mathematics. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)

     1.  The Common Core Standards for mathematics developed by the Common Core State Standards Initiative for the eighth grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards in mathematics for the eighth grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

     2.  By the beginning of the eighth grade, pupils must know and be able to do everything required in the previous grades for mathematics offered in public schools.

     3.  For the 2013-2014 school year and each school year thereafter, instruction in the eighth grade in mathematics must be designed so that by the completion of the eighth grade, pupils meet the standards adopted pursuant to subsection 1.

     (Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012; A by R019-11, 5-30-2012, eff. 7-1-2013)

      NAC 389.411  Eighth grade: Science. (NRS 385.080, 385.110, 389.0185, 389.520)  By the end of the eighth grade, pupils must understand, know and be able to do everything required in the previous grades for courses in science offered in public schools. Instruction in the sixth grade through the eighth grade in science must be designed so that pupils meet the following standards by the completion of the eighth grade:

     1.  For the area of science inquiry:

     (a) Understand that scientific knowledge requires critical consideration of verifiable evidence which is obtained from scientific inquiry and appropriate investigation;

     (b) Know how to identify and critically evaluate information in data, tables and graphs;

     (c) Know how to critically evaluate information to distinguish between scientific fact and opinion;

     (d) Know that various explanations can be made for the same evidence;

     (e) Know how to design and conduct a controlled experiment;

     (f) Know how to use appropriate technology and laboratory procedures safely to observe, measure, record and analyze data; and

     (g) Know that scientific inquiry includes, without limitation, evaluation of the results of scientific investigations, experiments, observations, theoretical and mathematical models and explanations proposed by other scientists.

     2.  For the areas of science, technology and society:

     (a) Understand the interactions and relationships between science and society in a world which is constantly changing;

     (b) Understand that technology can cause various consequences to the environment, including, without limitation:

          (1) The depletion of environmental resources and degradation to the environment; and

          (2) An increase in the availability of environmental resources, the mitigation of degradation to the environment and the use of new resources in a more economical manner; and

     (c) Know that scientific knowledge is revised through a process of incorporating new evidence which is obtained through ongoing scientific research, investigation and collaborative discussion.

     3.  For the area of matter:

     (a) Understand the properties of matter and the changes that can occur to the properties of matter;

     (b) Know that matter is made up of tiny particles called atoms;

     (c) Know that a substance which contains only one kind of atom is an element that cannot be broken into smaller pieces by normal laboratory processes;

     (d) Know that atoms combine to form molecules;

     (e) Know that a compound is formed when two or more different kinds of atoms are chemically bonded together;

     (f) Know that the particles of the same matter are arranged differently based upon whether the matter is a solid, liquid or gas;

     (g) Know that elements can be arranged in the periodic table in a manner which shows repeating patterns that group certain elements with similar properties;

     (h) Know the characteristics of electrons, protons and neutrons;

     (i) Know methods for separating mixtures based on the properties of the components; and

     (j) Know that mass is conserved in physical and chemical changes.

     4.  For the areas of force and motion:

     (a) Understand that the position and motion of an object depend on the forces acting on the object;

     (b) Know the effect that balanced and unbalanced forces have on the motion of an object;

     (c) Know that electric currents can produce magnetic forces and that magnets can cause electric currents; and

     (d) Know that every object exerts a gravitational force on every other object and that the magnitude of the gravitational force depends on the mass of the objects and the distance between the objects.

     5.  For the area of energy:

     (a) Understand how energy is transferred;

     (b) Know that light which is visible is a narrow band within the electromagnetic spectrum;

     (c) Know that vibrations, including, without limitation, sound and earthquakes:

          (1) Move at various speeds in different materials;

          (2) Have different wavelengths; and

          (3) Create disturbances in a wavy pattern that spread away from the source of the vibration in a uniform manner;

     (d) Know that physical, chemical and nuclear changes involve a transfer of energy;

     (e) Know that energy can only be changed from one form to another and cannot be created or destroyed through a chemical or physical reaction;

     (f) Know that energy which is produced from heat flows from warmer materials or regions to cooler materials or regions through the process of conduction, convection or radiation; and

     (g) Know that heat, light, sound and other chemical changes can be produced by transferring electrical energy through electrical circuits.

     6.  For the area of heredity:

     (a) Understand the role of genetic information in the continuation of a species;

     (b) Know that heredity is the passage of genetic instructions from one generation to the next generation;

     (c) Know that changes in the genes of an egg or sperm can cause changes in the characteristics which are inherited;

     (d) Know that specific organisms can be bred to produce specific characteristics; and

     (e) Know that certain characteristics of an organism are caused by interaction with the environment and genetic information.

     7.  For the area of the structure of life:

     (a) Understand that all living things are composed of cells, which are the fundamental units of life;

     (b) Understand that multicellular organisms have specialized cells which perform a variety of life functions;

     (c) Know that a cell can grow, divide and take in nutrients which are used to provide energy for the cell to function;

     (d) Know that certain organisms are composed of only one cell and that multicellular organisms can consist of millions of cells which work together to allow the organism to function;

     (e) Know that tissues, organs and organ systems work together to perform the functions of life and that:

          (1) Tissue can be formed when cells combine; and

          (2) Organs and systems of organs can be formed when tissues combine; and

     (f) Know that disease can result from defects in certain systems of the body or from damage caused by certain infections.

     8.  For the area of organisms and their environment:

     (a) Understand various interactions between living and nonliving components of various ecosystems;

     (b) Know how matter and energy are transferred through food webs in an ecosystem;

     (c) Know how to characterize an organism in an ecosystem based on the functions of the organism;

     (d) Know how to evaluate whether changes in the environment of an organism can be beneficial or harmful; and

     (e) Know that interrelated factors affect the number and type of organisms an ecosystem can support.

     9.  For the area of the diversity of life:

     (a) Understand that living things change over time and contribute to the variety of organisms existing on the earth;

     (b) Know that a species can be identified and classified based upon its characteristics;

     (c) Know that fossils provide evidence of how life and environmental conditions have changed throughout geological time; and

     (d) Know that the behavior of an organism is based on experience and the evolutionary history of the species of the organism.

     10.  For the areas of the atmospheric processes and the cycle of water:

     (a) Understand the relationship between the atmosphere, topography, weather and climate of the earth;

     (b) Know that seasons are caused by variations in the amounts of the energy transferred from the sun to the surface of the earth based on the axial tilt of the earth;

     (c) Know how the processes involved in the cycle of water affect patterns in the climate;

     (d) Know the properties that make water an essential component of various systems of the earth;

     (e) Understand the composition of the atmosphere of the earth, with an emphasis on the role of the atmosphere in the weather and climate of the earth;

     (f) Know the difference between local weather and regional climates; and

     (g) Know the topography of the earth and the patterns of global and local atmospheric movement which influence local weather and which occur primarily in the lower atmosphere.

     11.  For the area of the solar system and the universe:

     (a) Understand the characteristics of the solar system which is part of the Milky Way Galaxy, including, without limitation, the characteristics of the planets in the solar system;

     (b) Know that the universe contains many billions of galaxies and each galaxy contains many billions of stars;

     (c) Know that the solar system includes, without limitation, a great variety of planetary moons, asteroids and comets;

     (d) Know that the earth is part of the solar system located within the Milky Way Galaxy;

     (e) Know that the sun is many thousands of times closer to the earth than any other star and billions of times closer to the earth than the farthest end of the Milky Way Galaxy;

     (f) Know that the sun is a star in the Milky Way Galaxy which is medium in size in relation to other stars in the Milky Way Galaxy, part of which can be seen as a glowing band of light which spans across the sky; and

     (g) Know that regular and predictable patterns of movement by the earth around the sun and by the moon around the earth explain certain phenomena, including, without limitation, the day, the year, phases of the moon and eclipses.

     12.  For the area of the composition and structure of the earth:

     (a) Understand that landforms result from a combination of constructive and destructive processes;

     (b) Know that sedimentary rocks and fossils provide evidence of changing environments and the constancy of geological processes;

     (c) Know that rocks at the surface of the earth can weather and form sediments that are buried, compacted, heated and recrystallized into new rock;

     (d) Know that the earth is composed of:

          (1) A continental and oceanic crust;

          (2) A mantle which contains hot convection currents; and

          (3) A dense metallic core;

     (e) Know that the very slow movement of large crustal plates results in geological events;

     (f) Know that geological processes produce state and regional topography;

     (g) Know that minerals have different properties and different distributions according to how they form;

     (h) Know the characteristics, amounts and locations of renewable and nonrenewable resources found in Nevada; and

     (i) Know that soil:

          (1) Has various properties, including, without limitation, color, texture and the amount of water the soil can retain; and

          (2) Provides nutrients for life in accordance with the manner in which the living thing is formed.

     (Added to NAC by Bd. of Education by R075-99, eff. 11-4-99; A by R041-05, 10-31-2005)

Elective Courses of Study

      NAC 389.432  Foreign language: Instruction in kindergarten. (NRS 385.080, 385.110)  A course in a foreign language offered as an elective in a public kindergarten must include instruction designed to teach the pupil by the completion of kindergarten to:

     1.  Communicate in the foreign language by:

     (a) Singing songs.

     (b) Following simple directions.

     (c) Naming familiar objects.

     (d) Using appropriate expressions and gestures of courtesy.

     (e) Recognizing numbers and counting from 1 to 10.

     (f) Comprehending brief oral directions, commands and information.

     (g) Responding to personal questions.

     2.  Understand the culture studied by:

     (a) Identifying how people in the culture celebrate important traditions, holidays and events.

     (b) Exploring the products of the culture, including, without limitation, the food, musical instruments, clothing and toys of the culture.

     (c) Practicing familiar concepts in the foreign language, including, without limitation, numbers, colors, animals, nursery rhymes and fairy tales.

     (Added to NAC by Bd. of Education by R065-97, eff. 12-10-97)—(Substituted in revision for NAC 389.241)

      NAC 389.434  Foreign language: Instruction through third grade. (NRS 385.080, 385.110)  A course in a foreign language offered as an elective course in a public elementary school through the third grade must, in addition to the requirements set forth in NAC 389.432 and subject to the experience of the pupils with the foreign language in kindergarten through the second grade, include instruction designed to teach the pupil by the completion of the third grade to:

     1.  Engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions in the foreign language by:

     (a) Counting and performing simple arithmetic problems.

     (b) Participating in brief guided conversations.

     (c) Making simple requests.

     (d) Asking and answering simple questions.

     (e) Expressing the pupil’s state of being and feelings.

     (f) Using simple commands.

     2.  Understand and interpret written and spoken material in the foreign language on a variety of topics by:

     (a) Comprehending brief written and oral directions, commands and information.

     (b) Reading familiar words.

     (c) Reading numbers, dates, words related to the family and weather, and other thematic vocabulary.

     (d) Recognizing a sound with its corresponding letter or symbol.

     3.  Present information, concepts and ideas to an audience in the foreign language by performing skits, puppet shows or dialogues with limited vocabulary.

     4.  Understand the relationship between the practices and perspectives of the culture studied by exploring the verbal and nonverbal communication of the culture, including, without limitation, gestures, body language, dance, art and music.

     5.  Understand the relationship between the products and perspectives of the culture studied by:

     (a) Exploring the products of the culture studied.

     (b) Understanding the relationship between those products and the environment in which they are produced.

     6.  Understand other disciplines through the foreign language by practicing familiar concepts in the foreign language, including, without limitation, numbers, colors, animals, nursery rhymes, fairy tales, the calendar, weather, money and mathematics.

     7.  Understand the nature of language through comparisons of the foreign language with the pupil’s language by comparing cognates, word families and language patterns.

     8.  Understand the concept of culture through comparisons of the culture studied and the pupil’s culture by:

     (a) Exploring and recognizing the contributions of the culture studied to the American culture, including, without limitation, music, food, art, toys and folk tales.

     (b) Demonstrating an awareness of ways of expressing respect and communicating differences in status in the pupil’s language and the foreign language.

     9.  Use the foreign language in and outside of school by participating in performances at school or in the community in the foreign language or relating to the culture studied.

     10.  Develop an interest in continuing the study of the foreign language for personal enjoyment and enrichment by:

     (a) Playing sports or games from the culture studied that are appropriate for the pupil’s age.

     (b) Listening to music, singing songs or playing musical instruments from the culture studied.

     (c) Planning real or imaginary travel to a country in which the foreign language is spoken.

     (Added to NAC by Bd. of Education by R065-97, eff. 12-10-97; A by R164-99, 2-16-2000)—(Substituted in revision for NAC 389.291)

      NAC 389.436  Foreign language: Instruction through fifth grade. (NRS 385.080, 385.110)  A course in a foreign language offered as an elective course in a public elementary school through the fifth grade must, in addition to the requirements set forth in NAC 389.434 and subject to the experience of the pupils with the foreign language in kindergarten through the fourth grade, include instruction designed to teach the pupil by the completion of the fifth grade to:

     1.  Engage in conversations, provide and obtain information, express feelings and emotions and exchange opinions in the foreign language by:

     (a) Identifying common objects after listening to an oral description.

     (b) Telling time.

     (c) Using the calendar.

     2.  Understand and interpret written and spoken material in the foreign language on a variety of topics by:

     (a) Reading combinations of familiar words in short sentences.

     (b) Reading all words that the pupil is able to use orally.

     (c) Comprehending brief written directions, narratives and other information.

     3.  Present information, concepts and ideas in the foreign language to an audience by:

     (a) Responding to personal questions.

     (b) Writing familiar words or phrases, including, without limitation, colors, dates, numbers, lyrics of songs and words related to the family and weather.

     (c) Writing simple text on familiar topics, including, without limitation, filling in the blanks or labeling pictures in simple stories.

     4.  Understand the relationship between the practices and perspectives of the culture studied by:

     (a) Becoming aware of the effects of important people, holidays, geography and history on the lives of the people of the culture studied.

     (b) Demonstrating an awareness of the different patterns of daily life within the culture studied and the pupil’s culture.

     5.  Understand the relationship between the products and perspectives of the culture studied by comparing the products with the environments in which they are produced.

     6.  Understand other disciplines through the foreign language by practicing familiar concepts in the foreign language, including, without limitation, telling time and identifying the seasons.

     7.  Understand the concept of culture through comparisons of the culture studied and the pupil’s culture by developing an awareness of cultural diversity and some of the contributions of the foreign language to American culture.

     8.  Understand the concept of language by recognizing some of the contributions of the foreign language to American culture.

     9.  Use the language in and outside of school by:

     (a) Writing format letters, including, without limitation, letters to a pen pal.

     (b) Identifying professions that require proficiency in another language.

     (c) Exploring careers that require the ability to communicate in the foreign language.

     10.  Develop an interest in continuing the study of the foreign language for personal enjoyment and enrichment by:

     (a) Playing sports or games of the culture studied that are appropriate for the age of the pupil.

     (b) Listening to music, singing songs or playing musical instruments from the culture studied.

     (c) Planning a real or imaginary trip to a country in which the foreign language is spoken.

     (Added to NAC by Bd. of Education by R065-97, eff. 12-10-97; A by R164-99, 2-16-2000)—(Substituted in revision for NAC 389.2945)

      NAC 389.438  Foreign language: Instruction in middle school or junior high school through ninth grade. (NRS 385.080, 385.110)  A course in a foreign language offered as an elective course in a public middle school or junior high school through the ninth grade must, in addition to the requirements set forth in NAC 389.436 and subject to the experience of the pupils with the foreign language in kindergarten through the eighth grade, include instruction designed to teach the pupil by the completion of the ninth grade to:

     1.  Engage in conversations, provide information, express feelings and emotions, and exchange opinions in the foreign language by:

     (a) Talking and writing about activities of daily life using memorized phrases, short sentences, numbers, dates, times and other basic thematic vocabulary.

     (b) Giving and following simple oral and written instructions and commands using visual cues when appropriate.

     (c) Recognizing commonly used verbs and phrases in discussions about past and future events.

     (d) Participating in structured conversations on a variety of topics, including, without limitation, state of being and feelings.

     (e) Making simple oral and written requests.

     (f) Telling and writing a simple narrative about a personal experience or event in the present tense.

     (g) Restating in the present tense, with assistance, what another person has said.

     (h) Recognizing the standard rules of usage and grammar.

     (i) Demonstrating accuracy in the imitation of modeled words.

     (j) Demonstrating occasional creativity in the production of language.

     (k) Asking and responding to basic questions.

     (l) Using appropriate expressions and gestures of courtesy.

     2.  Understand and interpret written and spoken material in the foreign language on a variety of topics by:

     (a) Recognizing a sound with its corresponding letter or symbol.

     (b) Comprehending written and spoken numbers, dates, times and other basic thematic vocabulary.

     (c) Reading and comprehending phrases, short sentences, brief written directions and simple narratives.

     (d) Writing numbers, dates, times and other basic thematic vocabulary.

     3.  Use familiar thematic words and phrases by performing skits, puppet shows or dialogues.

     4.  Understand the relationship between the practices and perspectives of the culture studied by:

     (a) Identifying the manner in which important traditions, events and holidays are celebrated in the culture.

     (b) Recognizing various forms of communications in the culture, including gestures, body language, dance, art and music.

     (c) Identifying the important persons, holidays, geography and history of the culture.

     5.  Understand the relationship between the products and perspectives of the culture studied by:

     (a) Understanding the messages found in highly contextualized materials, including, without limitation, signs and posters.

     (b) Identifying the artistic achievements and contributions of the culture.

     (c) Recognizing certain unique products of the culture.

     6.  Understand other disciplines by using the foreign language to read, write and discuss familiar topics studied in other courses.

     7.  Understand the nature of language through comparisons of the foreign language with the pupil’s language by:

     (a) Recognizing cognates, adopted words and expressions, and word families.

     (b) Demonstrating that languages have important sound distinctions that must be mastered to communicate meaning.

     (c) Analyzing and comparing the writing systems of both languages.

     (d) Comparing and using language and grammatical patterns.

     8.  Understand the cultural differences and similarities between the culture studied and the pupil’s culture by demonstrating that there are culturally specific phrases and idioms that do not translate directly from one language to another.

     9.  Use the foreign language in and outside of school by reporting about the use of the foreign language outside the classroom.

     10.  Develop an interest in continuing the study of the foreign language for personal enjoyment and enrichment by planning a real or imaginary trip to a country in which the foreign language is spoken and collecting information concerning travel to that country and careers that require the use of that foreign language.

     (Added to NAC by Bd. of Education by R065-97, eff. 12-10-97; A by R164-99, 2-16-2000)—(Substituted in revision for NAC 389.447)

      NAC 389.443  The arts: Instruction in sixth through eighth grades. (NRS 385.080, 385.110, 389.520)  Each pupil who elects to take a class in the arts in the sixth, seventh or eighth grade must know and be able to do everything required in the previous grades for the elected course of study that is offered in the public elementary schools. Instruction in the arts in the sixth, seventh or eighth grade must be designed so that pupils meet the following standards of performance by the completion of the eighth grade:

     1.  For the area of music:

     (a) Sing a varied repertoire of music alone and with others as demonstrated by the ability of the pupil to sing:

          (1) With expression, technical accuracy, good breath control and correct intonation, articulation and rhythm throughout the singing ranges of the pupil while singing alone and with others;

          (2) In small and large ensembles while following a conductor; and

          (3) A repertoire in two and three parts, with and without accompaniment, maintaining the pupil’s own part.

     (b) Perform a varied repertoire of music on instruments alone and with others as demonstrated by the ability of the pupil to play:

          (1) With expression, technical accuracy and appropriate ensemble skills on at least one instrument and with a varied repertoire with a level of musical difficulty of 2 in small and large ensembles while following a conductor;

          (2) A mixed-meter repertoire, making a smooth transition from one meter to another; and

          (3) Diverse genres with stylistic accuracy and appropriate expression.

     (c) Improvise melodies, variations and accompaniments as demonstrated by the ability of the pupil to improvise:

          (1) Simple musical phrases in a given key;

          (2) Simple harmonies in a given key; and

          (3) Melodic and rhythmic embellishments on given pentatonic melodies.

     (d) Compose and arrange music within specified guidelines as demonstrated by the ability of the pupil to:

          (1) Compose short pieces of music in groups using the elements of music; and

          (2) Arrange simple pieces of music for voices or instruments.

     (e) Read and notate music as demonstrated by the ability of the pupil to:

          (1) Read whole, half, quarter, eighth, sixteenth and dotted notes and rests in various meters through speaking or body percussion in two or three parts;

          (2) Read simple melodies in clefs that are appropriate for the pupil;

          (3) Apply standard symbols of music within the context of the repertoire with a level of musical difficulty of 2;

          (4) Sight-read music with technical accuracy and expression and with a level of musical difficulty of 1; and

          (5) Use standard notation to record simple musical ideas.

     (f) Listen to, analyze and describe music as demonstrated by the ability of the pupil to:

          (1) Apply knowledge of rhythm, melody and musical forms to aural examples using musical terminology that is appropriate; and

          (2) Describe the uses of the elements of music in aural examples representing diverse genres and cultures.

     (g) Evaluate music and musical performances as demonstrated by the ability of the pupil to:

          (1) Develop musical criteria for evaluating the quality and effectiveness of performances and compositions; and

          (2) Evaluate the quality of the pupil’s own performance and composition and the performances and compositions of others and offer justification for his or her evaluation.

     (h) Demonstrate relationships between music, the other arts and disciplines outside the arts as demonstrated by the ability of the pupil to compare:

          (1) Similar themes found in music and other art forms; and

          (2) Concepts common to music and other disciplines outside the arts.

     (i) Demonstrate knowledge of the historical periods and cultural diversity of music, including, without limitation, the ability to discuss:

          (1) Distinguishing characteristics of styles of music from various historical periods and cultures; and

          (2) The roles of musicians and the conditions under which they perform in several cultures of the world and in various historical periods.

     2.  For the area of theater:

     (a) Understand the components of theatrical production, including, without limitation, scriptwriting, directing and production as demonstrated by the ability of the pupil to:

          (1) Create an original script that is properly formatted, incorporating a cast of characters, prop list, costume list, simple stage directions and technical needs;

          (2) Use vocabulary that is appropriate for stage directing to direct actors or to be directed on stage;

          (3) Explain the roles and responsibilities of the various personnel involved in a stage production;

          (4) Explain the intention of the playwright in a play;

          (5) Design and create a program and one of the following promotional materials for production:

               (I) Posters;

               (II) Flyers;

               (III) Tickets; or

               (IV) Public service announcements;

          (6) Work in a group and in a safe manner to design and construct a unit set for a production;

          (7) Design and assemble all the props, costumes and makeup for characters with attention to age, culture and overall interpretation of a production;

          (8) Describe simple sound and lighting effects for any dramatized event; and

          (9) Implement specific sound effects and suggested lighting conditions for a dramatized event.

     (b) Understand and demonstrate the role of the actor in the theater as demonstrated by the ability of the pupil to:

          (1) Examine the text to determine logically the actions and intentions of a character;

          (2) Use basic acting skills, including, without limitation, focus, concentration, breathing and vocal techniques, memory and sensory recall, and physical movement; and

          (3) Portray characters that are believable to an audience in informal productions.

     (c) Apply and demonstrate critical and creative thinking skills in theater, film, television and electronic media as demonstrated by the ability of the pupil to:

          (1) Write a review of a dramatized production that addresses two or more of the elements of theater;

          (2) Present through any artistic media a clear representation of the emotional impact on an audience of the visual, aural or kinesthetic elements of a performance; and

          (3) In most instances, differentiate between farce, satire, high and low comedy, and epic tragedy.

     (d) Recognize and explain how theatrical experiences contribute to a better understanding of history, culture and human relationships as demonstrated by the ability of the pupil to:

          (1) Cite two examples from theater that give historical and cultural information; and

          (2) Give reasons for conflicts among characters.

     (e) Make connections between theater and other academic disciplines as demonstrated by the ability of the pupil to:

          (1) Find common components used in at least two works from two of the three areas of the arts and explain how they relate to one another;

          (2) Identify and explain the roots of theater in western civilization; and

          (3) Describe how three scientific advances have improved dramatic events.

     3.  For the area of visual arts:

     (a) Know and apply media, techniques and processes for developing visual arts as demonstrated by the ability of the pupil to:

          (1) Compare and contrast the use of media, techniques and processes in works of visual art;

          (2) Give purposeful responses to the use of media, technique and processes; and

          (3) Communicate ideas and experiences through the works of visual art of the pupil using media, techniques and processes.

     (b) Use knowledge of characteristics, purposes and functions of the visual arts as demonstrated by the ability of the pupil to:

          (1) Define and evaluate the effects of visual characteristics in works of visual art;

          (2) Define and evaluate the effects of purposes in works of visual art;

          (3) Discuss the effectiveness of visual characteristics, purposes and functions in works of visual art; and

          (4) Use various visual characteristics to communicate original ideas in the works of visual art of the pupil.

     (c) Choose, apply and evaluate a range of subject matter, symbols and ideas as demonstrated by the ability of the pupil to:

          (1) Discuss the visual, spatial, temporal and formal aspects of a work of visual art as it relates to history and culture;

          (2) Plan and create an original work of visual art that uses subject matter, symbols and ideas which demonstrate knowledge of culture; and

          (3) Discuss in groups whether subject matter, symbols and ideas successfully convey an intended result to the audience.

     (d) Understand the visual arts in relation to history and culture as demonstrated by the ability of the pupil to:

          (1) Discover and organize visual characteristics of selected works of visual art with regard to history and culture;

          (2) Describe and discuss the purposes and meanings of works of visual art from various cultures, times and places; and

          (3) Create a work of visual art based on cultural research that shows how time and place influence visual characteristics of the work.

     (e) Analyze and assess characteristics, merits and meaning in the pupil’s own works of visual art and the works of others as demonstrated by the ability of the pupil to:

          (1) Explain works of visual art based on themes, styles, purposes and subject matter;

          (2) Compare and contrast the degrees of merit in works of visual art;

          (3) Analyze and generate new interpretations of works of visual art; and

          (4) Develop and explain, with guidance from the teacher, an aesthetic position and use it to critique a work of visual art.

     (f) Demonstrate relationships between the visual arts, the other arts and disciplines outside the arts as demonstrated by the ability of the pupil to:

          (1) Explain how the principles of the visual arts are similar to principles of other disciplines;

          (2) Discover and explain the relationships between the visual arts and other arts in terms of principles and subject matter; and

          (3) Create a work of visual art that reflects principles common to the arts and multiple disciplines.

     4.  As used in this section:

     (a) “High comedy” means farce and satirical forms of comedy.

     (b) “Low comedy” means burlesque and slapstick forms of comedy.

     (Added to NAC by Bd. of Education by R073-00, eff. 6-20-2000)

Requirements for Promotion to High School

      NAC 389.445  Required units of credit; pupils with disabilities; pupils who transfer between schools; recognition of certain programs of homeschool study. (NRS 385.080, 392.033)

     1.  Except as otherwise provided in subsection 4, a pupil must earn at least the following units of credit during the seventh and eighth grades for promotion to high school:

     (a) One and one-half units of credit in English with a passing grade;

     (b) One and one-half units of credit in mathematics with a passing grade;

     (c) One unit of credit in science with a passing grade; and

     (d) One unit of credit in social studies with a passing grade.

     2.  A pupil may apply units of credit toward promotion to high school if the pupil earned the units of credit:

     (a) At a public or private junior high or middle school located in this State.

     (b) At a public or private junior high or middle school located outside of this State if the school district approves a transfer of the units in accordance with the procedure adopted by the board of trustees of the school district pursuant to subsection 3 of NRS 392.033.

     (c) At the Nevada Youth Training Center or the Caliente Youth Center.

     (d) During summer school in courses offered by a public or private junior high or middle school. Such units must be earned in courses which are equivalent to the courses offered in the programs of the junior high or middle school in which the pupil is enrolled.

     (e) While being homeschooled in this State or homeschooled outside of this State if the school district approves the units in accordance with NRS 392.033.

     3.  If a pupil earns units of credit for sectarian religious courses, he or she may not apply those units toward promotion to high school.

     4.  A pupil with a disability who is enrolled in a program of special education may be promoted to high school if the pupil meets the requirements for promotion to high school that are prescribed in his or her individualized educational program.

     5.  If a pupil transfers to a junior high or middle school from a junior high or middle school in this State or from a school outside of this State, the courses of study and units of credit completed by the pupil before transferring must be evaluated by the school district that the pupil transfers to in accordance with the procedure adopted by the board of trustees of the school district pursuant to subsection 3 of NRS 392.033.

     6.  For purposes of paragraph (a) of subsection 5 of NRS 392.033, the board of trustees of a school district may consider recognition of the programs of homeschool study accredited by a national or regional accrediting association recognized by the board of trustees of the school district.

     (Added to NAC by Bd. of Education by R064-98, eff. 9-9-98; A by R076-99, 11-4-99; R015-06, 9-18-2007; R154-07, 1-30-2008; R037-12, 9-14-2012)

HIGH SCHOOL

Required Courses of Study

     NAC 389.450  Prescribed courses of study for graduation. (NRS 385.080, 385.110, 388.360, 389.0185)  In addition to the courses of study required in chapter 389 of NRS, the State Board of Education prescribes the following courses of study for graduation from a public high school:

     1.  Arts and humanities, or career and technical education;

     2.  Health education;

     3.  English;

     4.  Mathematics, which may include the following courses of study:

     (a) Basic mathematics;

     (b) Mathematics for everyday living;

     (c) Prealgebra;

     (d) Algebra I;

     (e) Geometry;

     (f) Algebra II;

     (g) Trigonometry;

     (h) Analytic geometry;

     (i) Precalculus;

     (j) Calculus; and

     (k) Probability and statistics;

     5.  Physical education or personal fitness;

     6.  Science, which may include the following courses of study:

     (a) Life science;

     (b) Earth science;

     (c) Physical science;

     (d) Environmental science; and

     (e) General science;

     7.  Use of computers, which may include the following courses of study:

     (a) Accounting and computing;

     (b) Processing business information;

     (c) Word processing;

     (d) Introduction to computers;

     (e) Application of computers; and

     (f) Science of computers; and

     8.  Academic achievement, career exploration, and personal and social development.

     (Added to NAC by Bd. of Education, eff. 12-16-82; A 5-4-87; 5-19-88; 1-26-90, eff. 9-1-92; 3-27-92, eff. 9-1-92; 10-8-93; R061-02, 9-6-2002; R010-03, 10-30-2003; A by Bd. for Career & Tech. Educ. by R172-05, 2-23-2006)

      NAC 389.452  Arts and humanities. (NRS 385.080, 385.110, 389.0185)  The required course of study in arts and humanities may be one of the following:

     1.  Visual arts.

     2.  Music.

     3.  Theater.

     4.  Foreign language, as set forth in NAC 389.570, in the third, fourth and fifth years of instruction.

     5.  Other courses which are submitted to and approved by the State Board of Education, which may include the following:

     (a) American literature.

     (b) Mythology.

     (c) The novel.

     (d) Shakespearean literature.

     (e) The short story.

     (f) Modern literature.

     (g) English literature.

     (h) World literature.

     (i) Creative writing.

     (j) The history of humans.

     (k) Psychology.

     (l) Creative thinking.

     (m) Humanities.

     (n) Sociology.

     (o) Cultural anthropology.

     (Added to NAC by Bd. of Education, eff. 5-4-87; A 5-19-88; R073-00, 6-20-2000)

      NAC 389.455  Health. (NRS 385.080, 385.110, 389.0185, 389.520)  Instruction in high school in health must be designed so that pupils meet the following performance standards by the completion of high school:

     1.  Comprehend concepts related to the promotion of health and the prevention of disease to enhance health, as demonstrated by the ability of the pupil to:

     (a) Evaluate the effect of family history, health choices and level of stress on the health of a person;

     (b) Formulate a strategy for personal health that includes the use of self-reflection to achieve overall wellness;

     (c) Apply knowledge of food and nutrient needs when making decisions regarding food choices and meal plans;

     (d) Apply knowledge of physical activity and health to develop a plan for daily activity;

     (e) Analyze the physiological, psychological and social effects of the use and abuse of a substance;

     (f) Examine ways to reduce or prevent injuries and violence;

     (g) Analyze the potential for injury, illness or death which results from a person engaging in behavior that increases health risks;

     (h) Evaluate the effects of advances in research and medicine on the prevention and control of illnesses and diseases;

     (i) Analyze the influence of the environment on the health of a person and the health of the community; and

     (j) Explain the role of consumers in preventing the spread of illness and disease.

     2.  Access reliable health information, products and services to enhance health, as demonstrated by the ability of the pupil to:

     (a) Evaluate the validity of health information, products and services; and

     (b) Use resources, including, without limitation, resources from home, school and the community, that provide reliable information regarding health products and services.

     3.  Practice health-enhancing behaviors and avoid and reduce health risks, as demonstrated by the ability of the pupil to:

     (a) Analyze a variety of behaviors that avoid or reduce health risks to the pupil and others;

     (b) Implement a wellness plan that meets dietary guidelines and includes moderate to vigorous physical activity;

     (c) Evaluate the behaviors of the pupil for the use and abuse of substances;

     (d) Demonstrate practices and behaviors to avoid injury and reduce the risk of injury to the pupil or other persons, including, without limitation, refraining from driving while impaired, using a safety belt, refraining from fighting and avoiding self-harming behaviors; and

     (e) Evaluate the responsibility of a pupil in promoting health and avoiding or reducing behaviors that increase health risks to the pupil or other persons.

     4.  Analyze the influence of family, peers, culture, media, technology and other factors on behaviors concerning health, as demonstrated by the ability of the pupil to:

     (a) Analyze how different sources support and challenge beliefs, practices and behaviors concerning the health of a person;

     (b) Analyze how a person’s perceptions of norms affect the behaviors concerning his or her health and the health-related risks taken by him or her;

     (c) Evaluate different sources that influence a person’s food choices and physical activity habits;

     (d) Conduct a self-evaluation of the influence of different sources on the development of values regarding the use and abuse of substances, including, without limitation, prescription medications and over-the-counter medications;

     (e) Analyze current events and the influence of those events on the promotion of health and the prevention of disease; and

     (f) Evaluate the impact of media and technology on the health of a person, a family and the community.

     5.  Use interpersonal communication skills to enhance health and to reduce or avoid health risks, as demonstrated by the ability of the pupil to:

     (a) Apply refusal, negotiation and collaboration skills to enhance health;

     (b) Communicate acceptance of the physical and developmental characteristics of the pupil and other persons;

     (c) Implement communication skills to enhance the ability of the pupil to make responsible decisions regarding the use and abuse of substances; and

     (d) Apply strategies to prevent or resolve conflicts without harming the pupil or other persons.

     6.  Use goal-setting skills to enhance health, as demonstrated by the ability of the pupil to:

     (a) Implement strategies to monitor the progress of the pupil toward achieving a short-term personal health goal and a long-term personal health goal;

     (b) Execute a plan that addresses the pupil’s strengths, needs and risks in achieving short-term personal health goals and long-term personal health goals; and

     (c) Create a plan of action toward improving the community and environment.

     7.  Promote and support personal, family and community health, as demonstrated by the ability of the pupil to:

     (a) Implement activities that influence and support a person in making positive health choices; and

     (b) Design a message that enhances and promotes community health.

     8.  Use decision-making skills to enhance health, as demonstrated by the ability of the pupil to:

     (a) Formulate a plan to effectively enhance personal health;

     (b) Evaluate the effectiveness of making decisions regarding the use and abuse of substances;

     (c) Determine the benefits of applying a thoughtful decision-making process in situations concerning health; and

     (d) Examine barriers in the community that impede the ability to make healthy decisions.

     (Added to NAC by Bd. of Education by R032-00, 6-20-2000, eff. 7-1-2000; A by R013-09, 10-27-2009)

      NAC 389.4612  Common Core Standards for English language arts. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)

     1.  The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for high school are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

     2.  By the beginning of high school, pupils must know and be able to do everything required in the previous grades for English language arts.

     3.  For the 2012-2013 school year and each school year thereafter, instruction in high school in English language arts must be designed so that by the completion of high school, pupils meet the standards adopted pursuant to subsection 1.

     (Added to NAC by Bd. of Education by R019-11, 5-30-2012, eff. 7-1-2012)

      NAC 389.465  Mathematics: Generally. (NRS 385.080, 385.110, 389.0185, 389.019, 389.520)

     1.  A local school district shall ensure that pupils, by the completion of the 12th grade, are able to comply with the content and performance standards required for mathematics adopted by the State Board of Education. In carrying out this requirement, the district shall:

     (a) Develop courses which must encompass all of the content and performance standards required for mathematics by the completion of the 12th grade; and

     (b) Provide to each pupil, upon enrollment in high school, a listing of the courses that encompass all of the content and performance standards required for mathematics by the completion of the 12th grade.

     2.  If a pupil enrolls in a mathematics course listed under NAC 389.468 to 389.484, inclusive, the school district shall notify the pupil in writing at the time of enrollment in the course that:

     (a) The objectives of the mathematics course may include standards for mathematics in addition to the standards that are required to be completed by the end of 12th grade; and

     (b) The mathematics courses listed under NAC 389.468 to 389.484, inclusive, are not designed to ensure that the content and performance standards for mathematics that are required to be completed by the end of 12th grade will be met by completion of a course listed under NAC 389.468 to 389.484, inclusive, unless that course is included in the listing provided pursuant to paragraph (b) of subsection 1.

     (Added to NAC by Bd. of Education, eff. 4-1-92; A by R076-99, 11-4-99)

      NAC 389.4675  Mathematics: Performance standards. (NRS 385.080, 385.110, 389.0185, 389.520)  By the end of the 12th grade, pupils must know and be able to do everything required in the previous grades for courses in mathematics offered in public schools. Instruction in the 12th grade in mathematics must be designed so that pupils meet the following performance standards by the completion of the 12th grade:

     1.  For the areas of numbers, number sense and computation, to solve problems, communicate, reason and make connections within and beyond the field of mathematics, a pupil must accurately calculate and use estimation techniques, number relationships, operation rules and algorithms, and determine the reasonableness of answers and the accuracy of solutions. A pupil must demonstrate the ability to:

     (a) Determine an approximate value of radical and exponential expressions using a variety of methods;

     (b) Solve mathematical problems involving exponents and roots;

     (c) Perform addition, subtraction and scalar multiplication on matrices; and

     (d) Identify and apply real number properties to solve problems.

     2.  For the areas of patterns, functions and algebra, to solve problems, communicate, reason and make connections within and beyond the field of mathematics, a pupil must use various algebraic methods to analyze, illustrate, extend and create numerous representations, including, without limitation, words, numbers, tables, and graphs of patterns, functions and algebraic relations. A pupil must demonstrate the ability to:

     (a) Add, subtract, multiply and factor first and second degree polynomials connecting the algebraic process and arithmetic process;

     (b) Determine the domain and the range of functions, including, without limitation, linear, quadratic and absolute value, algebraically and graphically;

     (c) Solve systems of two linear equations algebraically and graphically, and verify solutions with and without the assistance of technology;

     (d) Use algebraic expressions to identify and describe the nth term of a sequence;

     (e) Isolate any variable in given equations, inequalities, proportions and formulas to use in mathematical and practical situations;

     (f) Simplify algebraic expressions, including, without limitation, exponents and radicals;

     (g) Solve absolute value equations and inequalities algebraically and graphically; and

     (h) Solve, with and without the assistance of technology, mathematical and practical problems involving linear and quadratic equations with a variety of methods, including, without limitation, discrete methods.

     3.  For the area of measurement, to solve problems, communicate, reason and make connections within and beyond the field of mathematics, a pupil must use appropriate tools and techniques of measurement to determine, estimate, record and verify direct and indirect measurements. A pupil must demonstrate the ability to:

     (a) Estimate and convert units of measure between customary and metric systems;

     (b) Select and use appropriate tools of measurement, techniques and formulas to solve problems in mathematical and practical situations;

     (c) Justify, differentiate and communicate the differences between precision, error and tolerance in practical problems;

     (d) Interpret and apply consumer data presented in charts, tables and graphs to make informed financial decisions related to practical applications; and

     (e) Determine the measurement of unknown dimensions, angles, areas and volumes by using relationships and formulas to solve problems.

     4.  For the areas of spatial relationships, logic and geometry, to solve problems, communicate and make connections within and beyond the field of mathematics, a pupil must identify, represent, verify and apply spatial relationships and geometric properties. A pupil must demonstrate the ability to:

     (a) Identify and apply the properties of interior and exterior angles of polygons to solve mathematical and practical problems;

     (b) Use coordinate geometry to graph linear equations and find possible solutions to those equations;

     (c) Use complementary and supplementary angles, congruent angles, vertical angles, angles formed when parallel lines are cut by a transversal and angles in polygons to solve problems;

     (d) Apply the Pythagorean Theorem and its converse in mathematical and practical situations;

     (e) Draw and construct geometric figures to solve problems and to demonstrate geometric relationships;

     (f) Identify and use the parts of a circle to solve mathematical and practical problems;

     (g) Apply properties of similarity using right triangle trigonometry to find missing angles and sides;

     (h) Use coordinate geometry and algebraic techniques to determine the slope of a line;

     (i) Identify parallel, perpendicular and intersecting lines by slope;

     (j) Find possible solution sets of systems of equations whose slopes indicate parallel; and

     (k) Formulate, evaluate and justify arguments using inductive and deductive reasoning in mathematical and practical situations.

     5.  For the area of data analysis, to solve problems, communicate, reason and make connections within and beyond the field of mathematics, a pupil must collect, organize, display, interpret and analyze data to determine statistical relationships and probability projections. A pupil must demonstrate the ability to:

     (a) Organize statistical data by using tables, graphs and matrices, with and without the assistance of technology;

     (b) Select and apply appropriate statistical measures in mathematical and practical situations;

     (c) Distinguish between a sample and a census;

     (d) Identify sources of bias and their effect on data representations and statistical conclusions;

     (e) Use the shape of a normal distribution to compare and analyze data from a sample;

     (f) Apply permutations and combinations to mathematical and practical situations, including, without limitation, the Fundamental Counting Principle;

     (g) Determine the probability of an event, with and without replacement, using sample spaces;

     (h) Design, conduct, analyze and effectively communicate the results of multistage probability experiments;

     (i) Design, construct, analyze and select an appropriate type of graphical representation to communicate the results of a statistical experiment; and

     (j) Formulate and justify inferences based on a valid data sample.

     6.  For the area of problem solving, to develop the ability to solve problems, a pupil must engage in developmentally appropriate opportunities for problem solving in which there is a need to use various approaches to investigate and understand mathematical concepts to formulate problems, find solutions to problems, develop and apply strategies to solve problems, and integrate mathematical reasoning, communication and connections. A pupil must demonstrate the ability to:

     (a) Generalize solutions and apply previous knowledge to new problem-solving situations;

     (b) Determine an efficient problem-solving strategy and verify, interpret and evaluate the results with respect to the original problem;

     (c) Apply problem-solving strategies until a solution is found or it is clear that no solution exists;

     (d) Interpret and solve a variety of mathematical problems by paraphrasing;

     (e) Identify necessary and extraneous information;

     (f) Check the reasonableness of a solution;

     (g) Apply technology as a tool in problem-solving situations; and

     (h) Apply combinations of proven strategies and previous knowledge to solve nonroutine problems.

     7.  For the area of mathematical communication, to develop the ability to communicate mathematically, a pupil must solve problems in which there is a need to obtain information in everyday life by reading, listening and observing to translate information into mathematical language and symbols, process information mathematically, discuss and exchange ideas about mathematics as part of learning, read various fiction and nonfiction texts to learn about mathematics and present the results in written, oral and visual formats. A pupil must demonstrate the ability to:

     (a) Use a variety of techniques to solve mathematical problems;

     (b) Evaluate written and oral presentations in mathematics;

     (c) Model and explain mathematical relationships using oral, written, graphic and algebraic methods;

     (d) Communicate and evaluate mathematical thinking based on the use of definitions, properties, rules and symbols in problem solving; and

     (e) Communicate strategies and solutions to mathematical problems using oral and written expression of everyday language.

     8.  For the area of mathematical reasoning, to develop the ability to reason mathematically, a pupil must solve problems in which there is a need to investigate mathematical ideas and construct the pupil’s own learning in all content areas to reinforce and extend his or her ability to reason logically, reflect on, clarify and justify his or her thinking, ask questions to extend his or her learning, use patterns and relationships to analyze mathematical situations, and determine relevant, irrelevant and sufficient information to solve mathematical problems. A pupil must demonstrate the ability to:

     (a) Construct a valid argument;

     (b) Recognize and apply inductive and deductive reasoning;

     (c) Review and refine the assumptions and steps used to derive conclusions in mathematical arguments;

     (d) Make and test conjectures about algebraic and geometric properties based on mathematical principles; and

     (e) Justify the validity of an argument.

     9.  For the area of mathematical connections, to develop the ability to make mathematical connections, a pupil must solve problems in which there is a need to view mathematics as an integrated whole, including linking new concepts to prior knowledge, identifying relationships between content strands and integrating mathematics with other disciplines, thereby allowing the flexibility to approach problems in a variety of ways within and beyond the field of mathematics. A pupil must demonstrate the ability to:

     (a) Use mathematical ideas from one area of mathematics to explain an idea from another area of mathematics;

     (b) Explain the relationship between concepts and procedures;

     (c) Use the connections among mathematical topics to develop multiple approaches to problems;

     (d) Apply mathematical thinking and modeling to solve problems that arise in other disciplines, including, without limitation, rhythm in music and motion in science; and

     (e) Identify, explain and apply mathematics in everyday life.

     (Added to NAC by Bd. of Education by R075-99, eff. 11-4-99; A by R155-06, 9-18-2006)

      NAC 389.468  Prealgebra. (NRS 385.080, 385.110)  A course of study in prealgebra must include instruction designed to teach the pupil to do the following:

     1.  Demonstrate strategies for solving problems, including the use of sets, Venn diagrams, sketching diagrams and techniques of estimation.

     2.  Solve and graph equations and inequalities of the first degree.

     3.  Demonstrate an understanding of exponents.

     4.  Evaluate algebraic expressions and algebraic formulas by using the correct order of operations.

     5.  Perform basic monomial operations.

     6.  Add and subtract polynomials.

     7.  Formulate and solve problems in everyday life by using ratio, proportion and percentages.

     8.  Formulate and solve problems in everyday life by using the basic techniques of algebra.

     (Added to NAC by Bd. of Education, eff. 5-4-87; A 4-1-92)

      NAC 389.470  Algebra I. (NRS 385.080, 385.110)  A course of study in Algebra I must include instruction designed to teach the pupil to do the following:

     1.  Formulate and solve problems in everyday life by using the basic techniques of algebra.

     2.  Solve and graph linear equations and linear inequalities.

     3.  Perform algebraic operations with polynomials.

     4.  Solve quadratic equations by algebraic methods.

     5.  Depict and represent problems or phenomena in everyday life by using algebra.

     6.  Depict and represent problems in everyday life by using matrices.

     7.  Solve linear equations by using algebraic methods.

     8.  Solve problems by using the basic laws of exponents and radicals.

     9.  Justify the logic of algebraic procedures by using field properties.

     10.  Formulate predictions based on collections of data points.

     (Added to NAC by Bd. of Education, eff. 5-4-87; A 4-1-92)

      NAC 389.472  Geometry. (NRS 385.080, 385.110)  A course of study in geometry must include instruction designed to teach the pupil to do the following:

     1.  Investigate and compare the different geometric systems to develop an understanding of an axiomatic system.

     2.  Compare and contrast properties of geometric figures on a plane.

     3.  Investigate and draw three-dimensional objects.

     4.  Create and validate formulas for two-dimensional figures and three-dimensional objects.

     5.  Construct proofs for mathematical assertions, including indirect proofs and paragraph proofs.

     6.  Analyze and solve problems by using inductive reasoning and deductive reasoning.

     7.  Construct figures to discover and validate mathematical assertions.

     8.  Apply coordinate geometry to validate properties of geometric figures.

     9.  Investigate and solve problems by using relationships of the right triangle.

     10.  Formulate and solve problems in everyday life by using geometric models.

     (Added to NAC by Bd. of Education, eff. 5-4-87; A 4-1-92)

      NAC 389.474  Algebra II. (NRS 385.080, 385.110)  A course of study in Algebra II must include instruction designed to teach the pupil to do the following:

     1.  Analyze the effect of changing parameters on graphs of functions.

     2.  Formulate and solve problems in everyday life by using matrices.

     3.  Investigate transformations on different classes of algebraic functions by using technology.

     4.  Solve linear and quadratic equations and inequalities by using algebraic methods and apply these skills to solving problems in everyday life.

     5.  Solve systems of equations and inequalities and apply these skills to solving problems in everyday life.

     6.  Solve algebraic problems by using absolute value, exponential functions and logarithmic functions.

     7.  Prove algebraic assertions by using field properties.

     8.  Organize data to aid in the interpretation of data and to make predictions on the basis of such data.

     9.  Represent and solve problems by using linear programming and difference equations.

     10.  Develop the complex system of numbers.

     11.  Investigate series and sequences.

     12.  Investigate different principles of counting and their use in probability.

     (Added to NAC by Bd. of Education, eff. 5-4-87; A 4-1-92)

      NAC 389.476  Trigonometry. (NRS 385.080, 385.110)  A course of study in trigonometry must include instruction designed to teach the pupil to do the following:

     1.  Solve problems in everyday life by using transformations, coordinates and vectors.

     2.  Validate mathematical assertions by using techniques of trigonometry.

     3.  Demonstrate how phenomena occur in everyday life by using trigonometric and circular functions.

     4.  Investigate the connections between trigonometric functions, polar coordinates, series and complex numbers.

     5.  Investigate transformations on trigonometric functions by using technology.

     (Added to NAC by Bd. of Education, eff. 5-4-87; A 4-1-92)

      NAC 389.478  Analytic geometry. (NRS 385.080, 385.110)  A course of study in analytic geometry must include instruction designed to teach the pupil to do the following:

     1.  Demonstrate an understanding of coordinate geometry.

     2.  Recognize the equations of conic sections in both polar and rectangular forms.

     3.  Recognize the three-dimensional conic sections generated by the revolution of a locus of points.

     4.  Use and sketch the graphs of the polynomial functions and the rational functions.

     5.  Demonstrate the translation and rotation of axes in a two-dimensional system.

     6.  Demonstrate an understanding of the operation on a vector and the properties of vectors.

     7.  Write vectors and parametric equations to solve problems.

     8.  Demonstrate the translation and rotation of axes in a three-dimensional system.

     (Added to NAC by Bd. of Education, eff. 5-4-87; A 4-1-92)

      NAC 389.480  Precalculus. (NRS 385.080, 385.110)  A course of study in precalculus must include instruction designed to teach the pupil to do the following:

     1.  Analyze the graphs of polynomial, rational, radical and transcendental functions by using technology.

     2.  Determine the maximum and minimum points of a graph and interpret the results in situations involving problems in everyday life.

     3.  Investigate limits by examining infinite sequences and series and areas under curves.

     4.  Investigate different techniques available to solve problems in everyday life.

     5.  Solve problems in everyday life by using complex numbers and vectors.

     6.  Investigate the relationship between vectors and complex numbers.

     7.  Investigate and describe functions and their inverses by using techniques to sketch curves.

     8.  Investigate and describe the general properties and behavior of classes of functions.

     9.  Validate mathematical assertions by using mathematical induction.

     10.  Solve problems in everyday life by applying the techniques of elementary probability and statistics.

     (Added to NAC by Bd. of Education, eff. 5-4-87; A 4-1-92)

      NAC 389.482  Calculus. (NRS 385.080, 385.110)  A course of study in calculus must include instruction designed to teach the pupil to do the following:

     1.  Interpret limits geometrically and evaluate them.

     2.  Differentiate between continuous functions and noncontinuous functions.

     3.  Analyze domains of functions.

     4.  Differentiate rational, transcendental and implicitly defined functions.

     5.  Investigate the upper and lower sums of a function by using technology.

     6.  Analyze the graphs of functions by using technology.

     7.  Integrate elementary functions.

     8.  Solve problems in everyday life by using the techniques of calculus.

     (Added to NAC by Bd. of Education, eff. 5-4-87; A 4-1-92)

      NAC 389.484  Probability and statistics. (NRS 385.080, 385.110)  A course of study in probability and statistics must include instruction designed to teach the pupil to do the following:

     1.  Analyze the effects of transformations of data on measures of central tendency and variability.

     2.  Design a statistical experiment to study a problem occurring in everyday life, interpret and communicate the outcomes, and test the hypothesis by using the appropriate statistics.

     3.  Analyze sets of data assumed to be distributed normally by using the properties of a normal curve.

     4.  Demonstrate an understanding of notations for combinations and permutations.

     5.  Apply the concept of a random variable to generate and interpret probability distributions including binomial, uniform, normal and chi square.

     6.  Solve problems in everyday life by using the techniques of statistical analysis.

     7.  Solve problems in everyday life by using conditional probability.

     8.  Formulate and solve problems in the physical world by using techniques in statistical analysis.

     (Added to NAC by Bd. of Education, eff. 5-4-87; A 4-1-92)

      NAC 389.485  Physical education. (NRS 385.080, 385.110, 389.0185, 389.520)  By the end of the 12th grade, pupils must know and be able to do everything required in the previous grades for courses in physical education offered in public schools. Instruction in the 12th grade in physical education must be designed so that pupils meet the following performance standards by the completion of the 12th grade:

     1.  Understand and apply concepts relating to movement to the learning and development of motor skills, as demonstrated by the ability of the pupil to:

     (a) Apply appropriate vocabulary to design a class or schoolwide activity;

     (b) Integrate knowledge specific to a particular physical activity to new physical activities;

     (c) Analyze the pupil’s personal performance and apply the results of that analysis to improve his or her performance; and

     (d) Analyze health and fitness benefits arising from various physical activities.

     2.  Demonstrate competency in many forms of movement and proficiency in a few forms of movement, as demonstrated by the ability of the pupil to:

     (a) Demonstrate proficiency in at least three forms of movement in two or more sports; and

     (b) Apply scientific principles to movements relating to weight transfer and balance.

     3.  Understand dance through the use of skills, techniques and choreography, and as a form of communication, as demonstrated by the ability of the pupil to:

     (a) Identify and demonstrate, with consistency, complex combinations of steps and patterns from different theatrical and traditional styles of dance;

     (b) Observe and analyze the actions and qualities of movement in dances, using the appropriate vocabulary relating to movement;

     (c) Demonstrate rhythmic acuity with consistency; and

     (d) Perform traditional styles of dance or theatrical styles of dance, or both traditional and theatrical styles of dance, from different times, periods or cultures, and compare and contrast the steps and styles of movement of those dances.

     4.  Achieve and maintain a health-enhancing level of individual fitness for an active lifestyle, as demonstrated by the ability of the pupil to:

     (a) Refine health-related goals as defined by a formal guideline;

     (b) Engage independently in physical activities that address fitness and wellness throughout life;

     (c) Analyze a personal lifestyle which is healthy, independent of intervention by a teacher; and

     (d) Evaluate physical activities for the potential of injury which may occur while participating in those physical activities.

     5.  Practice personal responsibility, positive social interaction and respect for diversity in settings in which physical activities occur, as demonstrated by the ability of the pupil to:

     (a) Anticipate and avoid potentially dangerous outcomes and consequences that may occur while participating in physical activity;

     (b) Accept the responsibility for taking a leadership role; and

     (c) Discuss the changing needs of physical activity within a diverse society.

     (Added to NAC by Bd. of Education by R033-00, 6-20-2000, eff. 7-1-2000)

      NAC 389.488  Exemption from physical education. (NRS 385.080, 385.110)

     1.  A school district shall exempt a pupil from taking the course in physical education if the pupil requests the exemption on the basis of his or her:

     (a) Physical or mental condition, and the request is supported by a written statement from a physician;

     (b) Religious belief, and the request is supported by a written statement from the pupil’s parent or guardian;

     (c) Enrollment in the Reserve Officer Training Corps; or

     (d) Intended enrollment in a program which is comparable to the course in physical education.

     2.  If a pupil requests an exemption based on his or her intended enrollment in a program which is comparable to the course in physical education, the school district shall furnish the Superintendent of Public Instruction with a syllabus of that program. Upon the Superintendent’s written approval, the school district shall grant the exemption.

     3.  A school district shall exempt a pupil from not more than one credit in physical education if the pupil participates in interscholastic athletics, on a drill team, in a marching band, in a dance group or on a cheerleading squad if:

     (a) The activity is sponsored by the school; and

     (b) The pupil actively participates in the activity for at least 120 hours.

     (Added to NAC by Bd. of Education, eff. 12-16-82; A 5-4-87)—(Substituted in revision for NAC 389.070)

      NAC 389.491  Science: Generally. (NRS 385.080, 385.110, 389.0185, 389.019, 389.520)

     1.  A local school district shall ensure that pupils, by the completion of the 12th grade, are able to comply with the standards required for science which are adopted by the State Board of Education pursuant to NAC 389.244, 389.2939, 389.411 and 389.4915. In carrying out this requirement, the district shall:

     (a) Develop courses which must encompass all of the standards required for science by the completion of the 12th grade; and

     (b) Provide to each pupil, upon enrollment in high school, a listing of the courses that encompass all of the standards required for science by the completion of the 12th grade.

     2.  If a pupil enrolls in a science course listed under NAC 389.492 to 389.498, inclusive, the school district shall notify the pupil in writing at the time of enrollment in the course that:

     (a) The objectives of the science course may include standards for science in addition to the standards that are required to be completed by the end of the 12th grade; and

     (b) The science courses listed under NAC 389.492 to 389.498, inclusive, are not designed to ensure that the standards for science that are required to be completed by the end of 12th grade will be met by completion of a course listed under NAC 389.492 to 389.498, inclusive, unless that course is included in the listing provided pursuant to paragraph (b) of subsection 1.

     (Added to NAC by Bd. of Education, eff. 3-27-92; A by R076-99, 11-4-99; R041-05, 10-31-2005)

      NAC 389.4915  Science: Standards. (NRS 385.080, 385.110, 389.0185, 389.520)  By the end of the 12th grade, pupils must know, understand and be able to do everything required in the previous grades for courses in science offered in public schools. Instruction in the 9th grade through the 12th grade must be designed so that pupils meet the following standards by the completion of the 12th grade:

     1.  For the area of science inquiry:

     (a) Understand that various methods of communication can be used to share scientific information;

     (b) Know that tables, charts, illustrations and graphs can be used to make scientific arguments or claims and can be used as visual aids for oral and written presentations regarding such scientific arguments or claims;

     (c) Know that scientists maintain a permanent record of procedures, data, analyses, decisions and understandings of scientific investigations;

     (d) Know that experiments which are repeated allow scientists to prepare statistical analyses and make unbiased conclusions;

     (e) Know how safely to conduct an original scientific investigation using the appropriate tools and technology; and

     (f) Know that models and modeling can be used to identify and predict certain cause-and-effect relationships.

     2.  For the areas of science, technology and society:

     (a) Understand the impact of science and technology as it relates to the costs and benefits to society;

     (b) Know that science, technology and society have positive and negative influences on one another;

     (c) Know that patterns of consumption, efforts at conservation, and cultural and social practices in various countries have different impacts on the environment;

     (d) Know the influence of ethics on scientific enterprise; and

     (e) Know that scientific knowledge is built on previous scientific information.

     3.  For the area of matter:

     (a) Understand that atomic structure explains the properties and behavior of matter;

     (b) Know that different molecular arrangements and motions account for the different physical properties of solids, liquids and gases;

     (c) Know that elements in the periodic table are arranged into groups and periods by repeating patterns and relationships;

     (d) Know that identifiable properties can be used to separate mixtures;

     (e) Know that atoms bond with one another by transferring or sharing electrons;

     (f) Know that chemical reactions can take place at different rates depending on a variety of factors which include, without limitation, temperature, concentration, surface area and agitation;

     (g) Know that chemical reactions release energy or absorb energy;

     (h) Know that during a chemical reaction, elements combine in predictable ratios and the numbers of atoms of each element do not change;

     (i) Know that most elements have two or more isotopes, some of which have certain practical applications; and

     (j) Know that the number of electrons in an atom determines whether the atom is:

          (1) An electrically neutral atom; or

          (2) An ion.

     4.  For the areas of force and motion:

     (a) Understand the interactions between force and motion;

     (b) Know that the laws of motion can be used to determine the effects of certain forces on the motion of an object;

     (c) Know that an electromagnetic force can be established by magnetic forces and electric forces;

     (d) Know that the strength of the electric force between two objects:

          (1) Increases with an increase in the charge of the force; and

          (2) Decreases with an increase in the distance between the objects; and

     (e) Know that the strength of the gravitational force between two objects:

          (1) Increases with an increase in the mass of the objects; and

          (2) Decreases rapidly with an increase in the distance between the objects.

     5.  For the area of energy:

     (a) Understand that there are interactions between matter and energy;

     (b) Know that certain waves, including, without limitation, sound waves, seismic waves and electromagnetic waves, have energy that can be transferred when the waves interact with matter;

     (c) Know that forms of energy can be converted;

     (d) Know that nuclear reactions can convert a relatively small amount of material into a large amount of energy;

     (e) Know the characteristics, applications and impacts of radioactivity;

     (f) Know the relationship between heat and temperature; and

     (g) Know that electricity is transferred from sources which generate electricity for consumption and practical uses.

     6.  For the area of heredity:

     (a) Understand how genetic information is passed from one generation to the next generation;

     (b) Know that genetic information which is passed from a parent to an offspring is coded in the DNA molecule;

     (c) Know that DNA molecules provide instructions for assembling protein molecules;

     (d) Know that all cells in the body of an organism develop from a single cell and contain essentially identical genetic instructions;

     (e) Know several causes and effects of somatic mutations versus sex-cell mutations; and

     (f) Know how to predict patterns of inherited characteristics.

     7.  For the area of the structure of life:

     (a) Understand that all life forms at every level of organization have specialized structures and use similar processes to satisfy the needs of life;

     (b) Know the structure and function of cells;

     (c) Know that the human body has a specialized anatomy and physiology composed of a hierarchical arrangement of differentiated cells; and

     (d) Know that disease disrupts the equilibrium that exists in a healthy organism.

     8.  For the area of organisms and their environment:

     (a) Understand that ecosystems display patterns of organization, stability and change which result from the interactions and interdependencies between the living and nonliving components of the earth;

     (b) Know the relationship between various organisms and their physical environments;

     (c) Know how changes in an ecosystem can affect the biodiversity in the ecosystem and the contribution of the biodiversity to the stability of an ecosystem;

     (d) Know that the amount of living matter that an environment can support is limited by the availability of matter and energy and the ability of the ecosystem to recycle certain materials; and

     (e) Know the unique geological, hydrological, climatic and biological characteristics of the bioregions of the State of Nevada.

     9.  For the area of the diversity of life:

     (a) Understand biological evolution and the diversity of life;

     (b) Know that organisms can be classified based on evolutionary relationships;

     (c) Know that the similarity of sequences of DNA provide evidence of relationships between certain organisms;

     (d) Know that records of fossils provide evidence of natural selection and the evolutionary consequences of natural selection;

     (e) Know that the extinction of a species can be a natural process;

     (f) Know that biological evolution explains the diversity of life; and

     (g) Know the concepts of natural and artificial selection.

     10.  For the areas of the atmospheric processes and the cycle of water:

     (a) Understand that heat and energy transfer in and out of the atmosphere and influence the weather and the climate of the earth;

     (b) Know that the sun is a major source of the energy for the earth and provides the energy that establishes the weather and the climate of the earth;

     (c) Know that the composition of the atmosphere of the earth has changed in the past and continues to change;

     (d) Understand the role of the atmosphere in the greenhouse effect of the earth;

     (e) Know that convection and radiation play important roles in moving heat energy throughout the earth; and

     (f) Know that the rotation of the earth affects wind currents and ocean currents.

     11.  For the area of the solar system and the universe:

     (a) Know the scientific theories of the origins and evolution of the universe;

     (b) Know the common characteristics of stars;

     (c) Know that stars are powered by the nuclear fusion of lighter elements into heavier elements, which results in the release of large amounts of energy;

     (d) Know the ways in which technology has increased the understanding of the universe;

     (e) Know the continuing processes involved in the formation and destruction of stars; and

     (f) Know that scientific evidence suggests that the universe is expanding.

     12.  For the area of the structure and composition of the earth:

     (a) Understand scientific evidence concerning processes that take place on a geological time scale;

     (b) Know how successive rock strata and fossils can be used to confirm the age, history and changing life forms of the earth, including, without limitation, the manner in which this evidence is affected by the folding, breaking and uplifting of layers of the earth;

     (c) Understand the concept of and evidence supporting plate tectonics, including, without limitation, structural, geophysical and paleontological evidence;

     (d) Know that elements exist in fixed amounts and move through solid earth, oceans, the atmosphere and living things as part of biogeochemical cycles;

     (e) Know the processes of obtaining, using and recycling renewable and nonrenewable resources; and

     (f) Know that soil, which is derived from weathered rocks and decomposed organic material, is found in layers of the earth.

     (Added to NAC by Bd. of Education by R075-99, eff. 11-4-99; A by R041-05, 10-31-2005)

      NAC 389.492  Life science. (NRS 385.080, 385.110)  In addition to the course of study in science required for all grades of high school, a course of study in life science must include instruction designed to teach the pupil to do the following, as appropriate to the specific course in life science:

     1.  Demonstrate the active use of critical thinking and logical reasoning.

     2.  Identify relationships between matter and energy.

     3.  Analyze the characteristics and organization of the processes that cause diversity and change in the universe.

     4.  Recognize the interdependence of organisms and their environment.

     5.  Understand that mathematics is used to communicate scientific principles.

     6.  Use mathematics in collecting and interpreting scientific data.

     7.  Explain the relationship among scientific disciplines and their relationship to choosing a career, industry and daily living.

     8.  Understand environmental concepts as they relate to life science.

     9.  Demonstrate an understanding of the continuity and development of life forms.

     10.  Demonstrate an understanding of the structure and interdependence of living systems.

     11.  Demonstrate an understanding of metabolic processes.

     (Added to NAC by Bd. of Education, eff. 12-16-82; A 5-4-87; 3-27-92)

      NAC 389.494  Earth science. (NRS 385.080, 385.110)  In addition to the course of study in science required for all grades of high school, a course of study in earth science must include instruction designed to teach the pupil to do the following, as appropriate to the specific course in earth science:

     1.  Demonstrate the active use of critical thinking and logical reasoning.

     2.  Identify relationships between matter and energy.

     3.  Analyze the characteristics and organization of the processes that cause diversity and change in the universe.

     4.  Recognize the interdependence of organisms and their environment.

     5.  Understand that mathematics is used to communicate scientific principles.

     6.  Use mathematics in collecting and interpreting scientific data.

     7.  Explain the relationship among scientific disciplines and their relationship to choosing a career, industry and daily living.

     8.  Understand environmental concepts as they relate to earth science.

     9.  Demonstrate an understanding of geology, oceanography, meteorology and other phenomena related to earth science.

     10.  Demonstrate an understanding of the solar system and the universe.

     (Added to NAC by Bd. of Education, eff. 5-4-87; A 3-27-92)

      NAC 389.496  Physical science. (NRS 385.080, 385.110)  In addition to the course of study in science required for all grades of high school, a course of study in physical science must include instruction designed to teach the pupil to do the following, as appropriate to the specific course in physical science:

     1.  Demonstrate the active use of critical thinking and logical reasoning.

     2.  Identify relationships between matter and energy.

     3.  Analyze the characteristics and organization of the processes that cause diversity and change in the universe.

     4.  Recognize the interdependence of organisms and their environment.

     5.  Understand that mathematics is used to communicate scientific principles.

     6.  Use mathematics to quantify science and in collecting and interpreting scientific data.

     7.  Explain the relationship among scientific disciplines and their relationship to choosing a career, industry and daily living.

     8.  Understand environmental concepts as they relate to physical science.

     9.  Explain the relationship between the structure and properties of matter.

     10.  Demonstrate an understanding of the transformation of energy, the forces of nature, motion and the relationship of cause and effect in those contexts.

     (Added to NAC by Bd. of Education, eff. 5-4-87; A 3-27-92)

      NAC 389.498  Environmental science. (NRS 385.080, 385.110)  In addition to the course of study in science required for all grades of high school, a course of study in environmental science must include instruction designed to teach the pupil to do the following:

     1.  Demonstrate the active use of critical thinking and logical reasoning.

     2.  Identify relationships between matter and energy.

     3.  Analyze the characteristics and organization of the processes that cause diversity and change in the universe.

     4.  Recognize the interdependence of organisms and their environment.

     5.  Understand that mathematics is used to communicate scientific principles.

     6.  Use mathematics to quantify science in collecting and interpreting scientific data.

     7.  Explain the relationship among scientific disciplines and their relationship to choosing a career, industry and daily living.

     8.  Understand environmental concepts as they relate to human activities.

     9.  Demonstrate an understanding of the interrelationship among components of the biosphere.

     10.  Demonstrate an understanding of succession.

     11.  Demonstrate an understanding of the effect of technology on the environment.

     12.  Demonstrate an understanding of the environmental effects of change in the biosphere.

     (Added to NAC by Bd. of Education, eff. 5-4-87; A 3-27-92)

      NAC 389.505  Technology and computers. (NRS 385.080, 385.110, 389.0185, 389.520)  By the beginning of high school, pupils must know and be able to do everything required in the previous grades for technology and computers offered in public schools. Instruction in high school in technology and computers must be designed so that pupils meet the following performance standards by the completion of high school:

     1.  For the areas of creativity and innovation, demonstrate creative thinking, build knowledge and develop innovative products and processes using technology, as demonstrated by the ability of the pupil to:

     (a) Independently or in collaboration with other pupils, apply prior and newly acquired knowledge to develop new ideas, products or processes using digital tools;

     (b) Create an original work using digital tools, including, without limitation, tools for planning, researching, editing and producing the original work;

     (c) Develop digital models or simulations to answer questions or solve problems; and

     (d) Use technology to conduct research, conduct experiments and report data from the experiments to determine trends and possibilities and use evidence to make and justify predictions.

     2.  For the areas of communication and collaboration, use digital media and environments to communicate and work in collaboration with other pupils, including pupils outside of the classroom, to support the learning of the pupil and the learning of other pupils, as demonstrated by the ability of the pupil to:

     (a) Collaborate electronically with other pupils, persons and experts to create and publish digital products for real audiences;

     (b) Create digital text, images, sound and video for use in a communication;

     (c) Critique the appropriateness of digital formats for specific audiences and purposes;

     (d) Interact electronically with groups of persons who are culturally diverse for specific purposes;

     (e) Contribute electronically to a group project that identifies a problem, present solutions to the problem and evaluate those solutions; and

     (f) Choose and justify a method of electronically interacting with other persons for a specific goal or purpose.

     3.  For the area of fluency of research and information, gather, evaluate and use information, as demonstrated by the ability of the pupil to:

     (a) Use digital tools to plan, organize and critique research-based inquiries;

     (b) For a research project, use digital tools to plan a timeline, track the progress of the project and cite the sources the pupil used for the project;

     (c) Use techniques of advanced searches to locate, access, synthesize and evaluate information in multiple sources to create an original product for a real audience;

     (d) Use digital tools to organize and compare information with main ideas and supporting documents;

     (e) Use digital resources to assemble and evaluate facts, opinions and points of view that are appropriate for a specific task;

     (f) Evaluate how other pupils use resources that are appropriate for a specific task;

     (g) Use multiple digital tools to analyze data and critique theories and hypotheses; and

     (h) Evaluate digital formats for reporting results to a variety of audiences and justify the use of those formats.

     4.  For the areas of critical thinking, problem solving and decision making, use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using the digital tools and resources that are appropriate for the specific task, as demonstrated by the ability of the pupil to:

     (a) Identify a complex issue, develop a systematic plan for the investigation of the issue and present innovative solutions to the issue;

     (b) Analyze the capabilities and limitations of different digital planning tools for developing solutions or completing a project;

     (c) Choose and apply digital tools to collect, organize and analyze data to evaluate theories or test hypotheses; and

     (d) Use multiple processes to consider diverse perspectives on a problem that arises in an everyday situation, use digital resources to derive original solutions to the problem and assess the potential of those resources to address the social, lifelong learning and career needs.

     5.  For the area of the appropriate use of technology, understand human, cultural and societal issues relating to technology and practice legal and ethical behaviors when using technology, as demonstrated by the ability of the pupil to:

     (a) Articulate the concepts and issues concerning intellectual and digital property rights;

     (b) Compare the similarities and differences between the acceptable use of technological resources at school and in the work environment;

     (c) Extrapolate how technology will affect the ability of the pupil to collaborate, learn and produce in postsecondary education and in a career;

     (d) Analyze the capabilities and limitations of current and emerging technologies and assess the potential of those technologies to address personal, societal, lifelong learning and career needs; and

     (e) Model appropriate behaviors in the use of technology while leading a group of pupils through a collaborative project using current and emerging technologies.

     6.  For the areas of technological operations and concepts, demonstrate an understanding of technological concepts, systems and operations, as demonstrated by the ability of the pupil to:

     (a) Describe the components of technological systems and how those components interact;

     (b) Critique the selection of digital tools based on the efficiency and effectiveness of those tools;

     (c) Analyze and troubleshoot common hardware and software issues to optimize learning and productivity; and

     (d) Analyze the capabilities and limitations of current and emerging technologies based on the potential of those technologies to address personal learning, career needs and societal issues.

     (Added to NAC by Bd. of Education by R038-00, 6-20-2000, eff. 7-1-2000; A by R008-10, 6-30-2010)

      NAC 389.511  Social studies. (NRS 385.080, 385.110, 389.0185, 389.520)  By the beginning of high school, pupils must know and be able to do everything required in the previous grades for social studies offered in public schools. Instruction in high school in social studies must be designed so that pupils meet the following performance standards by the completion of high school:

     1.  For the area of social study skills:

     (a) Acquire and apply skills of reading, writing and oral communication to construct knowledge, as demonstrated by the ability of the pupil to:

          (1) Read text using reading strategies, including, without limitation, strategies that employ prior knowledge, use key vocabulary words and employ context clues.

          (2) Read text for a specific purpose, including, without limitation, to identify cause and effect relationships, to compare and contrast information, to identify fact and opinion and to identify author bias.

          (3) Respond to historical texts and other social studies literature by inferring, drawing conclusions, making predictions and formulating questions pertaining to history, geography, economics and civics.

          (4) Process or synthesize information by writing, taking notes, using graphic organizers, summarizing, sequencing events or formulating thesis statements, or any combination thereof.

     (b) Acquire, organize, use and evaluate information that prepares a pupil to be an active, informed and literate citizen, as demonstrated by the ability of the pupil to:

          (1) Formulate appropriate research questions.

          (2) Conduct research by gathering, organizing and evaluating the credibility and bias of information from a variety of online, print and nonprint resources.

          (3) Process, effectively communicate and present information orally, in writing and by developing websites, using multimedia presentations and using other forms of technology.

          (4) Critically analyze messages in the media to identify propaganda, censorship and bias.

          (5) Create, interpret, analyze and detect bias in maps, graphs, charts and diagrams.

          (6) Demonstrate and advocate legal and ethical behaviors regarding the use of technology among peers, family and the community.

          (7) Collaborate with peers, experts and other persons to contribute to a knowledge base with a specific content, including, without limitation, contributing to weblogs, podcasts and other types of digital media or websites, to compile, synthesize, produce and disseminate information.

     (c) Demonstrate historical comprehension by analyzing and interpreting historical documents and artifacts that present alternative voices, accounts and interpretations or perspectives on past events, as demonstrated by the ability of the pupil to:

          (1) Analyze patterns of historical continuity and change and to think chronologically.

          (2) Analyze and evaluate primary and secondary resources for perspectives of historical events.

          (3) Differentiate between historical memory and historical fact.

          (4) Apply social studies to situations involving actual events that are currently taking place.

          (5) Extract significant ideas from social studies resources and frame questions pertaining to history.

          (6) Use primary and secondary resources to analyze and interpret history.

          (7) Compare multiple perspectives of historical events using a variety of resources.

          (8) Analyze and interpret primary resources to answer a historical question.

     (d) Demonstrate skills which prepare a pupil to be an active, informed and literate citizen, as demonstrated by the ability of the pupil to:

          (1) Demonstrate responsibility for the well-being of himself or herself, his or her family and the community in which he or she lives.

          (2) Discuss issues and events that have an impact on persons at local, state, national and global levels.

          (3) Actively participate in civics and community life at the local, state, national and global levels.

          (4) Seek information from a variety of sources and perspectives to develop informed opinions and creative solutions.

          (5) Ask meaningful questions and analyze and evaluate information and ideas.

          (6) Identify resources and perspectives that influence the formation of opinions and creative solutions.

          (7) Use effective decision-making and problem-solving skills in public and private life.

          (8) Collaborate effectively as a member of a group.

     2.  For the area of history:

     (a) Understand the development, characteristics and interaction of persons, cultures, societies, religions and ideas, as demonstrated by the ability of the pupil to:

          (1) Assess the impact of the Industrial Revolution on race, class and gender.

          (2) Discuss the influences of American industrialists on the rise of corporate capitalism.

          (3) Assess the impact of technological innovations and urbanization on the social and economic development of society.

          (4) Define the term “nativism” and explain the political and social responses to immigration into the United States.

          (5) Identify the causes of labor movements in the United States and analyze the consequences of those movements.

          (6) Explain how social movements of the 20th century led to the emergence of a pluralistic society.

          (7) Evaluate how cultural developments in the arts, literature, architecture, education, media and leisure activities reflected and changed society.

          (8) Discuss the effects of early technologies on society, including, without limitation, communication, transportation and manufacturing technologies.

          (9) Explain how trade causes cultural diffusion.

          (10) Compare and contrast the characteristics of dominant world cultures.

          (11) Analyze how and why Judaism, Christianity, Islam, Hinduism and Buddhism acquired new adherents in various parts of the world.

          (12) Examine the impact of scientific, technological, mathematical, cultural and artistic developments of the Renaissance on societies around the world.

          (13) Explain the causes of the Reformation and the effects the Reformation had on Europe and the Americas.

          (14) Identify the influence of the Enlightenment on the Western World, including, without limitation, the influence on philosophy, science, fine arts, government and literature.

          (15) Analyze the cultural, social and economic changes that occurred as a result of industrialization.

          (16) Analyze how industrialization, migration, changing diets and advances in science and medicine have affected demographics across the world.

     (b) Understand the influences of persons, events, ideas and conflicts in the development of nations, empires, cultures and political and economic ideas, as demonstrated by the ability of the pupil to:

          (1) Summarize the concepts and results of the American Revolution and post-revolutionary outcomes as they apply to the 20th century.

          (2) Summarize the concepts and results of the Civil War and Reconstruction as they apply to the 20th century.

          (3) Analyze how different cultures, points of view and self-interests influence compromise and conflict over territories, borders and resources.

          (4) Describe the final settlement of the American West and the federal policies toward Native Americans, including, without limitation, the Dawes Act, the Plains Wars and the reservation system.

          (5) Assess the contributions of immigrant groups to the development of the United States.

          (6) Define the term “imperialism” and discuss the impact of imperialism on the political relations of the United States with other nations.

          (7) Discuss the causes and consequences of expansion policies and diplomatic policies of the United States.

          (8) Discuss the economic and political effects of World War I on the United States.

          (9) Describe the causes and consequences of the Great Depression.

          (10) Analyze the policies and programs of the New Deal and the effects those policies and programs had on political, economic and diplomatic institutions.

          (11) Describe the cultural, economic, political and technological impact of World War II on the United States.

          (12) Describe the causes and effects of the change in demographics and the development of suburbanization in the United States.

          (13) Explain the effects of Cold War policies on the involvement of the United States in the Korean War and the Vietnam War.

          (14) Examine the changes in political culture of the United States during the 1960s and 1970s, including, without limitation, the assassination of John F. Kennedy, the Watergate scandal and the Iranian hostage crisis.

          (15) Explain the economic, political and technological impact on the United States of the Korean War, the Vietnam War, the Persian Gulf War, the Iraq War and the War on Terrorism.

          (16) Examine the roles of nationalism, imperialism and religion in the building and development of nations.

          (17) Describe the rise of commercial trading centers and their effects on social, political and economic institutions around the world.

          (18) Explain the development of monarchies and the effect those monarchies had on centralized government, commerce, trade and religion.

          (19) Explain how Greek and Roman civilizations influenced the development of democratic and republican governments in modern societies.

          (20) Analyze the development of the nation-state and explain how nation-states are different from empires and other forms of political organizations.

          (21) Explain why and how shifts in global power happened after World War I and World War II.

          (22) Explain how the dissolution of the Soviet Union and other Eastern European communist governments resulted in the formation of new nations.

          (23) Explain the objectives of a variety of independence movements and analyze political factors that contributed to changes in nations.

          (24) Discuss examples of contemporary ethnic conflicts and explain how those conflicts changed nations.

          (25) Discuss major reasons for tensions and conflicts in the contemporary world and efforts that have been made to address those tensions and conflicts.

     (c) Understand the influences of social ideas and personal action on social, political, economic and technological change, as demonstrated by the ability of the pupil to:

          (1) Describe important persons in the movement to expand rights of African Americans and explain their struggle to expand those rights during the late 19th and early 20th centuries.

          (2) Describe the rise of corporations and analyze working conditions in the late 19th and early 20th centuries.

          (3) Analyze the contributions of inventors and innovators that led to a change in society.

          (4) Determine the causes and effects of the Populist and Progressive Movements.

          (5) Analyze major social movements in the United States and explain the impact those movements had on changing social and political culture.

          (6) Examine social tensions in the post-World War I era, including, without limitation, radical politics, restrictions on immigration, internal migration, religious fundamentalism and racism.

          (7) Describe the development of the Women’s Suffrage Movement and the subsequent passage of the 19th Amendment to the United States Constitution.

          (8) Explain how the social and economic opportunities of the post-World War II era contributed to social responsibility and change.

          (9) Identify and describe the major issues, events and persons of minority rights movements, including, without limitation, the Civil Rights Act of 1964, the Black Power Movement, the United Farm Workers, the American Indian Movement, Viva La Raza and the Women’s Rights Movement.

          (10) Analyze how post-World War II science and technology augmented the economic strength of the United States, transformed the daily lives of persons and influenced the world economy and politics.

          (11) Compare and contrast the social impact on the United States of the Cold War and the War on Terrorism.

          (12) Analyze major events reported by the media and the impact of those events at the local, state, national and global levels.

          (13) Compare and contrast racial segregation in the United States with racial and social policies of other nations, including, without limitation, apartheid in the Republic of South Africa.

          (14) Explain the impact of Judaism, Christianity, Islam, Hinduism and Buddhism on political and social structures around the world.

          (15) Analyze the responses of persons to restrictive social and political systems.

          (16) Analyze how the ideals and institutions of freedom, equality, justice and citizenship have changed.

          (17) Evaluate the worldwide implications of advancements in nuclear, electronic, computer and medical technologies.

          (18) Explain how literature, music and art are used by persons to voice their opposition to or support for a cause and encourage social change.

          (19) Determine the causes and consequences of genocidal conflicts, including, without limitation, the Holocaust and the conflicts in Armenia, Bosnia, Darfur and Rwanda.

          (20) Analyze the causes, consequences and moral implications of ethnic conflicts around the world.

          (21) Explain the changing role of race, class and gender.

          (22) Explain how literature, music, the media and visual arts affect social change.

          (23) Examine the ideals and institutions of freedom, equality, justice and citizenship and explain how they have changed.

          (24) Understand how border disputes among nations reflect and influence the conceptions and identities of societies.

     (d) Understand the interactions and interdependence among nations around the world and the impact of economics, politics, religions and cultures on international relationships, as demonstrated by the ability of the pupil to:

          (1) Describe and interpret the causes and effects of World War I and World War II on the relationship between the United States and Europe.

          (2) Discuss key persons, ideas and events of the Cold War era and analyze their impact on economic and political policies in the United States.

          (3) Analyze how international policies contributed to the end of the Cold War.

          (4) Identify and analyze trends in domestic and foreign affairs of the United States from the end of the Vietnam War to September 11, 2001.

          (5) Discuss the impacts of conflicts on the United States economic, political and social position in the world, including, without limitation, the impact of the Korean War, Vietnam War, Persian Gulf War, Iraq War and War on Terrorism.

          (6) Analyze how major sources of tension or conflict influence the current political climate in the United States, including, without limitation, September 11, 2001, the Patriot Act and security issues.

          (7) Describe the strategic, political and economic policies of the United States concerning the Middle East, Latin America, Mexico, immigration, trade and the environment.

          (8) Explore the influence of popular culture in the United States on other nations and the influence of popular culture in other nations on the United States.

          (9) Evaluate the influence of the cultural ideas of the United States on other nations.

          (10) Explore the influence of various cultures from around the world on the United States.

          (11) Explain the impact of imperialism and colonial rule on persons in Africa, Asia and South America and the independence movements that resulted from imperialism and colonial rule in those areas.

          (12) Describe the causes and effects of the Russian Revolution, including, without limitation, Marxism, Leninism and Bolshevism.

          (13) Discuss the causes, characteristics and consequences of European and Japanese imperialism before World War II.

          (14) Analyze the causes, courses and effects of World War I and World War II.

          (15) Describe the significance of the dissolution of the Soviet Union and the influence of international and economic factors that contributed to the end of the Cold War.

          (16) Examine the decline of colonial rule and the development of independent nations.

          (17) Describe the rise of totalitarian societies in Europe, Asia and Latin America.

          (18) Explain the impact of world commerce on the relationships between developed nations and developing nations.

          (19) Describe the contributions of the social, political and economic characteristics of modern civilizations in Latin America, Africa, China, India and Japan.

          (20) Describe tensions in contemporary Islamic countries concerning the reconciliation of traditional and Western influences.

          (21) Analyze the political and religious factors that contribute to instability in the Middle East.

          (22) Describe how political and economic alliances affect persons and countries.

          (23) Describe how global issues, including, without limitation, human rights, the environment, regional conflicts and health issues, affect nations.

          (24) Analyze how the contemporary political climate has changed personal and national security within and among nations.

     3.  For the area of geography:

     (a) Use maps, globes and other geographic tools and technologies to locate and extrapolate information about persons, places and environments, as demonstrated by the ability of the pupil to:

          (1) Use map elements, including, without limitation, scale, to identify and locate physical and human features in the United States and the world.

          (2) Analyze and interpret geographic information by selecting appropriate maps, map projections and other representations, including, without limitation, urban planning and national parks.

          (3) Apply concepts and models of spatial organization and use quantitative methods to identify and make decisions about geographic information.

          (4) Analyze a variety of complex maps, including, without limitation, topographic, demographic and land use maps, to acquire geographic information.

          (5) Construct complex, accurate maps and models from memory to answer questions about locations of human and physical features.

          (6) Analyze maps for purpose, accuracy, content and design.

          (7) Analyze and interpret physical and human features on Earth using appropriate geographic tools and technologies.

          (8) Select and design maps, graphs, diagrams, tables or charts to organize geographic information using a variety of technologies.

     (b) Understand the physical and human features of places, and use that information to define and study regions and their patterns of changes, as demonstrated by the ability of the pupil to:

          (1) Determine how relationships between humans and the environment lead to the development of connections among places and regions.

          (2) Explain why characteristics of places change.

          (3) Apply the concept of region to organize and study a geographic issue.

          (4) Analyze selected historical issues, demographics and questions using the geographic concept of regions.

          (5) Explain why places and regions are important to cultural identity and serve as forces for both unification and fragmentation.

          (6) Compare characteristics of places and regions from different perspectives.

          (7) Determine how tools affect the way cultural groups perceive and use resources within places and regions.

          (8) Use absolute and relative location, including, without limitation, longitude and latitude, to locate prominent countries, cities and physical features in different regions of the world.

     (c) Understand how economic, political and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation, as demonstrated by the ability of the pupil to:

          (1) Analyze demographic trends in the world.

          (2) Evaluate the impact of migration and settlement on physical and human systems.  

          (3) Analyze the development of civilizations and the impact that development has on the changes and progress of human development.

          (4) Compare characteristics and patterns of rural and urban migration and settlement in developed and developing countries.

          (5) Evaluate why major cities develop in particular geographic locations and how their development affects cultures.

          (6) Analyze and evaluate international economic issues from a spatial perspective.

          (7) Analyze how location and distance connect to influence economic systems at local, national and international levels.

          (8) Evaluate changes in the size and structure of cultural, political and economic organizations.

     (d) Understand the effects of interactions between human and physical systems, and changes in the use, distribution and importance of resources, as demonstrated by the ability of the pupil to:

          (1) Analyze how changes in the physical environment can increase or diminish the capacity of the environment to support human activity.

          (2) Describe ways in which technology has affected the human capacity to modify the physical environment, and evaluate the possible regional or global impact of the technology.

          (3) Develop possible responses to changes caused by human modification of the physical environment.

          (4) Analyze human perception of and response to natural hazards, including, without limitation, use, distribution and importance of resources.

          (5) Analyze the patterns of use, the changing distribution and the relative importance of the resources of the earth.

          (6) Develop policies for the use and management of the resources of the earth that consider the various interests involved.

     4.  For the area of economics:

     (a) Understand how scarcity and incentives affect choices, how markets work, why markets form, how supply and demand interact to determine the market price and how changes in prices act as economic signals to coordinate trade, as demonstrated by the ability of the pupil to:

          (1) Analyze choices and incentive systems used by parents, teachers, employers and governments using the concepts of total benefits and opportunity costs, using the concepts of the impact of marginal costs and marginal benefits and evaluating effectiveness.

          (2) Analyze how consumers adjust their purchases in response to changes in price using the concept of price elasticity.

          (3) Assess how producers can adjust their sales decisions in response to changes in price using the concept of price elasticity.

          (4) Evaluate career paths taking into consideration the specific skills required for a career, the wages that may be earned in a career, the impact of the skills of a person on the wages he or she can earn and the response of wages to market demand.

          (5) Analyze markets using the concepts of supply and demand, including, without limitation, the impact of changes in supply on prices, the impact of changes in demand on prices and the impact of price controls.

     (b) Identify indicators used to measure economic performance, understand important aspects of how the economy acts as a system, and understand the roles of money, interest rates, saving and borrowing, financial institutions and the central banking system in the economy, as demonstrated by the ability of the pupil to:

          (1) Describe the current money supply measures of the United States, including, without limitation, M1 and M2.

          (2) Explain the three functions of money, including, without limitation, the medium of exchange, the store of value and the unit of account.

          (3) Explain why a real interest rate accurately measures the benefit of saving or the cost of borrowing, and indicate ways a high interest rate could be detrimental or beneficial.

          (4) Explain what a credit rating is and how it affects the ability to access loans.

          (5) Compare the risks and rewards of using the services offered by different financial institutions.

          (6) Explain how the circular flow of economic activity can affect the income of the United States.

          (7) Analyze the potential production of goods and services for a nation as determined by the resources and technology of the nation.

          (8) Explain how the Federal Reserve influences bank loans, the inflation rate of the economy and economic activity in general using the reserve requirement, the discount rate and open market operations.

          (9) Explain how government fiscal policy may affect the rate of unemployment by influencing production, employment and price levels.

          (10) Describe how standards of living in the United States have changed over time using real gross domestic product per capita as a measure of the standard of living.

          (11) Define the term “recession” and examine the economy of the United States over time using the change in real gross domestic product.

          (12) Discuss the effects of inflation on the economy of the United States using the consumer price index.

          (13) Compare the unemployment rates for groups of persons who differ by age, gender, ethnicity, occupation and education.

          (14) Demonstrate knowledge of when, why and how interest rate levels have experienced relative highs and relative lows throughout the history of the United States.

          (15) Explain how interest rates are determined using supply and demand.

     (c) Identify the causes of economic change and explain how the economic system of the United States responds to those changes and how other economic systems respond to change, as demonstrated by the ability of the pupil to:

          (1) Identify the roles of organizations in a market economy, including, without limitation, for-profit organizations, not-for-profit organizations and labor unions.

          (2) Analyze the past, present and future role of investment in enhancing economic growth and raising the standard of living.

          (3) Evaluate how entrepreneurs affect the economy by solving problems, taking risks and taking advantage of opportunities to earn profits.

          (4) Judge the advantages and disadvantages of specialization and interdependence.

          (5) Explain how self-interest, channeled through the marketplace, can increase the overall standard of living.

          (6) Analyze the role of government in a market economy regarding public goods, externalities, monopoly power, redistribution of income and the definition and protection of property rights.

          (7) Describe the rise of national economies, the emergence of free markets and the emergence of democratic capitalism.

          (8) Illustrate the idea that real world economies tend to be mixed economies containing elements of capitalism, socialism, command allocations of resources and market allocations of resources.

          (9) Compare the benefits and costs of allocating resources through the markets or the government.

          (10) Discuss how the pricing system of an economy determines what goods and services will be produced, how they will be produced and who will receive them.

     (d) Explore trends in international trade, the impact of trade on the economy of the United States and the role of exchange rates, as demonstrated by the ability of the pupil to:

          (1) Describe how the economic characteristics of other countries and their economic events affect the United States.

          (2) Determine how a change in exchange rates affects the ability of residents of a country to consume products from other countries.

          (3) Assess the impact of globalization on the economy of the United States and the world economy.

          (4) Analyze the advantages and disadvantages of international trade by comparing free trade and restricted trade.

     5.  For the area of civics:

     (a) Know why society needs rules, law and governments, and understand the roles, rights and responsibilities of citizens, as demonstrated by the ability of the pupil to:

          (1) Explain the concept of the rule of law in the establishment of the United States Constitution.

          (2) Analyze major social, political and economic conflicts and evaluate the role of compromise in the resolution of those conflicts.

          (3) Describe the influences of historic ideas on the creation of early documents of the United States, including, without limitation, the influence of Greek law, the Magna Carta, the Iroquois Confederacy, the social contract theory, natural rights philosophy and republicanism.

          (4) Describe how the Nevada Constitution and the United States Constitution preserve state and national principles and serve as methods for change, including, without limitation, the formal and informal processes for amending a constitution.

          (5) Analyze the provisions of the United States Constitution and the amendments to the United States Constitution which protect personal rights, including, without limitation, the Due Process Clause and Equal Protection Clause of the 14th Amendment and through the examination of landmark cases, including, without limitation:

               (I) Brown v. Board of Education of Topeka;

               (II) Gideon v. Wainwright;

               (III) Miranda v. Arizona; and

               (IV) Tinker v. Des Moines Independent Community School District.

          (6) Examine the rights of citizens and how those rights are protected and restricted.

          (7) Analyze and evaluate the role of citizen participation in civic life.

          (8) Examine the responsibilities of local, state and national citizenship.

          (9) Interpret the symbols and documents of a nation and analyze how the documents represent the identity of the nation.

     (b) Understand the United States Constitution and the government created by the United States Constitution, including, without limitation, the relationship between national and sub-national governments, and the structure and function of state and local governments, as demonstrated by the ability of the pupil to:

          (1) Explain the provisions of the United States Constitution regarding the division of powers between the Federal Government and state governments, including, without limitation, powers that are delegated, implied, reserved and concurrent.

          (2) Analyze and give examples of the expansion of the Federal Government through the use of its enumerated and implied powers.

          (3) Provide contemporary examples of federalism.

          (4) Compare and contrast the structure of the Nevada Constitution and the United States Constitution.

          (5) Use examples to illustrate the Supremacy Clause in defining the relationship between state governments and the Federal Government.

          (6) Describe the unique role of tribal and territorial governments in the United States.

          (7) Examine the organization of the United States Constitution and describe the structure it creates, including, without limitation, the Executive, Legislative and Judicial Branches.

          (8) Examine the organization of the Nevada Constitution and describe the structure it creates, including, without limitation, the Executive, Legislative and Judicial Branches.

          (9) Explain the structure and function of local governments.

          (10) Analyze the effectiveness of checks and balances in maintaining the equal division of power.

          (11) Describe the creation of laws through the legislative process.

          (12) Describe the duties of the Executive Branch, including, without limitation, the duties of the Cabinet and departments of the Executive Branch, regulatory agencies, the Executive Office of the President of the United States and the staff of the White House.

          (13) Describe the structure and jurisdiction of the federal court system and analyze the power of judicial review.

          (14) Explain the state and local judicial processes, including, without limitation, juvenile, civil and criminal court systems.

     (c) Describe the roles of political parties, elections, interest groups, the media and public opinion in the democratic process, as demonstrated by the ability of the pupil to:

          (1) Assess the process by which leaders are selected in the political system in the United States, and analyze the role of the electoral college in the election of the President of the United States.

          (2) Analyze the roles and functions of political parties in public policy and the electoral process.

          (3) Evaluate the significance of interest groups and public opinion in the political process of a democratic society.

          (4) Analyze the role of the media in the process of political persuasion.

          (5) Evaluate propaganda in the political process.

          (6) Describe the process by which public policy is formed and implemented.

     (d) Explain the different political systems in the world and how those systems relate to the United States and the citizens of the United States, as demonstrated by the ability of the pupil to:

          (1) Summarize and evaluate the significant characteristics of the major political systems of the world, including, without limitation, monarchies, totalitarian dictatorships, presidential systems, parliamentary systems, socialism and communism.

          (2) Analyze the conflict between the policies of the United States regarding isolation and intervention in world affairs.

          (3) Identify and analyze the foreign policy of the United States with regard to dealing with international problems, including, without limitation, diplomacy, economic policy, humanitarian aid and military intervention.

          (4) Critique the role of international organizations, including, without limitation, the United Nations, the World Bank, Amnesty International and the International Red Cross.

     (Added to NAC by Bd. of Education by R074-00, eff. 6-20-2000; A by R011-09, 10-27-2009)

Elective Courses of Study

      NAC 389.516  Permissible elective courses of study. (NRS 385.080, 385.110, 388.360, 389.0185)  A local school board may offer the following courses of study as elective courses in a public high school:

     1.  Social studies, other than the course of study required by NAC 389.511.

     2.  The arts.

     3.  Business math.

     4.  Employability skills.

     5.  Communications, which may include the courses of study described in NAC 389.556 and 389.558.

     6.  Career and technical education, in cooperation with private employers, as described in NAC 389.562, 389.564 and 389.566.

     7.  Drivers’ education.

     8.  Foreign language.

     9.  Skills needed to obtain employment as described in NAC 389.644 to 389.650, inclusive.

     10.  Introduction to keyboarding.

     11.  Great Basin Native American languages.

     (Added to NAC by Bd. of Education, 1-26-90, eff. 9-1-92; A by R066-97, 12-10-97; R073-00, 6-20-2000; R155-01, 12-17-2001; R195-01, 4-1-2002; R010-03, 10-30-2003; R108-03, R165-03, R166-03, R184-03 & R185-03, 1-22-2004; R236-03, 3-19-2004; R040-05 & R043-05, 10-31-2005; A by Bd. for Career & Tech. Educ. by R172-05, 2-23-2006; A by Bd. of Education by R011-09, 10-27-2009; R132-10, 12-16-2010; R087-12, 11-1-2012)

      NAC 389.541  The arts. (NRS 385.080, 385.110, 389.0185, 389.520)  Pupils in the 9th, 10th, 11th or 12th grade who elect to take a class in the arts must know and be able to do everything required in the previous grades of public school for the elected course of study in the arts. Instruction in the arts in the 9th, 10th, 11th or 12th grades must be designed so that pupils meet the following standards of performance by the completion of the 12th grade:

     1.  For the area of music:

     (a) Sing a varied repertoire of music alone and with others as demonstrated by the ability of the pupil to:

          (1) Sing his or her repertoire in small and large ensembles using expression, technical accuracy, good breath control, intonation, diction and articulation, and tone and timbre quality while maintaining his or her part; and

          (2) Sing in four parts with and without accompaniment.

     (b) Perform a varied repertoire of music on instruments alone and with others as demonstrated by the ability of the pupil to:

          (1) Perform a large and varied repertoire with expression, technical accuracy and appropriate ensemble skills, with a level of musical difficulty of 4 and in small and large ensembles while following a conductor; and

          (2) Perform contrapuntal music with accuracy of rhythm and melody and with appropriate balance.

     (c) Improvise melodies, variations and accompaniments as demonstrated by the ability of the pupil to improvise:

          (1) Melodies over a simple chord progression;

          (2) Harmonies that are appropriate for the pupil; and

          (3) Variations of melody and rhythm on pentatonic melodies and melodies in major keys that are provided by the teacher.

     (d) Compose and arrange music within specified guidelines as demonstrated by the ability of the pupil to:

          (1) Compose music in more than two distinct styles incorporating the elements of music; and

          (2) Arrange a piece of music for voices or instruments incorporating correct transposition and appropriate vocal and instrumental ranges.

     (e) Read and notate music as demonstrated by the ability of the pupil to:

          (1) Read complex rhythms in all meters within the context of the repertoire with a level of musical difficulty of 4;

          (2) Read complex melodies within the context of the repertoire with a level of musical difficulty of 4;

          (3) Apply all standard musical symbols within the context of the repertoire with a level of musical difficulty of 4;

          (4) Sight-read music with technical accuracy and with a level of musical difficulty of 3; and

          (5) Use nonstandard notation symbols.

     (f) Listen to, analyze and describe music as demonstrated by the ability of the pupil to:

          (1) Apply knowledge of the technical vocabulary of the elements of music in analyzing aural examples; and

          (2) Analyze examples of a varied repertoire of music representing diverse genres and cultures by describing the uses of the elements of music and expression.

     (g) Evaluate music and musical performances as demonstrated by the ability of the pupil to:

          (1) Develop specific musical criteria for making informed critical evaluations of the quality and effectiveness of performances and compositions;

          (2) Evaluate the pupil’s personal participation in musical performances and compositions applying specific criteria for music and justify his or her opinion; and

          (3) Evaluate performances or compositions by comparing them to similar or exemplary models and justify his or her opinion by describing several of the most distinguishing features of each performance or composition using appropriate terminology relating to music.

     (h) Demonstrate relationships between music, the other arts and disciplines outside the arts as demonstrated by the ability of the pupil to:

          (1) Compare similar themes found in music and other art forms and analyze how themes are expressed in each; and

          (2) Analyze concepts that are common to music and other disciplines outside the arts.

     (i) Demonstrate knowledge of the historical periods and cultural diversity of music, including, the ability to:

          (1) Classify musical examples by style, historical periods and cultures; and

          (2) Discuss the achievements of musicians from various historical periods and cultures.

     2.  For the area of theater:

     (a) Understand the components of theatrical production, including scriptwriting, directing and production as demonstrated by the ability of the pupil to:

          (1) Use historical or cultural research to write a script which is well-structured and properly formatted and which is appropriate for stage, television, film or electronic media;

          (2) Create a theatrical performance that includes, without limitation, auditions, casting characters, directing scenes and organizing and facilitating production meetings;

          (3) Explain the varied responsibilities of technical personnel involved in theater, film, television or electronic media;

          (4) Develop a unified production concept for informal theater, film, television or electronic media;

          (5) Design and create for a theatrical, film, television or electronic media production a program, poster and one of the following:

               (I) Tickets;

               (II) Flyers;

               (III) Print Ads;

               (IV) Print media; or

               (V) Television or radio public service announcements;

          (6) Design or construct with other group members a variety of devices that are used for scenery in an informal production for theater, film, television or electronic media;

          (7) Explain the pupil’s choice of costumes, props and makeup as they relate to the interpretation of an informal production for theater, film, television or electronic media;

          (8) Describe different light and sound equipment and techniques in theater, film, television and electronic media and demonstrate a practical application of such equipment and techniques in one area; and

          (9) Create or implement a functional light or sound plot for an informal production for theater, film, television or electronic media.

     (b) Understand and demonstrate the role of the actor in the theater as demonstrated by the ability of the pupil to:

          (1) Explain and practice various classical and contemporary techniques and methods of acting;

          (2) Interpret and explain the physical, emotional and social dimensions of characters found in a variety of text; and

          (3) Portray characters within an ensemble for theater, film, television and electronic media in an informal production.

     (c) Apply and demonstrate critical and creative thinking skills in theater, film, television and electronic media as demonstrated by the ability of the pupil to:

          (1) Generate and justify personal aesthetic criteria and use that criteria to critique the effectiveness of the visual, aural and kinesthetic elements of a performance; and

          (2) Compare and contrast one of the following in various media:

               (I) Classical and contemporary dramas; or

               (II) Classical and contemporary comedies.

     (d) Recognize and explain how theatrical experiences contribute to a better understanding of history, culture and human relationships as demonstrated by the ability of the pupil to:

          (1) Show similarities and differences in the way themes and archetypes are portrayed in dramatized events in another culture and historical period; and

          (2) Evaluate the ways that characters in dramatized events resolve conflict and cite some alternative means for resolving such conflict.

     (e) Make connections between theater and other academic disciplines as demonstrated by the ability of the pupil to:

          (1) Compare and contrast the ways that themes, stories or motifs are interpreted in works from the three different areas of the arts;

          (2) Identify and explain three significant events in the development of dramatic forum, production practices and theatrical traditions across cultures and historical periods; and

          (3) Describe and assess three different ways technology enhances theater, film, television and electronic media.

     3.  For the area of visual arts:

     (a) Know and apply media, techniques and processes for developing visual arts as demonstrated by the ability of the pupil to:

          (1) Explain why he or she chose a particular medium, technique and process in his or her works of visual art;

          (2) Revise the pupil’s works of visual art based on criteria established by the teacher; and

          (3) Create works of visual art that reveal control over a variety of media, tools, techniques and processes.

     (b) Use knowledge of characteristics, purposes and functions of the visual arts as demonstrated by the ability of the pupil to:

          (1) Explain in a logical manner an interpretation of visual characteristics of works of visual art;

          (2) Explain in a logical manner an interpretation of the purposes of works of visual art;

          (3) Analyze at a basic level the effectiveness of, and relationships among, visual characteristics, purposes and functions in works of visual art; and

          (4) Demonstrate control of visual characteristics of visual art to convey ideas in a series of the pupil’s works of visual art.

     (c) Choose, apply and evaluate a range of subject matter, symbols and ideas relating to the visual arts as demonstrated by the ability of the pupil to:

          (1) Evaluate and summarize the origins of subject matter, symbols and ideas in works of visual art;

          (2) Plan and create an original work of visual art using subject matter, symbols and ideas to communicate an intended meaning; and

          (3) Justify the subject matter, symbols and ideas used in works of visual art.

     (d) Understand the visual arts in relation to history and culture as demonstrated by the ability of the pupil to:

          (1) Interpret works of visual art of various cultures and eras while differentiating among relationships of form, context and purposes in such works;

          (2) Analyze at a basic level similarities in works of visual art from various times and cultures while interpreting the meanings of such works; and

          (3) Analyze at a basic level relationships between works of visual art of the pupil and influences on such works from the history, aesthetics and culture of the pupil.

     (e) Analyze and assess characteristics, merits and meaning in the pupil’s own works of visual art and in the works of others as demonstrated by the ability of the pupil to:

          (1) Evaluate his or her works of visual art and the works of visual art of others based on themes, styles, purposes and subject matter;

          (2) With guidance from the teacher, create criteria and use such criteria to assess merits of a work of visual art;

          (3) Study and evaluate a variety of techniques for communicating meanings, ideas, attitudes, views and intentions through works of visual art; and

          (4) Develop a personal aesthetic position and explain its level of success when applied to a work of visual art.

     (f) Demonstrate relationships between the visual arts, the other arts and disciplines outside the arts as demonstrated by the ability of the pupil to:

          (1) Demonstrate how ideas, issues and themes of a particular period are used in the visual arts and other disciplines;

          (2) Compare the use of materials, techniques, media and processes of the visual arts with those of other art disciplines; and

          (3) Create works of visual art that reflect the research of multiple disciplines.

     4.  As used in this section:

     (a) “Aesthetic criteria” means criteria developed by a pupil about the visual, aural and oral aspects of a performance that are derived from cultural and emotional values and cognitive meaning.

     (b) “Aesthetics” means the philosophical study of the visual arts, focusing on broad questions on the nature of art in general rather than the study of specific works of art.

     (c) “Unified production concept” means a brief statement, metaphor or expression of the essential meaning of a play that orders and patterns all the parts of the play.

     (Added to NAC by Bd. of Education by R073-00, eff. 6-20-2000)

      NAC 389.551  Business math. (NRS 385.080, 385.110)  A course of study in business math must include instruction designed to teach the pupil to do the following:

     1.  Demonstrate an understanding of basic mathematical foundations.

     2.  Solve problems involving whole numbers, decimals, fractions, percents, ratios, averages and proportions.

     3.  Use algebraic operations to solve problems.

     4.  Use common international standards of measurement in solving problems.

     5.  Analyze and interpret data using common statistical procedures.

     6.  Use mathematical procedures to analyze and solve business problems.

     (Added to NAC by Bd. of Education by R108-03, eff. 1-22-2004)

      NAC 389.555  Employability skills for career readiness. (NRS 385.080, 385.110, 389.0185)  A course of study in employability skills for career readiness must include instruction designed to teach the pupil to do the following:

     1.  For the area of personal qualities and skills, demonstrate:

     (a) A positive work ethic by coming to work on time each workday, being willing to follow directions and being motivated to accomplish each task.

     (b) Integrity, honesty and reliability by abiding by applicable laws and workplace policies.

     (c) Skills necessary for teamwork by contributing to the success of the workplace team, assisting coworkers and requesting help when needed.

     (d) Positive self-representation by dressing appropriately for the workplace and using language and manners suitable for the workplace.

     (e) Awareness of diversity in the workplace by working professionally with all customers and coworkers.

     (f) Skills necessary for conflict resolution by negotiating diplomatic solutions to interpersonal and workplace issues.

     (g) Creativity and resourcefulness by contributing new ideas to the workplace and working with initiative.

     2.  For the area of professional knowledge and skills, demonstrate:

     (a) Effective speaking and listening skills by communicating effectively with customers and coworkers and by following directions.

     (b) Effective reading and writing skills by reading and interpreting workplace documents and writing clearly.

     (c) Skills of critical thinking and problem solving by analyzing and resolving problems that occur in the performance of assigned workplace tasks.

     (d) Healthy behaviors and safety skills by managing personal health and following workplace safety guidelines.

     (e) Understanding of workplace organizations, systems and climates by identifying overall workplace issues and fulfilling the mission of the workplace.

     (f) Lifelong learning skills by continually acquiring new information related to the industry and improving professional skills.

     (g) Skills necessary for the acquisition of a job and advancement in a job by preparing to apply for a job and seeking promotion in the job.

     (h) Skills necessary for the management of time, tasks and resources by organizing and implementing a productive plan of work.

     (i) Skills of mathematics necessary for the workplace by using mathematical reasoning to accomplish tasks in the workplace.

     (j) Skills of customer service by identifying and addressing the needs of all customers and providing service in a helpful, courteous and knowledgeable manner.

     3.  For the area of technological knowledge and skills, demonstrate:

     (a) Proficiency with technology that is specific to the job by selecting and safely using technological resources to accomplish workplace responsibilities in a productive manner.

     (b) Proficiency with information technology by effectively using computers, techniques for file management and computer software programs.

     (c) Proper and secure use of the Internet in a manner that is appropriate for the workplace.

     (d) Proficiency with telecommunications by selecting and using technological devices, services and applications appropriate for the workplace.

     (Added to NAC by Bd. of Education by R108-03, eff. 1-22-2004; A by R001-12, 5-30-2012)

      NAC 389.556  Journalism. (NRS 385.080, 385.110)  A course of study in journalism must include instruction designed to teach the pupil to do the following:

     1.  Differentiate fact from opinion.

     2.  Identify elements which make facts newsworthy.

     3.  Distinguish which facts to use in writing news.

     4.  Write accurate, unbiased news stories based on given facts.

     5.  Demonstrate effective techniques of interviewing.

     6.  Practice different writing styles for sports, features, editorials, columns and reviews.

     7.  Read copy and proofread.

     8.  Write a headline and lay out a publication.

     9.  Recognize the importance of photojournalism, including composition, cropping and sizing of photographs.

     10.  Recognize the importance of advertising.

     11.  Differentiate between journalism involving printing and broadcasting.

     12.  Write scripts for programs of news and features for radio and television.

     13.  Identify the basic concepts of the law relating to journalism, including libel, privileged information and invasion of privacy.

     14.  Recognize the role and responsibilities of the journalist in modern society.

     15.  Develop critical skills in assessing strengths and weaknesses in the professional journalist.

     16.  Identify opportunities for a career in journalism.

     (Added to NAC by Bd. of Education, eff. 5-4-87)

      NAC 389.558  Speech. (NRS 385.080, 385.110)  A course of study in speech must include instruction designed to teach the pupil to do the following:

     1.  Demonstrate effective techniques of research by gathering and organizing material for speeches.

     2.  Practice techniques for writing a speech.

     3.  Apply the basic steps for organizing a speech.

     4.  Practice effective methods for delivery of a speech.

     5.  Use visual aids effectively.

     6.  Demonstrate poise, self-assurance and confidence while speaking.

     7.  Communicate feelings and ideas.

     8.  Demonstrate techniques of good listening.

     9.  Demonstrate techniques of oral interpretation.

     10.  Demonstrate leadership and poise by assuming the role of a leader of a group.

     11.  Understand social and political problems through communication.

     12.  Evaluate and judge presentations.

     13.  Recognize that speech is important in all careers.

     (Added to NAC by Bd. of Education, eff. 5-4-87)

      NAC 389.562  Career and technical education in cooperation with private employer: Contents. (NRS 385.080, 385.110, 388.360)  A course of study in career and technical education in cooperation with a private employer must include instruction designed to teach the pupil to:

     1.  Acquire, in class, instruction that directly applies to the occupation in which the pupil is employed.

     2.  Demonstrate a knowledge of the current technology used in the occupation in which the pupil is employed.

     3.  Gain a practical knowledge of the occupation the pupil is studying.

     4.  Demonstrate successful interaction with other workers, supervisors, clients and customers.

     5.  Demonstrate desirable habits and attitudes about work.

     6.  Apply the theory and technical skills learned in class while on the job.

     7.  Adapt to adverse working conditions.

     8.  Develop skills that relate to the basic concepts necessary for entry to, retention of and advancement on the job.

     9.  Keep the teacher informed about progress on the job.

     10.  Submit weekly time sheets.

     11.  Attend school and hold a job on a regular basis.

     12.  Give the employer and the teacher advance notice of inability to report for work or tardiness.

     13.  Describe entrepreneurship skills appropriate to owning or operating a business, or both.

     (Added to NAC by Bd. of Education, eff. 5-4-87; A 1-26-90, eff. 9-1-92; A by Bd. for Career & Tech. Educ. by R172-05, 2-23-2006)

      NAC 389.564  Career and technical education in cooperation with private employer: Duties of teacher. (NRS 385.080, 385.110, 388.360)  A teacher of a course of study in career and technical education in cooperation with a private employer shall:

     1.  Provide relevant and current instruction which prepares the pupil for a specific vocation.

     2.  Provide realistic conditions which teach theory, technical skills, work scheduling and human relations.

     3.  Use training which correlates with the knowledge and skills expected by an employer.

     4.  Strengthen relations between the school and the community.

     5.  Supplement the facilities and resources in the school with those in the community that are representative of the availability of the occupation being studied by the pupil.

     6.  Provide all parties with an awareness of their responsibilities and obligations while participating in the program.

     7.  Visit the place of employment to consult with pupils and employers to determine the pupil’s progress on the job, attitudes, growth of skills and knowledge and breadth of educational exposure.

     8.  Use discretion on the time and circumstances chosen for visits.

     9.  Assist the employer with appraisals of the pupil and the course of study.

     10.  Foster good communications and understanding between all parties.

     11.  Constantly strive to improve the program by seeking suggestions from all parties.

     12.  When supervising a pupil at a training location in which he or she does not hold an endorsement, use information from an appropriately endorsed teacher to ensure that the pupil functions satisfactorily during the training.

     13.  Recruit, interview and select pupils based on the career interests of the pupils and predetermined written criteria.

     14.  Keep records of the time used to develop training plans and agreements, counseling, training station assessment and student-employer evaluations.

     15.  Retain for at least 1 year after the pupil leaves the program the record of the pupil’s initial interview, the training agreement, the cooperative agreement, the employer-teacher-coordinator evaluation, the report of the pupil’s wages earned and hours worked during the program and his or her weekly time sheets.

     16.  Coordinate the pupil’s work experience with related classroom instruction.

     (Added to NAC by Bd. of Education, eff. 5-4-87; A 1-26-90, eff. 9-1-92; A by Bd. for Career & Tech. Educ. by R172-05, 2-23-2006)

      NAC 389.566  Career and technical education in cooperation with private employer: Duties of employer. (NRS 385.080, 385.110, 388.360)  The employer of a pupil in a course of study in career and technical education in cooperation with a private employer shall:

     1.  Participate in the development of the agreement for training.

     2.  Assist the pupil to develop skills required in the occupation.

     3.  Provide for direct supervision of the pupil’s work.

     4.  Give the pupil progressive and challenging work, review his or her progress each week and sign a weekly time sheet.

     5.  Provide periodic appraisals of the pupil’s performance on forms provided by the teacher.

     (Added to NAC by Bd. of Education, eff. 5-4-87; A by Bd. for Career & Tech. Educ. by R172-05, 2-23-2006)

      NAC 389.568  Drivers’ education. (NRS 385.080, 385.110, 388.874, 389.090)

     1.  A pupil must complete 30 hours of classroom instruction to complete a course of drivers’ education. In completing the 30 hours of classroom instruction required by this subsection, 1 hour of behind-the-wheel training is equivalent to 3 hours of classroom instruction, as set forth in NRS 389.090. A school may provide a course of drivers’ education that includes more than the minimum number of hours of instruction required by this subsection.

     2.  A course of study in drivers’ education must include instruction designed to teach the pupil to do the following:

     (a) Describe the proper attitudes for driving safely and the adverse effects of disturbed emotions.

     (b) State the consequences of physical disabilities on the ability to drive.

     (c) Recognize the effects of alcohol and drugs on driving.

     (d) State the grounds for revocation of a driver’s license.

     (e) Explain the requirements for equipment and registration of a vehicle.

     (f) Identify the following:

          (1) The sign designating that parking is illegal;

          (2) The right-of-way in various situations;

          (3) Hand signals;

          (4) The meaning of the different colors of a traffic light;

          (5) When the driver of a school bus must stop; and

          (6) The legal and moral responsibilities in case of an accident.

     (g) Name the different highway systems and the organizations which supervise the maintenance of and enforce the traffic laws on each system.

     (h) Identify the purpose of each instrument, device and control in a vehicle.

     (i) List the procedures for preparing to start a vehicle.

     (j) Describe the weather and the condition of the road and how these affect driving.

     (k) Describe the proper procedures for making a turn.

     (l) Describe the proper procedures for parking.

     (m) Describe the proper procedures for moving in reverse.

     (n) Describe the proper procedures for driving in a controlled and an uncontrolled intersection.

     (o) Determine the proper distance for following.

     (p) Describe how to handle specified situations which arise when driving.

     (q) Differentiate between the techniques required for driving in the city, on the highway and under adverse conditions.

     (r) State the requirements for insurance in Nevada and the types of coverage available.

     (s) Compile a list for the efficient and economical maintenance of a vehicle.

     (t) Recognize the importance of the maintenance of a vehicle for driving safely.

     (u) Explain the procedures for purchasing an automobile.

     (v) Identify sources of credit to finance the purchase of an automobile.

     3.  A course of study in drivers’ education may be provided through classroom instruction or behind-the-wheel training, or both. A course of study in drivers’ education that is provided through a program of distance education pursuant to NRS 388.820 to 388.874, inclusive, must be equivalent to a course of study that is provided through regular classroom instruction.

     4.  As used in this section:

     (a) “Behind-the-wheel training” means the portion of a course of study of drivers’ education which is taught through the operation of a motor vehicle under real conditions and which is characterized by a pupil driving on a driving range or on the street, or both, while under the direction of a licensed teacher.

     (b) “Classroom instruction” means the portion of a course of study of drivers’ education that is taught in a classroom environment or through a program of distance education by a licensed teacher.

     (Added to NAC by Bd. of Education, eff. 5-4-87; A by R107-01, 12-17-2001; R107-01, 12-17-2001, eff. 7-1-2002)

      NAC 389.569  Foreign language: First year. (NRS 385.080, 385.110)  A course in a foreign language offered as an elective course in a public high school as a first-year foreign language course must include instruction designed to teach the pupil by the completion of the first year of high school study to:

     1.  Engage in conversations, provide information, express feelings and emotions, and exchange opinions in the foreign language by:

     (a) Talking and writing about activities of daily life using memorized phrases, short sentences, numbers, dates, times and other basic thematic vocabulary.

     (b) Giving and following simple oral or written instructions and commands relating to familiar topics using visual cues when appropriate.

     (c) Recognizing commonly used verbs and phrases in discussions about past and future events.

     (d) Participating in structured conversations on various topics, including, without limitation, state of being and feelings.

     (e) Making simple oral and written requests.

     (f) Telling and writing a simple narrative about a personal experience or event in the present tense.

     (g) Restating in the present tense, with assistance, what another person has said.

     (h) Recognizing the standard rules of usage and grammar.

     (i) Demonstrating accuracy in the imitation of modeled words.

     (j) Demonstrating occasional creativity in the production of language.

     (k) Asking and responding to basic questions.

     (l) Using appropriate expressions and gestures of courtesy.

     2.  Understand and interpret written and spoken material in the foreign language on various topics by:

     (a) Recognizing a sound with its corresponding letter or symbol.

     (b) Comprehending written and spoken numbers, dates, times and other basic thematic vocabulary.

     (c) Reading and comprehending phrases, short sentences, brief written directions and simple narratives.

     (d) Writing numbers, dates, times and other basic thematic vocabulary.

     (e) Using familiar thematic words and phrases by performing skits, puppet shows or dialogues.

     3.  Present information, concepts and ideas to an audience in the foreign language by performing skits, puppet shows or dialogues.

     4.  Understand the relationship between the practices and perspectives of the culture studied by:

     (a) Identifying the manner in which persons in the culture celebrate important traditions, events and holidays.

     (b) Recognizing various forms of communications in the culture, including gestures, body language, dance, art and music.

     (c) Identifying the important persons, holidays, geography and history of the culture.

     5.  Understand the relationship between the products and perspectives of the culture studied by:

     (a) Recognizing the messages in highly contextualized materials, including, without limitation, signs and posters.

     (b) Identifying certain artistic achievements and contributions of the culture.

     (c) Recognizing certain unique products of the culture.

     6.  Understand other disciplines by reading, writing and discussing in the foreign language familiar topics studied in other courses.

     7.  Understand the nature of language through comparisons of the foreign language with the pupil’s language by:

     (a) Recognizing cognates, adopted words and expressions, and word families.

     (b) Demonstrating that languages have important sound distinctions that must be mastered to communicate meaning.

     (c) Analyzing and comparing the writing systems of both languages.

     (d) Comparing and using language and grammatical patterns.

     8.  Understand the cultural differences and similarities between the culture studied and the pupil’s culture by demonstrating that there are culturally specific phrases and idioms that do not translate directly from one language to another.

     9.  Use the foreign language in and outside the school by reporting about the use of the foreign language outside the classroom.

     10.  Develop an interest in continuing the study of the foreign language for personal enjoyment and enrichment by planning a real or imaginary trip to a country in which the foreign language is spoken and collecting information concerning travel to that country and careers that require the use of that foreign language.

     (Added to NAC by Bd. of Education by R164-99, eff. 2-16-2000)

      NAC 389.5695  Foreign language: Second year. (NRS 385.080, 385.110)  A course in a foreign language offered as an elective course in a public high school as a second-year foreign language course must, in addition to the requirements set forth in NAC 389.569, include instruction designed to teach the pupil by the completion of the second year of high school study to:

     1.  Engage in conversations, provide information, express feelings and emotions, and exchange opinions in the foreign language by:

     (a) Asking and responding to a variety of questions concerning activities of daily life.

     (b) Giving and following oral or written directions, instructions and commands.

     (c) Using various verbs and phrases to discuss and write about past and future events.

     (d) Participating in conversations on various topics by expressing opinions and emotions.

     (e) Making requests for goods and services in public places.

     (f) Telling or writing effectively a narrative about a personal experience or event.

     (g) Restating an event or an account of an event in various tenses.

     (h) Applying standard rules of usage and grammar.

     (i) Speaking in a manner that is comprehensible to speakers of the foreign language.

     (j) Demonstrating creativity in the production of language.

     2.  Understand and interpret written and spoken material in the foreign language on various topics by:

     (a) Reading selected materials with a certain degree of fluency, accuracy, intonation and expression.

     (b) Using background knowledge to comprehend narratives, personal correspondence and other contextualized print.

     (c) Paraphrasing or expressing main ideas of written and spoken material.

     3.  Present information, concepts and ideas in the foreign language to an audience by:

     (a) Creating and presenting stories or brief written reports on various topics.

     (b) Reciting selected forms of literature or singing songs.

     (c) Engaging in debate on various topics.

     4.  Understand the relationship between the practices and perspectives of the culture studied by:

     (a) Explaining the value systems and routines of daily life of the culture.

     (b) Identifying important geographical features, historical events and political structures of the culture.

     (c) Using appropriate verbal and nonverbal behavior in various situations.

     (d) Experiencing entertainment of the culture.

     (e) Identifying important persons in entertainment and the arts of the culture.

     5.  Understand the relationship between the products and perspectives of the culture studied by:

     (a) Discussing the artistic contributions of the culture.

     (b) Describing certain unique products of the culture.

     (c) Identifying the perspectives of the culture that are manifested in its commercial advertisements.

     (d) Understanding messages conveyed in the media.

     6.  Understand other disciplines by:

     (a) Comprehending short articles, news broadcasts, commercial advertisements and videos in the foreign language on topics studied in other courses.

     (b) Presenting oral and written reports in the foreign language on topics studied in other courses.

     7.  Understand the nature of language through comparisons of language structures by:

     (a) Recognizing the equivalent meaning of idiomatic expressions and other linguistic concepts.

     (b) Demonstrating that languages have important distinctions in sounds that must be mastered to communicate meaning.

     8.  Understand cultural differences and similarities by developing an awareness of cultural diversity and the contributions of the culture studied made to American culture.

     9.  Use the foreign language in and outside the school by corresponding in the foreign language.

     10.  Develop an interest in continuing the study of the foreign language for personal enjoyment and enrichment by:

     (a) Researching and presenting information concerning traveling to and studying in a country where the foreign language is spoken.

     (b) Participating in a project to explore careers that require interaction in the foreign language.

     (Added to NAC by Bd. of Education by R164-99, eff. 2-16-2000)

      NAC 389.570  Foreign language: Fourth year. (NRS 385.080, 385.110)  A course in a foreign language offered as an elective course in a public high school as a fourth-year foreign language course must, in addition to the requirements set forth in NAC 389.5695 and subject to the experience of the pupils with the foreign language in kindergarten through the 11th grade, include instruction designed to teach the pupil by the completion of the 12th grade to:

     1.  Engage in conversations, provide information, express feelings and emotions, and exchange opinions in the foreign language by:

     (a) Responding effectively to factual and interpretive questions.

     (b) Using increasingly complex verb tenses and forms.

     (c) Interacting in increasingly complex situations.

     (d) Analyzing and discussing competently personal reactions to selected materials.

     (e) Using familiar idiomatic and nonverbal expressions and appropriate vocabulary.

     (f) Applying effectively strategies for questions, paraphrasing, circumlocution and self-correction.

     (g) Demonstrating adequately patterns of pronunciation and intonation.

     (h) Expressing appropriately opinions and emotions.

     (i) Determining meaning by using contextual cues.

     (j) Demonstrating creativity in the production of language.

     2.  Understand and interpret written and spoken material in the foreign language on a variety of topics by:

     (a) Advancing from a literal and interpretive comprehension of the foreign language to a more critical appreciation of reading and listening skills.

     (b) Comprehending increasingly complex vocabulary.

     (c) Understanding and paraphrasing increasingly complex spoken and written material.

     (d) Obtaining and analyzing information from original materials by using background knowledge and contextual cues.

     3.  Present information, concepts and ideas in the foreign language to an audience by:

     (a) Composing and presenting an original report on a topic of interest.

     (b) Playing roles in various situations.

     (c) Giving presentations on current events and cultural topics using appropriate expressions and intonation.

     4.  Understand the relationship between the practices and perspectives of the culture studied by:

     (a) Analyzing the manner in which history influences the present.

     (b) Adjusting communication to the situation and audience.

     (c) Identifying important persons in entertainment and the arts in the culture and recognizing their achievements and contributions.

     5.  Understand the relationship between the products and perspectives of the culture studied by:

     (a) Analyzing the important contributions of the culture.

     (b) Correlating major historical events, literary works and other art forms to cultural practices.

     6.  Understand other disciplines through the foreign language by:

     (a) Presenting increasingly complex oral and written reports in the foreign language concerning topics studied in other courses.

     (b) Discussing brief articles, news broadcasts, commercial advertisements and videos in the foreign language concerning topics studied in other courses.

     7.  Acquire information and recognize the distinctive viewpoints that are only available through materials in the foreign language by:

     (a) Describing the cultural differences and their distinctive viewpoints.

     (b) Preparing reports using sources in the foreign language.

     8.  Understand the nature of language through comparisons of the foreign language with the pupil’s language by:

     (a) Using complex idiomatic expressions and language structures.

     (b) Identifying dialects from different regions, cultures and contexts.

     9.  Understand cultural similarities and differences by analyzing the perspectives of the culture studied as they are reflected in art and literature.

     10.  Use the language in and outside of school by:

     (a) Interacting with members of the pupil’s community on various topics using the foreign language.

     (b) Participating in a program to make the transition from school to work which requires proficiency in the foreign language and knowledge of the culture studied.

     11.  Develop an interest in continuing the study of the foreign language for personal enjoyment and enrichment by preparing a project using various media concerning traveling and studying in a country where the foreign language is spoken.

     (Added to NAC by Bd. of Education, eff. 5-4-87; A 9-15-89; R065-97, 12-10-97; R164-99, 2-16-2000)

      NAC 389.571  American Sign Language: First year. (NRS 385.080, 385.110, 389.0185)  A course of study in American Sign Language must include instruction designed to teach a pupil by completion of the first year:

     1.  Receptive skills, including, without limitation:

     (a) The ability to comprehend simple statements and questions in standard dialect even if the pupil requires repetition for comprehension;

     (b) A general and detailed understanding of expressions that are short and discrete; and

     (c) The ability to comprehend the main idea of simple, extended messages and conversations.

     2.  Expressive skills, including, without limitation, the ability to express basic personal needs and to compose statements, questions and short messages, even if the pupil commits errors in grammar and in the production of signs, in a manner that is comprehensible to a person who is fluent in American Sign Language and who is experienced in communicating in American Sign Language with persons who are not fluent in American Sign Language.

     3.  Interactive skills, including, without limitation, the ability to initiate and engage in conversation with a person who is fluent in American Sign Language and who is experienced in communicating in American Sign Language with persons who are not fluent in American Sign Language, using simple statements and vocabulary and grammar appropriate to the situation. The pupil may have to repeat or rephrase his or her statements or questions so that the statements or questions are understood by persons who are fluent in American Sign Language and who are experienced in communicating with persons who are not fluent in American Sign Language.

     4.  Cultural skills, including, without limitation:

     (a) Knowledge of the existence of different cultures and a basic understanding of the culture of the community of persons who are deaf;

     (b) Knowledge of current events involving persons who are deaf and of persons who are deaf who are prominent in American society;

     (c) The ability to function in authentic, commonplace situations in the community of persons who are deaf even if the pupil makes errors that impede communication; and

     (d) Familiarity with the location of and directional signs within the geographical area of the school in which the class is taught.

     (Added to NAC by Bd. of Education by R036-99, eff. 11-3-99)

      NAC 389.5712  American Sign Language: Second year. (NRS 385.080, 385.110, 389.0185)  A course of study in American Sign Language must include instruction designed to teach a pupil by completion of the second year:

     1.  Receptive skills, including, without limitation:

     (a) The ability to comprehend short conversations in standard dialects based on region, age and educational differences even if the pupil requires repetition or rephrasing for comprehension;

     (b) The ability to comprehend common grammatical features and use word order patterns in simple sentences;

     (c) A basic understanding of longer conversations and messages in familiar communicative situations; and

     (d) The ability to sustain comprehension through contextual inferences in short communications with persons who are fluent in American Sign Language and who are aware of the pupil’s lack of fluency.

     2.  Expressive skills, including, without limitation:

     (a) The ability to use an intermediate vocabulary and commonly encountered structures of signs;

     (b) The ability to express comprehensively ideas relating to the past, present and future even if the pupil makes errors in expressing complex thoughts;

     (c) Basic development of sequential relationships; and

     (d) The ability to sign in a manner that is comprehensible to a person who is fluent in American Sign Language and who is experienced in communicating in American Sign Language with persons who are not fluent in American Sign Language.

     3.  Interactive skills, including, without limitation:

     (a) The ability to initiate and sustain conversation even if the pupil exhibits frequent hesitation and requires paraphrasing for comprehension;

     (b) The ability to use more common grammatical features, even if the pupil commits errors in the formation and selection of the features;

     (c) The ability to use word order accurately in conversations and in more complex patterns;

     (d) The ability to sustain coherent structures of signs in short communication;

     (e) The ability to engage in extended communication that is cohesive; and

     (f) The ability to sign comprehensively even if the pupil has difficulty producing certain features in certain positions or combinations and may need to repeat or rephrase his or her statements or questions so that the statements or questions are understood by persons who are fluent in American Sign Language.

     4.  Cultural skills, including, without limitation:

     (a) Increased knowledge of different cultures and of the culture of the community of persons who are deaf even if the pupil demonstrates misunderstanding in the application of this knowledge;

     (b) An understanding that cultures, including, without limitation, the culture of the community of persons who are deaf, are a system of values that evolve over time;

     (c) The ability to show the manner in which certain values are associated with certain patterns of behavior in the culture of the pupil as well as in the culture of the community of persons who are deaf;

     (d) The ability to distinguish culturally authentic patterns of behavior from idiosyncratic behaviors;

     (e) Increased knowledge of current events involving persons who are deaf and of persons who are deaf who are prominent in American society; and

     (f) Increased familiarity with signs for geography within the geographical area of the school in which the class is taught.

     (Added to NAC by Bd. of Education by R036-99, eff. 11-3-99)

      NAC 389.5714  American Sign Language: Third year. (NRS 385.080, 385.110, 389.0185)  A course of study in American Sign Language must include instruction designed to teach a pupil by completion of the third year:

     1.  Receptive skills, including, without limitation:

     (a) The ability to comprehend conversations of intermediate length in standard dialects based on region, age and educational differences;

     (b) An increased vocabulary;

     (c) The ability to use common grammatical features and word order patterns in sentences of intermediate length;

     (d) An advanced understanding of longer conversations and messages within familiar communicative situations; and

     (e) The ability to sustain comprehension through contextual inferences in short communications with persons who are fluent in American Sign Language.

     2.  Expressive skills, including, without limitation:

     (a) Use of an advanced vocabulary and commonly encountered structures of signs;

     (b) Advanced proficiency in expressing comprehensively ideas relating to the past, present and future;

     (c) Improved ability to express more complex thoughts;

     (d) Continued development of sequential relationships; and

     (e) The ability to sign comprehensively with little difficulty and in a manner which is comprehensible to persons fluent in American Sign Language with less repetition.

     3.  Interactive skills, including, without limitation:

     (a) Continued development in initiating and sustaining conversation;

     (b) Use of an expanded vocabulary, paraphrasing and more common grammatical features;

     (c) Use of word order in conversation accurately and in more complex patterns;

     (d) The ability to sustain coherent structures of signs in intermediate communications; and

     (e) The ability to demonstrate extended communication which is cohesive.

     4.  Cultural skills, including, without limitation:

     (a) Increased knowledge of different cultures and of the culture of the community of persons who are deaf and an advanced ability in applying such knowledge;

     (b) A more extensive understanding of cultures as systems of values that evolve over time;

     (c) The ability to demonstrate the manner in which certain values are associated with certain behavior patterns in the culture of the pupil as well as the culture of the community of persons who are deaf;

     (d) The ability to distinguish culturally authentic patterns of behavior from idiosyncratic behaviors;

     (e) Knowledge of current events involving persons who are deaf and of persons who are deaf who are prominent in American society;

     (f) Knowledge of historical events involving persons who are deaf;

     (g) Increased familiarity with directional signs within the geographical area in which the class is given; and

     (h) Familiarity with systems of signs derived from American Sign Language.

     (Added to NAC by Bd. of Education by R036-99, eff. 11-3-99)

      NAC 389.5716  American Sign Language: Fourth year. (NRS 385.080, 385.110, 389.0185)  A course of study in American Sign Language must include instruction designed to teach a pupil by completion of the fourth year:

     1.  Receptive skills, including, without limitation:

     (a) The ability to comprehend a wide variety of registers with little or no repetition or paraphrasing necessary for comprehension;

     (b) The ability to comprehend most points of discussion or presentations on familiar topics; and

     (c) Continued development and mastery of advanced signed communication.

     2.  Expressive skills, including, without limitation:

     (a) The ability to organize presentations on familiar topics;

     (b) The ability to organize complex ideas;

     (c) Use of an advanced vocabulary;

     (d) Advanced control of the morphology of the language and of most of the frequently used syntactic structures of signs; and

     (e) The ability to sign in a manner that is comprehensible to a person who is fluent in American Sign Language.

     3.  Interactive skills, including, without limitation:

     (a) The ability to communicate in most situations with confidence;

     (b) Continued development towards mastery of complicated or difficult material; and

     (c) Advanced control of more complex structures of signs.

     4.  Cultural skills, including, without limitation:

     (a) Knowledge of and the ability to function in the culture of the community of persons who are deaf;

     (b) An understanding of most behaviors particular to the community of persons who are deaf that are the product of the culture of the community of persons who are deaf;

     (c) An appreciation for the culture of the community of persons who are deaf;

     (d) The ability to function, communicate and generally avoid misunderstanding in authentic, everyday situations encountered in the community of persons who are deaf;

     (e) The ability to use the context to guess the meaning of unfamiliar behaviors that are particular to the culture of the community of persons who are deaf;

     (f) Demonstration of initiative and ease in using behaviors which are appropriate for use in the community of persons who are deaf and which are learned by observing authentic needs in the culture of the community of persons who are deaf;

     (g) Increased knowledge of current and historical events in the community of persons who are deaf and of persons who are deaf who are prominent in American society;

     (h) Increased familiarity with directional signs within the geographical area of the school in which the class is taught; and

     (i) Familiarity with systems of signs derived from American Sign Language.

     (Added to NAC by Bd. of Education by R036-99, eff. 11-3-99)

      NAC 389.605  Graphic communications and production. (NRS 385.080, 385.110)  A course of study in graphic communications and production must be designed so that pupils meet the following performance standards by the completion of the final course of instruction:

     1.  For the area of graphic communications and production industry:

     (a) Understand the importance of the history of that industry;

     (b) Understand the concept of the workflow process;

     (c) Understand the types of careers and the prospects for employment available in that industry;

     (d) Demonstrate an understanding of the principles of entrepreneurship;

     (e) Demonstrate proficiency in the standard mathematical concepts used in that industry; and

     (f) Effectively estimate all costs associated with a graphic communications and production project.

     2.  For the area of advertising and design:

     (a) Demonstrate knowledge of copyright and intellectual property laws related to the graphic communications and production industry;

     (b) Demonstrate knowledge of typography and its application;

     (c) Demonstrate various techniques for page layouts using a variety of graphic communications and production applications;

     (d) Identify and apply the elements and principles of design; and

     (e) Understand the importance of selecting a substrate as it relates to design.

     3.  For the area of creation of a digital file:

     (a) Demonstrate and use standard software applications of the graphic communications and production industry for design;

     (b) Compare and contrast a variety of file formats and their uses and applications;

     (c) Understand and use various techniques for capturing digital images;

     (d) Understand how to create a digital image;

     (e) Understand how to use portable document format files; and

     (f) Use the appropriate software to preflight files.

     4.  For the area of sending digital files to output devices:

     (a) Identify, select and operate the appropriate output device;

     (b) Describe and apply imposition techniques;

     (c) Perform basic maintenance on output devices; and

     (d) Demonstrate knowledge of digital production printing.

     5.  For the area of offset press operations:

     (a) Identify and perform offset press operations;

     (b) Explain the functions of a lithographic plate;

     (c) Identify and explain the basic systems of an offset press;

     (d) Perform proper make-ready procedures;

     (e) Differentiate between the uses of single-color and multi-color printing presses; and

     (f) Demonstrate the proper maintenance procedures for offset presses.

     6.  For the area of screen print technology:

     (a) Understand and demonstrate the processes of screen print technology and the production of screen prints;

     (b) Understand frames and the processes of screen preparation;

     (c) Select and apply the appropriate stencil system;

     (d) Print a substrate using proper screen printing techniques; and

     (e) Practice the proper procedures for cleanup and maintenance.

     7.  For the area of binding and finishing operations and equipment, understand the appropriate procedures for binding.

     8.  For the area of environmental health, safety and first-aid procedures:

     (a) Identify and follow appropriate environmental health, safety and first-aid procedures;

     (b) Demonstrate knowledge of the requirements and opportunities that are available for recycling and reusing in the community in which the pupil lives;

     (c) Understand the laws and regulations governing the graphic communications and production industry, including, without limitation, local laws and regulations, and any rules or regulations of the United States Environmental Protection Agency and the Occupational Safety and Health Administration of the United States Department of Labor;

     (d) Demonstrate knowledge of material safety data sheets;

     (e) Understand the emergency procedures of the classroom and the school in which the pupil is enrolled, including, without limitation, the applicable emergency plan; and

     (f) Demonstrate the proper use of personal protective equipment.

     (Added to NAC by Bd. of Education by R024-12, eff. 9-14-2012)

      NAC 389.644  Skills to obtain employment: Contents. (NRS 385.080, 385.110)  A course of study in skills to obtain employment must include instruction designed to teach the pupil to do the following:

     1.  Apply a knowledge of skills needed to search for, acquire and retain employment.

     2.  Demonstrate positive habit and attitudes concerning work.

     3.  Understand opportunities in and the responsibilities of employment.

     4.  Exhibit the ability to adapt to change.

     5.  Work cooperatively.

     6.  Exhibit confidence and self-discipline.

     7.  Develop skills used in making decisions and establishing priorities.

     8.  Develop skills for effective speaking, listening, writing and reading.

     9.  Seek and accept responsibility.

     10.  Understand the American economic system, including the principles of free enterprise and entrepreneurship, taxes and the management of money.

     11.  Apply the instruction received in school that relates to the area of study.

     (Added to NAC by Bd. of Education, eff. 5-4-87)

      NAC 389.646  Skills to obtain employment: Eligible pupils. (NRS 385.080, 385.110)  The following pupils may enroll in a course of study in skills needed to obtain employment:

     1.  A pupil whose score is in the lower three stanines of a standardized achievement test or an equivalent test.

     2.  A pupil who fails one or more sections of the Nevada proficiency examination.

     3.  A pupil who is a dropout or potential dropout from secondary school.

     4.  A pupil who:

     (a) Has a physical or mental disability which substantially limits the pupil’s activities;

     (b) Had such a disability in the past; or

     (c) Is perceived by his or her peers as having such an impairment.

     5.  A pupil who meets one of the criteria established in 29 U.S.C. §§ 701 to 796, inclusive.

     6.  A pupil whose family has an income at or below the level of poverty established by the Director of the Office of Management and Budget.

     7.  A pupil in grades 9 to 12, inclusive, who qualifies for free lunch or lunch at reduced cost.

     8.  A pupil who is eligible for public assistance.

     9.  A pupil in grades 9 to 12, inclusive, who has failed one or more courses equal to one Carnegie Unit.

     10.  A pupil who has been absent from school 9 or more days in any one semester.

     11.  A pupil who is under the age of 18, is a parent or expectant parent and has not earned a high school diploma.

     12.  A pupil who is under the age of 18, has not earned a high school diploma and is unable to attend a regular course of study in high school because of misconduct in school or the action of a court.

     13.  A pupil who attends a school where a course of study in the desired vocational experience is not offered or available to the pupil.

     (Added to NAC by Bd. of Education, eff. 5-4-87)

      NAC 389.648  Skills to obtain employment: Duties of teacher. (NRS 385.080, 385.110)  The teacher of a course of study in skills needed to obtain employment shall:

     1.  Design a plan of training for each pupil which designates the specific skills and levels of performance required of the pupil. The plan must be developed in cooperation with the employer, the pupil and, if necessary, other teachers.

     2.  Ensure that the pupil, his or her parent and the employer sign the plan.

     3.  Ensure that specific instruction prepares the pupil for obtaining a job.

     4.  Ensure that the employment teaches theory, how to make a decision, and cooperation.

     5.  Encourage training which is relevant to obtaining a job.

     6.  Strengthen the relationship between the school and the community.

     7.  Encourage participation by the community in the course of study.

     8.  Remind participants of their responsibilities and obligations.

     9.  Visit the place of employment of a pupil to evaluate the pupil, with the assistance of the employer.

     10.  Assist the employer with the development of each pupil’s agreement for training.

     11.  Encourage the development of effective skills of communication.

     12.  Seek suggestions from employers and pupils on ways to improve the course of study.

     (Added to NAC by Bd. of Education, eff. 5-4-87)

      NAC 389.650  Skills to obtain employment: Duties of participating employer. (NRS 385.080, 385.110)  An employer participating in a course of study in skills necessary to obtain employment shall:

     1.  Provide direct supervision of the pupil.

     2.  Encourage the pupil to develop skills which will lead to employability.

     3.  Provide an evaluation of a pupil’s performance, cooperation and self-discipline.

     4.  Encourage each pupil to accept responsibility and to develop initiative, cooperation and self-discipline.

     (Added to NAC by Bd. of Education, eff. 5-4-87)

      NAC 389.6533  Introduction to keyboarding. (NRS 385.080, 385.110)  A course of study in an introduction to keyboarding must include instruction designed to teach the pupil to:

     1.  Demonstrate the correct method of inserting paper, adjusting the paper guides and adjusting the margins.

     2.  Demonstrate the use of function keys to operate a printer.

     3.  Type a paragraph without mistakes.

     4.  Demonstrate the operation of a keyboard by touch without watching the keys.

     5.  Demonstrate keyboard operations using number keys.

     (Added to NAC by Bd. of Education, 1-26-90, eff. 9-1-92)

      NAC 389.6549  Great Basin Native American language. (NRS 385.080, 385.110)  A course of study in a Great Basin Native American language must include instruction designed to teach the pupil to do the following:

     1.  After 1 year of instruction:

     (a) Understand routine questions, statements, commands and conversation.

     (b) Recognize the differences in intonation between questions, statements and commands.

     (c) Produce words and phrases used frequently in daily life.

     (d) Identify in oral speech highly contextualized cognates.

     (e) Understand and compose simple oral material.

     (f) Be familiar with the location and geography of the Native Americans whose language is being studied.

     (g) Be familiar with how the Native Americans whose language is being studied are related to other Native Americans in the Great Basin region.

     (h) Be familiar with important cultural features, prominent persons, current events and activities of the Native Americans whose language is being studied.

     (i) Be familiar with some of the major contributions to the culture of this State and the United States made by the Native Americans whose language is being studied.

     2.  After 2 years of instruction:

     (a) Understand simple conversation.

     (b) Understand the language of simple social conventions.

     (c) Distinguish the unique sounds of the language in familiar context.

     (d) Participate in familiar situations, including, without limitation, asking and answering questions, giving and following simple directions, engaging in conversation at a dinner table, and introducing oneself.

     (e) Understand a written passage sufficiently to use alternative language to communicate the content of the passage.

     (f) Retell familiar material.

     (g) Understand main ideas and facts from a simple oral text, including, without limitation, a story.

     (h) Follow oral directions.

     (i) Infer meaning from the context of the material studied and cognates.

     (j) Compose, with guidance from the instructor, short oral compositions, statements and dialogue.

     (k) Explore major aspects of the geography, daily life, celebrations, social customs, body language and proximity, perception of time and major historical events of the region where the language is spoken.

     (l) Continue to demonstrate an awareness of current events, communities and prominent persons of the region where the language is spoken.

     (Added to NAC by Bd. of Education by R066-97, eff. 12-10-97)

Requirements for Promotion to Next Higher Grade Level and Issuance of Diplomas

      NAC 389.655  Passage of proficiency examinations; exceptions for demonstration of proficiency by alternative method. (NRS 385.080, 389.015, 389.550, 389.805)

     1.  Except as otherwise provided in subsections 2 and 3, a pupil must not be given a standard high school diploma until the pupil has, after entering grade 11, passed:

     (a) The Nevada High School Proficiency Examination in Reading;

     (b) The Nevada High School Proficiency Examination in Mathematics;

     (c) The Nevada High School Proficiency Examination in Writing; and

     (d) The Nevada High School Proficiency Examination in Science.

     2.  A pupil who fails to pass the Nevada High School Proficiency Examination in Writing must receive a standard high school diploma if the pupil:

     (a) Satisfies the requirements of paragraph (b) of subsection 1 of NRS 389.805;

     (b) Satisfies the requirements of NAC 389.657; and

     (c) Has not previously failed to satisfy the requirements of NAC 389.657.

     3.  A pupil who fails to pass the Nevada High School Proficiency Examination in Science must receive a standard high school diploma if the pupil:

     (a) Satisfies the requirements of paragraph (b) of subsection 1 of NRS 389.805;

     (b) Satisfies the requirements of NAC 389.6575; and

     (c) Has not previously failed to satisfy the requirements of NAC 389.6575.

     (Added to NAC by Bd. of Education, eff. 3-9-88; A 9-15-89; 9-13-91; 1-26-94; R115-97, 12-10-97; R019-98, 4-17-98; R060-98, 6-26-98; R065-99, 11-3-99; R072-01, 11-7-2001; R155-07, 1-30-2008; R134-07, 6-17-2008; R020-09 & R037-09, 10-27-2009; R037-12, 9-14-2012)

      NAC 389.657  Alternative method to demonstrate proficiency in writing. (NRS 385.080, 389.805)

     1.  A pupil who is currently enrolled in the 12th grade and who satisfies the requirements of paragraph (b) of subsection 1 of NRS 389.805 may demonstrate proficiency in writing by submitting to the Department of Education three separate writing samples.

     2.  The writing samples submitted pursuant to subsection 1 must:

     (a) Demonstrate an understanding of the writing process and the application of writing skills, including, without limitation, organization, voice, conventions, development of ideas and style, as prescribed in the academic standards for English language arts in the area of writing.

     (b) Include:

          (1) One expository essay;

          (2) One persuasive essay; and

          (3) One other writing sample which demonstrates proficiency, including, without limitation:

               (I) A research paper;

               (II) A technical writing; or

               (III) A single selection from a senior project or a portfolio of the pupil’s work.

Ê At least one of the writing samples submitted pursuant to this subsection must be written in a monitored setting.

     3.  The Department of Education shall prescribe the dates by which the writing samples must be submitted to ensure that a pupil is granted the opportunity to satisfy the requirements of this section before graduation from high school. A pupil shall submit the writing samples and the certification required by subsection 4 to the appropriate testing department of the school district on or before the dates specified by the Department of Education. The testing department shall forward each packet to the Department of Education for scoring.

     4.  A teacher at the school in which the pupil is enrolled and the principal of that school shall certify that the writing samples submitted by the pupil are the pupil’s own work.

     5.  Submissions that do not meet the requirements of this section will be classified as “Insufficient” and will not be scored.

     6.  The Department of Education shall, in collaboration with licensed educational personnel, develop guidelines for evaluating writing samples submitted by pupils pursuant to this section. The guidelines must require a pupil to meet or exceed the academic standards for English language arts in the area of writing.

     (Added to NAC by Bd. of Education by R155-07, 1-30-2008; A by R037-09, 10-27-2009; R083-12, 11-1-2012)

      NAC 389.6575  Alternative method to demonstrate proficiency in science. (NRS 385.080, 389.805)

     1.  A pupil who is currently enrolled in the 12th grade and who satisfies the requirements of paragraph (b) of subsection 1 of NRS 389.805 may demonstrate proficiency in science by submitting to the Department of Education a portfolio of work prepared by the pupil.

     2.  The portfolio of work submitted pursuant to subsection 1 must:

     (a) Demonstrate proficiency in the academic standards for science, including, without limitation, proficiency in life science, earth science, physical science and environmental science.

     (b) Include:

          (1) One completed design for a scientific experiment;

          (2) One sample of work which requires the analysis and interpretation of a data set; and

          (3) One other sample of work which demonstrates the pupil’s knowledge of and ability to use and apply basic and integrated skills relating to the scientific process, including, without limitation:

               (I) A science project or laboratory report based on data generated by the pupil;

               (II) A completed project for a science fair, which is consolidated into a single document that accurately reflects the project; or

               (III) Any other sample of work which demonstrates the pupil’s knowledge, ability and skills relating to the scientific process.

     3.  The Department of Education shall prescribe the dates by which the portfolio of work must be submitted to ensure that a pupil is granted the opportunity to satisfy the requirements of this section before graduation from high school. A pupil shall submit the completed portfolio of work and the certification required by subsection 4 to the appropriate testing department of the school district on or before the dates specified by the Department of Education. The testing department shall forward each completed packet to the Department of Education for scoring.

     4.  A teacher or other licensed personnel at the school in which the pupil is enrolled and the principal of that school shall certify that the portfolio of work submitted by the pupil is the pupil’s own work.

     5.  Submissions that do not meet the requirements of this section will be classified as “Insufficient” and will not be scored.

     6.  The Department of Education shall, in collaboration with licensed educational personnel, develop guidelines for evaluating portfolios of work submitted by pupils pursuant to this section. The guidelines must require a pupil to meet or exceed the academic standards for science.

     (Added to NAC by Bd. of Education by R037-09, eff. 10-27-2009)

      NAC 389.658  Submission of results of proficiency examinations. (NRS 385.080, 389.017)

     1.  The board of trustees of each school district shall submit the results of the proficiency examinations to the Superintendent of Public Instruction by the time and in the form and manner he or she requires.

     2.  The Superintendent shall annually notify each board of trustees of the requirements for submitting the results.

     [Dep’t of Education, Proficiency Examination Reg. Nos. 1-3, eff. 2-15-80]—(NAC A by Bd. of Education by R115-97, 12-10-97)

      NAC 389.659  Units of credit or semesters required for promotion to next higher grade level; waiver of certain requirements. (NRS 385.080)

     1.  If a pupil enrolls in the 9th grade:

     (a) Except as otherwise provided in subsection 2, the pupil must:

          (1) Earn a minimum of 5 units of credit or complete 2 semesters of high school to be promoted to the 10th grade.

          (2) Earn a minimum of 11 units of credit or complete 4 semesters of high school to be promoted to the 11th grade.

          (3) Earn a minimum of 17 units of credit or complete 6 semesters of high school to be promoted to the 12th grade.

     (b) A school district shall evaluate the transcripts of the pupil if the pupil transferred to a high school within the school district from another high school located outside the school district, whether located inside or outside this State, to determine the grade level for which the pupil qualifies pursuant to paragraph (a).

     2.  The superintendent of a local school district may waive the requirement set forth in:

     (a) Subparagraph (1) of paragraph (a) of subsection 1 if:

          (1) The local school district is a school district in which the 9th grade is taught in a junior high or middle school; and

          (2) The superintendent determines that extenuating circumstances exist; and

     (b) Subparagraph (3) of paragraph (a) of subsection 1 if the superintendent determines that extenuating circumstances exist.

     (Added to NAC by Bd. of Education by R091-99, eff. 1-14-2000; A by R022-09, 10-27-2009; R037-12, 9-14-2012)

      NAC 389.660  Provision of remedial study for pupil in grade 11 or 12. (NRS 385.080, 389.015)

     1.  Each school district shall provide remedial study to each pupil in grade 11 or 12 who:

     (a) Fails any of the high school proficiency examinations two or more times; or

     (b) Is deemed deficient in credit for the pupil’s grade level in:

          (1) English, including reading, composition and writing;

          (2) Mathematics; or

          (3) Science.

     2.  A school district shall not charge such a pupil for any of the costs related to the remedial study, including, without limitation, costs relating to transporting the pupil to the remedial study, unless the deficiency in credit is a result of the pupil’s:

     (a) Absence from school, other than an absence from school that has been verified as excused for medical reasons; or

     (b) Habitual truancy.

     3.  The remedial study described in subsection 1 may be offered:

     (a) During the regular school day;

     (b) During summer school;

     (c) During intersession school; or

     (d) As part of a program that is offered before or after the regular school day.

     (Added to NAC by Bd. of Education, eff. 12-16-82; A by R115-97, 12-10-97; R091-99, 1-14-2000; R022-09, 10-27-2009)

      NAC 389.661  Enrollment in remedial study required for failure of proficiency examinations two or more times; waiver by school district. (NRS 385.080, 389.015)

     1.  Except as otherwise provided in subsection 2, a pupil who has failed any of the high school proficiency examinations two or more times must enroll in remedial study that is provided pursuant to NAC 389.660.

     2.  The superintendent of a local school district may waive the requirement set forth in subsection 1 if he or she determines that extenuating circumstances exist.

     (Added to NAC by Bd. of Education by R091-99, eff. 1-14-2000; A by R037-12, 9-14-2012)

      NAC 389.662  Proficiency examinations for pupil who transfers to Nevada high school. (NRS 385.080, 389.015)  A pupil who transfers to a Nevada high school from another school must pass the proficiency examination, administered pursuant to NRS 389.015, before he or she is graduated from the Nevada high school.

     (Added to NAC by Bd. of Education, eff. 12-16-82)—(Substituted in revision for NAC 389.100)

      NAC 389.663  Units of credit and grade point average required to receive advanced diploma. (NRS 385.080, 385.110, 389.018)

     1.  To receive an advanced diploma evidencing graduation from high school, a pupil must, in addition to having passed the high school proficiency examination required by NRS 389.015, have:

     (a) Earned a minimum of 18 units of credit for required courses and 6 units of credit for elective courses for a total of at least 24 units of credit; and

     (b) Maintained at least a 3.25 grade point average on a 4.0 grading scale, weighted or unweighted, for all units of credit applicable toward graduation.

     2.  The units for the required courses must be earned in accordance with the following table:

 

 

Minimum

Required Course

Number of Units

 

 

American government..............................................................................

                   1

American history.....................................................................................

                   1

Arts and humanities, or career and technical education.............................

                   1

Social studies..........................................................................................

                   1

English, including reading, composition and writing...................................

                   4

Health education.....................................................................................

                1/2

Mathematics...........................................................................................

                   4

Physical education...................................................................................

                   2

Use of computers....................................................................................

                1/2

Science................................................................................................. 3

                   3

 

                                                                                                          TOTAL:

                 18

 

     (Added to NAC by Bd. of Education by R091-99, eff. 1-14-2000; A by R025-01, 11-1-2001; R061-02, 9-6-2002; A by Bd. for Career & Tech. Educ. by R172-05, 2-23-2006; A by Bd. of Education by R059-07, 10-31-2007, eff. 10-15-2008)

      NAC 389.664  Units of credit required to receive standard diploma. (NRS 385.080, 385.110)

     1.  Except as otherwise provided in subsection 2, to receive a standard diploma evidencing graduation from high school, a pupil must, in addition to having passed the proficiency examination required by NRS 389.015, have earned a minimum of 15 units of credit for required courses and 7 1/2 units of credit for elective courses for a total of at least 22 1/2 units of credit. The units for the required courses must be earned in accordance with the following table:

 

 

Minimum

Required Course

Number of Units

 

 

American government.....................................................................................

                      1

American history.............................................................................................

                      1

Arts and humanities, or career and technical education.....................................

                      1

English, including reading, composition and writing...........................................

                      4

Health education.............................................................................................

                   1/2

Mathematics...................................................................................................

                      3

Physical education..........................................................................................

                      2

Use of computers...........................................................................................

                   1/2

Science..........................................................................................................

                      2

 

 

                                                                                                      TOTAL:

             15

 

     2.  If a pupil satisfactorily completes a course of study in the use of computers during the sixth, seventh or eighth grade, the pupil is not required to take the course of study in the use of computers and must only earn a minimum of 14 1/2 units of credit for required courses pursuant to subsection 1. The course of study in the use of computers must be for at least one semester or trimester, or the equivalent, and must not be taught as part of another course of study. This subsection authorizes, but does not require, a school district to offer a course in the use of computers as part of the curriculum of a middle school.

     (Added to NAC by Bd. of Education, eff. 12-16-82; A 5-4-87; R091-99, 1-14-2000; R037-99, 11-3-99, eff. 7-1-2000; R061-02, 9-6-2002; A by Bd. for Career & Tech. Educ. by R172-05, 2-23-2006; A by Bd. of Education by R037-12, 9-14-2012)

      NAC 389.666  Units applicable toward graduation. (NRS 385.080, 385.110, 389.155)  Units of credit which a pupil may apply toward graduation from high school may be earned:

     1.  In a public or private high school located in this State.

     2.  In a public or private high school located outside this State if the school district approves a transfer of the units for this purpose.

     3.  In an institution of higher learning whose academic programs are accredited by a national accrediting organization.

     4.  In the Nevada Youth Training Center or the Caliente Youth Center.

     5.  In a course of independent study conducted in accordance with NAC 389.710 to 389.750, inclusive.

     (Added to NAC by Bd. of Education, eff. 12-16-82; A by R051-98, 9-9-98)

      NAC 389.668  Credit which may be granted in fractional time units. (NRS 385.080)  A high school which provides instruction in fractional time units may grant credit proportionately to the requirements for basic units of credits, but the school may not record less than one-fourth of a unit.

     (Added to NAC by Bd. of Education, eff. 12-16-82)—(Substituted in revision for NAC 389.115)

      NAC 389.670  Credit granted for performance on examination in lieu of course attendance: Board of trustees required to prescribe application and eligible courses of study; effect of pupil’s withdrawal from school; authority of State Board to review examination and minimum score required. (NRS 385.080, 385.110, 389.171)

     1.  The board of trustees of each school district shall prescribe an application for pupils to apply for credit for a specific course of study without having attended the regularly scheduled classes in the course pursuant to NRS 389.171. The application must include, without limitation, the:

     (a) First and last name of the pupil;

     (b) Identifying information for the pupil, including, without limitation, the date of birth, individual identification number, ethnicity and gender of the pupil;

     (c) Grade level of the pupil;

     (d) Home telephone number of the pupil;

     (e) Name and identification number of the school in which the pupil is enrolled;

     (f) Signature of the school counselor at the school in which the pupil is enrolled; and

     (g) Name and number of the course of study for which the application is submitted.

     2.  The board of trustees of each school district shall prescribe the specific courses of study for which a pupil may be granted credit without having attended the regularly scheduled classes in the course pursuant to NRS 389.171, including, without limitation, Algebra I, Algebra II, geometry, trigonometry, computer literacy, English I, English II, English III, English IV, principles of science, life science, physical science, health, history of the United States, world history, government of the United States, sociology and foreign languages. The board of trustees of each school district shall make available to school counselors, pupils and parents of pupils a list of the courses of study prescribed pursuant to this subsection.

     3.  The board of trustees of each school district shall:

     (a) For the purposes of paragraph (a) of subsection 1 of NRS 389.171, establish a committee of teachers and administrators to select an appropriate examination for each course of study prescribed pursuant to subsection 2. The examination must be based on the standards of content and performance prescribed for that course and the curriculum for that course adopted by the school district.

     (b) For the purposes of paragraph (b) of subsection 1 of NRS 389.171, review and approve the examination developed by the principal and the pupil’s teacher who provides instruction in the course for which credit is being sought.

     (c) For the purposes of paragraph (c) of subsection 1 of NRS 389.171, review and approve the examination which the principal determines to be as rigorous or more rigorous than the examination selected pursuant to paragraph (a).

     (d) Prescribe a minimum score of not less than 70 which a pupil must achieve on an examination approved pursuant to paragraph (a), (b) or (c) of subsection 1 of NRS 389.171 to receive credit without having attended the regularly scheduled classes in the course. The minimum score must be established using objective criteria to ensure that a pupil demonstrates his or her proficiency to meet the objectives of the course.

     4.  If a pupil who is deficient in a particular area or areas of a course of study wishes to receive credit for the course of study pursuant to paragraph (b) of subsection 1 of NRS 389.171, the pupil must submit the application prescribed by the board of trustees of the school district pursuant to subsection 1:

     (a) Except as otherwise provided in paragraph (b), before the beginning of the school year immediately succeeding the school year in which the pupil was enrolled in the course.

     (b) Within 1 school year after the end of the course if the application includes evidence of the pupil’s completion during that year of not less than 20 hours of remedial study in the area or areas of the course in which the pupil is deficient.

     5.  A pupil who withdraws from a school during the school year and does not reenroll in the school from which he or she withdrew or who does not enroll in another school in this State before the end of the current semester or trimester, as applicable, is not eligible to receive credit for a course of study pursuant to NRS 389.171.

     6.  The State Board of Education may review:

     (a) Any examination for which a pupil may receive credit for a course of study without having attended the regularly scheduled classes in the course pursuant to NRS 389.171; and

     (b) The minimum score required on any such examination.

     (Added to NAC by Bd. of Education, eff. 12-16-82; A by R134-07, 6-17-2008; R024-09, 10-27-2009; R041-11, 12-30-2011)

      NAC 389.672  Academic credit for a course of study in career and technical education: Limitations and prerequisites. (NRS 385.080, 385.110, 388.360)

     1.  A board of trustees may allow a pupil to earn, towards the units necessary for graduation from high school, two units of the credit required in English, one unit required in mathematics, one unit required in science and one-half unit required in health if he or she is enrolled in a course of study in career and technical education approved pursuant to this section within one of the program areas set forth in subsection 1 of NAC 389.803 and that course includes, as part of its curriculum, the curriculum of the required course.

     2.  The superintendent of the school district shall appoint a committee composed of one person certified to teach in the course of study in career and technical education and one person certified to teach in the academic area in which the credit may be earned. The committee must verify to the board of trustees that the curriculum for the course of study in career and technical education includes the curriculum of the required course of study for which a pupil may earn credit.

     3.  After verification has been received by the board of trustees, the written curriculum and title of the course of study in career and technical education and a statement of the academic credit to be granted must be submitted to the State Board of Education for approval. Academic credit may be granted for the course of study in career and technical education or a combination of courses only after the State Board of Education has given its approval.

     4.  The Superintendent of Public Instruction may give approval for the granting of academic credit to a board of trustees requesting to use a curriculum for a course of study in career and technical education that has been approved by the State Board of Education for another school district if:

     (a) The procedures set forth in subsection 2 were followed by the requesting district; and

     (b) The board of trustees provides assurances that it will not deviate from the curriculum that has been approved by the State Board of Education.

     5.  A pupil who earns academic credit pursuant to this section must be notified that the approval for academic credit is designed to meet the requirements for graduation from high school and may not necessarily be accepted for academic credit by a specific postsecondary institution. A copy of the notification given to the pupil must accompany the other materials to be submitted to the State Board of Education for final approval.

     6.  A minimum number of credits must be earned in the respective academic areas, as follows:

     (a) At least two credits must be earned in the academic mathematics department;

     (b) At least one credit must be earned in the academic science department; and

     (c) At least two credits must be earned in the academic English department.

     (Added to NAC by Bd. of Education, eff. 5-4-87; A by Bd. for Occupational Education, 3-27-92; 11-17-95; A by Bd. of Education by R069-97, 12-10-97, eff. 9-1-99; R155-01, 12-17-2001; R195-01, 4-1-2002; R165-03, R166-03, R184-03 & R185-03, 1-22-2004; R236-03, 3-19-2004; A by Bd. for Career & Tech. Educ. by R172-05, 2-23-2006; A by Bd. of Education by R132-10, 12-16-2010; A by R087-12, 11-1-2012)

      NAC 389.673  Academic credit for courses of study in career and technical education: Periodic review and approval of each course. (NRS 385.080, 385.110, 388.360)

     1.  The superintendent of each school district which is authorized by the State Board of Education to grant academic credit for a course of study in career and technical education pursuant to NAC 389.672 shall, at least once every 3 years, appoint a committee to review that course of study. The committee must consist of one person who is certified to teach in the course of study in career and technical education and one person who is certified to teach in the academic area in which the credit may be earned.

     2.  After the committee has reviewed the course of study in career and technical education, it shall submit a written report of its review to the board of trustees of the school district. The report must include a statement signed by the members of the committee that the curriculum for the course of study in career and technical education includes the curriculum of the required course of study.

     3.  The board of trustees shall submit to the State Board of Education, for its approval, the written curriculum and title of the course of study in career and technical education and a statement of the academic credit it proposes to grant.

     4.  Academic credit may be granted for the course of study in career and technical education or combination of courses only after the State Board of Education has given its approval.

     (Added to NAC by Bd. of Education by R069-97, 12-10-97, eff. 9-1-99; A by R087-12, 11-1-2012)

      NAC 389.674  Credit for equivalent experience outside campus or program. (NRS 385.080, 385.110)

     1.  A school district may, under suitable criteria, allow credit toward graduation from high school for a pupil’s experiences outside the high school campus if those experiences are equivalent in kind and amount to the educational experiences being offered in the high school.

     2.  A school district may, under suitable criteria, allow credit toward completion of an adult high school program for a pupil’s experiences outside the adult high school program if those experiences are equivalent in kind and amount to the educational experiences being offered in the adult high school program.

     (Added to NAC by Bd. of Education, eff. 12-16-82; A by R134-07, 6-17-2008)

      NAC 389.676  Credit for sectarian religious courses not allowed. (NRS 385.080, 385.110)  Credit for sectarian religious courses may not be applied to fulfill requirements for graduation from high school.

     (Added to NAC by Bd. of Education, eff. 12-16-82)—(Substituted in revision for NAC 389.130)

      NAC 389.678  Summer school units applicable toward graduation. (NRS 385.080, 385.110, 389.160)

     1.  Summer school units of credit to be applied toward graduation from high school may consist only of units earned through a summer school conducted by a public or private high school or an accredited institution of higher learning.

     2.  Such units must be earned in courses which are equivalent to the courses offered in the programs of the high school.

     (Added to NAC by Bd. of Education, eff. 12-16-82)—(Substituted in revision for NAC 389.135)

      NAC 389.680  Credit for correspondence courses. (NRS 385.080, 385.110, 389.160)

     1.  A school district may, in accordance with policies developed by the board of trustees of the school district, grant a pupil credit toward graduation from high school or toward completion of an adult high school program for his or her successful completion of a correspondence course if:

     (a) The course is provided by a secondary educational institution which is approved by the State Board of Education; and

     (b) The course is equivalent to a course offered in a regular program in the school district or a course offered in an adult high school program in the school district, as applicable.

     2.  A school district shall, in accordance with policies developed by the board of trustees of the school district, grant a pupil credit toward graduation from high school or toward completion of an adult high school program, as applicable, for his or her successful completion of a correspondence course if:

     (a) The course is provided and credit was issued by a secondary educational institution which is accredited by:

          (1) The Middle States Association of Colleges and Schools;

          (2) The New England Association of Schools and Colleges;

          (3) The North Central Association of Colleges and Schools;

          (4) The Northwest Accreditation Commission;

          (5) The Southern Association of Colleges and Schools;

          (6) The Western Association of Schools and Colleges; or

          (7) The Commission on International and Trans-Regional Accreditation; and

     (b) The course is equivalent to a course offered in a regular program in the school district or a course offered in an adult high school program in the school district, as applicable.

     (Added to NAC by Bd. of Education, eff. 12-16-82; A by R088-05, 10-31-2005; R134-07, 6-17-2008)

      NAC 389.682  Requirements for graduation for pupils transferring to Nevada high school. (NRS 385.080, 385.110)

     1.  A pupil who transfers to a Nevada high school from another school, whether located inside or outside this State, shall abide by the requirements for graduation of the receiving school district unless the pupil is in the 12th grade and the requirements of that district would not allow him or her to graduate by the end of the 12th grade.

     2.  Each school district shall develop a policy and procedure to make an allowance for a pupil in the latter circumstances so that the pupil may graduate from:

     (a) The receiving school under its requirements or the minimum requirements of the State Board of Education; or

     (b) The pupil’s school of origin if that school is willing to issue the diploma.

     (Added to NAC by Bd. of Education, eff. 12-16-82)—(Substituted in revision for NAC 389.145)

      NAC 389.684  Schools prohibited from reducing or reevaluating credits transferred from another school. (NRS 385.080, 385.110)  A school shall not reduce or reevaluate a pupil’s credit which has been officially transferred from another public or private school or from the Nevada Youth Training Center or the Caliente Youth Center.

     (Added to NAC by Bd. of Education, eff. 12-16-82)

      NAC 389.686  Exemptions for certain high schools from requirements for graduation. (NRS 385.080, 385.110)  The Superintendent of Public Instruction may exempt from the requirements for graduation from high school students graduating from a high school with less than 100 students if the school is unable to obtain certified staff to meet the requirements. Before the beginning of the school year for which an exception is to be effective, the superintendent of a school district with such a high school with less than 100 students may apply to the Superintendent of Public Instruction for an exception from the graduation requirements enacted after July 1, 1988. This exception may be approved at the discretion of the Superintendent of Public Instruction for those high schools with less than 100 students that are unable to recruit certified staff to meet the requirements. The Superintendent of Public Instruction shall notify in writing the superintendent of the school district of the exceptions that have been granted or denied and furnish a report to the State Board of Education of each exception granted at the next regularly scheduled meeting after the exception is granted.

     (Added to NAC by Bd. of Education, eff. 5-4-87)

      NAC 389.688  Requirements for adult standard diploma. (NRS 385.080, 385.110)

     1.  A school district may award an adult standard diploma to a person who:

     (a) Withdrew from high school before the person’s graduation and was not eligible to graduate with his or her class, or participated in an alternative program for the education of pupils at risk of dropping out of school established by a school district pursuant to NRS 388.537;

     (b) Has passed the high school proficiency examination which is administered to pupils pursuant to NRS 389.015;

     (c) Has earned, in high school, in an adult high school program or in an alternative program for the education of pupils at risk of dropping out of school established by a school district pursuant to NRS 388.537, or waived, the units of credit required in subsection 2; and

     (d) Is 18 years of age or older at the time of the award or is 17 years of age but less than 18 years of age and participates in an alternative program for the education of pupils at risk of dropping out of school pursuant to NRS 388.537.

     2.  Except as otherwise provided in subsection 3, the units of credit which a person must have earned or waived to be qualified to receive an adult standard diploma are a total of 13 units for required courses and a total of 7 1/2 units for elective courses. The person must have earned or waived his or her units for the required courses in accordance with the following table:

 

 

Minimum

Required Course

Number of Units

 

 

American government....................................................................................

                 1

American history...........................................................................................

                 1

Arts and humanities, or career and technical education....................................

                 1

English..........................................................................................................

                 4

Health education............................................................................................

              1/2

Mathematics..................................................................................................

                 3

Science.........................................................................................................

                 2

Use of computers..........................................................................................

              1/2

 

 

                                                                                                              TOTAL:

               13

 

     3.  If a person demonstrates a competency in the use of computers, the person is not required to complete the course in the use of computers and must earn or waive a total of 12 1/2 units in required courses.

     (Added to NAC by Bd. of Education, 12-16-82, eff. 7-1-83; A 5-4-87; 3-9-88, eff. 7-1-92; R067-97, 12-10-97; R037-99, 11-3-99, eff. 7-1-2000; R029-01, 11-1-2001, eff. 7-1-2002; R061-02, 9-6-2002; A by Bd. for Career & Tech. Educ. by R172-05, 2-23-2006; A by Bd. of Education by R134-07, 6-17-2008)

      NAC 389.690  Credit received through adult high school program applicable toward adult standard diploma. (NRS 385.080, 385.110)

     1.  Units of credit earned by a person through an adult high school program may be applied toward meeting the requirements for an adult standard diploma only if the course in which the units were earned was:

     (a) Taught in a school district of this State; or

     (b) Equivalent to a regular course offered in the high school where the diploma will be issued, and the course is approved by the principal of the high school for that purpose.

     2.  As used in this section, “adult high school program” means instruction or training provided at or below the level of a secondary school for persons who:

     (a) Are at least 18 years of age and who have not completed high school.

     (b) Are 17 years of age but less than 18 years of age and participate in an alternative program for the education of pupils at risk of dropping out of school pursuant to NRS 388.537.

     (c) Are 16 years of age and authorized to attend an adult high school program pursuant to NAC 389.695.

     (Added to NAC by Bd. of Education, eff. 12-16-82; A by R067-97, 12-10-97; R029-01, 11-1-2001; R134-07, 6-17-2008)

      NAC 389.692  Other credits applicable toward adult standard diploma. (NRS 385.080, 385.110)  A school district may award a person units of credit toward meeting the requirements for an adult standard diploma if he or she successfully completes:

     1.  A course given by the United States Armed Forces Institute or a high school course offered through that institute by a cooperating college or university;

     2.  A subject examination given by the Armed Forces;

     3.  A course given by the United States Marine Corps Institute;

     4.  A course given by the United States Coast Guard Institute; or

     5.  A course of training conducted by a branch of the Armed Forces.

     (Added to NAC by Bd. of Education, eff. 12-16-82)—(Substituted in revision for NAC 389.170)

      NAC 389.694  Waiver of credits for adult standard diploma. (NRS 385.080, 385.448)

     1.  Except as otherwise provided in this section, a person who is 18 years of age or older and who seeks an adult standard diploma may waive units of credit for English, mathematics, science and social studies by taking tests of his or her general educational development in those subjects. A person who seeks an adult standard diploma and who is enrolled in an alternative program for the education of pupils at risk of dropping out of school established by a school district pursuant to NRS 388.537 may not waive any units of credit pursuant to this section.

     2.  The maximum number of credits which may be waived in the areas of English, mathematics and science must be based on the number of credits previously earned which meet the minimum requirements for course content outlined in NAC 389.450 to 389.511, inclusive, and the credits waived upon the completion of the General Educational Development Test.

     3.  Credits in elective courses may be waived only in the area of social studies. The maximum number of credits which may be waived in the area of social studies must be based on the General Educational Development Test.

     4.  The following table sets forth the scores which a person must achieve on the tests to waive credits in required and elective courses and the corresponding number of units which may be waived:

 

 

 

Maximum Number of Units

 

Designation of

For Score of

For Score of

Subject

Test

450 to 499.9

500 or higher

 

 

 

 

English

I and IV (average)

2

4

Mathematics

V

1

3

Science

III

1

2

Social Studies

II

1

2

 

     (Added to NAC by Bd. of Education, eff. 12-16-82; A 5-4-87; 3-9-88; R067-97, 12-10-97; R029-01, 11-1-2001; R194-01, 4-1-2002; R194-01, 4-1-2002, eff. 7-1-2002; R134-07, 6-17-2008)

      NAC 389.695  Attendance at adult high school program for test preparation. (NRS 385.080, 385.448)  The board of trustees of a school district may allow a person who is 16 years of age who has withdrawn from high school so that he or she may take the tests of general educational development to attend an adult high school program only for the purpose of test preparation.

     (Added to NAC by Bd. of Education by R029-01, eff. 11-1-2001; A by R134-07, 6-17-2008)

      NAC 389.696  Individualized program of education for pupil with disability. (NRS 385.080, 388.520)

     1.  The board of trustees of each school district shall have an individualized educational program prepared for each pupil with a disability who is enrolled in a public high school in the district. The program must include:

     (a) A statement of the pupil’s present levels of educational performance;

     (b) A statement of annual goals, including short-term instructional objectives;

     (c) A statement of the specific special education and related services to be provided to the pupil and the extent to which he or she will be able to participate in regular educational programs;

     (d) The projected dates for initiation of services and the anticipated duration of the services;

     (e) Appropriate objective criteria, procedures for evaluation and schedules for determining, at least on an annual basis, whether the short-term instructional objectives are being achieved;

     (f) A schedule of meetings with the pupil and his or her parents or a record of attempts to schedule such meetings if such meetings are appropriate for a review of the pupil’s progress; and

     (g) If appropriate, the special requirements or adjusted standards which the pupil must meet for graduation from high school.

     2.  A pupil with a disability, whether in a public or private high school, in the Nevada Youth Training Center or in the Caliente Youth Center, is entitled to graduate from high school with:

     (a) A standard diploma if the pupil fulfills all the requirements for a standard diploma except for any appropriate accommodations which are outlined in his or her individualized program of education.

     (b) An adjusted diploma if the pupil fulfills all the requirements which are outlined in his or her individualized program of education.

     (Added to NAC by Bd. of Education, eff. 12-16-82)—(Substituted in revision for NAC 389.180)

      NAC 389.698  Adjusted diploma for pupil with disability. (NRS 385.080, 388.520)  An adjusted diploma may be earned by any pupil with a disability who meets the standards prescribed by his or her individualized education plan.

     (Added to NAC by Bd. of Education, eff. 3-9-88)

      NAC 389.699  Requirements for certificate of attendance; subsequent issuance of diploma. (NRS 385.080, 385.110, 389.015)

     1.  A certificate of attendance must be issued to a pupil who is 17 years of age or older if the pupil has satisfied all the requirements for graduation from high school or completion of an adult high school program, including, without limitation, completion of the units of credit required for a diploma, except that the pupil has not passed one or more of the high school proficiency examinations or has not satisfied the alternative criteria prescribed by the State Board of Education pursuant to NRS 389.805, if applicable.

     2.  If a pupil who qualifies for a certificate of attendance subsequently passes, during the summer immediately after the completion of the pupil’s senior year of high school, each high school proficiency examination that the pupil previously failed to pass, the appropriate high school diploma must be issued to the pupil in accordance with the procedure established in his or her school district. If a pupil who qualifies for a certificate of attendance subsequently passes, through an adult high school program, each high school proficiency examination that the pupil previously failed to pass, an adult standard diploma must be issued to the pupil in accordance with the procedure established in his or her school district. A pupil who qualifies for a certificate of attendance is not eligible to satisfy the alternative criteria prescribed by the State Board of Education pursuant to NRS 389.805 after the completion of his or her senior year of high school.

     3.  A pupil who qualifies for a certificate of attendance must not be counted as a dropout.

     (Added to NAC by Bd. of Education by R086-99, 11-3-99, eff. 1-1-2000; A by R134-07, 6-17-2008)

Miscellaneous Provisions

      NAC 389.700  Transcript of high school record. (NRS 385.080)

     1.  In preparing a transcript of a pupil’s high school record of courses, credits and grades, the school district shall use:

     (a) The form of transcript prescribed by the Superintendent of Public Instruction; or

     (b) An alternative form approved by the Superintendent.

     2.  In lieu of issuing the original transcript of a pupil’s record, a school district may issue a photostatic copy if it is certified by the principal of the school to be a true, or official, copy of the original.

     3.  Each school district shall provide on all its permanent records and transcripts an explanation of the system of symbols which it uses for grading.

     (Added to NAC by Bd. of Education, eff. 12-16-82)—(Substituted in revision for NAC 389.185)

Program of Independent Study

      NAC 389.710  “Independent study” defined. (NRS 385.080, 389.155)  As used in NAC 389.710 to 389.750, inclusive, unless the context otherwise requires, “independent study” means the method by which a pupil may complete a required or elective course outside of the normal classroom setting that is consistent with the course of study prescribed by the State Board.

     (Added to NAC by Bd. of Education by R051-98, eff. 9-9-98; A by R134-07, 6-17-2008)

      NAC 389.720  Plan to operate program; approval or denial of plan; written policy; system of recordkeeping. (NRS 385.080, 389.155)

     1.  The board of trustees of a school district may submit to the Department of Education, in the form prescribed by the Department, a plan to operate a program of independent study. The program of independent study must contain the information prescribed in subsection 3 and must be offered as part of:

     (a) An adult high school program;

     (b) An alternative program for the education of pupils at risk of dropping out of school;

     (c) A program of distance education; or

     (d) Any other educational program offered by the school district.

     2.  The Superintendent of Public Instruction shall review each plan to operate a program of independent study submitted to the Department of Education and approve or deny the plan. If the plan is denied by the Superintendent, the school district may appeal the decision of the Superintendent to the State Board of Education. The State Board may approve or deny the plan for a program of independent study upon appeal.

     3.  The board of trustees of a school district which provides for independent study shall:

     (a) Develop a written policy for independent study, which must include, without limitation, the process by which a pupil may appeal a decision by the board of trustees which denies the pupil from enrolling in a course of independent study.

     (b) Establish a system of recordkeeping for each pupil enrolled in a course of independent study. For each course that a pupil participates in, the record must include, without limitation:

          (1) A copy of the written agreement required pursuant to NAC 389.750;

          (2) A record of all communication between the pupil and the teacher;

          (3) A record of the assignments that the pupil has completed; and

          (4) A copy of the record which indicates the final grade and the number of units of credit earned by the pupil.

     (Added to NAC by Bd. of Education by R051-98, eff. 9-9-98; A by R134-07, 6-17-2008)

      NAC 389.730  Courses allowed; courses outside school district. (NRS 385.080, 389.155)

     1.  A pupil who is enrolled in school or in an alternative program pursuant to NRS 388.537, an adult high school program approved pursuant to NAC 387.190 or a program of distance education established by a school district may complete any required or elective course by independent study if the board of trustees of the school district in which the pupil is enrolled provides for independent study in accordance with NAC 389.710 to 389.750, inclusive.

     2.  A course of independent study may be taken at a location outside of the school district in which the pupil is enrolled upon the written approval of the board of trustees of the school district in which the pupil is enrolled.

     (Added to NAC by Bd. of Education by R051-98, eff. 9-9-98; A by R218-99, 5-4-2000; R134-07, 6-17-2008)

      NAC 389.740  Licensing of instructors; supervision required for certain courses. (NRS 385.080, 389.155)

     1.  The instructor of record for a course of independent study must be a person who is licensed to teach in this State.

     2.  If the board of trustees of a school district that provides for independent study determines that an activity which is part of the course of independent study constitutes a risk to the health or safety of a pupil who is enrolled in the course, the course must be supervised by a person who has been approved by the board of trustees.

     (Added to NAC by Bd. of Education by R051-98, eff. 9-9-98)

      NAC 389.750  Written agreement with pupil. (NRS 385.080, 389.155)

     1.  A pupil shall enter into a written agreement with the teacher of the course of independent study or the board of trustees of the school district or its designee before the pupil may begin a course or program of independent study. A pupil may enter into a written agreement if the pupil participates in:

     (a) An adult high school program;

     (b) An alternative program;

     (c) A program of distance education; or

     (d) Any other educational program offered by the school district.

     2.  Such an agreement must include, without limitation:

     (a) The objectives of the course or program.

     (b) A timeline for the completion of the assigned course work.

     (c) A schedule of the communications between the pupil and the teacher that satisfies the requirements of subparagraph (2) of paragraph (a) of subsection 2 of NRS 389.155.

     (d) The method by which the teacher will assess the learning of the pupil.

     (e) If a pupil is under 18 years of age, the written approval of a parent or guardian of the pupil to participate in the course of independent study.

     (Added to NAC by Bd. of Education by R051-98, eff. 9-9-98; A by R218-99, 5-4-2000; R134-07, 6-17-2008)

Program of Career and Technical Education

      NAC 389.800  General requirements for program. (NRS 385.080, 385.110, 388.360)

     1.  Courses of study in career and technical education offered by the board of trustees of a school district in a program area for a program of career and technical education set forth in subsection 1 of NAC 389.803 must:

     (a) Be based upon state standards and a written curriculum that has been developed in collaboration with representatives of the occupation being studied to measure the competency of the pupil and which includes:

          (1) The current duties, tasks, skills and levels of performance necessary to perform the duties and tasks involved in being employed in the occupation being taught.

          (2) Instruction which reinforces academic skills of reading, writing, speaking, mathematics, science and using a computer.

          (3) Instruction designed to develop leadership, initiative, integrity, confidence, poise, reliability, cooperation, the ability to accept divergent points of view, self-discipline, the ability to adapt to change, make decisions, solve problems and set priorities, the ability to learn and participate in discussions, and a willingness to seek and accept responsibility.

     (b) Be designed to:

          (1) Allow the pupil to advance in the course of study at his or her own pace and allow the teacher to evaluate the progress of the pupil based on the requirements for obtaining employment or being promoted in the occupation being taught.

          (2) Include pupils with disabilities.

     (c) Provide the pupil with reasonable access to the equipment used in the occupation the pupil is studying.

     (d) Include instruction in employability skills for career readiness prescribed for the course of study in NAC 389.555 and measure the proficiency of the pupil in the standards prescribed for that course of study.

     (e) Require a pupil who completes the final course of instruction for a particular course of study in career and technical education to take an examination prescribed by the Department of Education which measures the proficiency of the pupil in the course of study, if such an examination is available.

     2.  The teacher of a course of study in career and technical education shall:

     (a) Possess a valid endorsement to his or her license for each occupation in which he or she teaches a course of study.

     (b) Use resources, materials and techniques which do not discriminate among pupils.

     (c) Evaluate the pupil’s achievement of the required goals in the course of study.

     3.  Each pupil enrolled in a course of study of an occupation:

     (a) Must be given the opportunity to participate in youth organizations that are:

          (1) Affiliated with state and national organizations;

          (2) Associated with the occupation the pupil is studying; and

          (3) An integral part of the instructional program.

     (b) Must be given a certificate upon completion of a course of study in career and technical education which states the level of performance the pupil has attained in specific skills identified by representatives of business or industry.

     (c) Upon completion of the course, should be qualified to enter a higher level of training without the necessity of repeating previously learned skills.

     4.  Written policies for the maintenance, replacement and disposal of equipment must be made available to the representatives of business or industry for review and comment.

     5.  The superintendent of each school district shall maintain a current and comprehensive inventory of all capital equipment, if any, maintained for each course offered in career and technical education. The superintendent shall establish a list of equipment that is comparable to that used in the occupations in which a course of study is offered. The superintendent shall not allow the use in career and technical education of equipment or facilities which do not meet the generally applicable safety requirements, including those adopted to ensure occupational safety and health for that occupation.

     6.  The teacher of a course of study in career and technical education shall cooperate with the guidance counselor of each school to assist pupils to enroll in an appropriate course of study. The guidance counselor shall assist the pupil to achieve:

     (a) An awareness of the opportunities for the development of the skills required in the various occupations.

     (b) An exploration of the pupil’s abilities with his or her occupational interest.

     (c) Opportunities for the development of the pupil’s skills.

     (d) Realities of the workforce and expectations of employers.

     (e) Opportunities for continued career and technical education and training.

     7.  The Department of Education shall cause surveys to be taken of each pupil who has completed a course of study in career and technical education to determine the effectiveness of the program.

     8.  Each school district shall adopt a written statement of philosophy for its program of career and technical education which includes stated goals that such instruction will:

     (a) Contribute to each pupil’s competency to enter the job market.

     (b) Enable the pupils to succeed in further training.

     (c) Enable the pupils to obtain employment.

     (d) Enable the pupils to advance in job responsibilities.

     (Added to NAC by Bd. for Occupational Education, 1-26-90, eff. 9-1-92; A by Bd. for Career & Tech. Educ. by R172-05, 2-23-2006; A by Bd. of Education by R001-12, 5-30-2012; R061-12, 9-14-2012; R087-12, 11-1-2012)

      NAC 389.803  Program areas. (NRS 385.080, 385.110, 388.360)

     1.  The board of trustees of a school district may offer any of the following program areas for a program of career and technical education in a public high school:

     (a) Agriculture and natural resources, which may include the following courses of study:

          (1) Agriculture business systems.

          (2) Agriculture leadership, communication and policy.

          (3) Agriculture mechanical engineering technology equipment fabrication systems.

          (4) Agriculture mechanical engineering technology power systems.

          (5) Agriculture mechanical engineering technology structural systems.

          (6) Animal science.

          (7) Environmental management.

          (8) Equine science.

          (9) Floriculture design and management.

          (10) Landscape design and management.

          (11) Natural resources and wildlife management.

          (12) Ornamental horticulture or greenhouse management.

          (13) Veterinary science.

     (b) Business and marketing education, which may include the following courses of study:

          (1) Accounting and finance.

          (2) Administrative services.

          (3) Business management.

          (4) Entrepreneurship.

          (5) Hospitality and tourism.

          (6) Marketing.

          (7) Sports and entertainment marketing.

     (c) Family and consumer sciences, which may include the following courses of study:

          (1) Baking and pastry.

          (2) Child development.

          (3) Costume design.

          (4) Culinary arts.

          (5) Early childhood education.

          (6) Family and consumer sciences.

          (7) Fashion merchandising.

          (8) Fashion, textiles and design.

          (9) Foods and nutrition.

          (10) Housing and interior design.

          (11) Human development.

          (12) Personal and family management.

     (d) Health science and public safety, which may include the following courses of study:

          (1) Biomedical science.

          (2) Biotechnology.

          (3) Criminal justice.

          (4) Dental assisting.

          (5) Emergency medical services.

          (6) Emergency telecommunications.

          (7) Forensics.

          (8) Fire science.

          (9) Health occupations.

          (10) Health sciences.

          (11) Health information management.

          (12) Law enforcement.

          (13) Medical assisting.

          (14) Nursing operations.

          (15) Pharmacology.

          (16) Respiratory therapy.

          (17) Sports medicine or exercise science.

     (e) Information and media technologies, which may include the following courses of study:

          (1) Animation.

          (2) Computer science.

          (3) Database design.

          (4) Digital game development.

          (5) Digital video and broadcast production.

          (6) Geographic information systems.

          (7) Graphic design.

          (8) Graphic communications and production.

          (9) Information technology for networking.

          (10) Information technology for service and support.

          (11) Photography.

          (12) Radio production.

          (13) Web design and development.

     (f) Skilled and technical sciences, which may include the following courses of study:

          (1) Aerospace engineering.

          (2) Aircraft equipment technology.

          (3) Architectural drafting and design.

          (4) Automotive technology.

          (5) Aviation technology.

          (6) Building maintenance.

          (7) Collision repair technology.

          (8) Construction management.

          (9) Construction technology.

          (10) Cosmetology.

          (11) Diesel equipment technology.

          (12) Electronics.

          (13) Engineering.

          (14) Furniture and cabinetmaking.

          (15) Heating, ventilation, air-conditioning and refrigeration.

          (16) Home technology integration.

          (17) Machine tool technology.

          (18) Mechanical drafting and design.

          (19) Mechanical technology.

          (20) Metalworking.

          (21) Power equipment technology.

          (22) Renewable energy technology.

          (23) Theater design technology.

          (24) Welding technology.

     2.  If the board of trustees of a school district offers a program area set forth in subsection 1, the courses of study which the board of trustees offers within that program area must comply with the standards of content and performance established by the State Board of Education for that course of study. A copy of the standards of content and performance for those courses of study are available on the website maintained by the Department of Education at the Internet address http://cteae.nv.gov/Career_and_Technical_Education/Standards/.

     (Added to NAC by Bd. of Education by R087-12, eff. 11-1-2012)

      NAC 389.805  Duties of Department of Education and school district. (NRS 385.080, 388.360)

     1.  The Department of Education shall develop and administer a career and technical education reporting system which provides information regarding the enrollment in, completion of and staffing of career and technical education courses. The Department of Education shall provide guidance and technical assistance to each school district concerning participation in the system.

     2.  Each school district shall participate in the system by:

     (a) Maintaining records of such information as the Department of Education requires; and

     (b) Providing the Department with the records maintained pursuant to paragraph (a) at a time and in a manner approved by the Department.

     (Added to NAC by Bd. of Education, eff. 10-8-93; A by Bd. for Career & Tech. Educ. by R172-05, 2-23-2006)

      NAC 389.810  Establishment and duties of joint technical skills committees and career and technical education councils. (NRS 388.360)

     1.  If a community college located within a local school district provides career and technical instruction for a specific job for which the local school district also provides an instructional program, the superintendent of that school district shall establish a joint technical skills committee for each such program of career and technical education to review and determine annually the tasks, duties and competency levels to be taught. The committee shall assist the school district and be available to assist the community college upon request.

     2.  The superintendent of each local school district which is located in a county:

     (a) Whose population is 35,000 or more; and

     (b) In which a campus of the community college is located,

Ê may establish a career and technical education council to assist the school district and be available to assist, upon request, the community college. To the extent possible, the superintendent shall draw the membership from among the members of an advisory technical skills committee formed pursuant to NRS 388.385. Educators may serve on the council in an advisory, nonvoting capacity only. The council shall render advice on questions of policy regarding the programs of career and technical education where employment demands are being met and shall make recommendations regarding the expansion, improvement and modernization of all of the programs. The council shall also recommend methods to establish a cooperative mechanism for local businesses and industries to share with the school district the instruction, facilities and equipment necessary for the programs and to participate in the resulting efforts needed to secure employment for the pupils who complete the programs.

     (Added to NAC by Bd. for Occupational Education, 1-26-90, eff. 9-1-92; A 3-30-92; A by Bd. for Career & Tech. Educ. by R172-05, 2-23-2006)

      NAC 389.815  Requirements for endorsement on diploma indicating successful completion of program. (NRS 385.080, 385.110, 388.360, 388.380)

     1.  To qualify for an endorsement on a high school diploma indicating that a pupil has successfully completed a course of study in a program area for a program of career and technical education set forth in subsection 1 of NAC 389.803, the pupil must:

     (a) Satisfactorily complete a sequence, or combination of sequences, of courses leading to a terminal course prescribed by the school district or charter school in which the pupil is enrolled for the course of study selected.

     (b) Satisfy the state academic requirements governing receipt of a standard high school diploma and the statutes and regulations governing the receipt of a standard high school diploma, including, without limitation, passage of the high school proficiency examination.

     2.  The sequence and terminal courses required pursuant to paragraph (a) of subsection 1 must be approved by the Department of Education. A sequence must be a minimum of two credits.

     3.  The endorsement must be printed on the front of the high school diploma in a format prescribed by the local school district.

     (Added to NAC by Bd. for Career & Tech. Educ. by R172-05, eff. 2-23-2006; A by Bd. of Education by R087-12, 11-1-2012)

COLLEGE READINESS

      NAC 389.830  “College readiness” defined. (NRS 385.080)  As used in NAC 389.830 to 389.845, inclusive, “college readiness” means the demonstrated proficiency of a pupil who graduates from high school in this State to participate and succeed in an academic program which results in the completion of a degree from a postsecondary educational institution.

     (Added to NAC by Bd. of Education by R041-10, eff. 6-30-2010)

      NAC 389.835  Standards for college readiness. (NRS 385.080)  A pupil enrolled in a 4-year course work program in a high school in this State completes the standards for college readiness if the pupil:

     1.  Successfully completes the courses required for an advanced diploma pursuant to NAC 389.663; and

     2.  Successfully completes at least 2 years of course work in one foreign language or demonstrates proficiency to speak at least two languages.

     (Added to NAC by Bd. of Education by R041-10, eff. 6-30-2010)

      NAC 389.840  Indications of college readiness. (NRS 385.080)  The successful completion by a pupil of the standards for college readiness set forth in NAC 389.835 is a strong indication:

     1.  That the pupil is ready to participate successfully as a freshman who is enrolled in a postsecondary educational institution as a full-time student.

     2.  That the pupil has:

     (a) Attained high academic achievement in the subject areas required for an advanced diploma pursuant to NAC 389.663;

     (b) Cognitive skills, including, without limitation, logical reasoning skills and linguistic expression skills, that are developed through achievement in the subject areas required for an advanced diploma pursuant to NAC 389.663;

     (c) Ancillary academic skills relating to study habits and self-direction;

     (d) An awareness of the expectations for behavior in an academic environment; and

     (e) Adequate test scores based upon the benchmark test scores established by the Board of Regents of the University of Nevada that should enable a pupil to avoid being placed in remedial classes as a postsecondary student.

     (Added to NAC by Bd. of Education by R041-10, eff. 6-30-2010)

      NAC 389.845  Scope of college readiness. (NRS 385.080)  The standards for college readiness set forth in NAC 389.835 must be construed as prescribing the minimum level of academic attainment for the purposes of college readiness and must not be construed as:

     1.  Recommending that a pupil enroll in the minimum courses of study to demonstrate college readiness as set forth in NAC 389.835; or

     2.  Prescribing the standards for admission to an institution within the Nevada System of Higher Education or any other postsecondary educational institution.

     (Added to NAC by Bd. of Education by R041-10, eff. 6-30-2010)

VETERANS

      NAC 389.850  Issuance of standard high school diploma to certain veterans who left high school to serve in Armed Forces. (NRS 385.080, 389.810)

     1.  To receive a standard high school diploma in accordance with the provisions of NRS 389.810, a veteran who satisfies the qualifications set forth in that section may submit to the Department of Veterans Services an application on a form prescribed for this purpose by the State Board of Education. If such a qualified veteran is deceased or mentally or physically unable, a family member or guardian of the veteran may submit an application on behalf of the veteran. Each such application must be accompanied by a copy of the certificate of honorable discharge issued to the veteran or a certified copy of the form DD214 issued to the veteran.

     2.  If a veteran submits an application pursuant to subsection 1 and the veteran:

     (a) Attended a secondary school in this State before leaving to serve in the Armed Forces of the United States, the application must list the name and location of the Nevada secondary school the veteran attended; or

     (b) Is a current resident of this State but did not attend a secondary school in this State, the application must be accompanied by an affidavit:

          (1) Affirming that the veteran attended a secondary school before leaving to serve in the Armed Forces of the United States; and

          (2) Listing the name and location of that secondary school.

     3.  If a family member or guardian of a veteran submits an application pursuant to subsection 1, the application must be accompanied by an affidavit affirming to the best of his or her knowledge that the veteran:

     (a) Attended a secondary school in this State before leaving to serve in the Armed Forces of the United States and listing the name and location of that Nevada secondary school; or

     (b) Was a resident of this State at the time of his or her death or incapacitation and left a secondary school to serve in the Armed Forces of the United States, including the name and location of that secondary school.

     4.  Upon determination that an application is complete and is accompanied by the material required by subsection 1 and subsection 2 or 3, as applicable, the Department of Veterans Services will forward the application to the appropriate school district on the veteran’s behalf.

     5.  Upon receipt of an application approved pursuant to subsection 4, a school district may issue a standard high school diploma to the veteran. Such a diploma may be presented to the veteran, or the family member or guardian of the veteran, as applicable:

     (a) During a graduation ceremony regularly conducted in that school district;

     (b) During a special ceremony conducted in that school district for veterans; or

     (c) By mailing the diploma to the veteran, or his or her family member or guardian, as applicable.

     (Added to NAC by Bd. of Education by R098-03, eff. 1-27-2004)