PA ·
2
Minimum 180 days of instruction, OR 900 hours per year at the elementary level / 990 hours per year at the secondary level.
PA requires an annual notarized affidavit to the local superintendent by August 1, instruction in statutorily enumerated subjects in English, 180 days or 900/990 hours of instruction, an annual portfolio reviewed by a qualified evaluator (licensed PA psychologist, PA-certified teacher, or experienced nonpublic-school teacher/administrator) who certifies that an appropriate education is occurring, and nationally-normed (or statewide) standardized achievement testing in reading/language arts and mathematics in grades 3, 5, and 8. No minimum test score is mandated; the test is one data point for the evaluator. High-school diplomas may be issued by the supervisor (PDE Form 6008) or by a state-approved diploma-granting organization.
Pennsylvania's home education program is governed by 24 P.S. Section 1327.1 (Act 169 of 1988). Prior to commencing a home education program, and annually thereafter by August 1, the supervisor (a parent/guardian with a high school diploma or equivalent) must file a notarized affidavit (or unsworn declaration) with the superintendent of the school district of residence. The affidavit must include: name of the supervisor; name and age of each child; address and phone of the program site; that the required subjects are offered in English including an outline of proposed educational objectives by subject area; evidence of immunization (or exemption); and assurance that the program will comply with the law's provisions.
The supervisor must maintain a portfolio of records and materials, including: a log (made contemporaneously with instruction) designating by title the reading materials used; samples of writings, worksheets, workbooks or creative materials used or developed by the student; and standardized achievement test results for grades 3, 5, and 8. The portfolio must be reviewed annually by a qualified evaluator who interviews the child and certifies in writing whether an appropriate education is occurring. The portfolio and evaluator certification must be available to the superintendent if requested.
- Elementary (K-6): English (spelling, reading, writing), arithmetic, science, geography, history of the United States and Pennsylvania, civics, safety education (including fire prevention), health and physiology, physical education, music, art
- Secondary (7-12): English (language, literature, speech, composition), science, geography, social studies (civics, world history, history of the United States and Pennsylvania), mathematics (general math, algebra, geometry), art, music, physical education, health, safety education (including fire prevention)
· Pennsylvania Core Standards for Mathematics (PA Core) · 156
| K | CC.2.1.K.A.1 | Know number names and write/recite the count sequence |
| K | CC.2.1.K.A.2 | Apply one-to-one correspondence to count the number of objects |
| K | CC.2.1.K.A.3 | Apply the concept of magnitude to compare numbers and quantities |
| K | CC.2.1.K.B.1 | Use place value to compose and decompose numbers within 19 |
| K | CC.2.2.K.A.1 | Extend putting together and taking apart to add and subtract within 10 |
| K | CC.2.3.K.A.1 | Identify and describe two- and three-dimensional shapes |
| K | CC.2.3.K.A.2 | Analyze, compare, create, and compose two- and three-dimensional shapes |
| K | CC.2.4.K.A.1 | Describe and compare attributes of length, area, weight, and capacity |
| K | CC.2.4.K.A.4 | Classify objects and count the number of objects in each category |
| 1 | CC.2.1.1.B.1 | Extend the counting sequence to read and write numerals to represent objects |
| 1 | CC.2.1.1.B.2 | Use place-value concepts to represent amounts of tens and ones |
| 1 | CC.2.1.1.B.3 | Use place-value concepts and properties of operations to add and subtract within 100 |
| 1 | CC.2.2.1.A.1 | Represent and solve problems involving addition and subtraction within 20 |
| 1 | CC.2.2.1.A.2 | Understand and apply properties of operations and the relationship between addition and subtraction |
| 1 | CC.2.3.1.A.1 | Compose and distinguish between 2D and 3D shapes based on their attributes |
| 1 | CC.2.3.1.A.2 | Use the understanding of fractions to partition shapes into halves and quarters |
| 1 | CC.2.4.1.A.1 | Order lengths and measure them by repeating length units (indirect measurement) |
| 1 | CC.2.4.1.A.2 | Tell and write time to the nearest half hour |
| 1 | CC.2.4.1.A.4 | Represent and interpret data using tables and charts |
| 2 | CC.2.1.2.B.1 | Use place-value concepts to compare amounts of hundreds, tens, and ones (three digits) |
| 2 | CC.2.1.2.B.2 | Use place-value concepts to read, write, and skip count to 1000 |
| 2 | CC.2.1.2.B.3 | Use place-value understanding and properties of operations to add and subtract within 1000 |
| 2 | CC.2.2.2.A.1 | Represent and solve problems involving addition and subtraction within 100 |
| 2 | CC.2.2.2.A.2 | Use mental strategies to add and subtract within 20 |
| 2 | CC.2.2.2.A.3 | Work with equal groups of objects to gain foundations for multiplication |
| 2 | CC.2.3.2.A.1 | Analyze and draw two- and three-dimensional shapes having specified attributes |
| 2 | CC.2.3.2.A.2 | Use the understanding of fractions to partition shapes into halves, quarters, and thirds |
| 2 | CC.2.4.2.A.1 | Measure and estimate lengths in standard units |
| 2 | CC.2.4.2.A.2 | Tell and write time to the nearest five minutes |
| 2 | CC.2.4.2.A.3 | Solve problems and make change using coins and paper currency with appropriate symbols |
| 2 | CC.2.4.2.A.4 | Represent and interpret data using line plots, picture graphs, and bar graphs |
| 2 | CC.2.4.2.A.6 | Extend the concepts of addition and subtraction to problems involving length |
| 3 | CC.2.1.3.B.1 | Apply place-value understanding and properties of operations to perform multi-digit arithmetic |
| 3 | CC.2.1.3.C.1 | Explore and develop an understanding of fractions as numbers |
| 3 | CC.2.2.3.A.1 | Represent and solve problems involving multiplication and division |
| 3 | CC.2.2.3.A.2 | Understand properties of multiplication and the relationship between multiplication and division |
| 3 | CC.2.2.3.A.3 | Demonstrate multiplication and division fluency |
| 3 | CC.2.2.3.A.4 | Solve problems involving the four operations, and identify and explain patterns in arithmetic |
| 3 | CC.2.3.3.A.1 | Identify, compare, and classify shapes and their attributes |
| 3 | CC.2.3.3.A.2 | Use the understanding of fractions to partition shapes into parts with equal areas |
| 3 | CC.2.4.3.A.1 | Solve problems involving measurement and estimation of temperature, liquid volume, mass, and length |
| 3 | CC.2.4.3.A.2 | Tell and write time to the nearest minute and solve problems by calculating time intervals |
| 3 | CC.2.4.3.A.3 | Solve problems and make change involving money using a combination of coins and bills |
| 3 | CC.2.4.3.A.4 | Represent and interpret data using tally charts, tables, pictographs, line plots, and bar graphs |
| 3 | CC.2.4.3.A.5 | Determine the area of a rectangle and apply the concept to multiplication and addition |
| 3 | CC.2.4.3.A.6 | Solve problems involving perimeter and distinguish between linear and area measures |
| 4 | CC.2.1.4.B.1 | Apply place-value concepts to show an understanding of multi-digit whole numbers |
| 4 | CC.2.1.4.B.2 | Use place-value understanding and properties of operations to perform multi-digit arithmetic |
| 4 | CC.2.1.4.C.1 | Extend the understanding of fractions to show equivalence and ordering |
| 4 | CC.2.1.4.C.2 | Build fractions from unit fractions by applying operations on whole numbers |
| 4 | CC.2.1.4.C.3 | Connect decimal notation to fractions, and compare decimal fractions |
| 4 | CC.2.2.4.A.1 | Represent and solve problems involving the four operations |
| 4 | CC.2.2.4.A.2 | Develop and apply number theory concepts to find factors and multiples |
| 4 | CC.2.2.4.A.4 | Generate and analyze patterns using one rule |
| 4 | CC.2.3.4.A.1 | Draw lines and angles and identify these in two-dimensional figures |
| 4 | CC.2.3.4.A.2 | Classify two-dimensional figures by properties of their lines and angles |
| 4 | CC.2.3.4.A.3 | Recognize symmetric shapes and draw lines of symmetry |
| 4 | CC.2.4.4.A.1 | Solve problems involving measurement and conversions from a larger unit to a smaller unit |
| 4 | CC.2.4.4.A.2 | Translate information from one type of data display to another |
| 4 | CC.2.4.4.A.4 | Represent and interpret data involving fractions using information provided in a line plot |
| 4 | CC.2.4.4.A.6 | Measure angles and use properties of adjacent angles to solve problems |
| 5 | CC.2.1.5.B.1 | Apply place-value concepts to show an understanding of operations and rounding as they pertain to whole numbers and decimals |
| 5 | CC.2.1.5.B.2 | Extend an understanding of operations with whole numbers to perform operations including decimals |
| 5 | CC.2.1.5.C.1 | Use the understanding of equivalency to add and subtract fractions |
| 5 | CC.2.1.5.C.2 | Apply and extend previous understandings of multiplication and division to multiply and divide fractions |
| 5 | CC.2.2.5.A.1 | Interpret and evaluate numerical expressions using order of operations |
| 5 | CC.2.2.5.A.4 | Analyze patterns and relationships using two rules |
| 5 | CC.2.3.5.A.1 | Graph points in the first quadrant on the coordinate plane to solve problems |
| 5 | CC.2.3.5.A.2 | Classify two-dimensional figures into categories based on an understanding of their properties |
| 5 | CC.2.4.5.A.1 | Solve problems using conversions within a given measurement system |
| 5 | CC.2.4.5.A.2 | Represent and interpret data using appropriate scale |
| 5 | CC.2.4.5.A.4 | Solve problems involving computation of fractions using information provided in a line plot |
| 5 | CC.2.4.5.A.5 | Apply concepts of volume to solve problems and relate volume to multiplication and addition |
| 6 | CC.2.1.6.D.1 | Understand ratio concepts and use ratio reasoning to solve problems |
| 6 | CC.2.1.6.E.1 | Apply and extend previous understandings of multiplication and division to divide fractions by fractions |
| 6 | CC.2.1.6.E.2 | Identify and choose appropriate processes to compute fluently with multi-digit numbers |
| 6 | CC.2.1.6.E.3 | Develop and/or apply number theory concepts to find common factors and multiples |
| 6 | CC.2.1.6.E.4 | Apply and extend previous understandings of numbers to the system of rational numbers |
| 6 | CC.2.2.6.B.1 | Apply and extend previous understandings of arithmetic to algebraic expressions |
| 6 | CC.2.2.6.B.2 | Understand the process of solving a one-variable equation or inequality and apply to real-world problems |
| 6 | CC.2.2.6.B.3 | Represent and analyze quantitative relationships between dependent and independent variables |
| 6 | CC.2.3.6.A.1 | Apply appropriate tools to solve real-world and mathematical problems involving area, surface area, and volume |
| 6 | CC.2.4.6.B.1 | Demonstrate an understanding of statistical variability by displaying, analyzing, and summarizing distributions |
| 7 | CC.2.1.7.D.1 | Analyze proportional relationships and use them to model and solve real-world and mathematical problems |
| 7 | CC.2.1.7.E.1 | Apply and extend previous understandings of operations with fractions to operations with rational numbers |
| 7 | CC.2.2.7.B.1 | Apply properties of operations to generate equivalent expressions |
| 7 | CC.2.2.7.B.3 | Model and solve real-world and mathematical problems by using and connecting numerical, algebraic, and/or graphical representations |
| 7 | CC.2.3.7.A.1 | Solve real-world and mathematical problems involving angle measure, area, surface area, circumference, and volume |
| 7 | CC.2.3.7.A.2 | Visualize and represent geometric figures and describe the relationships between them |
| 7 | CC.2.4.7.B.1 | Draw inferences about populations based on random sampling concepts |
| 7 | CC.2.4.7.B.2 | Draw informal comparative inferences about two populations |
| 7 | CC.2.4.7.B.3 | Investigate chance processes and develop, use, and evaluate probability models |
| 8 | CC.2.1.8.E.1 | Distinguish between rational and irrational numbers using their properties |
| 8 | CC.2.1.8.E.4 | Estimate irrational numbers by comparing them to rational numbers |
| 8 | CC.2.2.8.B.1 | Apply concepts of radicals and integer exponents to generate equivalent expressions |
| 8 | CC.2.2.8.B.2 | Understand the connections between proportional relationships, lines, and linear equations |
| 8 | CC.2.2.8.B.3 | Analyze and solve linear equations and pairs of simultaneous linear equations |
| 8 | CC.2.2.8.C.1 | Define, evaluate, and compare functions |
| 8 | CC.2.2.8.C.2 | Use concepts of functions to model relationships between quantities |
| 8 | CC.2.3.8.A.1 | Apply concepts of volume of cylinders, cones, and spheres to solve real-world and mathematical problems |
| 8 | CC.2.3.8.A.2 | Understand and apply congruence, similarity, and geometric transformations using various tools |
| 8 | CC.2.3.8.A.3 | Understand and apply the Pythagorean Theorem to solve problems |
| 8 | CC.2.4.8.B.1 | Analyze and interpret bivariate data displayed in multiple representations |
| 8 | CC.2.4.8.B.2 | Understand that patterns of association can be seen in bivariate data utilizing frequencies |
| High School | CC.2.1.HS.F.1 | Apply and extend the properties of exponents to solve problems with rational exponents |
| High School | CC.2.1.HS.F.2 | Apply properties of rational and irrational numbers to solve real-world or mathematical problems |
| High School | CC.2.1.HS.F.3 | Apply quantitative reasoning to choose and interpret units and scales in formulas, graphs, and data displays |
| High School | CC.2.1.HS.F.4 | Use units as a way to understand problems and to guide the solution of multi-step problems |
| High School | CC.2.1.HS.F.5 | Choose a level of accuracy appropriate to limitations on measurement when reporting quantities |
| High School | CC.2.1.HS.F.6 | Extend the knowledge of arithmetic operations and apply to complex numbers |
| High School | CC.2.1.HS.F.7 | Apply concepts of complex numbers in polynomial identities and quadratic equations |
| High School | CC.2.2.HS.C.1 | Use the concept and notation of functions to interpret and apply them in terms of their context |
| High School | CC.2.2.HS.C.2 | Graph and analyze functions and use their properties to make connections between the different representations |
| High School | CC.2.2.HS.C.3 | Write functions or sequences that model relationships between two quantities |
| High School | CC.2.2.HS.C.4 | Interpret the effects of transformations on functions and find the inverse of functions |
| High School | CC.2.2.HS.C.5 | Construct and compare linear, quadratic, and exponential models to solve problems |
| High School | CC.2.2.HS.C.6 | Interpret functions in terms of the situations they model |
| High School | CC.2.2.HS.C.7 | Apply radian measure of an angle and the unit circle to analyze trigonometric functions |
| High School | CC.2.2.HS.C.8 | Choose trigonometric functions to model periodic phenomena and describe the properties of the graphs |
| High School | CC.2.2.HS.C.9 | Prove the Pythagorean identity and use it to calculate trigonometric ratios |
| High School | CC.2.2.HS.D.1 | Interpret the structure of expressions to represent a quantity in terms of its context |
| High School | CC.2.2.HS.D.10 | Represent, solve, and interpret equations/inequalities and systems of equations/inequalities algebraically and graphically |
| High School | CC.2.2.HS.D.2 | Write expressions in equivalent forms to solve problems |
| High School | CC.2.2.HS.D.3 | Extend the knowledge of arithmetic operations and apply to polynomials |
| High School | CC.2.2.HS.D.4 | Understand the relationship between zeros and factors of polynomials to make generalizations |
| High School | CC.2.2.HS.D.5 | Use polynomial identities to solve problems |
| High School | CC.2.2.HS.D.6 | Extend the knowledge of rational functions to rewrite in equivalent forms |
| High School | CC.2.2.HS.D.7 | Create and graph equations or inequalities to describe numbers or relationships |
| High School | CC.2.2.HS.D.8 | Apply inverse operations to solve equations or formulas for a given variable |
| High School | CC.2.2.HS.D.9 | Use reasoning to solve equations and justify the solution method |
| PreK | CC.2.2.PreK.A.1 | Understand addition and subtraction fundamentals (putting together / taking apart) |
| High School | CC.2.3.HS.A.1 | Use geometric figures and their properties to represent transformations in the plane |
| High School | CC.2.3.HS.A.10 | Translate between the geometric description and the equation for a conic section |
| High School | CC.2.3.HS.A.11 | Apply coordinate geometry to prove simple geometric theorems algebraically |
| High School | CC.2.3.HS.A.12 | Explain volume formulas and use them to solve problems |
| High School | CC.2.3.HS.A.13 | Analyze relationships between two-dimensional and three-dimensional objects |
| High School | CC.2.3.HS.A.14 | Apply geometric concepts to model and solve real-world problems |
| High School | CC.2.3.HS.A.2 | Apply rigid transformations to determine and explain congruence |
| High School | CC.2.3.HS.A.3 | Verify and apply geometric theorems as they relate to geometric figures |
| High School | CC.2.3.HS.A.4 | Apply the concept of congruence to create geometric constructions |
| High School | CC.2.3.HS.A.5 | Create justifications based on transformations to establish similarity of plane figures |
| High School | CC.2.3.HS.A.6 | Verify and apply theorems involving similarity as they relate to plane figures |
| High School | CC.2.3.HS.A.7 | Apply trigonometric ratios to solve problems involving right triangles |
| High School | CC.2.3.HS.A.8 | Apply geometric theorems to verify properties of circles |
| High School | CC.2.3.HS.A.9 | Extend the concept of similarity to determine arc lengths and areas of sectors of circles |
| PreK | CC.2.3.PreK.A.1 | Identify and describe shapes |
| PreK | CC.2.3.PreK.A.2 | Analyze, compare, create, and compose shapes |
| High School | CC.2.4.HS.B.1 | Summarize, represent, and interpret data on a single count or measurement variable |
| High School | CC.2.4.HS.B.2 | Summarize, represent, and interpret data on two categorical and quantitative variables |
| High School | CC.2.4.HS.B.3 | Analyze linear models to make interpretations based on the data |
| High School | CC.2.4.HS.B.4 | Recognize and evaluate random processes underlying statistical experiments |
| High School | CC.2.4.HS.B.5 | Make inferences and justify conclusions based on sample surveys, experiments, and observational studies |
| High School | CC.2.4.HS.B.6 | Use the concepts of independence and conditional probability to interpret data |
| High School | CC.2.4.HS.B.7 | Apply the rules of probability to compute probabilities of compound events in a uniform probability model |
| PreK | CC.2.4.PreK.A.1 | Describe and compare measurable attributes of length and weight |
| PreK | CC.2.4.PreK.A.4 | Classify objects and count the number of objects in categories |
· Pennsylvania Core Standards for English Language Arts (PA Core) · 92
| K | CC.1.1.K.B | Demonstrate understanding of the organization and basic features of print. |
| K | CC.1.1.K.C | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| K | CC.1.1.K.D | Know and apply grade-level phonics and word analysis skills in decoding words. |
| K | CC.1.1.K.E | Read emergent-reader text with purpose and understanding. |
| K | CC.1.2.K.A | With prompting and support, identify the main idea and retell key details of text. |
| K | CC.1.2.K.J | Use words and phrases acquired through conversations, reading, and being read to. |
| K | CC.1.3.K.A | With prompting and support, retell familiar stories including key details. |
| K | CC.1.4.K.A | Use a combination of drawing, dictating, and writing to compose informative/explanatory texts. |
| K | CC.1.5.K.D | Speak audibly and express thoughts, feelings, and ideas clearly. |
| 1 | CC.1.1.1.B | Demonstrate understanding of the organization and basic features of print. |
| 1 | CC.1.1.1.D | Know and apply grade-level phonics and word analysis skills in decoding words. |
| 1 | CC.1.1.1.E | Read with accuracy and fluency to support comprehension. |
| 1 | CC.1.2.1.A | Identify the main idea and retell key details of text. |
| 1 | CC.1.3.1.E | Explain major differences between books that tell stories and books that give information. |
| 1 | CC.1.4.1.M | Write narratives to develop real or imagined experiences or events. |
| 1 | CC.1.5.1.A | Participate in collaborative conversations about grade-level topics and texts. |
| 2 | CC.1.1.2.D | Know and apply grade-level phonics and word analysis skills in decoding words. |
| 2 | CC.1.1.2.E | Read with accuracy and fluency to support comprehension. |
| 2 | CC.1.2.2.A | Identify the main idea of a multiparagraph text as well as the focus of specific paragraphs. |
| 2 | CC.1.2.2.H | Describe how reasons support specific points the author makes in a text. |
| 2 | CC.1.3.2.A | Recount stories and determine their central message, lesson, or moral. |
| 2 | CC.1.4.2.B | Identify and introduce the topic; develop the topic with facts and definitions. |
| 2 | CC.1.5.2.D | Tell a story or recount an experience with appropriate facts and relevant descriptive details. |
| 3 | CC.1.1.3.D | Know and apply grade-level phonics and word analysis skills in decoding words. |
| 3 | CC.1.2.3.A | Determine the main idea of a text; recount the key details and explain how they support the main idea. |
| 3 | CC.1.2.3.E | Use text features and search tools to locate information relevant to a given topic efficiently. |
| 3 | CC.1.2.3.J | Acquire and use grade-appropriate conversational, general academic, and domain-specific words and phrases. |
| 3 | CC.1.3.3.A | Determine the central message, lesson, or moral and explain how it is conveyed through key details. |
| 3 | CC.1.3.3.C | Describe characters in a story and explain how their actions contribute to the sequence of events. |
| 3 | CC.1.4.3.A | Write opinion pieces on familiar topics or texts. |
| 3 | CC.1.4.3.F | Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. |
| 3 | CC.1.5.3.A | Engage effectively in a range of collaborative discussions on grade-level topics and texts. |
| 4 | CC.1.1.4.D | Know and apply grade-level phonics and word analysis skills in decoding words. |
| 4 | CC.1.2.4.A | Determine the main idea of a text and explain how it is supported by key details; summarize the text. |
| 4 | CC.1.2.4.H | Explain how an author uses reasons and evidence to support particular points in a text. |
| 4 | CC.1.3.4.E | Explain major differences between poems, drama, and prose and refer to their structural elements. |
| 4 | CC.1.4.4.B | Develop the topic with facts, definitions, concrete details, quotations, or other information and examples. |
| 4 | CC.1.4.4.X | Write routinely over extended and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. |
| 4 | CC.1.5.4.D | Report on a topic or text; tell a story or recount an experience in an organized manner. |
| 5 | CC.1.1.5.D | Know and apply grade-level phonics and word analysis skills in decoding words. |
| 5 | CC.1.1.5.E | Read with accuracy and fluency to support comprehension. |
| 5 | CC.1.2.5.A | Determine two or more main ideas in a text and explain how they are supported by key details; summarize the text. |
| 5 | CC.1.2.5.E | Compare and contrast the overall structure in two or more texts using terms such as sequence, comparison, cause/effect, and problem/solution. |
| 5 | CC.1.3.5.A | Determine a theme of a text from details; summarize the text. |
| 5 | CC.1.4.5.A | Write opinion pieces on topics or texts. |
| 5 | CC.1.4.5.V | Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. |
| 5 | CC.1.5.5.A | Engage effectively in a range of collaborative discussions on grade-level topics and texts. |
| 6 | CC.1.2.6.A | Determine the central idea of a text and how it is conveyed through particular details; provide a summary free of personal opinions or judgments. |
| 6 | CC.1.2.6.E | Analyze the author's structure through the use of paragraphs, chapters, or sections. |
| 6 | CC.1.3.6.A | Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary. |
| 6 | CC.1.3.6.E | Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text. |
| 6 | CC.1.4.6.B | Identify and introduce the topic for the intended audience. |
| 6 | CC.1.4.6.S | Draw evidence from literary or informational texts to support analysis, reflection, and research. |
| 6 | CC.1.5.6.A | Engage effectively in a range of collaborative discussions on grade-level topics, texts, and issues. |
| 7 | CC.1.2.7.A | Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary. |
| 7 | CC.1.2.7.H | Evaluate an author's argument, reasoning, and specific claims for the soundness of the arguments and the relevance of the evidence. |
| 7 | CC.1.3.7.D | Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. |
| 7 | CC.1.4.7.G | Write arguments to support claims. |
| 7 | CC.1.5.7.D | Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples. |
| 8 | CC.1.2.8.A | Determine a central idea of a text and analyze its development over the course of the text; provide an objective summary. |
| 8 | CC.1.2.8.E | Analyze the structure of paragraphs in a text including the role of particular sentences in developing and refining a key concept. |
| 8 | CC.1.3.8.A | Determine a theme or central idea of a text and analyze its development; provide an objective summary. |
| 8 | CC.1.3.8.H | Analyze where a modern work of fiction draws on themes, patterns of events, or character types from traditional stories. |
| 8 | CC.1.4.8.A | Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly. |
| 8 | CC.1.4.8.V | Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions. |
| 8 | CC.1.5.8.A | Engage effectively in a range of collaborative discussions on grade-level topics, texts, and issues. |
| 9-10 | CC.1.2.9-10.A | Determine a central idea of a text and analyze its development, including how it emerges and is shaped and refined by specific details; provide an objective summary. |
| 9-10 | CC.1.2.9-10.E | Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. |
| 9-10 | CC.1.2.9-10.H | Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient. |
| 9-10 | CC.1.3.9-10.A | Determine a theme or central idea of a text and analyze in detail its development; provide an objective summary. |
| 9-10 | CC.1.3.9-10.D | Determine the point of view of the text and analyze the impact the point of view has on the meaning of the text. |
| 9-10 | CC.1.4.9-10.A | Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately. |
| 9-10 | CC.1.4.9-10.G | Write arguments to support claims in an analysis of substantive topics. |
| 9-10 | CC.1.4.9-10.V | Conduct short as well as more sustained research projects to answer a question or solve a problem, narrowing or broadening the inquiry when appropriate. |
| 9-10 | CC.1.5.9-10.A | Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues. |
| 11-12 | CC.1.2.11-12.A | Determine and analyze the development of two or more central ideas over the course of a text, including how they interact and build on one another; provide an objective summary. |
| 11-12 | CC.1.2.11-12.E | Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether it makes points clear, convincing, and engaging. |
| 11-12 | CC.1.2.11-12.H | Analyze seminal U.S. texts of historical and literary significance, including how they address related themes and concepts. |
| 11-12 | CC.1.3.11-12.A | Determine and analyze the development of two or more themes or central ideas over the course of a text, including how they interact and build on one another; provide an objective summary. |
| 11-12 | CC.1.3.11-12.C | Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. |
| 11-12 | CC.1.4.11-12.A | Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately. |
| 11-12 | CC.1.4.11-12.F | Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. |
| 11-12 | CC.1.4.11-12.G | Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and sufficient evidence. |
| 11-12 | CC.1.4.11-12.S | Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction. |
| 11-12 | CC.1.5.11-12.A | Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues. |
| 11-12 | CC.1.5.11-12.D | Present information, findings, and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning. |
| PK | CC.1.1.PK.A | Practice appropriate book handling skills. |
| PK | CC.1.1.PK.C | Develop beginning phonemic awareness. |
| PK | CC.1.2.PK.A | With prompting and support, retell key details of text that support a provided main idea. |
| PK | CC.1.3.PK.A | With prompting and support, retell a familiar story in sequence with picture support. |
| PK | CC.1.4.PK.B | Use a combination of drawing, dictating, and writing to compose informative/explanatory texts. |
| PK | CC.1.5.PK.A | Participate in collaborative conversations with peers and adults in small and larger groups. |
· Pennsylvania STEELS Standards (Science, Technology & Engineering, Environmental Literacy & Sustainability) · 130
| K | 3.1.K.A | Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| K | 3.2.K.A | Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. |
| K | 3.2.K.B | Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. |
| K | 3.2.K.C | Make observations to determine the effect of sunlight on Earth's surface. |
| K | 3.2.K.D | Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. |
| K | 3.3.K.A | Use and share observations of local weather conditions to describe patterns over time. |
| K | 3.3.K.B | Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. |
| K | 3.3.K.C | Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. |
| K | 3.3.K.D | Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. |
| K | 3.3.K.E | Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. |
| 1 | 3.1.1.A | Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. |
| 1 | 3.1.1.B | Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. |
| 1 | 3.2.1.A | Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. |
| 1 | 3.2.1.B | Make observations to construct an evidence-based account that objects can be seen only when illuminated. |
| 1 | 3.2.1.C | Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. |
| 1 | 3.2.1.D | Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. |
| 1 | 3.3.1.A | Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
| 1 | 3.3.1.B | Make observations at different times of year to relate the amount of daylight to the time of year. |
| 2 | 3.1.2.A | Plan and conduct an investigation to determine if plants need sunlight and water to grow. |
| 2 | 3.1.2.B | Develop a simple model that mimics the function of an animal dispersing seeds or pollinating plants. |
| 2 | 3.1.2.C | Make observations of plants and animals to compare the diversity of life in different habitats. |
| 2 | 3.2.2.A | Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
| 2 | 3.2.2.B | Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. |
| 2 | 3.2.2.C | Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. |
| 2 | 3.2.2.D | Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. |
| 2 | 3.3.2.A | Use information from several sources to provide evidence that Earth events can occur quickly or slowly. |
| 2 | 3.3.2.C | Develop a model to represent the shapes and kinds of land and bodies of water in an area. |
| 2 | 3.3.2.D | Obtain information to identify where water is found on Earth and that it can be solid or liquid. |
| 3 | 3.1.3.A | Develop models to describe that organisms have unique and diverse life cycles but all have common birth, growth, reproduction, and death. |
| 3 | 3.1.3.B | Construct an argument that some animals form groups that help members survive. |
| 3 | 3.1.3.C | Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. |
| 3 | 3.1.3.D | Use evidence to support the explanation that traits can be influenced by the environment. |
| 3 | 3.1.3.E | Analyze and interpret data from fossils to provide evidence of organisms and the environments in which they lived long ago. |
| 3 | 3.1.3.F | Use evidence to construct an explanation for how variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. |
| 3 | 3.2.3.A | Make and communicate observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion. |
| 3 | 3.2.3.B | Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| 3 | 3.2.3.C | Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
| 3 | 3.2.3.D | Define a simple design problem that can be solved by applying scientific ideas about magnets. |
| 3 | 3.3.3.A | Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
| 3 | 3.3.3.B | Obtain and combine information to describe climates in different regions of the world. |
| 4 | 3.1.4.A | Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
| 4 | 3.2.4.A | Use evidence to construct an explanation relating the speed of an object to the energy of that object. |
| 4 | 3.2.4.B | Make and communicate observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| 4 | 3.2.4.C | Ask questions and predict outcomes about the changes in energy that occur when objects collide. |
| 4 | 3.2.4.D | Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| 4 | 3.3.4.A | Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
| 4 | 3.3.4.B | Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. |
| 4 | 3.3.4.C | Analyze and interpret data from maps to describe patterns of Earth's features. |
| 4 | 3.3.4.D | Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
| 5 | 3.1.5.A | Support an argument that plants get the materials they need for growth chiefly from air and water. |
| 5 | 3.1.5.B | Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| 5 | 3.2.5.A | Develop a model to describe that matter is made of particles too small to be seen. |
| 5 | 3.2.5.B | Make and communicate observations and measurements to identify materials based on their properties. |
| 5 | 3.2.5.C | Interpret and analyze data to make decisions about how to utilize materials based on their properties. |
| 5 | 3.2.5.D | Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. |
| 5 | 3.3.5.A | Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. |
| 5 | 3.3.5.B | Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. |
| 5 | 3.3.5.D | Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. |
| 5 | 3.3.5.E | Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment. |
| K-2 | 3.4.K-2.A | Categorize ways people harvest, redistribute, and use natural resources. |
| K-2 | 3.4.K-2.B | Examine how people from different cultures and communities, including one's own, interact and express their beliefs about nature. |
| K-2 | 3.4.K-2.C | Explain ways that places differ in their physical characteristics, their meaning, and their value and/or importance. |
| K-2 | 3.4.K-2.D | Plan and carry out an investigation to address an issue in the local environment and community. |
| K-2 | 3.5.K-2.A | Identify and use everyday symbols. |
| K-2 | 3.5.K-2.D | Select ways to reduce, reuse, and recycle resources in daily life. |
| K-2 | 3.5.K-2.E | Illustrate helpful and harmful effects of technology. |
| K-2 | 3.5.K-2.J | Design new technologies that could improve their daily lives. |
| 3-5 | 3.4.3-5.A | Analyze how living organisms, including humans, affect the environment in which they live, and how their environment affects them. |
| 3-5 | 3.4.3-5.B | Make a claim about the environmental and social impacts of design solutions and civic actions, including their own actions. |
| 3-5 | 3.4.3-5.C | Examine ways you influence your local environment and community by collecting and displaying data. |
| 3-5 | 3.4.3-5.D | Develop a model to demonstrate how local environmental issues are connected to larger local environment and human systems. |
| 3-5 | 3.4.3-5.E | Construct an argument to support whether action is needed on a selected environmental issue and propose possible solutions. |
| 3-5 | 3.4.3-5.F | Critique ways that people depend on and change the environment. |
| 3-5 | 3.4.3-5.G | Investigate how perspectives over the use of resources and the development of technology have changed over time and resulted in conflict over the development of societies and nations. |
| 3-5 | 3.5.3-5.A | Use appropriate symbols, numbers, and words to communicate key ideas about technological products and systems. |
| 3-5 | 3.5.3-5.C | Follow directions to complete a technological task. |
| 3-5 | 3.5.3-5.D | Predict how certain aspects of their daily lives would be different without given technologies. |
| 3-5 | 3.5.3-5.E | Explain why responsible use of technology requires sustainable management of resources. |
| 3-5 | 3.5.3-5.F | Classify resources used to create technologies as either renewable or nonrenewable. |
| 3-5 | 3.5.3-5.G | Describe the helpful and harmful effects of technology. |
| 3-5 | 3.5.3-5.K | Judge technologies to determine the best one to use to complete a given task or meet a need. |
| 6-8 | 3.1.6-8.A | Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells. |
| 6-8 | 3.1.6-8.B | Develop and use a model to describe the function of a cell as a whole and the ways that parts of cells contribute to the function. |
| 6-8 | 3.1.6-8.C | Use arguments supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. |
| 6-8 | 3.1.6-8.D | Use arguments based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively. |
| 6-8 | 3.1.6-8.E | Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. |
| 6-8 | 3.2.6-8.B | Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. |
| 6-8 | 3.2.6-8.F | Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. |
| 6-8 | 3.3.6-8.B | Develop and use a model to describe the role of gravity in the motion within galaxies and the solar system. |
| 6-8 | 3.3.6-8.D | Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. |
| 6-8 | 3.3.6-8.F | Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. |
| 6-8 | 3.4.6-8.A | Develop a model to describe how agricultural and food systems function, including the sustainable use of natural resources and the production, processing, and management of food, fiber, and energy. |
| 6-8 | 3.4.6-8.B | Analyze and interpret data about how different societies (economic and social systems) and cultures use and manage natural resources differently. |
| 6-8 | 3.4.6-8.C | Develop a model to describe how watersheds and wetlands function as systems, including the roles and functions they serve. |
| 6-8 | 3.4.6-8.D | Gather, read, and synthesize information from multiple sources to investigate how Pennsylvania environmental issues affect Pennsylvania's human and natural systems. |
| 6-8 | 3.4.6-8.E | Collect, analyze, and interpret environmental data to describe a local environment. |
| 6-8 | 3.4.6-8.F | Obtain and communicate information on how integrated pest management could improve indoor and outdoor environments. |
| 6-8 | 3.4.6-8.G | Obtain and communicate information to describe how best resource management practices and environmental laws are designed to achieve environmental sustainability. |
| 6-8 | 3.4.6-8.H | Design a solution to an environmental issue in which individuals and societies can engage as stewards of the environment. |
| 6-8 | 3.4.6-8.I | Construct an explanation that describes environmental conditions and their implications on environmental justice and social equity. |
| 6-8 | 3.5.6-8.A | Research information from various sources to use and maintain technological systems. |
| 6-8 | 3.5.6-8.C | Hypothesize what alternative outcomes (individual, cultural, and/or environmental) might have resulted had a different technological solution been selected. |
| 6-8 | 3.5.6-8.D | Analyze how the creation and use of technologies consumes renewable, non-renewable, and inexhaustible resources; creates waste; and may contribute to environmental challenges. |
| 6-8 | 3.5.6-8.E | Consider the impacts of a proposed or existing technology and devise strategies for reducing, reusing, and recycling waste caused by its creation. |
| 6-8 | 3.5.6-8.G | Analyze how an invention or innovation was influenced by the context and circumstances in which it is developed. |
| 6-8 | 3.5.6-8.H | Evaluate trade-offs based on various perspectives as part of a decision process that recognizes the need for careful compromises among competing factors. |
| 9-12 | 3.1.9-12.A | Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. |
| 9-12 | 3.1.9-12.B | Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. |
| 9-12 | 3.1.9-12.C | Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. |
| 9-12 | 3.1.9-12.F | Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. |
| 9-12 | 3.1.9-12.G | Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. |
| 9-12 | 3.2.9-12.C | Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. |
| 9-12 | 3.2.9-12.D | Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. |
| 9-12 | 3.3.9-12.C | Communicate scientific ideas about the way stars, over their life cycle, produce elements. |
| 9-12 | 3.3.9-12.E | Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate. |
| 9-12 | 3.3.9-12.G | Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history. |
| 9-12 | 3.4.9-12.A | Analyze and interpret how issues, trends, technologies, and policies impact agricultural, food, and environmental systems and resources. |
| 9-12 | 3.4.9-12.B | Apply research and analytical skills to evaluate the conditions and motivations that lead to conflict, cooperation, and change among individuals, groups, and nations. |
| 9-12 | 3.4.9-12.C | Analyze and interpret how issues, trends, technologies, and policies impact watersheds and water resources. |
| 9-12 | 3.4.9-12.D | Apply research and analytical skills to systematically investigate environmental issues ranging from local issues to those that are regional or global in scope. |
| 9-12 | 3.4.9-12.E | Plan and conduct an investigation utilizing environmental data about a local environmental issue. |
| 9-12 | 3.4.9-12.F | Evaluate and communicate the effect of integrated pest management practices on indoor and outdoor environments. |
| 9-12 | 3.4.9-12.G | Analyze and evaluate how best resource management practices and environmental laws achieve sustainability of natural resources. |
| 9-12 | 3.5.9-12.A | Use various approaches to communicate processes and procedures for using, maintaining, and assessing technological products and systems. |
| 9-12 | 3.5.9-12.C | Develop a solution to a technological problem that has the least negative environmental and social impact. |
| 9-12 | 3.5.9-12.D | Critique whether existing or proposed technologies use resources sustainably. |
| 9-12 | 3.5.9-12.F | Evaluate a technological innovation that arose from a specific society's unique need or want. |
| 9-12 | 3.5.9-12.G | Evaluate a technological innovation that was met with societal resistance impacting its development. |
| 9-12 | 3.5.9-12.H | Evaluate ways that technology and engineering can impact individuals, society, and the environment. |
| 9-12 | 3.5.9-12.I | Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. |
· Pennsylvania Academic Standards for Civics and Government, Economics, Geography, and History (state-specific) · 93
| 3 | 5.1.3.A | Describe what government is. |
| 3 | 5.1.3.B | Explain the purposes of rules and laws and why they are important in the classroom, school, community, state and nation. |
| 3 | 5.1.3.C | Define the principles and ideals shaping government (justice, truth, diversity, patriotism, common good, liberty, rule of law, leadership, citizenship). |
| 3 | 5.1.3.D | Identify the document which created Pennsylvania. |
| 3 | 5.1.3.E | Documents and ideals shaping United States government. |
| 3 | 5.2.3.A | Civic rights, responsibilities and duties. |
| 3 | 5.2.3.D | Political leadership and public service. |
| 3 | 5.3.3.A | Structure, organization and operation of governments. |
| 3 | 5.3.3.B | Branches of government. |
| 3 | 5.4.3.A | How customs and traditions influence governments. |
| 3 | 6.1.3.A | Similarities and differences in economic systems. |
| 3 | 6.2.3.A | Market transactions. |
| 3 | 6.2.3.C | Function of money. |
| 3 | 6.3.3.A | Scarcity and limited resources. |
| 3 | 6.3.3.E | Opportunity cost. |
| 3 | 6.4.3.A | Specialization. |
| 3 | 6.5.3.C | Types of businesses. |
| 3 | 7.1.3.A | Identify geographic tools and their uses. |
| 3 | 7.1.3.B | Location of places and regions. |
| 3 | 7.2.3.A | Physical systems and properties. |
| 3 | 7.3.3.A | Population. |
| 3 | 7.3.3.B | Culture. |
| 3 | 7.4.3.A | Impact of physical systems on people. |
| 3 | 8.1.3.A | Chronological thinking. |
| 3 | 8.1.3.B | Historical comprehension. |
| 3 | 8.2.3.A | Contributions of individuals and groups (Pennsylvania). |
| 3 | 8.2.3.B | Documents, artifacts and historical places (Pennsylvania). |
| 3 | 8.3.3.A | Contributions of individuals and groups (United States). |
| 3 | 8.4.3.A | Contributions of individuals and groups (world). |
| 6 | 5.1.6.A | Explain the purpose of government. |
| 6 | 5.1.6.B | Explain the importance of the rule of law for the protection of individual rights and the common good. |
| 6 | 5.1.6.C | Describe the principles and ideals shaping government (equality, majority rule/minority rights, popular sovereignty, privacy, checks and balances, separation of powers). |
| 6 | 5.2.6.B | Relationship between rights and responsibilities. |
| 6 | 5.3.6.C | How a bill becomes a law. |
| 6 | 5.3.6.F | Elements of the election process. |
| 6 | 5.4.6.B | Role of the United States in world affairs. |
| 6 | 6.1.6.B | Traditional, command and market economies. |
| 6 | 6.2.6.E | Changes in supply and demand. |
| 6 | 6.2.6.G | Sources of tax revenue. |
| 6 | 6.3.6.C | Allocation of resources. |
| 6 | 6.4.6.B | Trade. |
| 6 | 6.5.6.A | Factors influencing wages. |
| 6 | 7.1.6.A | Describe geographic tools and their uses. |
| 6 | 7.2.6.B | Physical processes. |
| 6 | 7.3.6.C | Settlement. |
| 6 | 7.3.6.D | Economic activity. |
| 6 | 7.4.6.B | Impact of people on physical systems. |
| 6 | 8.1.6.C | Historical interpretation. |
| 6 | 8.2.6.C | Influences of continuity and change (Pennsylvania). |
| 6 | 8.3.6.D | Conflict and cooperation among groups (United States). |
| 6 | 8.4.6.B | Documents, artifacts and historical places (world). |
| 9 | 5.1.9.A | Identify and explain the major arguments advanced for the necessity of government. |
| 9 | 5.1.9.E | Documents and ideals shaping United States government. |
| 9 | 5.2.9.E | Ways citizens influence the decisions and actions of government. |
| 9 | 5.3.9.A | Structure, organization and operation of governments. |
| 9 | 5.3.9.K | Systems of government. |
| 9 | 5.4.9.D | How foreign policy is developed and implemented. |
| 9 | 6.1.9.C | Measures of economic activity. |
| 9 | 6.2.9.F | Forces that can change price. |
| 9 | 6.2.9.H | Economic roles for governments. |
| 9 | 6.3.9.D | Marginal analysis and decision-making. |
| 9 | 6.4.9.F | Comparative advantage. |
| 9 | 6.5.9.F | Entrepreneurship. |
| 9 | 7.1.9.A | Explain geographic tools and their uses. |
| 9 | 7.2.9.A | Physical systems and properties. |
| 9 | 7.3.9.E | Political activity. |
| 9 | 7.4.9.A | Impact of physical systems on people. |
| 9 | 8.1.9.D | Historical research. |
| 9 | 8.2.9.D | Conflict and cooperation among groups (Pennsylvania). |
| 9 | 8.3.9.C | Influences of continuity and change (United States). |
| 9 | 8.4.9.C | Influences of continuity and change (world). |
| 12 | 5.1.12.A | Evaluate the major arguments advanced for the necessity of government. |
| 12 | 5.1.12.B | Analyze the sources, purposes and functions of law. |
| 12 | 5.2.12.G | Competent and responsible citizen. |
| 12 | 5.3.12.H | Impact of interest groups on government. |
| 12 | 5.4.12.E | Purposes and functions of international organizations. |
| 12 | 6.1.12.D | Expansion, recession and depression in the economy. |
| 12 | 6.2.12.L | Exchange rates. |
| 12 | 6.3.12.F | Incentives. |
| 12 | 6.4.12.C | Implementation or reduction of trade barriers. |
| 12 | 6.5.12.H | Impact of interest rates. |
| 12 | 7.1.12.A | Analyze data and issues from a spatial perspective using the appropriate geographic tools. |
| 12 | 7.1.12.B | Location of places and regions. |
| 12 | 7.2.12.B | Physical processes. |
| 12 | 7.3.12.A | Population. |
| 12 | 7.4.12.B | Impact of people on physical systems. |
| 12 | 8.1.12.A | Chronological thinking. |
| 12 | 8.1.12.D | Historical research. |
| 12 | 8.2.12.A | Contributions of individuals and groups (Pennsylvania). |
| 12 | 8.3.12.A | Contributions of individuals and groups (United States). |
| 12 | 8.3.12.D | Conflict and cooperation among groups (United States). |
| 12 | 8.4.12.A | Contributions of individuals and groups (world). |
| 12 | 8.4.12.D | Conflict and cooperation among groups (world). |
Is homeschooling legal in Pennsylvania?
Yes. PA requires an annual notarized affidavit to the local superintendent by August 1, instruction in statutorily enumerated subjects in English, 180 days or 900/990 hours of instruction, an annual portfolio reviewed by a qualified evaluator (licensed PA psychologist, PA-certified teacher, or experienced nonpublic-school teacher/administrator) who certifies that an appropriate education is occurring, and nationally-normed (or statewide) standardized achievement testing in reading/language arts and mathematics in grades 3, 5, and 8.
Do I have to notify anyone to homeschool in Pennsylvania?
Pennsylvania's home education program is governed by 24 P.S. Section 1327.1 (Act 169 of 1988). Prior to commencing a home education program, and annually thereafter by August 1, the supervisor (a parent/guardian with a high school diploma or equivalent) must file a notarized affidavit (or unsworn declaration) with the superintendent of the school district of residence. The affidavit must include: name of the supervisor; name and age of each child; address and phone of the program site; that the required subjects are offered in English including an outline of proposed educational objectives by subject area; evidence of immunization (or exemption); and assurance that the program will comply with the law's provisions.
Is standardized testing required for homeschoolers in Pennsylvania?
Yes (grades 3, 5, 8). The supervisor must maintain a portfolio of records and materials, including: a log (made contemporaneously with instruction) designating by title the reading materials used; samples of writings, worksheets, workbooks or creative materials used or developed by the student; and standardized achievement test results for grades 3, 5, and 8. The portfolio must be reviewed annually by a qualified evaluator who interviews the child and certifies in writing whether an appropriate education is occurring. The portfolio and evaluator certification must be available to the superintendent if requested.
What subjects are required for homeschooling in Pennsylvania?
Pennsylvania requires instruction in: Elementary (K-6): English (spelling, reading, writing), arithmetic, science, geography, history of the United States and Pennsylvania, civics, safety education (including fire prevention), health and physiology, physical education, music, art; Secondary (7-12): English (language, literature, speech, composition), science, geography, social studies (civics, world history, history of the United States and Pennsylvania), mathematics (general math, algebra, geometry), art, music, physical education, health, safety education (including fire prevention).
Does Pennsylvania have its own learning standards?
Math: Pennsylvania Core Standards for Mathematics (PA Core). ELA: Pennsylvania Core Standards for English Language Arts (PA Core). Science: Pennsylvania STEELS Standards (Science, Technology & Engineering, Environmental Literacy & Sustainability). Social studies: Pennsylvania Academic Standards for Civics and Government, Economics, Geography, and History (state-specific).
- https://www.pa.gov/agencies/education/programs-and-services/instruction/elementary-and-secondary-education/home-education-and-private-tutoring
- https://www.pa.gov/agencies/education/resources/policies-acts-and-laws/basic-education-circulars-becs/purdons-statutes/home-education-program
- https://pahomeschoollaw.com/law/
- https://phea.net/the-pa-home-education-testing-requirements/