WI ·
6
At least 875 hours of instruction per school year (Wis.
Wisconsin homeschools operate as 'home-based private educational programs' under Wis. Stat. 115.001(3g), 118.15(4), and 118.165. The only affirmative legal obligations are: (1) file the annual PI-1206 report with DPI by October 15; (2) provide at least 875 hours of instruction per year; and (3) deliver a sequentially progressive curriculum in six subjects (reading, language arts, math, social studies, science, health). No standardized testing, assessment, evaluation, teacher qualification, or state approval is required. Homeschools are on equal legal footing with public/private/tribal schools and may issue their own diplomas. This is one of the least-regulated homeschool frameworks in the U.S.
Parents must file the online PI-1206 'Home-Based Private Educational Program Report' with the Wisconsin DPI annually. The report states enrollment as of the 3rd Friday in September and must be submitted on or before October 15 each year (per Wis. Stat. 115.30(3) and 118.165). It is a notification/enrollment report only -- not an application; neither DPI nor the local district may approve or deny a homeschool program. No prior notice of intent to withdraw/begin homeschooling is required by statute.
No specific recordkeeping is mandated by statute beyond filing the annual PI-1206. There is no requirement to submit attendance logs, hours documentation, curriculum, test scores, or portfolios to the state. DPI and homeschool advocacy groups recommend (but do not legally require) that parents retain a copy of each filed PI-1206 and keep their own records of the 875 hours, curriculum, and progress for their own protection. DPI retains submitted PI-1206 forms for seven years.
- Reading
- Language Arts
- Mathematics
- Social Studies
- Science
- Health
· Wisconsin Standards for Mathematics (2021) · 117
| K | M.K.CC.A.1 | Count to 100 by ones and by tens. |
| K | M.K.CC.B.4 | Understand the relationship between numbers and quantities; connect counting to cardinality. |
| K | M.K.CC.C.7 | Identify whether the number of objects (up to 10) in one group is greater than, less than, or equal to the number in another group. |
| K | M.K.G.A.2 | Correctly name shapes regardless of their orientations or overall size. |
| K | M.K.G.B.6 | Compose simple shapes to form larger shapes. |
| K | M.K.MD.A.1 | Describe measurable attributes of objects, such as length or weight. |
| K | M.K.NBT.A.1 | Compose and decompose numbers from 11 to 19 into 10 ones and some further ones. |
| K | M.K.OA.A.1 | Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out, verbal explanations, or numbers. |
| K | M.K.OA.A.4 | For any number from 1 to 9, find the number that makes 10 when added to the given number. |
| 1 | M.1.G.A.3 | Partition circles and rectangles into two and four equal shares, describe and count the shares. |
| 1 | M.1.MD.B.3 | Tell and write time in hours and half-hours using analog and digital clocks. |
| 1 | M.1.NBT.B.2 | Understand that the two digits of a two-digit number represent amounts of tens and ones. |
| 1 | M.1.NBT.C.4 | Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10. |
| 1 | M.1.OA.A.1 | Use addition and subtraction within 20 to solve word problems involving adding to, taking from, putting together, etc. |
| 1 | M.1.OA.B.4 | Understand subtraction as an unknown-addend problem. |
| 1 | M.1.OA.D.7 | Understand the meaning of the equal sign as 'has the same value or amount as' and determine if equations are true. |
| 2 | M.2.G.A.2 | Partition a rectangle into rows and columns of same-size squares and count to find the total number. |
| 2 | M.2.MD.C.8 | Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols. |
| 2 | M.2.MD.D.10 | Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. |
| 2 | M.2.NBT.A.2 | Count within 1,000; skip-count by fives, tens, and hundreds. |
| 2 | M.2.NBT.A.3 | Read and write numbers to 1,000 using base-ten numerals, number names, and expanded form. |
| 2 | M.2.NBT.B.5 | Flexibly and efficiently add and subtract within 100 using strategies based on place value and properties of operations. |
| 2 | M.2.OA.A.1 | Use addition and subtraction within 100 to solve one- and two-step word problems. |
| 2 | M.2.OA.C.3 | Determine whether a group of objects (up to 20) has an odd or even number of members. |
| 3 | M.3.G.A.1 | Understand that shapes in different categories may share attributes that define a larger category. |
| 3 | M.3.MD.C.5 | Recognize area as an attribute of plane figures and understand concepts of area measurement. |
| 3 | M.3.MD.D.8 | Solve real-world and mathematical problems involving perimeters of polygons. |
| 3 | M.3.NBT.A.3 | Multiply one-digit whole numbers by multiples of 10 in the range 10-90 using strategies based on place value. |
| 3 | M.3.NF.A.2 | Understand and represent a fraction as a number on the number line. |
| 3 | M.3.OA.A.1 | Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7. |
| 3 | M.3.OA.A.3 | Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. |
| 3 | M.3.OA.D.8 | Solve two-step word problems posed with whole numbers and having whole-number answers using the four operations. |
| 4 | M.4.G.A.3 | Recognize a line of symmetry for a two-dimensional figure. |
| 4 | M.4.MD.C.6 | Measure angles in whole-number degrees using a protractor; sketch angles of specified measure. |
| 4 | M.4.NBT.B.5 | Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers. |
| 4 | M.4.NBT.B.6 | Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors. |
| 4 | M.4.NF.A.2 | Compare fractions with different numerators and different denominators. |
| 4 | M.4.NF.C.6 | Use decimal notation for fractions with denominators 10 or 100; connect decimals to real-world contexts. |
| 4 | M.4.OA.A.3 | Solve multi-step word problems posed with whole numbers and having whole-number answers. |
| 4 | M.4.OA.B.4 | Find all factor pairs for a whole number in the range 1-100; recognize prime and composite numbers. |
| 5 | M.5.G.A.1 | Use a pair of perpendicular number lines (axes) to define a coordinate system. |
| 5 | M.5.G.B.4 | Classify two-dimensional figures in a hierarchy based on properties. |
| 5 | M.5.MD.C.3 | Recognize volume as an attribute of solid figures and understand concepts of volume measurement. |
| 5 | M.5.NBT.A.3 | Read, write, and compare decimals to thousandths. |
| 5 | M.5.NBT.B.7 | Add, subtract, multiply, and divide decimals to hundredths using concrete models or drawings and strategies. |
| 5 | M.5.NF.B.5 | Interpret multiplication as scaling (resizing) by estimating whether a product will be larger or smaller than the factor. |
| 5 | M.5.NF.B.7 | Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. |
| 5 | M.5.OA.A.1 | Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. |
| 6 | M.6.EE.A.1 | Write and evaluate numerical expressions involving whole-number exponents. |
| 6 | M.6.EE.B.7 | Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q. |
| 6 | M.6.G.A.1 | Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing or decomposing. |
| 6 | M.6.NS.A.1 | Interpret, represent, and compute division of fractions by fractions and solve word problems. |
| 6 | M.6.NS.B.4 | Find the greatest common factor of two whole numbers ≤ 100 and the least common multiple of two whole numbers ≤ 12. |
| 6 | M.6.NS.C.6 | Understand a rational number as a point on the number line; extend number lines and coordinate axes to negative numbers. |
| 6 | M.6.RP.A.2 | Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language. |
| 6 | M.6.SP.A.1 | Recognize a statistical question as one that anticipates variability in the data related to the question. |
| 7 | M.7.EE.B.4 | Use variables to represent quantities in a real-world or mathematical problem and construct simple equations and inequalities. |
| 7 | M.7.G.A.1 | Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing. |
| 7 | M.7.G.B.4 | Know the formulas for the area and circumference of a circle and use them to solve problems. |
| 7 | M.7.NS.A.1 | Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers. |
| 7 | M.7.NS.A.3 | Solve real-world and mathematical problems involving the four operations with rational numbers. |
| 7 | M.7.RP.A.2 | Recognize and represent proportional relationships between quantities. |
| 7 | M.7.SP.C.5 | Understand that the probability of a chance event is a number between 0 and 1 that expresses its likelihood. |
| 7 | M.7.SP.C.8 | Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. |
| 8 | M.8.EE.A.1 | Know and apply the properties of integer exponents to generate equivalent numerical expressions. |
| 8 | M.8.EE.B.5 | Graph proportional relationships, interpreting the unit rate as the slope of the graph; compare two relationships. |
| 8 | M.8.EE.C.8 | Analyze and solve pairs of simultaneous linear equations. |
| 8 | M.8.F.A.1 | Understand that a function is a rule that assigns to each input exactly one output. |
| 8 | M.8.F.B.4 | Construct a function to model a linear relationship between two quantities; determine the rate of change. |
| 8 | M.8.G.A.2 | Understand that a two-dimensional figure is congruent to another if it can be obtained by a sequence of rotations, reflections, and translations. |
| 8 | M.8.G.B.7 | Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems. |
| 8 | M.8.G.C.9 | Know the relationship among the formulas for the volumes of cones, cylinders, and spheres. |
| 8 | M.8.NS.A.1 | Know that numbers that are not rational are called irrational; understand informally the distinction. |
| 8 | M.8.SP.A.1 | Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association. |
| HS Algebra | M.A.APR.A.1 | Understand that polynomials form a system analogous to the integers, closed under addition, subtraction, and multiplication. |
| HS Algebra | M.A.APR.B.2 | Know and apply the Remainder Theorem: for a polynomial p(x) and a number a, the remainder on division by (x - a) is p(a). |
| HS Algebra | M.A.CED.A.1 | Create equations and inequalities in one variable and use them to solve problems. |
| HS Algebra | M.A.CED.A.4 | Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. |
| HS Algebra | M.A.REI.B.4 | Solve quadratic equations by inspection, taking square roots, completing the square, the quadratic formula, and factoring. |
| HS Algebra | M.A.REI.C.6 | Solve systems of linear equations exactly and approximately, focusing on pairs of linear equations in two variables. |
| HS Algebra | M.A.REI.D.10 | Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane. |
| HS Algebra | M.A.SSE.A.1 | Interpret expressions that represent a quantity in terms of its context. |
| HS Algebra | M.A.SSE.B.3 | Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity it represents. |
| HS Functions | M.F.BF.B.3 | Identify the effect on the graph of replacing f(x) by f(x)+k, k f(x), f(kx), and f(x+k) for specific values of k. |
| HS Functions | M.F.IF.A.2 | Use function notation, evaluate functions, and interpret statements that use function notation in terms of a context. |
| HS Functions | M.F.IF.B.4 | For a function that models a relationship between two quantities, interpret key features of graphs and tables. |
| HS Functions | M.F.IF.C.7 | Graph functions expressed symbolically and show key features of the graph using an efficient method. |
| HS Functions | M.F.LE.A.1 | Distinguish between situations that can be modeled with linear functions and with exponential functions. |
| HS Functions | M.F.LE.A.4 | For exponential models, express as a logarithm the solution to ab^(ct)=d where a, c, and d are numbers and the base b is 2, 10, or e. |
| HS Functions | M.F.TF.A.1 | Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle. |
| HS Functions | M.F.TF.C.8 | Prove the Pythagorean identity sin^2(θ)+cos^2(θ)=1 and use it to find sin(θ), cos(θ), or tan(θ) given one value and the quadrant. |
| HS Geometry | M.G.C.A.1 | Identify and describe relationships among inscribed angles, radii, and chords; prove properties of angles for a quadrilateral inscribed in a circle. |
| HS Geometry | M.G.CO.A.1 | Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on undefined notions. |
| HS Geometry | M.G.CO.B.8 | Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions. |
| HS Geometry | M.G.CO.C.10 | Prove theorems about triangles (e.g., measures of interior angles of a triangle sum to 180°). |
| HS Geometry | M.G.GMD.A.2 | Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. |
| HS Geometry | M.G.GMD.C.5 | Apply concepts of density based on area and volume in modeling situations. |
| HS Geometry | M.G.GPE.A.1 | Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find center and radius. |
| HS Geometry | M.G.GPE.B.5 | Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems. |
| HS Geometry | M.G.SRT.A.2 | Use the definition of similarity in terms of similarity transformations to decide if two figures are similar. |
| HS Geometry | M.G.SRT.B.5 | Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. |
| HS Geometry | M.G.SRT.C.8 | Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. |
| HS Number and Quantity | M.N.CN.A.1 | Know there is a complex number i such that i^2 = -1, and every complex number has the form a + bi with a and b real. |
| HS Number and Quantity | M.N.CN.C.7 | Solve quadratic equations with real coefficients that have complex solutions. |
| HS Number and Quantity | M.N.Q.A.1 | Use units as a way to understand problems and to guide the solution of multi-step problems. |
| HS Number and Quantity | M.N.RN.A.1 | Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents. |
| HS Number and Quantity | M.N.VM.A.1 | (+) Recognize vector quantities as having both magnitude and direction; represent vector quantities by directed line segments. |
| HS Number and Quantity | M.N.VM.C.8 | (+) Add, subtract, and multiply matrices of appropriate dimensions. |
| HS Statistics and Probability | M.SP.CP.A.2 | Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities. |
| HS Statistics and Probability | M.SP.CP.B.7 | Use a representation such as a two-way table or Venn diagram to apply the Addition Rule, P(A or B) = P(A) + P(B) - P(A and B). |
| HS Statistics and Probability | M.SP.IC.A.1 | Understand statistics as a process for making inferences about population parameters based on a random sample from that population. |
| HS Statistics and Probability | M.SP.IC.B.4 | Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through simulation models. |
| HS Statistics and Probability | M.SP.ID.A.2 | Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread of two or more data sets. |
| HS Statistics and Probability | M.SP.ID.A.4 | Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. |
| HS Statistics and Probability | M.SP.ID.C.9 | Distinguish between correlation and causation. |
| HS Statistics and Probability | M.SP.MD.A.2 | (+) Calculate the expected value of a random variable; interpret it as the mean of the probability distribution. |
| HS Statistics and Probability | M.SP.MD.B.7 | Analyze decisions and strategies using probability concepts (e.g., balancing expected gains and risk). |
· Wisconsin Standards for English Language Arts (2020) · 93
| K | L.K.1 | Demonstrate an understanding of how language functions in different cultures and contexts; apply this knowledge to comprehend more fully and make effective choices when composing, creating, and speaking. |
| K | R.K.1 | With prompting and support, develop and answer questions about a text. (RI&RL) |
| K | R.K.2 | With prompting and support, retell stories (RL); share key details from a text. (RI) |
| K | R.K.3 | With prompting and support, identify characters, settings, and important events in a story or pieces of information in a text. (RI&RL) |
| K | R.K.5 | Identify literary and informational texts. (RI&RL) |
| K | R.K.7 | With prompting and support, describe the relationship between illustrations and the text. (RI&RL) |
| K | RF.K.1 | Demonstrate understanding of the organization and basic features of print. |
| K | RF.K.2 | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| K | SL.K.1 | With guidance and support, participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and larger groups. |
| K | SL.K.2 | With guidance and support, ask and answer questions about key details in a text read aloud or information presented orally or through other media. |
| K | W.K.1 | Use a combination of drawing, dictating, and writing to compose reflective, formal, and creative writing for a variety of high-stakes and low-stakes purposes. |
| K | W.K.2 | Use a combination of drawing, dictating, and writing to compose text in a variety of modes (opinion, informative/explanatory, narrative). |
| 1 | L.1.1 | Demonstrate an understanding of how language functions in different cultures and contexts; apply this knowledge to comprehend more fully and make effective choices when composing, creating, and speaking. |
| 1 | R.1.1 | Develop and answer questions about key ideas and details in a text. (RI&RL) |
| 1 | R.1.3 | Describe characters, settings, and important events in a story or pieces of information in a text. (RI&RL) |
| 1 | R.1.5 | Identify a variety of genres and explain major differences between literary texts and informational texts. (RI&RL) |
| 1 | R.1.9 | Compare and contrast two texts; recognize that texts reflect one's own and others' culture. (RI&RL) |
| 1 | RF.1.1 | Demonstrate understanding of the organization and basic features of print (e.g., recognize distinguishing features of a sentence). |
| 1 | RF.1.2 | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| 1 | W.1.2 | Write text in a variety of modes: opinion pieces, informative/explanatory text, and narratives. |
| 2 | L.2.1 | Demonstrate an understanding of how language functions in different cultures and contexts; apply this knowledge to comprehend more fully and make effective choices when composing, creating, and speaking. |
| 2 | R.2.1 | Develop and answer questions to demonstrate an understanding of key ideas and details in a text. (RI&RL) |
| 2 | R.2.2 | Summarize portions of a text in order to identify a main topic or central idea and key details in a text. (RI&RL) |
| 2 | R.2.3 | Describe how characters respond to major events and challenges (RL); describe the connections between ideas, concepts, or a series of events (RI). |
| 2 | R.2.5 | Describe the overall structure of a text, including how the beginning introduces the text and the ending concludes the text. (RI&RL) |
| 2 | RF.2.2 | Demonstrate understanding of spoken words, syllables, and sounds (phonemes), including adding, deleting, and substituting phonemes. |
| 2 | SL.2.2 | Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. |
| 3 | L.3.1 | Demonstrate an understanding of how language functions in different cultures and contexts; apply this knowledge when reading, listening, composing, creating, and speaking. |
| 3 | R.3.1 | Develop and answer questions to locate relevant and specific details in a text to support an answer or inference. (RI&RL) |
| 3 | R.3.2 | Summarize portions of a text to determine a theme or central idea and explain how it is supported by key details. (RI&RL) |
| 3 | R.3.3 | Describe a character (traits, motivations, and/or feelings) drawing on specific details from the text (RL); describe the relationship among a series of events, ideas, concepts, or steps (RI). |
| 3 | SL.3.1 | Engage effectively in a range of collaborative discussions with diverse partners on grade-level topics and texts. |
| 3 | W.3.2 | Write text in a variety of modes: opinion pieces, informative/explanatory texts, and narrative/short stories. |
| 4 | L.4.2 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases in grade-level reading and content. |
| 4 | R.4.1 | Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences. (RI&RL) |
| 4 | R.4.2 | Summarize texts, from a variety of genres, to determine a theme or central idea and explain how it is supported by key details. (RI&RL) |
| 4 | R.4.3 | Describe a character, setting, or event, drawing on specific details in the text (RL); explain events, procedures, ideas, or concepts based on specific evidence from the text (RI). |
| 4 | W.4.2 | Write text in a variety of modes: opinion pieces, informative texts, and narratives. |
| 5 | L.5.1 | Demonstrate an understanding of how language functions in different cultures and contexts; apply this knowledge when reading, listening, composing, creating, and speaking. |
| 5 | R.5.1 | Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences. (RI&RL) |
| 5 | R.5.2 | Summarize texts, from a variety of genres, to determine a theme or central idea and explain how it is supported by key details. (RI&RL) |
| 5 | R.5.3 | Compare and contrast two or more characters, settings, and events (RL); explain relationships or interactions between two or more individuals, events, ideas, or concepts (RI). |
| 5 | SL.5.1 | Engage effectively in a range of collaborative discussions with diverse partners on grade-level topics and texts. |
| 5 | W.5.2 | Write text in a variety of modes: opinion pieces, informative text, and narratives. |
| 6 | L.6.1 | Demonstrate an understanding of how language functions in different cultures, contexts, and disciplines; apply this knowledge when reading, listening, composing, creating, and speaking. |
| 6 | R.6.1 | Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences. (RI&RL) |
| 6 | R.6.2 | Summarize texts, from a variety of genres, to determine a theme or central idea and how it is developed by key supporting details over the course of a text. (RI&RL) |
| 6 | R.6.3 | In literary texts, describe how events unfold and how characters respond or change as the plot moves toward a resolution (RL); in informational texts, analyze how individuals, events, and ideas are introduced, related, and developed (RI). |
| 6 | SL.6.1 | Engage effectively in a range of collaborative discussions with diverse partners on grade-level topics, texts, and issues. |
| 6 | W.6.2 | Write text in a variety of modes: arguments, informative texts, and narratives. |
| 7 | L.7.1 | Demonstrate an understanding of how language functions in different cultures, contexts, and disciplines; apply this knowledge when reading, listening, composing, creating, and speaking. |
| 7 | R.7.1 | Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences. (RI&RL) |
| 7 | R.7.2 | Summarize texts, from a variety of genres, to determine a theme or central idea and analyze its development over the course of the text. (RI&RL) |
| 7 | R.7.3 | In literary texts, analyze how elements of plot are related, affect one another, and contribute to meaning (RL); in informational texts, analyze how individuals, events, and ideas are introduced, related, and developed (RI). |
| 7 | R.7.9 | Reading, Grade 7, Standard 9 (Integration of Knowledge and Ideas; the document's example code reference). |
| 7 | W.7.2 | Write text in a variety of modes: arguments, informative texts, and narratives. |
| 8 | L.8.1 | Demonstrate an understanding of how language functions in different cultures, contexts, and disciplines; apply this knowledge when reading, listening, composing, creating, and speaking. |
| 8 | R.8.1 | Cite textual evidence that strongly supports an analysis of what the text says explicitly/implicitly and make logical inferences. (RI&RL) |
| 8 | R.8.2 | Summarize texts, from a variety of genres, to determine one or more themes or central ideas and analyze their development over the course of the text. (RI&RL) |
| 8 | R.8.3 | In literary texts, analyze how particular lines of dialogue or events propel the action, reveal aspects of a character, or provoke a decision (RL); in informational texts, analyze how individuals, events, and ideas are introduced, related, and developed (RI). |
| 8 | SL.8.1 | Engage effectively in a range of collaborative discussions with diverse partners on grade-level topics, texts, and issues. |
| 8 | W.8.2 | Write text in a variety of modes: arguments, informative/explanatory text, and narratives. |
| 9-10 | L.9-10.2 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases in grade-level reading and content; use context clues, analyze word parts, and consult reference materials. |
| 9-10 | L.9-10.3 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| 9-10 | R.9-10.1 | Cite relevant textual evidence that strongly supports analysis of what the text says explicitly/implicitly and make logical inferences; develop questions for further exploration. (RI&RL) |
| 9-10 | R.9-10.2 | Objectively and accurately summarize texts, from a variety of genres, to determine one or more themes or central ideas and analyze their development, including how they emerge and are shaped and refined by specific details. (RI&RL) |
| 9-10 | R.9-10.3 | In literary texts, analyze how complex/dynamic characters develop, interact, advance the plot, or develop a theme (RL); in informational texts, analyze how the author unfolds an analysis or argument (RI). |
| 9-10 | R.9-10.4 | Determine the meaning of words and phrases, including figurative and connotative meanings; analyze the impact of specific word choices on meaning, tone, and mood. (RI&RL) |
| 9-10 | R.9-10.5 | In literary texts, consider how varied aspects of structure create meaning and affect the reader (RL); in informational texts, consider how the author's intent influences particular sentences, paragraphs, or sections (RI). |
| 9-10 | R.9-10.6 | Analyze how authors employ point of view, perspective, and purpose to shape explicit and implicit messages; explain how an author's geographic location, identity, and culture affect perspective. (RI&RL) |
| 9-10 | R.9-10.7 | Analyze how a subject and/or content is presented in two or more formats by determining which details are emphasized, altered, or absent in each account. |
| 9-10 | SL.9-10.1 | Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, listening actively and building on others' ideas and expressing their own clearly. |
| 9-10 | W.9-10.1 | Compose reflective, formal, and creative writing, which may happen simultaneously or independently, for a variety of high-stakes and low-stakes purposes. |
| 9-10 | W.9-10.2 | Write text in a variety of modes: arguments and literary analysis, informative texts, and narratives. |
| 9-10 | W.9-10.4 | Produce clear and coherent writing in which the development, organization, and style are culturally-sustaining and rhetorically authentic to task, purpose, and audience. |
| 9-10 | W.9-10.5 | Develop and strengthen writing (collaboratively and individually) as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on what is most significant for a specific purpose and audience. |
| 9-10 | W.9-10.6 | Make informed and intentional decisions about technology use to engage in authentic rhetorical tasks for specific purposes and audiences. |
| 9-10 | W.9-10.7 | Conduct short as well as more sustained research projects. |
| 11-12 | L.11-12.2 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases in grade-level reading and content; use context clues, analyze word parts, and consult reference materials. |
| 11-12 | L.11-12.3 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| 11-12 | R.11-12.1 | Cite relevant textual evidence that strongly supports analysis of what the text says explicitly/implicitly and make logical inferences, including determining where the text is ambiguous; develop questions for deeper understanding and further exploration. (RI&RL) |
| 11-12 | R.11-12.2 | Objectively and accurately summarize a complex text to determine two or more themes or central ideas and analyze their development, including how they emerge and are shaped and refined by specific details. (RI&RL) |
| 11-12 | R.11-12.3 | In literary texts, analyze the impact of the author's choices (RL); in informational texts, analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop (RI). |
| 11-12 | R.11-12.4 | Determine the meaning of words and phrases, including figurative and connotative meanings and words with multiple meanings; analyze how an author uses and refines the meaning of technical or key terms over the course of a text. (RI&RL) |
| 11-12 | R.11-12.5 | In literary texts, analyze how varied aspects of structure create meaning and affect the reader (RL); in informational texts, analyze the impact and evaluate the effect structure has on exposition or argument (RI). |
| 11-12 | R.11-12.6 | Analyze how authors employ point of view, perspective, and purpose to shape explicit and implicit messages; explain how an author's geographic location, identity, and culture affect perspective. (RI&RL) |
| 11-12 | R.11-12.7 | In literary texts, analyze multiple adaptations of a source text as presented in different formats (e.g., works of art, graphic novels, music, film). |
| 11-12 | SL.11-12.1 | Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, listening actively and building on others' ideas and expressing their own clearly. |
| 11-12 | W.11-12.1 | Compose reflective, formal, and creative writing, which may happen simultaneously or independently, for a variety of high-stakes and low-stakes purposes. |
| 11-12 | W.11-12.2 | Write text in a variety of modes: arguments and literary analysis, informative texts, and narratives. |
| 11-12 | W.11-12.4 | Produce clear and coherent writing in which the development, organization, and style are culturally-sustaining and rhetorically authentic to task, purpose, and audience. |
| 11-12 | W.11-12.5 | Develop and strengthen writing (collaboratively and individually) as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on what is most significant for a specific purpose and audience. |
| 11-12 | W.11-12.6 | Make informed and intentional decisions about technology use to engage in authentic rhetorical tasks for specific purposes and audiences. |
· Wisconsin Standards for Science / WSS (2017) · 114
| K | K-ESS2-1 | Use and share observations of local weather conditions to describe patterns over time. |
| K | K-ESS3-1 | Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. |
| K | K-ESS3-3 | Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. |
| K | K-LS1-1 | Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| K | K-PS2-1 | 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 | K-PS2-2 | 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 | SCI.ESS2.D.K | Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region and time. People record weather patterns over time. |
| K | SCI.LS1.A.K | All organisms have external parts that they use to perform daily functions (Structure and Function learning priority, K-2 grade band). |
| K | SCI.LS1.C.K | Animals obtain food they need from plants or other animals. Plants need water and light. |
| K | SCI.LS2.A.2 | Plants depend on water and light to grow. Plants depend on animals for pollination or to move their seeds around. |
| K | SCI.PS2.A.K | Pushes and pulls can have different strengths and directions, and can change the speed or direction of an object's motion, or start or stop it. A bigger push or pull makes things speed up or slow down more quickly. |
| K | SCI.PS2.B.K | When objects touch or collide, they push on one another and can result in a change of motion. |
| 1 | 1-ESS1-1 | Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
| 1 | 1-ESS1-2 | Make observations at different times of year to relate the amount of daylight to the time of year. |
| 1 | 1-LS1-1 | Use materials to design a solution to a human problem by mimicking how plants or animals use their external parts to help them survive, grow, and meet their needs. |
| 1 | 1-LS1-2 | Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. |
| 1 | 1-LS3-1 | Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. |
| 1 | SCI.LS1.A.1 | All organisms have external parts that they use to perform daily functions. |
| 1 | SCI.LS1.B.1 | Parents and offspring often engage in behaviors that help the offspring survive. |
| 1 | SCI.LS1.D.1 | Animals sense and communicate information and respond to inputs with behaviors that help them grow and survive. |
| 1 | SCI.LS1.D.2 | There are many different kinds of living things in any area, and they exist in different places on land and in water. |
| 1 | SCI.LS3.A.1 | Young organisms are very much, but not exactly, like their parents, and also resemble other organisms of the same kind. |
| 1 | SCI.LS3.B.1 | Individuals of the same kind of plant or animal are recognizable as similar, but can also vary in many ways. |
| 2 | 2-ESS1-1 | Use information from several sources to provide evidence that Earth events can occur quickly or slowly. |
| 2 | 2-ESS2-1 | Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. |
| 2 | 2-ESS2-3 | Obtain information to identify where water is found on Earth, and that it can be solid or liquid. |
| 2 | 2-LS2-1 | Plan and conduct an investigation to determine if plants need sunlight and water to grow. |
| 2 | 2-LS2-2 | Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
| 2 | 2-LS4-1 | Make observations of plants and animals to compare the diversity of life in different habitats. |
| 2 | 2-PS1-1 | Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
| 2 | 2-PS1-4 | Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. |
| 2 | SCI.ESS1.C.2 | Some events on Earth occur very quickly; others can occur very slowly. |
| 2 | SCI.PS1.A.2 | Matter exists as different substances that have different observable properties. Different properties are suited to different purposes. Objects can be built up from smaller parts. |
| 2 | SCI.PS1.B.2 | Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they are not. |
| 3 | 3-ESS2-1 | Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
| 3 | 3-ESS3-1 | Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. |
| 3 | 3-LS1-1 | Develop models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death. |
| 3 | 3-LS2-1 | Construct an argument that some animals form groups that help members survive. |
| 3 | 3-LS3-1 | 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-LS3-2 | Use evidence to support the explanation that traits can be influenced by the environment. |
| 3 | 3-LS4-1 | Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. |
| 3 | 3-LS4-3 | Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. |
| 3 | 3-PS2-1 | Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| 3 | 3-PS2-3 | Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
| 4 | 4-ESS1-1 | Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
| 4 | 4-ESS2-1 | Make observations and measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. |
| 4 | 4-LS1-1 | Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
| 4 | 4-LS1-2 | Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. |
| 5 | 5-ESS1-1 | 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 | 5-ESS2-1 | Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and atmosphere interact. |
| 5 | 5-ESS3-1 | Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment. |
| 5 | 5-LS1-1 | Support an argument that plants get the materials they need for growth chiefly from air and water. |
| 5 | 5-LS2-1 | Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| 5 | 5-PS1-1 | Develop a model to describe that matter is made of particles too small to be seen. |
| 5 | 5-PS1-2 | 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 | 5-PS2-1 | Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| K-2 | K-2-ETS1-1 | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
| K-2 | K-2-ETS1-2 | Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
| K-2 | K-2-ETS1-3 | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. |
| K-2 | SCI.CC1.K-2 | Students recognize that patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence. |
| K-2 | SCI.ETS1.A.K-2 | A situation that people want to change or create can be approached as a problem to be solved through engineering. Asking questions, making observations, and gathering information help in thinking about problems. |
| K-2 | SCI.ETS2.B.K-2 | Every human-made product is designed by applying some knowledge of the natural world and is built by using natural materials. Taking natural materials to make things impacts the environment. |
| K-2 | SCI.ETS3.A.K-2 | People of diverse backgrounds can become scientists and engineers. People have practiced science and engineering for a long time. Creativity and imagination are important to science and engineering. |
| 3-5 | 3-5-ETS1-1 | Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| 3-5 | 3-5-ETS1-2 | Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| 3-5 | SCI.CC1.3-5 | Students identify similarities and differences in order to sort and classify natural objects and designed products; identify patterns related to time including simple rates of change and cycles; and use these patterns to make predictions. |
| 3-5 | SCI.ESS1.B.5 | The Earth's orbit and rotation, and the orbit of the moon around the Earth cause observable patterns. |
| 3-5 | SCI.ETS1.B.3-5 | Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. |
| 3-5 | SCI.LS2.B.5 | Matter cycles between the air and soil and among organisms as they live and die. |
| 3-5 | SCI.PS1.A.5 | Matter exists as particles that are too small to see. Matter is always conserved even if it seems to disappear. Measurements of a variety of observable properties can be used to identify particular materials. |
| 6-8 | MS-ESS1-1 | Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. |
| 6-8 | MS-ESS2-1 | Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. |
| 6-8 | MS-ESS3-5 | Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. |
| 6-8 | MS-ETS1-1 | Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. |
| 6-8 | MS-ETS1-4 | Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. |
| 6-8 | MS-LS1-1 | 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 | MS-LS1-7 | Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. |
| 6-8 | MS-LS2-3 | Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. |
| 6-8 | MS-LS3-1 | Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. |
| 6-8 | MS-LS4-1 | Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. |
| 6-8 | MS-PS1-1 | Develop models to describe the atomic composition of simple molecules and extended structures. |
| 6-8 | MS-PS1-5 | Develop and use a model to describe how the total number of atoms does not change in a chemical reaction, and thus, mass is conserved. |
| 6-8 | MS-PS2-1 | Apply Newton's third law to design a solution to a problem involving the motion of two colliding objects. |
| 6-8 | SCI.CC1.m | Students recognize that macroscopic patterns are related to the nature of microscopic and atomic-level structure; identify patterns in rates of change and other numerical relationships; and use graphs and charts to identify patterns in data. |
| 6-8 | SCI.ESS1.B.m | The solar system contains many varied objects held together by gravity. Solar system models explain and predict eclipses, lunar phases, and seasons. |
| 6-8 | SCI.ESS3.D.m | Evidence suggests human activities affect global warming. Decisions to reduce the impact of global warming depend on understanding climate science, engineering capabilities, and social dynamics. |
| 6-8 | SCI.ETS1.C.m | Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process. |
| 6-8 | SCI.ETS2.B.m | All human activity draws on natural resources and has both short- and long-term consequences, positive as well as negative, for the health of people and the natural environment. |
| 6-8 | SCI.LS1.A.m | All living things are made up of cells. In organisms, cells work together to form tissues and organs that are specialized for particular body functions. |
| 6-8 | SCI.LS3.A.m | Genes chiefly regulate a specific protein, which affect an individual's traits. |
| 6-8 | SCI.PS1.A.m | The fact that matter is composed of atoms and molecules can be used to explain the properties of substances, diversity of materials, states of matter, phase changes, and conservation of matter. |
| 6-8 | SCI.PS2.A.m | Motion and changes in motion can be qualitatively described using concepts of speed, velocity, and acceleration; the role of the mass of an object and Newton's laws apply. |
| 9-12 | HS-ESS1-2 | Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe. |
| 9-12 | HS-ESS2-4 | 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 | HS-ESS3-5 | Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. |
| 9-12 | HS-ETS1-1 | Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. |
| 9-12 | HS-ETS1-4 | Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. |
| 9-12 | HS-LS1-1 | 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 | HS-LS1-5 | Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. |
| 9-12 | HS-LS2-3 | Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. |
| 9-12 | HS-LS3-2 | Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and (3) mutations caused by environmental factors. |
| 9-12 | HS-LS4-2 | Construct an explanation based on evidence that the process of evolution primarily results from four factors: potential to increase in number, heritable genetic variation, competition for limited resources, and proliferation of organisms better able to survive and reproduce. |
| 9-12 | HS-PS1-1 | Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. |
| 9-12 | HS-PS1-8 | Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. |
| 9-12 | SCI.CC1.h | Students observe patterns in systems at different scales and cite patterns as empirical evidence for causality; recognize classifications used at one scale may need revision at a different scale; and use mathematical representations to analyze patterns. |
| 9-12 | SCI.ESS1.C.h | The rock record resulting from tectonic and other geoscience processes as well as objects from the solar system can provide evidence of Earth's early history and the relative ages of major geologic formations. |
| 9-12 | SCI.ESS2.B.h | Radioactive decay within Earth's interior contributes to thermal convection in the mantle. |
| 9-12 | SCI.ETS1.A.h | Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, stated so that one can tell if a given design meets them. |
| 9-12 | SCI.ETS3.B.h | Science is both a body of knowledge that represents current understanding of natural systems and the processes used to refine, elaborate, revise, and extend this knowledge. |
| 9-12 | SCI.LS1.A.h | Systems of specialized cells within organisms help perform essential functions of life; feedback mechanisms maintain an organism's internal conditions within certain limits and mediate behaviors. |
| 9-12 | SCI.LS4.B.h | Natural selection occurs only if there is variation in the genes and traits between organisms in a population. |
| 9-12 | SCI.PS1.B.h | Chemical processes are understood in terms of collisions of molecules, rearrangement of atoms, and changes in energy as determined by properties of elements involved. |
| 9-12 | SCI.PS1.C.h | Nuclear processes, including fusion, fission, and radioactive decays of unstable nuclei, involve release or absorption of energy. |
| 9-12 | SCI.PS2.A.h | Motion and changes in motion can be quantitatively described using speed, velocity, and acceleration; Newton's second law (F=ma) and conservation of momentum can be used to predict changes in the motion of macroscopic objects. |
· Wisconsin Standards for Social Studies (2018) · 69
| K | SS.BH2.a.K | Examine interactions between individuals and groups (Kindergarten). |
| K | SS.Geog2.a.K | Examine human movement and population patterns (Kindergarten). |
| K | SS.PS1.a.K | Identify democratic principles and ideals in the classroom and community (Kindergarten). |
| K-2 | SS.BH4.a.e | Describe specific types of technology and how they help people (K-2 band). |
| K-2 | SS.Hist1.a.e | Identify one or more causes and effects of an event (K-2 band). |
| K-2 | SS.Inq1.a.e | Explain why or how a question is important to an inquiry (K-2 band). |
| K-2 | SS.Inq2.a.e | Brainstorm what resources are needed to answer a question (K-2 band). |
| K-2 | SS.Inq3.a.e | With prompting and support, develop a claim using evidence (K-2 band). |
| K-2 | SS.Inq5.a.e | Explore opportunities for civic engagement (K-2 band). |
| K-2 | SS.PS4.a.e | Compare and contrast ways people can participate in their community (K-2 band). |
| 3-5 | SS.Inq1.a.i | Develop a list of open- and closed-ended questions to guide an inquiry (3-5 band). |
| 3-5 | SS.Inq4.a.i | Communicate conclusions to an audience (3-5 band). |
| 6-8 | SS.BH1.b.m | Examine factors that shape individual identity and behavior (6-8). |
| 6-8 | SS.Econ1.a.m | Predict the opportunity cost of an economic decision (6-8). |
| 6-8 | SS.Econ4.e.m | Examine the impact of government economic decisions on society (6-8). |
| 6-8 | SS.Geog3.a.m | Examine global interconnections and their impacts (6-8). |
| 6-8 | SS.Hist3.a.m | Compare events from different time periods and connect them to the present (6-8 band). |
| 6-8 | SS.Inq1.a.m | Formulate open-ended, researchable questions to frame an inquiry (6-8 band). |
| 6-8 | SS.Inq2.a.m | Gather and evaluate relevant sources for an inquiry (6-8 band). |
| 6-8 | SS.Inq3.a.m | Develop a claim and cite evidence to support reasoning (6-8 band). |
| 9-12 | SS.BH1.a.h | Analyze biological and environmental factors that influence individual behavior and identity (9-12). |
| 9-12 | SS.BH2.a.h | Interpret interactions between individuals and groups (9-12). |
| 9-12 | SS.BH3.a.h | Assess the role of culture in shaping social structures and institutions (9-12). |
| 9-12 | SS.BH4.a.h | Examine the progression and societal influence of forms of technology (9-12). |
| 9-12 | SS.Econ1.a.h | Use economic reasoning to analyze costs and benefits of decisions (9-12). |
| 9-12 | SS.Econ2.a.h | Connect the roles of producers and consumers in markets (9-12). |
| 9-12 | SS.Econ3.a.h | Analyze indicators used to measure the performance of an economy (9-12). |
| 9-12 | SS.Econ4.a.h | Evaluate how values and government decisions affect economic outcomes (9-12). |
| 9-12 | SS.Geog1.a.h | Use printed and digital geographic tools to analyze spatial patterns (9-12). |
| 9-12 | SS.Geog2.a.h | Analyze causes and effects of human migration and population change (9-12). |
| 9-12 | SS.Geog4.a.h | Evaluate how place and identity shape one another (9-12). |
| 9-12 | SS.Geog5.a.h | Analyze the intentional and unintentional consequences of human-environment interaction (9-12). |
| 9-12 | SS.Hist1.a.h | Use historical evidence to determine cause-and-effect relationships (9-12 band). |
| 9-12 | SS.Hist2.a.h | Evaluate patterns of continuity and change over time using evidence (9-12 band). |
| 9-12 | SS.Hist4.a.h | Analyze how the historical context shapes a source's meaning and reliability (9-12 band). |
| 9-12 | SS.Inq1.a.h | Frame researchable, supporting and compelling questions for an inquiry (9-12 band). |
| 9-12 | SS.Inq2.a.h | Gather and evaluate relevant primary and secondary sources for an inquiry (9-12 band). |
| 9-12 | SS.Inq3.b.h | Develop and refine claims and counterclaims with evidence (9-12 band). |
| 9-12 | SS.Inq4.b.h | Critique the conclusions and reasoning of others (9-12 band). |
| 9-12 | SS.Inq5.a.h | Explore opportunities and take informed action on a civic issue (9-12 band). |
| 9-12 | SS.PS1.a.h | Analyze democratic principles and ideals in governing documents (9-12). |
| 9-12 | SS.PS2.a.h | Critique the struggle for rights and the expansion of civic participation (9-12). |
| 9-12 | SS.PS3.a.h | Create and evaluate analyses of the powers and structures of government (9-12). |
| K-12 | SS.BH1 | Wisconsin students will examine individual cognition, perception, behavior, and identity. |
| K-12 | SS.BH2 | Wisconsin students will investigate and interpret interactions between individuals and groups. |
| K-12 | SS.BH3 | Wisconsin students will assess the role that human behavior and cultures play in the development of social structures and institutions. |
| K-12 | SS.BH4 | Wisconsin students will examine the progression of specific forms of technology and their influence on individuals and society. |
| K-12 | SS.Econ1 | Wisconsin students use economic reasoning to understand issues. |
| K-12 | SS.Econ2 | Wisconsin students will analyze how decisions are made and interactions occur among individuals, households, and firms (Microeconomics). |
| K-12 | SS.Econ3 | Wisconsin students will analyze how an economy functions as a whole (Macroeconomics). |
| K-12 | SS.Econ4 | Wisconsin students will evaluate government decisions and their impact on individuals, businesses, and society. |
| K-12 | SS.Geog1 | Wisconsin students will use geographic tools and ways of thinking to analyze the world. |
| K-12 | SS.Geog2 | Wisconsin students will analyze human movement and population patterns. |
| K-12 | SS.Geog3 | Wisconsin students will examine the impacts of global interconnections and relationships. |
| K-12 | SS.Geog4 | Wisconsin students will evaluate the relationship between identity and place. |
| K-12 | SS.Geog5 | Wisconsin students will evaluate the relationship between humans and the environment. |
| K-12 | SS.Hist1 | Wisconsin students will use historical evidence for determining cause and effect. |
| K-12 | SS.Hist2 | Wisconsin students will analyze, recognize, and evaluate patterns of continuity and change over time. |
| K-12 | SS.Hist3 | Wisconsin students will connect past events, people, and ideas to the present, using different perspectives. |
| K-12 | SS.Hist4 | Wisconsin students will evaluate a variety of primary and secondary sources to interpret the historical context, intended audience, purpose, and author's point of view. |
| K-12 | SS.Inq1 | Wisconsin students will construct meaningful questions that initiate an inquiry. |
| K-12 | SS.Inq2 | Wisconsin students will gather and evaluate sources. |
| K-12 | SS.Inq3 | Wisconsin students will develop claims using evidence to support reasoning. |
| K-12 | SS.Inq4 | Wisconsin students will communicate and critique conclusions. |
| K-12 | SS.Inq5 | Wisconsin students will be civically engaged. |
| K-12 | SS.PS1 | Wisconsin students will identify and analyze democratic principles and ideals. |
| K-12 | SS.PS2 | Wisconsin students will examine and interpret rights, privileges, and responsibilities in society. |
| K-12 | SS.PS3 | Wisconsin students will analyze and evaluate the powers and processes of political and governmental systems. |
| K-12 | SS.PS4 | Wisconsin students will develop and employ skills for civic literacy. |
Is homeschooling legal in Wisconsin?
Yes. Wisconsin homeschools operate as 'home-based private educational programs' under Wis.
Do I have to notify anyone to homeschool in Wisconsin?
Parents must file the online PI-1206 'Home-Based Private Educational Program Report' with the Wisconsin DPI annually. The report states enrollment as of the 3rd Friday in September and must be submitted on or before October 15 each year (per Wis. Stat. 115.30(3) and 118.165). It is a notification/enrollment report only -- not an application; neither DPI nor the local district may approve or deny a homeschool program. No prior notice of intent to withdraw/begin homeschooling is required by statute.
Is standardized testing required for homeschoolers in Wisconsin?
No annual test is mandated for homeschoolers in Wisconsin. The state test (Wisconsin Forward Exam (with ACT/Pre-ACT Secure for grades 9-11)) is not required for home-educated students.
What subjects are required for homeschooling in Wisconsin?
Wisconsin requires instruction in: Reading; Language Arts; Mathematics; Social Studies; Science; Health.
Does Wisconsin have its own learning standards?
Math: Wisconsin Standards for Mathematics (2021). ELA: Wisconsin Standards for English Language Arts (2020). Science: Wisconsin Standards for Science / WSS (2017). Social studies: Wisconsin Standards for Social Studies (2018).