"Students successfully compete at the highest levels nationally and internationally and are prepared to make well-reasoned, thoughtful, and healthy lifelong decisions."
The assumptions made regarding Goal 3 have been summarized and divided into the three categories outlined below.
Performance standards are defined through statements of outcomes that support each standard.
Exit-level skills required for entering post secondary education and the world of work are the same and can be measured.
Exit-level performance standards and outcomes will be established; performance outcomes at pre-exit levels will then be established as benchmarks for assessing adequate progress.
Adequate progress for a school is based on each student in a school making adequate progress toward the performance standards and outcomes.
Performance standards and outcomes will be written at the highest operational levels and will be based on the belief that individual students learn at different rates.
Assessment practices should serve as guidelines but should not determine the performance standards.
Performance standards should be designed so that students may go beyond them.
Teaching and learning in Florida's public schools will be fundamentally restructured in keeping with the principles of continual quality improvement.
The exit-level skills identified in the Secretary of Labor's Commission on Achieving Necessary Skills (SCANS) provide a framework within which Florida's Core of Essential Concepts will be incorporated.
Schools will transition at different rates toward the full implementation of Blueprint 2000.
"Florida students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files, in order to perform tasks and/or for enjoyment."
The outcomes for Standard 1 have been summarized below.
While performing individual and group tasks, students will be capable of doing the following:
Locate data and determine the essential information.
Identify relevant details and facts.
Evaluate accuracy, appropriateness, style, relevance, and plausibility.
Analyze concepts and ideas relative to their own value system.
Utilize informational resources for aesthetic and recreational purposes.
Independently complete a task requiring use of information and concepts.
Evaluate and make valid inferences from new or incomplete information.
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Florida students communicate in English and other languages using information, concepts, prose, symbols, reports, audio and video recordings, speeches, graphic displays, and computer-based programs."
The outcomes for Standard 2 have been summarized below.
While performing individual and group tasks, students will be capable of doing the following:
Record information in writing and other media, and communicate that information through a variety of media.
Compose, through a variety of means, communication products such as letters, reports, directions, and proposals.
Use language, styles, and format appropriate for the subject matter, purpose, and audience.
Prepare communications through a variety of media and include supporting documentation.
Edit and revise communication products to ensure appropriate form, grammar, spelling, and punctuation.
"Florida students use numeric operations and concepts to describe, analyze, desegregate, communicate, and synthesize numeric data, and to identify and solve problems."
The outcomes for Standard 3 are summarized below.
Perform appropriate numeric procedures with problems found in numeric, symbolic, or word form.
Estimate approximate numeric solutions to problems without use of calculating devices.
Analyze, synthesize, and evaluate numeric information through appropriate formulae, theorems, equations, graphs, and charts.
"Florida students use creative thinking skills to generate new ideas, make the best decisions, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning."
The outcomes for Standard 4 have been summarized below.
While performing individual and group tasks, students will be capable of doing the following:
Use imagination and combine information in new ways in order to make connections between seemingly unrelated ideas.
Clarify goals and recognize constraints to their accomplishments; reinterpret goals in ways that reveal new approaches; evaluate and choose the best alternative.
Recognize that a problem exists; define it; investigate possible causes and solutions; and evaluate and select the best solution.
Organize and process symbols, objects, and information in a way that permits the mind to generate the reality of what is being represented.
Develop and use learning techniques that apply new knowledge and skills in different ways.
"Florida students display responsibility, self-esteem, sociability, self-management, integrity, and honesty."
The outcomes for Standard 5 have been summarized below.
While performing individual and group tasks, students will be capable of doing the following:
Exert a high level of effort and perseverance toward goal attainment.
Exhibit diligence in reaching high task-accomplishment and performance.
Demonstrate a realistic and positive view of themselves as unique individuals.
Demonstrate friendliness, assertiveness, empathy, and politeness in familiar and unfamiliar groups.
Exhibit interest in what others say and do.
Deal with persons and situations with integrity, reliability, and honesty.
Exhibit civic, personal, and social responsibility.
Demonstrate behaviors that support physical wellness and personal well-being.
Assume a positive role in the family, workplace, and community.
"Florida students will appropriately allocate time, money, materials, and other resources."
The outcomes for Standard 6 have been summarized below.
While performing individual and group tasks, students will be capable of doing the following:
Prioritize activities in an appropriate sequence and develop an executive schedule for accomplishing a goal.
Prepare a budget appropriate for goal attainment, maintain accurate records, and revise the budget plan as needed.
Acquire materials needed for completion of the activity and anticipate how the materials can be best stored and distributed.
Identify the skills, knowledge, and values necessary to successfully complete the activity.
"Florida students integrate their knowledge and understanding of how social, organizational, informational, and technological systems work with their abilities to analyze trends, design and improve systems, and use and maintain appropriate technology."
Outcomes Summary:
The outcomes for Standard 7 have been summarized below.
While performing individual and group tasks, the students will be capable of doing the following:
Identify the need for information, select possible sources, and obtain the information from sources.
Organize and maintain print and other forms of information, and transform the information into appropriate formats.
Analyze trends and the performance of systems to predict the impact on goal attainment.
Provide recommendations to modify existing systems.
Select the procedures or technology that best facilitate goal attainment.
Demonstrate competence in solving problems in the use of technology, including generating workable solutions and identifying appropriate resources.
"Florida students work cooperatively to successfully complete a project or activity."
The outcomes for Standard 8 have been summarized below.
Contribute ideas to a group effort to solve a problem or complete an activity in support of a goal.
Assist a group to be successful by helping resolve differences, taking personal responsibilities, and challenging existing barriers to goal attainment.
Help others learn by assisting them to apply concepts and skills, and identify resources for goal attainment.
"Florida students establish credibility with their colleagues through competence and integrity, and help their peers achieve their goals by communicating their feelings and ideas to justify or successfully negotiate a position which advances goal attainment."
The outcomes for Standard 9 have been summarized below.
Communicate thoughts and values to influence others toward action which will facilitate goal attainment.
Justify positions logically while taking meaningful viewpoints of others into consideration.
Work toward an agreement with others by resolving divergent interests and points of view.
"Florida students appreciate their own culture and the cultures of others, understand the concerns and perspectives of members of other ethnic and gender groups, reject the stereotyping of themselves and others, and seek out and utilize the views of persons from diverse ethnic, social, and educational backgrounds while completing individual and group projects."
The outcomes for Standard 10 have been summarized below.
Demonstrate appreciation of their own culture and the cultures of others.
Cooperate with persons of different gender, ethnic, or socioeconomic backgrounds to successfully accomplish tasks.
Recognize bias and stereotyping in media, literature and performing arts.
Community and Adult Education practitioners will find 10 strategies for helping schools and advisory councils accomplish Goal 3 in the section below. Each strategy is followed by suggested steps for implementing the strategy.
Cooperate with advisory council members, writing experts, and educators to develop writing contests for high school students.
Involve writing and publication companies and organizations in the process of readying high school students for the contests.
Utilize these publication organizations in the development of guidelines, criteria, judging procedures, and in other "expert" roles.
Work in cooperation with advisory council members, writing experts, and educators to determine appropriate classifications or categories for the writing contests.
Make arrangements for the publication of the winning entries.
Assist in the promotion of the writing contests and participation of all students.
Assist in the development of a youth computer club at an elementary school.
Work with advisory council members, computer hardware and software providers, teachers, and volunteers to plan development of the youth computer club.
Solicit adult volunteers with interests in computers and children to voluntarily work with members of the computer club.
Involve businesses in the computer club to assist in providing software and developing continuing challenges, problems, and scenarios.
Develop or utilize an existing computer laboratory for the location of the computer club.
Implement the youth computer club and continue to assess progress of the club.
Assist in the planning and coordination of a problem-solving road rally (no cars).
Work with advisory council members and teachers in the development of a community-focused problem-solving road rally.
Design the road rally on the principles of a community scavenger hunt.
Incorporate in the problem-solving road rally the calculation of distances, measurement of areas, determination of weights and volumes, and the connection of ideas.
Base the road rally on accuracy rather than speed.
Reward the efforts of cooperative learning groups during the competition rather than as individuals.
Assist in the development of a summer leadership camp for high school-age students.
Work with advisory council members, teachers, and administrators to develop a week-long leadership camp.
Involve businesses, community members, and others in the sponsorship of high school students for the leadership camp.
Select a site that will allow approximately 80 students to participate.
Identify resource persons to serve as staff members and trainers for the leadership camp.
Involve the planning committee in the selection criteria and monitoring of students selected.
Assist in the development of a Saturday Safety Fair for elementary and middle school students.
Work with advisory council members, teachers, and students to plan a Safety Fair around the basic safety needs of youngsters.
Work with the committee to develop educational events that address such safety needs as bike riding, wearing seat belts, neighborhood walking and playing, substance abuse awareness, sexual responsibility, and gun handling and avoidance.
Assist the committee in the development of a plan that addresses scheduling, budgeting, promotions, materials identification, and securing resource people for the Safety Fair.
Assist the committee by identifying resource people and organizations from the community that could provide assistance in the Safety Fair.
Work with the committee and resource people/organizations to deliver the Safety Fair.
Provide assistance to the committee in the evaluation of the Safety Fair and follow-up activities (i.e., letters of thanks, written report).
Assist advisory council members, teachers, and students in the development of a cultural awareness week in the school.
Participate with the planning committee in the identification of major activities, events, programs, and happenings they wish to include in the cultural awareness week.
Participate with the planning committee in the identification of resource people and organizations they wish to involve in the cultural awareness week activities.
Assist the committee in development of a plan that addresses scheduling, budgeting, promotions, materials identification, and securing resource people for the cultural awareness week.
Work with the committee, resource people, and/or organizations to deliver the cultural awareness week activities.
Provide assistance to the committee in the evaluation of the cultural awareness week and follow-up activities (i.e., letters of thanks, written reports).
Involve middle school students in a film festival and other activities that will allow them to identify bias and stereotyping in the media, literature, and performing arts.
Assist advisory council members, teachers and others in the planning of activities that will help students identify bias and stereotyping.
Work with the committee to select films and literature that will help students recognize bias and stereotyping.
Assist the committee to develop a plan that addresses scheduling, budgeting, promotions, and materials identification.
Work with the committee to deliver the film festival and related activities, include activities that not only identify bias but develop alternate ways to present views that are free of bias.
Provide assistance to the committee in the evaluation of the materials and experiences for the student.
Assist advisory council members, debate specialists, and teachers to develop a series of debates between middle school students on topics that allow them to: (1) communicate thoughts and values, (2) justify positions logically, and (3) resolve divergent interests and points of view.
Work with a committee to develop a format for debate that allows for many students to participate.
Provide assistance to teachers as they prepare their students for the debate activities.
Work with a committee to identify topics appropriate and of high interest to the students.
Work with the committee to fine tune the debate rules, format, and other specific details.
Work with the committee, school officials, and teachers to deliver the student debates.
Provide assistance to the committee and school officials in the evaluation of the student debates.
Assist high school teachers and advisory council members to develop a Community Awareness Assessment that involves high school students in a community-wide assessment.
Assist selected high school teachers and advisory council members to plan a project that will involve high school students in a thorough assessment of their community.
Provide technical assistance to the committee on various matters related to demographics, sources, agencies, and services in the community.
Assist the committee to develop a plan for the Community Awareness Assessment that addresses scheduling, methodology, student involvement, materials identification, and supervision.
Work with the committee to complete the Community Awareness Assessment.
Provide assistance to the committee in the evaluation of the assessment.
Provide assistance for bringing the "World Games" activity and staff to the high school and middle school in order for them to dramatically experience the objectives of the activity.
Work with the faculty and advisory council members to describe the objectives and activities of "World Games."
Work with them in selecting the sites, dates, promotion, and financing for bringing "World Games" to the schools.
Volunteer to contact "World Games" officials to work out arrangements and financing.
Work with the faculty and advisory council members to deliver the "World Games" activities at both the high school and middle school sites.
Provide assistance for formative and summative evaluation of the experiences.