IYD: AEF Wyoming State Law and Content Standards

AEF: Wyoming

Contents:

Wyoming State Law
Wyoming Content Standards

Wyoming State Law

WYOMING CODE
TITLE 21 EDUCATION
CHAPTER 9 ARTICLE 1
COURSES OF STUDY

21 9 101. Educational programs for schools; standards; core of knowledge and skills; special needs programs; class size requirements; cocurricular activities.

The board of trustees of each school district within the state shall cause the schools under its jurisdiction to provide an educational program in accordance with uniform standards defined under this section and rules and regulations promulgated by the state board of education pursuant to W.S. 21 2 304(a).
Each school district within the state shall provide educational programs sufficient to meet uniform student content and performance standards at the level established by the state board of education in the following areas of knowledge and skills:
1. Common core of knowledge:
  
  A. Reading/language arts;
  B. Social studies;
  C. Mathematics;
  D. Science;
  E. Fine arts and performing arts;
  F. Physical education;
  G. Health and safety;
  H. Humanities;
  J. Career/vocational education;
  K. Foreign cultures and languages;
  L. Applied technology;
  M. Government and civics including state and federal constitutions pursuant to W.S. 21 9 102.
2. For grades one (1) through eight (8), reading, writing and mathematics shall be emphasized under the common core of knowledge specified under paragraph (b)(i) of this section;
3. Common core of skills:
  1. Problem solving;
  2. Interpersonal communications;
  3. Keyboarding and computer applications;
  4. Critical thinking;
  5. Creativity;
  6. Life skills, including personal financial management skills.
In addition to subsection (b) of this section, each school district within this state shall provide programs designed for the special needs of those student populations specified within this subsection. Programs under this subsection shall be provided and shall identify special student populations in accordance with rules and regulations of the state board of education. The state board shall monitor the proportion of students in each special needs category, compared to available regional averages. Special needs student populations include:
1. Children with disabilities evaluated in accordance with rules and regulations of the state board as having mental retardation, hearing impairments including deafness, speech or language impairments, visual impairments including blindness, serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, specific learning disabilities, deafness and blindness or other multiple disabilities, and who, because of the impairments, need special education and related services; and
2. Gifted and talented students identified by professionals and other qualified individuals as having outstanding abilities, who are capable of high performance and whose abilities, talents and potential require qualitatively differentiated educational programs and services beyond those normally provided by the regular school program in order to realize their contribution to self and society.
In addition to subsections (b) and (c) of this section, each school district within this state shall endeavor to maintain when practicable, in kindergarten through grade three (3) within the district, an average class size of no more than twenty (20) students per teacher, excluding children with disabilities who spend more than fifty percent (50%) of their time outside of regular classroom instruction.
Nothing in this section shall be construed to prohibit school districts from establishing cocurricular activity programs which have as their purpose to provide educational experiences not otherwise provided by the local district. The legislature specifically encourages school districts to establish programs of this type.
It is the intent of the legislature that the funding mechanism established by law for schools encourage school districts to achieve the goal of reduced class sizes.
Not later than the 2002-2003 school year, all school districts shall provide instruction in foreign languages to students in kindergarten through grade 2 in accordance with standards promulgated by the state board.

Wyoming Content Standards

WYOMING DEPARTMENT OF EDUCATION

Course: Health [Grade 8 – 11]

http://www.k12.wy.us/eqa/nca/pubs/standards/health.pdf

Wyoming Health Education Content and Performance Standards

Standards specify what students must master. They are not instructional curricula or technical documents used by teachers to guide day-to-day instruction. Teachers ensure that students achieve standards by using a range of instructional strategies that they select based on their students' needs. The following standards were accepted by the Wyoming State Board of Education in July 2003.

There are seven health education standards. Standard 1 contains the health content that students should know, while Standards 2 through 7 are the health skills that students should apply to the content knowledge from Standard 1. A description and rationale for each standard is provided below:

CONTENT STANDARD [Grade 11]

1. HEALTH PROMOTION AND DISEASE PREVENTION

Students will comprehend concepts related to health promotion and disease prevention.

Students demonstrate an understanding of developmentally appropriate relationships between alcohol and other drug use, misuse, abuse, and addiction and healthy lifestyles, health behaviors, and health risks.
Students demonstrate an understanding of developmentally appropriate relationships between family life and sexuality and healthy lifestyles, health behaviors, and health risks.
Students demonstrate an understanding of developmentally appropriate relationships between injury prevention and safety and healthy lifestyles, health behaviors, and health risks.
Students demonstrate an understanding of developmentally appropriate relationships between tobacco use and addiction and healthy lifestyles, health behaviors, and health risks.
Students demonstrate an understanding of developmentally appropriate relationships between nutrition and healthy lifestyles, health behaviors, and health risks
Students demonstrate an understanding of developmentally appropriate relationships between prevention and control of disease and healthy lifestyles, health behaviors, and health risks.
Students demonstrate an understanding of developmentally appropriate relationships between mental and emotional health and healthy lifestyles, health behaviors, and health risks.
Students demonstrate an understanding of developmentally appropriate relationships between community health and environmental health and healthy lifestyles, health behaviors, and health risks.
Students demonstrate an understanding of developmentally appropriate relationships between personal health and consumer health and healthy lifestyles, health behaviors, and health risks.

2. ACCESSING HEALTH INFORMATION, PRODUCTS, AND SERVICES Students demonstrate the health skill of accessing valid health information and health-promoting products and services.

Students demonstrate the ability to locate and utilize various sources of health information, products, and services.

3. SELF MANAGEMENT Students demonstrate the health skill of practicing health-enhancing behaviors and reduce health risks.

Students demonstrate an understanding of appropriate strategies for improving or maintaining personal health.
Students analyze the short-term and long-term consequences of safe, risky, and harmful behaviors for adolescents and adults. 3. Students analyze the importance of assuming responsibility for health behaviors.

4. INFLUENCE OF CULTURE, MEDIA, AND TECHNOLOGY

Students use the health skill of analyzing the influence of culture, media, technology, and other factors on health.

Students analyze how internal and external influences of culture, technology, and medical advances affect health enhancing behaviors, health risks, and the selection of health products and services.
Students evaluate how internal and external influences of messages from various forms of media affect health enhancing behaviors, health risks, and the selection of health products and services.
Students evaluate how internal and external influences of peers, role models, family, and the community affect health enhancing behaviors, health risks, and the selection of health products and services.

5. INTERPERSONAL COMMUNICATION Students demonstrate the health skill of using interpersonal communication skills to enhance health.

Students demonstrate an understanding of verbal and nonverbal: refusal, conflict resolution, collaboration, and negotiation strategies to enhance health and reduce health risks.
Students demonstrate and apply an understanding of effective verbal and non-verbal communication strategies in order to respectfully express needs, wants, and feelings.
Students analyze how interpersonal communication affects relationships.

6. GOAL-SETTING AND DECISION-MAKING SKILLS Students demonstrate the health skill of goal setting and decision-making skills to enhance health

Students apply an understanding of personal goal setting strategies to enhance health.
Students apply an understanding of decision-making strategies to enhance health.
Students collaboratively apply goal setting or decision-making strategies to health issues and problems.

7. ADVOCATING FOR HEALTH

Students demonstrate the health skill of advocating for personal, family, and community health.

Students apply and evaluate a variety of methods to advocate for personal, family and community health to various audiences.
Students demonstrate how to influence and support others in making positive health choices.
Students demonstrate the ability to work cooperatively when advocating for health.
Students describe barriers to effective advocacy.

CONTENT STANDARD [Grade 5 – 8]

1. HEALTH PROMOTION AND DISEASE PREVENTION

Students will comprehend concepts related to health promotion and disease prevention.

Students demonstrate an understanding of developmentally appropriate relationships between alcohol and other drug use, misuse, abuse and addiction and healthy lifestyles, health behaviors, and health risks.
Students demonstrate an understanding of developmentally appropriate relationships between family life and sexuality and healthy lifestyles, health behaviors, and health risks.
Students demonstrate an understanding of developmentally appropriate relationships between injury prevention and safety and healthy lifestyles, health behaviors, and health risks.
Students demonstrate an understanding of developmentally appropriate relationships between tobacco use and addiction and healthy lifestyles, health behaviors, and health risks.
Students demonstrate an understanding of developmentally appropriate relationships between nutrition and healthy lifestyles, health behaviors, and health risks
Students demonstrate an understanding of developmentally appropriate relationships between prevention and control of disease and healthy lifestyles, health behaviors, and health risks.
Students demonstrate an understanding of developmentally appropriate relationships between mental and emotional health and healthy lifestyles, health behaviors, and health risks.
Students demonstrate an understanding of developmentally appropriate relationships between personal and community health and healthy lifestyles, health behaviors, and health risks.